Introduction
Current policies regarding education in the United States possess many significant gaps that required further evaluation. These gaps have contributed to many challenges that students face, thereby making it difficult to obtain the level of high quality education that is desired. Therefore, it is essential to develop an understanding of some of these gaps and how nonprofit and other non-governmental organizations are providing support to alleviate these concerns and to improve student performance outcomes. Many of the current issues that exist with educational policy require further analysis and investigation; therefore, these issues must be addressed in a timely manner to enable students to expand their knowledge of different areas and to recognize the importance of academic growth and opportunity that students should receive while in school. Inadequate education is a serious concern in many schools due to lack of available funding and resources to achieve the desired results. Therefore, it is important to identify these challenges and to take the steps that are required to ensure that outcomes are appropriate for these students. The following discussion will address the role of nonprofit and non-governmental institutions in shaping the overall direction of educational policy in the 21st Century.
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Analysis
The nonprofit sector possesses considerable weight and influence in regards to many social issues and other concerns that have a significant impact on society. Therefore, it is not surprising that nonprofit organizations have a significant influence on educational institutions in bridging some of the gaps that currently exist with respect to funding and resources. Nonprofit and non-governmental agencies are able to identify some of the weaknesses that currently exist and possess the ability to be effective communicators in supporting long-term growth and change within the educational sector. Their influence and impact often contributes to creative solutions that impact how schools perform and provide for their students, particularly since federal and state funding sources continue to diminish (Bulkley & Burch 236). In this context, it is important to identify specific resources that will have a positive impact on educational outcomes and that will influence how organizations respond to change and progress in order to accomplish the desired objectives in a positive manner.
Nonprofit organizations often provide resources, capital, and fundraising efforts in order to ensure that the gaps in research are appropriate and timely at all times (Bulkley & Burch 236). These factors also support a greater understanding of the needs of schools, particularly public schools in metropolitan areas where resources are severely limited. These factors play an important role in shaping the direction of these organizations and in establishing a new level of understanding of the needs of local communities that impact how organizations respond to change and progress. These factors impact the ability of organizations to be successful in their efforts to achieve change by using the resources that are now available to them (Bulkley & Burch 236). These opportunities convey the importance of developing new perspectives that will have a positive impact on outcomes and in the development of new strategies to support academic excellence (Bulkley & Burch 236).
Nonprofit organizations have a mission in place to work towards a specific set of goals and objectives; therefore, these tools represent a means of developing new approaches to minimize weaknesses in education that often persist. There have been significant changes throughout education in recent years that have impacted outcomes and performance for students across many different age groups. These factors represent a number of weaknesses that impact how students perform in school because there is insufficient focus and attention on their specific needs, as well as the resources that are required to overcome obstacles. Many students are unprepared for higher education due to poor performance in grade school and high school; therefore, new efforts must be established that support new directions and a renewed purpose in the educational sector (Baum et.al 20). Nonetheless, the gaps that exist throughout education continue to pose a threat to the integrity of these institutions and their overall impact on student performance (Baum et.al 21).
Educational policy is largely driven by the economy and the resources that are available; therefore, these factors must be considered as part of a much larger framework for change and progress within schools. Nonprofit support in the form of donor contributions to schools is one key component of their involvement, as it impacts how schools allocate resources to specific programs in order to improve outcomes for students in the form of improved academic performance (Hansmann 4). Nonprofit organizations must continue to focus on educational needs as part of a much larger strategic approach to improving society and in identifying specific social problems that plague organizations on many levels. These circumstances have an impact on how nonprofits allocate their resources and the areas in which they focus in order to achieve the desired results. Since nonprofit organizations are in the business of supporting programs and people in need, students are no exception and provide a basis for exploring new opportunities to achieve growth and acquisition of the appropriate resources that will have a positive impact on outcomes and on students over time.
Student-based performance in schools rely upon the appropriate allocation of resources and human capital in order to provide students with an environment for change. This process enables students to receive the type of education that is expected, rather than education that is less than desirable. These factors support a means of developing strategies for improvement that will positively influence students’ performance from an academic point of view. Therefore, nonprofit organizations that support educational institutions through greater access to the necessary resources to instruct students properly and effectively. These activities are likely to alleviate some of the concerns that exist in today’s school environments that lead students to be unprepared for higher education and for life in general. Therefore, nonprofit organizations often bridge existing gaps and influence how schools respond to emerging needs in ways that recognize students’ level of growth potential within the academic environment so that they are better prepared for the future and are able to pursue new opportunities for growth.
Conclusion
The nonprofit sector has a significant impact on education in the modern era and represents an opportunity to explore the different dimension educational policy that are sorely lacking in the modern era. These influences must be addressed more effectively in order to accomplish the desired objectives and to take the steps that are required to ensure that schools possess the resources that are required to provide adequate education to students. Under these conditions, therefore, students will significantly benefit from the resources and human capital that nonprofit organizations provide. These concerns also demonstrate the importance of supporting new directions in the nonprofit sector to alleviate some of the gaps in education that continue to persist. These factors support potential changes in policy that have an impact on students’ academic performance and the quality of education that is provided across different communities in both public and private school settings.
- Baum, Sandy, Charles Kurose, and Michael McPherson. “An overview of American higher
education.” The Future of Children 23.1 (2013): 17-39. - Bulkley, Katrina E., and Patricia Burch. “The changing nature of private engagement in public education: For-profit and nonprofit organizations and educational reform.” Peabody Journal of Education 86.3 (2011): 236-251.
- Hansmann, Henry. “The evolving economic structure of higher education.” The University of Chicago Law Review (2012): 159-183.
