President Obama made news this week by expanding a student loan program to broaden the eligibility of borrowers and proposing to limit monthly payments to 10 percent of a student borrower’s income. On the margin, such moves might help. But the administration’s efforts don’t address a more fundamental problem: These loans aren’t calibrated for risk. In other words, students from Harvard and less-prestigious regional colleges are thrown in the same bucket, despite quite different risk profiles.
Under Federal Deposit Insurance Corporation (FDIC) rules governing the insurance of banks, lenders can’t differentiate among schools in assessing credit risk as they do with home buyers and car owners. As a result, “the government has made it difficult for banks to price to default rates,” says Mike Cagney, founder of Social Finance, a socially based student lending operation known informally as SoFi. “By accepting FDIC insurance, banks lose pricing flexibility and can’t charge interest rates commensurate with the quality of schools—and default rates vary widely by schools.”
SoFi has funded more than $650 million in loans to 7,000 borrowers since its founding in 2011. Says Cagney: “The definition of a predatory lender is someone who pushes loans on an individual who can’t afford to pay them back. Under that definition, many of the educational loans made today could be considered predatory.”
A Case Study in Lifting College Attendance
Sydney Nye was a straight-A student with an SAT score high enough to apply to any college in the country. When her senior year of high school in Wilmington, Del., started about nine months ago, she had dreams of becoming a chemical engineer.
But she did not spend much time dreaming about where she would go to college. The notion of attending anything other than a local college seemed too far-fetched. She knew her parents — a dental assistant and a hairdresser, neither of whom had attended college — would have a hard time paying the nearly $100 application fee to elite colleges, let alone the tuition.
Fortunately, Ms. Nye lives in the state that has arguably become the most aggressive at trying to ensure that its college-ready teenagers attend college.
Around the same time that she was turning her attention to college applications, Delaware’s governor, Jack Markell, announced a program called Getting to Zero. Its goal was to get all high-school seniors with an SAT score of at least a 1,500 (out of 2,400) on the SAT to enroll in college. In recent years, state data show, about 20 percent of such teenagers did not.
Information technology and higher education
On College Debt & lack of K-12 Math Teaching
And the contract terms on private college loans are rigid to the point of cruelty. Borrowers have almost no say and little ability to renegotiate the terms if financial trouble occurs – an inevitability. Many private lenders don’t allow students to pay down the principal of a loan, which means endless payments just to cover the high interest, without ever chipping away at the real amount. Payment options like forbearance are temporary and restricted; prepayment or consolidation are largely forbidden. The most dangerous part for such a significant debt is that there is no escape, no way to ease the burden.
Private or publicly guaranteed student loans are a sideshow. Our K-12 schools should be teaching basic math, skills that students can use to understand the implications of their choices.
With Focus on Competencies, Colleges Rethink Business Models
Kirk Carapezza and Mallory Noe-Payne:
This classroom in Nashville looks more like your traditional conference room. All of the students are over 21 and some of them have been sent here by their employers. From behind a one-way window, Doctor Charla Long stares in, observing their work.
“They have to come up in 45 minutes a consensus on these policy issues. And so you start to see how do they work with one another. Are they mean to each other?” Long explained.
Long is dean of the College of Professional Studies at Lipscomb, a small private university. She’s an outspoken advocate for giving working adults college credit for what they know how to do.
The Latest Student-Loan Charade
You can tell an election is coming, because President Obama is promising more student-loan relief to young people who are growing less enthralled with his economic record. The latest exercise unveiled Monday is also supposed to make these young people forget the loan burden that earlier free lunches supposedly provided. The taxpayer losses will come on some other President’s watch.
Specifically, Mr. Obama announced an expansion of the burgeoning disaster known as his Pay As You Earn program. This gift from taxpayers caps monthly student-loan payments at 10% of a borrower’s discretionary income, regardless of how much the borrower owes. Even better, the borrowers have their debts entirely forgiven after 20 years—or merely 10 years if they work in government or nonprofits. Those who work outside the profit-making economy don’t even have to report the forgiven loans as income.
Explaining Asian Americans’ academic advantage over whites
We find that the Asian-American educational advantage over whites is attributable mainly to Asian students exerting greater academic effort and not to advantages in tested cognitive abilities or socio-demographics. We test explanations for the Asian–white gap in academic effort and find that the gap can be further attributed to (i) cultural differences in beliefs regarding the connection between effort and achievement and (ii) immigration status. Finally, we highlight the potential psychological and social costs associated with Asian-American achievement success.
Via Laura Waters.
Are lectures a good way to learn?
Imagine a future where university enrolment paperwork is accompanied by the statement:
Warning: lectures may stunt your academic performance and increase risk of failure.
Researchers from the United States have just published an exhaustive review and their findings support that warning. They read every available research study comparing traditional lectures with active learning in science, engineering and mathematics. Traditional lecture-based courses are correlated with significantly poorer performance in terms of failure rates and marks.
Getting started in data science: My thoughts
There’s no denying that ‘data scientist’ is a hot job title to have right now, and for good reason. It’s a tremendously fun and challenging field to be in, and despite all of the often undeserved hoopla that surrounds it, data scientists are doing some pretty amazing things. So it’s no surprise that many people are clamoring to find out how to become data scientists. As I run a blog that attempts to teach some basic data science using sports analytics, I often get email asking how one gets started in data science and/or how quickly one can learn the prerequisites for being a data scientist. Instead of replying to these all the time, I thought I’d write my thoughts up here.
In short, there are lots of great, free resources out there for the motivated autodidact. I’ll list some of them here. The more nuanced take, though, is that I’m highly skeptical that many or even most people can ‘become’ a data scientist through MOOCs and tutorials. And certainly not quickly enough to be qualified to get a job as a data scientist before the data scientist salary market comes crashing back down to earth.
A speech for high school graduates
Last weekend I gave a speech at this year’s graduation event for the Stanford Online High School (OHS) that one of my children has been attending. Here’s the transcript:
Thank you for inviting me to be part of this celebration today—and congratulations to this year’s OHS graduates.You know, as it happens, I myself never officially graduated from high school, and this is actually the first high school graduation I’ve ever been to.
It’s been fun over the past three years—from a suitable parental distance of course—to see my daughter’s experiences at OHS. One day I’m sure everyone will know about online high schools—but you’ll be able to say, “Yes, I was there when that way of doing such-and-such a thing was first invented—at OHS.”
Colleges are full of it: Behind the three-decade scheme to raise tuition, bankrupt generations, and hypnotize the media Tuition is up 1,200 percent in 30 years. Here’s why you’re unemployed, crushed by debt — and no one is helping
The price of a year at college has increased by more than 1,200 percent over the last 30 years, far outpacing any other price the government tracks: food, housing, cars, gasoline, TVs, you name it. Tuition has increased at a rate double that of medical care, usually considered the most expensive of human necessities. It has outstripped any reasonable expectation people might have had for investments over the period. And, as we all know, it has crushed a generation of college grads with debt. Today, thanks to those enormous tuition prices, young Americans routinely start adult life with a burden unknown to any previous cohort and whose ruinous effects we can only guess at.
On the assumption that anyone in that generation still has a taste for irony, I offer the following quotation on the subject, drawn from one of the earliest news stories about the problem of soaring tuition. The newspaper was the Washington Post; the speaker was an assistant dean at a college that had just announced a tuition hike of 19 percent; and the question before him was how much farther tuition increases could go. “Maybe all of a sudden this bubble is going to burst,” he was quoted as saying. “How much will the public take?”
Nobody. Understands. Punctuation.
n the first day of what would be a depressing and alienating two-year trudge under the fluorescent lights of a rural high school, a soft-spoken bald man stood in front of my English class and looked at the ceiling as if trying to remember what he was going to say.
“So. In the past few years, you’ve all learned that an essay should be five paragraphs. The first paragraph states your argument and includes a topic sentence. You develop your argument over the next three paragraphs, and finish with a conclusion paragraph that starts with the words ‘in conclusion’ or something.”
Silent assent from thirty smallish heads.
“Forget it.”
Small gasps. Heresy!
“They probably taught you never to start a sentence with ‘and’ or ‘but.’ Forget it. Don’t use adverbs? Forget it. Forget,” he pointed at us, “all of it.”
My class drove multiple teachers to tears, and substitutes swore blood oaths on our principal’s desk sealing their promise never to teach again until we were all dead and buried under crossroads, but this man never even had to raise his voice. He’s among the pivotal figures that made me want to write, and not give up for all the years I was terrible at it.1 He understood writing, and just as important, he understood his students.
An Update on Georgia Tech’s online Program
Administrators at the Georgia Institute of Technology are optimistic but “not declaring victory” after one semester of its affordable online master’s degree program in computer science. While the program has been well-received by students, administrators are still striving to solve an equation that balances cost, academic quality and support services.
“We’re not all the way there yet, but I couldn’t ask for a much better start,” Zvi Galil, dean of the College of Computing, wrote last month in an email to Georgia Tech faculty on the one-year anniversary of the program’s announcement.The initiative has been closely watched since last spring’s announcement — and not just because of the dramatic savings it offers compared to the university’s on-campus program. A three-credit-hour online course costs less than a single credit hour of face-to-face education — $402 versus $472, based on spring 2013 tuition rates. The goal is to get much larger than a traditional program could sustain, but also much smaller than the average MOOC.
The savings gap may narrow as Georgia Tech scales the program. “We hope to be able to stick with this tuition, but whether this is the right tuition, we don’t know yet,” said Galil, who estimated an enrollment of a few thousand students could be enough to balance the budget.
The Future Of College Financial Aid, According To The Man Who Influences Billions Of It
With college costs continuing to rise and the US economy still sputtering, financial aid for college is more important than ever to families trying to foot the bill. The big question then is what is the future of college financial aid? For that answer I turned to the man at the top, Justin Draeger, the President of the National Association of Financial Aid Administrators (NASFAA). The nation’s college aid professionals make up NASFAA’s membership, allowing Draeger to keep his finger on the pulse of what is going on with billions in college aid. Ahead of NASFAA’s annual conference later this month in Nashville, Mr. Draeger took time for the Q&A below.
1. Admissions Deans offer admission to more students than they have room for because they know that not all of those students will enroll. For the same reason, financial aid officers award millions more in aid than is actually budgeted. How do admissions and financial aid professionals collaborate to fill a college’s seats without breaking the financial aid bank?
Generally, the planned collaboration between admission and financial aid offices occurs through an institution’s enrollment management plan and/or policies. This is typically derived from intricate statistical analyses that calculate the probability of students choosing to attend, the students’ expected financial need, and the institutional financial aid dollars available at the school.
Fixing The PhD
Everyone knows that English departments are in trouble, but you can’t appreciate just how much trouble until you read the new report from the Modern Language Association. (The M.L.A. is the professional association for teachers of literature and language.) The report is about Ph.D. programs, which have been in decline since 2008. These programs have gotten both more difficult and less rewarding: today, it can take almost a decade to get a doctorate, and, at the end of your program, you’re unlikely to find a tenure-track job. Motivated by “concern about the future of humanistic study,” the M.L.A. asked a committee of eight scholars to go on a listening tour, talking to professors, administrators, students, and “employers outside the academy” about how the system might be fixed. Professors are always complaining about “committee work”; judging by the report this one produced, this was the least fun committee imaginable.
The core of the problem is, of course, the job market. The M.L.A. report estimates that only sixty per cent of newly-minted Ph.D.s will find tenure-track jobs after graduation. If anything, that’s wildly optimistic: the M.L.A. got to that figure by comparing the number of tenure-track jobs on its job list (around six hundred) with the number of new graduates (about a thousand). But that leaves out the thousands of unemployed graduates from past years who are still job-hunting—not to mention the older professors who didn’t receive tenure, and who now find themselves competing with their former students. (The report name-checks these groups, but, strangely, makes no effort to incorporate them into its overall estimate.) In all likelihood, the number of jobs per candidate is much smaller than the report suggests. That’s why the mood is so dire—why even professors are starting to ask, in the committee’s words, “Why maintain doctoral study in the modern languages and literatures—or the rest of the humanities—at all?”
Polarizing Plutocracy: Our Broken Higher Education System
The American political system is broken, and one unmistakable sign of it is our inability to bring down soaring levels of student debt or to regulate predatory for-profit colleges. The best solution the Obama administration has been able to propose in this area is a college ratings system that would evaluate colleges on the basis of factors like graduation rates and graduates’ earnings and debt loads.
Frankly, the idea that a ratings system will fix what ails American higher education is a little nuts. It views education as if it were a market like any other, and treats colleges like consumer products. “It’s like rating a blender,” burbled Education Department official Jamienne Studley last week to the New York Times. But while blenders can be tested in a lab, employment statistics can be all too easy to game, as anyone who’s followed recent reporting about bogus law school employment rates can attest.
By taking an approach to regulation that emphasizes “transparency” of information, the Obama administration also places the burden of evaluating schools on students and their families. Less affluent students, who often are poorly advised during the college application process in general, won’t fare particularly well under this system. A more aggressive approach is needed to protect them from the predatory for-profits. For many in this group, far more generous financial aid is needed to make going to college an economically rational decision in the first place.
The Key to Better US News College Rankings
What would it take for a well-regarded institution — such as the University of Rochester, and a few dozen more like it — to be among U.S. News & World Report’s top 20 national universities? Hundreds of millions of dollars and a prayer, according a new peer-reviewed paper co-written by a former Rochester provost and his staff.
The study, published by the journal Research in Higher Education, argues that small movements in the rankings are simply “noise” and that any kind of sustained upward movement is both immensely expensive and nearly impossible.
Ralph Kuncl, a former Rochester provost who is now president of University of Redlands, in California, co-wrote the paper, which was a decade in the making. He started thinking about changes in the rankings when he was vice provost at Johns Hopkins University.
He said “the trustees would go bananas” when Johns Hopkins dropped in the rankings. The administration would then have to explain what had happened.
Facing low enrollment, Minnesota Law School gets a $2.2 million boost
As its enrollment continues to drop, the University of Minnesota’s Law School is set to receive more money to fight financial woes.
President Eric Kaler’s proposed budget for next year includes a $2.2 million allocation to help the Law School cover a loss in tuition revenue, an issue plaguing law schools nationwide.
The University’s Law School has had relatively consistent enrollment over the past few years, but Dean David Wippman said the applications to the school and the number of first-year students are sharply declining.
In fall 2014, he said, about 180 students will enroll, compared to about 220 first-year students in 2013.
“That’s a pretty significant drop,” Wippman said.
Nationally, the number of applicants to American Bar Association-approved schools has dropped by more than 10 percent in each of the past three years, while first-year enrollment has dropped by more than 7 percent each year.
A Decade of Degrees Universities are constantly changing and Northwestern is no exception. Its history—old and new—is written in the creation, destruction, and changing popularity of its majors.
Had your great-great-great-grandfather, or thereabouts, bought a $100 “perpetual scholarship” when the University first opened its doors on November 5, 1855, he would have had five departments and two degrees to pick from. Today, not only do you have the ability to attend NU and not be a Methodist man, but you also have 94 different majors to pick from, according to CAESAR.
The path from the University of 1855 to today is filled with antiquated majors and abandoned programs. For instance, in the years following World War I, the University introduced “Military Science” and “Physical Education and Hygiene” to broaden its course offerings, though both programs have since been abandoned. Those programs didn’t get very long in the spotlight: To be prepared for wartime jobs during World War II, more Northwestern students studied math, physics and chemistry.
The period after the war saw a huge change in Northwestern’s curriculum. New majors in “Naval Science” and “Home Economics” were created, presumably on the basis of the idea that sailing and sewing were vital anti-Soviet trades. In light of the struggle against communism, classes in “Western Civilization” to teach “democratic values” grew in popularity. This was accompanied by a renewed emphasis on the sciences to keep Moscow from beating us to the moon. The ’70s brought new technology and new fields of study: In 1971, the Department of Computer Science was created, closely followed in 1972, by the African-American Studies department.
The Declining Fortunes of the Young since 2000
Beaudry, Paul, David A. Green, and Benjamin M. Sand:
We document that successive cohorts of college and post-college degree graduates experienced an increase in the probability of obtaining cognitive jobs both at the start of their careers and with time in the labor market in the 1990s. However, this pattern reversed for cohorts entering after 2000; profiles of the proportion of a cohort in cognitive occupations since school completion fall and become flatter with successive cohorts. Since cohort-wage profiles display a similar pattern, these findings appear to fit with a strong increase in demand for cognitive tasks in the 1990s followed by a decline in the 2000s.
Tyler Cowen includes a few more links.
Olin College Commencement Speech
Good afternoon. Today is a very special day for those of you graduating and your parents but it is also a special day for the world.
Here at Olin you have had a unique kind of educational experience – one that I wish more graduating seniors had had from our colleges and universities across the globe and certainly one that I personally wish I had had.
Yes, I went to Brown University – also a great school – but I was trained to be just a technical geek – worshiping technical problems that could be solved with mathematics, physics and computation.
Problems were like clocks; we viewed them as mechanisms that we could take apart, analyze, and solve through aggregating partial solutions. All problems were seen as technical in nature, isolated from the contexts that made them messier to work on.
But you are different – you have learned that many significant problems are, at their root, socio-technical. And that the problem, as stated, is almost never the real problem. You have learned how to unpack the problem as it is integrally associated with the context in which it is embedded.
You see the problem from many angles – the social, the cultural and the institutional as well as just the technical.
In design parlance you have learned to unpack and extend the brief – a talent you will find critical for all things as you venture forth from here today.
I did not have the luxury of your education but experiences quickly taught me the importance of looking beyond the problem as stated – to follow the problem out into its situated context and let it take you to its roots.
How Much Does It Cost to Recruit a Star College Athlete?
My colleague Brad Wolverton has a terrific story this week that takes you inside the big-time college-sports recruitment process through the eyes of Marvin Clark, a promising high-school basketball player who dreams of playing in the NBA.
Mr. Clark was heavily recruited by half a dozen colleges, whose coaches flew to Kansas to see him play, brought him and his mother to their campuses for VIP tours, and gave him hours of personal attention on top of the hundreds of text messages they sent him. Mr. Clark’s story got us thinking: What does it cost for a college to recruit a single athlete?
We looked at four of the universities that pursued Mr. Clark most vigorously: Indiana University at Bloomington, and Iowa State, Kansas State, and Michigan State Universities.
Little brother, if I had to go to college again
My brother recently moved away from home to begin his first semester of college. I thought about my first semester of college and how much I changed during those four years. As I put myself in his shoes I thought to myself – what would I do differently if I had to go through college one more time? What would I do the same?
So a few weeks ago I sat down and wrote an email for him. I didn’t write it in an attempt to push him towards a different path. I wrote it because I think I would want him to do the same if he’d finished college before me. Here you go.
Start a business
Take something you’re good at, working out, and turn it into a business on the side. Be a physical trainer for people during your free time. Thanks to your classes, your days will be predictable and scheduling sessions will be easy. If there’s one thing [name redacted] and I both regret looking back, it’s not taking advantage of the freedom and free time you have in college.
Universities can’t fulfil the myth, but they can’t become a vocational school either
Is it time to rethink higher education? I’m someone who went through the system and I’m now, to a greater or lesser extent, contributing to its maintenance, so it seems strange that I should advocate its dismantling. Yet I’m beginning to think that I ought to.
Unlike most rants of this nature, I have no complaints about the modern standard of education. The myth of falling standards has been with us since the Roman republic decided that they wanted the south of France as their personal back garden. If they really were falling for that long, we would all be living in caves wondering how our fore bearers were able to create this thing called fire.
Indeed, I think that students today learn a hell of a lot more than I did in my day. Although I may mourn the fact that Lagrangian mechanics is now a footnote on the way to a physics degree, that is not a sign of falling standards, but rather tells us that it is more important to learn other things to obtain a relevant education.
No, my complaint is that universities do not fill the role that there were supposed to play, and they are very inefficient at fulfilling the role that they actually play.
MIT and Harvard release de-identified learning data from open online courses
“We are excited to be able to present the data behind the reports we released in January. This step opens the door to more sophisticated analyses that build on what we have already done,” says co-lead researcher Isaac Chuang, a professor in MIT’s electrical engineering and computer science and physics departments. “MITx and HarvardX are committed to upholding learner privacy as well as advancing learning research. These data are a public good.”
Harvard’s Andrew Ho, Chuang’s co-lead, adds that the release of the data fulfills an intention — namely, to share best practices to improve teaching and learning both on campus and online — that was made with the launch of edX by Harvard and MIT in May 2012.
Ho and Chuang anticipate that the data will offer insight to other educational researchers. Moreover, the methods used to protect learner privacy comply with FERPA (Federal Education Rights and Privacy Act) regulations, which govern the release of such data. The practice should inform the release of future datasets from edX and offer lessons more broadly.
Business School, Disrupted
The question: Should Harvard Business School enter the business of online education, and, if so, how?
Universities across the country are wrestling with the same question — call it the educator’s quandary — of whether to plunge into the rapidly growing realm of online teaching, at the risk of devaluing the on-campus education for which students pay tens of thousands of dollars, or to stand pat at the risk of being left behind.
5 facts about today’s college graduates
1 Only about 56% of students earn degrees within six years. The National Student Clearinghouse, a nonprofit verification and research organization, tracked 2.4 million first-time college students who enrolled in fall 2007 with the intent of pursuing a degree or certificate. The completion rate was highest (72.9%) among students who started at four-year, private, nonprofit schools, and lowest (39.9%) among those who started at two-year public institutions.
2 Business is still the most common major. According to the National Center for Education Statistics, about a fifth (20.5%) of the 1.79 million bachelor’s degrees conferred in 2011-12 were in business. Business has been the single most common major since 1980-81; before that, education led the way. The least common bachelor’s degrees, according to the NCES, were in library science (95 conferred in 2011-12), military technologies and applied sciences (86) and precision production (37).
Who or What Broke My Kids?
I am Desperate
I am on a desperate search to find out who or what broke my students. In fact I am so desperate that I stopped class today to ask them who broke them. Was it their parents, a former teacher, society, our education system or me that took away their inquisitive nature and made math only about getting a right answer? I have known this was a problem for a while but today was the last straw.
A Probability Lesson Gone Wrong
It started out innocently enough working on the seventh grade Common Core standard 7.SP.C.5 about understanding that all probabilities occur between zero and one and differentiating between likely and unlikely events which I thought would be simple enough. After the introduction and class discussion we began partner work on this activity from the Georgia Common Core Resource Document (see page 9). The basic premise of the activity is that students must sort cards including probability statements, terms such as unlikely and probable, pictorial representations, and fraction, decimal, and percent probabilities and place them on a number line based on their theoretical probability. I thought it would be an interactive way to gauge student understanding. Instead it turned into a ten minute nightmare where I was asked no less than 52 times if their answers were “right”. I took it well until I was asked for the 53rd time and then I lost it. We stopped class right there and proceeded to have a ten minute discussion on who broke them.
Is Harvard really better than Yale? This startup may have the answer
When American high school students—and foreign students keen on studying in the US—survey their choice of universities, they can consult one of any number of rankings and listings. Or they can trudge through the websites of dozens on colleges to make up their own minds. Either way, it’s a bit of a chore.
The website Onlyboth.com seeks to may make that process easier with a program that crawls through the thicket of available data and pulls out useful insights and comparisons. The startup’s co-founders, Raul Valdez-Perez, formerly a research faculty member at Carnegie Mellon’s computer science department, and his colleague Andre Lessa, collected data from several sources, chiefly the federal government, to create a database of each US university’s special characteristics. Type in a college name, and the website shows how it compares to its neighbors and peers, as well across lists.
Efforts to Curb College Costs Face Resistance Schools, Lawmaker Balk at Rules on Career Training, New Rating System
Obama administration initiatives intended to help restrain soaring college costs are facing resistance from schools and from a bipartisan bloc of lawmakers looking to protect institutions in their districts.
Groups representing colleges and universities this week formally opposed the administration’s plan to more tightly oversee programs that officials say leave students in steep debt but with weak job prospects. The new rules cover for-profit schools along with career-training programs—those that lead to certificates, but not degrees, in a given field, such as mechanics or cosmetology—at public schools and nonprofits. A bipartisan group in Congress is seeking ways to kill the plan, which the administration wants to have in place by November.
At the same time, the administration is planning to delay the rollout of its signature higher-education initiative: a college-rating system that would score institutions based on their affordability and quality. Education Department officials, hoping to have that proposal in place by late 2015, said they need more time to draft the rules after criticism from school officials unnerved by the prospect of federal officials’ making value judgments on a school’s worth.
Stop subsidizing student loans. That one move will solve many problems.
MOOCs’ disruption is only beginning
Clayton M. Christensen and Michelle R. Weise:
JOURNALISTS, AS 2013 ended, were busy declaring the death of MOOCs, more formally known as massive open online courses. Silicon Valley startup Udacity, one of the first to offer the free Web-based college classes, had just announced its pivot to vocational training — a sure sign to some that this much-hyped revolution in higher education had failed. The collective sigh of relief from more traditional colleges and universities was audible.
The news, however, must have also had the companies that had enthusiastically jumped on the MOOC train feeling a bit like Mark Twain. When newspapers confused Twain for his ailing cousin, the writer famously quipped, “The report of my death was an exaggeration.” Undoubtedly pronouncements over MOOCs’ demise are likewise premature. And their potential to disrupt — on price, technology, even pedagogy — in a long-stagnant industry is only just beginning to be seen.
How important is disruption in higher education? Tuition costs have been ballooning faster than general inflation and even faster than health care. And what do we get in return? Nearly half of all bachelor’s-degree holders do not find employment or are underemployed upon graduation. At the same time, employers have not been satisfied with degree candidates. Two recent Gallup polls showed that although 96 percent of chief academic officers believe they’re doing a good job of preparing students for employment, only 11 percent of business leaders agree that graduates have the requisite skills for success in the workforce. And this is all occurring while higher education leaders were convinced that they were innovating all along.
Is College Worth It? It Depends on Whether You Graduate
In The New York Times on Tuesday morning, David Leonhardt took on the “Is college worth it?” question. His answer? An unequivocal yes. The college wage premium — how much more college grads earn than everyone else — is the widest it’s ever been, Leonhardt wrote. Graduates are much more likely to find jobs than nongraduates. And despite mounting fears about student debt levels, the average student’s loan burden pales in comparison to the long-term benefits of a bachelor’s degree.
“For all the struggles that many young college graduates face,” Leonhardt wrote, “a four-year degree has probably never been more valuable.”
That’s probably true. Sure, some people end up with unmanageable debt loads, and not everyone who earns a bachelor’s degree easily gets a job, let alone a good one (all points that Leonhardt acknowledges). But on average, college graduates are much better off than nongraduates.
Statistics Examinations reading list
We provide reading lists for each of the papers of our professional examinations, to assist candidates preparing for them. In some cases, there is one reading list that covers two papers.
The reading lists provide a choice of books and it is not suggested that you should buy all (or even most) of them. You might for example find that you can easily locate one or two books on a list in an academic library, or even a public library, and perhaps those books would suffice – or at least would give you an indication of other areas that you need to try to cover. Some of the lists are annotated with specific advice about particular books.
How a college with 340 students lost $220 million in five years
The Franklin W. Olin College of Engineering, with its sleek, glass-walled buildings around a peaceful grass oval, has earned glowing international attention for the successful ways it has pioneered the teaching of undergraduate engineering.
Built from scratch with hundreds of millions of dollars from a private foundation and a commitment to charging no tuition, 12-year-old Olin has attracted standout faculty, even though it does not give tenure. Top companies recruit its high-achieving students, who graduate at enviable rates into jobs with above-average starting salaries.
Behind the accolades, however, Olin has been bleeding red ink.
Colleges Are Buying Stuff They Can’t Afford and Making Students Pay For It
With tuition costs more than doubling over the past generation, and student debt now exceeding $1 trillion, everyone knows the cost of college is too damn high. About 40 million people nationwide are weighed down by education debts that often reach into the tens of thousands. But those numbers are just a sliver of the bleak shadow that Wall Street casts over higher education.
A new study on debt across the higher education system reveals that the massive debts borne by both students and their institutions has climbed to about $45 billion per year. So the debt-related payments to the financial sector—including Wall Street investors, institutional lenders and the mammoth federal student loan system—drive about one tenth of all spending on higher education nationwide. These debt-servicing costs are tied to tuition lending as well as financial debts accrued by schools themselves, which finance investments of all kinds, from professors’ salaries to libraries to indulgences like sports teams and administrators’ bonuses.
According to researchers with University of California–Berkeley’s Debt & Society Project, a project of the Center for Culture, Organizations, and Politics with research support from the American Federation of Teachers, the a key factor in the rising cost of college is driven by expenditures largely unrelated to either the quality of the education, teaching or maintaining campus facilities. Rather, college is getting unimaginably expensive for both institutions and students because it costs so much to finance the business of education, thanks to Wall Street lenders. While there are many controversial budget items in higher education—critics lament bloated administrations and the cost of sports teams and flashy amenities—the report focuses on debt itself, and the massive volume of borrowing, as a major overlooked burden on institutions.
A College Degree is No Guarantee
The Great Recession has been hard on all recent college graduates, but it has been even harder on black recent graduates.
This report reviews evidence on the labor-market experience of black recent college graduates during and after the Great Recession.
Key findings include:
In 2013 (the most recent full year of data available), 12.4 percent of black college graduates between the ages of 22 and 27 were unemployed. For all college graduates in the same age range, the unemployment rate was 5.6 percent.
Between 2007 (immediately before the Great Recession) and 2013, the unemployment rate for black recent college graduates nearly tripled (up 7.8 percentage points from 4.6 percent in 2007).
In 2013, more than half (55.9 percent) of employed black recent college graduates were “underemployed” –defined as working in an occupation that typically does not require a four-year college degree. Even before the Great Recession, almost half of black recent graduates were underemployed (45.0 percent in 2007).
Black recent college graduates in science, technology, engineering, and mathematics (STEM) majors have fared somewhat better, but still suffer from high unemployment and underemployment rates. For example, for the years 2010 to 2012, among black recent graduates with degrees in engineering, the average unemployment rate was 10 percent and the underemployment rate was 32 percent.
In part, these outcomes reflect the disproportionate negative effect of economic downturns on young workers and, in part, they reflect ongoing racial discrimination in the labor market. A college degree blunts both these effects relative to young black workers without a degree, but college is not a guarantee against either set of forces.
The Ripple Effects of Rising Student Debt
What are the roads not taken because students must take out loans for college? A collection of studies shows that the burden of student debt may well cause people to make different decisions than they would otherwise — affecting not just individual lives but also the entire economy.
For one thing, it appears that people with student loans are less likely to start businesses of their own. A new study has found that areas with higher relative growth in student debt show lower growth in the formation of small businesses (in this case, firms with one to four employees).
The correlation makes sense. People normally have only a certain amount of “debt capacity,” said Brent W. Ambrose, a professor of risk management at Pennsylvania State University and a co-author of a preliminary paper on the research along with Larry Cordell and Shuwei Ma of the Federal Reserve Bank of Philadelphia.
Analysis of Over 2,000 Computer Science Professors at Top Universities
As part of a class assignment in my human-computer interaction seminar, students used crowdsourcing to collect information about the computer science professors from 5 universities each. This information comprised the names, institution, degrees obtained, and when they joined the university, for professors in the traditional role that involves both research and teaching. The data excludes lecturers, professors of practice, clinical, adjunct, affiliate, or research professors; only because we were constrained by time and resources. My Ph.D. student Alexandra Papoutsaki worked with a handful of students in the course to correct, normalize, and merge the data, and has posted it along with some descriptive information.
The posted data includes 51 top universities in the United States and is already useful for students planning to apply to graduate schools, but there are some interesting insights that we can still draw from a more aggregate analysis. This analysis is meant to supplement the data and Alexandra’s report, and looks more at:
From The Ivy League To State Schools, Demand For Computer Science Is Booming
For years, people in the tech industry have worked to persuade more young people in the United States to become interested in studying computer science. It now looks like they’ve finally gotten the message.
Demand for computer science classes and programs is booming at universities across the U.S., according to data presented this past week at the NCWIT summit for Women in IT by Ed Lazowska, the Bill & Melinda Gates Chair in Computer Science and Engineering at the University of Washington, and Stanford Computer Science professor Eric Roberts.
At Lazowska’s own school, the number of incoming freshman who plan to major in computer science is soaring — the graph below, published earlier this week by Geekwire, speaks for itself:
Fat-Cat University Administrators at the Top 25
Confronted with punishing state budget cuts, the public colleges and universities that educate more than 70 percent of this country’s students have raised tuition, shrunk course offerings and hired miserably paid, part-time instructors who now form what amounts to a new underclass in the academic hierarchy. At the same time, some of those colleges and universities are spending much too freely on their top administrators.
A report from the Institute for Policy Studies, a research group, says that the presidents at the 25 public universities that pay their presidents the most have seen their compensation soar since 2008. The average pay for presidents at all public research universities is hardly shabby, increasing by 14 percent, to $544,554, between 2009 and 2012. But average compensation for the presidents at the 25 highest-paying universities increased by a third, to $974,006.
Related: Financial Aid Leveraging.
How Children What?
Alec:
John Holt and Paul Tough are a half-century apart. Both were interested in children and how they learned. One wrote a book called How Children Learn, the other a book called How Children Succeed. Their juxtaposition has a lot to tell us about how we think about and treat our young people.
In 1967, John Holt published How Children Learn. In 2013, Paul Tough published How Children Succeed.
Holt was following up on the publication of his 1964 book, How Children Fail. Beginning in 1952, Holt taught elementary and middle school—first in Colorado, then Boston. For eleven years, Holt kept a journal of his experiences. This journal grew into his first books, How Children Fail and How Children Learn. The first explored how children, “used their minds badly.” The second explored what it looked like for children to “act as bold, effective learners.” Both were grounded in Holt’s own, concrete stories and experiences. The fundamental thesis of both is that learners’ motivation is essential and that because this cannot be forced, we must trust learners, working with them and their interests if they are to grow into empowered adults. Semiotically, Holt now parses as hippie, especially given his position as father of the United States homeschooling movement.
Tough is a journalist who has covered education, child development, and poverty for the past decade. Tough has never taught. After writing about Geoffery Canada’s Harlem Children’s Zone in Whatever It Takes, he felt dissatisfied with his understanding of why only some children go on from such programs to succeed. Tough sought out researchers, economists, neuroscientists, psychologists, doctors, and the occasional teacher or administrator to find his answer. The fundamental thesis of How Children Succeed is that kids will be more successful in school and more secure in life if we focus on developing their ‘non-cognitive skills,’ like the ability to persevere or maintain healthy emotional hygiene. Semiotically, Tough parses as a pragmatic journalist uncovering heroic possibilities for education reform.
The One Percent at State U
State universities have come under increasing criticism for excessive executive pay, soaring student debt, and low-wage faculty labor. In the public debate, these issues are often treated separately. Our study examines what happened to student debt and faculty labor at the 25 public universities with the highest executive pay (hereafter “the top 25”) from fall 2005 to summer 2012 (FY 2006 – FY 2012). Our findings suggest these issues are closely related and should be addressed together in the future.
Since the 2008 financial crisis, executive pay at “the top 25” (see Appendix 2) has risen dramatically to far exceed pre-crisis levels. From fall 2005 to fall 2011, low-wage faculty labor and student debt at these institutions rose faster than national averages. In short, a top-heavy, “1% recovery” occurred at major state universities across the country, largely at the expense of faculty and students.
Key Findings:
How Education Drives Inequality Among the 99%
Recent hand-wringing about income inequality has focused on the gap between the top 1% and everyone else. A new paper argues that the more telling inequities exist among the 99%, primarily driven by education.
“The single-minded focus on the top 1% can be counterproductive given that the changes to the other 99% have been more economically significant,” says David Autor, a Massachusetts Institute of Technology economist and author of the study.
His paper, “Skills, Education and the Rise of Earnings Inequality Among the ‘Other 99 Percent’,” comes as something of riposte to French economist Thomas Piketty, whose bestselling “Capital in the 21st Century” has ignited sales and conversation around the world with its historical look at the fortunes of the top 1%.
Cronyism blamed for half of Univ. of Texas law school grads’ inability to pass the bar
A mushrooming scandal at the University of Texas has exposed rampant favoritism in the admissions process of its nationally-respected School of Law.
According to Watchdog.org, Democratic and Republican elected officials stand accused of calling in favors and using their clout to obtain admission to the law school for less-than-qualified but well-connected applicants.
Empty classrooms expose flaws in UK private colleges boom
Shiv Malik, Andrew McGettigan and John Domokos:
A private college in north London is offering government-funded places to people who “blatantly” don’t have the skills, recruiting candidates off the street and from countries in eastern Europe – and in at least one case lecturing to a class with no students.
So serious are the problems that the London School of Science and Technology (LSST) in Wembley has been called the “cashpoint college” or “the ATM” by students who believe they can obtain loans and grants of up to £11,000 a year and then not show up to learn.
The higher education institution has taken £6.5m in public money in the last three years, and has tripled in size since ministers relaxed controls over student loans in 2012. Even if these full-time students take out the loans and do no work, LSST benefits from the increased numbers paying £6,000 a year in tuition fees.
The chaotic organisation of LSST demonstrates serious flaws in the planned expansion of privately run higher education colleges that was unveiled by David Willetts, the higher education minister, in 2011. Little-known private colleges were allowed to recruit unlimited amounts of students so they could compete with established universities.
Taxing a Professor’s Privilege
I’ve been reading Thomas Piketty’s “Capital in the Twenty-First Century.” You’ll have to wait on my thoughts on the book until they’re a bit more fully formed. As I’ve been reading, though, I keep returning to a question I heard at an economics conference a couple of months back: If we did implement a wealth tax, should it tax tenure?
Professorial tenure is, after all, a valuable asset. As long as you show up and teach your classes, and you don’t make passes at your students or steal from the department’s petty cash drawer, you can draw a paycheck for the rest of your working life. And since the abolition of mandatory retirement ages, that working life can be as long as you like.
Ah, you will say, there are risks: Your school could go out of business, or you might get ill and be unable to work, or inflation could eat away at the value of that paycheck. Just so. All assets are risky. That doesn’t make them worthless; it just means that the price has to take the potential downsides into account.
Why single out professors? you ask. Isn’t this just more academic-bashing? You’re quite right: We shouldn’t single out professors. Everyone with civil-service protections or similar employment guarantees should probably have that asset taxed.
“We don’t have too many seats for students but too many seats for administrators.”
To avoid enrollment shortfalls heading into the summer, some tuition-dependent private colleges are changing how they package financial aid for students.
Some colleges are offering more aid upfront to try to avoid shortfalls altogether. Others adjusted swaths of aid packages as it became clear they were unlikely to enroll as many students as they had planned by May 1, the traditional but decreasingly relevant decision day for students going to selective colleges.
Even colleges that have successfully met their enrollment goals are worried about poaching by others still looking to meet their goals, and are beginning to offer more tuition discounts to lure students.
All are signs of the continued challenges faced especially by tuition-dependent and smaller private colleges, some of which remain under the weather for a variety of reasons, including the rebound of public university budget and the wariness of some students to graduate with liberal arts degrees that don’t seem to offer a clear career path.
How Academia and Publishing are Destroying Scientific Innovation: A Conversation with Sydney Brenner
I recently had the privilege of speaking with Professor Sydney Brenner, a professor of Genetic medicine at the University of Cambridge and Nobel Laureate in Physiology or Medicine in 2002. My original intention was to ask him about Professor Frederick Sanger, the two-time Nobel Prize winner famous for his discovery of the structure of proteins and his development of DNA sequencing methods, who passed away in November. I wanted to do the classic tribute by exploring his scientific contributions and getting a first hand account of what it was like to work with him at Cambridge’s Medical Research Council’s (MRC) Laboratory for Molecular Biology (LMB) and at King’s College where they were both fellows. What transpired instead was a fascinating account of the LMB’s quest to unlock the genetic code and a critical commentary on why our current scientific research environment makes this kind of breakthrough unlikely today.
It is difficult to exaggerate the significance of Professor Brenner and his colleagues’ contributions to biology. Brenner won the Nobel Prize for establishing Caenorhabditis elegans, a type of roundworm, as the model organism for cellular and developmental biological research, which led to discoveries in organ development and programmed cell death. He made his breakthroughs at the LMB, where beginning in the 1950s, an extraordinary number of successive innovations elucidated our understanding of the genetic code. This code is the process by which cells in our body translate information stored in our DNA into proteins, vital molecules important to the structure and functioning of cells. It was here that James Watson and Francis Crick discovered the double-helical structure of DNA. Brenner was one of the first scientists to see this ground-breaking model, driving from Oxford, where he was working at the time in the Department of Chemistry, to Cambridge to witness this breakthrough. This young group of scientists, considered renegades at the time, made a series of successive revolutionary discoveries that ultimately led to the creation of a new field called molecular biology.
To begin our interview, I asked Professor Brenner to speak about Professor Sanger and what led him to his Nobel Prize winning discoveries.
Here Is What I Would Tell the Rutgers Graduating Class of 2014…
I hear Condoleezza Rice stood you up. You may think it was because about 50 students—.09 percent of your student body—held a “sit-in” at the university president’s office to protest the selection of Secretary Rice as commencement speaker. You may think it was because a few of your faculty—stale flakes from the crust of the turkey pot pie that was the New Left—threatened a “teach-in” to protest the selection of Secretary Rice.
“Sit-in”? “Teach-in”? What century is this?
I think Secretary Rice forgot she had a yoga session scheduled for today.
It’s shame she was busy. You might have heard something useful from a person who grew up poor in Jim Crow Alabama. Who lost a friend and playmate in 1963 when white supremacists bombed Birmingham’s Sixteenth Street Baptist Church. Who became an accomplished concert pianist before she tuned her ear to the more dissonant chords of international relations.
Secretary Rice was Phi Beta Kappa at the University of Denver and received a B.A. cum laude in political science—back before the worst grade a student had ever heard of was a B-.
What HBO Can Teach Colleges About ‘Trigger Warnings’
Collegians all over the country are calling for “trigger warnings,” or “explicit alerts that the material they are about to read or see in a classroom might upset them,” the N.Y. Times reports. The wisest activists favor narrowly drawn alerts intended to spare veterans and sexual assault victims from post-traumatic stress. Others want students warned about any content that might stoke anxiety or trauma. Critics of the “trigger warning” movement include academics who worry that requiring alerts in the classroom would chill speech and erode academic freedom. Others argue that the alerts are condescending, showy, or useless.
Strange as it may seem, reflecting on The Sopranos can help us here. The HBO series was as graphically violent as you’d expect of a mob drama: arms and legs are broken to extort protection money; gamblers who can’t cover debts are brutally pummeled; a couple seasons in, I’d seen aggravated assaults, extreme domestic abuse, and more murderous gunshots to heads, chests, and guts than I can recall. Hence my surprise that Season 3, episode four was preceded by a warning I’d never seen. HBO uses standard Pay TV Content Descriptors. I’d been tipped off countless times about “adult content” and “graphic violence.” What I hadn’t known till just prior to that episode is that there’s a special designation for rape:
The Class of 2014 Just Made History in the Worst Imaginable Way
The news: Congratulations, class of 2014!
Not for graduating — though that’s nice, too — but for earning one of the more dubious distinctions in recent memory: You’ve officially been named “the most indebted class ever.”
According to the Wall Street Journal and data compiled by analyst Mark Kantrowitz, the average loan-holding 2014 college graduate will have to pay back $33,000. That’s up from around $31,000 in 2013 and under $10,000 in 1993:
Digital education could make Americans more competitive, close achievement gap
To technology advocates, these are visions of how technology could transform U.S. classrooms. With a desktop or portable computer, a tablet or even a smartphone available to every student and every teacher, the idea is that school will be better tailored to students’ needs and also better able to prepare them for the sorts of high-skilled, technology-centric jobs that will dominate in the future. It could even help close the achievement gap for disadvantaged students.
“If a teacher has class of 30 students and they don’t have technology, the very best teachers are bouncing from student to student,” said Karen Cator, president of Digital Promise, a nonprofit working with individual school systems that are going high tech. “When students have technology they can be helping themselves in some sense, and the teacher can come in when they’re most needed.”
The Teacher Evaluation Test
A lot of arguments in public education revolve around how to marry the measurable and the unmeasurable. Teachers have seniority provisions in their contracts – a measurable factor – because they don’t trust administrators to use unmeasurable and subjective means to evaluate them.
On the other hand, teachers also distrust a host of measurable factors that might be used to evaluate them, most notably student test scores.
They have a point. No one wants to be judged on the performance of others. Still, they’re not teaching in a vacuum. If quality teaching doesn’t result in quality learning, what good is it?
The problem for teachers’ unions is to enunciate a viable means to evaluate teaching that doesn’t sound like a dodge. Ted Nesi, a political reporter for WPRI in Providence, Rhode Island, interviewed the three candidates for president of the Providence Teachers Union and asked them the same simple question: “ Should teacher evaluations be tied to student performance? If no, how would you like to measure a teacher’s success? ”
All three had serious reservations – to varying degrees – about judging teachers on student performance. But it was the second question that elicited the most illuminating answers.
Chile President Sends Education Reform to Congress
The bill heading to Congress on Tuesday would cut subsidies to for-profit schools and forbid government-backed primary schools and kindergartens from rejecting students on the basis of tests or interviews.
Funds now used for the subsidies would go instead to lower or eliminate the fees that parents pay at other institutions.
Still to come is a proposal that would make university education free in Chile. That measure is to be sent to Congress later this year.
Review of the First Three Johns Hopkins Coursera Data Science Courses
I am currently working towards the Johns Hopkins Data Science Specialization at Coursera. I am now complete with the first three courses. I posted my initial, and very positive, impressions when I was about half-way through the first four-week block. My impressions are still very favorable at completion. Now that the course is complete, I can post my complete thoughts for the first three courses.
There are a total of nine courses, and a capstone. After completing all 10 requirements you earn the “specialization”. After you complete a course you are given an “online certificate”. You can link this to your Linked In page, or other social media. You can see my first three certificates here.
Student Debt Grows Faster at Universities with Highest Paid Administrators
At the 25 public universities with the highest-paid presidents, both student debt and the use of part-time adjunct faculty grew far faster than at the average state university from 2005 to 2012, according to a new study by the Institute for Policy Studies, a left-leaning Washington research group.
The study, “The One Percent at State U: How University Presidents Profit from Rising Student Debt and Low-Wage Faculty Labor,” examined the relationship between executive pay, student debt and low-wage faculty labor at the 25 top-paying public universities.
The co-authors, Andrew Erwin and Marjorie Wood, found that administrative expenditures at the highest-paying universities outpaced spending on scholarships by more than two to one. And while adjunct faculty members became more numerous at the 25 universities, the share of permanent faculty declined drastically.
On Education Reform: Spending & Structure
The law school reform movement gets a boost from an unexpected source:
It is no mystery what has prompted the current calls for a two-year law degree. It is, quite simply, the constantly increasing cost of legal education . . . If I may advert to my own experience at Harvard, once again: In the year I graduated, tuition at Harvard was $1,000. To describe developments since then, in the words of a recent article:
Over the past 60 years, tuition at Harvard Law School has increased ten-fold in constant, inflation-adjusted dollars. In the early 1950s, a year’s tuition at the school cost approximately $5,100 in 2011 dollars. Over the next two decades this figure more than doubled, so that by 1971 tuition was $11,664 in 2011 dollars. Tuition grew at a (relatively) modest pace over the course of the 1970s, so that by 1981 it was $14,476 in 2011 dollars. Then it climbed rapidly again, rising to $25,698 in 1991, $34,484 in 2001, and nearly $50,000 in 2011, again all in constant dollars.
What’s Your Major? 4 Decades Of College Degrees, In 1 Graph
In honor of college graduation season, we made a graph. It answers a few questions we had: What is the mix of bachelor’s degrees awarded today, and how has the mix changed over the past several decades?
A few notes:
The persistence of business. Business majors, which include accounting, marketing, operations and real estate, grew even more popular over the past several decades. One in 5 college grads now gets a degree in the field.
The decline of the education major. The education degree saw a dramatic decline, falling from 21 percent of all graduates in 1970 to just 6 percent in 2011. Does this mean there’s a huge shortage of teachers? Not necessarily — it just means that far fewer students who go on to be teachers actually graduate with an education degree. According to the Department of Education, as recently as 1999 roughly two-thirds of new teachers graduated with an undergraduate degree in education. By 2009, that figure fell to just half.
Intervention with low achieving students: who gets to graduate?
For as long as she could remember, Vanessa Brewer had her mind set on going to college. The image of herself as a college student appealed to her — independent, intelligent, a young woman full of potential — but it was more than that; it was a chance to rewrite the ending to a family story that went off track 18 years earlier, when Vanessa’s mother, then a high-achieving high-school senior in a small town in Arkansas, became pregnant with Vanessa.
Vanessa’s mom did better than most teenage mothers. She married her high-school boyfriend, and when Vanessa was 9, they moved to Mesquite, a working-class suburb of Dallas, where she worked for a mortgage company. Vanessa’s parents divorced when she was 12, and money was always tight, but they raised her and her younger brother to believe they could accomplish anything. Like her mother, Vanessa shone in school, and as she grew up, her parents and her grandparents would often tell her that she would be the one to reach the prize that had slipped away from her mother: a four-year college degree.
There were plenty of decent colleges in and around Dallas that Vanessa could have chosen, but she made up her mind back in middle school that she wanted to attend the University of Texas at Austin, the most prestigious public university in the state. By the time she was in high school, she had it all planned out: She would make her way through the nursing program at U.T., then get a master’s in anesthesiology, then move back to Dallas, get a good job at a hospital, then help out her parents and start her own family. In her head, she saw it like a checklist, and in March 2013, when she received her acceptance letter from U.T., it felt as if she were checking off the first item.
Five months later, Vanessa’s parents dropped her off at her dorm in Austin. She was nervous, a little intimidated by the size of the place, but she was also confident that she was finally where she was meant to be. People had warned her that U.T. was hard. “But I thought: Oh, I got this far,” Vanessa told me. “I’m smart. I’ll be fine.”
Reflections on the Future of the Legal Academy: Increased Faculty Workload & Less Pay
The Honorable Antonin Scalia: Associate Justice of the Supreme Court of the United States:
What I want to discuss with you briefly—and I promise to be brief—is whether (to be blunt about it) you have essentially wasted one of your three years here, and could have done the job in two.
It is a current proposal for reform that law students should be permitted to sit for the bar exam and otherwise be eligible to practice law after only two years of study. To be sure, this is not a new idea. In New York, for example, between 1882 and 1911, college graduates needed to complete only two years of law school to sit for the New York bar; only non-graduates had to do the extra year.1 But then, in 1911, the New York Court of Appeals changed the rule to three years—which remains the rule today in almost all jurisdictions. But, now and again, it has been a source of controversy. In the 1970s prominent educators from President Derek C. Bok of Harvard University to President Edward H. Levi of the University of Chicago said publicly that switching to two years was at least worth a try.2 Then in 1999 Judge Richard Posner embraced the idea.3 As did the President of the United States just last year, saying that third-year students would be “better off clerking or practicing in a firm.”4 Finally, joining the chorus—and this was a surprise, at least to me—was the American Bar Association’s Task Force on the Future of Legal Education, which suggested in January of this year that “bar admitting authorities could create paths to licensure with fewer hours than the [current] Standards require by devices such as: (1) accepting applicants who . . . have fewer hours of law-school training than the Standards require; or (2) accepting applicants with two-years of law school credits plus a year of carefully-structured skills-based experience, inside a law school or elsewhere.”5
I vigorously dissent. It seems to me that the law-school-in-two-years proposal rests on the premise that law school is—or ought to be—a trade school. It is not that. It is a school preparing men and women not for a trade but for a profession—- the profession of law. One can practice various aspects of law without knowing much about the whole field. I expect that someone could be taught to be an expert real- estate conveyancer in six weeks, or a tax advisor in six months. And maybe we should train such people—but we should not call them lawyers. Just as someone might become expert in hand surgery without knowing much about the rest of the human body, so also one can become expert in various segments of the law without knowing much about the rest. We should call the former a hand surgeon rather than a doctor; and the latter a real-estate conveyancer, or H&R Block—but not a lawyer. Those of you who have walked the streets of Paris may have noticed (as I have) signs here and there—“Jurisconsult,” for example—advertising the services of people who give legal advice but are not avocats (lawyers). I am not even sure whether one must pass an exam or have any special training to work in such a capacity.
Education Automation, Freeing the Scholar to Return to His Studies
My feeling about today’s meeting with you is first, that it is a tremendous privilege as a human being to stand with other human beings who are concerned fundamentally and deeply, as you are, with the process and further implementation of education and to be allowed to disclose to you what I think I have discovered regarding education’s trending evolutionary needs. I am quite confident that the Southern Illinois University’s new Edwardsville Campus studies are uniquely important.
Because President Morris has mentioned it in his introduction of me to this meeting, let me begin with some of my own student experiences at Harvard, for what I have to offer to you today springs from my several educational experiences. I am a New Englander, and I entered Harvard immaturely. I was too puerilely in love with a special, romantic, mythical Harvard of my own conjuring‹an Olympian world of super athletes and alluring, grown-up, worldly heroes. I was the fifth generation of a direct line of fathers and their sons attending Harvard College. I arrived there in 1913 before World War I and found myself primarily involved in phases of Harvard that were completely irrelevant to Harvard’s educational system. For instance, because I had been quarterback on a preparatory school team whose quarterbacks before me had frequently become quarterbacks of the Harvard football team, I had hoped that I too might follow that precedent, but I broke my knee, and that ambition was frustrated. Just before entering college I was painfully jilted in my first schoolboy into-love-falling. Though I had entered Harvard with honor grades I obtained only “good” to “passing” marks in my college work, which I adolescently looked upon as a chore done only to earn the right to live in the Harvard community. But above all, I was confronted with social problems of clubs and so forth. The Harvard clubs played a role in those days very different from today. The problems they generated were solved by the great House system that was inaugurated after World War I. My father died when I was quite young, and though my family was relatively poor I had come to Harvard from a preparatory school for quite well-to-do families. I soon saw that I wasn’t going to be included in the clubs as I might have been if I had been very wealthy or had a father looking out for me, for much of the clubs’ membership was prearranged by the clubs’ graduate committees. I was shockingly surprised by the looming situation. I hadn’t anticipated these social developments. I suddenly saw a class system existing in Harvard of which I had never dreamed. I was not aware up to that moment that there was a social class system and that there were different grades of citizens. My thoughts had been idealistically democratic. Some people had good luck and others bad, but not because they were not equal. I considered myself about to be ostracized or compassionately tolerated by the boys I had grown up with. I felt that my social degradation would bring disgrace to my family. If I had gone to another college where I knew no one, it would not have mattered at all to me whether or not I was taken into some society. It was being dropped by all those who had been my friends that hurt, even though I knew that they had almost nothing to do with the selecting. I became panicky about that disintegration of my idealistic Harvard world, went on a pretended “lark,” cut classes, and was “fired.”
Are affirmative action preferences “worse” than other sorts of admissions preferences?
My article on the Schuette case was written before the Supreme Court decided the case, but it will still be useful to those interested in the constitutional and policy debate over affirmative action preferences. Careful readers will note that some of my criticisms of the Sixth Circuit decision also apply to Justice Sotomayor’s dissent. Here’s the abstract:
The question presented to the Supreme Court in Schuette v. Coalition to Defend Affirmative Action is, “Whether a state violates the Equal Protection Clause by amending its constitution to prohibit race- and sex-based discrimination or preferential treatment in public-university admissions decisions.” Given that the Supreme Court barely tolerates affirmative action preferences, it is exceedingly unlikely to endorse a lower court ruling that overturns a state ban on them.Nevertheless, it is worth examining the reasoning of the Sixth Circuit’s decision in Schuette, because it exemplifies many interesting nuances regarding the debate over the constitutionality of affirmative action preferences, nuances that were mostly ignored in the dissenting opinions. Judge Cole’s opinion demonstrates (1) that despite decades of jurisprudence permitting state university affirmative action preferences only if used for “diversity” purposes, its legal advocates, including federal judges, still act under the assumption that the purpose of preferences is to benefit students who are members of underrepresented minority groups; (2) some affirmative action advocates cling to an obsolete model of American politics that posits that African Americans and members of other minority groups lack any substantial political power; (3) some affirmative action advocates tend to discuss the issue as if the only groups affected are African Americans and whites, neglecting both that Asian Americans tend to be harmed by university admissions’ preferences, and that African Americans are a shrinking minority of those eligible for preferences, with Hispanics a significantly larger and faster-growing demographic group; and (4) affirmative action advocates tend to be dismissive of the claim that race is different and more problematic than other criteria that university officials may consider in admissions, for moral, historical, and practical reasons. While not unassailable, these reasons seem to provide a significant non-arbitrary rationale for state voters to ban official reliance on race and ethnicity.
Congratulations to Class of 2014, the Most Indebted Ever
As college graduates in the Class of 2014 prepare to shift their tassels and accept their diplomas, they leave school with one discouraging distinction: they’re the most indebted class ever.
The average Class of 2014 graduate with student-loan debt has to pay back some $33,000, according to an analysis of government data by Mark Kantrowitz, publisher at student-marketing company Edvisors. Even after adjusting for inflation that’s nearly double the amount borrowers had to pay back 20 years ago.
UCLA prof says stats prove school’s admissions illegally favor blacks
Public universities in California are barred from using race as a factor in admitting students, but a UCLA professor who once served on its admissions oversight team says he has proof they do it anyway.
While the first round of admissions consideration is handled fairly, African-American students are nearly three times as likely to make it out of the “maybe” pile than equally-qualified white students, and more than twice as likely as Asians, according to Tim Groseclose, a political science professor at the school and author of a new book titled, “Cheating: An Insider’s Report on the Use of Race in Admissions at UCLA.”
“UCLA is using racial preferences in admissions,” Groseclose, who made his case using data from 2006-2009, told FoxNews.com.
After a first look results in most applications being either accepted or rejected, a handful of senior university staff sift through those marked for further consideration, according to Groseclose. That’s where the alleged bias happens. He found black applicants were accepted at a 43 percent rate in the second round, while whites were accepted at a 15 percent rate and Asians at an 18 percent rate.
Common App: Admissions Collusion?
Colleges may soon have a new reason — an antitrust lawsuit — to think twice about their relationship with the Common Application.
CollegeNET, which provides a variety of admissions-related services to college, some in direct competition with the Common Application, sued Common App last week in federal court, charging antitrust violations. And while the suit is only against Common App, it states that some of the 500 colleges that are members have been “co-conspirators” in some of the alleged violations.
When CollegeNET issued a news release last week about having sued Common Application, some admissions leaders were scratching their heads about how a service to process applications could violate antitrust law. The press release provided few details.
Related: Financial Aid Leveraging.
Confessions of a Grade Inflator Between the grubbing and the blubbering, grading fairly is just not worth the fight.
n the classroom, I can be formidable: I’ve been known to drill-sergeant lethargic students out of their chairs and demand burpees; I am a master of the I’m Not Mad, I’m Just Disappointed scowl. And yet, when it comes to assigning an end-of-semester letter value to their results, I am a grade-A milquetoast. It’s grading time once again, and I’m a softie as usual: Of my current 33 students, 20 are getting either A’s or A-minuses.
It’s not that I just “give” students good grades. Each course I teach has a meticulous assessment breakdown, taking into account participation, homework, quizzes, and essays—and for the latter, I grade with a rubric, which both minimizes griping and allows me to be slightly fair. But even with all of these “hard-ass” measures, the ugly truth is that to get below a B+ in my class, you have to be a total screw-up. I’m still strict with my scale—it’s just that said scale now goes from “great” to “awesome.” It’s pathetic, I know. But when you see what professors today are up against, maybe you’ll understand.
If I graded truly fairly—as in, a C means actual average work—the “customers” would do their level best to ruin my life. Granted, there exist professors whose will to power out-powers grade-gripers. There are stalwarts who remain impervious to students’ tenacious complaints, which can be so single-minded that one wonders what would happen if they had applied one-fifteenth of that focus to their coursework. I admire and cherish those professors, but I am not one of them. You know why? Because otherwise, at the end of every semester, my life would become a 24-hour brigade of this:
U.S. Students from Educated Families Lag in International Tests
Eric A. Hanushek, Paul E. Peterson and Ludger Woessmann:
“The big picture of U.S. performance on the 2012 Program for International Student Assessment (PISA) is straightforward and stark: It is a picture of educational stagnation…. Fifteen-year olds in the U.S. today are average in science and reading literacy, and below average in mathematics, compared to their counterparts in [other industrialized] countries.”
U.S. secretary of education Arne Duncan spoke these grim words on the bleak December day in late 2013 when the international tests in math, science, and literacy were released. No less disconcerting was the secretary’s warning that the nation’s educational problems are not limited to certain groups or specific places. The “educational challenge in America is not just about poor kids in poor neighborhoods,” he said. “It’s about many kids in many neighborhoods. The [test] results underscore that educational shortcomings in the United States are not just the problems of other people’s children.”
In making his comments, Secretary Duncan challenged those who cling to an old belief that the nation’s educational challenges are confined to its inner cities. Most affluent Americans remain optimistic about the schools in their local community. In 2011, Education Next asked a representative sample to evaluate both the nation’s schools and those in their own community. The affluent were especially dubious about the nation’s schools—only 15 percent conceded them an A or a B. Yet 54 percent gave their local schools one of the two top ratings.
Public opinion is split on how well the nation’s schools educate students of different abilities. In 2013 Education Next asked the public whether local schools did a good job of teaching talented students. Seventy-three percent said the local schools did “somewhat” or “extremely” well at the task, as compared to only 45 percent who thought that was true of their capacity to teach the less-talented.
Related: www.wisconsin2.org.
Higher Education Spending & Tuition Growth Climate: Jobless in Two Days
Like so many institutions, Quinnipiac University has struggled at times to maintain its financial footing since the recession. And like their counterparts elsewhere, Quinnipiac professors have borne the brunt of that struggle, seeing a salary freeze and stalled hiring along the way. But faculty members say that no one saw last week’s rapid-fire round of full-time faculty cuts coming, and they’re still “reeling” from the news.
Beyond the unusually quick timeline for the cuts – deans and department chairs were given just two days to decide whom to lay off – the matter has raised concerns about shared governance. Faculty members say they have no idea whether such cuts are really necessary, given their lack of involvement in the decision and the fact that Quinnipiac simultaneously announced it will hire additional faculty members next year in other “growth” programs.
“There’s shock, disbelief, confusion – we’re really just still reeling from this,” said a faculty member who did not want to be named, citing concerns about job security. “I don’t know how to express to you, in terms of information, how little we got [about the cuts].”
College Grads Have Diplomas — and Lots of Optimism
College graduates are wearing caps and gowns–and rose-colored glasses.
A new survey of college grads shows a high level of optimism about job prospects. What the Class of 2014 may not realize is that their predecessors were also upbeat about their job prospects, only to have their expectations dashed on the rocks of a weak recovery.
The Accenture 2014 College Graduate Employment Survey, released Wednesday, shows 69% of this year’s class think they will have a job within six months of graduating. Another 11% have already accepted a job.
Proposed changes to storied IB program roil Denver high school
When the Saturday morning meeting about proposed changes to George Washington High School’s International Baccalaureate program got off to a raucous, even unruly start in the school library, a mixed group of IB and non-IB students decided to take matters into their own hands.
As angry parents who had expected an open forum but found themselves in a less interactive session tried to shout down Denver Public Schools administrators, a group of about 20 students calmly retreated to a computer lab and spent 90 minutes devising their own list of recommendations.
The student gathering was impassioned but calm and when two students started talking at once, one of their peers chimed in with “C’mon, guys, let’s not be like the parents.”For their part, parents said they had legitimate reasons to be angry. They cited a letter penned last week by GW Principal Micheal Johnson that promised the meeting would “address any questions or concerns that may arise about our future direction.” Instead, DPS officials made it clear from the outset that they were not going to answer questions but rather would hold “breakout sessions” on “becoming a destination high school,” “improving communications and school culture,” and ensuring academic excellence for all students.”
Parents said they felt impending changes to one of DPS’ most academically successful programs were sprung on them with little notice and no opportunity for them to provide input. “This was all done sub rosa,” said Leslie Lilly, whose son is an IB program 10th-grader.
Related: Denver spends $1,581,688,230 for 84,000 students or $18,830 per student (Page 89 of the 469 page 2013-2014 budget document [PDF]. Interestingly, prominence is given to “general fund” spending on page 25, not total spending) Madison seems to have done this in its most recent budget documents as well. I fail to understand how ignoring total spending vis a vis “general fund” makes sense. The mission of public school districts is to educate their students. End of statement.
Madison spends about $15,000/student – see the 2014-2015 budget documents, here.
Our Generous Uncle Sam: Lenient College Debt Rules Encourage Students To Keep Borrowing And Hunt For “Public Service” Jobs
Our Generous Uncle Sam: Lenient College Debt Rules Encourage Students To Keep Borrowing And Hunt For “Public Service” Jobs
People keep talking about the high burden of college debt, which now surpasses credit card debt. And the federal government is doing something to help.
Unfortunately, what it is doing makes the problem worse.
Student loan debt has risen more than any other category, according to a February report by the Federal Reserve Bank of New York. That’s surprising because college enrollments (and also enrollments in many graduate and professional schools) have been declining.
So why is that student debt mountain still growing?
Instead of paying their debts down, many graduates are either keeping their loan balances steady or even allowing them to increase. About 17 percent of student borrowers are currently delinquent, but many more who aren’t officially delinquent have avoided that only by taking advantage of Uncle Sam’s generosity with taxpayer money.
One of the “generous” features of federal loans permits students to defer their payments. They can simply claim that they impose “economic hardship” or they can return to school. Just by enrolling half-time, the student can qualify for more loans and can use the money not just to pay for tuition, but to help cover living expenses.
Princeton president: Graduating college with $100k debt? ‘Something’s gone wrong in your financial planning’
PLAINSBORO — If you’re an undergraduate leaving a four-year institution owing $100,000 or more in debt, “something’s gone wrong in your financial planning,” according to Princeton University President Christopher Eisgruber.
“It’s highly atypical of what you see coming out of colleges,” said Eisgruber, speaking before about 150 business officials today at a Princeton Regional Chamber of Commerce luncheon.
After serving as Princeton’s provost for nine years, Eisgruber was named the university’s 20th president in July after Shirley Tilghman stepped down. In his remarks today, Eisgruber stressed the necessity of obtaining an undergraduate degree to compete in the current job market, debunking claims in news media, he said, that four-year degrees are no longer worth the increasing costs.
“If you talk to labor economists who study higher education about those kinds of topics, they are baffled by that kind of coverage in the press, because the case economically for the value of higher education is extraordinary,” Eisgruber said. “The premium from a college education today is higher than it has been at any point in our history.”
To justify this, Eisgruber referenced economists’ figures for the value of an undergraduate degree: between 7.5 percent and 15.2 percent annually in return on investment, he said.
“Think about that: How many investments can you make where the anticipated return is about 10 percent compounding?” Eisgruber asked.
The College Bottleneck in the American Opportunity Structure
Richard V. Reeves and Quentin Karpilow:
Note: Part of a two-week series devoted to exploring what we can learn about social mobility from Joseph Fishkin’s new book, Bottlenecks.
Bottlenecks control the flow of future opportunities, according to Fishkin, and they can take the form of developmental opportunities, instrumental goods (like money), or a qualifications. In the U.S. today, one qualification acts a quintessential bottleneck: the college degree.
Qualification bottlenecks
Simply put, qualification bottlenecks are:
“Educational credentials, test scores, and other requirements that one must fulfill in order to pursue some path or range of paths to valued ends.” (Fishkin, Bottlenecks, p. 156)
While developmental bottlenecks are concerned with skills-building opportunities, qualification bottlenecks relate to the requirements for pursuing a particular life path.
Of course, in many cases, developmental and qualification bottlenecks are interrelated. Scoring well on the SAT is often a pre-requisite for going to an elite college, making it a qualification bottleneck. Elite colleges, however, offer educational and skills-building opportunities that are often hard to find in other post-secondary institutions.
Competency and Affordability
The $10,000 bachelor’s degree remains elusive. But Southern New Hampshire University’s College for America has unveiled self-paced, competency-based degrees that students should be able to complete for that price, or less.
The private university’s regional accreditor, the New England Association of Schools and Colleges, last week gave a green light to online bachelor’s degrees in health care management and communications from College for America, which is a nonprofit subsidiary of the university.
The college first began enrolling students last year. Until this week its sole option was an associate degree in general studies.
Tuition and fees at College for America are $1,250 per six-month term. The college uses a subscription-style model in which students can complete assessments at their own speed. The associate degree is designed for students to complete in an average of two years — at a cost of $5,000.
The new bachelor’s degrees will be stacked on top of associate degrees, college officials said. That means students must first complete the associate degree — or transfer in with one from elsewhere — with the bachelor’s being the second half of the curriculum.
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How to Fill the Skills Gap: Bring Back Apprenticeships
Manufacturing is growing in the United States, but many companies claim that they face a “skills gap.” These companies have unfilled vacancies, but say that unemployed workers and recent high school graduates do not have the technical knowledge needed to fill them. Apprenticeships have historically taught students the necessary skills for a career in manufacturing. However, there has been a sharp decline in apprenticeships across the United States, some 40 percent over the past decade, and cash-strapped state budgets have forced schools to cut technical education in favor of four-year college preparatory curricula.
Harvard to adopt student honesty pledge
Harvard University is going to introduce an “honour code” in which students will promise not to cheat.
It will be the first time the prestigious US university has asked students to make a public commitment not to plagiarise or cheat in their coursework and exams.
In 2012 the university faced its biggest-ever cheating scandal.
The proposals will mean students at Harvard from 2015 agreeing to an “affirmation of integrity”.
“Honour codes” – or “honor codes” in the American spelling – are used by a number of US universities as a way of discouraging students from cheating in exams or submitting material that has been copied from the internet.
Poll: Prestigious Colleges Won’t Make You Happier In Life Or Work
There’s plenty of anxiety in the U.S. over getting into a top college. But a new Gallup poll suggests that, later in life, it doesn’t matter nearly as much as we think. In fact, when you ask college graduates whether they’re “engaged” with their work or “thriving” in all aspects of their lives, their responses don’t vary one bit whether they went to a prestigious college or not.
The surprising findings come in a survey of 29,650 college graduates of all ages by Gallup pollsters working with researchers at Purdue University. The poll asked graduates a range of questions designed to measure how well they are doing in life across factors such as income and “engagement” in their jobs and careers.
The survey set a high bar. It found that 39 percent of college grads overall say they’re “engaged” at work (which is 10 points higher than the population at large). And, while almost 5 in 6 self-report doing great in at least one sphere — whether sense of purpose, financial security, physical health, close relationships or community pride — only 11 percent are “thriving” in all five areas of well-being.
And here’s the kicker.
Get a College-Level Computer Science Education with These Free Courses
We’re lucky to have access to so many excellent free online courses for just about anything you want to study, including computer science. Here’s a curriculum list that strings various free computing courses into the equivalent of a college bachelor’s degree.
aGupieWare, an independent app developer, surveyed the curricular requirements for computer science programs at several of the US’s top universities. It then developed a similar program using 15 free online courses from MIT, Berkeley, Stanford, and other sources. Like formal college programs, the courses are broken into introductory classes, core classes, and electives.
While this won’t get you an actual college degree, you can save tens of thousands of dollars rolling your own education. (And you might also be able to get formal college credit through exams.)
Scaling a University
Regular readers will probably appreciate that I occasionally write to exorcise my managerial angst. This may not make for enthralling reading, but needs must. So, I have been giving thought to the problem of universities and scale.
The problem here is that many of the mechanisms, both formal and informal, by which universities conventionally operate, do not scale. They are built upon institutions that are physically, more or less, in one place. These institutions are constituted of a small number of departments, perhaps loosely clustered in coherent faculties, where the departments are small enough for all the members of staff to know each other and for the Head to be able to both run the department and be a peer to the senior staff. The departments are the primary locus of student engagement and hold the main responsibilties in respect of day-to-day management. The universities are dependent upon broad participation in collective governance and on a shared understanding of a common operating model. They depend too on a straightforward and transparent allocation of financial responsibilities and schemes of delegation.
There are very few universities for which these operational conditions hold. Put simply most research intensive institutions outgrew the established mechanisms and associated organisational models perhaps ten or more years ago. Much of the recent story of university management has been a process of catch-up in which we have sought to transition from a scheme of working that could no longer be sustained to an approach that respects the realities of increased scale. This is the genesis of ‘faculties’ with executive responsibilities, coordinating ‘schools’, ‘research institutes’, ‘clusters’, ‘hubs’, ‘programmes’ and all the varied organisational forms that have emerged.
The radically sensible idea that’s lowering America’s massive monthly student debt payments
As we all know, US student debt is soaring. With a relentless rise, student debt has become the second-highest form of consumer debt in the US in recent years. In the fourth quarter, the amount of student debt outstanding hit $1.1 trillion. (This chart doesn’t show mortgage debt, which is about a dozen times as big.) But at the same time , there’s a crucial transformation going on. That’s why this chart, below, is important. It shows more people have been availing of a couple of different federal programs that lower the monthly repayments on student loans. The income-based repayment program (IBR) was instituted by the US Department of Education in 2009. It caps monthly loan payments at 15% of the borrower’s discretionary income and forgives loans after 25 years. A separate repayment plan, known as pay-as-you-earn (PAYE), was introduced in December 2012. It is aimed at helping young Americans who graduated into the miserable economy of the Great Recession. (It is only available to those who took out their first loan after Oct. 1, 2007.) It caps monthly payments at 10% of discretionary income and forgives loans after 20 years.
People seem to think these programs are a good deal, as usage of them is growing fast. In a report, analysts from Moody’s noted that the balance of all federal direct loans in repayment—which includes loans that are in forbearance and deferment—under these two programs was about 20% as of the end of March. That’s up from 14% in June 2013.
Online Learning: A Bachelor’s Level Computer Science Program Curriculum
A few months back we took an in-depth look at MIT’s free online Introduction to Computer Science course, and laid out a self-study time table to complete the class within four months, along with a companion post providing learning benchmarks to chart your progress. In the present article, I’ll step back and take a much more broad look at com-sci course offerings available for free on the internet, in order to answer a deceptively straightforward question: is it possible to complete the equivalent of a college bachelor’s degree in computer science through college and university courses that are freely available online? And if so, how does one do so?
The former question is more difficult to answer than it may at first appear. There are, of course, tons of resources relating to computer science and engineering, computer programming, software engineering, etc. that can easily be found online with a few simple searches. However, despite this fact, it is very unlikely that you would find a free, basic computer science curriculum offered in one complete package from any given academic source. The reason for this is fairly obvious. Why pay $50,000 a year to go to Harvard, for example, if you could take all the exact same courses online for free?
In Pursuit of Knowledge, and Profit How universities aid and abet patent trolls
A few weeks ago, administrators at Penn State University did something they believed had never been attempted in American academia: The school put about 70 engineering patents up for auction and tried to sell them to the highest bidder. They weren’t so successful—not many patents sold—but the project has disturbing implications. What if all this intellectual property, based on research done at a public institution, were to end up in the hands of someone less interested in innovation than in hauling companies to court? What if Penn State auctioned its inventions to a greedy patent troll?
It wouldn’t be the first time that an institute of higher learning had partnered up with patent trolls, or mimicked their behavior. Universities and patent trolls have some major traits in common: Both make money off of legal rights; both let other businesses implement ideas and then pinch a portion of the revenue; both purport to bring that money back to those innovators who most deserve it. Looked at from a distance, and with squinted eyes, a school might seem to be a patent troll itself—and that resemblance is growing stronger.
“I want…N.C.A.A. machinery dismantled. I want faculties to take back their universities from athletic depts.”
Mary Willingham remembers the exact moment when she realized she had to go public. It was at the memorial service in the fall of 2012 for Bill Friday, the former president of the University of North Carolina. During his long career, Friday had championed the amateur ideal — the notion that college athletes needed also to be students, and that academics mattered as much as wins.
Willingham went to the university in Chapel Hill in 2003 as an academic adviser to the school’s athletes, primarily its football and basketball players. She was a reading specialist, a refugee from corporate America who had become a teacher in midlife. “Mary is one of those people who believed in the mythology, that you can do both athletics and academics,” says Richard Southall, who runs the College Sport Research Institute at the University of South Carolina.
But right from the start, she realized that there was a problem: Many of the athletes were coming into college unequipped to do college-level work. Around 2008, she recalls, after the N.C.A.A. changed its eligibility requirements — depending on their G.P.A.’s, athletes could now get in with lower S.A.T. scores — the situation became dramatically worse.
Three Graphs About Trying and Failing
The true return to college heavily depends on the probability of successful completion. That probability in turn heavily depends on pre-college academic performance. How heavily? Check out these three graphs from Bound, Lovenheim, and Turner’s “Why Have College Completion Rates Declined?” (American Economic Journal 2010). BLT compare results for the NLS72 (high school graduation cohort of 1972) and NELS:88 (high school graduation cohort of 1992), using a standardized high school math test to measure pre-college performance.
First, check out your probability of trying college if you finish high school.
Why students using laptops learn less in class even when they really are taking notes
Are you one of those old-school types who insists that kids learn better when they leave the laptops at home and take lecture notes in longhand?
If so, you’re right. There’s new evidence to prove it, and it’s unsettling because so many students aren’t really taught longhand anymore.
According to a new study based on a series of lab-based experiments comparing how much students learned after listening to the same lectures, there’s no contest. Handwriters learn better, hands down.
The ones who took their notes in longhand demonstrated in tests that they got more out of the lectures than the typists.
It’s not for the reasons most people think either. It’s not because of “multi-tasking” or the distraction available to students using laptops, especially with WiFi. That’s a problem by itself. But for this study, in a lab setting, no extraneous activity was allowed.
College tips: Advice from a professor
Beware the first semester
When I ask my students about their biggest college regret, it is almost universally, “my first semester.”Graduates often lament that they spent their entire college career trying to recover from the damage inflicted to their GPA in the first semester.
The change in class structure and freedom catches students off guard.
Professors don’t coddle like high school teachers.
Most won’t even force students to attend class.
For students in dorms, parents can’t act like a check on bad habits.
Students without a strong sense of discipline find themselves sleeping through 8 AM classes, failing to study for exams and unable to complete assignments.
Most of these students sober up and gain discipline when they see their grades for the first semester, and live with a sense of regret thereafter.
Those that don’t drop out at the end of freshman year.
Student Debt and a Broken Financial System
When the Class of 2009 entered college in 2005, they had good reason to be optimistic. The economy appeared to be healthy, and a college degree commanded higher wages. College, of course, is expensive. And almost 2 out of 3 students entering college took on some debt. They took on that debt believing that it would be easy to pay back given the strong market for those with a college degree.
But then the biggest recession in 80 years hit the United States, leading to a much worse job market for college graduates. Here is the unemployment rate as of October for college graduates who just graduated, by year from 2007 to 2011.
The Class of 2009 had an unemployment rate of 18% — twice as bad as the Class of 2007 had when they graduated. The employment to population ratio also shows how bad the market was:
Enrollment in Student-Debt Forgiveness Programs Soars in 2014
Two federal programs that offer to wipe away huge accumulations of student debt have grown at a rapid clip this year, putting them among the government’s fastest-growing forms of financial assistance.
The Journal reported last week that enrollment in the plans—which allow students to rack up big debts and then forgive the unpaid balance after a set period—surged nearly 40% in the second half of 2013.
The growth of the programs hasn’t slowed. The number of borrowers in the income-based repayment programs climbed 24% between January through March to 1.63 million, the Education Department said. The amount of debt absorbed grew by 22% to $88 billion—now nearly a 10th of all outstanding federal student debt.
At that rate, the government took on more than $5.3 billion per month in potential student-debt liability in the first three months of the year.
Interest in the programs began to surge in the middle of last year as the Obama administration promoted the programs through emails to borrowers and on the Internet. In the nine months through March, enrollment is up a staggering 72%.
The programs’ popularity comes as top law schools have taken to advertising their own plans that offer to cover a graduate’s federal loan repayments until outstanding debt is forgiven—opening the way for free or greatly subsidized degrees at taxpayer expense.
The limits of the digital humanities
he humanities are in crisis again, or still. But there is one big exception: digital humanities, which is a growth industry. In 2009, the nascent field was the talk of the Modern Language Association (MLA) convention: “among all the contending subfields,” a reporter wrote about that year’s gathering, “the digital humanities seem like the first ‘next big thing’ in a long time.” Even earlier, the National Endowment for the Humanities created its Office of Digital Humanities to help fund projects. And digital humanities continues to go from strength to strength, thanks in part to the Mellon Foundation, which has seeded programs at a number of universities with large grants—most recently, $1 million to the University of Rochester to create a graduate fellowship.
How many college applications is too many?
On the surface, it seems to be a simple question: How many college applications should you submit?
The answer may be more than parents may think, and the reason is that the admissions process has become less predictable, college consultants said.
“I have one student this year who was waitlisted at the University of Chicago and accepted at Yale, Harvard and Columbia,” said Shirley Bloomquist, a college counselor in Great Falls, Virginia with 30 years of experience.
Another student with similar credentials was accepted to the University of Chicago but rejected by Yale. “It’s much more variable than it used to be,” Bloomquist said.
There’s a chicken vs. egg quality to all this uncertainty. The national college acceptance rate has steadily declined in the past 10 years, but that’s in large part due to the growth in applications each student submits, according to the National Association for College Admission Counseling’s latest “State of College Admission” report.
Welcome to the Well-Educated-Barista Economy
A century ago, Henry Ford startled the world by doubling his workers’ wages, with some reaching the unheard-of level of $5 a day. Although accounts of Ford’s motivation differ, his decision fit into a larger context: A mass-production economy requires a mass-consumption society. In the absence of broad-based, steadily rising purchasing power, the engine of economic growth will sputter and die.
Fast-forward four decades to the day in the early 1950s that a Ford executive was showing United Auto Workers President Walter Reuther around a state-of-the-art automated assembly plant. The executive pointed to some gleaming new machines and asked Reuther, “How are you going to collect union dues from these guys?” Reuther replied, “How are you going to get them to buy Fords ?” News accounts record no answer to either question; nor do the ensuing 60 years.
This brings us to the present day—to a slow-motion recovery that thus far has left millions of Americans unemployed or underemployed and millions more outside the workforce. One key reason for this sluggish performance is a housing industry that is falling far short of a normal rebound from recessionary lows. Economists estimate that long-term demand for new housing units should average about 1.5 million a year. After overshooting badly between 2000 and 2006, the market collapsed to barely half a million by 2009. New housing starts have increased since then to an annual rate of just under one million, far below long-term trends. According to Neil Irwin of the New York Times, NYT -2.05% investment in new residential property today represents a smaller share of the U.S. economy than at any other time since World War II. If it returned merely to its postwar average share, growth would jump by 2%, adding 1.5 million jobs and knocking a full point off the unemployment rate.
Since 2004, UW-Madison tuition increased at a greater rate for Wisconsin residents
Tuition at UW-Madison is the topic of much scrutiny and debate, as the news of a second year of $1 billion fund reserves prompted Gov. Scott Walker to call for a second tuition freeze.
How high is tuition at UW-Madison?
Higher than it was — especially for Wisconsin residents — and lower than it is at comparable public institutions.
Homegrown Badgers continuing a family tradition of attending the UW-Madison paid a whopping 77 percent more in tuition and fees to enter as a freshman this year than their brothers and sisters did a decade ago, according to UW-Madison’s Data Digest.
Academic year resident tuition and fees rose from $5,866 in 2004-2005 to $10,403 in 2013-14.
Non-resident undergraduate students pay substantially more to attend UW-Madison than residents, then and now.
Tuition and fees for non-residents was $19,866 in 2004-05 and $26,653 this year, a 34 percent increase, less than half the rate of increase absorbed by resident students.
Tuition is lower at UW-Madison — for resident and non-resident undergraduates — than the average for other public Big Ten universities.
When College Isn’t in the Cards
If college isn’t in a high school student’s plan for any reason, the sense of pressure and judgment that some families feel at this time of year can be overwhelming. Many seniors are deciding where they want to begin college in the fall, decisions that will be final on May 1. “I feel judgment like I haven’t felt since my kids were babies,” Adrienne Jones posted on Facebook (where many parents are proudly posting acceptances and decisions). Her son does not plan to enter college.
When a Motherlode reader asked for stories from other parents who have a child who is not interested in going to college, we asked her to tell us a little more. She described a child whose primary interests were in creative pursuits, and who is, at best, “ambivalent” about college. “He loves to learn but heavy-duty academics are not something he relishes, so on that front, I don’t want to push him into a four-year college where he would be miserable and we would spend what amounts to a fortune from our meager budget.” College of some kind may or may not lie in his future, and she is trying, amid some support from friends and some judgment, to feel sanguine. “It would really help to hear stories from other parents whose kids found a meaningful life with decent work, without college,” she wrote, as well as stories of what children who don’t choose college do after senior year.
So we asked, on Facebook, on the blog, and on Twitter, for parents to share their stories of “noncollege-bound kids” or of their noncollege-bound selves. We read about triumphs, we read about alternatives, and we read about regret. As promised, here are some of the stories.
“My partner and I are both college-educated and assumed that that was the route our intelligent child would take,” Weary1 of Seattle wrote. “But as middle and high school progressed it became clear that being intelligent is not the same thing as being scholastically inclined, and when you combine that with adolescent-onset anxiety disorder/clinical depression, well, college becomes less of an instant option. For this child, a gap year, the prospect of a two-year college in a nonliberal-arts field, working in the outdoors job that suits this child to a T … I am glad all these options exist and that we have come to accept that the four-year-college goal is not for everybody.”
Checking My Privilege: Character as the Basis of Privilege
There is a phrase that floats around college campuses, Princeton being no exception, that threatens to strike down opinions without regard for their merits, but rather solely on the basis of the person that voiced them. “Check your privilege,” the saying goes, and I have been reprimanded by it several times this year. The phrase, handed down by my moral superiors, descends recklessly, like an Obama-sanctioned drone, and aims laser-like at my pinkish-peach complexion, my maleness, and the nerve I displayed in offering an opinion rooted in a personal Weltanschauung. “Check your privilege,” they tell me in a command that teeters between an imposition to actually explore how I got where I am, and a reminder that I ought to feel personally apologetic because white males seem to pull most of the strings in the world.
I do not accuse those who “check” me and my perspective of overt racism, although the phrase, which assumes that simply because I belong to a certain ethnic group I should be judged collectively with it, toes that line. But I do condemn them for diminishing everything I have personally accomplished, all the hard work I have done in my life, and for ascribing all the fruit I reap not to the seeds I sow but to some invisible patron saint of white maleness who places it out for me before I even arrive. Furthermore, I condemn them for casting the equal protection clause, indeed the very idea of a meritocracy, as a myth, and for declaring that we are all governed by invisible forces (some would call them “stigmas” or “societal norms”), that our nation runs on racist and sexist conspiracies. Forget “you didn’t build that;” check your privilege and realize that nothing you have accomplished is real.
University of Michigan faculty question administrator pay in letter to Board of Regents
An open letter to University of Michigan’s Board of Regents from about a dozen of the school’s faculty criticizes the school’s administrative pay and bonus system.
“The University is in desperate and urgent need of fiscal reform,” the letter, dated April 20, states. Reform, it continues, should include: “arresting the steep increases in salaries to top administrators, reforming the secretive bonus culture of the Fleming administration building.”
In the 40-page letter, the authors ask regents to freeze the salaries of upper administrators, begin releasing the full salary information of employees, instead of just releasing the base salaries that are required by law, and review supplemental pay practices at the school.
The letter’s authors suggest that faculty pay has been increasing modestly in the last decade, while administrator pay at the school has increased substantially, both through hikes in base salaries and through supplemental pay.
Dario Gaggio, a history professor at U-M who authored the letter with about a dozen other faculty members, said he hopes the letter will help bring about change.
The Adjunct Revolt: How Poor Professors Are Fighting Back
Mary-Faith Cerasoli has been reduced to “sleeping in her car, showering at college athletic centers and applying for food stamps,” The New York Times recently reported. Is she unemployed? No, in fact, she is a college professor— but an adjunct one, meaning she is hired on a short-term contract with no possibility of tenure.
A spate of research about the contingent academic workforce indicates that Cerasoli’s circumstances are not exceptional. This month, a report by the American Association of University Professors showed that adjuncts now constitute 76.4 percent of U.S. faculty across all institutional types, from liberal-arts colleges to research universities to community colleges. A study released by the U.S. House of Representatives in January reveals that the majority of these adjuncts live below the poverty line.
Getting What Students Pay For In College
Our best public universities have spotty records in teaching such subjects as U.S.history, science and writing, and are having a persistent problem with grade inflation, according to a new report from the organization I work for, the American Council of Trustees and Alumni (ACTA). Our report, Getting What You Pay For?: A Look at America’s Top-Ranked Public Universities, looks at key areas of quality cost effectiveness at Berkeley, Penn State, the University of Virginia and other “Top 50” public flagship universities in the United States.
Seventeen of the 50 schools require two or fewer of seven key subjects and another 21 require only three. At many schools the grading standards have grown weak, too. Between 1960 and 2006, the University of Michigan saw its average GPA increase by 0.65, the University of Wisconsin at Madison by 0.7, and the University of California at Berkeley by 0.76–almost the whole way from a C+ to a B+ average. Across schools in the study, large increases are the rule, not the exception.
Are US universities choosing rich Chinese students over Asian Americans?
An editorial in the Chinese financial magazine Caixin points out another potential obstacle for Asian Americans trying to get into college: hundreds of thousands of wealthy Chinese students that are flocking to US schools every year.
American universities, especially elite schools, have been suspected of admitting a disproportionately low number of Asian American students given their high test scores and academic performance. Over the past five to six years, these schools—faced with less private and public funding—have also started depending on international students who pay full tuition to pick up the bill. “Asian Americans now face a double barrier to entry at US universities,” writes the Caixin author Wu Yuci.
Rate Buster
Will Fitzhugh
The Concord Review
4 May 2014
Back in the day, when Union contracts specified the number of widgets each worker was expected to produce during a shift, that number was called “the rate.” Anyone who produced more than that number was called a “rate-buster,” and was subjected to pressure, sanctions, and the like, from fellow union members, until the production was once more within the agreed rate for that job.
There are “rates” in education as well, for students. In general, when they are assigned nonfiction papers, even many high school students are asked to write 3-5 pages. The International Baccalaureate asks for Extended Essays of 4,000 words (16 pages) at the end of a candidate’s time in the program, but that is quite out of the ordinary.
Recently a Junior at one of the most prestigious (and most expensive) New England preparatory schools expressed an interest in preparing a paper to be considered by The Concord Review, where the published history research papers average 6,000 words (24 pages), but she was concerned because her teachers limited history papers at that school to 1,000 words or less (4 pages).
When The Concord Review started calling for history research papers by secondary students in 1987, the suggestion was that papers should be 4,000-6,000 words (or more), (16-24 pages) and students have been sending in longer papers ever since. One 21,000-word paper on the Mountain Meadows Massacre (c. 80 pages) was submitted by a nationally-ranked equestrienne, who later went to Stanford. When she asked her teacher if it was OK that her paper would be quite long, he said, “Yes.”
But she (and he) are rate-busters, who are willing to go beyond the common expectations for what high school students are capable of in writing serious history research papers. In his introduction to the first issue of The Concord Review, Theodore Sizer, former Dean of the School of Education at Harvard, and former Headmaster at Andover, wrote:
“Americans shamefully underestimate their adolescents. With often misdirected generosity, we offer them all sorts of opportunities and, at least for middle-class and affluent youths, the time and resources to take advantage of them.
We ask little in return. We expect little, and the young people sense this, and relax. The genially superficial is tolerated, save in areas where the high school students themselves have some control, in inter-scholastic athletics, sometimes in their part-time work, almost always in their socializing.”
Not much has changed since Dr. Sizer wrote that in 1988. Teachers and others continue to find ways to limit the amount of nonfiction writing our students do, with the result, of course, that they do not get very good at it. But no matter how much college professors and employers complain that their students and employees can’t write, our “union rules” at the k-12 level ensure that students do very little serious writing.
This is not the result of a union contract on rates, but it does come in part from the fact that, for instance in many public high schools, teachers can have 150 or more students. This provides a gigantic disincentive for them in assigning papers. They must consider how much time they have to advise students on term papers and to evaluate them when they are submitted. But the administration and the school committees do not want nonfiction writing to get, for example, the extra time routinely given to after-school sports.
In addition, some significant number of teachers have never written a thesis, or done much serious nonfiction writing of their own, which makes it easier for them to be comfortable in limiting their students to the minimum of nonfiction writing in school.
The Concord Review has published 101 issues with 1,110 history research papers by secondary students from 46 states and 39 other countries, so there are some “rate-buster” teachers out there, even in our public high schools. It is even clearer, from the number of excellent “independent study” papers we receive, that many more students, when they see the exemplary work of their peers, follow the rule that says “Where there’s a Way there’s a Will,” and they take advantage of the fact that the journal not only does not tell them what to write about, it does not limit the length of the papers they want to write. When we see the number of these fine nonfiction papers, it should make us regret all the more everything we do to press our potential student “rate-busters” to do less than they could. We don’t do that in sports. Why in the world do we do it in academics?
