Evan Moskal English 1102-014 Carrie Sippy 12 March 2013 Annotated Bibliography DeNavas-Walt, Carmen, Bernadette D.

Proctor, and Jessica C. Smith. Income, Poverty, and Health Insurance Coverage in the United States: 2011. Census.gov. States Census Bureau. Web. 12 Mar. 2013. This source is a public report filed by the United States Census Bureau and explicitly shows data relative to income, poverty, and health insurance in the U.S. in the year 2011. While each of those topics is explored, the only ones that I will focus on with respect to my inquiry project will be average income and poverty medians in the United States. This research explores the average income of specifically families in the nation. While the average income of a family exceeds that of independent persons it is still a number that one could assume difficult to support one if not more students in college. The estimated average income for a family household in 2011 falls somewhere around the mid $60,000 dollar range, which is approximately $10,000 dollars less than a married couple without children. There is no specific argument per-say in this piece of documentation, but its relevance to my topic makes it difficult to overlook. There are paragraphs supporting and explaining each data table and graph, however, I will be specifically referencing the raw data and not directly citing or referring to anything said in the text. While the average income of a family exceeds that of independent persons it is still a number that one could assume difficult to support one if not more students in college, disregarding such things as federal aid, and private grants. This number, believe it or not was about what I expected, and I feel as though these numbers 2011: 6-17. United

and data will serve as a solid foundation and reference point when considering the rest of my research regardless of what someone believes it suggests. Matkin, Gary W. Meeting the Challenege of Free Education: How to Make Money When the Competition is Giving it Away. Continuing Higher Education Review Fall 2011:

130-37. Eric. Web. 28 Feb. 2013 This article suggests that free learning beyond high school is no longer a far-fetched idea, but is instead becoming a reality. It talks about how there are various and vast opportunities for students with high school degrees to invest their time in institutions, and reaping some of the same benefits, without investing anything monetary whatsoever along the way. Gary Matkin, the author of this article and Dean of Continuing Education at University of California Irvine, goes into detail about opportunities such as the University of the People which is a completely tuition free school where students can take free courses in many different languages. The twist to this article is that Matkin brings up the obvious issue of how do schools make money without charging tuition?, but even further he leaves it open ended without any apparent solution to the problem. I think this source would be beneficial to use, because it takes a devils advocate view trying to separate money and education completely, and questions whether or not it can be done. I found that really interesting because it is a more detailed and specific way of asking the same questions that encouraged me to choose this as my topic. That may seem counter productive, however the fact that I am not the only person questioning this controversial issue is valid enough to use as a point of view in my inquiry project. A questioning and uncertain point of view if detailed and thorough, while less conclusive, can still be effective and useful enough to use as a resource when analyzing the bigger picture.

Public vs. Private Schools. The New York Times. The New York Times Company, 19 July 2006. Web. 12 Mar. 2013.

This article, while general, has a viewpoint on the issue regarding the differences between public and private schools. It says that the ominous cloud hovering over a public institution not being up to snuff compared to a more prestigious p rivate school is validated only by the sense that it is what the general public assumes to be true. However the article makes a claim that private is not necessarily better, but rather can only be determined on a circumstantial basis. This New York Times article is saying that the question shouldnt be which one is better?, but rather that there are examples of both excellent and awful public and private institutions. The problem lies within the fluctuation between the two, and that is what we should be focusing on solving. I agree with this writer. I think that the point being made is that regardless of whether the public, an individual, a group of analysts etc. thinks one is better, both public and private schools will remain in society for the time being. That being said, I agree that trying to improve each is a better idea to focus on, and frankly, one that will get more positive results. I think this article is beneficial to my research and to my inquiry topic because it once again tries to take money out of the equation. It accepts the inevitability of competition and instead decides to improve the already available opportunities for both sides of the tuition cost spectrum rather than make an argument that he/she feels cannot be fully backed up with evidence. Benveniste, Luis, Martin Carnoy, and Richard Rothestein. All Else Equal: Are Public and Private Schools Different. New York: RoutledgeFalmer, 2003. Print.

This book explores thoughts, ideas, and facts about education in settings both public and private. However, those thoughts and ideas are included for factual evidence of perspectives rather than driving home the perspectives themselves. For example, there are several pages referring to parental involvement in both types of scho ols. It gives the pros, cons, facts, assumptions, and the overall importance of what the book calls client orientation in relation to school life as well as funding. Another topic that is illustrated in this book is in relation to academic achievement exhibited by both parties. Questions are brought up such as whether or not paying for education gives you more benefits than a free (public) education can offer. In conclusion to that question, this specific chapter says that private schools to not necessarily show conclusive results that are superior to that of public schools, however, they do have the option of weeding out and excluding applicants to try and build that very stereotype into a reality. The neutrality of this source is what makes it desirable for my specific topic. As much of an oxymoron as that may be, it gives both stereotypes of each point of view without trying to sway the reader one way or another. The rhetoric exists, but somehow only in a factual manner. It would give me insight and facts about both public and private schools, and would also give me enough information about each perspective to help me make up my own mind on how I feel about each individual issue. Adams, Susan. Want your Kids to Succeed? Dont pay for their education. Forbes. Forbes.com LLC, 16 Jan. 2013. Web. 12 Mar. 2013. The main argument for this article is simple. It makes the claim that the more money parents spend on a childs education, the worse the childrens performance will be. It suggests that even though completely taking care of a their childs education financially, for some reason they are not more motivated to spend the time extra time studying when they would could be working a job on the side. In conclusion, the author of the article, Susan

Adams, states that while money does provide increased opportunity the way the money is provided to a student determines whether or not they harness it and use it to their physical and mental advantage. I want to use this source because it will give me a very important viewpoint about the idea of entitlement and motivation. Even though this article confidently says that more money equals less performance, I feel as though there is still a significant amount of analyzing that can be done to look into it further. The majority of my outlook agrees with this author on almost all of the claims, except I dont feel as though she highlighted the exceptions enough. Even if she has concrete evidence and data that supports her claim, the what if s and circumstantial exceptions still need to be referenced because I am pretty confident that there are cases where a parent is fully supporting a students education financially and the student is adhering to that generosity by making good grades.