Civic Issue Brief Pitch Introduction
With the nature of the modern economy evolving towards high-skilled and technical work, the attendance of a higher education institution following secondary school has become the new societal paradigm. With such a shift away from apprenticeships, family businesses, and other on-the-job training as being the primary prerequisites to entering the labor force, the demand for college, and consequently its price has skyrocketed. Without reciprocating policy at the federal or state level to secure additional public funds to neutralize this effect and maintain the general affordability of college, the average student is now tasked with an immensely important financial decision at a young age. In fact, a recent survey from Inside Higher Ed and College pulse found that 1550 of the 2000 undergraduate students surveyed would take on some form of student debt following graduation (Ezarik). Yet, it is demonstrable that this same generation of college students is overwhelmingly underprepared to deal with the responsibilities incurred when taking on this debt and relatively uneducated on the topic of financial literacy in general. For instance, the same survey found that 20% don’t have an idea of how much debt they’ll have at all and 50% still couldn’t give an estimate of their approximate monthly payment (Ezarik). When analyzing other aspects of financial security, the results were similarly poor. Around a quarter of students noted experiencing some form of housing or food insecurity more than half suggested some degree of worry about having to discontinue college if a large unexpected expense occurred.
While some may be quick to identify the root of these problems with socioeconomic inequality, insufficient public spending, or even blame the omnipresent cultural pressure to attend college regardless of individual factors, I think that a more simple outlook suffices to address the problem. Simply, young people are not adequately trained in the wide-range of financial skills necessary to be secure, free, and successful in the modern economy. Without even considering more complex topics such as long-term investment options, retirement plans, insurance, and taxes, most students are not even familiar with basic ideas like building a budget and creating an emergency fund. This is evident in survey data collected by the National Association of Student Financial Aid Administrators (NASFAA) which revealed a widespread lack of competency in answering basic financial literacy questions, and the average respondent only scoring a 33% (Bidwell). Clearly, this is an immense problem that demands a simple solution: increase institutional mandated courses on economics and financial literacy for students. While the more abstract and complex ideas like the systemic flaws in the American economic system are debated at large at media establishments and political thinktanks, it seems that the concrete and practical solutions are overlooked. Thus, I believe that it is incumbent upon the Penn State administration to ensure that greater institutional support is put towards advancing financial competency within the student body. While there are resources available such as the Sokolov-Miller Family Financial and Life Skills Center, the utility of such resources may only be recognized by the already financially-minded students. Such a feedback loop keeps the amazing benefits of financial literacy sectioned to a small segment of the student population. Through the introduction of mandated education seminars, such as a financial literacy component to the required “first year seminar” course, Penn State may easily improve the capacity for its student body to reach its long term financial goals. They may also ensure that those who receiving their well-earned degree from the university have the opportunity to advance their skills and make a positive impact on their communities without being unnecessarily burdened by debt or financial insecurity.
Works Cited
Survey: College Students Need Help with Financial Literacy, https://www.insidehighered.com/news/2022/02/25/survey-college-students-need-help-financial-literacy.
“Add to Favorites.” NASFAA, https://www.nasfaa.org/news-item/14855/Survey_Incoming_College_Students_Struggle_With_Basic_Financial_Literacy.
1). Comment on the title. How does it offer a way forward on the issue? Does it hint at or echo the paper’s thesis? Make suggestions.
– I think that your current title is appropriate, but there might be opportunities to make it more rhetorically compelling. Trying to convey a sense of urgency in the title while referring to the problem would encourage people to read it.
2). Does this piece’s title and introduction respond to an exigence?-Does it make the issue pressing or connect to other pressing needs and issues? Make suggestions.
– I completely agree that there is significant exigence regarding the issue that you explained. With that being said, maybe condensing some of the material and putting it into the body paragraphs may be a good idea. I also think having a strong hook could really draw the readers in with some sort of interesting statistic or fact.
3). Comment on the thesis. Does it set up a clear argumentative claim? Is it advancing a specific policy or practice? Can you imagine how the rest of the argument will unfold?
– I think that the thesis is appropriate for the advocacy work that you are trying to do. It is specific, and maybe combining the last two sentences could create a stronger thesis.
Overall, great work!
1). Comment on the title. How does it offer a way forward on the issue? Does it hint at or echo the paper’s thesis? Make suggestions.
Your title is currently very direct and straightforward, which I think is fitting for the topic. In order to better echo the thesis however, I would highlight the importance or current relevance of financial literacy in the title as well.
2). Does this piece’s title and introduction respond to an exigence?-Does it make the issue pressing or connect to other pressing needs and issues? Make suggestions.
I think the introduction did a great job introducing and responding to an exigence. It clearly stated how and why financial literacy is important during this time, and how we could combat the issue. The only way I think it could be improved is by further showing how poor financial literacy can negatively affect people, but I think you should only discuss this if it does not draw attention away from the main argument.
3). Comment on the thesis. Does it set up a clear argumentative claim? Is it advancing a specific policy or practice? Can you imagine how the rest of the argument will unfold?
I think the thesis did a good job setting a clear claim. It advances policy to mandate the instruction of financial literacy and sets up the rest of the argument.
Hi Will. I think you have a goos start to your intro!
1). Comment on the title. How does it offer a way forward on the issue? Does it hint at or echo the paper’s thesis? Make suggestions.
-I think you can work on the title and make it more like your thesis. For example, you could make it more about what you think Penn State should do to fix this public issue.
2). Does this piece’s title and introduction respond to an exigence?-Does it make the issue pressing or connect to other pressing needs and issues? Make suggestions.
-I thought you had good exigence. It made it seem like this is a pressing issue that needs to be solved. Also, you had a lot of statistics, which is good. However, this might be too much information for the introduction. Maybe you could shorten it a bit.
3). Comment on the thesis. Does it set up a clear argumentative claim? Is it advancing a specific policy or practice? Can you imagine how the rest of the argument will unfold?
-I thought the thesis was good. You did a good job of explaining what Penn State should do differently.