Rating US Colleges: in 1911



US Archives (PDF)

President Obama wants to rate colleges’ “value.” Higher ed leaders hate the idea, writes Libby Nelson on Vox. When the feds tried to rate colleges by quality — in 1911 — college leaders lobbied so vigorously they got the Babcock report quashed.

The U.S. Bureau of Education’s Kendric Babcock, a former college president, rated 600 colleges and universities by how well they prepared students for graduate work. Class 1 graduates would need only a year of graduate school to finish a degree, he estimated. In Class 2 and 3, students would need more time. Class 4 graduates would start out two years behind, he predicted.

via Joanne Jacobs.




A New Ratio for the Japanese Cram School



Yuriko Nagano:

Yuuki Takano, an athletic sixth grader, hopes to attend a private junior high school with a strong soccer team after he graduates from his Tokyo public elementary school next year.

To help him pass the junior high school’s notoriously difficult entrance exams this winter, Yuuki’s mother, Asuka Takano, decided to place him in a traditional Japanese preparatory school, made up of big classes with dozens of students. The schools are often called cram schools, or juku in Japanese.

Mrs. Takano assumed her son would do well there, as she had attended a big cram school herself when she was preparing to enter a private high school.




What We Mean When We Say Student Debt Is Bad



Susan Dynarski:

Once again, the headlines are filled with claims that student loans are bad. Several articles have highlighted results from a Gallup poll that shows that college graduates who borrow for college are less happy, healthy and wealthy than debt-free graduates. The Gallup report (which is cautious in its interpretation of the data) has been drawn into a rising chorus of news media reports on the negative consequences of borrowing: Student loans not only make you sick but also hamper homeownership and delay marriage.

Student loans need reform. But recent reports obscure the key benefit of borrowing for college: a college education.

The highlight of the Gallup report is a comparison of the well-being of college graduates who did not borrow and those who borrowed more than $50,000. As I discussed in this New York Times article in June, 43 percent of undergraduates borrow nothing, and 98 percent borrow less than $50,000. The report is therefore comparing the 43 percent of undergraduates who borrow nothing with those with the highest debt loads.




The Diploma is the Message: Doug Rushkoff Invents a Master’s Program That Matters



Jed Oelbaum:

As you sit back in your Aeron chair, drinking stale office coffee and letting your eyes swim out of focus in the artificial glow of your MacBook, take a moment to consider where you went wrong. You were going to be great! You were going to write a book, or go to law school and represent the poor and oppressed, or something. Face it – it’s probably time to quit your job and do something exciting. Why not go back to school? God knows your job isn’t making you any smarter. The rat race will be there when you get back. And while your stupid friends are slaving away towards their grad degrees in fetid hellholes like Cambridge and New Haven, you could be a pioneering student of the future in the veritable heaven on Earth that is Queens, NY.

City University of New York’s Queens College and digital media theorist Douglas Rushkoff are teaming up to create a Master’s program in Media Studies for the technologically minded, socially conscious upstarts who will define the way we see the world for years to come. “Instead of training people to become marketers or to write the next useless phone app, we’re going to support people who want to see through the media, and use it to wage attacks on the status quo,” Rushkoff says. “This is media studies for Occupiers.”




Explaining how pensions work might alarm rather than empower – strongly disagree….



Pauline Skypala:

What is the difference between per cent and percentage points? I was pulled up on this some years ago soon after joining the FT, and have since discovered many others, including prominent academics, who are not aware of the distinction.

Does it matter? For the sake of accuracy, yes it does. Given the general lack of numeracy and financial understanding though, it is a minor detail.

The financial industry has long maintained that financial education is the missing factor in making us all better customers for their wares. As financial decision-making is increasingly passed from institutions to individuals and becomes more and more complex, the apparent need for better education becomes more pressing.

Few would disagree that an appreciation of interest rates, compound interest, annual percentage rates and inflation should be taught as standard to all school children. It would not go amiss if they learned about the stock market either.

That alone, though, would not necessarily equip them to make decisions about how to invest for retirement, say. There is a distinct lack of agreement about how to do that among the professionals, for a start. There is also no agreement on the extent to which a better understanding of investment risk would lead to better decision-making.

A recent publication by Allianz, the insurer, reveals a belief on the part of some contributors that financial education would prevent the recurrence of a 2008-style crisis and contribute to lowering wealth inequality, while others maintain it is all too complex and we should leave decisions to the experts.




Commentary on College Remediation Rates



Carol Burris:

College remediation rates are used to justify the need for the Common Core. For diehard reformers, the lack of “rigorous standards” is res ipsa loquitur –the culpability is such that one can disregard the other possible contributing factors that result in student remediation.

The argument is both political and simplistic. It is political because time and again the facts about college remediation are distorted or framed to cause maximum alarm. It is simplistic because it fails to acknowledge the complexity of the problem, seeing college remediation solely as a function of inadequate high school preparation.

Let’s begin with how reformers distort the facts. Here is one example. According to Boston Globe columnist Scot Lehigh, Secretary of Education Arne Duncan said the following in Massachusetts earlier this year:




Top UK universities urge scrapping of free-for-all student recruitment plan



Richard Adams:

Wendy Piatt, director-general of the Russell Group of universities – which represents research-intensive universities such as Oxford and Manchester – said the HEPI report on Australia’s experience raised “serious concerns” about the ending of firm controls on student numbers.

“Now that the government no longer intends to use the sale of the student loan book to fund the uncapping of student numbers in England, we would urge it to abandon the policy or at least consider much more robust ways of controlling costs and quality,” Piatt said.

“We would be extremely concerned if the substantial funds required to pay for additional students were taken from the already very stretched budget for research and higher education. It would be very worrying if this policy leads to less funding per student. Good teaching requires proper levels of investment.”

While Australia spent years preparing the groundwork for open enrolments in its universities, the English approach “was put together quickly and remains fuzzy,” according to Hillman, including the Treasury’s forecast of an additional 60,000 students a year.




Kardashian Index



Judith Curry:

I am concerned that phenomena similar to that of Kim Kardashian may also exist in the scientific community. I think it is possible that there are individuals who are famous for being famous. – Neil Hall

If you are scratching your head wondering who Kim Kardashian is, she is a reality TV star with millions of fans and online followers. When I first spotted tweets about the Kardashian factor, I rolled my eyes and ignored them. I inadvertently landed on an article about the Kardashian factor by following a tweet from Kirk Englehardt. Its interesting, sort of entertaining and irritating at the same time, but the article and the responses to it are raising some important issues.

The Kardashian Index: a measure of discrepant social media profile for scientists




Big jump in number of millennials living with parents reported



Walter Hamilton:

More Americans than ever live in multigenerational households, and the number of millennials who live with their parents is rising sharply, according to a study released Thursday.

A record 57 million Americans, or 18.1% of the population, lived in multigenerational arrangements in 2012, according to the Pew Research Center. That’s more than double the 28 million people who lived in such households in 1980, the center said.

A multigenerational family is defined as one with two or more generations of adults living together.

Moving in with parents becomes more common for the middle-aged
Walter Hamilton
The sluggish job market and other factors have propelled the rise in millennials living in their childhood bedrooms.

About 23.6% of people age 25 to 34 live with their parents, grandparents or both, according to Pew. That’s up from 18.7% in 2007, just prior to the global financial crisis, and from 11% in 1980.

“Parasite Single“.




How the Government Exaggerates the Cost of College



David Leonhardt:

But it turns out the government’s measure is deeply misleading.

For years, that measure was based on the list prices that colleges published in their brochures, rather than the actual amount students and their families paid. The government ignored financial-aid grants. Effectively, the measure tracked the price of college for rich families, many of whom were not eligible for scholarships, but exaggerated the price – and price increases – for everyone from the upper middle class to the poor.




It’s harder to be a poor student in the U.S. than in Russia



Roberto Ferdman:

It isn’t easy to be a disadvantaged high school student anywhere, but the U.S. education system appears to be particularly unkind to its less privileged youth.

Poor students have a tougher time overcoming their socioeconomic odds in the U.S. than in Canada, France, Russia, and 33 other countries, according to a new global report by the OECD. Only about 20 percent of disadvantaged students in the U.S.—those in the bottom 25th percentile of the PISA index of economic, social and cultural status— show academic performance that’s in the top 25th percentile internationally. In Russia and France, that percentage is only slightly higher; in Canada it’s nearer to 35 percent. In a handful of East Asian countries, including Singapore, Vietnam, and several provinces in China, well over 60 percent of disadvantaged students rank in the top quarter of international students. The average among all OECD member countries is roughly 25 percent.




Ranking College Professors



Betsy Hammond:

Reed College rates No. 1 in the nation for professors who rate high in the eyes of their students, according to a survey of 130,000 college students released Monday by the Princeton Review.

The publisher of college guides asked students to complete a detailed survey covering all aspects of their college experience. Questions included a five-level rating of whether professors are accessible and “interesting and bring their material to life,” plus open-ended questions including “comment on your professors and your overall academic experience” and “what are the greatest strengths of your school?”

At no U.S. college were students more effusive about their professors than at Reed, the most selective college in Oregon, where super-smart students learn at an intellectually curious, lushly green campus in Southeast Portland.

Perhaps as a result, Reed students were No. 4 in the nation in the average amount of time they reported studying outside of class. (Harvard students were No. 11.) Reed students also enjoy the No. 3 best classroom experience, Review officials report.




A Tale of ‘Too Big to Fail’ in Higher Education



Kevin Carey:

For the last two years, the City College of San Francisco has operated in the shadow of imminent death. It is the city’s main community college, with 77,000 students, and in June 2012 its accreditor warned that chronic financial and organizational mismanagement threatened its future. If the problems weren’t fixed in short order, the accreditor said, it would shut down the college. A year later, the accreditor decided that City College’s remedial efforts were too little, too late, and ordered the campus to close its doors this July.
 
 The political backlash was fierce. The faculty union lodged a formal complaint with the Department of Education against the accreditor, the Accrediting Commission for Community and Junior Colleges, challenging its right to exist. A separate lawsuit is scheduled to go to trial this year. Politicians including the House minority leader, Nancy Pelosi, whose district includes part of City College, issued public condemnations. Finally, last month, with the scheduled closing date weeks away, the accreditor gave in. The college was granted two more years to improve, and most observers assume that the threat of dissolution has passed.




How hard is it to be a teacher? Story from Japan.



Daniel Willingham:

About six weeks ago, Amanda Ripley published an article suggesting that it be made more difficult to become a teacher. I’ll add one story.

My colleague at the University of Virginia, Shige Oishi, is, without exaggeration, a brilliant and highly accomplished man. I recently learned that he briefly thought about a career in teaching in Japan. I asked why he didn’t pursue it.

He told me “I wasn’t sure I could do it. The entrance examination is very very difficult. I knew I would have to study at least a year, and then I wasn’t sure I could pass.”




A College Education Saddles Young Households with Debt, but Still Pays Off



Daniel Carroll and Amy Higgins:

Many parents believe their children must get a college degree—especially if they want to have at least as comfortable a lifestyle as their parents had; yet the price of a college degree has been rising rapidly over the past three decades. As costs have risen, more and more students and their families have turned to education loans for financing. This trend, combined with the strong propensity for households to form among individuals of similar education levels, has led to much larger student loan debt burdens for households headed by young adults who have attended college. In the 1989 Survey of Consumer Finances, real (inflation-adjusted) average student loan debt for young households (those headed by someone between 22 and 29 years of age) with a college degree was $3,420. In 2010, the same average was $16,714, nearly a 400 percent increase. For households with some college, but without a college degree, average student loan debt rose about 270 percent.




Academics call for guidelines on use of online learners’ data



Chris Parr:

Guidelines to ensure the ethical use of data gathered from online learners need to be developed, to prevent the misuse of personal information, a group of academics has said.

Delegates at the Asilomar Convention for Learning Research in Higher Education, which took place in California earlier this month, have produced a framework to promote the appropriate use of both learners’ personal information, and any research based on their activity.

The document states that six principles should inform the collection, storage, distribution and analysis of information gathered from people who engage with online learning resources such as massive open online courses.

These include having respect for the rights and dignity of learners and ensuring that digital technologies never erode the relationships that make learning “a humane enterprise”.

“Virtually all modern societies have strong traditions for protecting individuals in their interactions with large organizations, especially for purposes of scientific research, yet digital media present problems for the inheritors of those traditions,” the document says.




Foxconn’s newest product: a college degree



Rob Schmitz:

There are a lot of lines at a typical Foxconn factory in China. There’s the assembly line, where thousands of young people – typically high school dropouts – put together each and every part of an iPad. It’s tedious, mind-numbing work, and that’s why assembly line workers usually don’t stick around very long. They quit, and that necessitates another line: The hiring line outside a Foxconn factory is, at any given time, hundreds of applicants long, migrants from the countryside who arrive each day to replace workers who’ve quit. When you consider the manufacturer has a million workers – it’s China’s largest private employer – this labor cycle isn’t surprising.

But it is costly.

“The turnover rate is pretty high and it’s impossible to retain all our workers,” says Li Yong Zhong, a manager at Foxconn’s Chengdu plant, “But we’d like every employee to be able to develop and improve their knowledge, skills and income so that they’ll want to stay here.”




Estimates of the Continuously Publishing Core in the Scientific Workforce



John P. A. Ioannidis, Kevin W. Boyack, Richard Klavans:

The ability of a scientist to maintain a continuous stream of publication may be important, because research requires continuity of effort. However, there is no data on what proportion of scientists manages to publish each and every year over long periods of time.

Methodology/Principal Findings

Using the entire Scopus database, we estimated that there are 15,153,100 publishing scientists (distinct author identifiers) in the period 1996–2011. However, only 150,608 (<1%) of them have published something in each and every year in this 16-year period (uninterrupted, continuous presence [UCP] in the literature). This small core of scientists with UCP are far more cited than others, and they account for 41.7% of all papers in the same period and 87.1% of all papers with >1000 citations in the same period. Skipping even a single year substantially affected the average citation impact. We also studied the birth and death dynamics of membership in this influential UCP core, by imputing and estimating UCP-births and UCP-deaths. We estimated that 16,877 scientists would qualify for UCP-birth in 1997 (no publication in 1996, UCP in 1997–2012) and 9,673 scientists had their UCP-death in 2010. The relative representation of authors with UCP was enriched in Medical Research, in the academic sector and in Europe/North America, while the relative representation of authors without UCP was enriched in the Social Sciences and Humanities, in industry, and in other continents.

Conclusions

The proportion of the scientific workforce that maintains a continuous uninterrupted stream of publications each and every year over many years is very limited, but it accounts for the lion’s share of researchers with high citation impact. This finding may have implications for the structure, stability and vulnerability of the scientific workforce.




Advice to a Beginning Graduate Student



Manuel Blum:

READING, STUDYING, THINKING,
STARTING OFF on the PhD,
DEEP in the MIDDLE of the PhD,
WRITING it all up.
YOU

READING:
Books are not scrolls.
Scrolls must be read like the Torah from one end to the other.
Books are random access — a great innovation over scrolls.
Make use of this innovation! Do NOT feel obliged to read a book from beginning to end.
Permit yourself to open a book and start reading from anywhere.
In the case of mathematics or physics or anything especially hard, try to find something anything that you can understand.
Read what you can.
Write in the margins. (You know how useful that can be.)
Next time you come back to that book, you’ll be able to read more.
You can gradually learn extraordinarily hard things this way.

Consider writing what you read as you read it.
This is especially true if you’re intent on reading something hard.

I remember a professor of Mathematics at MIT,




Families Borrow Less for College More Income, Savings Are Used to Cover Costs, Survey Finds



Karen Damato:

Cost-conscious families “are not going to write a blank check” for college, Ms. Ducich said. “They are making a lot of decisions to control the cost.”

For one thing, more students attended a two-year public college, and many such students live at home. The 34% of students using two-year public schools was the highest in the seven years the study has been conducted.
“You can save an enormous amount of money” at a two-year school, said Christopher Russo, 22, of Bridgewater, N.J., who received an associate degree in May from nearby Raritan Valley Community College.

Because of medical and financial issues, his family was unable to contribute to college costs. Still, Mr. Russo is debt-free, with summer earnings combined with grants and scholarships having covered Raritan Valley’s full cost—$4,600 in 2013-14 for local-county residents taking 15 credits a semester.

Mr. Russo will incur a limited amount of debt when he continues his education this fall at Rutgers, the State University of New Jersey. While some of his friends attending private colleges will end up with huge debt burdens, he said, “I’ll be out of debt incredibly fast,” probably a few years after graduation, thanks to his in-state tuition at Rutgers and spending the first two years at a community college.




The Problem With College Rankings



David Bell:

As a Princeton professor, I really ought to love college rankings. The most famous of them, by U.S. News and World Report, currently places my employer first among national universities, nudging out Harvard and Yale. Forbes’s list of “America’s Top Colleges” has us at a respectable third. While Money’s brand-new “Best Colleges” ranking takes us down a notch to fourth, it still puts us ahead of the other Ivies. Go, Tigers!

In fact, as with most of my colleagues, what was once mild amusement at this Game of Lists is fast turning into serious annoyance. Far too many Boards of Trustees fixate on their school’s rankings, and a college president whose school drops sharply in the U.S. News list now has about as much job security as a Big Ten football coach after a third consecutive losing season. As a result, far too many schools design their policies explicitly with U.S. News in mind. Among the most nefarious consequences has been the shift of precious financial aid dollars away from students with real financial need, toward affluent ones who can boost a school’s average SAT and “yield” (the percentage of admitted students who actually matriculate). Stephen Burd filed an excellent report on this trend last year in The Washington Monthly, but it is all too obvious to anyone who, like me, has teenage children at an affluent high school (I know several families with “one-percent” level annual incomes whose offspring receive substantial merit scholarships).

Is the problem simply the way the rankings are designed? If this were so, in one respect the Money list might offer a welcome corrective. Unlike U.S. News, which gives the most weight to academic reputation and student retention rates, Money takes “affordability” as one of three equal factors, and within this category places significant emphasis on debt. Money will grade down colleges that offer merit scholarships to the affluent while skimping on aid to needy students, forcing them to take out higher loans.




Wall Street as cause and beneficiary of skyrocketing university tuition



Cory Doctorow:

A deep, carefully argued, carefully research report from Debt and Society makes a strong case that sky-high tuition (and brutal, lifelong student debt, up 1000% in 15 years) is not primarily caused by bloated administrations or high professors’ salaries. The explanation is a lot more banker-y.

Cuts to public spending drove universities to hike tuition, and the students made up the difference through loans, which benefit financial institutions. The university-as-business ethos that followed drove administrators to float lucrative (for the financial sector) bonds to create showy physical plant for their campuses, further driving up the cost of tuition and the finance-sector revenues from student debt. It’s even worse in the for-profit university sector, where all of these financial shenanigans and the attending lifetime of debt are accompanied by “dismal graduation rates.”

The spending on actual education — classrooms, faculty, etc — has held steady through this period, but ten percent of America’s $440B annual post-secondary education spend goes into investors’ pockets.




The Decline of Drudgery and the Paradox of Hard Work



Brendan Epstein Miles S. Kimball:

We develop a theory that focuses on the general equilibrium and long-run macro- economic consequences of trends in job utility. Given secular increases in job utility, work hours per capita can remain approximately constant over time even if the income e§ect of higher wages on labor supply exceeds the substitution e§ect. In addition, secular improvements in job utility can be substantial relative to welfare gains from ordinary technological progress. These two implications are connected by an equation áowing from optimal hours choices: improvements in job utility that have a significant e§ect on labor supply tend to have large welfare effects.

Keywords: Labor supply, work hours, drudgery, income e§ect, substitution e§ect, job utility.




A Brief History of the Humanities Postdoc



Sydni Dunn:

When Harriet A. Zuckerman joined the Andrew W. Mellon Foundation in 1991, postdoctoral fellowships in the humanities were rare. If, that is, they existed at all.

At the time, postdocs were unique to the sciences, where they’d already become a standard phase in the life cycles of young scholars. The positions had been created to give newly-minted Ph.D.’s in STEM fields a few additional years of training before they entered the job market by ushering them into laboratories to assist established scientists in their research. Science postdocs were far from perfect—they offered low pay and often-frustrating work conditions—but graduates flocked to the programs.

Fast forward about two decades, and graduates in the humanities are now doing roughly the same thing. Search Vitae’s job bank, or scan the Academic Jobs Wiki’s Humanities and Social Science Postdocs fork, and you’ll hit upon dozens of fellowship opportunities. Pursue a Ph.D. in the humanities, and you’re almost certain to hear plenty of opinions—whether from your own advisors or from other experts—on how postdocs should figure into your job search.




Secrets of Ivy League tour guides



Liz Lian:

In McCosh Courtyard on a sunny October afternoon, Princeton students mill about between classes while my friend Sybil, a junior, stands facing her Orange Key tour group. We smile and wave at each other over the heads of the thirty or so prospective students and their parents eagerly listening to Sybil. As I walk by, I catch a snippet of her presentation: “In general,” she says, “Princeton students aren’t really concerned with GPA.”

I laugh to myself at the absurdity of her comment. In a rigorous Ivy League atmosphere where students are divided into quintiles based on GPA cutoffs, how could this be true? I texted Sybil immediately after I heard her comment: “Stop lying to your tours!!” To which she responded: “They tell us to say that!”

Over lunch a few days later, Sybil—who, like all the other tour guides quoted in this article, agreed to be included on the condition that her real name not be used—lists several more pieces of exaggerated information she shares during her tours. She once begrudgingly told a tour group, “There’s no such thing as a typical or a bad dorm room” just one day after an incident that scarred her deeply. She had killed a large insect in her fourth-floor room, and when she returned to clean it up moments later, found a three-inch cockroach eating it. With a hint of bitterness, Sybil recalls a parent from another tour who asked her what the dating scene was like. “I said, ‘You can make it what you want it to be.’ Lie!” We both laugh. Some Princeton students do date, but Sybil is hinting at her frustration—shared by many of her peers—with ephemeral relationships that mostly blossom on “the Street,” the stretch of campus where most Princeton parties occur.




An Attack on the Ivy League Is an Attack on Meritocracy Itself



Yishai Schwartz:

illiam Deresiewicz’s New Republic cover story, “Don’t Send Your Kid to the Ivy League,” has made a stir for his indictment of elite universities as bastions of inequality and intellectual indolence. Less discussed, however, is his claim that the Ivy League’s “narrow conception of what constitutes a valid life: affluence, credentials, prestige” has become a larger cultural problem, infecting American society in general. Generations of students, Deresiewicz argues, are having their souls sucked out of them as they strive to conform to these institutions’ narrow model of the good life. So he doesn’t just attack the conduct of Ivy League colleges; he assails the entire premise of an educational meritocracy. But in doing so, Deresiewicz ignores the values of that meritocracy and displays an unjustified optimism about what might take its place.

In Deresiewicz’s hands, the word “meritocracy” becomes a canard, as he condemns the Ivy League for creating a perverse incentive-structure and credential rat-race that prevents students from “building a soul.” According to Deresiewicz, the Ivy League’s cutthroat social competition and superficial standards for success drive students (and potential applicants) in artificial, anti-intellectual, and anti-contemplative directions. Because of the Ivy League, Deresiewicz explains, high school students spend their time in SAT prep instead of reading poetry, and rather than doing meaningful volunteer-work in their local soup kitchen, they run off to Africa for college essay–driven service trips. But Deresiewicz’s critique is half caricature and half wishful thinking. He ignores the ways in which these universities do promote precisely those values and behaviors that are critical to what Deresiewicz labels “the soul.”




The Curse of Smart People



apenwarrm:

Anyway, this big company that now employs me is rumoured to hire the smartest people in the world.

Question number one: how true is that?

Answer: I think it’s really true. A suprisingly large fraction of the smartest programmers in the world *do* work here. In very large quantities. In fact, quantities so large that I wouldn’t have thought that so many really smart people existed or could be centralized in one place, but trust me, they do and they can. That’s pretty amazing.

Question number two: but I’m sure they hired some non-smart people too, right?

Answer: surprisingly infrequently. When I went for my job interview there, they set me up for a full day of interviewers (5 sessions plus lunch). I decided that I would ask a few questions of my own in these interviews, and try to guess how good the company is based on how many of the interviewers seemed clueless. My hypothesis was that there are always some bad apples in any medium to large company, so if the success rate was, say, 3 or 4 out of 5 interviewers being non-clueless, that’s pretty good.




Wanted: A Future for Philosophy



Adam Briggle & Robert Frodeman:

How goes it with the institution of philosophy? Consider the situation of “Jeremy,” a Ph.D. student in the graduate program at the University of North Texas. As a second-year student, he has a teaching fellowship. This means that in addition to taking nine credit hours of graduate coursework, he teaches two sections of “Contemporary Moral Issues” each semester. Each section has 45 students. Jeremy is responsible for the entirety of the class, just as any professor would be.
 
 In 2014, for teaching four courses a year, Jeremy earns $14,199. That’s about $2,500 above the poverty level as established by the U.S. Department of Health and Human Services. But Jeremy, like most graduate students at UNT, does not receive a tuition waiver. After he pays tuition and fees—some $8,000 a year—his annual salary comes to about $6,000 for nine months’ work.




Adjuncts Outsourced in Michigan



Colleen Flaherty:

Colleges and universities have outsourced lots of services in the past several decades, from food preparation and delivery to bookstores to sanitation. But to many academics it is taboo to even consider outsourcing the faculty.
 Not in Michigan. In recent years, a handful of community colleges in that state have outsourced the recruitment and hiring of adjunct instructors – who make up the overwhelming majority of the community college teaching force – to an educational staffing company. Just last week, the faculty union at a sixth institution, Jackson College, signed a collective bargaining agreement allowing EDUStaff to take over adjunct hiring and payroll duties.
 
 
 Read more: http://www.insidehighered.com/news/2014/07/21/colleges-assign-adjunct-hiring-third-party#ixzz386Z0jm3Q
 Inside Higher Ed




Debt Demons Discover Student Debt



John Wasik:

It was only a matter of time. The debt demons have discovered people burdened with student debt and have started preying upon them.
 
 By “demons,” I’m referring to the rapacious scoundrels going under the guise of “debt settlement” companies who pounce on people deeply in debt and promise to get them out of it.
 
 After relieving their victims of several hundred — or thousands — of dollars, the debt demons move on, having provided no useful service at all. Lately they’ve headed into student loan debt from their traditional territory of credit and mortgage debt.




How to Read a Research Paper



Michael (PDF):

Later in the semester, we will talk about how to write a research paper. To begin the course, however, we consider how to read a research paper. This discussion presupposes that you have a good reason to carefully read a research paper – for example, the fact that I assign a paper is (probably) a good reason for you to read it. You may also need to carefully read a paper if you are asked to review it, or if it is relevant to your own research. We might also later discuss how to skim a paper, so that you can decide whether a paper is worth a careful reading.




Don’t Send Your Kid to the Ivy League



William Deresciewicz:

In the spring of 2008, I did a daylong stint on the Yale admissions committee. We that is, three admissions staff, a member of the college dean’s office, and me, the faculty representative—were going through submissions from eastern Pennsylvania. The applicants had been assigned a score from one to four, calculated from a string of figures and codes—SATs, GPA, class rank, numerical scores to which the letters of recommendation had been converted, special notations for legacies and diversity cases. The ones had already been admitted, and the threes and fours could get in only under special conditions—if they were a nationally ranked athlete, for instance, or a “DevA,” (an applicant in the highest category of “development” cases, which means a child of very rich donors). Our task for the day was to adjudicate among the twos. Huge bowls of junk food were stationed at the side of the room to keep our energy up.

The junior officer in charge, a young man who looked to be about 30, presented each case, rat-a-tat-tat, in a blizzard of admissions jargon that I had to pick up on the fly. “Good rig”: the transcript exhibits a good degree of academic rigor. “Ed level 1”: parents have an educational level no higher than high school, indicating a genuine hardship case. “MUSD”: a musician in the highest category of promise. Kids who had five or six items on their list of extracurriculars—the “brag”—were already in trouble, because that wasn’t nearly enough. We listened, asked questions, dove into a letter or two, then voted up or down.

With so many accomplished applicants to choose from, we were looking for kids with something special, “PQs”—personal qualities—that were often revealed by the letters or essays. Kids who only had the numbers and the résumé were usually rejected: “no spark,” “not a team-builder,” “this is pretty much in the middle of the fairway for us.” One young person, who had piled up a truly insane quantity of extracurriculars and who submitted nine letters of recommendation, was felt to be “too intense.” On the other hand, the numbers and the résumé were clearly indispensable. I’d been told that successful applicants could either be “well-rounded” or “pointy”—outstanding in one particular way—but if they were pointy, they had to be really pointy: a musician whose audition tape had impressed the music department, a scientist who had won a national award.




Colleges are hoping predictive analytics can fix their dismal graduation rates



Libby Nelson:

Decades ago, colleges would start off freshmen orientation by pointing out how many students wouldn’t succeed. The practice has gone out of style. But the graduation rate has barely budged: less than two-thirds of students who start college ever finish. So the central mystery of higher education remains the same: who will graduate? Who won’t? What separates the successes from the dropouts? And how can colleges turn the latter into the former before it’s too late?

Ellen Wagner’s job is to answer those questions. The longtime education technology expert directs the Predictive Analytics Reporting Framework, one of the biggest data sets of higher education’s nascent era of Big Data.

Using data on 1.8 million students from the past, Wagner can see the future. Give her the bare bones of a college freshman’s biography — age, major, whether he is the first in his family to go to college, whether she has served in the military — and she can predict whether that student is likely to graduate.




Concerns rise about cheating by Chinese applicants to U.S. colleges



Timothy Pratt:

The application essay from a student in China sounded much like thousands of others sent each year to the University of Washington at Seattle.

“ ‘I did this,’ ” admissions officer Kim Lovaas remembers the essay saying, and, “ ‘I did that.’ ” Then she came to a phrase that stopped her short: “Insert girl’s name here.”

“I thought, ‘Did I just read that?’ ” said Lovaas, associate director for international student enrollment, admissions, and services. “To me, that was a really big red flag.”

The obvious clue in the essay was an indicator of a serious problem that’s not always so easy to detect: fraudulent applications from Chinese students seeking to get into U.S. colleges and universities.




What every computer science major should know



Matt Might:

Given the expansive growth in the field, it’s become challenging to discern what belongs in a modern computer science degree.
 
 My own faculty is engaging in this debate, so I’ve coalesced my thoughts as an answer to the question, “What should every computer science major know?”
 
 I’ve tried to answer this question as the conjunction of four concerns:
 
 What should every student know to get a good job?
 
 What should every student know to maintain lifelong employment?
 
 What should every student know to enter graduate school?
 
 What should every student know to benefit society?
 
 My thoughts below factor into both general principles and specific recommendations relevant to the modern computing landscape.
 
 Computer science majors: feel free to use this as a self-study guide.
 
 Please email or tweet with suggestions for addition and deletion.




More on American Colleges’ Standing in the World



Kevin Carey:

Last week I wrote that, contrary to conventional wisdom, there is no reason to believe that American colleges are, on average, the best in the world. A number of people who responded, including several in letters to The Times, raised issues worth addressing more broadly.

Several of the questions concerned whether the American graduates in the study, known as Piaac, short for the Program for the International Assessment of Adult Competencies, are somehow different from those in other countries to whom they’re being compared.

Steve Hochstadt, professor of history at Illinois College, noted that a third of Americans have a bachelor’s degree, “compared with about 23 percent” in member countries of the Organization for Economic Cooperation and Development, and asserted that this causes Americans, on average, to score lower on tests.

A chart with the article showed that Austrian graduates scored highest in a test of numeracy; Mr. Hochstadt noted that less than 15 percent of Austrians complete college, implying that those who do are likely to be higher achievers.




Raising the bar: New Mexico State Unversity to vote on minimum 2.75 GPA; UNM likes idea



Mike Bush:

At a time when the number of high school graduates and college enrollment rates are flat, New Mexico State University is poised to raise an important admission standard for incoming freshmen: the minimum grade point average.

The university’s Board of Regents will likely vote on a measure on July 23 that includes raising the GPA from 2.5 to 2.75, effective in the fall of 2016.

“I expect it to pass,” Provost Dan Howard said Friday, “but I don’t know that it will.”

A similar discussion is just getting started at the University of New Mexico, where the issue has caused heated controversy in the past.

Raising standards would almost certainly – at least at first – reduce the number of entering freshmen at the state’s two largest schools. And that would come at a time when the state

is projected to see only a small increase in its number of high school graduates over the next decade.

But officials say, in the long term, the move is expected to strengthen the NMSU brand, improve graduation rates and bolster the university’s image outside of New Mexico, all of which would make it easier to compete for out-of-state and foreign students.

The provost, however, said none of those benefits were behind the move to raise the admission standard.




To Fight Grade Inflation in the Humanities, Add Context



Andrew Perrin:

“You don’t understand,” the student said. “This is sociology. I took this class to increase my GPA. It wasn’t supposed to be hard!”

It was my first semester on the faculty, and the student had come to my office to complain about the grade she’d earned on the first paper for my sociology class: a B-minus. I had explained to her why the grade was appropriate, and one she could feel proud of. (UNC’s official grade system says the B range indicates “strong performance demonstrating a high level of attainment,” and that “the student has shown solid promise in the aspect of the discipline under study.”) But the student remained dissatisfied.

Alongside too many such conversations I’ve had, I’m happy to say that there have been at least as many with genuinely curious students who want to explore the material and see where it takes them. But the governing assumption—particularly in relatively humanistic fields like mine—that merely adequate performance deserves an A makes it difficult to document or reward the outstanding work of such curious young minds. That is why I became an advocate for curtailing grade inflation and grading inequality.

When A stands for average.




How Tests Make Us Smarter



Henry L. Roediger III:

TESTS have a bad reputation in education circles these days: They take time, the critics say, put students under pressure and, in the case of standardized testing, crowd out other educational priorities. But the truth is that, used properly, testing as part of an educational routine provides an important tool not just to measure learning, but to promote it.

In one study I published with Jeffrey D. Karpicke, a psychologist at Purdue, we assessed how well students remembered material they had read. After an initial reading, students were tested on some passages by being given a blank sheet of paper and asked to recall as much as possible. They recalled about 70 percent of the ideas.

Other passages were not tested but were reread, and thus 100 percent of the ideas were re-exposed. In final tests given either two days or a week later, the passages that had been tested just after reading were remembered much better than those that had been reread.




“Promoting diversity appears to be more important than teaching students”



W. Lee Hansen:

This Framework for Diversity and Inclusive Excellence sailed through our Faculty Senate without the least bit of attention, much less the “sifting and winnowing” on which it prides itself.

Although much of the language is a thicket of clichés, no one dared challenge it. Moreover, there was no probing of the ramifications of the plan. Apparently, “diversity” has become such a sacred cow that even tenured professors are afraid to question it in any way.

To begin, the university’s justification for the new policy is difficult to understand: “Our commitment is to create an environment that engages the whole person in the service of learning, recognizing that individual differences should be considered foundational to our strength as a community.”

That language is mere education babble, but the Faculty Senate swallowed it whole. So did the academic staff and the students.

The plan¹s definition of diversity focuses on a wide array of differences that can be found in every enrolled student. Here’s what it includes:




See Inside The U.S. Neglects Its Best Science Students



Rena F. Subotnik, Paula Olszewski-Kubilius and Frank C. Worrell:

The U.S. education policy world—the entire country, for that matter—is on a quest to increase the ranks of future innovators in science and technology. Yet the programs that get funded in K–12 education do not support students who are already good at and in love with science. These students have potential for outstanding contributions, but without public investment they will not be prepared for the rigors of a scientific career. This is especially true for those without highly educated and resource-rich parents.

This lack of investment is not a matter of chance. It is the result of two related myths about who these students are and what they need from our education system. The first myth is that all talented students come from privileged backgrounds. A second is that students who are successful at a particular time in their school career can somehow thrive on their own, unassisted and unsupervised. We argue that all children deserve to be challenged cognitively, including the most able. Many students with low socioeconomic backgrounds never get the opportunity to develop their talents beyond the rudimentary school curriculum. Jonathan Plucker of the University of Connecticut has shown that high-achieving, low-income students fall further behind their higher-socioeconomic-status peers the closer they get to graduation. Moreover, international comparison studies show science scores improving for all students except those in the top 10 percent.

We know how to identify students who are talented in science and motivated to achieve. We find them thriving in enriched environments (think math and rocketry clubs) inside and outside of school. Standardized tests identify exceptional reasoning abilities in mathematics and spatial skills. Expressing and showing interest in science in elementary or middle school are good predictors of future pursuit of career interests in science, technology, engineering or mathematics.




Wisconsin’s DPI Lags again: Minnesota Publicly Links High School Graduation to College Achievement Data



Mila Koumpilova

Six years ago, 225 students graduated from St. Paul’s Como Park High School. More than 70 percent went to college. Almost 40 percent got a degree.

That’s the sort of information Minnesota educators and parents have long wished they had. Now, it is readily available for the first time on a newly launched website that shows where a high school’s graduates went to college, how long they stayed on campus and how many graduated.

For state officials like Education Commissioner Brenda Cassellius, the information promises to highlight hidden success stories and inform policy decisions at a time of intense focus on college and career readiness. High schools can use it to assess how well they are preparing students and to spur partnerships with campuses popular with their graduates.

“This is a huge step forward in understanding how our students do when they leave us,” said Joe Munnich, the St. Paul district’s assistant director of research, evaluation and assessment. “It opens up amazing possibilities.”

Of Minnesota’s 2008 high school graduates, 69 percent went to a two- or four-year college, and 45 percent have since gotten a diploma. Eventually, the web site will also include information on how college graduates are faring on the job market.

The new data and web site are a joint effort by Minnesota’s Office of Higher Education, the Departments of Education and the Department of Employment and Economic Development. The project is funded with the same federal grant that has supported the state’s “Getting Prepared” reports, which show what portion of a high school’s graduates had to take remedial courses in college.

Until now, high schools knew which of their students graduated in a given year. Higher education institutions knew which students arrived on their campuses and which stuck around until graduation. The state project linked up that data for each student.

This data has been discussed from time to time in Madison & Wisconsin. Yet, our Wisconsin DPI – parent of the oft criticized WKCE – seems to be living in the status quo.

It appears that the Wisconsin DPI spent $48,531,028.75 during 2013 according to the Wisconsin “Open Book” site.

Here’s an example from Minnesota’s “SLEDS” System:


Dive in at the SLEDS site.




Confronting Our Permanent Public University “Austerity”



Chris Newfield:

This post focuses on the University of California’s budget situation, but it is broadly applicable to public colleges and universities across the country. More evidence of the national pattern came in this week, with reports of Moody’s negative outlook on higher education’s finances. The Chronicle of Higher Education’s Don Troop provided highlights of Moody’s view of the overall sector. UC reflects the convergence of all but the fourth of these trends.
 
 Growth in tuition revenue remains stifled by affordability concerns, legislative ceilings on tuition levels, and steep competition for students.
 
 State financing of higher education will increase, on average, just 3 to 4 percent—not enough to meet the growth in expenses.
 
 Already stiff competition for sponsored-research dollars is getting stiffer, with success rates for proposals dropping from 19 percent in 2008 to below 15 percent last year.

Fascinating given the tuition cost + student loan explosion.




Student Housing Gets Swanky and Investors Salivate



Diana Olnick:

From the front lobby, it could easily be mistaken for a spa hotel—the blue wave lighting on the wall behind the concierge desk, the sleek sofas and flat screen monitors. But this is no hotel. It is student housing—millennial style—and it may be one of the best under-the-radar real estate plays of the decade.
 
 “This is an industry that is ripe with opportunity,” said Bill Bayless, CEO of American Campus Communities, the largest student housing REIT (real estate investment trust) in the nation and developer of Drexel University’s Chestnut Square, a 361,000-square-foot luxury dormitory for 861 students on the Philadelphia campus. “If you look at the student housing sector, it was ignored by the mainstream real estate industry for more than 40 years.”




College Presidents & the Titanic



Benjamin Ginsburg:

These college presidents appear to believe that their good ship is on course and can continue steaming full speed ahead. And, why shouldn’t our captains of erudition have a rosy view? Many are lavishly compensated, expensively dressed and coifed, and surrounded by legions of deanlets and toadies who always agree with them. How could anything be wrong with such a world? Cries of alarm from faculty members, students, parents and legislators must be uninformed. Tell the band or, perhaps, order the university office of public information and administrative propaganda to turn up the volume and drown out the grumblers.




Get a liberal arts B.A., not a business B.A., for the coming artisan economy



Lawrence Katz:

Editor’s Note: In Making Sen$e’s report on “the artisan economy” Tuesday evening on the NewsHour, Paul Solman speaks with two exterminators and a dementia coach. Not what you typically think of as “artisans”? Well, how about operators of a fresh fruit Popsicle company or a line of handmade dog leashes, both crafted in a repurposed Brooklyn factory? Any of those jobs can be artisan says Larry Katz, the Harvard professor who’s coined the term “artisan economy.” What makes them artisan is that they’re not standardized occupations; they involve what he calls “personal flair” in each stage of the job.
 
 But this movement is about a lot more than hipsters bucking a traditional career path. Katz believes the artisan economy can help shore up the American middle class by creating new jobs to replace those mass production and middle management jobs lost to outsourcing or new technology. And he thinks that a firm grounding in the multidisciplinary liberal arts is the best preparation – better even than a business degree – to taking advantage of the artisan economy that he hopes will be a path to upward mobility for the average American. His extended interview with Paul Solman, edited and condensed for clarity, is below.




What Some Faculty Really Think About Nonacademic Careers



Stacey Patton:

Last month a small national group of graduate career counselors met on the University of California at San Diego’s campus in La Jolla to discuss one of the academic world’s hottest and most vexing topics: how to help Ph.D.’s and postdoctoral scholars get jobs.

The three-day conference, which was organized by the Graduate Career Consortium, was the group’s 26th annual meeting, and its largest ever: Around 100 advisors and counselors from 80 institutions attended. One-third of this year’s attendees were new registrants, an indication that campus administrators are responding to growing calls from around the country to reform graduate education.

When the GCC formed, back in 1987, only a handful of counselors showed up to these annual gatherings. As recently as a decade ago, relatively few colleges offered career-counseling services to graduate students beyond managing their dossiers. Victoria Blodgett, the GCC’s president, attributed the uptick in attendance to this year’s conference to a confluence of factors: the recent expansion of career services for Ph.D.’s, the creation of postdoctoral-affairs offices on more campuses, the growing demand for better counseling about alternative and nonacademic careers, and the need for more transparent data on job placement for advanced degree-holders.




2008 was a terrible year to graduate college



Libby Nelson:

College graduates in the class of 2008 had it rough. They started college when the economy was thriving and took on more student loan debt than anyone before them.
 
 Then, they graduated just as the Great Recession rushed in. The Class of 2008 was blindsided by an economic reality that they hadn’t planned on and weren’t prepared to handle.




Turning College Into a No-Thought Zone



Virginia Postrel:

Last September, Vincenzo Sinapi-Riddle, a student at Citrus Community College near Los Angeles, was collecting signatures on a petition asking the student government to condemn spying by the National Security Agency. He left the school’s designated “free speech area” to go to the student center. On his way there, he saw a likely prospect to join his cause: a student wearing a “Don’t Tread on Me” T-shirt. He stopped the student and they began talking about the petition. Then an administrator came out of a nearby building, informed them their discussion was forbidden outside the speech zone, and warned Sinapi-Riddle he could be ejected from campus for violating the speech-zone rule.
 
 Sinapi-Riddle has now sued Citrus College, a state institution, for violating his First Amendment rights by, among other things, demanding that “expressive activities” be confined to the 1.34 percent of campus designated as a “free speech area.” Perhaps the most outrageous part of his experience is how common it is. The vague bans on “offensive” language and other “politically correct” measures that most people think of when they imagine college speech codes are increasingly being joined by quarantine policies that restrict all student speech, regardless of its content.




Students paying extra for business skills they say they haven’t learned on campu



Laura Colarusso:

Ben Wei was already paying hefty tuition to earn a sociology degree from Bowdoin College, which charged nearly $57,000 at the time, but worried his classes weren’t teaching him skills he needed in the workplace.
 
 So he gave up his winter break just a semester before graduating and paid another $3,000 to take a three-week business boot camp designed to teach him how to work a full-time job.
 
 The course, offered by a company called Fullbridge, covered problem-solving, collaboration and communication—the kinds of skills employers say they want but aren’t getting from college grads.
 “You can sit in a room and learn economic theory from a professor or a textbook, but at the end of the day, it’s still just theory,”said Wei, who now works as a data analyst. “They don’t really teach you how to apply that theory.”




How to Teach Reading and Writing



Letters to the New York Times Editor on The Fallacy of ‘Balanced Literacy, via a kind reader:

To the Editor:

Kudos to Alexander Nazaryan for his eloquent defense of “conventionally rigorous” teaching techniques.

The decision by the New York City schools chancellor, Carmen Fariña, to reinstate balanced literacy despite the unfavorable results of studies done during the Bloomberg administration reflects, in my opinion, a general aversion to empirical evidence within the educational establishment in favor of ideology and faddish group think.

I very much appreciate the excellent K-12 teaching I received in Brooklyn public schools during the 1940s and ’50s, when a “conventionally rigorous” approach was the norm.

My more recent experience as a volunteer tutor in Wisconsin elementary schools during the past 12 years mirrors that of Mr. Nazaryan in Brooklyn in 2005-06. Again, an approach appropriate for the Midwestern equivalent of “brownstone Brooklyn” kids was employed in classrooms where half the kids were poor or minorities or both. The results of this approach are what the local press has described as a notoriously high racial achievement gap.

Carl Silverman
Madison, WI

Much more on “balanced literacy”, here along with Madison’s long term disastrous reading results.




France to teach programming languages beginning with 10 year olds



Le Monde:

« Cette initiation devrait être inscrite dans les programmes du second degré », selon le ministre, qui considère que « certains professeurs pourraient, plus naturellement que d’autres, être des pédagogues du code : les professeurs de technologie et de mathématiques ».

« Nous lançons par ailleurs, avec Arnaud Montebourg, un grand programme en faveur de la filière industrielle française du numérique éducatif », ajoute Benoît Hamon, précisant que 70 % des élèves du primaire et de collège et 100 % des enseignants seront équipés à l’horizon 2020 en ordinateurs et tablettes dotés de ressources pédagogiques numériques.




Commentary on Student Loan Debt Practices



Gretchen Morgenson:

Last week, after years of being on the financial precipice and facing accusations of improper recruiting practices by authorities in several states, Corinthian Colleges, a for-profit education company with 74,000 students in more than 100 locations around the country, began to wind down its operations. In an agreement with the federal Department of Education, Corinthian said it would halt admissions and try to sell 85 of its campuses.

At another 12 Corinthian campuses, students can continue their studies until they graduate. Certain students who choose to stop attending classes will receive refunds, the company said.

Even as the company’s fortunes faded in recent years, Corinthian’s five top executives piled up real money: Over the last three years, they’ve shared $12.5 million in salaries and cash bonuses.

But taxpayers and Corinthian students — a vast majority of whom have borrowed to finance their educations — will be the biggest losers. When Corinthian eventually vanishes, its graduates will be left holding degrees from a defunct institution. This will make it even tougher for them to get jobs, resulting in higher default rates on their federal student loans.

Related: NYU’s student debt stories.




World University Rankings



Times Higher Education:

The Times Higher Education World Reputation Rankings 2014 employ the world’s largest invitation-only academic opinion survey to provide the definitive list of the top 100 most powerful global university brands. A spin-off of the annual Times Higher Education World University Rankings, the reputation league table is based on nothing more than subjective judgement – but it is the considered expert judgement of senior, published academics – the people best placed to know the most about excellence in our universities.




A Billionaire Mathematician’s Life of Ferocious Curiosity



William Broad:

James H. Simons likes to play against type. He is a billionaire star of mathematics and private investment who often wins praise for his financial gifts to scientific research and programs to get children hooked on math.

But in his Manhattan office, high atop a Fifth Avenue building in the Flatiron district, he’s quick to tell of his career failings.

He was forgetful. He was demoted. He found out the hard way that he was terrible at programming computers. “I’d keep forgetting the notation,” Dr. Simons said. “I couldn’t write programs to save my life.”

After that, he was fired.




Self-Delusion Spreads from Professional to Graduate Education; Consternation Curiously Absent



Bernie Burk:

I want to be clear at the outset: I love literature. I was an English major, and I’ve never regretted it for a moment. I seriously considered pursuing a Ph.D. in English. I could not have a deeper faith in the liberal arts as a path to the betterment of all mankind.

So imagine my dismay at some recent reportage in the Chronicle of Higher Education. Graduate programs in languages and literature are suffering troubles all too familiar to the readers of these pages: In these straitened times, the tenure-track academic appointments for which a doctoral degree is the traditional and necessary preparation are available for only about 60% of the recipients of doctorates in language or literature (a number chillingly reminiscent of the 56%-57% of the last two law-school graduating classes who managed to find a full-time, long-term job requiring a law license within 9-10 months of graduation, though when you exclude school-funded and self-employed positions as well as a few other confounders and irrelevancies, that number is closer to 53%). The Modern Language Association (a trade group for college and graduate educators and scholars in language and literature analogous to AALS) recently released a report conceding “[w]e are faced with an unsustainable reality.”

The solution? Simple—dismiss the “reality” as “wrong”:




At Sea in a Deluge of Data



Alison J. Head and John Wihbey:

This spring, more college students than ever received baccalaureate degrees, and their career prospects are brighter than they were for last year’s graduates.

Employers responding to this year’s National Association of Colleges and Employers’ “Job Outlook 2014 Survey” said they planned to increase entry-level hiring by almost 8 percent. But what they may not realize is that these seemingly techno-savvy new hires could be missing some basic yet vital research skills.

It’s a problem that we found after interviewing 23 people in charge of hiring at leading employers like Microsoft, KPMG, Nationwide Insurance, the Smithsonian, and the FBI. This research was part of a federally funded study for Project Information Literacy, a national study about how today’s college students find and use information.

Nearly all of the employers said they expected candidates, whatever their field, to be able to search online, a given for a generation born into the Internet world. But they also expected job candidates to be patient and persistent researchers and to be able to retrieve information in a variety of formats, identify patterns within an array of sources, and dive deeply into source material.




Revisitng Kristof’s criticism of academic irrelevance



D.E. Wittkower, Evan Selinger and Lucinda Rush:

Some time has passed since Nicholas Kristof published his controversial Op-Ed “Professors, We Need You!“, and the time is ripe for us to approach the issue afresh. After briefly revisiting the controversy, we’ll offer some thoughts about how to promote public engagement by changing academic cultures and incentives.

When Kristof’s Op-Ed came out back in February, it provoked widespread discussion about whether academics—particularly in the social sciences and humanities—are socially relevant. Much of the heat stemmed from Kristof’s biting central claim: “Some of the smartest thinkers on problems at home and around the world are university professors, but most of them just don’t matter in today’s great debates.”

Rebuttals to Kristof came swiftly and appeared in different venues.

The New York Times itself published critical responses that highlighted the existence of socially relevant academic contributions in lots of places, including “use inspired research” and “blogs, TED talks, congressional and expert-witness testimony, support of social movements, advice to foundations, consultation with museums, summer programs for schoolteachers and work with prisoners.”

This crucial point that a wider net needs to be cast for defining ‘engagement’ was expressed elsewhere, too. Undeniably, counter-examples abound, including in high profile fora. “Kristof need only open the pages of the Nation, the New York Review of Books, the London Review of Books, the Boston Review, The American Conservative, Dissent, The American Prospect.” Indeed, a recent article in The Chronicle of Higher Education suggests that there’s actually robust public academic engagement occurring. “Spend a few hours reading news and opinion pieces, surfing interesting blogs, or dipping into conference-based hashtags on Twitter, and you will find academic voices speaking out—everywhere.”

Shortly after Kristof’s piece ran, the hashtag #EngagedAcademics gained traction on Twitter. Its creator Chuck Pearson lamented that when Kristof wrote about academics he was referring to “research one schools,” and perpetuating an argument predicated upon undue, elitist assumptions: “It still assumes that academics are those pipe-smoking, office-dwelling, masses-disdaining figures from another place. In other words—as the New York Times is so prone to do, when talking about higher education—it assumes that regional universities and state colleges don’t exist. It assumes that teaching-centered liberal arts colleges don’t exist. It assumes that most church-affiliated schools don’t exist. Good heavens, don’t even speak of the community colleges. And it assumes that everyone who could possibly serve as a public intellectual is a FULLPROF or is on the path to FULLPROF status. Non-tenure-track instructors? Visiting professors? God forbid, adjuncts?”




“We are spending billions of dollars in our K-12 system and these kids ought to be able to meet these standards”



Scott Rothschild:

In the world of remedial education, Shine Adams, a Kansas University student, is the exception rather than the rule.

Adams, 38, dropped out of high school, worked for several years and then decided he needed to get his diploma and then a college degree.

Adams got his GED, then, using remedial courses, passed several math classes to satisfy his math requirement and is now working on a degree in social work.

He said he couldn’t have gotten where he is without remedial courses.

But for most students, the remedial courses, sometimes referred to as developmental education, aren’t working.

“We need to do things differently,” said Susan Fish, state director of adult education at the Kansas Board of Regents.

In Kansas, 42 percent of first-time students in two-year colleges and 16 percent in public, four-year colleges enroll in at least one remedial course.

Most students who enroll in remedial courses do not graduate.

State officials say the statistics are cause for alarm as they try to increase the number of people with degrees to meet workforce demands.

“We are spending billions of dollars in our K-12 system and these kids ought to be able to meet these standards. We need to be more honest with ourselves,” said Kansas Board of Regents Chairman Kenny Wilk.

A new report recommends some targeted funding increases and program changes.

The Developmental Education report was put together over the past year by regents staff and leaders at community colleges, four-year colleges and technical colleges.




Politics & University Admissions



Jon Cassidy:

Speaker Joe Straus and two of his top lieutenants in the Texas House, Reps. Dan Branch and Jim Pitts, sent more letters to the president of the University of Texas on behalf of applicants than anyone else whose correspondence was included in a recent inquiry into admissions favoritism.

Chancellor Francisco Cigarroa’s office recently reviewed 86 “recommendation” letters, almost all of them from lawmakers, sent to UT President Bill Powers instead of through the proper channels.

The inquiry wasn’t exhaustive — those were just the letters uncovered by UT Regent Wallace Hall. Lawmakers launched impeachment proceedings against Hall last June, just two weeks after he began investigating whether the university was giving special treatment to the friends and family of lawmakers.

An update, here.




Two big Brazilian education firms, now in the process of merging, show how universities can do both quantity and quality



the Economist:

IN THE United States worries about private, for-profit universities’ high cost and dubious quality abound. A congressional inquiry in 2012 acknowledged that the sector, which trebled enrolment during the previous decade, gave students who were older, poorer and often less well-prepared for further study than those at public or non-profit institutions their best chance of a degree. But it concluded that soaring fees and drop-out rates meant that a majority left with nothing more than extra debt.

Elsewhere in the Americas, though, the story is far more positive. After equally hectic expansion, Brazil’s for-profit institutions have three-quarters of the country’s higher-education market—and fees are low and quality is rising fast. And since a degree boosts wages by a bigger multiple in Brazil than in any other country tracked by the OECD, a club of mostly rich countries, graduates can make back their tuition fees in just a few years.

Soon Brazil will become home not only to the world’s liveliest for-profit education sector, but to its biggest for-profit higher-education firm, too. Last month the antitrust regulator, CADE, approved the purchase by Kroton, the biggest such firm in Brazil, of Anhanguera, the second-biggest, to create a giant with a stockmarket value of around 18 billion reais ($8 billion).




The Economics of Fake Degrees



Scott McLemee:

It’s surprising how many house pets hold advanced degrees. Last year a dog received his MBA from the American University of London, a non-accredited distance-learning institution. It feels as if I should add “not to be confused with the American University in London,” but getting people to confuse them seems like a pretty basic feature of the whole AUOL marketing strategy.

The dog, identified as “Peter Smith” on his diploma, goes by Pete. He was granted his degree on the basis of “previous experiential learning,” along with payment of 4,500 pounds ($7,723). The funds were provided by a BBC news program, which also helped Pete fill out the paperwork. The American University of London required that Pete submit evidence of his qualifications as well as a photograph. The applicant submitted neither, as the BBC website explains, “since the qualifications did not exist and the applicant was a dog.”




July 2, 2014 Is an MBA worth it?



Kyle Van Pelt:

I have wavered back and forth on the decision to go get an MBA for years. It has always appeared so prestigious and valuable to me. But I have always wondered, is it really that valuable? I have even gone through the trouble of thoroughly researching schools that I would go to, weighed the pros and cons and even spoken to friends who have gotten their MBAs from local state schools all the way up to Ivy League. Every time I venture into those deep waters I come out with the same conclusion; as valuable as it may seem from afar an MBA is not worth the money. Today I was having coffee with an entrepreneur who has those three letters after their name and they confirmed my thoughts.

Their perspective was that starting a business or helping build one early on is just as good and most likely better, than getting an MBA.

Ultimately it boils down to practicality versus theory. Working on a brand new business, such as a startup, is real life hard knocks business school and experience is the best professor. The resounding answer I hear from people who went to business school is that theory can only teach you so much but the network you gain is invaluable. I have a hard time ponying up $100,000+ for a network, some theory and a lot of times a stigma that you don’t deserve. People, unfairly, tend to turn their noses up at those three letters.

There are cases where getting an MBA is worth it, but they are increasingly becoming edge cases. One of my friends who went to Harvard Business School specifically stated that getting an MBA didn’t make sense unless you own a balance sheet. That helps move past theory into the realm of practicality.




In state tuition rules tighten



Ron Lieber:

Figuring out how to pay in-state college tuition for a college student who grew up elsewhere is the ultimate money hack.

At desirable flagship universities in states like Michigan and Colorado, the difference between in-state and out-of-state tuition for students who get no financial aid can now approach $100,000 per undergraduate degree. And some families may also enjoy thumbing their noses at state legislators who expect affluent parents’ out-of-state tuition to subsidize the ever-lower budget allocations those representatives provide to higher education.

So it should come as little surprise that a service like In-State Angels has emerged to help high school graduates establish residency in another state. This is legal, though complicated, so once the company succeeds, it asks for roughly 10 to 15 percent of the ultimate savings as a fee.




The Misguided Freakout About Basement-Dwelling Millennialist



Derek Thompson:

More than ever, young people are living in their parents’ basements.

You’ve surely heard that one before. The Washington Post, the New York Times, the New Republic, Salon, and others have repeated it over and over in the last few years. More than 15.3 million twentysomethings—and half of young people under 25—live “in their parents’ home,” according to official Census statistics.

There’s just one problem with those official statistics. They’re criminally misleading. When you read the full Census reports, you often come upon this crucial sentence:

It is important to note that the Current Population Survey counts students living in dormitories as living in their parents’ home.

When you were adjusting to your freshman roommate, you were “living with your parents.” When you snagged that sweet triple with your best friends in grad housing, you were “living with your parents.” That one time you launched butt-rattling bottle rockets at the stroke of midnight off your fraternity roof? I hope you didn’t make too much noise. After all, you were “living with your parents,” and mine definitely went to bed around 11.




“And the dream at Berkeley is to do social work and then go work for Google or Facebook”



Conor Freidersdorf:

The Chancellor of UC Berkeley, Nicholas Dirks, formerly spent years as a professor at Columbia University. In an Aspen Ideas Festival* panel on the state of the humanities, he summed up the difference between Ivy Leaguers in New York City and graduates of the institution he now runs. “You know, the tradition at Columbia is that you read Aristotle and then you go to Goldman Sachs,” he said. “And the dream at Berkeley is to do social work and then go work for Google or Facebook.”

He added, “All the stereotypes have a lot of truth to them. What I do find interesting is that at Berkeley, about 70 percent of students are taking some computer science across the curriculum. And this, I think, is a national phenomenon. At Stanford I think it’s 90 percent, but that’s Stanford. But we’re actually trying to introduce data science and data analytics into the core arts and sciences curriculum.”

He also noted the decline in English majors at his rival institution:




Wealth by degrees The returns to investing in a university education vary enormously



The Economist:

IS A university degree a good investment? Many potential students are asking the question, especially in countries where the price of a degree is rising, as a result of falling government subsidies. Recent research suggests that the conventional wisdom remains true: a university degree pays handsomely. In America and the euro zone, for example, unemployment rates for graduates are far below average. Yet the benefit of university varies greatly among students, making an investment in higher education a risky bet in some circumstances.




In Major Announcement, FIRE Says It Will Sue Every College With a Speech Code Until Speech Codes Die Forever



Robby Soave:

The Foundation for Individual Rights in Education announced a major litigation effort Tuesday against universities that maintain clearly illegal speech codes.

With help from the law firm of Davis Wright Tremaine, FIRE is suing several universities that manifestly and unconstitutionally deprive their students of First Amendment rights.

“Universities’ stubborn refusal to relinquish their speech codes must not be tolerated,” said FIRE President Greg Lukianoff during a press conference.

For now, suits have been filed against Ohio University, Iowa State University, Chicago State University, and Citrus College in California. These universities have all trampled students’ free speech rights, according to FIRE.

Lukianoff explained that FIRE would not hesitate to expand the suits until all universities abandon their speech codes, which were ruled unconstitutional decades ago but have endured at more than 50 percent of colleges, according to the foundation’s research.




At time of austerity, eight universities spent top dollar on Hillary Clinton speeches



Philip Rucker & Tosalind Helderman:

At least eight universities, including four public institutions, have paid hundreds of thousands of dollars for Hillary Rodham Clinton to speak on their campuses over the past year, sparking a backlash from some student groups and teachers at a time of austerity in higher education.

In one previously undisclosed transaction, the University of Connecticut — which just raised tuition by 6.5 percent — paid $251,250 for Clinton to speak on campus in April. Other examples include $300,000 to address UCLA in March and $225,000 for a speech scheduled to occur in October at the University of Nevada at Las Vegas.




Delhi University’s first cutoffs soar to 100% in three colleges



Times of India:

NEW DELHI: As expected, cutoffs for admission into Delhi University’s undergraduate courses went sky high as colleges released the first list late on Monday. For BSc computer science, the bar was as high as 100% in at least three colleges — Acharya Narendra Dev (95-100), Atma Ram Sanatan Dharm (98-100) and Shyama Prasad Mukherjee (97-100).

Though ‘popular’ colleges didn’t raised the bar too high — there wasn’t much scope for it either — cutoffs in other colleges increased by as much as 20 percentage points for some courses as compared to 2012-13, when the same programmes were last on offer.




Misleading Brookings study latest attempt to bury student debt crisis



Malcolm Harris:

For the last few years, even higher education’s most ardent boosters have admitted the industry has a serious cost problem. They try to console borrowers with stories about the value — both transcendent and practical — of a college diploma. The best salespeople liberally sprinkle in empathy for families who are paying truly outrageous attendance costs. As student debt grows unabated, however, we’re now witnessing the emergence of a new line: The problem is not so bad.

Earlier this week, a report from the Brookings Institution made waves for implying that the answer to its titular question “Is a Student Loan Crisis on the Horizon?” is “no.” The report’s authors Beth Akers and Matthew Chingos conclude, after a very narrow evaluation of cherry-picked data sets, that borrowers can afford the cost of higher education, and that the system is not out of whack. David Leonhardt, managing editor of the New York Times explainer vertical The Upshot, more or less reprinted a dissent-free summary of the report as fact on the paper’s third page — near-perfect traction for Brookings.

Some other commentators have poked holes in the Brookings report, but the Times placement means it’s probably too late. Already in offices and classrooms and bars across the nation, citizens who fancy themselves well informed are no doubt third-hand-explaining away the student debt crisis. Maybe the incoming class of 2018 took a deep sigh of relief when they opened Tuesday’s paper and emailed it around. Akers and Chingos have changed the conversation on student loans, but not for the better. At least not for borrowers.




9 Things I Learned as a Software Engineer



Manuel Ebert:

Three years ago I was working in a neuroscience lab in Barcelona, busy putting electrodes on people and teaching classes on cognitive systems. Today I design and write software for a living.

Of course back in science I wrote a lot of software — if you want to make any sense of 40 GB of brain scan data you’ll have to roll up your sleeves and write scripts to crunch those numbers, and I was always a good programmer. But it wasn’t until I quit my job (and possibly my future) in academia and started working for a small and ambitious start-up that I understood what being a software engineer — and more importantly, being in the business of software engineering — is really about. It’s not knowing more programming languages, libraries, algorithms, and design patterns. It’s a mindset.




Poor progress of UK disadvantaged pupils a waste of talent, says Alan Milburn



Richard Adams:

England’s education system is wasting young talent “on an industrial scale” because of poor progress made by the brightest disadvantaged children once they leave primary school, Alan Milburn, chair of the Social Mobility and Child Poverty Commission, said after publication of a report detailing the educational differences that emerge by the age of seven.

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The report found that children from poor or disadvantaged backgrounds who achieve the highest levels at primary school have in most cases fallen behind their less able but better-off peers by the time they sit GCSE exams five years later.

Of almost 8,000 disadvantaged students who achieved top grades in English and maths standardised tests at age 11, only 900 went on to study at an elite university. But if disadvantaged children performed as well at secondary school as their better off peers, another 2,200 would later study at the likes of Oxford or Manchester universities.

Related:“They are all rich white kids & they will do just fine – not”.




Americans think we have the world’s best colleges. We Don’t



Kevin Carey:

Americans have a split vision of education. Conventional wisdom has long held that our K-12 schools are mediocre or worse, while our colleges and universities are world class. While policy wonks hotly debate K-12 reform ideas like vouchers and the Common Core state standards, higher education is largely left to its own devices. Many families are worried about how to get into and pay for increasingly expensive colleges. But the stellar quality of those institutions is assumed.

Yet a recent multinational study of adult literacy and numeracy skills suggests that this view is wrong. America’s schools and colleges are actually far more alike than people believe — and not in a good way. The nation’s deep education problems, the data suggest, don’t magically disappear once students disappear behind ivy-covered walls.

The standard negative view of American K-12 schools has been highly influenced by international comparisons. The Organization for Economic Cooperation and Development, for example, periodically administers an exam called PISA to 15-year-olds in 69 countries. While results vary somewhat depending on the subject and grade level, America never looks very good. The same is true of other international tests. In PISA’s math test, the United States battles it out for last place among developed countries, along with Hungary and Lithuania.




Why I’m No Longer a Professor



John Beck:

I have been a professor for 25 years—most of my professional life. Even when I had full-time corporate jobs, I always took salary cuts to be able to maintain my professor role…because teaching has given me about as much joy as anything in my life. Watching students learn, improve, and gain confidence is an amazing thing! But, last spring, for the first time in three decades—since I first imagined emulating my favorite high school teachers—I realized I have no compulsion to ever be in front of a classroom ever again.

The morning after I realized the joy had gone out of my work, I saw a news article about suicides among 50-something men in the US going up by 50%. And I understood.

I now comprehend how others who have lost their passion for their jobs might lose their passion for life at the same time. If I had always defined myself and my worth by my teaching profession, the realization that teaching is no longer offering me any joy came as an awful discovery.

Fortunately, I am not on the verge of sharpening straight razors and filling bathtubs. My whole life, I’ve been a bit of a…a…and I’m going to make up a word here: a polyopus. In other words, I’ve always had multiple jobs at any given time. Though I’m giving up on teaching, I’m not giving up on life. I still love writing and advisory work—I’m sure I’ll continue those.

Still, leaving the classroom is heartbreaking; teaching has always been a big part of my life. As an adjunct, visiting, or full professor, I’ve taught in more than a dozen business schools around the world—all these job comings and goings because of one event twenty-five years ago.

So where did the joy go?

I think it went where the joy of work goes for many people of my age. It wasn’t just one thing; it was an accumulation. Perhaps the work itself—if it could be done in a vacuum—would continue to be attractive and even fun. But organizations, bosses, and coworkers impinge in ways that subtract more and more from the joyful (or good) parts until there is none left. I think there’s also less resilience toward all those interferences as I age. In the process, joy eventually became a casualty.

It’s important to note two things: 1) I am one of the lucky teachers working in higher education where I could exercise a lot of autonomy compared to teachers in primary and secondary schools; and 2) that none of the interventions in the stories above had much to do with my real job of preparing young people to be leaders of tomorrow’s organizations. But today’s organizations get in the way—impeding, what I believe is, my pretty damn hallowed calling of being a teacher. My obligation is to impart to students all the most important things that I’ve ever learned in my life—then challenge them to be better and smarter than I ever hoped to be.




Wealth by degrees The returns to investing in a university education vary enormously



The Economist:

IS A university degree a good investment? Many potential students are asking the question, especially in countries where the price of a degree is rising, as a result of falling government subsidies. Recent research suggests that the conventional wisdom remains true: a university degree pays handsomely. In America and the euro zone, for example, unemployment rates for graduates are far below average. Yet the benefit of university varies greatly among students, making an investment in higher education a risky bet in some circumstances.

The value of a degree, like so much else in economics, boils down to supply and demand. The gap between average pay for university graduates and those with secondary-school degrees is commonly called the “college wage premium”. When firms are hungry for skilled workers their demand for university graduates grows, and the premium tends to rise. When the supply of graduates grows faster than that of less-educated workers, in contrast, the premium will stabilise or fall.




Creative destruction: A cost crisis, changing labour markets and new technology will turn an old institution on its head



The Economist:

HIGHER education is one of the great successes of the welfare state. What was once the privilege of a few has become a middle-class entitlement, thanks mainly to government support. Some 3.5m Americans and 5m Europeans will graduate this summer. In the emerging world universities are booming: China has added nearly 30m places in 20 years. Yet the business has changed little since Aristotle taught at the Athenian Lyceum: young students still gather at an appointed time and place to listen to the wisdom of scholars.

Now a revolution has begun (see article), thanks to three forces: rising costs, changing demand and disruptive technology. The result will be the reinvention of the university.

Off campus, online

Higher education suffers from Baumol’s disease—the tendency of costs to soar in labour-intensive sectors with stagnant productivity. Whereas the prices of cars, computers and much else have fallen dramatically, universities, protected by public-sector funding and the premium employers place on degrees, have been able to charge ever more for the same service. For two decades the cost of going to college in America has risen by 1.6 percentage points more than inflation every year.




The $124,421 Man How to pay off a mountain of student debt in six (long) years



Chadwick Matlin:

The debt began the same way all debts do: in the hollow space between what one wants and what one has.

I picked Tufts University because it seemed impressive enough. Friends like me—Jewish, precocious, pimpled—were already enrolled, and they liked it just fine. Plus, the grounds were well kept during my visit. What else does a 17-year-old, especially one who’s prone to making inarticulate decisions, need? For whatever reason, Tufts felt like somewhere I should stay for a while.

In December 2002, the winter before graduation, Tufts agreed, tossing in a freshman-year grant of $12,000 based on my financial need. I happened to be on a bus heading for Boston when I got the good news. I sank down in my seat, relieved that it could be that easy.

Months later, in the basement of my house in a middle-class town in Fairfield County, Connecticut, I found a letter addressed to me that I hadn’t seen before. Someone had already opened it, and there was a notice inside.




What The $1+ Trillion Student Debt Bubble Is Being Spent On



Tyler Durden:

By now everyone knows there is an unprecedented student debt bubble, amounting to well over $1 trillion and rising at a rate of nearly $200 billion per year. However, what is far less known, is what all these hundreds of billions in government loan proceeds are being spent on. The following two charts should shed some light on this all important matter just how Government money goes from Point A to Point B, using indebted to the hilt students as a pass-thru.

First, the change in the number of higher education employees since the mid-1970s, broken down by job category. One can almost see why preserving the status quo of the Keynesian religion is the lifetime goal of most professors.

And then, the change in average salaries across the higher education spectrum. It would appear the only thing Krugman would want more than being a tenured op-ed writer, pardon professor, is CEO of a private college.




Surprising Findings on Two-Year vs. Four-Year Degrees Return on Investment Holds Steady at About 15% for Recent Graduates



Mark Peter & Douglas Belkin:

A college degree is worth it even as the cost of going to school rapidly escalates and real wages decline for graduates, WSJ’s Mark Peters reports on Lunch Break with Tanya Rivero. Photo: Getty

Who earns more, a recent graduate from a flagship state university with a bachelor’s degree or one who finishes a two-year program at a little-known community college?

The answer isn’t so clear.

As states for the first time mine graduates’ salary data from public colleges, they are finding that paychecks for holders of associate degrees in a technical field are outstripping many grads with four-year degrees, at least early in a career.

The growing body of data, from states including Texas, Colorado and Indiana, provides a sober new look at the value of a postsecondary education in a slowly recovering economy.

Overall, the findings reinforce the belief that a college degree is worth the investment. But they highlight the reconsideration of a long-held article of faith that a four-year college degree guarantees at least a middle-class life, while an associate degree is its poor country cousin.

In Indiana, figures show that after a year in the workforce there, a graduate of Ivy Tech Community College makes more on average than a graduate of Indiana University.




Beauty in Ugly Dorms



Daniel Chambliss:

Apartment-style dorm rooms are the Hot New Thing at some colleges nowadays. Single rooms instead of doubles or even quads, exterior doors instead of crowded hallways, private bathrooms instead of gang showers and those icky shared toilets, even mini-kitchens instead of the noisy dining hall – all have an undeniable appeal for incoming freshmen looking to maximize the more adult features of undergraduate life.

Many contemporary students grew up with their own bedrooms, and perhaps even their own bathrooms, and may recoil from sharing their personal spaces with that mysterious stranger, the roommate or hallmate. So colleges and universities, particularly sensitive to the preferences of full-pay students, are starting to move away from traditional long-hallway dorms to more individualized rooms, some with generous amenities. Prospective students seem to love the idea.




Do the Benefits of College Still Outweigh the Costs?



Jaison R. Abel and Richard Deitz:

In recent years, students have been paying more to attend college and earning less upon graduation—trends that have led many observers to question whether a college education remains a good investment. However, an analysis of the economic returns to college since the 1970s demonstrates that the benefits of both a bachelor’s degree and an associate’s degree still tend to outweigh the costs, with both degrees earning a return of about 15 percent over the past decade. The return has remained high in spite of rising tuition and falling earnings because the wages of those without a college degree have also been falling, keeping the college wage premium near an all-time high while reducing the opportunity cost of going to school.




The Reality of Student Debt Is Different From the Clichés



David Leonhardt:

The deeply indebted college graduate has become a stock character in the national conversation: the art history major with $50,000 in debt, the underemployed barista with $75,000, the struggling poet with $100,000.

The anecdotes have created the impression that such high levels of student debt are typical. But they’re not. They are outliers, and they’re warping our understanding of bigger economic problems.

In fact, the share of income that young adults are devoting to loan repayment has remained fairly steady over the last two decades, according to data the Brookings Institutions is releasing on Tuesday. Only 7 percent of young-adult households with education debt have $50,000 or more of it. By contrast, 58 percent of such households have less than $10,000 in debt, and an additional 18 percent have between $10,000 and $20,000.




Mapping the New Jersey High School Class of 2013



Colleen O’Dea:

It’s graduation season in New Jersey’s nearly 400 public and charter high schools and, if last year’s trend holds true this June, about 93,000 seniors will have received diplomas by the end of the month — according to the state Department of Education.

In 2013, New Jersey’s graduation rate was 87.5 percent. The state likely won’t release the exact numbers of graduates until the fall, but odds are that greater percentages of Asian and white students finished high school than Hispanic or blacks. And students from wealthier communities, regardless of race or ethnicity, were more likely to get a diploma than those from low-income households.

Earlier this year, America’s Promise Alliance, founded by former Gen. Colin Powell to improve the lives of young people, released a report showing that low-income students graduate at much lower rates than the typical student. It reported that in 2011-2012 in New Jersey, 75 percent of low-income students graduated, while 90 percent of students at mid- and upper-income levels finished high school.

“Far too many young people still do not earn a high school diploma, and the number of non-graduates remains alarmingly high among young people of color and those from low-income communities,” wrote Powell and his wife Alma in a letter opening the 2014 report Building a Grad Nation released by America’s Promise Alliance in conjunction with several other groups. “In other words, a young person’s chances for success still depend too much on his or her zip code and skin color and too little on his or her abilities and effort.”

Via Laura Waters.




What elite universities can learn from high fashion



Adrienne Hill:

Harvard Business School is launching an online program today. And , no, you’re not going to be able to get your MBA for free.

The school is rolling out something it calls HBX Core. For $1,500, students take three basic business classes. The program is being billed as a pre-MBA.

And it’s the latest attempt by an elite university to open up classes to more people—without diluting its brand. It’s a trick the fashion industry has gotten very good at over the years.

You may not remember French designer Pierre Cardin. But in the ’60s and ’70s, his name was synonymous with very high fashion. Models in Vogue posed in his futuristic dresses. He dressed The Beatles.

These days, you can walk into Sears and find Pierre Cardin men’s shirts stacked on a table. Poly-cotton blends; marked down to $17.99.

You see, Cardin’s haute- couture was not his only claim to fame. He was also the first high-end designer to expand his brand to the masses. Over the years, he put his name on everything, from baseball caps to toilet-seat covers.

“He took a very powerful, designer, marquee brand and diluted it to the point it had no value and no meaning,” said Mark Cohen, a professor of retail marketing at Columbia Business School.




Teachers’ Unions: Moment of Truth



Marc Tucker:

War appears to be imminent. A California judge has ruled that tenure, seniority rights and other core provisions of the typical teachers’ contract are unconstitutional in the state, because they subvert students’ constitutional right to competent teachers. The teachers will, we presume, appeal. On the other side is a determined and very well funded coalition that sees an opportunity to critically weaken if not completely eviscerate the unions, not just in California, but nationally. In their eyes, the unions may be the single most important obstacle to real education reform.

The opponents have the inestimable advantage of being able to frame the issue. Traditionally, democrats and liberals have been dependably in the camp of the unions. But, in this case, as the judge pointed out, they have to choose between the unions and poor and minority children. Faced with that choice, they are bolting to the children, leaving the unions isolated.




This Is Your Brain on Writing



Carl Zimmer:

A novelist scrawling away in a notebook in seclusion may not seem to have much in common with an NBA player doing a reverse layup on a basketball court before a screaming crowd. But if you could peer inside their heads, you might see some striking similarities in how their brains were churning.

That’s one of the implications of new research on the neuroscience of creative writing. For the first time, neuroscientists have used fMRI scanners to track the brain activity of both experienced and novice writers as they sat down — or, in this case, lay down — to turn out a piece of fiction.

The researchers, led by Martin Lotze of the University of Greifswald in Germany, observed a broad network of regions in the brain working together as people produced their stories. But there were notable differences between the two groups of subjects. The inner workings of the professionally trained writers in the bunch, the scientists argue, showed some similarities to people who are skilled at other complex actions, like music or sports.




Teaching college is no longer a middle-class job, and everyone paying tuition should care.



Rachel Riederer:

When Mary Margaret Vojtko died last September—penniless and virtually homeless and eighty-three years old, having been referred to Adult Protective Services because the effects of living in poverty made it seem to some that she was incapable of caring for herself—it made the news because she was a professor. That a French professor of twenty-five years would be let go from her job without retirement benefits, without even severance, sounded like some tragic mistake. In the Pittsburgh Post-Gazette op-ed that broke the story, Vojtko’s friend and attorney Daniel Kovalik describes an exchange he had with a caseworker from Adult Protective Services: “The caseworker paused and asked with incredulity, ‘She was a professor?’ I said yes. The caseworker was shocked; this was not the usual type of person for whom she was called in to help.” A professor belongs to the professional class, a professor earns a salary and owns a home, probably with a leafy yard, and has good health insurance and a retirement account. In the American imagination, a professor is perhaps disheveled, but as a product of brainy eccentricity, not of penury. In the American university, this is not the case.

Most university-level instructors are, like Vojtko, contingent employees, working on a contract basis year to year or semester to semester. Some of these contingent employees are full-time lecturers, and many are adjunct instructors: part-time employees, paid per class, often without health insurance or retirement benefits. This is a relatively new phenomenon: in 1969, 78 percent of professors held tenure-track positions. By 2009 this percentage had shrunk to 33.5. The rest of the professors holding jobs—whether part time or full time—do so without any job security. These are the conditions that left Vojtko in such a vulnerable position after twenty-five years at Duquesne University. Vojtko was earning between $3,000 and $3,500 per three-credit course. During years when she taught three courses per semester, and an additional two over the summer, she made less than $25,000, and received no health benefits through her employer. Though many universities limit the number of hours that adjunct professors can work each semester, keeping them nominally “part-time” employees, teaching three three-credit courses is certainly a full-time job. These circumstances are now the norm for university instructors, as the number of tenured and tenure-track positions shrinks and the ranks of contingent laborers swell.




Self-Delusion Spreads from Professional to Graduate Education; Consternation Curiously Absent



Bernie Burk:

I want to be clear at the outset: I love literature. I was an English major, and I’ve never regretted it for a moment. I seriously considered pursuing a Ph.D. in English. I could not have a deeper faith in the liberal arts as a path to the betterment of all mankind.

So imagine my dismay at some recent reportage in the Chronicle of Higher Education. Graduate programs in languages and literature are suffering troubles all too familiar to the readers of these pages: In these straitened times, the tenure-track academic appointments for which a doctoral degree is the traditional and necessary preparation are available for only about 60% of the recipients of doctorates in language or literature (a number chillingly reminiscent of the 56%-57% of the last two law-school graduating classes who managed to find a full-time, long-term job requiring a law license within 9-10 months of graduation, though when you exclude school-funded and self-employed positions as well as a few other confounders and irrelevancies, that number is closer to 53%). The Modern Language Association (a trade group for college and graduate educators and scholars in language and literature analogous to AALS) recently released a report conceding “[w]e are faced with an unsustainable reality.”




UW-Madison’s Julie Underwood says controversial teacher education rankings “don’t mean much”



Pat Schneider:

“So whether the ratings are lackluster, or horrible, or great doesn’t mean much to me,” she said.

UW-Madison School of Education programs in secondary education were deemed to be in the bottom half nationwide and were not ranked.

Underwood is not the only educator skewering the NTCQ ratings released this week that discredit Wisconsin teacher training pretty much across the board, as charted in a Milwaukee Journal-Sentinel article.

The Wisconsin Association of Colleges for Teacher Education rejected the evaluations in a statement this week, calling Washington-based NCTQ “a private political advocacy organization” with no standing to review teacher preparation programs in Wisconsin.

“However well-intentioned NCTQ’s review process may be, it does not reflect good practice in program evaluation, is not sensitive to the particular needs of this state, and represents a politically-motivated intrusion into the state’s rights and responsibilities to oversee its education system and licensing practices,” the association concluded.

Underwood was less optimistic about the intentions of the ratings.

When A stands for average: students at the UW Madison school of education received sky-high grades. How smart is that?.

NCTQ.

Julie Underwood.

Wisconsin takes a baby step toward teacher content knowledge requirements via MTEL elementary language standards.




Mark Cuban Warns That A Housing Bubble-Like Bust Is Coming To America’s Colleges



Myles Udland:

In a clip on Inc.com, Mark Cuban says that colleges are going to go out of business.

In the clip, Cuban talks about the student loan bubble, which he says will burst and end badly for colleges.

The end of the student loan bubble, Cuban says, will be like the housing bubble, where tuition collapses the way the price of homes collapsed.

These collapses will put colleges out of business.




High-School Dropouts and College Grads Are Moving to Very Different Places



Richard Florida:

The ability to attract skilled workers is a key factor, if not the key factor, in the growth of cities and metro regions. Cities themselves are understandably keen to tout when their populations are growing, but just tracking overall population can mask the underlying trends that will truly shape the future of our metro areas.

A few weeks ago, I looked at the different places both recent immigrants and U.S.-born Americans are moving since the recession began. But, as I noted then, even these big-picture figures tell us little about the educational levels and skills of the people that are moving and staying. Writing in The Atlantic several years ago, I pointed out that the “means migration”—the movement of highly educated and highly skilled people—is a key factor that shapes which cities will thrive and which will struggle.

What the United States has been seeing is, so to speak, a big talent sort. There have been very different patterns of migration by education and skill, with the highly educated and highly skilled going some places and the less educated and less skilled going to others.




Starbucks to Provide Free (online) College Education to Thousands of Workers



Richard Perez-Pena:

Starbucks will provide a free online college education to thousands of its workers, without requiring that they remain with the company, through an unusual arrangement with Arizona State University, the company and the university will announce on Monday.

The program is open to any of the company’s 135,000 United States employees, provided they work at least 20 hours a week and have the grades and test scores to gain admission to Arizona State. For a barista with at least two years of college credit, the company will pay full tuition; for those with fewer credits it will pay part of the cost, but even for many of them, courses will be free, with government and university aid.

“Starbucks is going where no other major corporation has gone,” said Jamie P. Merisotis, president and chief executive of the Lumina Foundation, a group focused on education. “For many of these Starbucks employees, an online university education is the only reasonable way they’re going to get a bachelor’s degree.”




Adults lying to them



Clay Shirky:

A year or so ago, I was a guest lecturer in NYU’s Intro to Journalism class, 200 or so sophomores interested in adding journalism as a second major. (We don’t allow students to major in journalism alone, for the obvious reason.) One of the students had been dispatched to interview me in front of the class, and two or three questions in, she asked “So how do we save print?”

I was speechless for a moment, then exploded, telling her that print was in terminal decline and that everyone in the class needed to understand this if they were thinking of journalism as a major or a profession.

The students were shocked — for many of them, it was the first time anyone had talked to them that way. Even a prompt from me to predict the date of Time magazine’s demise elicited a small gasp. This was a room full of people would would rather lick asphalt than subscribe to a paper publication; what on earth would make them think print was anything other than a wasting asset?

And the answer is “Adults lying to them.” Our students were persuaded to discount their own experience in favor of what the grownups who cover the media industry were saying, and those grownups were saying that strategies like Kushner’s might just work.

People who ought to have known better, like Ryan Chittum at Columbia Journalism Review and Ken Doctor at Nieman, wrote puff pieces for Kushner, because they couldn’t bear to treat him like the snake-oil salesman he is.

Related: the human price of collectivism.




The Tuition Puzzle



Paul Campos

This is the first of what will probably be several posts about the extraordinary increases in law school tuition over the past half century (In this as in so many other respects, law school is merely a particularly extreme version of something that has happened all across higher education in America).

First, some numbers:

Law School Transparency has done a nice job graphing what has happened to law school tuition since 1985, in both current and inflation-adjusted dollars. Private law school tuition has gone from just over $16K to just under $42K in 2013 dollars. Public resident tuition has gone up even more sharply, from $4,300 to $23,000, again in constant inflation-adjusted dollars.

These numbers are startling enough, but they obscure the extent to which by the mid-1980s tuition had already skyrocketed over the course of the previous 25 years. LST is using data the ABA posts on its web site, which only go back to 1985. Looking back to 1960, private law school tuition averaged around $7000 in 2013 dollars, while public law school tuition was perhaps a third of that, i.e., essentially nominal (These estimates are based on Harvard’s and Michigan’s law school tuition at the time. They assume that tuition at HLS was around 20% higher than at the average private law school, which has been the norm over the past three decades, and that Michigan’s resident tuition was typical of state law school resident tuition. If anything this latter estimate probably overstates public law school resident tuition in the 1960s).

This is, in the context of normal economic activity, a remarkable situation. People often speak these days of a “tuition bubble,” but a classic price bubble involves a sharp short-term run-up in prices, followed by an even more sudden collapse when the bubble bursts. For example, the US housing market was relatively stable between 1970 and 2000, with median home prices staying between $150,000 and $180,000 in real terms. The housing bubble featured a five-year run up, during which the median price rose by nearly 70%, before falling back to pre-bubble levels just three years after the peak.




Don’t Go To College



Marco Arment:

Go to college if you’re fortunate enough to have the opportunity. I did, I learned a lot (both academically and socially), and I wouldn’t trade that experience for the world. Not everyone needs college, but you should go if you can.

My philosophy about being a C student and not needing to do 80% of the work should also be taken lightly. That strategy works well if you want to follow a path like mine after college: working for small companies that care less about your GPA, or that you can convince to hire you by other means (showing impressive personal projects, advanced skills, etc.). But my GPA was so bad that no big tech company — not Microsoft, not Apple, not Amazon, and definitely not Google — would even consider hiring me. (I tried.)




New York’s Single Test for High School Defined My Life



Jean Kwok:

When I was eleven years old, didn’t speak English well, and worked in a sweatshop, I was accepted into one of New York City’s elite specialized high schools. Now, some want to alter the admissions system that helped change my life.

When I was eleven years old, I took the entrance exam for Hunter College High School, one of New York City’s elite schools and among the best in the country. It changed my life.

I came from a non-English-speaking immigrant family that had moved to New York from Hong Kong only six years earlier. My parents worked in a garment factory in Chinatown, where I helped them every day after school. My family knew absolutely nothing about navigating the New York City public school system, but I was lucky that my Brooklyn elementary school principal identified my academic potential, understood my family’s inexperience, and pointed me to the entry test. I remember stumbling out of the examination room, dazed by questions I had never imagined, many of which I could barely understand. But I was accepted, and the test became the defining event of my life.




It’s Urgent To Put The Liberal Arts Back At The Center Of Education



Pascal-Emmanuel Gobry:

Here’s the thing. In the understanding of both the great Ancient philosophers and, taking after them, of the thinkers who gave us the Enlightenment and the intellectual scaffolding for our prosperous liberal-democratic society, including the Founding Fathers, democracy did not simply happen. Democracy depended on a robust citizenship, and this citizenship, in turn, was a struggle of all the men (and, now, women) of the polity; it conferred rights as well as responsibilities. In particular, two of the most fundamental requirements of citizenship were virtue and a liberal education.

The expression “liberal education” is quite important. Today, when we think “liberal education”, we think “Would you like fries with that?” But as the common root with the word liberty suggests, liberal education is an education that helps make us free. Only by first understanding not only the empirical scaffolding of our Universe–a.k.a. science–but also its conceptual scaffolding, a.k.a. the ideas, concepts and history which shape the world we live in, can we ever hope to be free, that is to say to be able to make informed, conscious decisions.

Similarly, the great men (and, sorry, they were mostly men) who bequeathed us this wonderful order understood that a regime of majority rule cannot long withstand the test of time without having a citizenship that takes seriously the notion of virtue. The virtues, to Aristotle and others, are not so much about being a goody-two-shoes, but rather about the lifelong effort to reach self-mastery through confronting our passions (today, perhaps, we would say: our addictions) and properly ordering our will towards that which is good. If you’ve been paying attention, you’ll see how growth in virtue is itself a form of liberal education.

Without an awareness of these things, a bunch of very smart people who built our world and know the instruction manual have been warning us, we consign ourselves to doom.




Exorbitant Cost of Pseudo-Educating America: The Next Two-Trillion Dollar Bubble



Tanosborn:

At $1.2 trillion student debt, we may only be 60 percent along the way, but rest assured that it won’t take but 3 to 5 years before this spectacular bubble bursts… and it will do so on the economic backs of the poor, and the ghostly – ghastly might be more apropos – remnants of a fast disappearing middle class.

Two weeks ago, while doing a final screening of old papers kept for no-apparent good reason, I came across a few notes from a graduate business course which I taught over three decades ago. An underlined hyphenated-word stood in front of me teasing both my memory and reason for its use: Porno-Economics. Then, I quickly recalled that my reason for its use had absolutely nothing to do with the economics of porn; and how I explained to my class – mostly graduate engineers with families trying to attain an MBA attending evening classes to improve their chance for career advancement – with my intended meaning appearing in parenthesis in the notes: “worthless economic activity for no other reason than to stimulate and fulfill greed.” It would be more than a decade later that the true father of Porno-Economics, and Federal Reserve Board chairman, Alan Greenspan, would show up (December 1996) with his celebrated cute-ism of Irrational Exuberance… as prelude to the infamous Dot-com bubble burst (1999-2001).




The 1 Thing That Will Improve Math Learning



Daniel Willingham:

How can we do a better job of teaching kids math? A different curriculum? New pedagogical strategies? Personalized instruction through technology? All these worthy ideas have their adherents, but another method — reducing math anxiety — may both improve performance and help kids enjoy math more. Sian Beilock and I recently reviewed the research literature on math anxiety with an eye towards remediation. Here are some of the highlights.

Math anxiety means, unsurprisingly, that one feels tension and apprehension in situations involving math. What is surprising is the frequency of the problem, and the young age at which it can start. Fully half of first and second graders feel moderate to severe math anxiety. And many children do not outgrow it; about 25 percent of students attending a four-year college suffer from math anxiety. Among community college students, the figure is 80 percent.