When we think about the crisis at the border, images from Texas come to mind.

Actually, the crisis is a lot closer than that. Last year, media coverage about middle-of-the-night flights to New York airports drew attention to the fact that the crisis touches communities throughout the U.S., including the Hudson Valley. In this post, we explore how immigrant children make their way to the Hudson Valley, why, and the effects on local communities and school districts.

Among the masses crossing the boarder are unaccompanied children.

According to Pew Research, there were over 144,000 in 2021. While awaiting immigration proceedings, the Office of Refugee Resettlement (ORR) is required by Federal law to feed, shelter, and care for these minors until they can be released to safe settings with sponsors. About 85% are released to sponsors – usually family – while  others enter foster care or are taken in by charities across the U.S.  Sponsors must provide for a child’s physical and mental well-being.  Because of trafficking, abuse, violence and smuggling, policies protect the children’s identities and locations.

Between October 1, 2020 and August 31, 2021, unaccompanied children transported and released to sponsors across the Hudson Valley include 282 in Orange County; 553 in Rockland County; 570 in Westchester County; 73 in Putnam County; 109 in Dutchess County; and 80 in Ulster County.  Does that mean the local school districts had to absorb the increase in enrollment and educational needs? In a word, yes.

As reported by the U.S. Department of Health & Human Services, “When unaccompanied children are released to an appropriate sponsor, while awaiting immigration proceedings, they have a right — just like other children living in their community — to enroll in local schools regardless of their or their sponsors’ actual or perceived immigration or citizenship status. State laws also require children to attend school up to a certain age.”

While no one can deny the heartbreak felt for unaccompanied children, there are also concerns about the impact on local communities and schools. Some of the children have learning disabilities, can’t speak English, and don’t know Spanish. They may not have attended school before. Although young, there are concerns about potential gang affiliations, violence, and drugs. All of this can put additional stress on a district’s finances, staff, programs, and performance.

The DOE lists these resources that may be helpful for communities enrolling immigrant children:

• Services for Educationally Disadvantaged Children (Title I):Title I, Part A of the Elementary and Secondary Education Act (ESEA) provides funds to drive achievement of children at high-poverty schools. Newly arrived immigrant children attending Title I schools, may be eligible to receive Title I, Part A services. For more information, click here.
• Individuals with Disabilities Education Act (IDEA):IDEA funds may be used to evaluate children suspected of having a disability. If a child is found to have a disability, funds may be used to provide special education and related services. For more information, click here.
• English Language Acquisition Programs:Up to 15% of a state’s Title III funds under the ESEA must be set aside for subgrants to local education agencies with a significant increase in immigrant students to be used for improving instruction, providing tutoring and intensified instruction, and conducting community participation programs. If a state previously reserved a lesser amount, it can increase that amount for next year’s subgrants. Click here and here for more information.
• McKinney-Vento Act:Children who live with sponsor family members in “doubled-up” housing (i.e., sharing the housing of other persons due to economic hardship or a similar reason) may be eligible for services under the act. Eligibility information is here. Information about rights and services is here.
• Migrant Education Programs (MEP):MEP provides education and support services to children who are migratory agricultural workers or fishers. Newly arrived immigrant children may qualify, as determined on a case-by-case basis. Additional information is available here.
• National Clearinghouse for English Language Acquisition:This Clearinghouse provides non-monetary aide in academic language development and models to serve recently arrived immigrant students and English language learners. Additional information is here.

If you have questions, refer to these DOE Resources: Fact Sheet and Fact Sheet II: Enrolling New Immigrant Students. For additional information, please call the U.S. Department of Education  at 1-800-USA-LEARN. Finally, if you know any sponsors or unaccompanied children who could use assistance, here’s A Guide to Resources in the Hudson Valley for Immigrants.

If your district or agency needs any assistance with taxes or accounting, please contact us at RBT CPAs.

Turnover for college leadership is increasing. Enrollment is down and the U.S. population is barely growing. University and college costs are high, as is student debt. Still, when COVID hit, institutions of higher learning turned on a dime and figured out how to continue adding value and justify costs when so many other aspects of society simply paused. The solutions adopted in COVID’s early days prompted renewed discussions about college costs and whether there are ways – like changing tenure laws – to make higher education more accessible for everyone over the long-term.

Modern-day tenure laws for higher education were born over 80 years ago. They existed before personal computers, MTV, microwaves, Facebook, and more. Education traditionalists assert the rights afforded to pursue truth, challenge the status quo, and answer tough questions can never be outdated. Tenured professionals are protected to explore the unexplored and ask the unanswered through research that is not tied to capitalism or politics but is for the common good. Not everyone agrees.

Some believe tenure drives up costs, amounting to tens or hundreds of thousands of dollars over one person’s career, and translating into higher tuition. There are also questions about whether tenure adds value, driving performance and results, and benefits students.

There are questions to be answered on the flip side of the argument. If a state changes its tenure laws, what will that mean to accreditation and its colleges’/universities’ ability to compete against schools in other states and around the world? What impact will it have on public versus private institutions within the same state? What will it mean to higher education in the long-term?

It’s an understatement to say higher education is in a state of disruption (like most industries once the initial panic about COVID passed).

At the end of last year, Hawaii followed the lead of several other states in evaluating the role of tenure in higher ed and the appetite for change.  While some interesting proposals were brought to the table – like only offering tenure for teaching professionals and librarians (not purely researchers) – strong resistance by educators and institutions of higher learning paused progress, for now, but the conversation appears far from over.

In Georgia, the American Association of University Professors is challenging changes to tenure policies that would allow firing, the revocation of tenure, or suspended pay for not meeting performance standards. In South Carolina, 2021 ended with a bill on the table to eliminate tenure for future higher educators. Across the U.S., there’s a growing appetite for change in higher education, but the jury’s still out on what that will look like and when.

One interesting data point: Apparently, only one in four faculty hired at colleges/universities is on a tenure track. BestColleges reports that from 1975 to 2015, tenure-track positions decreased by 50% and full-time tenured positions dropped by 26%. This leads to the question: Is targeting tenure reform really the answer?

Another interesting point: After college costs increased by 169% from 1980 to 2019, according to the College Board’s 2021 Trends in College Pricing and Student Aid report, tuition increased at historically low rates and even decreased, when adjusting for inflation. Does this mean higher education costs have turned a corner or is the slowdown in growth temporary and resulting from the CARES Act and Higher Education Emergency Relief Fund?

One final consideration: Is the tenure discussion part of a larger narrative focused on reinventing higher education in a post-COVID world? What is the role of government versus higher education leadership? What will higher education and its delivery models look like 5 or 10 years from now? What will all of this mean to institutions of higher learning in New York State?

The answers are coming and may be more far-reaching and complex than tenure. Stay tuned. Remember! Your partners at RBT CPAs are here to help ensure you meet all your financial obligations; understand how COVID relief funds impact budgets, reporting, and taxes; and help ensure you’re prepared should an audit be required. Contact your local office for assistance.

SOURCES: FORBES, Best Colleges, Brookings.Edu, CNBC, Mckinsey & Co.

Growing enrollment in higher education is essential for generating revenue.

School budgets are primarily made up of tuition and state support based on the number of students enrolled in a per-pupil funding system. Public and private schools are in an intensive never-ending cycle of enrollment-driven anxiety-causing budget deficits. Higher education is experiencing the greatest decline in college enrollments in a decade with falling enrollment rates ranging from 4.9% to 9.5%.

Changing approaches has been crucial as schools face many unknowns and major shifts that recalibrate enrollment management. Unfortunately, this downward trend may be long term, and the need for schools to adapt long term to challenges, requires diversification of retention and recruitment approaches.

Moving forward, here are some proven strategies your team can borrow from other higher educational institutions to address enrollment:

1. Examine your structural framework: Engage in a strategic assessment of your enrollment management processes. Align your internal structural strategy with your enrollment goals along with any outside factors. At SUNY New Paltz, for example, this examination resulted in key streamlining shifts, giving more attention to online program delivery, and to broadening the existing scope of current employee’s roles when budgets don’t sustain hiring for new positions. An examination of how your school recruits and serves the student population can lead to more efficiency. Many structures and processes have served well in the past but refreshing the structural process will help you thrive in the future.
2. Investigate your Institutional Influence: Think about how your school is an agent of social power, with influence, that can optimize your capacity to meet more diverse students’ demands by changing outdated admissions and enrollment policies that can expand your reach.  Organizations can influence the kind of policies they have, and they can achieve noble purposes such as publicly showing care for people. One specific public policy change occurred during the pandemic. In 2020, the admission process did not require standardized test scores like the SAT or ACTs. This policy was loosened up to be more inclusive, shifting the value of an applicant beyond a test score and it removes barriers for underrepresented populations and makes room for more equitable enrollments. Admissions officers can choose to allow tests to be optional because arguably tests do not tell the full story of a candidate. Diversity policies provide a competitive advantage when it comes to increasing enrollment and currently works in unison with current social movements.
3. Invest in Relationship Building: Another useful tactic to increase enrollment is building trusting relationships that tap into what students specifically want or need in order to motivate them to choose your school. Your school can generate feelings of being known, cared for, and supported when they nurture relationships with prospective students by showing genuine interest and maintaining connections. Form personal connections that matter by making phone calls, sending birthday cards, inviting them to join special events, sending a handwritten note, allowing prospective students to try out courses, or making a customized video of their tour. Relationship building can help match students to the best fitting schools by narrowing down a larger pool of prospective enrollees into more seriously interested applicants that finally enroll. Interested families will become more and more excited about your school during the recruitment process as you make efforts to understand what is driving their decisions. It is financially imperative to emphasize common goals as students and organizations rely upon one another. It helps students decide on the fit and commit to your school.
4. Tell a Good Story: Good stories convey cultural information about our school’s morals, values, and beliefs. Make your school story memorable, convincing, and distinguishing. The story should carry history and reinforce the school’s identity. Crafting and continually renewing a strong school story using technological tools is an indispensable plan of action to reinforce enrollment management practices. With dynamic communication methods, schools can publicize marketing messages that highlight institutional stories to attract students to enroll. Help them to believe your school is where they belong, providing a narrative of hope for their futures.

Here at RBT, our team is experienced with handling the unique financial pressures your school is up against. We hope these strategies will help your school redefine needs and evolve through the enrollment struggle. If you’d like to know more, our dedicated education team is here to help develop a personalized long-term strategy for your school. Please feel free to contact us today to connect. Additionally, if you would like to submit topic ideas for future articles our team produces, please feel free to contact us at TLideas@rbtcpas.com.

For years, thousands of teachers, educators, social workers, military members, and other public servants in New York were promised debt relief support that never arrived. The harsh reality is that just over 16,000 borrowers nationwide have ever received forgiveness under the Public Service Loan Forgiveness (PSLF) program. In 2018, it was revealed that nearly 99% of applicants were denied forgiveness. Now, nearly 15 years after the program was officially launched, some good news is here for public servants. As a result of the COVID-19 national emergency and the tremendous strain it placed on public servants, on Oct. 6, 2021, the U.S. Department of Education (DE) announced an overhaul to the PSLF program rules.

Now, for a limited period of time, borrowers may receive credit for past periods of repayment that would otherwise not qualify for PSLF. As 2021 comes to a close, it’s important to address this change with all of your team members to ensure everyone who qualifies takes advantage of this huge savings opportunity. Read on to learn more about what to expect.

Through October 2022, borrowers who have worked 10 years (or made 120 qualifying monthly payments) in a qualifying job will be eligible for loan relief no matter what kind of federal loan or repayment plan they have. Past loan payments that were previously ineligible will now count, moving some borrowers closer to the finish line.

The change will immediately make 22,000 borrowers eligible to get loans canceled, and another 27,000 could become eligible if they get previous payments certified, according to the department. In total, more than 550,000 borrowers will be moved closer to forgiveness, the agency said.

“Borrowers who devote a decade of their lives to public service should be able to rely on the promise of Public Service Loan Forgiveness,” Education Secretary Miguel Cardona said. “The system has not delivered on that promise to date, but that is about to change for many borrowers.”

The Department of Education will be ramping up its efforts to review eligibility and approve loan forgiveness under the waiver program through most of the next year. Among other changes, the department will allow military members to count time on active duty toward the 10 years, even if they put a pause on making their payments during that time.

While DE will roll out these improvements in groups over the coming months, the department has not provided a specific timeline for the rollout of the new PSLF benefits. To assist your team in further understanding this limited PSLF opportunity, you can read these frequently asked questions and answers on studentaid.gov. Borrowers should also ensure the contact information on file is accurate, so direct them to register for an FSA ID at StudentAid.gov/create-account or update their StudentAid.gov contact information by logging in and visiting StudentAid.gov/settings. Additionally, feel free to contact our dedicated team of professionals at RBT who specialize in helping government clients. We look forward to providing you with personalized services and answering industry-specific questions.

Sources: Student Aid, DOE, NBC, NPR

If financial planning teaches you anything, it’s that it is never too early to start saving up.

The next generation is bound to face steep higher education costs – just how high? Let’s break down the price projections for kids (currently age 5) who will enroll in college in 13 years. If college costs rise at 5% a year, the annual cost to attend a four-year public state college or university will be $44,136 (up from $23,406 over 13 years). The total cost for 4 years (s) will then be $190,230. That’s a hefty price tag. One new statewide program is offering 50 lucky kids a chance at free full-ride scholarships, but the eligibility rules will disqualify a lot of families from even entering the race.

Educate, Graduate Vaccine Incentive Scholarship is a five-week public outreach campaign, running through December 19, 2021, consisting of a series of statewide drawings to increase awareness of the availability of COVID-19 vaccines and provide incentives for young New Yorkers to get vaccinated.

The scholarship announcement program came as Hochul noted New York was receiving more than 700,000 pediatric doses of the Pfizer-BioNTech COVID-19 vaccine, with plans to soon obtain more doses for the entire 1.5 million New Yorkers in the age group. Hochul also announced that 65% of the more than 700 school districts statewide are planning to host vaccination clinics at or near school buildings for the 5-to-11 age group in the coming weeks. As of November 3, 2021, New York children ages 5 – 11 are eligible for the COVID-19 vaccine. The state launched a new website to help parents and families navigate their frequently asked questions surrounding the vaccine.

So, how does the raffle work?

Parents or legal guardians of any 5 to 11-year-old New Yorker who has received at least their first dose of the COVID-19 vaccine, may enter their child for a chance to win a four-year, full-ride scholarship (including tuition, fees, room-and-board, and expenses) to any two-year or four-year New York State public college or university. All non-winners will be automatically included in subsequent weeks’ lotteries. No entrant may win more than one prize under this program and while it isn’t a requirement for children to have obtained the vaccination within New York State to be eligible, the state does have a validation process in place.

Entries must be received by December 19, 2021, 2021 at 11:59:59 p.m. EDT to be eligible for at least one drawing. The drawings will be conducted weekly, for five (5) weeks. The first drawing will take place in less than a week, on November 22, 2021. Ten winners will be announced weekly beginning Wednesday, November 24, 2021, for five consecutive weeks. A total of 50 prize winners will be selected. Interested applicants must complete entries at governor.ny.gov/nysvaccineincentive.

At RBT, we understand vaccination decisions are extremely personal and that family members and educators in our communities are having important conversations in and outside of the classroom. Our goal is to provide our clients with relevant, timely information regarding financial savings opportunities, and strategic financial planning that impacts the education industry’s technical needs, so you can serve your respective communities to the best of your ability. We are constantly monitoring industry changes and governmental decisions that impact your institutions. Our team of professionals is dedicated to serving you and your colleagues. Questions? Contact us today here. Additionally, if you would like to submit topic ideas for future articles our team produces, please feel free to contact us at TLideas@rbtcpas.com.

Source: Governor.ny.gov

We don’t need to remind education professionals – or your students – that college is expensive. For full-time undergraduate students in the 2019-2020 academic year, tuition hikes across all sectors were consistent. Published tuition and fees for public two-year in-district, public four-year in-state, and private nonprofit four-year colleges increased by at least 20% in the past 10 years, according to college tuition inflation data from the Manhattan Institute. So how are families affording the staggering cost of college? According to Sallie Mae’s 2021 college report, scholarships, and grants account for 25% of college costs, with 56% of families using scholarship funding. The vast majority of Americans are borrowing, with 47% of families in the 2021 academic year taking out loans to pay for college. With scholarships and grants typically covering $7,500 of annual academic costs per student, it’s one funding source that shouldn’t go ignored yet each year thousands of families miss out because they don’t think they would be eligible, or don’t know where to turn to apply.

Below, we will be providing some of the most noteworthy digital platforms to discover local scholarship opportunities throughout the Hudson Valley. While not every scholarship is applicable to every student, it is our hope that you can use this list as a launching pad to generate important, financial savings conversations with the students and families you serve.

One statewide resource that is incredibly helpful is Sholarships.com which simply requires interested applicants to create a profile on their site and access more than 2.7 million scholarships and grants, narrowed down to specific opportunities the applicant is qualified for.

The Community Foundations of the Hudson Valley is another great local alternative to find more than 50 trusted scholarships and numerous grants. Governed by a Board of Trustees that includes local leaders in business, philanthropy, and community, you will find open applications for opportunities within Orange, Dutchess, Putnam, Sullivan, and Ulster Counties. The application portal opens on January 1, and a plethora of helpful application resources can be found on their site.

Since 2001, The Chamber Foundation has proudly awarded over a half-million dollars in scholarship funds to local students. Interested applicants from Dutchess, Putnam, Orange, and Ulster Counties should visit their site to apply for specific scholarships after January 1, 2022. Applications are electronic and instructions are easy to follow on their platform.

The Rockland Community Foundation is a nonprofit with numerous local Rockland grant and scholarship opportunities available to local students. Most of this year’s scholarships are accessible through the Foundation’s new online portal. Currently, 30 scholarships are available but not all are open for application. Be sure to encourage eligible applicants to act now, the window on some applications is quickly closing, The Nyack Young Writers Scholarship closes on November 1!

There are tons of scholarships and grants out there for all types of students regardless of interests, talents, or choice of educational programs. Encouraging students to seek out financial assistance early on in their educational careers will undoubtedly help set our communities up for success. Interested in connecting with one of our dedicated RBT professionals? Contact us today, we look forward to connecting.

Source: EducationData.org

On March 11, 2021, President Biden signed the American Rescue Plan Act of 2021. The ARPA appropriated approximately $39.6 billion for the Higher Education Emergency Relief Fund (HEERF) and represents the third stream of funding granted for HEERF to prevent, prepare for, and respond to coronavirus. Taken together, the Coronavirus Aid, Relief, and Economic Security Act (CARES Act) the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSAA), and the ARPA represent HEERF I, HEERF II, and HEERF III, respectively. Following the spring 2021 announcement, Senate Majority Leader Chuck Schumer released a breakdown of funds from the American Rescue Plan Act going to New York colleges and universities. Public, private, and proprietary higher education institutions within the state stand to receive roughly $2.6 billion, Schumer said.

First things first: you need to do your homework.

There is a lot to unpack within this funding, and it’s extensive. We hope your staff has had adequate time to digest all of the information made available by the U.S. Department of Education. As many schools are currently in the process of distributing and spending HEERF III money, our goal is to provide a high-level overview of several important aspects of HEERF III so your institution can make the most of available funding.

This funding is not one size fits all.

Megan Schneider, senior director of government affairs at the National Association of College and University Business Officers, noted that every college serves a different population of students with different needs. “The Education Department really wanted schools to have flexibility because no one knows your students as well as you do,” Schneider said. Schneider also said that, given the uncertainty of the pandemic, she understands why some colleges are inclined to want to preserve as much aid as they can. However, she added that her association has been advising colleges that they should get the grants to students “as quickly as possible.” HEERF III is structured like the HEERF II programs under the CRRSAA, with certain important differences that students and educators should be aware of. Unlike HEERF I and II, a portion of HEERF III institutional funds must be spent on two activities:

1. Implement COVID health and safety measures
2. Conduct direct student outreach regarding opportunities for further federal financial aid

Congress imposed these broad mandates in the American Rescue Plan Act and left ED to define them more thoroughly. ED’s new guidance better defined the activities associated with these stipulations but did not stipulate the exact amount of HEERF III that needs to be spent on them.

HEERF payroll uses are further defined in question 25 of the HEERF III FAQ. Institutions can use HEERF institutional aid to pay for new or repurposed staff as long as the cost is associated with COVID and occurred after 3/13/2020. Student employees are also eligible, including internships and job training. Some examples include:

1. New staff such as teaching assistants, contact tracers, more instructors to lower class size, and IT workers
2. Staff unable to work or who lost wages due to COVID, potentially payable retroactively (e.g., cafeteria, dorm, and clerical workers)
3. Overtime pay for custodial workers, staff training, etc.

HEERF III grant money is not taxable.

These grants have been provided to students due to an event related to the COVID-19 and are therefore not included in a student’s gross income. For more information, please view the IRS bulletin: Emergency aid granted to students due to COVID is not taxable.

Ultimately, some colleges have significant numbers of students from the lowest income brackets, while others serve more students of various income levels so the way this aid is distributed will vary from school to school.

Be sure to thoroughly review the FAQs page which is intended to describe the features and allowable uses of grants received under the HEERF III programs, as it is sometimes updated with additional information. Still have financial questions or concerns about putting this funding to good use? Contact our dedicated team of RBT professionals today.

Sources: EAB, Senate.gov, IRS, EDNC, EdSource, Ed.gov