INSTRUCTIONS FOR ASSIGNMENT

liberal Democrats and conservative Republicans

Students will synthesize and summarize the information gathered over the course of the semester to create a 4-5 page final research report that addresses the following subjects or questions:
1. Include the policy or policy issue in your summary of your policy issue. (5pts)
2. How does this issue impact stakeholders? In other words, who or what organizations are a part of this issue or are to blame for it, and how do they suffer? How might this issue affect Florida-specific populations? (15pts)
3. What are the various political stances on this matter? For instance, how can liberal Democrats and conservative Republicans differ in their perspectives on this matter? (15pts)
4. What has research on this topic revealed? Identify specific research projects and the results they produce on this issue. (30pts)
5. What adjustments to the current policy—or what new policy—should be adopted in light of news coverage and study findings on this topic in order to improve the situation as it stands? What particularly should policymakers do in response to this problem? Note that it is insufficient to merely say that officials “should be aware” of a problem. (35pts)

Answering each of the five questions independently is acceptable for this project; you are not required to write a single essay. The assignment drop box will get the policy study report. Normal conditions call for assignments to be graded and returned within a week. You must: in order to gain full credit for each question.
• Ensure that you fully address each inquiry.
• Offer novel ideas and convincing justifications for your positions.
• Offer accurate and true information.
• Include information from the readings and lectures from the course in your comments.
• While not essential, additional readings from the course and research outside of the article must be credited according to APA style. As a result, you must include in-test citations and a reference page that complies with APA standards.
Education is the subject of my policy report.
The articles and research peer review you should use for my report on policy research are listed below. I’ve already talked about those articles in class. My policy study report must be completed in light of these findings.

The first newspaper article

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Are college costs really out of control? On September 8, 2015, Adam Davidson

The increase in college tuition at private colleges is discussed in this article. The authors compare tuition prices from 1974 to 2015. It also mentions the median income for households. In other words, the cost of living has increased beyond absurdity since 1974 and continues to do so today. What about people who live in poverty because they don’t make enough money? These people endure a difficult condition, making further education out of their reach. Higher education is currently an expensive expense for those who are not in a decent financial state, as well as for typical families. The report claims that private university tuition is now $31,000 on average per year, which is three times as expensive as it was in 1974. Additionally, public tuition has increased by four times since 1974, or by an average of $9,000 annually. As a result, higher education is out of reach for the majority of the low-income population. The government intends to enhance funding to address that problem for these reasons. Nevertheless, it is challenging to resolve this situation given current political issues. President Obama wants to provide extra funds to the department, but as is well known, it requires permission; thus, Trump asserted that he will slash education funding “way, way down.” Similar to this, Hillary Clinton promises in her campaign to enhance funding for the education department. Finally, the discussion will go on for a while without any resolution. The reality is that many people struggle financially to pay for higher education. I am a prime example of someone who cannot afford to attend college and is ineligible for financial aid. Government officials claim that “I maxed out” my federal funding. My two years of college took a while to complete. It goes without saying that learning a second language is a process for immigrants. People maximize the government subsidy as a result, leaving less money for college. To pay for education, I have been toying with credit cards. Now that I have requested a loan, I have been very careful to just utilize the funds towards paying for my studies. My objective is the same as that of the other students; I simply want to realize my ambition of becoming a social worker after graduating from FIU. But the truth is that I have a 14-year-old child, and as a father, it is my top priority to fulfill his educational desires. That is likely the predicament of many parents who cannot afford to send their children to college. To provide for their children’s education, they must give up their dreams. You should read the piece since it will likely resonate with a lot of people. As social workers, we should speak up because, in Nelson Mandela’s words, “Education is the most powerful weapon which you can use to change the world.”
A. Davidson. (September 8, 2015). Are college costs really out of control? Times of New York.
Paper No. 2
Borrow more money for education. By Lauren Camera on September 29, 2015.
In the article, a study by Perdue University and Gallup about black graduates who owe more than $25,000 in student debt is presented. A survey of college graduates’ pupils and their satisfaction led to the discovery. Concerns have been raised regarding the survey’s implications for people with higher education who come from less wealthy families.
Additionally, 63 percent of recent graduates who obtained their degrees between 2006 and 2015 claim to have borrowed money for their undergraduate studies, with the median reported amount coming to $30,000 among them. According to the poll, debt burden appears to have a more significant impact on graduates’ lives at the level where 35 percent of recent graduates took out loans totaling more than $25,000. However, it’s important to note that this figure increased among recent black alumni to 50% and for first-generation college students to 42%. The study did find that Hispanic students are less likely to accumulate debt. The study also examines the extent to which debt from student loans compels respondents to put off important purchases like opening a business, buying a new home, or continuing their education. 30,000 students in the US who have earned a bachelor’s degree or above were included in the poll. The students “strongly agree” that their education was worth the price nonetheless.
However, compared to all graduates as a whole, students who received their degrees between 2006 and 2015 are significantly less likely (50 percent vs. 38 percent) to believe that their education was worthwhile. This difference could be explained by the fact that older alumni tend to earn more money and younger alumni tend to be responsible for paying off student loans. Alumni who participated in extracurricular activities, held a leadership position in a club or other organization, had a job or internship, or worked on a project that took a semester or more to complete were more likely to feel that the degree’s price was justified.
In short, there are numerous articles that deal with educational topics and are identical. As you can see, black people who graduated as the first in their families under less privileged circumstances were the group most negatively impacted.
The camera. (September 29, 2015). Borrow more money for education. Black first-generation graduates take out greater student debt, according to data retrieved on October 4th, 2015, from www.usnews.com/news/blogs/data-mine/2015/09/29.

3 newspaper
The wealth disparity in education is widening.
from Eduardo Porter. Sep 22, 2015

According to the text, the US experienced equality after school desegregation and the war on poverty in 1970. The editor, however, places emphasis on racial inequalities that harm the African American people. According to statistics, black students’ math and reading test scores fell by 50% in 2012 compared to 30- and 40-year-ago levels. The author further asserted that although there are still racial inequities in American society, they are not a dividing factor. The difference between someone with a college degree and someone with merely a high school diploma was compared by the author. It demonstrates that children whose parents have college degrees are significantly more likely to attend college. Only 5% of Americans whose parents did not complete high school have a degree, according to the author, who also noted that children with parents who only completed high school are seven times more likely to drop out. According to a recent book edited with the title “Two Many Children Left Behind,” children from low-income SES are more likely to have disadvantages like obesity, poor academic performance, greater social and emotional issues, and bad health. The article claims that programs for minority and impoverished children are less appealing to teachers since these students are more challenging to manage and keep up with. In light of this, point policy prescription includes recommendations for parents as well, including educating them on parenting skills, increasing their income, and assisting them in juggling the demands of work and family. Finally, the wealth disparity between black and white children is twice as wide. Briefly put, society’s underprivileged children are constantly impacted. Social inequality doesn’t have a significant impact. As we can see, those with limited resources are those who are most impacted. Again, advocacy is crucial for social workers, who represent those who are still on the side of inequity.
E. Porter (September 22, 2015). The wealth disparity in education is widening. Times of New York.
4th Newspaper

Better reading instruction is demanded by the UFT, which advocates for special education.
As of December 14, 2015, Linda Casio, Manhattan time. Teacher Problem.

This article discusses the need to raise the reading levels of kids with impairments. At the City Council meeting on October 28, 2014, the teachers encouraged raising their voices in support of those children whose comprehension processing is behind. They contend that children with disabilities require the development of customized reading programs. According to teachers, only 6.7% of students passed the English language arts test during the 2013–14 school year. Furthermore, phonics, comprehension, and fluency have all been incorporated using evidence-based practice. Teachers assert that the presence of students requiring special education is not directly related to the number of students enrolling in classes each year. They require immediate attention. But if there are too many of them in the class, they will not profit from the intervention. Special education students are particularly impacted by this problem. My position is in American education. We both agree that programs or system changes are required to assist children with learning disabilities.

L. Ocasio (December 4, 2014). UFT and advocates for special education want improved reading instruction. Times of New York.

Peer review of research no. 1
Global Issues and Social Work Education: Implications for Social Work Practice

This article makes reference to social work education that emphasizes local issues rather than global issues. Social workers believe there is less cooperation between multinational organizations globally. The international component of social work education needs to be reinforced if social workers are to become more actively involved in international organizations and global challenges. Social challenges that transcend national boundaries receive scant emphasis in educational programs for social professionals around the world. The majority of students have little to no exposure to social worker positions abroad. Although a substantial number of schools of social work have some international content in their curricula, the majority of it is concentrated on comparing cross-national policies and programs rather than global challenges and practice roles (Hokenstad & Kendall, 1995). Because of these factors, social worker education must suggest a worldwide curriculum to thoroughly prepare social work students in order to increase their effectiveness in global interventions. Cultural knowledge is taught in diversity classes, yet this is insufficient to recognize the wide variation in human qualities. In order to succeed as social workers who work with ethnic groups, there should be an internship program to acquire global abilities.
Beverly, L. (2011). Education, 131(3), 580–580. Social Work Education and Global Issues: Implications for Social Work Practice taken from http://fiu.catalog.fcla.edu/fi.jsp on October 24, 2015? Global challenges in education &ix=kw&fl=ar&V=D&S=0101445702867426&I=3#top

2nd research
Is education the new Jim Crow in black America?

This study examines how well African Americans are educated in the USA. It demonstrates how incapable the educational system is of helping kids succeed. For instance, kids who are subject to disciplinary measures or those who are subject to delinquency or dependency proceedings in the juvenile court system Furthermore, it was reported that those kids, especially the foster kids, couldn’t finish their coursework because they moved about a lot. However, juvenile confinement requires that youngsters acquire their education there, or worse, in adult jails. Through this study, the African American population is rather adequately represented. As a result, there was a sharp decline in educational quality. Another discovery was the legal impact of black children’s criminalization as a result of welfare programs, disciplinary actions, and the juvenile court system. This population is more likely to be subject to school disciplinary measures and be put in foster care. The inability of the black community to contribute to their society and the limitations on the potential for achievement of the next generation caused alarm.
MARSUS, E. (2015) Is education the new Jim Crow in black America? 68(1), 27–54, Arkansas Law Review (1968–Present)

Third research
Impact of Educational Intervention on Hispanic Women’s Cervical Cancer Prevention and Screening

This study targeted Hispanic women in the Boston region to identify and analyze characteristics that influence cervical cancer screening, prevention, and treatment. Giving each participant educational materials was one of the researchers’ techniques. For instance, participants received brochures in the mail, a radio program in both English and Spanish had a piece on cervical cancer awareness, and a monthly informational meeting was held at a Hispanic community center in the Boston region. The four key topics that were examined were: attitudes toward cancer, the usage of healthcare services, HPV awareness, and knowledge and practices around HPV vaccination. Researchers discover that there has been an increase in understanding of the acceptance of HPV vaccinations as a result. Additionally, the educational intervention raised responders’ awareness of and risk for HPV. Additionally, it demonstrates the cultural and personal limitations among the community under study that connect to HPV awareness. The study also found that this group of women represents a population for which HPV education programs were created at a cultural and educational level to evaluate this community. In conclusion, education can be a useful tool for promoting cultural awareness and eradicating prejudice towards particular ethnic groups. In addition, it can be an effective instrument for implementing various degrees of prevention in the healthcare system.

Mr. Foley (2015) Effect of Educational Intervention on Hispanic Women’s Cervical Cancer Screening and Prevention Community Health Journal, 40(6), 1178–1184. 2015, November 7, retrieved.
Research #4: Compared to other articles, this one is the best to use because it discusses laws, policies, and parties (republicans and Democrats).
Welfare Reform and Barriers to a College Degree in the Era of Meanness
Author: Lynne A. Weikart
Abstract
Broad-based advocacy coalitions were developed in several states to push for meaningful college programs for welfare beneficiaries after the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 and the corresponding block grant, Temporary Assistance for Needy Families, were passed. Only a few states were able to design programs that would allow welfare recipients to continue attending 4-year institutions, despite the coalitions’ efforts to do so state by state. The advocacy coalitions in two states—Maine and New York—where welfare advocates fought for progressive state welfare higher education policy and, in some cases, were successful in retaining welfare recipients in four-year universities are contrasted in this article.
Key words: welfare reform; temporary assistance for needy families; policy implementation; higher education.
Review of the article
The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA) and its accompanying block grant, Temporary Assistance for Needy Families (TANF), which were passed by Bill Clinton and the US Congress in 1996, are the subject of this article. This law represented the most significant restructuring of federal assistance for mothers and children since the program’s inception during the Great Depression of 1929. The law only allowed recipients to receive welfare for a total of five years during their lives. Only one year of postsecondary education is permitted under the TANF program, and the statute accepts vocational training. However, few states agreed to it since they were under pressure to meet work-requirement quotas, making it difficult for them to provide welfare recipients with four years of higher education. According to Adair (2003, p. 248), the ideology “emphasized the rapid entry into the labor force and penalized states that allow long-term access to education and training.”
Nevertheless, a plethora of studies have shown that those with higher levels of education, such as bachelor’s degrees, have better prospects to improve their financial situations and elevate their quality of life. This is why higher education has a considerable positive impact on welfare claimants. According to 1990 Ford Foundation research, welfare recipients who finished a 2- or 4-year degree earned much more than other former consumers of welfare (Boggs, 2001). As a result, another study of 253 welfare recipients who completed their college degrees in 1995 and 1996 discovered that 88% of the students were off welfare 17 months after graduation and that their median hourly pay was $11. Evidently, the main goal of a college degree is to lessen reliance on handouts.
However, because of the TANF standards needed by states to get aid, they did not create programs to manage the four-year college. This approach has led to an increase in college dropout rates, particularly among women, from 29% to 82%. Only 19 states create plans specifically for their assistance recipients. For instance, post-secondary education is permitted in Oklahoma and the District of Columbia. Others, including Massachusetts and North Carolina, allowed for only three years; South Carolina allowed for only thirty months; and Wisconsin allowed for only technical institutions for welfare beneficiaries. Only 15 of the 19 states permit recipients to enroll in four-year colleges.
In conclusion, it is critical that new policies are put into place in order to improve outcomes for those who are impacted by this law. There is a need for the remaining governments to understand the value of education as a foundation for personal growth, social stability, and independence from the welfare system.
Academic aptitude is necessary for meaningful societal participation. We must make investments in intelligence. Our civilization is in the business of fostering human development. —E. 2002 Gordon
L. Weikart (2005) Welfare reform and obstacles to a college education are examples of the meanness era. Journal of Women and Social Work, 20(4), 416-433. AFFILIA.

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