Quotes & Sayings About Access To Higher Education

The Family Educational Rights and Privacy Act of 1974, which was designed to ensure privacy and properly regulated access to student records, has become "the shield behind which higher education hides the academic corruption in college athletics. — Jay M Smith

Access to high-quality education is way too limited. The United States has the world's most admirable higher education system, and yet it is very restrictive. It's so hard to get into. I never got into it as a student. — Sebastian Thrun

The College Access and Opportunity Act addresses the important need to make higher education more affordable and easier to access for low and middle-income students. — Ron Lewis

Education is like a diamond with many facets: It includes the basic mastery of numbers and letters that give us access to the treasury of human knowledge, accumulated and refined through the ages; it includes technical and vocational training as well as instruction in science, higher mathematics, and humane letters. — Ronald Reagan

Increasing access to federal student loans has been a bipartisan effort in Washington, one that I have supported. But it has created what many experts believe is a bubble in higher education, not unlike the housing bubble that preceded the financial crisis. — Marco Rubio

In our post-9/11 world, our Nation's military deserves, at least the same access to institutions of higher education that any other major employer might enjoy. — Mike Rogers

The truth is that the hard-fought victories of the Civil Rights Movement caused a reaction that stripped Brown of its power, severed the jugular of the Voting Rights Act, closed off access to higher education, poured crack cocaine into the inner cities, and locked up more black men proportionally than even apartheid-era South Africa. — Carol Anderson

I am here to give the American people some straight talk about higher education. Some have said we might have cut financial aid for college students. The truth is we have expanded access to college for our neediest students through the record growth of the Pell grant program. — Ric Keller

For more than 20 years, Camfed has supported a generation of African girls and women with access to secondary and higher education, employment opportunities, and, ultimately, into positions of leadership. — Ann Cotton

If you're white and wealthy, Texas is a great place, however, no Texas governor Republican or Democrat is eager to raise taxes and without that you can't expand access to health care or decrease the cost of higher education. — Calvin Jillson

The difficulty is, Pell Grants are an attempt to do the right thing, and that is to give the low-income student an opportunity to access higher education, and that's a good thing. And welfare was an attempt to help those most in need. The difficulty is, often times a program is so successful that it grows and grows and grows and grows. — Denny Rehberg

There are the fundamental core values of the Democratic Party, which is to work to grow the economy, to create jobs, to encourage small business, to encourage ownership, to expand access to quality health care, to enhance opportunity by making higher education more affordable to American's young people, to have our children live in safe neighborhoods, drug-free, crime-free, and a safe and clean environment, first and foremost to provide for the national defense, to protect and defend the American people, and to have accountability for our budget and for our spending. — Nancy Pelosi

We need to have a regulatory budget in America that limits the amount of regulations on our economy. We need to repeal and replace Obamacare, and we need to improve higher education so that people can have access to the skills they need for 21st century jobs. — Marco Rubio

There are millions of women who are trapped in lower-paying jobs and don't have the skills for a higher-paying job, and don't have the money or the time to access the higher education that they need for a better job. — Marco Rubio

Then, too, I am constantly confronted by students, some of whom have already rejected all ways but the scientific to come to know the world, and who seek only a deeper, more dogmatic indoctrination in that faith (although the world is no longer in their vocabulary). Other students suspect that not even the entire collection of machines and instruments at MIT can significantly give meaning to their lives. They sense the presence of a dilemma in an education polarized around science and technology, an education that implicitly claims to open a privileges access-path to fact, but that cannot tell them how to decide what to count as fact. Even while they recognize the genuine importance of learning their craft, they rebel at working on projects that appear to address themselves neither to answering interesting questions of fact nor to solving problems in theory. — Joseph Weizenbaum