Bill Overview
Title: Jumpstart on College Act
Description: This bill directs the Department of Education (ED) to award grants to support early-college high schools and dual- or concurrent-enrollment programs. Specifically, ED must award grants to (1) institutions of higher education in partnership with one or more local educational agencies to assist them in establishing or supporting early-college high schools or dual- or concurrent-enrollment programs, and (2) states to assist them in supporting or establishing these schools or programs.
Sponsors: Sen. Markey, Edward J. [D-MA]
Target Audience
Population: High school students participating in early-college or dual-enrollment programs
Estimated Size: 1500000
- The bill supports early-college high schools and dual- or concurrent-enrollment programs, which primarily target high school students looking to earn college credits before graduating.
- Institutions of higher education that partner with local educational agencies will be directly involved, impacting their students and potentially faculty and administration.
- Local educational agencies will also be impacted, as they will be collaborating with higher education institutions to offer these programs.
- The bill allows for the establishment of new programs, indicating that additional students may be impacted beyond those currently involved in such programs.
- The general benefit to students is an accelerated path through college, reducing the time and cost involved in obtaining a degree.
- The program could also impact the families of these students, as financial implications and educational opportunities may alter family dynamics and decision-making.
Reasoning
- The primary impacted group are high school students who are eligible to participate in early-college or dual-enrollment programs, currently estimated at 1.5 million students.
- The budget constraints suggest that not all interested students may initially participate due to the limited initial funds of $400 million in year one.
- An impact on the educational institutions involved, including both high schools and colleges, may occur, potentially affecting faculty and administration workload and operations.
- The benefit of early college credits is the reduction in time and cost to earn a college degree, which could substantially affect future educational pathways and financial planning for families.
- Differences in state-by-state education systems and existing program availability may lead to varied levels of impact and uptake across different regions.
- The policy allows for the establishment of new programs, which implies that there can be an expansion over time to include more students as the budget increases.
Simulated Interviews
High School Student (California)
Age: 16 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- The current dual enrollment program is helpful but limited in class availability.
- With the new policy, I hope more classes will be offered, so I can further reduce my future college workload and debt.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
High School Student (Texas)
Age: 17 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 17/20
Statement of Opinion:
- I'm excited about the potential to start college early; it could really help lessen the costs.
- However, I am concerned if my school will be able to get these programs up quickly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
High School Student (New York)
Age: 18 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 10/20
Statement of Opinion:
- I'm already getting a lot out of dual-enrollment programs, and I see this policy as improving access for others.
- The more students who can fast-track into college, the better, especially with rising tuition costs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 7 | 8 |
| Year 20 | 6 | 7 |
High School Student (Florida)
Age: 16 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 14/20
Statement of Opinion:
- I'm hoping this policy will bring these programs to my school; it can really change my family's situation.
- College credits now mean fewer courses later and cheaper college education overall.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
High School Teacher (Illinois)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 12/20
Statement of Opinion:
- I see the importance of these programs but worry about the workload on teachers.
- Dual-enrollment can be a great opportunity for students, but support and training for teachers are needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
High School Administrator (Ohio)
Age: 50 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 8/20
Statement of Opinion:
- This policy aligns well with educational goals, but implementation will require careful planning.
- I look forward to more resources to expand student options but anticipate initial challenges in scaling quickly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
College Professor (Michigan)
Age: 42 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- Dual-enrollment programs can boost my class sizes but might also increase workload without compensation.
- Success will depend on the efficiency of collaborations between K-12 and colleges.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Community College Student (Georgia)
Age: 19 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 13/20
Statement of Opinion:
- Dual-enrollment was a lifesaver; it cut down on my college debt significantly.
- This policy can change lives by offering more students the same opportunity I had.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 7 | 8 |
High School Student (New Mexico)
Age: 15 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- Access to college courses would be a game-changer for my community.
- I just hope the policy reaches rural areas effectively.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Parent (North Carolina)
Age: 52 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 8.0 years
Commonness: 11/20
Statement of Opinion:
- This policy would relieve a lot of financial stress regarding my children's college education.
- I see it as vital for providing more equitable opportunities for families like ours.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $400000000 (Low: $350000000, High: $450000000)
Year 2: $400000000 (Low: $350000000, High: $450000000)
Year 3: $400000000 (Low: $350000000, High: $450000000)
Year 5: $400000000 (Low: $350000000, High: $450000000)
Year 10: $400000000 (Low: $350000000, High: $450000000)
Year 100: $400000000 (Low: $350000000, High: $450000000)
Key Considerations
- Success and sustainability depend on the partnerships between local educational agencies and higher education institutions.
- Managing the initial setup phase effectively will be crucial in mitigating costs and maximizing the effectiveness of program expansions.
- Balancing federal support with local capacities determines the scaling potential of early-college high schools and dual-enrollment programs.
- Policy coordination with other educational grants and federal educational policy is essential to prevent overlap and maximize impact.