Tesoro High School http://tesorohighschool.com/ Tue, 30 Nov 2021 05:08:56 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://tesorohighschool.com/wp-content/uploads/2021/05/tesoro-high-school-icon-150x150.png Tesoro High School http://tesorohighschool.com/ 32 32 Health officials call for these actions as new variant of COVID emerges https://tesorohighschool.com/health-officials-call-for-these-actions-as-new-variant-of-covid-emerges/ Tue, 30 Nov 2021 00:11:38 +0000 https://tesorohighschool.com/health-officials-call-for-these-actions-as-new-variant-of-covid-emerges/

“We are monitoring our positivity rates; we are monitoring our hospitalizations, ”said Mannepalli. “We’re monitoring what’s going on very closely and not just here in Hall County, but in hospitals in the Metro Atlanta area. … I really hope we can really increase our vaccination rates and keep up with these other preventative masking, social distancing and hygiene measures so that we don’t see another increase like we’ve seen before. “

Georgia’s public health ministry wrote in a press release on Monday (November 29th) that it is closely monitoring the emergence of the omicron variant, first detected in southern Africa. The variant has not yet been detected in Georgia, the statement said. Scientists are studying the variant to determine how quickly and easily it spreads, whether it causes more serious illness and how well current COVID-19 vaccines will protect it, the statement said.

“What is known is that COVID vaccination helps stop the transmission of infection, which prevents the emergence of new variants,” said Dr Kathleen Toomey, Commissioner of DPH. “Vaccination is more important than ever with the emergence of this new variant and the holidays quickly approaching.”

Omicron was named as a “variant of concern” by the World Health Organization on Friday, November 26.

“We must remain cautiously optimistic,” Mannepalli said. “Hopefully it’s not there yet, but we’ll have to wait and see what we find from the (Centers for Disease Control and Prevention) and (DPH) in the next few days.”

The omicron variant can be detected with PCR tests.

On Monday, the CDC updated its booster recommendations to state that all adults aged 18 and over should be boosted six months after completing their first round of mRNA vaccines and two months after receiving the Johnson vaccine. and Johnson. Previously, the CDC had said people 18 and older could receive a booster after consulting with their primary care physician, and only recommended the vaccine for certain populations at higher risk of serious illness and for people. 65 years and over.

People may also be given a booster different from their original series, which means that if someone first received Moderna, they could receive a booster of the Pfizer vaccine.

December 2021 Advisory Board Meetings https://tesorohighschool.com/december-2021-advisory-board-meetings/ Mon, 29 Nov 2021 20:39:33 +0000 https://tesorohighschool.com/december-2021-advisory-board-meetings/

The dates and locations of meetings are subject to change. Check the specific web pages to confirm the details. If you have any questions, please contact the appropriate office.

Safe Schools Advisory Council (SSAC): The next meetingis at 6.30 p.m. on Monday December 6, 2021. All meetings take place at the Kelly Leadership Center room 3011. Community time is scheduled around 6:30 p.m. during each meeting for concerns and questions regarding Divisionlarge issues and policies. Please visit the The SSAC web page for More information.

Career and Technical Education Advisory Council (CTE): The next meeting is at 4.30 p.m. Tuesday, December 7, 2021. Meetings are usually held at the Kelly Leadership Center (KLC). Due to the current COVID-19 restrictions, the CTE Advisory Board meeting will be held via Zoom. For more information, please visit the CTE Council The Council’s web page.

Superintendent’s Administrative Support Advisory Board: Next meeting Wednesday at 9 am, December 8, 2021. The meeting will take place through Microsoft Teams. The board meets the second Wednesday of the month during the school year, with December being the annual members’ banquet. Constitutive concerns or questionss can be submitted to any cluster manager or representative. For more information, please visit Superintendent’s Administrative Support Advisory Boardthe web page of.

Special Education Advisory Committee (SEAC): The next meeting is from 7 p.m. to 9 p.m. on Tuesday, December 21, 2021, at the Kelly Leadership Center in 200 conference rooms2-2004. All meetings will be in person with a Zoom alternative. All SEAC meetings are open to the public. Public comments begin at 7 p.m. For more information, including a specific meeting Information, please visit the SEAC web page.

Superintendent’s Advisory Council on Instructions: The next meeting is from 7 p.m. to 9 p.m. Thusday, December 9, 2021. The Superintendent’s Advisory Council on Training meets every second Thursday of each month (unless otherwise specified) from 7:00 p.m. to 9:00 p.m. either virtually or in conference room 1101 of the Kelly Leadership Center. For more information, please visit the Superintendent’s Advisory Council on Training webpage.

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Harvard labor guru’s decisive questions about the jobs of the future https://tesorohighschool.com/harvard-labor-gurus-decisive-questions-about-the-jobs-of-the-future/ Mon, 29 Nov 2021 13:15:01 +0000 https://tesorohighschool.com/harvard-labor-gurus-decisive-questions-about-the-jobs-of-the-future/

What will the future of work look like after the pandemic? That’s the million-dollar question, according to Rachel Lipson, founding project director of the Workforce Project at Harvard University’s Malcolm Weiner Center for Social Policy. She doesn’t have the answer, but Lipson has some ideas about trends workers should watch out for and the threat to traditional work structures.

A 9 to 5 work day, a linear path from higher education to a career, robots taking jobs, are all among the existing themes that will influence future labor market needs and will require reinventing the pathways of career, says Lipson.

In a recent interview for CNBC’s “Work in Progress” series, Lipson discussed the trends she says the workforce will need to adapt to in a post-pandemic economy. Here are three of the biggest.

Nothing is certain about remote work

At the start of the pandemic, labor experts were skeptical that America’s professional work culture was ready to embrace remote working. Almost two years later, assumptions have changed as remote and hybrid working has proven to be productive, and the focus on employee well-being and a healthy work culture has overtaken a schedule. working in person.

But Lipson says experts still reserve judgment on whether the acceptance of remote and hybrid culture is permanent. “Or over time, [are we] will see some return to normal? ”she asked.

Remote working created flexibility and eliminated daily commutes, which Lipson said led to a calculation that will be difficult to reverse: “How much time you can spend with your family if you take the commute away from the commute. equation.”

Bloomberg | Bloomberg | Getty Images

But the remote experience also led to burnout and took place during the phenomenon of the Great Resignation. Lipson worries in the long run about a class division that could be created by a remote working system. “Some research suggests that certain groups are going to be more affected by the lack of in-person contact and interaction,” she said.

Not all workers are able to work remotely in the same way either.

“We know that, disproportionately, according to the data, workers with higher levels of education and better paying positions are more likely to have the option of working from home or working out of the office,” she declared.

Large underinvestment in older workers

There is a fundamental overhaul of the link between education and work.

“The future of work depends in many ways on the future of education,” Lipson said.

Creating transitions in the education system to good jobs, and asking whether more education necessarily equates to more success, are among the issues with major consequences for the future of work.

“Maybe someone doesn’t necessarily need a lot more education and training to be successful in finding a new job, but they need help translating their experience into their CV,” he said. she declared.

With more professional coaching, hands-on interviews and a better job match, workers can access new, better-paying jobs much faster. “But this is a place where we need human support and technological investment to facilitate these transitions,” Lipson said.

More work in progress

The traditional four-year college path to employment and higher education has been attacked as outdated in relation to the needs of the job market and Lipson said for many workers they could be a thing of the past as experts rethink how to create career paths. It has been on the minds of many – education as the only path to better paying opportunities – during the pandemic, Lipson said, and not just among experts. College enrollment has just experienced its biggest drop in two years in 50 years.

One of the areas in which the education system needs to improve is the reception of older learners, who have to change industries or roles due to economic or technological changes, or those who have difficulty finding services. on call.

“Adult learners have a lot of other things to do in their lives and wonder if the education system will change and adapt to catch up with them,” she said. “We have fundamentally under-invested in this whole area. The vast majority of US spending on education occurs before the age of 22,” Lipson said.

The United States has not been good at preparing workers to adapt

According to Lipson, 90% of the work historically done by humans is now done by technology, and while she isn’t necessarily worried about robots being taken over in a dystopian sense, she says the problem is critical for the future success of his career.

“Technology has changed throughout the history of the United States, and human jobs have changed with it,” she said.

Technological advancements have impacted jobs at an increasing rate over the past few decades, but the biggest concern will be how to help Americans who have occupied positions increasingly replaced by technology. The lowest paid roles, in particular, are at a greater disadvantage.

Automation poses a growing threat to more than 100 million low-wage workers (globally) who will need new jobs by 2030, according to a McKinsey report earlier this year.

“The question is whether we are going to invest enough in education… so that they can keep up with the changes and benefit from them equitably and grow with them,” Lipson said. “This is the biggest challenge.”

The new technology being created will require post-secondary education and training, and it’s an uphill battle for a country that lacks systems that allow people to easily switch roles and grow with technology rather than being left behind. account, she said.

“The United States has not been so good at allowing people to make these kinds of changes in their working lives,” Lipson said. But she is not without optimism about the future of work. “There will potentially be better ways to support some of the workers who have been hit hardest by technological change,” she added.

Missed CNBC’s At Work Summit this year? Access full sessions on demand at https://www.cnbcevents.com/worksummit/

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UMass has a housing crisis; here’s how we can fix it – Massachusetts Daily Collegian https://tesorohighschool.com/umass-has-a-housing-crisis-heres-how-we-can-fix-it-massachusetts-daily-collegian/ Mon, 29 Nov 2021 05:03:02 +0000 https://tesorohighschool.com/umass-has-a-housing-crisis-heres-how-we-can-fix-it-massachusetts-daily-collegian/

Amherst and UMass are both responsible

Ana Pietrewicz / Daily college student

By Liam Rue, collegiate collaborator

The University of Massachusetts has a housing crisis. While we are all clear on this, there is still some debate on how to resolve it. The reality is that any solution is easier said than done. Is it above all for the university to provide more housing? Or should the town of Amherst and other neighboring towns contribute more? Where will the money and space come from? And how will we overcome the inevitable concerns of residents who have their own housing needs and do not want new housing to affect their quality of life?

The bottom line is that we need more housing. Currently, the university is solely responsible for the creation of new housing. He continued to accept more students than the local accommodation and our own accommodation could handle. The university demolished the Lincoln and North Village apartments for upper class and graduate students without providing alternative accommodation. Of course, no one can build a home from scratch, so any replacement housing will take several years.

The university has knowingly enrolled more students than the available accommodation can accommodate. Meanwhile, dormitories across campus are in dire need of maintenance, if not complete replacement, as recent events have shown in Chadbourne Hall in the central residential area.

Living here, Amherst residents arguably register to live near a college and face the consequences. Locals have not signed up for UMass students to charge them the price of their own homes and compete with them for basic amenities, and thousands of these locals are the very ones who make it work. our university 24 hours a day.

Beyond the UMass housing crisis, residents of Amherst and across the Pioneer Valley are struggling to find affordable housing. According to a 2021 report by UMass’s Donahue Institute, Hampshire County – which includes Amherst, Northampton and other neighboring towns – needs more than 2,100 homes to meet demand (and 3,500 planned by 2025.) Simply put, the town of Amherst and the surrounding area weren’t designed for so many students, at least without expanding the necessary infrastructure along the way. (Spoiler alert: we didn’t.)

UMass isn’t really to blame for this, however. One of the main reasons for the continued over-enrollment of UMass is the insufficient funding from the Commonwealth of Massachusetts. At least that’s according to the administration of the university. To fill funding gaps, especially since the pandemic, the university has resorted to accepting more students to offset costs.

Since the state is said to have contributed to the overcrowding of UMass and the resulting housing shortage, it is expected to provide the necessary funding for the new housing.

Due to supply chain issues related to the pandemic, building new homes is not affordable. To get the most out of their money, the University needs to build apartments that are dense and built to last. This was a key issue with the now demolished Lincoln Apartments, which were designed to be temporary housing as early as the 1970s.

On campus, that means building dorms like the Southwest Residential District, Orchard Hill Residential District, and Commonwealth Honors College Dormitories. Off campus, it will naturally be more difficult to obtain more apartment accommodation, although this can be done thanks to an important provision in Massachusetts law. known as Chapter 40B. Passed in the 1970s to help reduce inequality and segregation, this law ensures that people can build affordable housing projects if 20 to 25 percent of homes are affordable.

We also need awareness and public relations campaigns to show Amherst residents that new affordable housing projects will improve, not hurt, the community. For example, a professor from Princeton to study of a social housing project in a New Jersey suburb, residents have long opposed the development on the grounds that it would lower property values, cause crime and raise taxes. The project did none of these things, instead, increasing the quality of life for its residents.

Amherst and other surrounding towns cannot solve UMass’ housing needs without meeting those of the locals as well. These two groups ended up arguing for the same accommodation. The university created tensions with the local community because its students spent too much money on accommodation. If the university does its part to provide more housing for its student body, then it will be easier for residents to solve their own housing shortage.

To encourage more housing, Amherst needs to streamline the process of building apartments, which are denser and more affordable than single-family homes. To pave the way for affordable housing for everyone in Amherst, residents and students, we need to enable smaller lots, more homes and two-family and multi-family apartments. Collaboration with existing housing-focused groups, such as Amherst Community Connections and the Amherst Housing Authority, is also important.

Despite growing housing challenges since the onset of the pandemic, during the same period progress has been made in addressing the affordable housing crisis, on and off campus. The university plans to to end $ 200 million in replacement housing for graduates and undergraduates in fall 2022 and fall 2023. Northampton, meanwhile, has sworn with a mayor, who has made affordable housing one of the priorities of his administration. Amherst is preparing to enact a variety of suggested reforms, such as removing bureaucratic red tape and providing more efficient and denser housing.

These reforms may come too late for many students and locals. Although the two groups will have to speak out and demand better housing together if we are to change sooner.

Liam Rue can be reached at [email protected].

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Parents welcome the new school year with relief https://tesorohighschool.com/parents-welcome-the-new-school-year-with-relief/ Sun, 28 Nov 2021 02:28:23 +0000 https://tesorohighschool.com/parents-welcome-the-new-school-year-with-relief/
Students at Live Oak School are enjoying snack time outside. PHOTO: Potrero View Staff

Last fall, schools once again welcomed students for in-person learning five days a week, many for the first time in a year and a half. Potrero Hill’s parents and their students have largely greeted the return to normal with relief.

“People are so excited to be back. You feel it from the teachers, the principal, the parents, ”said Tanya Mera, who has a Kindergarten and Grade 3 child at Daniel Webster Elementary.

Daniel Webster’s parent Jason Barton agreed. “It’s so great to see the smiles of the kids, to see them running around.”

Barton has a second year in school and coaches football and baseball.

With COVID-19 cases remaining low, Mera and Barton feel safe sending their children back to class. The students eat lunch outside; teachers were creative in how to use the spaces throughout the school, organizing some activities outside. Daniel Webster has had a few cases of COVID-19 so far this school year that has forced exposed students into quarantine, but no outbreaks.

Jordan Peavey, who has a first year at Live Oak School, said his child had “less transition” than public school students since classes were held in person for most of the past year. There have been no cases of COVID-19 so far this year at school. Similar to the San Francisco Unified School District (SFUSD), Live Oak requires masking, open windows, and an alfresco lunch.

According to SFUSD’s COVID-19 Dashboard, only 321 positive COVID-19 cases have been reported since mid-August, out of nearly 63,000 students and staff; a case rate of 0.005%. Portable air purifiers have been installed on all campuses.

At the end of August, SFUSD had a 96 percent vaccination rate among its employees. There is currently no requirement for students to be vaccinated, although Gov. Gavin Newsom announced in October that a vaccination mandate will be phased in for all students once the Food and Drug Administration has completed. approved vaccines for children.

“The decision to come back was safe,” Mera said. “It’s a shame we weren’t able to do it sooner. ”

A relative of Daniel Webster who wished to remain anonymous agreed, saying the low case rate proves “we could have done something different last year.”

The district is struggling with a low enrollment rate and a shortage of teachers. At the start of the school year, 49,435 students enrolled in public schools in San Francisco, a drop of 6.6% since fall 2019; a decrease of 4.7 compared to last year.

Due to the shrinking student population, SFUSD could lose $ 35 million in public funds next year, which is equivalent to a 6.5% drop from two years ago. The district expects its state base grant, determined by the number of daily participants, to fall to around $ 500 million from $ 535 million before the pandemic. This could worsen an already large deficit for next year. In its last detailed update released in June, SFUSD’s budget office set its deficit for fiscal year 2023 at $ 112 million, a calculation that ruled out any further declines in enrollment. In September, the state estimated the shortfall at $ 116 million after removing some unspecified budget cuts.

The loss of students in San Francisco public schools matches statewide trends over the past two years, in which many families have moved, changed schools, or removed children entirely from the school. ‘school. The Los Angeles Unified School District saw a six percent drop in enrollment.

In San Francisco, the steepest enrollment declines occurred among younger students, with preschools falling 13% between fall 2019 and fall 2021. White, Asian and Filipino families have left more SFUSD schools.

Despite general enthusiasm to be back on campus, some students are anxious about the pandemic and social discomfort after more than a year of absence from school. SFUSD has developed a mindfulness program that includes daily mood checks, brain pauses, and emotional vocabulary building exercises, according to Laura Dudnick, SFUSD public relations manager.

“Knowing that they have left school, we want them to have this opportunity,” said Superintendent Vincent Matthews during a visit to Daniel Webster for a session on mindfulness.

Parents also face ongoing challenges; ongoing public health crises make it difficult to create a sense of community belonging.

“We’re not completely back to normal, although everyone wants to,” Peavey admitted.

Gone are the opportunities for big fundraising events. Parents can no longer enter classrooms due to pandemic restrictions. Barton misses the pasta dinners where families gather in a room.

Donations are down at Daniel Webster, according to Mera. The Parent-Teacher Association is developing new fundraising initiatives to close the gap. She recognized the need to start “from square one” to build enthusiasm for events such as Taste of Potrero, usually held in May.

Live Oak couldn’t organize their school-wide camping trip late last year, but are hoping to have more in-person events this year, according to Peavey. There is a strong desire to foster community spirit and step up screens after a year of parent events on Zoom.

SFUSD parents also adapt to schedule changes. Daniel Webster went from 8:40 a.m. to 7:50 a.m. in an attempt to reduce bus transportation costs. The transition has been difficult for many families, according to Mera. Barton said the jet lag had been “a bit difficult” and that he was not sure “the teeth are brushing as well as before”.

Downtown High School and Bessie Carmichael School also have new hours this year, both starting at 9:30 a.m. Bryant Elementary continues to start at 7:50 a.m.

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Post-docs play an important role in the American higher education system https://tesorohighschool.com/post-docs-play-an-important-role-in-the-american-higher-education-system/ Sat, 27 Nov 2021 18:43:00 +0000 https://tesorohighschool.com/post-docs-play-an-important-role-in-the-american-higher-education-system/

Through Monika setia

Today we continue with our special thematic series on American higher education with a discussion on postgraduate studies. Postdoctoral programs are primarily research-based opportunities that are pursued after the completion of a doctoral / doctoral program.

Postdoctoral programs, also known for short as postdoc, are designed to give more in-depth research exposure to academics who have completed their doctoral studies. Since American universities place great importance on research, post-docs play an important role in the American higher education system. Usually employed in a department, laboratory, or research center of a US university, postdoctoral fellows contribute to ongoing research. These researchers may also have the option of continuing their own research. In both cases, postdoctoral fellows produce research papers and manuscripts, write grant proposals with other researchers, and present research at conferences, in addition to contributing to other processes within the unit. .

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Postdoctoral fellows generally have access to all or some academic resources, including libraries, computer labs, research equipment, archives, and other research resources available on campus. They may also attend research workshops, focus groups, trainings or other related activities on the university campus. Postdoctoral fellows also have many opportunities to interact and work with students and faculty in the department in which they are employed. International scholars can apply for postdoctoral opportunities available on US campuses either by applying for an open postdoctoral position or by connecting with the relevant faculty / laboratory where they wish to continue their research. Positions are usually advertised directly by the department, research center or laboratory on the university’s website, a job portal, or as part of a conference act. Many top universities in the United States have their own postgraduate programs with individualized applications and interview processes. Postdoctoral positions may also be part of an established exchange program. For a list of US government sponsored exchange programs, interested applicants can visit the Bureau of Educational and Cultural Exchange website (http://exchanges.state.gov/). Another way to find such visiting scholar positions is to network with US scholars who have published or presented at a conference in your field.

Most postdoctoral fellows are funded by the university, department or laboratory where they applied for the position. Funding for the position generally comes from the research project to which the researcher will contribute as part of his work. In some cases, where the programs are supported by the established exchange program, the researcher may be funded by the funding body or home institution of the researcher supporting the exchange program. The United States-India Educational Foundation (USIEF) also offers the Fulbright-Nehru Postdoctoral Fellowship to distinguished scholars and fellows. Interested applicants can visit the link below to find more details of the program https://www.usief.org.in/Fellowships/Fulbright-Nehru-Postdoctoral-Research-Fellowship.aspx.

Postdoctoral Fellowships provide tremendous added value for researchers seeking research experience at US universities to create strong research profiles.

Monika Setia is Regional Manager and EducationUSA Advisor at the United States-India Educational Foundation based at the United States Consulate General in Hyderabad.

Please visit https://educationusa.state.gov/centers/educationusa-usief-hyderabad for more information

Q1. I am applying to American universities for my master’s degree. How to check if an institution is accredited? – K Sunil

Accreditation is a process that validates the integrity of an educational institution. For the student, this is an indication that the institution or program meets certain standards of excellence. If the institute you attend is not accredited, your degree may not be recognized by employers, other universities, governments in other countries, or the Ministry of Education in your home country.

You can find out if a course or university is accredited by visiting the database of accredited programs and institutions published by the US Department of Education at https://ope.ed.gov/dapip/#/home or the Department of Homeland Security at https: //studyinthestates.dhs.gov/school-search. However, you should evaluate all aspects of a school’s offerings before making the decision to enroll.

Q2. My daughter is going to apply for her bachelor’s degree in the United States. Can you please explain what is ACT? – Arjun Kumar

The application process for undergraduate (bachelor’s) programs in the United States requires one or more standardized test scores. Test scores along with high school GPA and other factors are taken into account during the admissions process, as well as in scholarship decisions. The SAT reasoning test, SAT subject tests, ACT and AP exams are the testing options for undergraduate applicants.

The ACT measures students’ readiness for college through sections of English, Mathematics, Reading, and Scientific Reasoning, with an optional writing test. The test consists of multiple choice questions, with a total score ranging from a minimum score of 1 to a maximum score of 36. The total duration of the test is approximately 3 hours and 30 minutes. ACT is offered six times a year – February, April, June, July, September, October and December.

The types of tests accepted by universities vary, so it is important for students and parents to make sure to check the admissions page of selected universities before registering for the test.

For more information on ACT, please visit the following website: http://www.act.org/content/act/en/products-and-services/the-act-non-us/registration.html

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Report Outlines Rising Costs And Benefits Of A University Degree https://tesorohighschool.com/report-outlines-rising-costs-and-benefits-of-a-university-degree/ Sat, 27 Nov 2021 13:05:58 +0000 https://tesorohighschool.com/report-outlines-rising-costs-and-benefits-of-a-university-degree/ SALT LAKE CITY (AP) – Cory Britton doesn’t need a public policy institute report to fully appreciate the costs and benefits of a college education.

He knows what it’s like to try to make ends meet with dead-end jobs and the anxiety of not having health insurance. Britton also knows what it’s like to graduate from college with high honors with a bachelor’s degree in computer science, a degree in high demand in the workforce, reports Deseret News.

Is a college degree worth the time and cost?

Here’s a look at Britton’s experience.

“After graduation, only seven months and we have these benefits. We were able to buy a house that we love. My wife can work part time and spend more time with our children. Even with some uncertainty with my current employer, not once have we been concerned about unemployment, ”said Britton, who was in his 40s when he graduated from Weber State University in the spring. .

This does not mean that it was easy or that it can be done without significant financial investment.

A new report from the University of Utah’s Kem C. Gardner Policy Institute shows that average tuition fees at public colleges and universities in Utah more than doubled from 2000 to 2020, from $ 2,283 to $ 5,306. Add to that the cost of accommodation, books, transportation and food.

Britton, a suburban student, said he and his wife, Karin, understood the cost of his degree would weigh on their family’s budget, but they chose to consider the long-term investment.

“We knew without a doubt that the long-term benefits of graduating would far outweigh the temporary discomfort,” he said.

As tuition and fees have risen, the report found that the number of Utah students who received scholarships has also risen. In 2009, 34% of students in Utah’s higher education system received a grant, which rose to 42% in 2019.

“However, students who do not receive help still face much higher tuition fees,” the report says.

The report also shows that students bear a greater share of the funding of colleges and universities.

“In 2000, 72% of funding came from public credits, up from 50% in 2020. This drop in public investment is probably contributing to the increase in tuition and fees observed in recent decades, reflecting the increase in nationwide, ”the report says.

Utah’s eight technical colleges receive a significantly larger share of their funding through state tax funds.

In FY2020, the proportion was over 90% for all technical colleges, with Uintah Basin Technical College at 97%.

“These differences are partly due to differences in mission. Utah Technical Colleges focus on providing short-term, intensely placement-oriented training. Examples of programs include training to become a welder, electrician, truck driver, cosmetologist, nursing assistant or phlebotomist, ”the report says.

Utah tuition and fees remain lower than national averages. In a comparison of tuition and average fees for a four-year degree across 11 western states, Utah’s rates were among the lowest, ranked ninth. Only Nevada and Wyoming were lower.

And when Utah’s colleges and universities were compared to peer institutions in other states, average tuition fees were lower in Utah.

According to the report, about 80% of Utah high school graduates who pursue post-secondary education attend an institution in the state of Beehive, meaning that tuition rates among institutions in the state are likely a factor more important than comparisons with other Western states.

The report notes that the state contributes significantly to Utah’s 16 public universities and colleges, which include eight technical colleges.

“Sixteen percent ($ 1.3 billion) of state funds were spent on higher education in Utah’s fiscal year 2020 budget. While these investments are substantial, previous USHE analysis estimated that every dollar invested by the state in public higher education brings in $ 3 in tax revenue due to increased salaries for USHE graduates. The report says.

The report, recently presented to the Utah Council on Higher Education, highlights other societal and individual benefits attributed to educational attainment.

Individual benefits include increased income, economic mobility, healthier lifestyles and a higher likelihood of having employer-provided health insurance.

Britton said health care coverage for her family is a particularly important work benefit.

“In the past, I spent years without health care because of the high cost and my low salary. My degree took away so much of the previous stress and brought greater happiness, ”he said.

The societal benefits of higher education also include higher gross domestic product, reduced crime, increased rates of volunteering, and higher rates of voter turnout. Other societal benefits include a lower unemployment rate, reduced reliance on public aid, reduced health care costs, and a reduced poverty rate.

“We usually talk about it in terms of the student graduating as being a benefit to (our) higher education system, but this is a broader approach where we show that even doing higher education in our state provides a benefit to the state, ”said Carrie Mayne, associate commissioner of manpower and institutional research for the Utah higher education system.

The state’s 16 technical colleges and degree-granting universities and colleges employ more than 53,000 people and help build businesses and inventions through research and innovation.

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Schools move to secure buildings | Local News https://tesorohighschool.com/schools-move-to-secure-buildings-local-news/ Fri, 26 Nov 2021 19:30:00 +0000 https://tesorohighschool.com/schools-move-to-secure-buildings-local-news/

Entrance to school buildings in the city of Tullahoma will soon be more secure, following a vote by the Tullahoma school board.

Over the past two months, the school board has approved measures to ensure safer access to school buildings. In October, the board approved 25% matching funding for a Tennessee State Safer Schools grant that would improve security of access to the building at Tullahoma High School and East Middle School, as well as as the “head end” materials needed to operate the building. access control software. The total cost of the project in October, including the 75% match funded by the grant, was $ 133,705.56. The project will be carried out by Systems Integration, a Lebanese company specializing in providing security solutions for businesses, school systems and more.

Building access control, according to sales manager Jason Ray, is access to doors “at its basic level.”

“Access is controlled by software in a badge, working with the mechanisms of that door to allow that door to function,” he said.

The majority of the cost of the project financed by the grant involves the establishment of the Tullahoma high school with access control to the building. HRT alone costs $ 97,654.64; East Middle is significantly cheaper at just $ 28,889.90. The remaining $ 7,161.02 is from the “head end” hardware needed to configure the software in multiple locations.

This month, the school district added other school buildings to the list, including West Middle School, East Lincoln Elementary School, Robert E. Lee Elementary School, Community and School Services Building ( Old West), the maintenance office and the central office. Adding these seven buildings to the larger project added $ 151,275.88 to the total. These additions will be funded by general purpose funds rather than grants, Ray added.

Of that, the lion’s share comes from the Wild West, with a price tag of $ 37,856.78, closely followed by West Middle at $ 32,472.36, East Lincoln at $ 26,526.85, Lee at 22,014, $ 32 and Bel-Aire at $ 19,097.42.

The maintenance facility and central office arrive with the lowest prices at $ 6,626.14 and $ 6,782.01, respectively.

Asked about a possible timeline for all buildings to receive updated entry security, Ray said the company is waiting for some components to arrive.

“It sounds like a familiar response,” he said. “They said as soon as these pieces arrived they would contact the planning.”

Lake Joins Lawsuit Against EdChoice | Community https://tesorohighschool.com/lake-joins-lawsuit-against-edchoice-community/ Fri, 26 Nov 2021 13:00:00 +0000 https://tesorohighschool.com/lake-joins-lawsuit-against-edchoice-community/

MILLBURY – Local Lake Schools will join a lawsuit against EdChoice, which provides vouchers to students at underperforming public schools to attend private schools.

“It’s constitutionally challenged in an Ohio lawsuit,” Lake School Board chair Tim Krugh said at the November meeting.

The resolution was approved unanimously.

Krugh said there was a choice of school available for students in public schools.

“With enrollment open, we’ve kind of created a school choice in Ohio,” he said. “People can go pretty much anywhere they want to go now.

“All it does is transfer money from the state to the schools, and no one is against it. This is a bunch of state senators who are pushing… the voucher agenda way beyond what you might think is reasonable. This is what this trial is all about.

Krugh added that the state mandates for public schools to follow are removed for private schools.

“But they continue to want to channel taxpayer money to private and parish schools.”

Lake leaders have campaigned vigorously against EdChoice, dating back to the winter of 2020 when they met with Ohio Rep. Haraz Ghanbari, R-Perrysburg, and Ohio Senator Theresa Gavarone, R-Bowling Green.

In August, it was announced that a coalition of about 70 Ohio public school districts was planning to take legal action to challenge the state’s use of public funds to fund private schools, saying Ohio’s EdChoice voucher program takes money out of public schools and limits the state’s ability to provide equitable funding to these schools.

The lawsuit calls for the end of the EdChoice program.

Ohio Coalition for Equity and Adequacy in School Funding Executive Director Bill Phillis said the state had withdrawn about $ 25 billion from public K-12 education year in favor of vouchers or other private school options.

EdChoice allows students in poorly performing public schools to attend private, charter, or parochial schools using taxpayer dollars. Lawmakers expanded the program this year from $ 6,000 per high school student to $ 7,500. The cap on the number of eligible students was removed and a separate voucher fund was created so that public schools no longer have to pass money on per student.

Phillis said planning for the trial began about 21 months ago, before the current state budget was passed in July. It has expanded opportunities for parents through tuition tax credits and education savings accounts.

The Ohio Coalition for Equity and Adequacy of School Funding began in 1991 and had both 515 public school districts. Current members number over 200, Phillis said.

Districts and vocational schools pay a membership fee of 50 cents per student. Approximately 1.7 million students are found in Ohio’s 611 public school districts. The average number of students per district is 2,782 and the average membership fee is approximately $ 1,400.

Krugh said Lake would pay around $ 2 per student to enroll.

(Some information for this story came from the central plaza.)

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Five mistakes that can lead to bad auto credit https://tesorohighschool.com/five-mistakes-that-can-lead-to-bad-auto-credit/ Fri, 26 Nov 2021 11:26:15 +0000 https://tesorohighschool.com/five-mistakes-that-can-lead-to-bad-auto-credit/

As if we needed more bad news about buying cars, Consumer Reports analysis shows that many Americans are significantly overpaying on auto loans. And we can’t put all the blame on the pandemic or the supply chain issues.

In one case, Consumer Reports discovered that a Maryland resident with “sterling credit” who bought a new 2018 Toyota Camry two years ago will end up paying $ 59,000 when the loan ends. The reason: Their interest rate was increased to 19% when they actually qualified for a rate of 4.5%.

The Consumer Reports study, which looked at 858,000 auto loans, found that bad auto loans, rising car costs, and other factors pushed a car’s average monthly payment to around $ 600, or an increase of almost 25% over the past 10 years.

With a little education and free online tools like a car payment calculator, you can put together a loan that fits your budget and avoid some common car loan pitfalls.

1. Extension of the loan term

The term is the number of months it takes to pay off the loan. The longer the term, the lower the monthly payments. However, the longer you delay paying off a loan, the more interest you will pay.

For example, if a person with a credit score of about 600 buys a car for $ 30,000 and finances it for 60 months at 6.61%, they will pay $ 5,311 in interest. But if that loan is extended to 80 months, they’ll pay $ 7,175 in interest. That’s $ 1,864 more in smoke.

2. Don’t buy your loan

Before shopping for a car, you should really shop for a loan. Start by checking your credit and fixing any problems you find. Next, apply for a pre-approved car loan from a credit union or online lender. By doing this in advance, you can choose the down payment and loan term to suit your budget.

Obtaining pre-approval also simplifies the negotiation process, as it allows you to focus on the price outside. You can still take the financing from the dealer if the interest rate is lower. But your pre-approved loan will act as a bargaining chip to get its best rate.

3. Being “inside out” with a car loan

You are upside down on a car loan when you owe more than the car’s value. If you go through an unexpected life change – divorce, death, or family illness – and you have to sell the car, you’ll have to pay off the loan, plus negative equity.

On the other hand, if you have equity in your car, you can use it as a down payment on your next car. Or just sell it, pay off the loan, and pocket the difference.

4. Introduce negative equity into the new loan

If someone is upside down on a car loan, but they just need to buy that new car, the dealership will be happy to carry the negative equity onto the next loan. That way, a person who has $ 10,000 upside down on a car loan can buy a car for $ 30,000 and end up with a loan of $ 40,000.

There is no good reason to invest negative equity in a new loan. This can lead to a spiral of debt as you try to keep up with payments. Instead, keep driving your current car and try to make additional payments until you get the right way.

5. Buy extras

Sometimes the car you agreed to buy has some dealer installed options that are not on the sticker. If that’s not enough, the CFO may offer you an extended warranty, a wheel and tire warranty, or a prepaid maintenance plan.

All of these extras go into your balance on the sales contract and result in a much larger loan to repay. The best strategy is to eliminate these extras early in the trading process. I like to ask for an outside price with a breakdown of all costs and charges.

Here are several ways to stay in control of your auto credit:

Use an auto loan payment calculator to estimate your monthly payment. Try using different down payment terms and amounts to see what works best for your budget.

Be realistic about the monthly payment you can afford and look for a loan that meets this criterion.

Getting pre-approved for a car loan may be the best way to stay in control of your car purchase transaction.

Take on as little debt as possible by saving for a down payment of at least 20% of the purchase price.

Reed writes on the auto industry and finance for NerdWallet.com. His Twitter handle is @AutoReed.

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