Tuition Discounting Practices
The educational systems of the Western World has seen great transformation and evolution over the past decades. The rapidly changing environment where technology, social, and political forces are represented signify that education leaders must address problems if they are to stay relevant and effective in their position. The purpose of this essay is to explore the practice of tuition discounting and present a comparative analysis on the benefits and drawbacks of this educational practice.
This essay will use data and empirical evidence to construct an argument which aims to separate the good qualities from the limiting qualities of this practice. The essay will argue that tuition discounting is merely a tool, that when applied, must take into account the purpose or intention of the school leadership itself. By exploring this tool or approach of tuition discounting, college presidents may be able to decipher the information and determine if this course of action is best for their respective school or environment. The essay will conclude with ideas on how to best synthesize these components and integrate them into a secondary educational setting in the best and most efficient manner.
Background
Tuition discounting has been practice for many years, but the recent educational landscape, where resources and funding has become of the highest priority, has seen the practice become more influential in present times. Despite this increased trend, tuition discounting is very simple process that is accomplished in many different ways according to the institution that is offering such a contract. "Tuition discounting is the practice of awarding institutionally-funded financial aid in the form of non-repayable grants and scholarships to students. Similar to state and federal grant programs, colleges provide aid to reduce the "sticker price" students pay for college. In 2008, students attending public four-year institutions received over $14 billion in grant and scholarship aid from federal, state, and institutional providers; campus-based aid programs accounted for approximately 33% of this total amount," (U.S. Department of Education, 2009).
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