Running head: HIGHER EDUCATION POLICIES 1 HIGHER EDUCATION POLICIES 10 Higher Education Policies Student’s Name Institutional Affiliation Higher Education Policies In the United States Primarily, the responsibility of education is vested upon individual states. This, however, does not exonerate the federal government from the education sector. The national government plays a supporting role in providing finances as well as funds and assistance in a bid to provide a lifeline whenever states are overwhelmed by the burden of overseeing the education within their jurisdictions. The funds from the feral government come in handy in helping millions of Americans, some of whom financial circumstances have impeded them from seeking education and particularly higher education. It is also judicious to note that the federal government does not only offer monetary support but also other forms of support in ways that will be discussed below. Environment necessary for the excelling of education is also a burden of the federal government. A common myth is that the environment suitable for study which entails security, classrooms, sanitation and tranquility away from noisy environs of industries and busy towns, is only a necessity of the primary and secondary levels. However, it has since been discovered that the same environment is also needed by the tertiary level. The federal governments after providing these basic needs necessary for the thriving of the education sector in states, the states are then mandated to ensure the growth of the sector (In Inoue, 2019). Deductively, the states play a major role in determining the type of educational prospects it is going to provide for its residents. The past centuries have experienced investment in the education sector by both the federal government and the state government and notably, the investment spread over the past fifty years is immense (Heller, 2016). These investments can be attributed to the opinion bored by the relevant stakeholders of the service to the public interest that these investments will give. The opinion further digresses from the profit-making point of an investment concept to reveal that the investments will be a stepping stone for the residents whose ambitions and desires have been just aspirations. It is at this juncture that we realize that the investments are in the form of policies. A perfect exemplar of such a policy is the enactment of the Higher Education Amendment Act of 1972 (Rose, 2018). This Act achieved the feat of assuring the public that financial incapability will not be an impediment anymore to those that sought education past high school. In respect to policies, it is important to realize that there are no two states that are alike in their conception, designing and implementation of their policies. Each state has a unique way that they go about their public policy. This is because, unlike other public policies that target infrastructures development an.

1. Running head: HIGHER EDUCATION POLICIES 1
HIGHER EDUCATION POLICIES 10
Higher Education Policies
Student’s Name
Institutional Affiliation
Higher Education Policies
In the United States Primarily, the responsibility of education is
vested upon individual states. This, however, does not exonerate
the federal government from the education sector. The national
government plays a supporting role in providing finances as
well as funds and assistance in a bid to provide a lifeline
whenever states are overwhelmed by the burden of overseeing
the education within their jurisdictions. The funds from the
feral government come in handy in helping millions of
Americans, some of whom financial circumstances have
impeded them from seeking education and particularly higher
education. It is also judicious to note that the federal
government does not only offer monetary support but also other
forms of support in ways that will be discussed below.
Environment necessary for the excelling of education is also a

2. burden of the federal government. A common myth is that the
environment suitable for study which entails security,
classrooms, sanitation and tranquility away from noisy environs
of industries and busy towns, is only a necessity of the primary
and secondary levels. However, it has since been discovered
that the same environment is also needed by the tertiary level.
The federal governments after providing these basic needs
necessary for the thriving of the education sector in states, the
states are then mandated to ensure the growth of the sector (In
Inoue, 2019). Deductively, the states play a major role in
determining the type of educational prospects it is going to
provide for its residents.
The past centuries have experienced investment in the education
sector by both the federal government and the state government
and notably, the investment spread over the past fifty years is
immense (Heller, 2016). These investments can be attributed to
the opinion bored by the relevant stakeholders of the service to
the public interest that these investments will give. The opinion
further digresses from the profit-making point of an investment
concept to reveal that the investments will be a stepping stone
for the residents whose ambitions and desires have been just
aspirations. It is at this juncture that we realize that the
investments are in the form of policies. A perfect exemplar of
such a policy is the enactment of the Higher Education
Amendment Act of 1972 (Rose, 2018). This Act achieved the
feat of assuring the public that financial incapability will not be
an impediment anymore to those that sought education past high
school.
In respect to policies, it is important to realize that there are no
two states that are alike in their conception, designing and
implementation of their policies. Each state has a unique way
that they go about their public policy. This is because, unlike
other public policies that target infrastructures development and
social engagement, the policies on higher education will need to
delve deeper into histories and cultures that relate to it.
Deductively, this is to simply say that policies on higher

3. education have a different graphical representation if at all the
policies on public issues were to be represented on a graph. The
National Center for Public Policy has partnered with Higher
Education providers in order to develop a promising set of
criterion in a bid to gauge the performance in individual states.
In an engagement on the complexities of the various states in
respect to the policies they conceive as regards higher
education, a lot of factors have to be considered. It is also
pertinent to understand that these policies will emanate from a
combination of other policies (In Paulsen, 2017). . The factors
to be considered may range from the obligatory duty of a state
governor in ensuring that the higher education is a priority
when formulating policies to the powers conferred to the
legislature to legislate on the same. However, there exist two
key categories of determinants. Firstly, there is State System
Design which entails the service providers and their individual
roles and secondly, the State Fiscal Policy which basically is
the amount of operating support and regulations that govern its
distribution.
The discourse above has therefore proven that the core role of
public policy in relation to higher education is to provide a
basis from which higher education will emanate from. Public
policies provide all the resources required to propel the
provision of higher education. It is through public policies that
the institutions offering this education are established and it is
through the same policies that the standards of the education
being offered by the institutions are determined and set (In
Paulsen, 2017). It also seeks to address the questions posited
by the entire entity of education. These questions include the
objectives of education offered to be they societal or personal.
Similarly, it is able to set the guidelines of how these objectives
are to be achieved as well as the tools that can be used to
measure the levels of success of the implementation of these
successes.
This discourse shall discuss the higher education policies in the
state of New Jersey. The reason why the state of New Jersey

4. was chosen for the purpose of the study was inspired by a study
that was done by a report that was given by the Institute of
Education Sciences. The report was conducted to determine the
state that had the best overall education rankings. The data used
to determine this was a composite that included academic
performance, resource availability and the graduations rate in
the ration of six to two to two respectively. The computation of
these data provided that New Jersey was the state that
performed very well with respect to these tests. Therefore by
studying the education of New Jersey, one might be able to
understand the higher education policies that have influenced
the high graduation rate of students.
References
Ackerman, R. L., & DiRamio, D. C. (2009). Creating a veteran-
friendly campus: Strategies for transition and success. San
Francisco: Jossey-Bass. There is a significant group of students
who leave for service and return?under the best of
circumstances, they need accommodation to succeed.
Institutions of higher education traditionally have responded to
the needs of special student populations by developing programs
and offering services. This volume contains information about
programmatic initiatives that can help create a welcoming
environment for veterans, one that encourages serious, creative
involvement.
Cass, D. M. (2014). The strategic student veteran: Successfully
transitioning from the military to college academics. This book
was previously sold under the title "The Strategic Student:
Veteran's Edition" and features updated content. A practical
guide of immense value to both students and their supporters.
Perceptive and useful from a practical viewpoint. I have no
doubt incoming freshmen will benefit from its insights.
Heller, H. (2016). Capitalist university - the transformations of
higher education in the unit. Henry Heller offers here a
magisterial account of the modern university that shows exactly
how we've reached this point. Taking readers from the early

5. Cold War--when support for universities was support for
capitalism--through the countless social, political, and
educational changes of the ensuing decades, Heller reveals how
American educational institutions have been forced to decide
between teaching students to question the dominant order and
helping to perpetuate it. And they've had to do so knowing that
all the pressure politics and finance was pushing for the latter.
Heller covers such key moments as McCarthyism and the
Berkeley Free Speech Movement, as well as contemporary
struggles including the attempts at unionization of post-
doctorals, the National Adjuncts Walkout Day in 2015, the
protests in Missouri related to race, workplace benefits, and
leadership, and the firing of Steven Salaita for his pro-
Palestinian tweets, which sparked a huge controversy around
free speech and academic freedom. The Capitalist University is
a thoroughly grounded radical history of an institution whose
influence and importance--and failures--reach deep into
American political and social life.
In Freeman, S., In Goodchild, L. F., In Hagedorn, L. S., In
Wright, D., & Wolf-Wendel, L. (2014). Advancing higher
education as a field of study: In quest of doctoral degree
guidelines : commemorating 120 years of excellence. While in
1979 the Council for the Advancement of Standards in Higher
Education (CAS) defined standards for student affairs master’s
level preparation, and while 2010 saw the adoption of
guidelines for higher education administration and leadership
preparation programs at the master’s degree level, there still
are, however, no guidelines that address higher education
leadership doctoral programs, despite increasing demands for
assessment and evaluation.This book suggests that higher
education administration doctoral degree guidelines are a
critical next step in advancing their program quality and
continuity. It offers a review of the field’s history, the condition
of its higher education programs, developments from the student
affairs specialization and its guidelines, and a multi-chapter
dialogue on the benefits or disadvantages of having guidelines.

6. In Hughes-Kirchubel, L., In MacDermid, S., & In Riggs, D. S.
(2018). A battle plan for supporting military families: Lessons
for the leaders of tomorrow. This unique reference integrates
knowledge culled from fifteen years of U.S. deployments to
create an action plan for supporting military and veteran
families during future conflicts. Its innovative ideas stretch
beyond designated governmental agencies (e.g., Department of
Defense, VA) to include participation from, and possible
collaborations with, the business/corporate, academic,
advocacy, and philanthropic sectors. Contributors identify
ongoing and emerging issues affecting military and veteran
families and recommend specific strategies toward expanding
and enhancing current programs and policy. This proactive
agenda also outlines new directions for mobilizing the research
community, featuring strategies for addressing institutional
challenges and improving access to critical data
In Inoue, Y. (2019). Faculty roles and changing expectations in
the new age. Faculty Roles and Changing Expectations in the
New Age provides a theoretical understanding of the link
between ongoing changes in institutions and changes in faculty
roles and provides course designs and pedagogical approaches
that place faculty in the role of leaders and coaches for
learning. While highlighting topics such as online andragogy,
language learning, and digital transformation, this publication
explores real-life examples and experiences of those involved in
optimizing the practices of teaching and learning in the digital
age. It is ideally designed for educators, instructors,
administrators, faculty, researchers, practitioners, professors,
and trainers.
In Paulsen, M. B. (2017). Higher Education: Handbook of
Theory and Research: Published under the Sponsorship of the
Association for Institutional Research (AIR) and the
Association for the Study of Higher Education (ASHE).
Published annually since 1985, the Handbook series provides a
compendium of thorough and integrative literature reviews on a
diverse array of topics of interest to the higher education

7. scholarly and policy communities. Each chapter provides a
comprehensive review of research findings on a selected topic,
critiques the research literature in terms of its conceptual and
methodological rigor and sets forth an agenda for future
research intended to advance knowledge on the chosen topic.
The Handbook focuses on a comprehensive set of central areas
of study in higher education that encompasses the salient
dimensions of scholarly and policy inquiries undertaken in the
international higher education community. Each annual volume
contains chapters on such diverse topics as research on college
students and faculty, organization and administration,
curriculum and instruction, policy, diversity issues, economics
and finance, history and philosophy, community colleges,
advances in research methodology and more. The series is
fortunate to have attracted annual contributions from
distinguished scholars throughout the world.
Jones, K., McBain, L., & Eagan, M. K. (2017). Student Veteran
Data in Higher Education: New Directions for Institutional
Research, Number 171. While the Post-9/11 GI Bill created both
a surge in student veteran enrollment at colleges and
universities across the U.S. and keen interest by various
stakeholders in how the billions of Federal dollars are being
spent, higher education researchers have not historically
focused on military-affiliated students.
This special issue provides education and suggestions for
institutional researchers to approach studying student veterans.
Loss, C. P. (2012). Between citizens and the state: The politics
of American higher education in the 20th century. Princeton:
Princeton University Press. Framed around the three major
federal higher education policies of the twentieth century--the
1944 GI Bill, the 1958 National Defense Education Act, and the
1965 Higher Education Act--the book charts the federal
government's various efforts to deploy education to ready
citizens for the national, bureaucratized, and increasingly global
world in which they lived. Loss details the myriad ways in
which academic leaders and students shaped, and were shaped

8. by, the state's shifting political agenda as it moved from a
preoccupation with economic security during the Great
Depression, to national security during World War II and the
Cold War, to securing the rights of African Americans, women,
and other previously marginalized groups during the 1960s and
'70s. Along the way, Loss reappraises the origins of higher
education's current-day diversity regime, the growth of identity
group politics, and the privatization of citizenship at the close
of the twentieth century. At a time when people's faith in
government and higher education is being sorely tested, this
book sheds new light on the close relations between American
higher education and politics.
Rose, D. (2018). Citizens by degree: Higher education policy
and the changing gender dynamics of American citizenship.
Since the mid-twentieth century, the United States has seen a
striking shift in the gender dynamics of higher educational
attainment as women have come to earn college degrees at
higher rates than men. Women have also made significant
strides in terms of socioeconomic status and political
engagement. What explains the progress that American women
have made since the 1960s? While many point to the feminist
movement as the critical turning point, this book makes the case
that women's movement toward first class citizenship has been
shaped not only by important societal changes, but also by the
actions of lawmakers who used a combination of redistributive
and regulatory higher education policies to enhance women's
incorporation into their roles as American citizens. Examining
the development and impact of the National Defense Education
Act of 1958, the Higher Education Act of 1965, and Title IX of
the 1972 Education Amendments, this book argues that higher
education policies represent a crucial-though largely
overlooked-factor shaping the progress that women have made.
By significantly expanding women's access to college, they
helped to pave the way for women to surpass men as the
recipients of bachelor's degrees, while also empowering them to
become more economically independent, socially integrated,

9. politically engaged members of the American citizenry. In
addition to helping to bring into greater focus our understanding
of how Southern Democrats shaped U.S. social policy
development during the mid-twentieth century, this analysis
recognizes federal higher education policy as an indispensible
component of the American welfare state
Running head: POLICY ANALYSIS DRAFT WITHIN THE
DEFENCE SYSYTEM 1
POLICY ANALYSIS DRAFT WITHIN THE DEFENCE
SYSYTEM 2
Policy Analysis Draft
Student’s Name
Institutional Affiliation
Policy Analysis Draft Within the Defense System
College access refers to the amount or type of effort made with
the aim of fostering students from high school to pursue higher
education. Most of the organizations or individuals associated
with such programs help students through encouragement and
helping them apply for financial aid. They also provide
information on college options, enabling candidates to reach
college requirements, and generally promoting college

10. aspirations. Higher education relevance has thoroughly
increased in the past decade with a college degree giving
holders a higher chance at succeeding in life. Such individuals
are war veterans and military members who in addition to
serving the country will or have been discharged and need to get
professions out of the army.
The United States is fundamentally threatened and shaken by
the idea of a future of capitalistic global crisis given its higher
education global leadership status. Projections stated that by the
year 2018 the country would have needed to fill out an
approximate of 46.8 million job openings resulting from vacated
and newly created positions. 63% of the 46.8 million jobs
required a minimum of a bachelor’s degree or some level of a
college education. Failure to educate the future workforce will
result in unemployment and reduced spending by consumers.
The opportunity found in non-traditional student populations
that include the military service members is a viable place to
explore to deal with the aforementioned issues.
Apparently, 90% of people enlist to the military without a
bachelor’s degree although some having intent of long term
careers after their service. The termination of 375,000 armed
forces members due to the shrinking of the servicemen on an
annual basis gives the higher education move a suitable
investment for the affected individuals. Military departments
have come up with policies and regulations in an attempt to aid
institutions of higher education meet the needs of service
members (Kirchner, 2015). The system is balanced and checked
by the guidelines and policies by ensuring service men have fair
and complete access to colleges. Institutions and colleges are
also supposed to be subjective and to be governed by a standard
of excellence.
The veteran policies’ efficiency is estimated when they are
enacted when the servicemen are still in service in order to ease
the transition. The formulated policies have strictly instructed
that higher learning institutions to indicate clear and distinct
information regarding school attendance requirements, and

11. general educational outcomes while providing support and
higher educational academic services for service members and
veterans. Institutions are expected to apply criteria for the
Servicemembers Opportunity Colleges criteria aimed at easing
credit transferability. Transfer and sharing of educational
assistance is also applicable to the military members’ children
and relatives. These laws enforce fair treatment and recruitment
of veterans seeking college education. The mentioned policies
provide an outlay for institutions to incorporate the appropriate
parameters for military educational friendliness
Politics has always found a way of interfering with
controversies for political gain and the GI Bill is no exception.
Debates that are focused on veteran rights result into larger
political battles and end up being irrelevant to the needs of the
affected (Ortiz, 2012). The government enforced policies alone
are not enough to remedy the constraints resulting from the GI
Bill that could affect completion of higher education by
servicemen. Most politicians are contacted on the issues
pertaining to the GI Bill and contributions made to their
campaign to help but once in office, nothing gets done. This
implies the political perspective of the bill is mediocre at best
and a view change is expected if any improvements are to be
done.
Prolonging the issues of GI Bill ensures supporter turnout
during the polls of subsequent years for aspirant politicians.
Proper representation and power to the organization improves
the outlook of the veteran needs and ensures adequate solutions
are met. Perception is very important when it comes to
organizational structuring and proves successful when it is
positively portrayed. Given the tendency of the political
atmosphere to alter situations for the personal agenda,
incorporating the organizations like human rights activists and
high-ranking officials in the military ensures fast racked results
to the veterans and servicemen. Politics and serious issues only
mix when there is a personal stake for the people in power.
Some of the ethical issues involve departments not making up

12. the difference to student veterans who received less then what
was owed to them in checks legally under changes in the GI Bill
in 2017. Confidence in the ability of the Veteran Association is
threatened by the failure to deliver promised benefits and care
to the servicemen. A delay in checks for weeks has been
experienced as students got inconvenienced while the housing
stipend also got delayed (Borsari et. al, 2015). Apparently, the
benefits are applicable only when the servicemen are employed
or are part of the military which proves a dilemma for
discharged or veteran military men.
The leadership of the Veteran Association requires to solely
prioritize the needs of servicemen and champion for reforms
within the bill that can benefit everyone involved. It is evident
that oversight needs to be done on this organization in order to
increase service and promote change in the sector. Joining the
GI Bill was a way participants were to get higher education and
become contributing members to society. The failure of the
Veteran association to hold up its end of the bargain is
disheartening for affected parties. Sean Delaire, a veteran states
that the whole escapade feels like a betrayal of trust and he is
validated to do so.
Military college students undergo uncommon obstacles unlike
individuals pursuing a degree. These problems may lead to
performance decrease, hinder college program completion
ability and delay graduation altogether. Challenges mostly
observed include frequent relocation, college integration
difficulties, psychological and physical disabilities, and lack of
family and social support. Academic efficacy and inevitably
outcomes from university outcomes are threatened by
unresolved setbacks (Heineman, 2016). Although ratings of
universities as military friendly by publications like the New
York Times, in-depth understanding is lacking on the level and
true definition of military friendliness. There are models
instituted to create an ideal framework for the transition of
military students.
Schlossberg’s model highlights the need for students to

13. motivation development, sense of control and building support
networks. Tailored support is needed in institutions to enhance
servicemen student transition. Educators are required to be
aware of current services that are offered and create a safe
environment for student veterans and service members. There is
a spreading stereotypic mindset about veterans that causes
issues when it comes to education and equality in the learning
environment. By understanding and creating measures of
containing the negative effects of segregation, educators create
a free and amicable environment for servicemen and veterans to
realize their dreams of higher education.
Most military individuals come from working backgrounds thus
the money they get from their service is used in higher
education purposes. The common belief is that the course or
program taken will result in practical experience in the field.
Servicemen require that after releasing from the forces that they
will find formal work and converge with the civilian workforce
through attaining of degrees (Hitt et. al, 2015). Through better
communication and course information accessibility, these
individuals are able to make the right choice and have an easy
transition into the education system.
In the diverse changes experienced in the world, it is a vital
requirement that institutions of education particularly higher
education, should demonstrate practices aimed at attracting and
preparing individuals to seek higher education degree with the
aim of meeting future global demands set by employers. The
military personnel the world are a pool rich in talent but have
problems when it comes to degree completion and ineffective
civilian employment preparation. Psychological disabilities
have always been the main shortcoming of war veterans and
servicemen. Transition into the modern world and the normal
routine has always been a cumbersome endeavor. As an
academic global community, we should formulate measure that
is suitable for military personnel.

14. Legislative Policy Letter
Senator Mark Parsley
Senate Bldg Room number,
New York, New York,
Dear Senator Mark Parsley,
My formal name is John Perkins. I identify as Veteran activist
with the Veteran Association in New York. My reason for
writing is in regards to request your aid for the reforms required
in the GI Bill review. This review is aimed at assisting our city’
veteran association in the meeting with the new national
standards for the Veteran Association described in details in the
Consensus Model for Veteran Association (it can be proven by
going through the webpage; https://www.benefits.va.gov/).
These refurbished changes got formulated by the officials
across 48 Veteran Association organizations that are supported
by the Veteran Associates in our city. The intent and aim of
these changes is to ensure that veterans and servicemen in every

15. part of the United States have the recommended qualifications
and benefits of higher learning or college are able to benefit
from the GI Bill. This law will ensure that the veterans and
servicemen in New York get the optimum higher education
standards through the Veteran Association the revised GI Bill
will get to provide. In addition, these reviewed standards are to
increase acceptability of the GI Bill and is intended to provide
access to education.
The Veteran Association includes certified human rights
practitioners, Retired veterans, certified registered Law
practitioners as well as persons in office of the current
administration. VA’S are a highly valued and important part of
the Veteran Benefits Association. They also have the necessary
expertise and skills to address veteran and servicemen in the
absence of any other representatives and can greatly improve
access to Higher education systems in remote areas of the city.
Review of the GI Bill will result into changes in service
provision which will
• ƒImprove veteran benefits by ensuring that advanced
practice registered personnel are to be licensed as VA’s.
Currently, our city and community does not require this. This is
expected be in addition to the registered veteran association
license and is a recommendation in the Consensus Model for
Veteran Association Regulation. Licenses would be regulated
and issued by the city’s board of Veterans.
• ƒ Establishment of the graduate level of post military
education as the required level of academic qualification for
veteran association licensing . The graduate level of higher
education will require some advanced courses in many areas,
including law, an extensive administrative practice course, in
order to attain the required graduate degree.
• Make sure that all VA’s have met thoroughly the
recommended requirements for advanced education offered from
an accredited graduate program. The GI bill requires that all VA
education of higher learning programs to go through a board of
Veteran Association approval process and be certified and given

16. the go ahead by the United States Department of Veterans
Affairs.
• Request professional qualification certification for VA
licenses. Graduates within higher education qualifications are
expected to undertake and successfully pass an important
examination in their area of military specification. This
inclusive exam is aimed at aiding them to attain entry-level
requirements. VA’s are to be held accountable to the
professional educational standards that are established by the
relevant body in charge, in addition to the city’s Veteran service
delivery act.
• Reinvent the overall understanding of who is in charge of
veteran educational welfare. The different states acknowledge
the VA’s by an array of titles. In New York it got decided to use
the title Veteran Association New York Regional Office or VA.
This acronym can cause confusion if veterans and servicemen
have relocated from state to another where VA’s have a
common identifiable acronym. The overall aim is for the title
“Veteran Associates” to be incorporated by every state in order
to provide a professional identification in the respective states.
VA’s are expected to legally present themselves as Veteran
Associates, sequenced by their special role.
• Enable VA’s to work and provide services independently.
Current city law requires VA’s (Served in the army under period
of war, retired or got discharged from the military with honor or
under honorable conditions) in order to get help and be attended
to. Numerous studies over the past 30 years have indicated
VA’s provide adequate aid without administrative or
congressional management.
I diligently request that you support the GI Bill review to
restore the provision and access of higher education required by
servicemen and veterans of New York.
Faithfully,
John Perkins
Veteran Activist

17. References
Borsari, B., Yurasek, A., Miller, M. B., Murphy, J. G.,
McDevitt-Murphy, M. E., Martens, M. P., ... & Carey, K. B.
(2017). Student service members/veterans on campus:
Challenges for reintegration. American Journal of
Orthopsychiatry, 87(2), 166.
Heineman, J. A. (2016). Supporting veterans: Creating a
“military friendly” community college campus. Community
College Journal of Research and Practice, 40(3), 219-227.
Hitt, S., Sternberg, M., Wadsworth, S. M., Vaughan, J., Carlson,
R., Dansie, E., & Mohrbacher, M. (2015). The higher education
landscape for US student service members and veterans in
Indiana. Higher Education, 70(3), 535-550.
Kirchner, M. J. (2015). Supporting student veteran transition to
college and academic success. Adult Learning, 26(3), 116-123.
Ortiz, S. R. (2012). Veterans' Policies, Veterans' Politics: New
Perspectives on Veterans in the Modern United States.
University Press of Florida.