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Pub Date: |
2004-02-00 |
Pub Type(s): |
Legal/Legislative/Regulatory Materials; Reports - Evaluative |
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Descriptors:
College Outcomes Assessment; Correspondence Schools; Cost Estimates; Distance Education; Educational Assessment; Eligibility; Postsecondary Education; Program Budgeting; Program Costs; Student Financial Aid
Abstract:
Distance education--that is, offering courses by Internet, video, or other forms outside the classroom--has changed considerably in recent years and is a growing force in postsecondary education. More than a decade ago, concerns about fraud and abuse by some correspondence schools led to federal restrictions on, among other things, the percentage of courses a school could provide by distance education and still qualify for federal student aid. Given the recent changes in distance education, GAO (United States General Accounting Office) was asked to review the extent to which the restrictions affect schools' ability to offer federal student aid and the Department of Education's assessment of the continued appropriateness of the restrictions. Additionally, GAO was asked to look at the extent to which accrediting agencies evaluate distance education programs, including their approach for assessing student outcomes. GAO recommends that Education provide data on the cost of waiving restrictions on distance education and develop guidelines with accrediting agencies and schools on assessing distance education quality. Appended are: Scope and Methodology; Comments from the Department of Education; and GAO Contacts and Staff Acknowledgments. (Author/MA)
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Pub Date: |
2003-08-00 |
Pub Type(s): |
Opinion Papers; Reports - Descriptive |
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Descriptors:
Compensation (Remuneration); Cost Estimates; Early Childhood Education; Preschool Teachers; Program Improvement; Salary Wage Differentials; Teacher Improvement; Teacher Qualifications
Abstract:
Research shows that preschool produces the strongest effects when teachers are well qualified. Noting that most Head Start preschool teachers do not hold even the minimum teaching degrees required to teach kindergarten, this policy brief looks at the costs of putting highly qualified teachers in Head Start classrooms to improve the effectiveness of the program. The brief notes the salary/wage differential between Head Start teachers and public school kindergarten teachers, and highlights issues in raising Head Start teacher qualifications, including gradual salary increases, and assistance for Head Start teachers wishing to attend college. The brief projects that the cost to put a well-qualified teacher in every Head Start classroom, phased in over an 8-year period, would range from $177 million in the first year to $1.4 billion in year eight, representing less than 1/1000th of the federal budget. (HTH)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Cost Estimates; Distance Education; Higher Education; Program Costs; Standard Setting
Abstract:
The Technology Costing Methodology (TCM) project developed and validated a generally agreed upon set of principles and practices for the costing of distributed/distance learning (DDL) courses. This article describes the TCM project, illustrates the application of the costing methodology (including capital costs), and concludes with a demonstration of how actual TCM cost data can be interpreted and used to make decisions regarding the best uses of DDL. (EV)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
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Descriptors:
Access to Education; Cost Estimates; Fees; Higher Education; National Surveys; Parent Financial Contribution; Paying for College; Private Colleges; Public Colleges; Student Costs; Tables (Data); Trend Analysis; Tuition
Abstract:
This report, based on the College Board's Annual Survey of Colleges, provides updated information on tuition and other expenses associated with attending public and private nonprofit institutions of postsecondary education in the United States in the 2003-2004 academic year. The annual survey is distributed to more than 2,800 postsecondary institutions across the country to collect information about enrollment, admissions, degrees and majors, tuition, financial aid, and other aspects of undergraduate education. For the 2003-2004 academic year, the average tuition and fees for in-state students at public 4-year colleges and universities is $4,694, up from $4,115 in 2002-2003, an increase of 14.1%. Because room and board charges increased at the lower rate of 6.6%, the increase in average total charges at 4-year public colleges and universities for 2003-2004 was 9.8%, to $10,636. Tuition and fees at public 2-year colleges, averaging $1,905 in 2003-2004, are only about 40% of these at public 4-year institutions. However this year's increase represents a rise of 13.8%. Private colleges posted smaller percentage increases in their tuition and fees. Average 4-year private college tuition and fees rose by 6.0%, to $19,710. Almost 60% of undergraduates receive some form of financial aid to help them pay for college. Estimates suggest that in 2002-2003, grant aid averages almost $2,000 per student in 2-year colleges, more than $2,400 at public 4-year institutions, and about $7,300 at private 4-year institutions. About 29% of undergraduate students at 4-year colleges and universities full time are enrolled in institutions charging less than $4,00 in tuition and fees, and almost 70% face published tuition charges of less than $8,000. As in previous years, data show that the cost associated with not going to college is likely to be much greater than the costs of attendance. (Contains 6 figures and 15 tables.) (SLD)
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Pub Date: |
2003-03-07 |
Pub Type(s): |
Reports - Descriptive |
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Descriptors:
Academic Achievement; Cost Effectiveness; Cost Estimates; Higher Education; Instructional Student Costs; Investment; State Colleges; State Programs
Abstract:
In October 2002, the Texas Higher Education Coordinating Board adopted a preliminary analysis of the costs and benefits of reaching the first two goals of "Closing the Gaps by 2015," the state's higher education plan. Refinements to the analysis, which adjusted for inflation and made other changes, were presented in January 2003, and the updated report was approved in March 2003. Changes, taken together, increased the previous cost estimate for "Closing the Gaps," which included only marginal growth using fiscal year 2000 data for 300,000 students, from $6.3 billion to $8.4 billion. An additional $4.8 billion was associated with normal growth, bringing the total cost associated with general revenue appropriations to institutions, financial aid, and tuition and fees to $13.2 billion through 2015. An alternative analysis was also developed to provide the potential costs associated with continuing past enrollment trends, those expected if "Closing the Gaps" is not implemented. The analysis indicates that there is a net positive return associated with obtaining education beyond high school. This investment in human capital, by both the state and the student, is projected to cost an estimated $6.9 billion in new construction costs for public universities and community colleges and also to account for the cost of normal growth in enrollment and for "Closing the Gaps" growth. However, the discounted return on the investment for both normal growth and growth associated with "Closing the Gaps," with the multiplier effect included, is calculated at $325 billion. Subtracting opportunity costs produces a net benefit of $274 billion. Overall, the investment produced more than a 13-fold return and an additional $2.8 billion in discounted general revenue. (SLD)
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