Obama's Plan: Where's Your Opportunity? Part III

Continuing in our analysis and treatment of The Plan by Rahm Emanuel and Bruce Reed:

Prologue
This installment is privileged with the expertise of Rhonda Sinnema and Jennifer Marshall of College Assistance Plus (http://www.caplusdenver.com/). The author of this blog wishes the reader to know that the blog is not sponsored, by CA Plus or any other entity.

Background on Subject Matter Experts Experts
CA Plus gives students and their families guidance and direction in choosing a college, comparing financial aid packages, and accepting offers to attend. They work with families and prospective collegians to develop strategies to maximize financial aid. CA Plus clients leave schools of their choice with degrees…not debt. Mrs. Sinnema is the Owner of CA Plus Denver; Miss Marshall serves the firm as Director of Education.

Summary
With “Universal College Access,” The Plan seeks to make college available to those who want to go but can’t (“The main reason young people don’t go to college—or don’t finish—is cost.”); the “achievement gap,” i.e. holding colleges accountable for student dropout rates; to “provide lifelong training” for “any worker at any age…at an accredited institution;” and “to strengthen and reform our system of public education in elementary and secondary school,” the latter of which is identified as, “the weakest link in our educational system.”

This installment will acknowledge and summarize the entirety of the initiative as stated in The Plan, but analysis will focus only on the collegiate aspect. To preserve context, the summary provided by the authors is restated here, in its entirety:

We must make a college degree as universal as a high school diploma. More than ever, America’s success depends on what we can learn. We have an education system built in the last century, with a school year left over from the century before that. In this new era, college will be the greatest engine of opportunity for our society and our economy. Just as Abraham Lincoln gave land grants to endow our great public universities, we will give the states tuition grants to make college free for those willing to work, serve, and excel.

“Closing the College Gap”
Here we find a jarring reminder of what has changed since The Plan was published in 2006 as the authors show disdain for the practice of “subsidizing banks;” perhaps ironically preceding the prediction, “In the years to come, with the strength of our economy on the line, going to college will itself be a form of national service.”

The authors propose, first:
[To] simplify the tax code by replacing the five major existing education tax incentives—the Hope Scholarship, the Lifetime Learning Credit, the deduction for higher-education expenses, the exclusion of employer-provided education benefits, and the exclusion for qualified tuition reductions—with a single $3,000-a-year refundable credit for four years of college and two years of graduate school.

Second, The Plan states we should, “pass a truth-in-tuition law that requires colleges to set multiyear tuition and fee levels so that those in each incoming freshman class know in advance exactly what their degree will cost them.”

Finally and “most important,” the authors propose to, “provide Tuition Grants to states,” so they can, “offer free or low-cost tuition to students who work their way through school, excel in class, or commit to careers in critical professions.”

Other Components
To “hold colleges accountable for producing more graduates,” i.e. increasing graduation rates, The Plan prescribes the US adopt “the accountability system in Britain, which holds back a portion of colleges’ public funding until students actually graduate.” In this way The Plan addresses what it calls, “The Other Dropout Problem.”

The Plan also proposes changes to non-collegiate education and non-traditional collegiate education. Sinnema and Marshall agree with The Plan’s assertions that these areas, particularly pre-college education, are in need of immediate improvement. This component will be addressed in a separate and subsequent blog installment.

Relevancy
CA Plus advises that the only significant change to this Plan item in regard to the shift in our economy is that college affordability is even more prevalent an issue. People who saved in a 529 plan or intended to borrow against their house to pay for college now find their house devalued, their ability to borrow diminished and their retirement accounts in decline.

The brunt, say Sinnema and Marshall, is borne by the middle class. Perkins and Stafford Loans along with Pell Grants, the most common forms of financial aid, are awarded based on financial need, typically low end of middle income. Private loans are more difficult to acquire as well: According to http://www.finaid.org/, the number of private lenders facilitating college loans was 60 just last year; now it is 39.


Opportunity Areas
Anyone able to open cash flow opportunities for middle class families will have fast friends. There is a broad chasm of difference between, “How can I help you?” and, “What can I sell you?” Practitioners of the latter have contributed greatly to our current mess, and should not be welcomed in your network. Allow the market to marginalize the dinosaurs seeking transactional relationships learning the wrong lessons from, or ignoring, Enron and Madoff. Transformational, relationship-enriching, “win/win” opportunities can and will be created with increasing frequency. The sun is setting on the day of the one-sided deal.

The Plan does not address how these changes will be implemented. Opportunities exist within implementation, and may avail to entrepreneurial entities proactively seeking implementation avenues.

Regardless, an increased number of college students increases demand for textbooks, and the design, printing, and delivery thereof. Staff—academic, administrative and support--and facilities will need to be expanded. As a number of students and programs will be nontraditional, the number of internet-based programs will increase. The content and structure of curricula will need to be adapted to fit the medium, and a range of technologies will need to be integrated to collegiate systems and maintained. The initiative(s) may also, Sinnema and Marshall argue, increase the perceived selection available, thereby raising demand for options and research.

Of course, these are what occur to a few minds. Input is welcome. Please check in frequently to leave and read comments, and next week for further analysis of The Plan.

Obama's Plan: Where's Your Opportunity? Part II

Continuing in our analysis of The Plan, by R. Emanuel and B. Reed:

What’s the connection?
This installment does not attempt to debate the merits of, or offer an opinion on, The Plan. Rather, it accepts as reality the intentions and ability of those in power to execute it. An ongoing discussion on feasibility, motivation, or any other aspect of The Plan is most welcome, but beyond the scope of primary blog content. The goal of these installments is to illuminate direction and identify opportunities for small businesses in the changes prescribed by the new leadership in Washington, D.C.

The author of this blog encourages the reader to remain aware of current events but to remember that rarely and only in extreme circumstances do singular events alter the long term policy intentions of a Presidential administration. Events such as the recent bombing of sites inside Pakistan and/or the change in policy regarding stem cell research, especially when undertaken in such a nascent Presidency, should be understood to be positioning for the long haul. In short, the actions that dominate daily media reports are means, not ends. The Plan is about ends; this blog will suggest means by which they may be accomplished and opportunity areas created therein.

Background
The "bedrock principle" behind The Plan is, “You do your part, and your government, your company, and your country will do theirs (page 52).” By gaining followers to this principle, the authors hope to achieve a "new social contract for economic growth (p 46)" in America.

The first of The Plan’s tenets is “Universal Citizen Service.” To preserve context, the summary provided by the authors is restated here, in its entirety:

If you forget everything else you read in these pages, please remember this: The Plan starts with you. If your leaders aren’t challenging you to do your part, they aren’t doing theirs. We need a real Patriot Act that brings out the patriot in all of us by establishing, for the first time, an ethic of universal citizen service. All Americans between the ages of eighteen and twenty-five should be asked to serve their country by going through three months of basic civil defense training and community service. This is not a draft—nor is it military. Young people will be trained not as soldiers, but simply as citizens who understand their responsibilities in the event of a natural disaster, an epidemic, or a terrorist attack. Universal citizen service will bring Americans of every background together to make America safer and more united in common national purpose (p. 54).

Emanuel and Reed present two options for implementation, both centered on Americans aged 18 to 25. The first involves the creation of a new program:

[T]he nation will enlist them for three months of civilian service. They’ll be asked to report for basic civil defense training in their state or community, where they will learn what to do in the event of biochemical, nuclear or conventional attack; how to assist others in an evacuation; how to respond when a levee breaks or we’re hit by a natural disaster. These young people will be available to address their communities’ most pressing needs (p 62).

The second option, “for those willing to make a longer commitment,” comes with a prescriped expansion of Americorps (p 62) http://www.americorps.org/.


Opportunities
Even as the US government increases its own responsibility and involvement with the economy and its players, there are limits to what it can accomplish. Successful marketers pose questions such as, “What needs are unmet/underserved?” Another way of looking at this might be to say, “What might be in it for me in supporting this effort?” The answer lies in fulfilling the needs of the client—in this case, your community; your government. They know where they want to go; how can we help them get there?

Needs that private enterprise may offer in the execution include:

• Transportation – of youth to and from training centers
• Lodging – of participants and facilitators
• Facilities – principle and support facilities, i.e. medical, storage
• Infrastructure – Where will the training take place? Some communities will require more change and preparation than others.
• Diversion – entertainment for participants and facilitators
• Training – supplying the subject matter experts, trainers, simulators, materials, etc.

Opportunities may also avail in the follow-through. What, the astute observer asks, happens once the training is finished and these young people return to their communities with this knowledge? How can the community take full advantage?

Ongoing reinforcement and ROI for the community can be realized, and private enterprise can find opportunity, through (for example):

• Community meetings on the training - facilitating and moderating discussions on the changing physical and psychological impact the initiative has on the community.
• Executing and managing changes to physical and procedural infrastructure that will inevitably result from the training. This will include residential, commercial and municipal areas.
• Rewarding these youth for their contribution, and validating their sacrifice.

How can we help to ensure these programs maintain an acceptable level of effectiveness? That conditions remain optimal for learning, retention and re-conveyance? How will a program like this alter this generation, and future generations, in terms of their worldview and stewardship? What will be their outlook and long-term goal for our nation?

What will the answers to these questions reveal for the next level of opportunities? And the next…?

WIFM
Anyone who has been given pause noticing our young people isolate themselves behind their iPod earphones will surely be able to appreciate the initiative to re-engage our youth. “Many aspects of our lives,” The Plan offers, “are simply not the common experiences they once were…Opportunity and responsibility go hand in hand (pp 66-67).”

Perhaps this is the time for which many entrepreneurs have been preparing; a chance to profit fairly while strengthening your community.

Next:
Next week’s installment will focus on “Universal College Access,” and will feature expert input from Jennifer Marshall, Director of Education for College Assistance Plus Denver http://www.collegeassistanceplus.com/.