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For Some Graduates, College Isn’t Worth the Debt – WSJ
Poor return on investment for the time spend in college listening to someone with a lifetime job or an adjunct juggling 2-3 teaching assignments. We need a strong career technical education program starting in K-12 with students learning how to earn a living by launching a business.
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Roughly a quarter of college graduates with jobs are earning barely more than those with only a high-school diploma, stoking debate about whether too many Americans are sinking into too much student debt with too little to show for it.
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Accompanying research by the New York Fed also shows that many Americans with college degrees are still finding jobs that require only high-school-level education.
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Reports of diverging returns on investment for a four-year degree come as the economy has begun churning out more jobs for those without college degrees than for college graduates, according to authors Jaison R. Abel and Richard Deitz.
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"The fact that non-college [job] postings have leveled out suggests that recent college graduates are likely to continue to struggle to find good jobs for some time to come," wrote Messrs. Abel and Deitz.
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"It’s just extremely disappointing and aggravating to have paid all that money and have nothing to show for it other than debt," she said.
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More than 70% of college students now graduate with loans, and the average debt is more than $33,000.
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Nationally, student debt now exceeds $1.1 trillion, and one in 10 borrowers is 90 days late on payments.
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The value of a four-year degree is just shy of $300,000, and it will take someone who earned a bachelor’s degree in 2013 10 years to recoup the entire cost, according to the New York Fed.
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But the ROI of a four-year degree is predicated on actually finishing school in four years—a feat managed by fewer than 40% of the students who enter college each year.
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Richard Vedder, an economist and the director of the Center for College Affordability and Productivity. "Out of every 100 kids who enter college, 40 don’t graduate, and for the 60 who do, 15 are in the bottom quartile and don’t make any more money than if they hadn’t gone to college," Mr. Vedder said. "What that tells me is that college is a pretty risky investment, and we may be over-invested in traditional higher education and under-invested in nontraditional, vocationally oriented programs like long-distance trucking and cutting hair."
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Anthony Carnevale, director of the Georgetown Center on Education and the Workforce, said the Fed findings are wildly inaccurate because they rely on data that fail to capture the full range of jobs that demand a college degree.
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California Shores up Support for Computer Science Education [Converge :: ]
Integrating computer science to be a standard part of k-12 curriculum in California. Computer science will be a requirement to graduate from high school and college.
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Schools should start training kids in middle and high school for the careers of tomorrow. Initiate entreprenuerial students who can pay their way through college not taking on debt.
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"If you start young, you will have an advantage over people who start in their 20s," he said. "Your brain has more plasticity when you’re younger.
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Overall, Google has paid developers more than $5 billion over the last year, and Apple paid about $10 billion over the same period—and $20 billion since it opened its app store in 2008.
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Software wunderkinds are being courted by Apple and Google to write for their mobile-operating systems. Apple in 2012 lowered the minimum age to attend its developer conference to 13, from 18, and made the younger teens eligible for scholarships that waive the $1,600 registration fee. Minors claimed roughly half of the 200 scholarships at this year’s conference, where Apple introduced a new programming language, Swift, that streamlines the app-making process.
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Google started its own youth program at its Google I/O developer conference in June. It hosted 200 children between the ages of 11 and 15 for a half-day, introducing them to some basic tools used by its developers.
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Nick D’Aloisio is a hero to many of whiz kids. Now 18, Mr. D’Aloisio last year sold his news-summarizing app Summly to Yahoo Inc. YHOO +0.52% Yahoo! Inc. U.S.: Nasdaq $38.51 +0.20 +0.52% Aug. 29, 2014 4:00 pm Volume (Delayed 15m) : 11.40M AFTER HOURS $38.51 0.00 % Aug. 29, 2014 7:59 pm Volume (Delayed 15m) : 232,662 P/E Ratio 31.83 Market Cap $38.10 Billion Dividend Yield N/A Rev. per Employee $378,594 38.8038.6038.4038.2010a12p2p4p6p 08/29/14 Apple’s New Whiz Kids 08/26/14 Take Back Control of Your Emai… 08/26/14 Amazon to Buy Video Site Twitc… More quote details and news » for $30 million. At Apple’s June conference, Mr. D’Aloisio won a design award for a different news-reading app he developed at Yahoo
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Developers younger than 18 years old can’t publish apps in Apple’s App Store, so many children register using a parent or guardian’s name. Google has no age restrictions for its Google Play store, but a developer needs to register an account with a credit card—something that many children don’t have.
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"They are incredibly smart, probably smarter than most adults," she said. "Age isn’t a requirement to do well."
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Ahmed Fathi, 15, said he taught himself how to create iPhone apps in Egypt. "Even my computer teacher has no idea what programmers do," he said. "My friends think I’m crazy. They often ask ‘what the hell are you doing?’ "
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Ahmed said he became interested in programming after an uncle taught him how to create websites two years ago.
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participated in local "hackathons"—intense collaboration sessions to create new software.
"People here care about technology," Ahmed said.
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Generation Later, Poor Are Still Rare at Elite Colleges – NYTimes.com
All about the money.
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A series of federal surveys of selective colleges found virtually no change from the 1990s to 2012 in enrollment of students who are less well off — less than 15 percent by some measures — even though there was a huge increase over that time in the number of such students going to college.
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Getting low-income students onto elite campuses is seen as a vital engine of social mobility.
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Yet as Anthony P. Carnevale, director of Georgetown University’s Center on Education and the Workforce, put it, “Higher education has become a powerful force for reinforcing advantage and passing it on through generations.”
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College leaders also point to studies showing that most low-income students with high grades and test scores do not apply to highly selective colleges.
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But critics contend that on the whole, elite colleges are too worried about harming their finances and rankings to match their rhetoric about wanting economic diversity with action.
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“A lot of it is just about money, because each additional low-income student you enroll costs you a lot in financial aid,”
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Sustaining one poor student who needs $45,000 a year in aid requires $1 million in endowment devoted to that purpose; 100 of them require $100 million. Only the wealthiest schools can do that, and build new laboratories, renovate dining halls, provide small classes and bid for top professors.
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Dr. Carnevale said. “The easiest way to do it is to climb upstream economically — get students whose parents can pay more.”
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Historically, American colleges gave far more need-based aid, but it is outweighed today by merit aid.
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Many of the benefits of the no-loan and no-parental-contribution policies went to middle-income families, and in any case, not all of the wealthiest schools, like Harvard, Princeton, Yale and Stanford, fully adopted both.
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Even with the best intentions, tapping the pool of high-performing low-income students can be hard.
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What distinguishes those who apply to elite schools is not family income or their parents’ level of education, according to a groundbreaking study published last year, but location.
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The top schools that have managed to raise low-income enrollment say that an important factor has been collaborating with some of the nonprofit groups, like QuestBridge and the Posse Foundation, that are devoted to identifying hidden prospects, working with them in high school and connecting them to top colleges.
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Ten to 15 years ago, when some elite colleges got more serious about economic diversity, there was a view that increasing financial aid could turn the dial, but “I think we were a little naïve,”
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Cost remains a barrier, but so does perception, he said, adding, “It’s a psychology and sociology thing, as well as a pricing thing.”
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concealing a much more tangled picture, in which true costs are hard to discern, hard to compare and wildly variable.
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Public colleges remain less expensive, but in an era of declining state support, their prices have risen faster than those of private colleges, and they vary widely from state to state.
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But even top private colleges with similar sticker prices differ enormously in net prices, related to how wealthy they are, so a family can find that an elite education is either dauntingly expensive or surprisingly affordable.
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“And if you go on their website, the first thing you’re going to look for is the sticker price. End of conversation.”
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Blacks, Latinos Dominate Silicon Valley’s ‘Invisible Workforce’ – Digits – WSJ
Hispanic and Blacks overrepresented in the public sector or non tech service positions.
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Blacks and Latinos make up a sizable share of low-wage workers cleaning and guarding
Silicon Valley tech companies, where the technical workforces are overwhelmingly white and Asian, according to a report scheduled to be released Tuesday. -
report notes that most of the janitors, landscapers and security guards on corporate campuses are employed by contractors, and not by the tech firms themselves.
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According to the report, blacks and Latinos account for 76% of landscape workers, 72% of janitors and 41% of private security guards in Santa Clara County – home to Google, Apple,
Intel Corp. and scores of other tech companies. -
According to the report, the median hourly wage in the county for janitors is roughly $11 an hour, and $14 an hour for landscapers and security guards. By contrast, the median wage for software developers is roughly $63 an hour.
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in recent months, several tech companies vowed to take steps to boost the representation of blacks and Latinos in their workforces.
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“Talk is cheap,” said Michael Johnson, a 52-year-old black man who worked 15 years in tech, primarily as a systems engineer in telecommunications. After being laid off, Mr. Johnson has worked as a security guard in Silicon Valley for the past decade.
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“There is a huge status differential,” said Margaret Ann Neale, a professor at Stanford University’s Graduate School of Business who has researched workforce diversity. She said Silicon Valley companies must move beyond the expectations that a tech workforce is predominantly young, white, Asian and male.
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Can ‘World of Warcraft’ Game Skills Help Land a Job? – WSJ
Gaming skills on your resume? Maybe
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"The research shows that the game world tends to magnify what’s there already."
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Many of the prominent gamers he has interviewed are leaders in virtual and real life, such as a young player whose raid-leading experience helped him understand how to succeed in college and the workplace and another gamer who led a guild and went on to manage a game-design studio, later founding one of his own.
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Dmitri Williams, an associate professor of communications at the University of Southern California, said accomplished players of massively multiplayer online games such as "Dungeons and Dragons Online" and "League of Legends," demonstrate exceptional skills in strategy and team-building.
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a former hiring manager, he has warned fellow gamers against putting their game achievements on their résumés.
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In online forums, game players worry that touting their hobby will lead others to perceive them as lazy or socially awkward.
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As he searches for a full-time work, Don Spafford, a 30-year-old electronics engineer from San Antonio, lists his class and guild rank on his résumé along with his role leading raids in "World of Warcraft.
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gamers can thrive at firms like IBM, where employees must collaborate with colleagues anywhere in the world, often without having met in person.
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Gamers’ ability to accomplish complex tasks across virtual teams could be seen as a plus for some companies.
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videogame experience could be a conversation-starter in an interview, although a hiring manager may wonder whether the candidate will be playing games in the office all day. He cautioned gamers to broach the topic "very subtly."
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Plus, she believed that administrators who make hiring decisions at the technology-focused school would view her game expertise as a sign she would fit with the culture
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Some players say the game’s tasks aren’t that different from the duties of the modern office job.
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A handful of job seekers are listing achievements in videogames such as the role-playing platform "World of Warcraft" on their résumés or LinkedIn profiles, betting that virtual-world accomplishments will impress hiring managers in real life.
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Workforce Investment Act Leaves Many Jobless and in Debt – NYTimes.com
Poor advisement and career counseling leave those wanting a good job with benefits deep in debt and back to square one.
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after about two years of studying cardiovascular physiology and the mechanics of electrocardiograms, Mr. DeGrella, now 57, found himself jobless and $20,000 in debt. He moved into his sister’s basement and now works at an AutoZone.
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Millions of unemployed Americans like Mr. DeGrella have trained for new careers as part of the Workforce Investment Act, a $3.1 billion federal program that, in an unusual act of bipartisanship, was reauthorized by Congress last month with little public discussion about its effectiveness. Like Mr. DeGrella, many have not found the promised new career.
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an extensive analysis of the program by The New York Times shows, many graduates wind up significantly worse off than when they started — mired in unemployment and debt from training for positions that do not exist, and they end up working elsewhere for minimum wage.
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Some courses are offered at for-profit colleges that have committed fraud in their search for federal funding.
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Times examination, based on state and federal documents, school and court records, and interviews, shows that some of the retraining institutions advertise graduation and job-placement rates that often do not hold up to scrutiny.
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But the unemployed who sign up for training are often left to navigate a bureaucratic maze with almost no guidance.
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leaving many of the unemployed to unwittingly select institutions that are expensive, have a history of legal trouble or are academically substandard.
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One classmate is $25,000 in debt and works at a McDonald’s. Daymar, which declined to comment, is being sued by Kentucky’s attorney general for misleading students.
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“I’m just angry that I was trying to improve myself and my situation, and end up $20,000 in debt.”
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officials acknowledge that they are unable to determine how many students the program has helped find appropriate jobs during the past 15 years.
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Central Valley Opportunity Center Inc. in Merced, Calif., of 34 people enrolled in a cooking course in 2012, only three found work, according to school data.
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But more than one-third of those who earned the associate degree failed to find a job, despite taking out an average of $18,475 in loans, according to school data.
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Job-training programs can cost more than $50,000 at Concorde, a competing group of for-profit schools based in Missouri that had its policies criticized by a United States Senate committee report in 2009.
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Kent Jenkins, a Corinthian spokesman, said its typical student is from a low-income family and has failed in previous attempts to earn a certificate or degree.
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South Carolina, for example, 75 percent of dislocated workers found jobs without training, compared with 77 percent who found jobs after entering the program, according to state figures.
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some states, data and academic studies have suggested that a vast majority of the unemployed may have found work without the help of the Workforce Investment Act.
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Nolan King, 35, completed an 18-month respiratory therapy training program in 2011 at a Concorde Career College, a for-profit school, in Orange County, Calif. He said that he borrowed $42,000 for the course, and he has not been able to find a full-time job.
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agency does not regulate tuitions and is unaware of concerns related to prices.
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When Congress reauthorized the Workforce Investment Act last month, it did not address concerns about the cost of some of the schools, the level of debt students were left with or whether counselors should be allowed to offer more direct professional advice.
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“It’s a lot of money for a potentially low-paying job,”
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And though the institute’s medical assistant students borrow an average of $10,801, according to federal data, they can expect to earn as little as $10 an hour, according to local job listings — yielding an annual salary roughly equal to the poverty level for a three-person family.
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But only 30 percent of those studying to be medical assistants at the South Texas institute graduate on time, and only 48 percent of those graduates find jobs, according to school documents — all while paying fees nearly three times the tuition of the University of Texas.
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South Texas Vocational Technical Institute, which operates several campuses, is among a number of schools nationally that have been allowed to offer Workforce Investment Act courses despite having defrauded the federal government.
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“I’ve applied for every job under the sun,” he said. “I’m doing everything I’m supposed to do. My wife, who works, expected not to have all the weight on her shoulders.”
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Mr. King, who has sued Concorde, said only five of the 25 students in his class have found full-time jobs. A Concorde official did not dispute those figures.
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Carolyn Heinrich, director of the Center for Health and Social Policy at the University of Texas at Austin, has studied the training program extensively and considers it deficient.
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a spokesman acknowledged the figure does not distinguish between people who completed job training and those who quit.
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For-Profit College Degrees Don’t Help–or Hurt–Hiring Prospects – At Work – WSJ
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Community colleges and for-profits fare similarly in new study of employer responses @insidehighered
Overall more bank for the buck attending an overburdened underfunded community college over a for-profit college with dubious degree prospects. The for-profits have to do a better job.
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It measured how young holders of certificates and associate degrees from for-profits fared in comparison to holders of the same credentials from community colleges
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research found no statistically significant difference in how the two sectors stacked up.
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five researchers who conducted the study, the primary takeaway is that for-profits are a worse investment.
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“Our results provide no indication that résumés that list for-profit college credentials generate more employer interest than those that list community college credentials,” they wrote. “If anything, the opposite may be true.”
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and the findings show a better return on investment for community college credentials because they produce a comparable result at a lower price to the student.
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The study had clear data that a community college-issued credential was at least not a disadvantage compared to a for-profit one.
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“If you had to make a bet, you’d bet on community college doing better,” he said.
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In each city the study used names of roughly 14 real community colleges and for-profits. The institutions were selected randomly from a pool of candidates, all of which had a local presence. On the for-profit side, researchers picked a mix of both large national chains and smaller local institutions.
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Yet the study notes that the relatively high cost of attending a for-profit “results in little labor market payoff” for credentials earned from colleges in that sector.
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While the study found “little evidence” of a benefit from listing a for-profit relative to no college at all, that comparison was statistically insignificant and inconsistent.
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“What’s not clear is what will happen 10 years later,” Koedel said.
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College Loans Are a Burden Long After Graduation, Poll Finds – WSJ
More debt declining health; all debt should be forgiven for community, military service and hold colleges accountable for not securing full-time employment for their graduates.
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People who take out significant college loans score worse on quality-of-life measures, a trend that persists into middle age, according to a recent poll of college graduates.
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Even 24 years after graduation, students who borrowed more than $25,000 are less likely to enjoy their work and are less financially and physically fit than their counterparts who graduated without debt.
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"These results offer a new dimension of how college debt affects the rest of your life and it gives us more cause for concern," said Brandon Busteed, executive director of Gallup Education, which conducted the poll in conjunction with
Purdue University . "It’s bad for all aspects of your life." -
But the poll did ask the education level of the respondents’ mother, which is a good proxy for socioeconomic class. Even controlling for that variable, those who graduated with high debt were worse off.
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Those who finished college between 2000 and 2014 with more than $50,000 in debt were significantly worse off in all five categories than those who graduated with no debt.
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Recent grads who owed more than $50,000 were 9 percentage points more likely to report feeling their lives lacked purpose;
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About 70% of college graduates have debt.
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High debt also postpones buying a home and getting married, which could delay connecting to a community. And debt creates stress that can hurt physical health.
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"For the most recent college graduates, the average debt is creeping up towards $50,000 so this is definitely something to be worried about," Mr. Busteed said.
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"For the most recent college graduates, the average debt is creeping up towards $50,000 so this is definitely something to be worried about," Mr. Busteed said.
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"For the most recent college graduates, the average debt is creeping up towards $50,000 so this is definitely something to be worried about," Mr. Busteed said.
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Students Borrowing More Than $25,000 Score Worse Than Debt-Free Counterparts on Quality-of-Life Measures, Even Decades Later
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Computer Programming Is a Trade; Let’s Act Like It – WSJ
K-12 needs to incorporate coding programming and other digital skills to fill the one million jobs that will require coding skills. Most of these jobs pay above minimum wage and do NOT require a 4 year degree meaning let the employer pay for your degree. This is how you close the inequality gap.
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If you’re a young person who is thinking about becoming a computer programmer but can’t afford college, you might think about skipping college altogether, says Ryan Carson, co-founder of an online coding school
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Committed programming students are getting jobs whether or not they have a college degree and whether or not they are starting careers or switching, midlife, from another field.
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Seattle-based Code Fellows, are so sure they can get students work they will refund a student’s tuition—$12,000 for 16 blitzkrieg weeks to get a person from zero to trained—if that person doesn’t get a job.
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There is an enormous mismatch between the supply and demand for computer programmers. The U.S. Bureau of Labor Statistics projects that by 2020, one million programming jobs in the U.S. will go unfilled
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This year, the University of Washington could accommodate only a quarter of the qualified students who applied to its computer science major.
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Fortunately, it turns out that a computer-science degree isn’t necessary to get a job in programming. Fourteen percent of the members of some teams at Google don’t have a college degree, and 67% of the programming jobs in the U.S. are at nontech companies where other kinds of industry experience are more likely to be valued.
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Computer programming, in other words, has become a trade. Like nursing or welding, it’s something in which a person can develop at least a basic proficiency within weeks or months.
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This is in part because university courses in computer science favor theory over programming,
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Coding schools, online and otherwise, let everyone from recent high-school graduates to career switchers skip straight to the part where they learn how to make the things companies actually care about—websites, services and apps
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Computer-science degrees teach theory and help the best engineers advance the state of the art, but we’ve entered an age in which demanding that every programmer has a degree is like asking every bricklayer to have a background in architectural engineering
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Mr. Carson, co-founder of Treehouse, says his own computer-science degree, which he got in 2000, is useless.
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This provides an opening for students willing to learn exactly the skills that are hot right now as long as they’re also willing to continue learning for life.
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Despite all the breathless hype I heard when talking to the heads of these institutions, I still couldn’t find hard numbers on what percentage of their graduates are actually getting jobs.
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Codecademy is free, which means that many people try it but never get very far.
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"You don’t need superior intelligence or schooling to become an amazing developer," says Mr. Carson. But to graduate from Treehouse you do need $25 a month and a willingness to commit to up to a year of part-time education
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All the programs I investigated were enrolling women at rates two or three times above their representation among engineers at most tech firms, which hovers around 10%. And there is anecdotal evidence that alternative-programming education opportunities are more inclusive of both women and people of color.
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Taken together, all this suggests the solution to America’s computer programmers is right here at home, among the millions of un- and under-employed people between high school and midcareer.
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As technology becomes ever more widespread, it’s creating programming jobs as diverse as the types of knowledge workers it has displaced.
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Move Over MOOCs, It’s Online, Competency Time
Real world learning over a book and notetaking. Competency or project based learning engages the student to create based on their knowledge acquired through practice, participation and collaboration. The student graduates with a portfolio of project to present to a future employer that demonstrate student skills.
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Although the three companies most associated with the term MOOC—Coursera, edX, and
Udacity —may end up being disruptive and help transform learning worldwide -
doubtful that they could harness the power of online learning to move up-market along the dimension that would matter most to their success: teaching and learning.
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Christensen Institute, our view has long been that the online, competency-based colleges and universities emerging over the past few years have held far more disruptive potential relative to many traditional colleges and universities.
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helping all students accomplish real jobs in their lives, and extending access to higher-quality learning experiences to those who would otherwise not have them.
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online, competency-based schools represent the right learning model—focused on actual mastery of knowledge, skills, and dispositions—with the right technology of online learning, targeted at the right customers
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Online, competency-based colleges and universities pass the tests of disruptive innovation relative to traditional colleges and universities.
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Online, competency-based colleges and universities pass the tests of disruptive innovation relative to traditional colleges and universities.
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As such, they create embedded inefficienc
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in competency-based models, learning becomes a lifelong pursuit tied directly to one’s workforce goals.
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Many of these emerging entities have disruptive potential,
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Udacity has embraced many of the elements of online, competency-based models that are so powerful with no need for changes in policy or accreditation.
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As this study suggests, these moves offer hints of a very exciting shift in higher education that could lead to lower costs, improved quality, and more equity for all.
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HEARD ON THE STREET: With Jobs, It’s the Taking Part That Counts – WSJ
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City College of San Francisco Survives – NYTimes.com
Too big to fail community colleges and other universities that fail to reform. 100% transparency and data on student employment ;graduation and transfers required of all colleges that receive taxpayer support.
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For the last two years, the City College of San Francisco has operated in the shadow of imminent death. It is the city’s main community college, with 77,000 students, and in June 2012 its accreditor warned that chronic financial and organizational mismanagement threatened its future.
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The college was granted two more years to improve, and most observers assume that the threat of dissolution has passed.
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Most of City College’s problems, however, remain unsolved. Its brush with mortality illustrates a much larger problem in higher education.
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. The California Master Plan established three institutional tiers: The best students would attend elite University of California research universities; the next-best would enroll in the California State University System; and the bottom 60 percent or so would start in two-year community colleges,
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But when it came to actually running community colleges, the state fell short.
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A result has been chaos and dysfunction in many places.
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According to the Department of Education, almost 70 percent of City College students fail to graduate on time, and only 14 percent transfer elsewhere. The widely used Community College Survey of Student Engagement found that City College’s academic practices are below par on every available measure, including levels of student-faculty interaction and teaching methods that foster active and collaborative learning. The faculty-dominated college, the accrediting commission noted, had hired many more tenured professors than it could afford to pay.
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more than half of California’s community colleges have received one since 2003 — the only accrediting punishment of real consequence is the death penalty
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The state’s two-year college system enrolls 2.3 million people, about a quarter of all community college students in America. But to varying degrees, the predicament of unaccountable colleges overseen by ineffective accreditors exists nationwide.
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Private nonprofit colleges are subject to little, if any, direct oversight, even though many of them receive a vast majority of their revenue from federal financial aid.
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And federal regulators are far less likely to scrutinize a public institution like City College.
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It all adds up to unaccountable, too-big-to-fail institutions that are falling behind the rest of the world when it comes to helping students learn and making sure they graduate
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Clearinghouse study finds declining student persistence rates @insidehighered
Colleges and universities must do more to retain and graduate students of all ages if that means online learning, student support or more guidance then invest in the necessary infrastructure.
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The portion of first-time U.S. students who return to college for a second year has dropped 1.2 percentage points since 2009, according to a report that looks like bad news for the national college completion push.
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number, which is the national “persistence” rate, was down from 69.9 percent for students who enrolled in 2009.
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Dewayne Matthews is vice president of strategy development for the Lumina Foundation, which plays a prominent role in the college completion agenda. He said the center’s findings were both surprising and disappointing.
“It’s a worrisome sign,” said Matthews. “We just added a bunch of people with some college and no degree."
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The relative dip in persistence means more students are leaving higher education altogether.
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about one in nine students who start college in any fall term transfer to a different institution by the following fall.”
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State lawmakers have taken notice, and are increasingly tying funding for public institutions to performance metrics that include graduation rates.
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The report “reinforces the notion that we need to pay close attention to retention,”
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Some students likely are leaving college for jobs and not coming back
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He said students may be “opting for a short-term employment option” rather than college. The problem with that choice, DeWitt said, is it “can leave them underemployed in the long run.”
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For-profits were the only segment to see a gain in their persistence rates.
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Across all of higher education, traditional-age students fared worse on the new persistence numbers
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Not surprisingly, part-time students have lower retention and persistence rates than their full-time peers, according to the report
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“We need to find better solutions for keeping students on track to graduation, whether that means the student transfers or stays put.”
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Changing Learning Management Systems in Higher Education | EdTech Times
I have tried all three of the major LMSs and found Canvas Instructure to be the most Mac like with its app like interface. From what I have read about the Canvas Instructure LMS is that students compare it to being on a smartphone or tablet leading to increased retention and student success.
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Online classes are becoming standard with many students having taken at least one online or hybrid course by the time they finish college. For
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Universities do a lot of switching when it comes to their LMS, but not necessarily because they haven’t found their “one”. Blackboard has been buying a lot of the smaller companies (including Angel Learning,
WebCT , andPrometheus ) thereby diminishing the choices for schools. Ciardulli said some schools end up with a certain LMS just because it isn’t Blackboard. -
Although Moodle is the most widely used in the world,
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the faculty found Canvas an easy platform to use, along with other perks when going with a smaller company.
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Anyone in education knows that if the LMS is down, things start to get hairy, so a company that is there to fix bugs and hiccups is highly appreciated.
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When they embarked on their pilot program, they explored three commercial learning management systems: Canvas, Blackboard, and
Desire2Learn . -
After the faculty and staff weighed in, it was clear that Canvas was preferred to the others.
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Ciardulli said an LMS can be a make or break for a student. “A lot of people take online classes, so the learning management system is hugely impactful. They don’t meet face to face with teachers at all. It has to be working all the time and easy to use, it has to facilitate good communication, and engage them.”
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Ciardulli recalls one instance where a student actually did better in class when they switched to Canvas because it helped the student with organization.
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it is actually the students who are pushing for the use of learning management systems in the classroom. Students are starting to get used to turning their assignments in electronically, seeing their syllabuses online, and keeping track of their grades on a 24/7 basis.
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“The LMS is important, but the other pieces here are also part of this really important ecosystem of learning.”
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Marrone said she is also interested in seeing how Unizin can help take learner analytics to the next level.
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Surprising Findings on Two-Year vs. Four-Year Degrees – WSJ
Two year degree holders in nursing, IT, fire protection and engineering out earn four year degree graduates. Seems traditional four year schools should add career paths for those with liberal arts degrees then post employment results on their websites and social media.
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Who earns more, a recent graduate from a flagship state university with a bachelor’s degree or one who finishes a two-year program at a little-known community college?
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they are finding that paychecks for holders of associate degrees in a technical field are outstripping many grads with four-year degrees, at least early in a career.
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the findings reinforce the belief that a college degree is worth the investment.
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In Indiana, figures show that after a year in the workforce there, a graduate of Ivy Tech Community College makes more on average than a graduate of Indiana University.
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A New York Federal Reserve study released Tuesday found that both associate and four-year degrees remain solid investments, even as the cost of going to school rapidly escalates and real wages decline for graduates.
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New York Federal Reserve Bank economists Jaison Abel and Richard Deitz in the study calculated the annualized return on investment for the money put into a college degree over a graduate’s career, pegging it at about 15% for current graduates. The figure, which far surpasses typical returns for stocks and bonds, has held largely constant for more than a decade.
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Surprisingly, the economists found that the rate of return on a bachelor’s and associate degree is largely the same and has remained that way for several decades in the U.S.
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Helping to keep up the value of all college degrees is the declining prospect for those without one. The drop in real wages for high-school graduates has helped to keep the earnings premium for a college degree near its all-time high.
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Messrs. Abel and Deitz write. "However, the bad news is that college students are paying more to go to school and are earning less upon graduation."
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The Indiana commission for higher education issued its first "return on investment" report last year and found the average salary for a graduate with an associate degree eclipsed a bachelor’s-degree holder’s after a year in the workforce. But the earnings of a four-year degree started to surpass those of an associate-degree holder five years after graduation, with the gap growing to nearly $7,000 annually after 10 years.
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Colorado, a study conducted by College Measures, a partnership of the American Institutes for Research and Matrix Knowledge, looked more specifically at grads’ first year in the workforce. Associate degrees in nursing, industrial production, fire protection and engineering all generated starting salaries above $60,000.
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"So if you’re in construction, IT, high-tech manufacturing or if you’re in a health profession, a two-year degree pays off."
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"Prospective students and their parents are asking much tougher questions about [return on investment] and outcomes," said Mitch Davis, spokesman for Fort Lewis College, a four-year school in southern Colorado.
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Front Range Community College
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President Andrew Dorsey said the school works to strike a balance between technical competency and broader skills such as problem-solving to ensure careers with longevity.
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Corinthian’s failure (and U.S. role in it) fuels for-profit critics @insidehighered
A for-profit college takes the fall as an example to the for-profit sector. All colleges for-profit and non-profit should undergo the same rigor that led to the closing of Corinthian College in Santa Ana and all the satellite campuses. What students and parents need is 100% transparency on Education department and college websites.
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The Obama administration now can claim partial credit for the demise of one of the largest for-profit college chains. And both critics and supporters of the sector expect the federal scrutiny to continue.
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He said for-profits are facing a “regulatory assault” by a White House that is “ideologically opposed to this sector.”
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A department spokeswoman said 454 institutions were operating under that sanction as of March.
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Intensive negotiations followed, as officials from both sides sought to prevent 72,000 students and 12,000 employees from being locked out by the end of this week.
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And most observers said the department was trying to prevent catastrophic consequences for students and employees from a shutdown that would have been unprecedented in scale.
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But he said he is concerned that Corinthian was allowed to continue enrolling new students for now — and in coming months at an undetermined number of campuses.
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Enrollment is certain to fall at Heald during Corinthian’s phasing-out. And a freeze on student recruiting might make even bargain-basement prices look like too much.
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Corinthian had been teetering in recent months. But the department helped hasten the end of the company, which had revenue of $1.6 billion last year — $1.4 billion of which comes from federal sources.
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Much of the for-profit sector has been battered by years of sliding enrollments. The job market and relatively high tuition prices have driven the sector’s decline. So has a drumbeat of a bad publicity, lawsuits and investigations by state and federal regulators.
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Corinthian has struggled more than any other major for-profit. The company closed campuses and laid off employees as its enrollment slid by 36 percent from a peak of 110,000 four years ago. It reported an $80 million loss in the first three months of this year, and was facing a $55 million cash shortfall. The company’s share price has been less than a dollar.
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Corinthian’s programs fared poorly on student loan default rates and metrics seeking to measure graduates’ gainful employment.
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Attorneys general in California, Massachusetts and other states are suing Corinthian over allegations of false marketing and job placement claims.
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January Corinthian admitted to falsifying job-placement rates as well as students’ grades and attendance records at several locations, according to a department spokeswoman
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It seeks data on grades, attendance and job placement for 175,000 graduates.
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The second, more severe, option puts a hold on payments for 60 days or more. The department said 75 institutions fell into this status as of March.
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n Corinthian’s case, the long-term freeze would have meant almost instantaneous bankruptcy, given their cash-flow problems.
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Corinthian’s failure will not placate critics of the industry. Some would like to see the department push hard for the failure of other large and struggling for-profits, such as
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ITT, which also faces investigations over its student recruiting, could probably survive a 21-day freeze on payments,
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Corinthian’s looming demise emphasizes the amount of power the department can wield, said Kevin Kinser, chair of the educational administration and policy studies department at the
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“They’re not afraid to go after this large of an institution,” he said, and “essentially force them to shut down.”
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, Mitchell pointed to the administration’s multiyear effort to enact new rules that crack down on the sector.
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Dealing with up to 72,000 displaced Corinthian students will be hard enough, they said.
Durbin said this week that community colleges should enroll those students.
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"It would only be adding insult to injury to allow their students to be pushed into the open arms of another for-profit college, especially one that is being investigated by state or federal agencies.”
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California is home to the largest number of Corinthian students. A spokesman for the state’s community college system said no formal discussions on serving those students have occurred.
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The federal government would discharge the loans of Corinthian students who are unable to complete their credential because of a campus closure. That could get expensive.
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said Robyn Smith, a lawyer with the National Consumer Law Center.
Smith said closing Corinthian’s various institutions could be better for students than a complicated “teach out” process.
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But he said the department applies a double standard to struggling colleges.
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feds have done much more to help
City College of San Francisco stay open, despite the fact that Corinthian lacks the accreditation problems of the large community college.
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Obama’s Move to Help Students Is Not as Forgiving as It Seems – NYTimes.com
PAYE program will make you pay more in student loan.
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But if you look at the numbers closely, PAYE saves you money only if you borrowed big and earn little.
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Well-paid graduates and those working minimum-wage jobs will dedicate equal proportions of their income to paying off debt.
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It looks like PAYE saves money only for those low-income borrowers who have incurred an unusually large federal debt — so much debt that the federal government agrees to forgive whatever you haven’t paid off after 20 years.
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But only 3.7 percent of borrowers — including graduate students and parents who borrow to pay for their child’s education — actually take on debt in six figures.
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The relief of PAYE’s debt forgiveness can come with an onerous tax liability
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In short, the designer’s annual income taxes could nearly double in the final year
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Repaying her debt within the 10-year limit demands monthly payments of $1,151.
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Starbucks to Provide Free College Education to Thousands of Workers – NYTimes.com
I wish other corporations in America would take notice and emulate what Starbucks and Arizona State are doing to combat inequality in our country. This move by Starbucks is better than a minimum raise it will lift thousands into the middle class and be lifetime Starbucks customers.
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Starbucks will provide a free online college education to thousands of its workers, without requiring that they remain with the company,
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The program is open to any of the company’s 135,000 United States employees, provided they work at least 20 hours a week and have the grades and test scores to gain admission to Arizona State.
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“Starbucks is going where no other major corporation has gone,”
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Starbucks is, in effect, inviting its workers, from the day they join the company, to study whatever they like, and then leave whenever they like — knowing that many of them, degrees in hand, will leave for better-paying jobs.
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Howard D. Schultz, the company’s chairman and chief executive, said in an interview. “I believe it will lower attrition, it’ll increase performance, it’ll attract and retain better people.”
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The president of Arizona State, Michael M. Crow, something of an evangelist for online education,
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they expect thousands to enroll, and Mr. Crow said Arizona State has prepared for a major surge in enrollment. Tuition for Arizona State’s online undergraduate courses is usually about $500 per credit, and it takes 120 credits to earn a bachelor’s degree.
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The new Starbucks program “would be a huge benefit to me,” Mr. Cervantes said, giving him flexibility and eliminating the commute to and from school.
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Seventy percent of Starbucks employees do not have a degree but want to earn one; some have never gone to college, some have gone but dropped out, and others are in school, but have found it slow going.
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Mr. Schultz, the Starbucks chief, said such stories strike a personal chord with him. He grew up in public housing in Brooklyn and an athletic scholarship enabled him to be the first in his family to attend college, at Northern Michigan University.
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“The middle class is being hollowed out in so many ways,” Mr. Crow said. Unless more people become educated, he said, “We can all see this social train wreck ahead of us.”
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“Imagine just waking up one day and knowing that your whole degree would be paid for, and the only thing you have to do is enroll and study and be a good student,” he said. “It would change my lifestyle, the whole dynamic of what I do every day.”
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design manager 9200
Tutor 50600
chief operting office 168600