What It Costs: Financing Back on Track through College Designs

Autor/inn/en	Almeida, Cheryl; Steinberg, Adria; Santos, Janet
Institution	Jobs for the Future
Titel	What It Costs: Financing Back on Track through College Designs
Quelle	(2013), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Continuation Students; High School Equivalency Programs; Transitional Programs; Cost Effectiveness; Access to Education; Youth Opportunities; Credentials; College Readiness; Career Readiness; Models; Input Output Analysis; Efficiency; Economic Impact; Innovation; Investment; Outcomes of Education; Sustainability; Financial Support; Program Costs; Resource Allocation; Student Costs; Partnerships in Education; College Preparation; Colorado; Connecticut; Illinois; Massachusetts; New York; Ohio; Oregon; Pennsylvania; Texas; Wisconsin + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Education; Access; Bildung; Zugang; Bildungszugang; Studienbuch; Analogiemodell; Effectiveness; Effektivität; Wirkungsgrad; Ökonomische Determinanten; Investments; Geldanlage; Investiton; Lernleistung; Schulerfolg; Nachhaltigkeit; Finanzielle Förderung; Ressourcenallokation; Studienkosten; Hochschulpartnerschaft; Master-Studiengang
Abstract	Almost 7 million young Americans (age 16-24) are insufficiently attached to school or work. Based on conservative estimates, we can generate over $1 billion just by helping a mere 0.1 percent earn a high school credential and complete their first year of college through Back on Track Designs. This brief lays out the cost of setting up these GED- and diploma-granting schools and programs, and how districts, colleges, and community-based organizations can partner to sustain them. Appended are: (1) Programs Consulted; and (2) Methodology. (As Provided).
Anmerkungen	Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01