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"Sections 3-14.27,10-21.4 and 34-8 of the School Code (105 ILCS 5/3-14.27,10-21.4 and 5/34-8 require all public school district superintendents to report to their regional superintendents the number of high school students who are enrolled in community college courses for which high school credit is awarded. These data are to be provided by the regional superintendents to the State Board of Education in February of each year." ; Caption title. ; Mode of access: Internet.

Low college enrollment rates among low income students may stem from credit constraints, low academic skill, low quality schools, or some combination of these. Recent Massachusetts data allow the first use of school district fixed effects in the analysis of credit constraints, leading to four primary findings. First, Massachusetts' low income students have lower intended college enrollment rates than higher income students but also have dramatically lower skills and attend lower quality school districts. Second, inclusion of skill controls greatly reduces but does not eliminate the intended enrollment gap, with low income students seven percentage points less likely to intend enrollment than similarly skilled higher income students. Third, in districts where higher income students are plausibly unconstrained, inclusion of school district fixed effects does little to reduce intended enrollment gaps, with low income students nine percentage points less likely to intend enrollment than similarly skilled higher income students from the same school district. Fourth, low income students in the middle and upper parts of the skill distribution appear the most constrained, particularly with respect to four-year public colleges. State governments could use the methods employed here to identify credit constrained student populations in order to target financial aid more efficiently.

The explicit expression of investment facing credit rationing and convex adjustment costs is derived. Three implications follow. First, the assumption of convex adjustment costs can be substituted by credit rationing to derive an investment function. Second, it explains how credit rationing acts as a 'financial brake' at the bottom of a slump, when investment demand is high and collateral is low. Third, it allows the explicit Lagrange multiplier related to credit rationing to be derived and misspecification in recent empirical work to be checked.

Varied curricula among public school districts within the same state often result in localized core courses and high school graduation requirements. This inconsistency makes it difficult for highly mobile students–who make frequent non‐promotional school transfers during the school year–to obtain full or partial credit for successfully completed coursework, hindering progress toward graduation and increasing dropout rates. While student mobility permeates all communities, it is particularly devastating to some of the most vulnerable children in our society, including homeless children, foster youth, children from low‐income and single‐parent households, migrant students, youth in juvenile correctional facilities, and children of military families. Current federal legislation addresses only some of these groups, leaving many students underserved by the education system. This Note advocates for states to adopt legislation that specifically requires a standardized credit‐recognition system, allowing schools to award full and partial credit for coursework completed elsewhere within the state. Specifically, it addresses the importance of keeping highly mobile students in their schools of origin, when it is in their best interest. It further focuses on the need for state and local policies to require school districts to award and accept full and partial credit for coursework completed in another in‐state school district.

Intro -- Introduction -- Chapter 1 -- What Is a Credit Score? -- The Fair Credit Reporting Act (FCRA) -- How Do I Check My File? -- How Do I Get My Score and Report? -- Online Access -- Credit Karma -- Credit.com -- WalletHub -- Credit Agencies -- But Wait . . . There's More! -- Check your checkbook -- The house always wins -- The doctor will see you now -- For rent -- Now hiring -- Chapter 2 -- The Credit Report -- What Is Credit? -- Parts of a Credit Report -- Personal information -- Account summary -- Public records -- Current and past history -- Credit inquiries -- Optional message -- What Is Excluded from Credit Reports? -- The Credit Report Life Cycle -- Chapter 3 -- Credit Scoring Models -- FICO - The King of Credit Scores -- Payment history -- Amounts owed -- Length of credit history -- Types of credit -- New credit -- FICO for Newbies -- VantageScore - The Prince of Credit Scoring Models -- Payment history -- Use -- Balances -- Depth of credit -- Recent credit -- Available credit -- Other Types of Scoring Models -- Behavior scoring -- Bankruptcy scoring -- Profitability scoring -- Insurance scoring -- Credit Risks -- Chapter 4 -- Building Credit -- Credit-Building Accounts -- Bank accounts -- Credit cards -- Charge cards -- Specialty credit cards -- Secured credit cards -- Prepaid credit cards -- Installment accounts -- Major purchases -- Accounts That Won't Help -- Passport loans -- Finance company loans -- One-time references -- Catalog cards -- Rent-to-owns -- Cosigning -- Authorized Use -- Third Party Accounts -- Expand and Manage Credit Accounts -- Marriage -- Divorce -- Widows -- College -- Seniors -- Military -- Entrepreneurs -- Immigrants -- Managing Debt -- Debt-to-income ratio -- Current ratio calculations -- Determining a comfort level -- Case Study: How I Finished College With a 727 Credit Score -- Chapter 5.

Edition of 1976 by the Office of Educational Credit, American Council on Education. ; v. 1. Air Force.--v. 2. Army.--v. 3. Coast Guard, Marine Corps, Navy. ; Mode of access: Internet.