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Parents and educators should steadily motivate high school students to go to college

  1. But I've seen that the person who is very bright sometimes doesn't have the motivation, and wastes 90 percent of what he has.
  2. Colleges have the money they need and the teachers too.
  3. Other qualities, such as family background or native intelligence, are much less important to people than the inner drive of the student. We asked whether financial aid should go to a student with average academic skills who works hard or a student with excellent skills who doesn't work hard see Table 12.
  4. What teachers and parents should know is a key ingredient for success in school and to california go with this new futurefit project that blends.
  5. What teachers and parents should know is a key ingredient for success in school and to california go with this new futurefit project that blends. This is most clear when we ask who is responsible for college dropouts, the public is prepared to blame almost anyone other than the colleges see Table 10.

The Responsibility Rests with the Student, But Institutions Should Help Those Who Help Themselves The public, in contrast to how it views K-12 education, tends to emphasize the responsibility of college students, but this does not mean that they exempt higher education institutions from any responsibility. This attitude is manifested in areas such as remediation and financial aid. The public expects schools to help students who are having trouble, but the initiative should come from individuals.

High Expectations for Students, Too In addition to high expectations for institutions, the public also has high expectations for students themselves. When people talk about students, the values that most frequently come to mind are responsibility and motivation.

As we have seen in Finding Two, one of the most important things that students are expected to learn is a sense of individual responsibility. Responsibility is also the key value that people bring to their thinking about what should be expected of students. When people talk about K-12 education, they tend to stress the contributions that schools can make to the success of students. Most people believe that if schools put enough time and energy into a youngster, they can usually help that child improve.

Looking first at success, most people believe that success in higher education has more to do with the effort the student brings to the college experience and much less to do with the quality of the college.

To test this, we asked our respondents whether the benefit a student gets from attending college mostly depends more on the quality of the college or on how much effort the student puts in. As one of our callback interviewees from Hernando, Florida, said, "If you don't want to be there, you won't learn anything, no matter how good the school is. In effect, as the public has come to place more importance on a college education, people have also placed more responsibility on students.

This does parents and educators should steadily motivate high school students to go to college mean that good teachers and good facilities are unimportant as we have seen, the public thinks good teachers are absolutely essentialbut people feel that no amount of good teaching can compensate for a lack of motivation in a student. In the public's view, a motivated student can learn in almost any college. Responsibility and the Struggling Student Understanding the public's emphasis on responsibility also helps us see how people feel about helping students who do poorly in college.

Parents and educators should steadily motivate high school students to go to college

Everyone knows that some students do not adjust well to college. Not surprisingly, the attitude of most people seems to be that this is part of the learning experience of higher education. As a result, they also tend to place the responsibility for failure with the individual, not with the institution. But there is also support for assisting struggling students who are willing to help themselves. Just as people are much more likely to credit individual college students -- rather than the institutions they attend -- for their success, they are also much more likely to put the responsibility for failure on the student rather than the institution.

This is most clear when we ask who is responsible for college dropouts, the public is prepared to blame almost anyone other than the colleges see Table 10.

  1. I say, give it to the individual. Some experts worry that tax breaks assist middle-class and affluent Americans but do not benefit low-income earners; however, it's unlikely that most of the public has considered this.
  2. But I've seen that the person who is very bright sometimes doesn't have the motivation, and wastes 90 percent of what he has.
  3. To test this, we posed some difficult dilemmas to our survey respondents.
  4. Guidelines for school and community programs to promote lifelong physical activity among among high school students, parents should ensure that their.

These proportions hold steady across the board, even when comparing across white, African American and Hispanic parents. As one man in Charlotte, North Carolina, put it: It is not the responsibility of the school [college] to get the student focused.

If the student fails, it's not the school's fault.

Parents and educators should steadily motivate high school students to go to college

In short, while the public would like to see colleges make an effort to assist students who are at risk of dropping out, they expect students themselves to take primary responsibility. However, many also agree that there are too many students in college today who do not belong there. Responsibility-Based Financial Aid Given the importance of college, it is hardly surprising that most Americans think that providing financial aid for students is vital.

While people expect colleges and universities to do their best to hold down the costs, they also expect government to help provide financial support for qualified and motivated students. Instead, most people thought that government should make up the shortfall or that colleges themselves should pick up the slack see Table 11.

Although the public thinks that financial aid is important, and that government should play a role in providing it, many Americans also bring the principles of responsibility and motivation to bear on their thinking about how financial aid should be distributed. No Free Rides The first principle is that students should contribute toward their own higher education. While Americans are deeply committed to the idea that every qualified student should have an opportunity to attend college, they reject the idea that a free college education should be an entitlement.

Most agree that paying for at least part of one's education is a part of taking responsibility for one's own life, and is, once again, an important lesson to be learned in college. The European style of totally state-subsidized higher education does not resonate well with the American notion of responsibility-based aid.

I think that anyone, no matter how destitute they are, should work or do something to help defray their expenses, because they will appreciate it more than if it was just a gift handed to them on a silver platter.

Aid Should Go First to the Motivated When it comes to deciding which students should get financial aid, people are drawn to the needs of students who work hard and take individual responsibility. Other qualities, such as family background or native intelligence, are much less important to people than the inner drive of the student.

To test this, we posed some difficult dilemmas to our survey respondents. We asked whether financial aid should go to a student with average academic skills who works hard or a student with excellent skills who doesn't work hard see Table 12. But it was more difficult for people to choose between a middle-class student with outstanding academic abilities and a student from a very poor family who has average academic abilities.

In focus groups, both African American and Hispanic parents stressed the difficulties that some minority students have in gaining access to higher education. In focus groups, we asked our respondents to discuss how they felt about basing financial aid solely on motivation.

Most people said that, at least in theory, this would be the ideal way to do it. But they also brought up the difficulty of measuring motivation, and pointed out that many of the usual measures such as grades and test scores cannot really make these types of distinctions. As one woman in Philadelphia said: You can't just go by IQ.

I mean, you might have a bright person who is a very hard worker and just keeps growing and keeps working and shouldn't be penalized. But I've seen that the person who is very bright sometimes doesn't have the motivation, and wastes 90 percent of what he has. Tax Breaks Are the Best Way to Reward Motivation We also asked our respondents to compare various forms of financial aid -- grants, loans, work-study, and tax breaks.

  • We asked whether financial aid should go to a student with average academic skills who works hard or a student with excellent skills who doesn't work hard see Table 12;
  • Although the public thinks that financial aid is important, and that government should play a role in providing it, many Americans also bring the principles of responsibility and motivation to bear on their thinking about how financial aid should be distributed;
  • In focus groups, both African American and Hispanic parents stressed the difficulties that some minority students have in gaining access to higher education;
  • It is not the responsibility of the school [college] to get the student focused.

Not surprisingly, people supported all these measures and parents of high school students were especially positive. But the public makes a clear differentiation between different forms of aid.

As Table 13 shows, the most popular approach is tax breaks. Some experts worry that tax breaks assist middle-class and affluent Americans but do not benefit low-income earners; however, it's unlikely that most of the public has considered this. Here the idea seems to be to reward responsibility on the part of parents.

The thinking seems to be that when people are given tax breaks, they have more of their own money to spend. And the general feeling is that people are most likely to be responsible with their own dollars. As one woman from Charlotte, North Carolina said: Tax breaks are good because they create an incentive to save for college. It feels more like getting more money. Work-study comes in as a close second behind tax breaks. People like work-study because it rewards students who are willing to work for their own education.

Parents and educators should steadily motivate high school students to go to college

While people think that giving a person a free state-subsidized education is a bad idea, they think that asking someone to work for an education is more likely to reward those who really want it. Help Individuals, Not Institutions The importance of individual responsibility also influences the public's attitudes about whether government financial assistance should go directly to institutions or to individuals.

  • But they also brought up the difficulty of measuring motivation, and pointed out that many of the usual measures such as grades and test scores cannot really make these types of distinctions;
  • The individuals are applying to college -- they're the ones who are motivated to go;
  • Educators should aspire to motivate students intrinsically to empower parents, educators and clinicians college student and a junior in high school ,;
  • Guidelines for school and community programs to promote lifelong physical activity among among high school students, parents should ensure that their;
  • I say, give it to the individual;
  • In effect, as the public has come to place more importance on a college education, people have also placed more responsibility on students.

Americans clearly prefer giving money to individuals where responsibility can be rewarded rather than giving more money to colleges and universities directly. In focus groups, people explained this preference in two ways, both of which appeal to the value of responsibility. If money is given to individuals, they said, it will reward and support individual motivation and effort.

Conversely, the focus group respondents feared that money given directly to institutions would be swallowed up in administrative expenses and never really reach students.

Parents and educators should steadily motivate high school students to go to college

Please, give the money to the individuals so someone who needs it can go to college, rather than giving it to some college so they can build a new athletics building that they don't need anyway. Because college expenses are always gonna be up. They're not gonna reduce tuition. The individuals are applying to college -- they're the ones who are motivated to go.

The individual is initiating the interest there.

Improving Education’s Impact

When I was in college, I had to wait till my senior year before I was able to take computer science. Today LaSalle isn't a college, it's a university. They are pulling in the money, and you can take more diverse courses today. Colleges have the money they need and the teachers too.

They don't need any more money.

  • Working with financial aid offices, my administration will help create a single, online repository for all scholarships;
  • The individuals are applying to college -- they're the ones who are motivated to go;
  • It is not the responsibility of the school [college] to get the student focused.

I say, give it to the individual.