Secondary Post Instructions
In your secondary post, add a layer of complexity to the argument by adding more recent data to your peer’s argument. Where can you find data to support your argument? There is more publicly accessible data now about student success than there has ever been. How would these data enhance your argument?
47 mins ago
When the amendments shifted the focus away from loans, the reauthorization of 1972 made it clear government needed to support students with high needs. It was increased federal support without the cutting or “retiring” of any existing programs which is also a victorious point (Cervantes, 2005). In 1976 things were working so well, the federal government did not feel the need to change anything. The evidence also suggested that “President Johnson, during his term tried to remove middle-income students from federal aid programs. However, due to the perception and median incoming shifting, it put them out of reach for subsidized loans” (Cervantes, 2005).
After the first reauthorization the student age programs took to higher education and were evidence in the Private Lending that was a result from this in addition to the Trio Programs. Additionally, President Johnson worked to push that student that came from families with a certain level of income to receive funding up to an established amount of support through federal funding. As a direct result of the history from the data presented, to this day federal government supply financial support directly to students skipping over “lenders and guarantee agencies” (Cervantes, 2005).
As leaders, we learn how assessment is very important and that correcting our mistakes is often the best type of adjustment. One example of working to correct mistakes was the Basic Educational Opportunity Grant, also known as the Pell Grant. Additionally, the Student State Incentive Grant also was a direct result of evidence supporting increased federal support for students. The intention for the Pell Grant and Student State Incentive Grant was for the state to pay fifty percent of the cost of a state-run program of student grants” (Cervantes, 2005).
“Even though all institutions are political organizations they differ on how predisposed they are to political behavior and how much the student affairs team is affected by the politics” (Stringer, 2016). As we climb ourselves out of the declination of resources when it comes to staff and financial support the needs always come first for students. However often the politics affect the decisions that are made. For example, in my current role in higher education, we are in a financial crisis. However, money was collected from students, specifically for student activities. As a result, students are upset they are not able to spend money on swag, A-list entertainment, and upscale catering at events on campus. On the political side of this is, we are still in a crisis and need to use the money that the entire community can benefit from the money being spent. It is important to learn early how to use “decision-making models that achieve the organizational mission” (Stringer, 2016).
Cervantes, A. C. (2005). Opening the Doors to Higher Education. Perspectives on the Higher Education Act 40 Years Later.
Stringer, G. S. (2016). The Handbook of Student Affairs Administration. San Francisco, CA: Jossey-Bass.
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