⌛ Should Financial Literacy Be Taught In Schools Essay
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Why Financial Education Should Be TAUGHT In SCHOOLS - Harkirat Singh
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Have You Ever Been in Love? In Georgia, the state covers the tuition at a Georgia institution for any eligible student who maintains a 3. Most, they found, were maintaining averages of just under 3. Students who lost support rarely graduated on time, if at all. The goal is to prevent these students from dropping out. In addition to maintaining a GPA of 2. Sometimes multiple factors cause students to fall behind.
Identifying students who are at risk of dropping out or falling behind and targeting interventions for them can be a tough task. Take Bucknell University, for example. Starting with the class of , Bucknell has been using predictive modelling to identify students who need extra help getting through their first year of college see figure 5. A code that indicates a problem such as poor attendance, low grades, or lack of campus engagement prompts the university to intervene.
For example, a student who struggles in a class during the first weeks of the semester might get a prompt to seek out tutoring, receive a list of available tutoring services, or be sent a personal message from a tutor who can provide help. Students are more likely to graduate on time if they have structured pathways to guide them. Having an academic plan when they first matriculate, a clear idea of which program and courses to choose, and timely support can all help them stay on track.
The STAR Guided Pathways Systems use technology developed by the university to give students a clear and streamlined route to graduation, by enabling them to track their progress, review requirements, and explore the impact of scheduling and changes in major on the time it will take them to graduate. While more institutions are beginning to offer structured pathway programs that provide a clear road map to on-time graduation, too many colleges still operate on a self-service model.
Students left on their own to choose from among a wide variety of disconnected courses, programs, and support services often have a hard time navigating their way to a diploma. Quite a few never make it. Tutoring can help to bridge the gap between student knowledge and course material. Peer-to-peer or peer-led tutoring has been shown to help students bridge knowledge gaps. The University of Texas at El Paso, in a year pilot program started in , replaced one hour of lecture in a large STEM course with more than students with many, small two-hour peer-led team learning workshops, taught by intensively trained undergraduate students who had previously excelled in the course.
A year study of this pilot showed that this program produced a greater than 15 percent increase in the weighted average of the passing rate. Similar to tutoring, coaching can have positive effects on student persistence and completion. It has proven to be particularly helpful in supporting low-income and first-year students. Colleges and universities should adapt to the needs of a diverse, dynamic, and changing student population by providing flexible services and a greater sense of connection.
When students fail to graduate, sometimes the ordinary obstacles of daily life are to blame. Conflicts with work schedules, unreliable child care, lack of transportation, and unpredictable class schedules can all obstruct students in their progress toward their degrees. Campus officials should do their best to help students work around those challenges.
In , more than one-third of students who enrolled in college attended part-time. Part-time students need greater control over the hours they spend on campus, so that they can better manage their personal and academic obligations. Flexible, predictable schedules help prevent students from dropping out and encourage more students to enroll full-time. Institutions can help by designing more student-friendly class schedules. For example, they might design schedules in morning or afternoon blocks—for instance, from a. For students with obligations off-campus, these blocks can be easier to manage than a schedule of or minute courses punctuated by hours of free time.
Schedule blocks also help students form learning communities and working groups, offering vital student- to-student support and a strong sense of connectedness to faculty and institutions. Students enrolled in the program take a single course at a time, meeting for a three- or four-hour block for 18 days. Once students complete the course, they move on to the next four-credit block, enabling them to earn the same amount of credit as they would under a traditional multi-class system. Structured scheduling can be even more beneficial when applied to entire programs. Once students choose their programs, college officials can decide on the required sequence of courses and then block those courses in coherent, connected schedules.
When institutions deliver services such as advising, counseling, and financial aid only through face-to-face meetings during normal business hours, students who have jobs, families, and other off-campus responsibilities are less apt to take advantage of them. To broaden access to services, colleges and universities are adopting a growing number of digitally enabled student services, in addition to traditional in-person services offered on campus.
Johns Hopkins University, for instance, offers Skype-based advising sessions. While most institutions deliver basic digital services such as course registration, library resources, and financial aid information, colleges and universities should consider an integrated approach to digitizing these services, and they should add more complex services, such as intrusive advising. As part of their strategies to harness technology for student advising, institutions should not forget about mobile computing, the ubiquitous communications platform of the current generation.
A one-stop mobile app offers a crucial channel for accessing campus services and communicating with advisors, mentors, and counselors. Students can use this app to plan their schedules; manage their study time; keep track of assignments; form study groups; get information about campus events, clubs, and services; organize activities; communicate with individuals and groups; and a great deal more. As first-year students started using the app in large numbers, it helped them find roommates, connect with on-campus activities, and obtain help from upperclassmen, all of which helped ease the transition to university life.
Many individuals and organizations—on- and off-campus—can help students along the path to success. A college that forges relationships with outside entities offers its students an edge in their academic careers and beyond. An institution might, for example, partner with high schools to help prepare students for college. It could collaborate with peer institutions to share leading practices, or to implement strategies cost-effectively. Support from a variety of stakeholders, coordinated by an institution of higher learning, can help put students in a better position to succeed. Many students enter college unprepared. While 87 percent of high school students surveyed by YouthTruth said they wanted to go to college, only 45 percent felt ready to succeed there.
They may even lack the emotional stamina that college life demands. Partnerships between colleges and high schools can help ease the transition to higher education. To help improve the odds for incoming students, the AHC program worked with students who were on-track to graduate from New York City public high schools but had not met traditional benchmarks of college readiness, such as adequate SAT scores.
The program focused on preparing students for the CUNY placement exam and college-level work; helping them with college and financial-aid applications; getting them ready for college life; and assigning each student a faculty mentor, a full-time advisor, and a peer mentor who kept track of her progress during the first year of college. Students who participated in AHC scored 10 to 20 percentage points higher on the CUNY placement exam than students who were not in the program. The University of Montana partners with high schools across Montana to help students better prepare for college-level math coursework.
Research by Complete College America found that 71 percent of students in the Montana State University system do not make it through gateway-level college math classes within two years—a major deterrent to persistence. These findings spurred the university to find a better way to prepare students for college-level math. To date, EdReady has been implemented in more than schools across Montana. Early results from a pilot found that students who used EdReady before their college math classes, compared with those who did not, earned a.
Another kind of partnership allows students to earn college credits while still in high school. Early college high schools are small public schools that offer college courses, starting in ninth grade. They are based on the theory that if you engage underrepresented students in a rigorous curriculum, with strong academic and social support, tied to the incentive of earning college credit, those students are more likely to pursue higher education.
These collaborative efforts have proven extremely successful. A study by the American Institutes for Research shows that students who attend early college high school were significantly more likely to enroll in college; 25 percent of them went on to graduate, compared to just 5 percent of students who did not attend early college high schools. While the academic program is the foundation for the El Paso success, the wraparound services available from ninth grade through college graduation really make the difference. From eighth grade on, each student in the program works with an advisor to chart an appropriate academic path. The El Paso example shows how institutions can collaborate to create a streamlined experience from high school through college and graduation.
While implementing strategies on their own campuses, colleges and universities can also share leading practices with peer institutions. The 11 member universities of the UIA work together to identify and pilot innovative programs designed to improve student success. The alliance has pledged to scale successful programs across member campuses to graduate an additional 68, students by Other UIA members are using the lessons learned from these efforts to guide the development of their own initiatives to apply predictive analytics capabilities to aid with student success at their respective institutions. When it comes to improving student success, few institutions have achieved significant gains.
This is due to the inherent obstacles to change that colleges and universities typically face—from distributed decision-making systems and multiple power and authority structures to misaligned goals. To help drive widespread student success, an institution should marshal all its resources, gain commitment from faculty and others who work with students, embrace innovation, ground decisions in solid evidence, create incentives resulting from change for all stakeholders, and stay relentless about measurement and evaluation.
And to be able to achieve this kind of fundamental change, strong leadership must champion the effort. Georgia State University offers a prime example of what is possible when the foundational capacities of leadership and strategy, measurement and evaluation, and transformational readiness all come together. A nationally recognized leader in student success, GSU achieved one of the most dramatic graduation rate increases in the country while working to eliminate the graduation rate gap among low-income and underrepresented students. The leaders also maintained a long-term perspective, understanding that successes would accumulate over time.
For instance, when the student success team proposed the Summer Success Academy, allowing the most at-risk incoming students to earn seven credit hours and receive academic advising and financial literacy training before their first semester, President Mark Becker might have balked. Support from the top also helped to remove an array of obstacles to student success that were related to university infrastructure.
A careful analysis of university data drawn from multiple sources revealed that when students faced problems involving academic policy, financial aid, billing, student choices, and other functions on campus, they almost never could resolve those issues by working with one university office alone. Seemingly separate problems were actually interconnected in complex ways. The managers of these functions hold weekly meetings, which help reveal new obstacles that students may face and provide a better structure for dealing with those issues. Keep your goal in mind. The persuasive essay aims to present all the arguments that can convince the reader that the writer is right.
So, choosing a topic, pick the one that you can elaborate on and persuade in. Choose the essay idea wisely. Ensure that the topic is appropriate and relevant for the tutor who will check and grade your paper. Make sure to have enough resources. Evaluate whether there is enough information on the topic so that you can write a compelling essay. Show your best side. Consider whether you can demonstrate your skills, composing on the chosen idea. You may want it to look as perfect as possible and highlight your strengths. That is to say, see if you can elaborate on the topic. Compose a strong introductory paragraph.
Think of a strong thesis statement and whether you can come up with one. If you cannot compose a powerful thesis statement, better choose a more successful topic. Determine the originality of your idea and your willingness to write about it. Try to google persuasive essay examples and figure out what topics are the most common and widely used. Based on your observations, come up with a unique issue and surprise your readers with it. The significance of literacy. Football has a direct impact on the culture of England.
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