NEW YORK — SAT® scores, coupled with high school grades, provide colleges with a powerful barometer for predicting academic success, concluded the latest studies of the national benchmark test. Released today, the College Board’s 2008 SAT Validity Studies are the first to reveal information about the full cohort of students who have taken the SAT since the March 2005 addition of a required writing section.
The studies, which evaluated data of about 150,000 students from 110 four-year colleges and universities across the country, demonstrate that the SAT continues to be an excellent predictor of how students will perform in their first year of college and revealed meaningful data specific to the writing section. The new section, which is mandatory for SAT takers, was shown to be the single most predictive section of the test for all students. The analyses also found the writing section to be the most predictive across all minority groups.
“Writing as a college-level skill is a crucial asset for student success, an important message reinforced by colleges that require admissions tests with a writing section,” said College Board President Gaston Caperton. “Colleges not requiring an admissions test with writing are overlooking one of the best predictors of college success to which they have access. Writing should not be optional.”
The purpose of the research was to determine the ability of the SAT to predict college success. These studies focused on the revised SAT, which was introduced in spring 2005. Among the most salient findings:
The SAT continues to be an excellent predictor of how students will perform in their first year of college;
The SAT is a better predictor than high school grades for all minority groups (African American, Hispanic, American Indian and Asian);
The recently added writing section is the most predictive of the three SAT sections;
Writing is the most predictive section of the SAT for every subgroup except ESL students;
The three-hour and 45-minute SAT is almost as predictive as four years of high school grades; and
The best predictor of first-year college GPA is a combination of high school GPA along with SAT scores.
The results are consistent for all types of colleges, with slight differences. (See Table 6 in the “Validity for the SAT in Predicting First-Year College Grade Point Average” study.) Grades are slightly better predictors of academic success at public or less-selective colleges; SAT scores are slightly better predictors at private colleges or more-selective colleges.
Source: http://www.collegeboard.com/press/releases/197359.html
Wednesday, June 18, 2008
Monday, June 9, 2008
Student Credit Cards: Benefits and Dangers
By Richard N. Rubinstein, M.D.
Every year, college freshman are bombared with offers for student credit cards. Parents need to talk about in talking about the responsibilities that go with having a credit card, before their son or daughter goes off to college.
I'm not suggesting that it's a bad idea for college students to have their own credit card. Actually, it has many benefits, but it is essential that they get the right card and use it carefully and prudently.
The benefits of a student credit card are clear. Parents won't need to be continually sending money and students will be able to make normal purchases more easily. They will also be prepared for unforseen "emergencies." Moreover, since most credit cards have a preset spending limit, parents can be sure that spending will remain within a pretermined amount. Parents should remember to request a relatively low spending limit, since credit card companies are often too liberal in the spending limits they assign to student credit cards.
Parents may wish to have the student credit card used only for emergencies. In that case, this must be made quite clear to the student.
Some credit card companies offer very low "teaser" rates in the beginning for a limited period of time and then jack up the interest rate to an exhorbitant level afterward. Always check out the interest rate that will apply after the introductory period.
Another pitfall to avoid is paying only the minimum payment each month. Often, the minimum payment only covers the interest for that month, and little or no money goes toward paying the principal. In that case, it may take decades to pay off the balance. In fact, if no money goes toward the principal, the balance will never be paid off!
Many credit card companies offer the ability to manage the account online. This is a very convenient feature. Students can check their balance or make payments from their checking account 24/7.
This feature also allows parents to monitor the account, even from thousands of miles away. This level of accountability adds an extra margin of safety and reduces the chances that the student will get into trouble by over-using the credit card.
Dr. Rubinstein is a practicing psychiatrist and infopreneur.
He helps people apply online for major credit cards and has a very high success rate. You can email him at [mailto:credit@doctorduplicator.com]credit@doctorduplicator.com.
Dr. Rubinstein has over 100 web sites. To find out more about ways Dr. Rubinstein can help you, go to http://www.doctorduplicator.com
Article Source: http://EzineArticles.com/?expert=Richard_N._Rubinstein,_M.D. http://EzineArticles.com/?Student-Credit-Cards:-Benefits-and-Dangers&id=85684
Every year, college freshman are bombared with offers for student credit cards. Parents need to talk about in talking about the responsibilities that go with having a credit card, before their son or daughter goes off to college.
I'm not suggesting that it's a bad idea for college students to have their own credit card. Actually, it has many benefits, but it is essential that they get the right card and use it carefully and prudently.
The benefits of a student credit card are clear. Parents won't need to be continually sending money and students will be able to make normal purchases more easily. They will also be prepared for unforseen "emergencies." Moreover, since most credit cards have a preset spending limit, parents can be sure that spending will remain within a pretermined amount. Parents should remember to request a relatively low spending limit, since credit card companies are often too liberal in the spending limits they assign to student credit cards.
Parents may wish to have the student credit card used only for emergencies. In that case, this must be made quite clear to the student.
Some credit card companies offer very low "teaser" rates in the beginning for a limited period of time and then jack up the interest rate to an exhorbitant level afterward. Always check out the interest rate that will apply after the introductory period.
Another pitfall to avoid is paying only the minimum payment each month. Often, the minimum payment only covers the interest for that month, and little or no money goes toward paying the principal. In that case, it may take decades to pay off the balance. In fact, if no money goes toward the principal, the balance will never be paid off!
Many credit card companies offer the ability to manage the account online. This is a very convenient feature. Students can check their balance or make payments from their checking account 24/7.
This feature also allows parents to monitor the account, even from thousands of miles away. This level of accountability adds an extra margin of safety and reduces the chances that the student will get into trouble by over-using the credit card.
Dr. Rubinstein is a practicing psychiatrist and infopreneur.
He helps people apply online for major credit cards and has a very high success rate. You can email him at [mailto:credit@doctorduplicator.com]credit@doctorduplicator.com.
Dr. Rubinstein has over 100 web sites. To find out more about ways Dr. Rubinstein can help you, go to http://www.doctorduplicator.com
Article Source: http://EzineArticles.com/?expert=Richard_N._Rubinstein,_M.D. http://EzineArticles.com/?Student-Credit-Cards:-Benefits-and-Dangers&id=85684
Sunday, June 8, 2008
The Fundamentals of FAFSA
By Gary Marjani
Nearly every college in the United States relies on FAFSA to determine how much financial aid - including grants, loans, and work study - a student can receive. The entire FAFSA process can be a daunting and difficult one for those who do not know what to expect. Before filling out and filing the FAFSA form, it is first crucial to understand what it is and what it does. Otherwise, it is liable to look like so much Greek. The following is an explanation of the fundamental points of the Free Application for Federal Student Aid.
A student's financial aid package depends first and foremost on his or her Expected Family Contribution, or EFC. The purpose of FAFSA is to calculate what a student's Expected Family Contribution is. That is the reason why the United States Department of Education created the Free Application for Federal Student Aid. FAFSA determines what is known as a "need analysis," which is based on a student's financial information. Important factors include income and assets - meaning that a student is not necessarily out of luck simply because they or their parents make a lot of money. For instance, if a family makes a lot of money but most of it goes toward paying bills, leaving only a small amount, then a student can still receive a very good financial aid package. However, this only applies if a student is a dependent student - that is, dependent on his or her parents. Once the FAFSA form is analyzed and processed, the findings are forwarded to the student's university of choice.
There is some form of financial aid out there for every student no matter what his or her income - and no matter what his or her family's income. There are, however, certain eligibility requirements for FAFSA. A student must be either a citizen of the United States or else an eligible non-citizen of the United States. He or she must have a valid social security number, as well as either a GED or a high school diploma. He or she has to have completed the FAFSA form, wherein he or she promises that the federal aid will be used for education. If the prospective student is a male between the ages of eighteen and twenty-five, he must be registered with the United States Selective Service. To be eligible for FAFSA, a student cannot owe any refunds on federal grants, cannot have defaulted on any student loans, and cannot have been found guilty for the sale or possession of illegal drugs, at any time that he or she was receiving financial aid.
The FAFSA form must be completed before a student can receive any financial aid. It is the first and most important step in the financial aid process. FAFSA is the most important thing when it comes to determining how much financial aid a student will receive as well, so it is important to be detailed and truthful when filling it out and extremely prompt in filing it.
Gary Marjani is author of several articles pertaining to student financial aid such as [http://www.studentfinaidinfo.com/faq/fafsa/info.php]FAFSA, [http://www.studentfinaidinfo.com/faq/stafford/loan.php]Stafford Loan, [http://www.studentfinaidinfo.com/faq/salliemae/info.php]Sallie Mae, etc.
Article Source: http://EzineArticles.com/?expert=Gary_Marjani http://EzineArticles.com/?The-Fundamentals-of-FAFSA&id=1156196
Nearly every college in the United States relies on FAFSA to determine how much financial aid - including grants, loans, and work study - a student can receive. The entire FAFSA process can be a daunting and difficult one for those who do not know what to expect. Before filling out and filing the FAFSA form, it is first crucial to understand what it is and what it does. Otherwise, it is liable to look like so much Greek. The following is an explanation of the fundamental points of the Free Application for Federal Student Aid.
A student's financial aid package depends first and foremost on his or her Expected Family Contribution, or EFC. The purpose of FAFSA is to calculate what a student's Expected Family Contribution is. That is the reason why the United States Department of Education created the Free Application for Federal Student Aid. FAFSA determines what is known as a "need analysis," which is based on a student's financial information. Important factors include income and assets - meaning that a student is not necessarily out of luck simply because they or their parents make a lot of money. For instance, if a family makes a lot of money but most of it goes toward paying bills, leaving only a small amount, then a student can still receive a very good financial aid package. However, this only applies if a student is a dependent student - that is, dependent on his or her parents. Once the FAFSA form is analyzed and processed, the findings are forwarded to the student's university of choice.
There is some form of financial aid out there for every student no matter what his or her income - and no matter what his or her family's income. There are, however, certain eligibility requirements for FAFSA. A student must be either a citizen of the United States or else an eligible non-citizen of the United States. He or she must have a valid social security number, as well as either a GED or a high school diploma. He or she has to have completed the FAFSA form, wherein he or she promises that the federal aid will be used for education. If the prospective student is a male between the ages of eighteen and twenty-five, he must be registered with the United States Selective Service. To be eligible for FAFSA, a student cannot owe any refunds on federal grants, cannot have defaulted on any student loans, and cannot have been found guilty for the sale or possession of illegal drugs, at any time that he or she was receiving financial aid.
The FAFSA form must be completed before a student can receive any financial aid. It is the first and most important step in the financial aid process. FAFSA is the most important thing when it comes to determining how much financial aid a student will receive as well, so it is important to be detailed and truthful when filling it out and extremely prompt in filing it.
Gary Marjani is author of several articles pertaining to student financial aid such as [http://www.studentfinaidinfo.com/faq/fafsa/info.php]FAFSA, [http://www.studentfinaidinfo.com/faq/stafford/loan.php]Stafford Loan, [http://www.studentfinaidinfo.com/faq/salliemae/info.php]Sallie Mae, etc.
Article Source: http://EzineArticles.com/?expert=Gary_Marjani http://EzineArticles.com/?The-Fundamentals-of-FAFSA&id=1156196
Saturday, June 7, 2008
Considering Changing Your University Major?
It is common for university students to find out they do not like the career in which they are matriculated at school. The best way to choose a new career is to find out more about yourself and choose a career that matches your personal characteristics. One of the most common difficulties in choosing a career is not knowing about the lifecycles of the career you chose and not knowing about your own lifecycle.
Lifecycles
For instance, the field of teaching algebra has a lengthy lifecycle. There are few changes in the field of algebra over the years. Those who make a career of teaching algebra tend to have a personal lifecycle of 15 to 25 years. They like things that remain without change. They are most happy in circumstances where there is little change. So, they are drawn into a field where the field and the content of that field does not change for many years.
At the other end of the scale, the field of application software development has a fleeting lifecycle. Most software development projects are only 10 to 15 months. So, the people who will thrive in the application software development field must have a fleeting lifecycle. This field needs people who want to start something, finish it, and then move on to the next task.
In between these 2 ends of the scale are those whose lifecycle is five to seven years. The majority of people fit into this category. These are the people who are the backbone of the labor pool in the USA. These are the people who merchandise, build, uphold, deliver, and provide customer service for most of the goods & services in America's marketplace.
Recognizing your own lifecycle can be simple. If you have a long work CV, you explore your history of positions and find the pattern that you have lived in your positions. Have you had a progression of positions which are in the 5 to 7 years time-frame? Is your work experience organized around situations where you are drawn into projects where you build or maintain? If so, you may fit in the five to seven year lifecycle group.
Have all of your positions been doing one thing? If you have spent more than 10 years doing the same work and you have maintained a level of comfort with the projects and content of your work, you most likely fit in the 15 to 25 year lifecycle group.
If your work CV is a long list of short duration positions which you start, complete, and then move on, you probably fit in the fleeting lifecycle group.
Which is best?
There is no group that is better or worse than the others. Each group fills a need in our economy’s work cycles. Some of these lifecycle categories fit better for certain careers or for certain positions.
If you are a student in university, you don’t have a history to look back on to find out your patterns. You need another way of understanding your patterns and making useful elections about your career. Before that, you should understand a little bit more about these lifecycle categories.
The Alarm Clock
Without knowing which of these categories you are in, everyone carries an alarm clock in their head which lets them know that their cycle is ending. They usually really like their labor and the others they work with, but they find themselves reading the ‘Help Wanted’ section in the newspaper. They start looking for things to be dissatisfied with about their job, the people, the location, the weather, or anything else they can use to think it is time to change their job. They start finding themselves needing to move on to the next labor.
This is the regular way we know that our labor lifecycle is ending, and we need to start a new cycle. But, starting a new cycle does not have to be a new job or career. If you know this is your group, you can plan for the shifts you make from one cycle to the next. If you catch this ‘alarm’ when it first starts to sound, you can make relatively small changes and reset your clock.
For instance, when you get a promotion on the job, your clock is reset, and your cycle begins again. When you get new kinds of tasks on the job, your clock is reset, and your cycle begins again. When you move to a different project in your company, your clock is reset, and your cycle begins again.
But if you do not make the break you need to make, when your lifecycle ends, you start to get depressed. And, the longer you wait to make the change, the stronger the break needs to be to reset your clock. If you need to make the break and you do not make it, you get depressed. The longer you wait before you make the break, the deeper the depression.
When you first notice the alarms that you need the break, the break does not need to be very large. New task assignments or redecorating your workspace are usually enough. But if you wait, you may need to change the company you work for or you may need to change your career.
What Can You Do?
This could be a predicament. Do you want to change your major because you really don’t like this career, or is it because you have ended your lifecycle?
You should obtain a career assessment using a system which helps you understand many of your characteristics including your lifecycle. With this kind of assessment, you can make reasoned choices about your major, your career, and your life.
Provided by ArticleGOLD: Articles Directory - Article Directory
About the Article Author
Rodger Bailey, MS, has degrees in Anthropology and Counseling. He has developed The LAB Profile: a career assessment system which provides specific information about your traits on 40 scales, including your lifecycle. Also, read about his work with his Developmental Discovery System™.
Lifecycles
For instance, the field of teaching algebra has a lengthy lifecycle. There are few changes in the field of algebra over the years. Those who make a career of teaching algebra tend to have a personal lifecycle of 15 to 25 years. They like things that remain without change. They are most happy in circumstances where there is little change. So, they are drawn into a field where the field and the content of that field does not change for many years.
At the other end of the scale, the field of application software development has a fleeting lifecycle. Most software development projects are only 10 to 15 months. So, the people who will thrive in the application software development field must have a fleeting lifecycle. This field needs people who want to start something, finish it, and then move on to the next task.
In between these 2 ends of the scale are those whose lifecycle is five to seven years. The majority of people fit into this category. These are the people who are the backbone of the labor pool in the USA. These are the people who merchandise, build, uphold, deliver, and provide customer service for most of the goods & services in America's marketplace.
Recognizing your own lifecycle can be simple. If you have a long work CV, you explore your history of positions and find the pattern that you have lived in your positions. Have you had a progression of positions which are in the 5 to 7 years time-frame? Is your work experience organized around situations where you are drawn into projects where you build or maintain? If so, you may fit in the five to seven year lifecycle group.
Have all of your positions been doing one thing? If you have spent more than 10 years doing the same work and you have maintained a level of comfort with the projects and content of your work, you most likely fit in the 15 to 25 year lifecycle group.
If your work CV is a long list of short duration positions which you start, complete, and then move on, you probably fit in the fleeting lifecycle group.
Which is best?
There is no group that is better or worse than the others. Each group fills a need in our economy’s work cycles. Some of these lifecycle categories fit better for certain careers or for certain positions.
If you are a student in university, you don’t have a history to look back on to find out your patterns. You need another way of understanding your patterns and making useful elections about your career. Before that, you should understand a little bit more about these lifecycle categories.
The Alarm Clock
Without knowing which of these categories you are in, everyone carries an alarm clock in their head which lets them know that their cycle is ending. They usually really like their labor and the others they work with, but they find themselves reading the ‘Help Wanted’ section in the newspaper. They start looking for things to be dissatisfied with about their job, the people, the location, the weather, or anything else they can use to think it is time to change their job. They start finding themselves needing to move on to the next labor.
This is the regular way we know that our labor lifecycle is ending, and we need to start a new cycle. But, starting a new cycle does not have to be a new job or career. If you know this is your group, you can plan for the shifts you make from one cycle to the next. If you catch this ‘alarm’ when it first starts to sound, you can make relatively small changes and reset your clock.
For instance, when you get a promotion on the job, your clock is reset, and your cycle begins again. When you get new kinds of tasks on the job, your clock is reset, and your cycle begins again. When you move to a different project in your company, your clock is reset, and your cycle begins again.
But if you do not make the break you need to make, when your lifecycle ends, you start to get depressed. And, the longer you wait to make the change, the stronger the break needs to be to reset your clock. If you need to make the break and you do not make it, you get depressed. The longer you wait before you make the break, the deeper the depression.
When you first notice the alarms that you need the break, the break does not need to be very large. New task assignments or redecorating your workspace are usually enough. But if you wait, you may need to change the company you work for or you may need to change your career.
What Can You Do?
This could be a predicament. Do you want to change your major because you really don’t like this career, or is it because you have ended your lifecycle?
You should obtain a career assessment using a system which helps you understand many of your characteristics including your lifecycle. With this kind of assessment, you can make reasoned choices about your major, your career, and your life.
Provided by ArticleGOLD: Articles Directory - Article Directory
About the Article Author
Rodger Bailey, MS, has degrees in Anthropology and Counseling. He has developed The LAB Profile: a career assessment system which provides specific information about your traits on 40 scales, including your lifecycle. Also, read about his work with his Developmental Discovery System™.
Friday, June 6, 2008
Education In America After No Child Left Behind: Where Do We Go
By Jim Leatherwood
Public schools play a vital role in shaping this nation's
future. As I write this article, we are about to elect a new
President. It is probable that a change in administration will
result in a new policy effecting education. The direction and
quality of this policy will have a lasting effect on our public
schools and on our nation as a whole. So where do we go from
here?
At this moment, sitting in a classroom somewhere in America is
a future Bill Gates, Oprah Winfrey, Warren Buffet, and Martha
Stewart. Will these students have the necessary tools to rise to
the top of their profession or will we become dependent on other
countries to provide leadership in this global economy?
Education may be the determining factor.
"The economy of the future will be dominated by industries in
microelectronics, telecommunications, robotics and biotechnology
– not to mention new fields that haven’t even been predicted." -
NEA TODAY, March 2008
The essential focus in education must be to prepare American
students for the challenge of the twenty-first century
workplace. It is abundantly clear that our drop-out rate is too
high and student performance levels are too low. Identifying
these problems may be the first step toward a solution but
current solutions simply don't work. Under NCLB, academic
testing has become the main focus for education reform. An
emphasis on test results has forced educators to direct their
energy and resources directly toward teaching to these tests.
The irony is that some career-related courses and arts programs
that clearly motivate students to stay in school and perform
have been weakened, or even eliminated, in the process. The
pressure that this type of reform has placed on educators can
negate innovation and creativity in the classroom. Current
policy hinders the teacher's ability to inspire students.
Future planning for education must include a focus on changing
technology and introduce the student to the necessity of
lifelong learning. Programs like Tech-Prep, School-to-Work and
Career Academies have successfully introduced these ideas to
some high school students but have not gone far enough. No plan
is complete without a delivery system that motivates and
inspires students to learn. Such a plan must be implemented long
before high school and have the potential to impact every
student. When students are motivated to learn, test scores will
rise. So where do we go from here?
A successful plan for education will include structured
partnerships. As described in the book Facing the Future
Together, educators should never plan or implement a program in
isolation. Through structured partnerships with those who are
stakeholders in education (business, industry and other agencies
in the community) every program becomes stronger and every
student benefits. Business and industry have an enormous stake
in student achievement. Where will future customers, clients and
skilled employees come from if not from the school system?
Partnerships bring us closer as a community to address our
common concerns and everyone benefits. Since we all have a stake
in the student who exits our school system, the number of
potential partners is almost limitless.
A successful school-business partnership is well structured,
sustainable and clearly designed to show students the connection
between education and the world beyond the school's walls. This
approach brings relevance to learning and helps to keep students
motivated and in school. As previously stated, students will
perform better in class and score higher on tests if they
understand the relevance of subject matter they are expected to
learn.
Taking that first step toward building a successful partnership
can be a challenge but the result is that everyone wins. As a
new administration takes office in Washington D.C. and a new
education policy is formulated we have an opportunity to gain
some of the ground we have lost in recent years. Facing the
future of education together as partners gives us a strong
foundation to build upon.
About the Author: Jim Leatherwood is the author of Facing the
Future Together: Forming Successful School-Business
Partnerships. Website: http://www.successfulschoolbusiness.com;
E-mail: thebrookepress@aol.com.
Source: http://www.isnare.com
Permanent Link: http://www.isnare.com/?aid=260337&ca=Education
Public schools play a vital role in shaping this nation's
future. As I write this article, we are about to elect a new
President. It is probable that a change in administration will
result in a new policy effecting education. The direction and
quality of this policy will have a lasting effect on our public
schools and on our nation as a whole. So where do we go from
here?
At this moment, sitting in a classroom somewhere in America is
a future Bill Gates, Oprah Winfrey, Warren Buffet, and Martha
Stewart. Will these students have the necessary tools to rise to
the top of their profession or will we become dependent on other
countries to provide leadership in this global economy?
Education may be the determining factor.
"The economy of the future will be dominated by industries in
microelectronics, telecommunications, robotics and biotechnology
– not to mention new fields that haven’t even been predicted." -
NEA TODAY, March 2008
The essential focus in education must be to prepare American
students for the challenge of the twenty-first century
workplace. It is abundantly clear that our drop-out rate is too
high and student performance levels are too low. Identifying
these problems may be the first step toward a solution but
current solutions simply don't work. Under NCLB, academic
testing has become the main focus for education reform. An
emphasis on test results has forced educators to direct their
energy and resources directly toward teaching to these tests.
The irony is that some career-related courses and arts programs
that clearly motivate students to stay in school and perform
have been weakened, or even eliminated, in the process. The
pressure that this type of reform has placed on educators can
negate innovation and creativity in the classroom. Current
policy hinders the teacher's ability to inspire students.
Future planning for education must include a focus on changing
technology and introduce the student to the necessity of
lifelong learning. Programs like Tech-Prep, School-to-Work and
Career Academies have successfully introduced these ideas to
some high school students but have not gone far enough. No plan
is complete without a delivery system that motivates and
inspires students to learn. Such a plan must be implemented long
before high school and have the potential to impact every
student. When students are motivated to learn, test scores will
rise. So where do we go from here?
A successful plan for education will include structured
partnerships. As described in the book Facing the Future
Together, educators should never plan or implement a program in
isolation. Through structured partnerships with those who are
stakeholders in education (business, industry and other agencies
in the community) every program becomes stronger and every
student benefits. Business and industry have an enormous stake
in student achievement. Where will future customers, clients and
skilled employees come from if not from the school system?
Partnerships bring us closer as a community to address our
common concerns and everyone benefits. Since we all have a stake
in the student who exits our school system, the number of
potential partners is almost limitless.
A successful school-business partnership is well structured,
sustainable and clearly designed to show students the connection
between education and the world beyond the school's walls. This
approach brings relevance to learning and helps to keep students
motivated and in school. As previously stated, students will
perform better in class and score higher on tests if they
understand the relevance of subject matter they are expected to
learn.
Taking that first step toward building a successful partnership
can be a challenge but the result is that everyone wins. As a
new administration takes office in Washington D.C. and a new
education policy is formulated we have an opportunity to gain
some of the ground we have lost in recent years. Facing the
future of education together as partners gives us a strong
foundation to build upon.
About the Author: Jim Leatherwood is the author of Facing the
Future Together: Forming Successful School-Business
Partnerships. Website: http://www.successfulschoolbusiness.com;
E-mail: thebrookepress@aol.com.
Source: http://www.isnare.com
Permanent Link: http://www.isnare.com/?aid=260337&ca=Education
The Hidden Cost of College
If you were asked how many years it takes to earn a Bachelor's Degree from college, you would probably say 4 years right? Unfortunately, if you go by the averages, you'd be off by 2 years. Those 2 extra years can cost you thousands of dollars.
It's No Longer "4-Year College"
According to a study by the U.S. Department of Education, the average time it takes to earn a Bachelor's Degree is now 6.2 years. Only 36% of those who begin public 4 year college graduate in 4 years!
Why is it taking longer? Research shows that there are a handful of key reasons:
Just Enough to Get By
Many students view college as an entitlement. They go to college not because they see value in it, but because it's what is expected. As a result, these students do just enough to get by. Without the motivation, direction, or focus, they take longer to graduate or ultimately, drop out.
Not Prepared
Many students simply aren't prepared for the academic challenge of college. Without planning early in their high school years, they opt out of the more challenging classes that would have prepared them for college. As a result, when they reach college, they need remedial courses to catch up.
"I'll Decide Later"
Some students don't take the time to think through what they'll do after they graduate. Without some idea of their interests and aspirations, they find it easier to postpone decisions about their future. College becomes a comfortable place to hangout until they decide.
Transfers
Studies have shown that students who transfer from one college to another (even once), typically take longer to graduate.
Changing Majors
It is not at all unusual for college students to change their majors. But the further a student is into their college experience, the greater impact changing majors can have on meeting graduation requirements.
Working Their Way Through College
With today's high cost of college, many students are having to work their way through school. Juggling the demands of both school and a job can delay graduation.
The Cost of Delayed Graduation
Based on data from The College Board's 2006-07 Annual Survey of Colleges, if a student takes 6 years to graduate, the cost difference could be anywhere from $33,000 to $67,000 more than planned! The data shows that the average cost of attending a 4-year college including tuition, fees, room and board, books and supplies is:
Public In-State:
4 Years: $65,428
6 Years: $98,142
Difference: $32,714
4-Year Public Out-of-State:
4 Years: $105,216
6 Years: $157,824
Difference: $52,608
4-Year Private College:
4 Years: $133,204
6 Years: $199,806
Difference: $66,602
Don't Pay More Than You Have To
Many factors such as financial aid will determine what you'll actually pay for college. But why spend any more money than you have to? If you focus on the things that you can control to insure on-time graduation, college doesn't have to be a 6 year journey.
Step 1:
Increase Self-Knowledge. The more a student knows about his/her own interests, strengths, and aspirations, the easier it is to focus and direct one's educational path.
Step 2:
Plan Ahead. By taking advanced placement classes in high school, students accomplish two things. First, they increase their chances of getting accepted to the college of their choice. And second, they can actually "place out" of college level classes which can accelerate earning a degree.
Step 3:
Get Guidance. College is a big investment. Getting advice from someone trained in education and career guidance can save you time and money. Guidance can replace guesswork with a planned approach to deciding which college to attend, what to major in, and how to align an education with best-fit career options.
Brian Sanders is President and CEO of [http://www.clearambition.com/students.aspx]Clear Ambition, an online program that helps people make better, more confident decisions about their life direction and career path. Find more information about [http://www.clearambition.com/guidance.aspx]education and career guidance or [http://www.clearambition.com/default.aspx]take a free interest analysis.
Article Source: http://EzineArticles.com/?expert=Brian_Sanders http://EzineArticles.com/?The-Hidden-Cost-of-College&id=923464
It's No Longer "4-Year College"
According to a study by the U.S. Department of Education, the average time it takes to earn a Bachelor's Degree is now 6.2 years. Only 36% of those who begin public 4 year college graduate in 4 years!
Why is it taking longer? Research shows that there are a handful of key reasons:
Just Enough to Get By
Many students view college as an entitlement. They go to college not because they see value in it, but because it's what is expected. As a result, these students do just enough to get by. Without the motivation, direction, or focus, they take longer to graduate or ultimately, drop out.
Not Prepared
Many students simply aren't prepared for the academic challenge of college. Without planning early in their high school years, they opt out of the more challenging classes that would have prepared them for college. As a result, when they reach college, they need remedial courses to catch up.
"I'll Decide Later"
Some students don't take the time to think through what they'll do after they graduate. Without some idea of their interests and aspirations, they find it easier to postpone decisions about their future. College becomes a comfortable place to hangout until they decide.
Transfers
Studies have shown that students who transfer from one college to another (even once), typically take longer to graduate.
Changing Majors
It is not at all unusual for college students to change their majors. But the further a student is into their college experience, the greater impact changing majors can have on meeting graduation requirements.
Working Their Way Through College
With today's high cost of college, many students are having to work their way through school. Juggling the demands of both school and a job can delay graduation.
The Cost of Delayed Graduation
Based on data from The College Board's 2006-07 Annual Survey of Colleges, if a student takes 6 years to graduate, the cost difference could be anywhere from $33,000 to $67,000 more than planned! The data shows that the average cost of attending a 4-year college including tuition, fees, room and board, books and supplies is:
Public In-State:
4 Years: $65,428
6 Years: $98,142
Difference: $32,714
4-Year Public Out-of-State:
4 Years: $105,216
6 Years: $157,824
Difference: $52,608
4-Year Private College:
4 Years: $133,204
6 Years: $199,806
Difference: $66,602
Don't Pay More Than You Have To
Many factors such as financial aid will determine what you'll actually pay for college. But why spend any more money than you have to? If you focus on the things that you can control to insure on-time graduation, college doesn't have to be a 6 year journey.
Step 1:
Increase Self-Knowledge. The more a student knows about his/her own interests, strengths, and aspirations, the easier it is to focus and direct one's educational path.
Step 2:
Plan Ahead. By taking advanced placement classes in high school, students accomplish two things. First, they increase their chances of getting accepted to the college of their choice. And second, they can actually "place out" of college level classes which can accelerate earning a degree.
Step 3:
Get Guidance. College is a big investment. Getting advice from someone trained in education and career guidance can save you time and money. Guidance can replace guesswork with a planned approach to deciding which college to attend, what to major in, and how to align an education with best-fit career options.
Brian Sanders is President and CEO of [http://www.clearambition.com/students.aspx]Clear Ambition, an online program that helps people make better, more confident decisions about their life direction and career path. Find more information about [http://www.clearambition.com/guidance.aspx]education and career guidance or [http://www.clearambition.com/default.aspx]take a free interest analysis.
Article Source: http://EzineArticles.com/?expert=Brian_Sanders http://EzineArticles.com/?The-Hidden-Cost-of-College&id=923464
Thursday, June 5, 2008
Don't Fall Victim to Credit Card Scams
We all know that there are various scams in operation these days relating to credit cards, ranging from scams to get your details in order to access your credit card account to scams to get you to take out a credit card that you didn't want and never even applied for. The latter is a scam that has recently come to light in a report.
A woman was found to have obtained basic personal details from people under false pretences. She then added some made up details in order to pass off the people as credit card applicants. The reason behind the scam was that the woman worked for a firm hired by a major credit card company, and the firm was paid based on the number of new applicants it secured for credit cards.
The woman had been questioning people about seemingly innocent matters, such as their holidays, armed with a clipboard, telling them that they would be entered into a prize draw for their time. She then made up account details and other details and submitted their personal data for a credit card, which was duly dispatched to them. Whilst the woman was fired from her job consumers are urged to bear in mind how easy it can be for people to operate these scams.
Many consumers fall victim to scams like these. One of the people that received an unexpected credit card as part of this recent operation said that he was approached and asked some basic questions about his holiday, which he was happy to answer. He said: "There was never a word said about credit cards. This woman in her thirties came up to me as I was sitting waiting for my flight and said she was simply doing a survey. It was early in the morning and I was half-asleep but I helped her. I know 100 per cent she never once said she was touting for credit card business."
This shows that not all credit card scams are about obtaining your money - some are about obtaining your business, and without due care and attention with regards to why the person needs your details you could find yourself signing up for credit that you don't need or want.
Remember to keep up to date with the latest credit card news and guides and compare credit card companies to make sure you've got the best deal for you.
Article Source: http://www.articlesbase.com/credit-articles/dont-fall-victim-to-credit-card-scams-439159.html
About the Author:
Reno Charlton, award-winning writer, shares her financial expertise as a contributing columnist for Credit Card Comparison where you can keep up to date with the latest credit card news and guides and compare credit card best buys .
A woman was found to have obtained basic personal details from people under false pretences. She then added some made up details in order to pass off the people as credit card applicants. The reason behind the scam was that the woman worked for a firm hired by a major credit card company, and the firm was paid based on the number of new applicants it secured for credit cards.
The woman had been questioning people about seemingly innocent matters, such as their holidays, armed with a clipboard, telling them that they would be entered into a prize draw for their time. She then made up account details and other details and submitted their personal data for a credit card, which was duly dispatched to them. Whilst the woman was fired from her job consumers are urged to bear in mind how easy it can be for people to operate these scams.
Many consumers fall victim to scams like these. One of the people that received an unexpected credit card as part of this recent operation said that he was approached and asked some basic questions about his holiday, which he was happy to answer. He said: "There was never a word said about credit cards. This woman in her thirties came up to me as I was sitting waiting for my flight and said she was simply doing a survey. It was early in the morning and I was half-asleep but I helped her. I know 100 per cent she never once said she was touting for credit card business."
This shows that not all credit card scams are about obtaining your money - some are about obtaining your business, and without due care and attention with regards to why the person needs your details you could find yourself signing up for credit that you don't need or want.
Remember to keep up to date with the latest credit card news and guides and compare credit card companies to make sure you've got the best deal for you.
Article Source: http://www.articlesbase.com/credit-articles/dont-fall-victim-to-credit-card-scams-439159.html
About the Author:
Reno Charlton, award-winning writer, shares her financial expertise as a contributing columnist for Credit Card Comparison where you can keep up to date with the latest credit card news and guides and compare credit card best buys .
Wednesday, June 4, 2008
Your Credit Score - Removing the Mystery
Too many people feel lost when it comes to understanding how their credit scores are calculated and that they are powerless to do anything to keep better scores as a result. The truth is that there is a method to the madness of credit ratings. You can get a grip on the rules and use them to your advantage. The first step, however, is knowing how your numbers are computed and what you can do to get them up and keep them up.
Your keys to ratings' success can be found in five areas: your payment history, the amounts that you owe, the length of your credit history, new credit accounts that you have acquired, and types of credit that you use. Let's look at each one in turn.
Your payment history composes 35% of your score. The obvious key here is making your payments on time all the time. The effects of a late payment will diminish as time passes. If you have trouble with getting things in when you should, figure out why. Is it a money issue or is it a lack of organization on your part? If it's a money thing, you know what you need to do. If it's organization, pay your bills online with electronic bill pay offered through your bank or credit union. The computer won't forget to pay Mr. Visa.
The amount that you owe versus your available credit composes 30% of your score. If you have four cards with limits totaling $10,000 and you owe $2,000, this puts you at 20% of your available credit. This is a good place to be. If you have one card with a $2000 limit and you owe $2000, this puts you at 100% of your available credit. This is not a good place to be. The sweet spot for the premium scores seems to be no higher than 20-25%.
The length of your credit history is 15% of your score. Scorers look at the age of your oldest account, the newest, and the average of all accounts. If you are going to keep some accounts and close others, keep the oldest ones. If you choose to keep the newest instead, you could have just shortened your overall credit history by years.
New credit accounts compose 10% of your score. They look at new accounts as potential avenues for you to get yourself into trouble. Why would you open them unless you were planning to use them, right? If you open multiple lines of credit simultaneously, you are raising a big red flag. You are planning to spend - and spend big.
The types of credit that you have in use compose 10% of your score. The objective here is to have a balance for better results. A good menu for you would include revolving credit, installment credit, and a mortgage. This shows that you can handle multiple responsibilities well. If you can do that, you are a better risk.
Following these hints will help you get where you want to be and stay there. If you are in credit trouble, there are definite strategies to help with that too. It's best, however, to understand how the rules of the game are played before taking the field. This will help to ensure a better outcome for you and keep the headaches away.
Greg Nixon is a high school English teacher who includes personal finance issues into his language arts curriculum. He began the mini-lessons to help his students understand more of how money works.
Please see his blog, The Student Financial Times, for more topics that he covers in class weekly.
Article Source: http://EzineArticles.com/?expert=Greg_Nixon
Your keys to ratings' success can be found in five areas: your payment history, the amounts that you owe, the length of your credit history, new credit accounts that you have acquired, and types of credit that you use. Let's look at each one in turn.
Your payment history composes 35% of your score. The obvious key here is making your payments on time all the time. The effects of a late payment will diminish as time passes. If you have trouble with getting things in when you should, figure out why. Is it a money issue or is it a lack of organization on your part? If it's a money thing, you know what you need to do. If it's organization, pay your bills online with electronic bill pay offered through your bank or credit union. The computer won't forget to pay Mr. Visa.
The amount that you owe versus your available credit composes 30% of your score. If you have four cards with limits totaling $10,000 and you owe $2,000, this puts you at 20% of your available credit. This is a good place to be. If you have one card with a $2000 limit and you owe $2000, this puts you at 100% of your available credit. This is not a good place to be. The sweet spot for the premium scores seems to be no higher than 20-25%.
The length of your credit history is 15% of your score. Scorers look at the age of your oldest account, the newest, and the average of all accounts. If you are going to keep some accounts and close others, keep the oldest ones. If you choose to keep the newest instead, you could have just shortened your overall credit history by years.
New credit accounts compose 10% of your score. They look at new accounts as potential avenues for you to get yourself into trouble. Why would you open them unless you were planning to use them, right? If you open multiple lines of credit simultaneously, you are raising a big red flag. You are planning to spend - and spend big.
The types of credit that you have in use compose 10% of your score. The objective here is to have a balance for better results. A good menu for you would include revolving credit, installment credit, and a mortgage. This shows that you can handle multiple responsibilities well. If you can do that, you are a better risk.
Following these hints will help you get where you want to be and stay there. If you are in credit trouble, there are definite strategies to help with that too. It's best, however, to understand how the rules of the game are played before taking the field. This will help to ensure a better outcome for you and keep the headaches away.
Greg Nixon is a high school English teacher who includes personal finance issues into his language arts curriculum. He began the mini-lessons to help his students understand more of how money works.
Please see his blog, The Student Financial Times, for more topics that he covers in class weekly.
Article Source: http://EzineArticles.com/?expert=Greg_Nixon
Tuesday, June 3, 2008
Finding College Scholarships
What is the key to finding college scholarships? Know your sources. Higher education is expensive, but every year more and more money is given away to supplement that cost. A quick online search for "scholarships" reveals almost 66,000,000 keyword hits! Well, how do you narrows these down? There are many sources already planned and mapped out for you.
First, check out government online sources. The government alone will provide over $83 billion dollars in aid this year.
Government funding actually doesn't have a lot of "red tape" to get the cash and the requirements are sometimes a great deal more relaxed that other sources.
Secondly, online search databases are a great place to find scholarship money. There are hundreds of them out there. A quick search for "scholarship search" will pull up more than enough to find good matches. Most of these sites will require in depth personal information down to your address, phone number, or high school. Make sure to check out their privacy policies to see how your information is handled. These search engines will match scholarships to you based on your given personal information. One slight drawback to this type of searching will be the advertising that you have to wade through. You are given to option to skip most ads so it is only mildly annoying. I will only try scholarships databases that are free. You should not be required to pay for this type of information.
Lastly, look around for corporate or business funding. Many corporate and business entities have a employee education program. Both parties have a stake in your education, so feel free to look around for your "ideal" job and find companies that match your ideal. Call them up and see if they offer some employment education incentives. Most companies will fund a portion of your higher education in exchange for so many years of dedicated service. Fortune 500 companies are more than willing to find tax write-offs in education.
Financial aid can be found almost anywhere. Get passionate and make funding your education a full time jobs for a couple weeks. Adopt a "Ain't to proud to beg attitude" if you want to succeed.
Winston Brown is a successful small business owner. He feels that education is the greatest gift anyone can receive. To learn more about him visit his website ScholarshipsPro.com - Financial Scholarships Guide and Discussion Forum
Article Source: http://EzineArticles.com/?expert=Winston_Brown
http://EzineArticles.com/?Finding-College-Scholarships&id=969407
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