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In a book titled "Straddling Class in the Academy," authors Becky Martinez and Sonja Ardoin give a platform to 24 individuals from poor and working-class backgrounds (plus the two authors) to tell their stories and share their experiences. "Their narratives, along with the authors' analysis, help address the dearth of conversations and publications regarding class disparities in higher education," writes Sarah Eucalano, who read the book and shared her opinions of its content with NASFAA. A "major strength" of the book, Sarah adds, "is that the narratives not only provide humanizing examples of the hurdles and barriers poor and working-class people face in higher education, but they also include a range of potential solutions." What follows are Sarah's takeaways, thoughts, and reflections.
The Department of Education (ED) on Friday formally stripped the Accrediting Council for Independent Colleges and Schools (ACICS) of its federal status as a college accreditor. ED denied ACICS’ most recent appeal and will require institutions of higher education who remain accredited by ACICS to fulfill additional operating conditions in order to continue their participation in federal student aid programs.
Under 34 CFR 686.12(b), to satisfy the TEACH Grant service obligation, more than half of the classes the student teaches must be in a high-need field at a designated low-income school in a teacher shortage area in the state in which the student intends to teach. View the full answer to this question to learn more.