Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Terri; McBeth, Courtney |
|---|---|
| Titel | Income-Share Agreements and Innovative Finance: Strengths and Challenges |
| Quelle | In: Change: The Magazine of Higher Learning, 52 (2020) 6, S.5-11 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-1383 |
| DOI | 10.1080/00091383.2020.1839312 |
| Schlagwörter | Income; Educational Finance; Financial Support; Higher Education; Grants; In State Students; Program Descriptions; Labor Force Development; Salaries; Undergraduate Students; Stopouts; Time to Degree; Costs; Employment; Pandemics; COVID-19; Paying for College; Models; Financial Needs; Undocumented Immigrants; Graduation; Utah; California (San Diego); Colorado |
| Abstract | An Income-Share Agreement (ISA) is an education financing tool through which a student promises a certain percentage of future income (the "income share") for upfront funding for education. Recently, ISAs have been subject to significant national attention and scrutiny from policymakers, investors, consumer advocates, and postsecondary leaders as dozens of programs have emerged in both the traditional and nontraditional higher education space. Seeking to add reliable information and promote greater shared understanding in this complex and emerging environment, the Lumina Foundation provided grants to three early ISA adopters, all public institutions with low cost programs: (1) Colorado Mountain College (2020) designed Fund Sueños (Dream Fund) for in-state students with work authorization who are ineligible for federal aid; (2) San Diego Workforce Partnership's Workforce (2020) ISA Fund provides a financing option for short-term programs that feed into high-demand, high-wage jobs in the area; and (3) The University of Utah's (2020) Invest in U program is offered to all majors and targets those upper-class students who tend to "stop and start" enrollment to reduce costs and avoid student loans--only to lose long-term economic gains because it takes them longer to graduate. There is still much to learn about new ISA programs, how they are viewed, and how they integrate into existing financial aid office processes and packages. Nevertheless, ISAs already illustrate several areas of promise "and" areas where caution is needed. This article closes with lessons learned from ISAs that may be useful for a variety of other innovative finance practices in higher education especially during the coronavirus pandemic which may may buck past trends of increased postsecondary enrollment in hard economic times. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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