Review Of Four Indiana State Policies ✓ Solved

Review Of Four Indiana State Policies

In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. Funding for these policies is primarily provided through need-based student aid and public tuition charges, with the state of Indiana facilitating the financing. This coordination aims to prevent financial overwhelm for both parents and the state, limiting the direct support roles of higher education institutions, which mainly rely on financial incentives for students, colleges, and schools. Higher education systems have some retention projects, such as those implemented through IPAS, but their role remains limited.

Regarding outcomes, these policies have contributed to improved academic preparation among high school students, equipping them better for success in higher education. However, despite enhancements in academic readiness, notable improvements in high school graduation rates across different racial and ethnic groups have not been observed. Conversely, Indiana has seen a significant increase in SAT scores compared to other states, indicating better academic performance at the college entrance level (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Additionally, metrics such as degree completion, college access, and diversity have improved noticeably, with the TFCS program standing out as the most successful in reducing inequalities and expanding access. Its components include early preparation, fostering responsible citizenship, and guiding parents and students toward practices conducive to positive learning outcomes.

Sample Paper For Above instruction

The landscape of higher education policies in Indiana demonstrates a comprehensive approach aimed at increasing access, improving preparation, and supporting student success, especially among low-income populations. The four primary policies—21st Century Scholars (TFCS), Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill—each play distinct roles but collectively aim to create a more equitable higher education system. Analyzing their design, implementation, outcomes, and challenges reveals both successes and areas requiring reform to enhance sustainability and effectiveness.

The 21st Century Scholars (TFCS) program is a cornerstone policy that offers financial assistance coupled with early developmental engagement. It targets students from low-income families, encouraging them from middle school through high school to commit to college preparation and graduation (St. John et al., 2018). One of its defining features is the emphasis on cultivating responsible citizenship; students are expected to meet certain academic and behavioral standards to maintain aid eligibility. The program’s performance has been encouraging, with many eligible students enrolling in college, especially due to the early intervention and ongoing support. However, funding sustainability remains a concern. Originally, the state pledged to cover four years of college costs for eligible students, but economic downturns and fiscal constraints threaten this commitment (St. John et al., 2018). Ensuring long-term funding and expanding support services are essential for the program's sustainability and continual success.

The Core 40 diploma requirement aims to elevate the academic standards of high school graduates, thus improving college readiness (St. John et al., 2018). While the diploma acts as the default curriculum, allowing parental opt-outs limits its potential, possibly undermining efforts to standardize college-preparatory education across the state. Research indicates that students following the Core 40 curriculum perform better on college entrance exams and are more likely to persist in postsecondary programs. Yet, disparities persist; underrepresented minority students often face obstacles in completing the Core 40, which highlights ongoing issues of access and equity. Broadening participation and reducing barriers for minority groups are critical for future policy adjustments aiming for equitable college readiness.

The Indiana Project on Academic Success (IPAS) is a retention-focused initiative designed to support students once they enroll in college (St. John et al., 2018). It encompasses mentoring, tutoring, and financial literacy programs aimed at reducing attrition. Though these support services have demonstrated some success, overall retention rates remain below national averages, suggesting that additional comprehensive measures are needed. Furthermore, the limited scope of IPAS’s activities constrains its impact, necessitating integration with broader college support networks and increased resource allocation.

The DREAM Act Bill, which proposed providing undocumented students access to higher education funding, exemplifies the intersection of policy and politics. While it sought to expand opportunities for undocumented students, it faced significant political opposition rooted in conservative viewpoints and concerns over access and resource allocation (St. John et al., 2018). The bill’s failure underscores the ongoing politicization surrounding immigration and education policies, which hinders efforts to create inclusive educational frameworks. Restrictive policies like the DREAM Act limit the demographic diversity of Indiana’s higher education institutions and inhibit talented students from underserved backgrounds from contributing fully to society.

These policies collectively illustrate the complex landscape of Indiana’s higher education system, characterized by positive strides toward equity and access, but also significant challenges related to funding, political support, and equity. The success of programs like TFCS demonstrates that early intervention combined with financial support can have substantive effects on college access and success. However, the sustainability of such initiatives depends on consistent funding and policy stability. Similarly, policies such as the Core 40 and IPAS indicate that standardization and retention programs play crucial roles but require ongoing refinement to address persistent disparities. The political obstacles to inclusive policies like the DREAM Act highlight the importance of advocacy and political will to foster an inclusive and equitable higher education environment.

In conclusion, Indiana’s higher education policies exemplify a concerted effort to improve access, preparation, and retention for underserved students. While notable gains have been made, ongoing challenges in funding, political opposition, and equity necessitate continuous evaluation and reform. Future policy directions should prioritize sustainable funding mechanisms, holistic support systems, and inclusive frameworks that embrace diversity and promote lifelong learning opportunities for all Indiana residents.

References

• St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. (2018). Public Policy and Higher Education: Reframing Strategies for Preparation, Access, and College Success (2nd ed.). New York, NY: Taylor & Francis.
• Daun-Barnett, N., & St. John, E. P. (2016). Policy pathways to college access: Understanding the role of state policies in promoting equitable opportunities. Journal of Higher Education Policy & Management, 38(2), 208-221.
• U.S. Department of Education. (2020). Funding and policy landscapes for US higher education. Washington, DC: USDOE.
• Indiana Commission for Higher Education. (2019). Indiana college readiness report. Indianapolis, IN: ICHE.
• National Center for Education Statistics. (2021). The condition of education: College access and affordability. NCES.
• Lopez, M. H., & Fry, R. (2018). Diversifying the American workforce through equitable access in higher education. Pew Research Center.
• Hess, F. M. (2017). The policy framework for equitable college opportunity. Education Policy, 31(3), 462–477.
• Wang, M., & Holcombe, R. (2018). Funding mechanisms and institutional outcomes in higher education. Economics of Education Review, 66, 10-20.
• Carnevale, A. P., & Rose, S. J. (2015). The college payoff: An update. Georgetown University Center on Education and the Workforce.
• American Council on Education. (2019). Equity in higher education: Policy challenges and opportunities. ACE Publications.