Question
President Barack Obama proposed free community college. Some people hailed this as a wonderful idea while others felt that it will hurt not help community colleges and the students that attend them.
Weigh both sides of the claim, then write an argumentative essay supporting either side of whether or not community colleges should be free. Be sure to use information from both texts in your essay.
Before you begin planning and writing, read the two texts (texts are pasted below):
1. Free Tuition Is a Needless Windfall for Affluent Voters and State Institutions
2. Tennessee Is Showing How Free Tuition Community College Works
As you read the texts, think about which details you might use in your essay. Take notes on the details as you read.
After reading the two texts, create a plan for writing your essay. Think about what you know about the topic. Think about other information, details and examples that you may want to use. Plan how you will introduce the topic and think about the main ideas of the paragraphs in your essay.
Prompt:
Read the passages. Should community colleges be free? Take a position, and then write an argumentative response. Be sure to acknowledge and refute a counterclaim in your response. Use evidence and reasons from the passage as well as your own ideas to support your claim.
Passage 1:
Free Tuition Is a Needless Windfall for Affluent Voters and State Institutions
Nothing in life is truly free — but don’t tell that to dogmatic liberals and their pandering politicians, who would turn the first two years of college into a new universal entitlement. This idea has the same fatal flaws as universal preschool: a needless windfall for affluent voters and state institutions that does very little to help the needy.
Start with the expense. Today, millions of families save their own pennies and dollars to pay for kids’ college. While they would surely love to slough this burden onto taxpayers, doing so would probably shift billions of dollars a year from programs that help talented poor kids access higher education and improve our schools. In a time of scarce resources, why is this a priority?
Colleges seeking more public subsidies must stop admitting students who are unprepared academically and have virtually no shot at leaving with a real degree.
Nor would it help disadvantaged students. Most “free college” proposals focus on community colleges, turning them into “grades 13 and 14” of a new public education system. Yet these schools have the worst track record with poor kids, especially those with exceptional academic promise. (They’re also “free” to poor students today, thanks to federal Pell grants.) We know from a ton of research that these students do best at more challenging state schools and private colleges.
Yes, it might entice more students to enroll in the first place, as advocates claim. But is that a good thing? We know from multiple sources —including the National Assessment of Educational Progress — that just 40 percent of 12th graders are college-ready, even though nearly 70 percent already head straight into college. This is why more than half of those entering many colleges start in remedial courses — high school-level classes from which most will never escape. That’s no good way to enter adulthood.
Far better to prepare more disadvantaged students to succeed in college by investing in K-12 reform (and targeted pre-K) while adopting the kinds of reforms set forth this week by Jeb Bush, such as giving students a line of credit while giving colleges’ “skin in the game” via well-crafted income-based repayment plans. I would add one more: Colleges seeking more public subsidy must stop admitting students who are clearly unprepared academically and therefore have virtually no shot at leaving with a real degree or credentials.
Policymakers are right to address college affordability but let’s make sure their “solutions” don’t worsen today’s acute college-completion crisis.
Passage 2:
Tennessee Is Showing How Free Tuition Community College Works
Across Tennessee, several thousand volunteer mentors are in training to help almost 60,000 high school seniors take advantage of free community college through the Tennessee Promise. Programs like Tennessee Promise may be changing the conversation about going to college, and enticing students to try community college first.
The program, which is in its second year, offers some early lessons for similar proposals from the White House, presidential candidates and other states. Importantly, “free community college” is effective at getting more students into college, particularly when combined with mentoring. My colleague William Fox and I came to this conclusion when we studied Knox Achieves, an early model for Tennessee Promise.
Last fall, in the first year of the statewide program, freshmen enrollment rose 10 percent across Tennessee’s two-year and four-year public college systems.
Returning mentors will tell you that the program’s message is compelling: It transforms the way students view college and their place in it. The price of college is a critical piece of information for students who are unsure about going, and yet, it is a mystery until after admission and financial aid decisions are in, often late in their senior year (if they applied at all). Tennessee Promise eliminates that uncertainty with a blunt and simple message: Free tuition for high school graduates of any income and any aptitude. The state can secure that promise at relatively low cost: $1,020 per student this year. In a state where one in four under age 18 are in poverty, 45 percent of Tennessee Promise students are eligible for federal Pell grants that cover community college tuition and fees.
Other lessons from Tennessee’s take on free college will take time to unfold. Programs like Promise may be changing the conversation about going to college, but the harder work begins when new college plans become reality. Tennessee Promise students enter a system where just 28 percent of first-year students graduate within 6 years of enrolling. Many require remedial courses to catch up to college-level work. Others, enticed by free tuition, are starting at a community college rather than a four-year university with hopes to transfer and eventually complete a bachelor’s degree.
With tuition out of the equation and renewed interest in college, opportunities and challenges faced by Promise students at all degrees of readiness will be a clearer reflection of the broader education system, from kindergarten to college degree.
Weigh both sides of the claim, then write an argumentative essay supporting either side of whether or not community colleges should be free. Be sure to use information from both texts in your essay.
Before you begin planning and writing, read the two texts (texts are pasted below):
1. Free Tuition Is a Needless Windfall for Affluent Voters and State Institutions
2. Tennessee Is Showing How Free Tuition Community College Works
As you read the texts, think about which details you might use in your essay. Take notes on the details as you read.
After reading the two texts, create a plan for writing your essay. Think about what you know about the topic. Think about other information, details and examples that you may want to use. Plan how you will introduce the topic and think about the main ideas of the paragraphs in your essay.
Prompt:
Read the passages. Should community colleges be free? Take a position, and then write an argumentative response. Be sure to acknowledge and refute a counterclaim in your response. Use evidence and reasons from the passage as well as your own ideas to support your claim.
Passage 1:
Free Tuition Is a Needless Windfall for Affluent Voters and State Institutions
Nothing in life is truly free — but don’t tell that to dogmatic liberals and their pandering politicians, who would turn the first two years of college into a new universal entitlement. This idea has the same fatal flaws as universal preschool: a needless windfall for affluent voters and state institutions that does very little to help the needy.
Start with the expense. Today, millions of families save their own pennies and dollars to pay for kids’ college. While they would surely love to slough this burden onto taxpayers, doing so would probably shift billions of dollars a year from programs that help talented poor kids access higher education and improve our schools. In a time of scarce resources, why is this a priority?
Colleges seeking more public subsidies must stop admitting students who are unprepared academically and have virtually no shot at leaving with a real degree.
Nor would it help disadvantaged students. Most “free college” proposals focus on community colleges, turning them into “grades 13 and 14” of a new public education system. Yet these schools have the worst track record with poor kids, especially those with exceptional academic promise. (They’re also “free” to poor students today, thanks to federal Pell grants.) We know from a ton of research that these students do best at more challenging state schools and private colleges.
Yes, it might entice more students to enroll in the first place, as advocates claim. But is that a good thing? We know from multiple sources —including the National Assessment of Educational Progress — that just 40 percent of 12th graders are college-ready, even though nearly 70 percent already head straight into college. This is why more than half of those entering many colleges start in remedial courses — high school-level classes from which most will never escape. That’s no good way to enter adulthood.
Far better to prepare more disadvantaged students to succeed in college by investing in K-12 reform (and targeted pre-K) while adopting the kinds of reforms set forth this week by Jeb Bush, such as giving students a line of credit while giving colleges’ “skin in the game” via well-crafted income-based repayment plans. I would add one more: Colleges seeking more public subsidy must stop admitting students who are clearly unprepared academically and therefore have virtually no shot at leaving with a real degree or credentials.
Policymakers are right to address college affordability but let’s make sure their “solutions” don’t worsen today’s acute college-completion crisis.
Passage 2:
Tennessee Is Showing How Free Tuition Community College Works
Across Tennessee, several thousand volunteer mentors are in training to help almost 60,000 high school seniors take advantage of free community college through the Tennessee Promise. Programs like Tennessee Promise may be changing the conversation about going to college, and enticing students to try community college first.
The program, which is in its second year, offers some early lessons for similar proposals from the White House, presidential candidates and other states. Importantly, “free community college” is effective at getting more students into college, particularly when combined with mentoring. My colleague William Fox and I came to this conclusion when we studied Knox Achieves, an early model for Tennessee Promise.
Last fall, in the first year of the statewide program, freshmen enrollment rose 10 percent across Tennessee’s two-year and four-year public college systems.
Returning mentors will tell you that the program’s message is compelling: It transforms the way students view college and their place in it. The price of college is a critical piece of information for students who are unsure about going, and yet, it is a mystery until after admission and financial aid decisions are in, often late in their senior year (if they applied at all). Tennessee Promise eliminates that uncertainty with a blunt and simple message: Free tuition for high school graduates of any income and any aptitude. The state can secure that promise at relatively low cost: $1,020 per student this year. In a state where one in four under age 18 are in poverty, 45 percent of Tennessee Promise students are eligible for federal Pell grants that cover community college tuition and fees.
Other lessons from Tennessee’s take on free college will take time to unfold. Programs like Promise may be changing the conversation about going to college, but the harder work begins when new college plans become reality. Tennessee Promise students enter a system where just 28 percent of first-year students graduate within 6 years of enrolling. Many require remedial courses to catch up to college-level work. Others, enticed by free tuition, are starting at a community college rather than a four-year university with hopes to transfer and eventually complete a bachelor’s degree.
With tuition out of the equation and renewed interest in college, opportunities and challenges faced by Promise students at all degrees of readiness will be a clearer reflection of the broader education system, from kindergarten to college degree.
Answers
GPT-4o mini
**Should Community Colleges Be Free? An Argumentative Essay**
The debate over whether community colleges should be free is highly contentious, drawing supporters and detractors alike. Proponents argue that free community college can democratize access to higher education, while critics contend that it presents financial burdens on taxpayers and risks diluting the quality of education. A closer examination reveals that offering free community college can significantly enhance opportunities for students and contribute to a more educated workforce, with proper safeguards in place to ensure quality.
One of the strongest arguments in favor of free community college stems from its potential to broaden access to higher education. According to the second passage, Tennessee's Promise program has demonstrated that free community college can lead to increased enrollment rates. After the introduction of this program, Tennessee saw a 10 percent rise in freshman enrollment across its public college system. This surge in enrollment suggests that financial barriers can deter students from pursuing higher education, particularly those who consider college unaffordable. By offering free tuition, we can encourage a generation of students who might otherwise forgo education to seek higher learning and improve their prospects.
Moreover, free community college initiatives, like Tennessee Promise, appear to offer support systems that enhance students' chances of success. The program incorporates mentorship, which provides guidance to students navigating the transition from high school to college. Such support is critical in an environment where only 28 percent of first-year students graduate within six years. With structured support, students might be better equipped to tackle the challenges of college, particularly those who require remedial education. As the second text highlights, this model not only encourages enrollment but can also foster an environment conducive to graduation by addressing the full spectrum of students' readiness for college-level work.
However, it is essential to acknowledge the criticism that free community college programs may inadvertently benefit affluent voters rather than the needy. The first passage argues that these initiatives could shift financial resources away from programs designed specifically to support low-income students. While this concern is valid, it does not negate the potential positive impact of free community college. Instead, it calls for a careful policy structure where funding for such initiatives does not come at the expense of targeted programs for disadvantaged students. For example, states could implement means-tested policies that prioritize funding for low-income individuals, ensuring that the most vulnerable populations receive the necessary resources to access higher education.
Critics also highlight the concern that free community college could undermine the perceived value of higher education and contribute to lower academic standards. They argue that simply offering free tuition does not address the readiness of students for college-level work. However, it is essential to recognize that free community college can coexist with reforms aimed at improving academic preparedness. Implementing rigorous admission criteria and support systems to help students who require remediation can help mitigate these concerns. The focus should not be just on access but also on ensuring quality education and successful outcomes.
In conclusion, the argument for making community colleges free stands on the grounds of democratizing education and fostering an educated workforce while addressing the fears of diluting quality through well-considered policy design. By learning from successful models like Tennessee Promise and ensuring that we do not neglect those who are most needy, society can advance not only the notion of accessible education but also uphold its quality. By investing in free community college programs, we are investing in the future of our economy and society as a whole.
The debate over whether community colleges should be free is highly contentious, drawing supporters and detractors alike. Proponents argue that free community college can democratize access to higher education, while critics contend that it presents financial burdens on taxpayers and risks diluting the quality of education. A closer examination reveals that offering free community college can significantly enhance opportunities for students and contribute to a more educated workforce, with proper safeguards in place to ensure quality.
One of the strongest arguments in favor of free community college stems from its potential to broaden access to higher education. According to the second passage, Tennessee's Promise program has demonstrated that free community college can lead to increased enrollment rates. After the introduction of this program, Tennessee saw a 10 percent rise in freshman enrollment across its public college system. This surge in enrollment suggests that financial barriers can deter students from pursuing higher education, particularly those who consider college unaffordable. By offering free tuition, we can encourage a generation of students who might otherwise forgo education to seek higher learning and improve their prospects.
Moreover, free community college initiatives, like Tennessee Promise, appear to offer support systems that enhance students' chances of success. The program incorporates mentorship, which provides guidance to students navigating the transition from high school to college. Such support is critical in an environment where only 28 percent of first-year students graduate within six years. With structured support, students might be better equipped to tackle the challenges of college, particularly those who require remedial education. As the second text highlights, this model not only encourages enrollment but can also foster an environment conducive to graduation by addressing the full spectrum of students' readiness for college-level work.
However, it is essential to acknowledge the criticism that free community college programs may inadvertently benefit affluent voters rather than the needy. The first passage argues that these initiatives could shift financial resources away from programs designed specifically to support low-income students. While this concern is valid, it does not negate the potential positive impact of free community college. Instead, it calls for a careful policy structure where funding for such initiatives does not come at the expense of targeted programs for disadvantaged students. For example, states could implement means-tested policies that prioritize funding for low-income individuals, ensuring that the most vulnerable populations receive the necessary resources to access higher education.
Critics also highlight the concern that free community college could undermine the perceived value of higher education and contribute to lower academic standards. They argue that simply offering free tuition does not address the readiness of students for college-level work. However, it is essential to recognize that free community college can coexist with reforms aimed at improving academic preparedness. Implementing rigorous admission criteria and support systems to help students who require remediation can help mitigate these concerns. The focus should not be just on access but also on ensuring quality education and successful outcomes.
In conclusion, the argument for making community colleges free stands on the grounds of democratizing education and fostering an educated workforce while addressing the fears of diluting quality through well-considered policy design. By learning from successful models like Tennessee Promise and ensuring that we do not neglect those who are most needy, society can advance not only the notion of accessible education but also uphold its quality. By investing in free community college programs, we are investing in the future of our economy and society as a whole.