Saturday, February 20, 2010

Higher Education: Staving off student debt

Tuesday, February 16, 2010

By EMILY DONOHUE, The Saratogian

SARATOGA SPRINGS — When he was a high school student looking at colleges, Salem resident Matt Saari thought a school with a good reputation would lead to a successful career. He graduated from St. Anselm College in Manchester, N.H., in 2008 with a bachelor’s degree in history and about $60,000 in debt. The student loan bills have all come due, but the good career he planned for has been more elusive.


Saari works at the Ace Hardware distribution center in Wilton and spends about $400 a month, plus an additional $300 quarterly, to repay the student loans he took out to finance his education. His job at Ace Hardware does not require a degree.

“The money’s OK, but it’s certainly not what I had imagined,” he said. “I guess in my darkest moments, I wonder if I wouldn’t have been better off just enlisting (in the military), maybe getting a practical skill set.”

He contacted all of his loan lenders to try to reduce his monthly payments, but only one lender agreed.

A $500 monthly payment on one loan was reduced to just under $300. The other lenders wouldn’t budge, though. “I’ve tried to discuss other options,” he said. “They’ve claimed that the options aren’t there.”

Saari said he doesn’t regret going to St. Anselm College, but he didn’t imagine that he’d be struggling to make ends meet after he graduated. He lives with his parents to save money now.

“I cherish having gone to college,” he said. “The economy kind of bailed on me.”


Continue Reading: http://www.saratogian.com/articles/2010/02/16/news/doc4b7a1daf0f6ea541756232.txt


Wednesday, February 17, 2010

SAVE THE SCHOOLS

Put a Sales Tax on Advertising
it would get the States $30 Billion
a year,
and the ONLY cost would be
FEWER ADS.

LVKen7@Gmail.com

Wednesday, February 10, 2010

A.F.L.-C.I.O. Creates Online College for Union Families

Published: January 14, 2010

The A.F.L.-C.I.O., the main umbrella group for the nation’s labor unions, announced on Thursday that it was joining with the National Labor College and the Princeton Review to create an online college for the federation’s 11.5 million members and their families.

The new college, tentatively named the College for Working Families, will seek to “expand job opportunities for its members by providing education and retraining in a way that’s affordable and accessible,” the founders said.

The college will be the first and only accredited degree-granting online institution devoted exclusively to educating union members. It plans to begin offering courses this fall, including ones on criminal justice, education, business and allied health sciences.

Continue Reading:

http://www.nytimes.com/2010/01/15/us/15labor.html

Friday, February 5, 2010

Playing to Learn: Susan Engel

Excerpt from oped piece in New York Times, Tuesday, February 2

So what should children be able to do by age 12, or the time they leave elementary school? They should be able to read a chapter book, write a story and a compelling essay; know how to add, subtract, divide and multiply numbers; detect patterns in complex phenomena; use evidence to support an opinion; be part of a group of people who are not their family; and engage in an exchange of ideas in conversation. If all elementary school students mastered these abilities, they would be prepared to learn almost anything in high school and college.

Imagine, for instance, a third-grade classroom that was free of the laundry list of goals currently harnessing our teachers and students, and that was devoted instead to just a few narrowly defined and deeply focused goals.

Continue reading

Susan Engel is senior lecturer in psychology and the director of the teaching program at Williams College.

Wednesday, February 3, 2010

They should be EMPHASIZING THE 3 Rs.

LVKen7@Gmail.com

Saturday, January 30, 2010

Minn. college graduation rates going up

by Tim Post, Minnesota Public Radio
January 25, 2010

St. Paul, Minn. — A new state report shows graduation rates at Minnesota colleges are on the rise. Colleges say that's because they're pushing students harder to finish their degrees in six years or less.

The Minnesota Office of Higher Education says, as of 2008, 61 percent of first-time, fulltime college students got their bachelor's degrees within six years. That number has slowly crept upward over the years.

Less than a decade ago, at the University of Minnesota, less than half of students graduated in six years. Now that number is more than 60 percent.

The U's dean of undergraduate education, Bob McMaster, says that's because the college started requiring students to take more classes every semester.

"Our advisors pretty much insist, and the university insists, on taking 13 credits, and you have to have a waiver not to take 13 credits here," said McMaster.

Anything over 13 credits is free, something the college hopes encourages students to take a heavier course load and graduate sooner.

Six-year graduation rates are highest at the state's private colleges. In 2008, 72 percent of students graduated in six years or less.

"In this global economy, we can't have any of our students not completing what they started."
- Dave Metzen, Office of Higher Education

John Manning with the Minnesota Private Colleges Council says they credit that to a lower staff-to-student ratio at private schools.

"That carries over into more counseling, more attention to individual students," said Manning. "So there's more likelihood that individual students' needs will be met on an ongoing basis, to help keep them on track for a timely graduation." Another reason behind the improvement in graduation rates is more stringent entrance requirements. Schools that have raised the admissions bar in recent years see a higher caliber class of incoming freshmen more likely to finish their degrees.

State-run universities, under the Minnesota State Colleges and Universities System, admit students with lower test scores. Those students often take longer to get a degree.

At MnSCU schools, 48 percent of students get their degree in six years or less. That number has gone up in recent years, but still lags behind the U of M and the state's private schools.

Linda Baer, MnSCU's senior vice chancellor for academic and student affairs, says there's another reason students at state-run universities take longer to finish their degrees -- many of them are going to school full time while working full time.

"In fact, going to school and living your life is far more what more people are doing, and are going to be doing in the future," said Baer, "because updating their education and their competencies and skills will be the name of the game in this next decade."

Colleges are happy to see steady increases in the six-year graduation rate. But Dave Metzen, who heads up the state's Office of Higher Education, wants to see even more effort behind improving the graduation rate at Minnesota's colleges.

"In this global economy, we can't have any of our students not completing what they started," said Metzen. "This has to be a high priority for all of us in education."

While the six-year graduation rate is often used as a measurement of success, the number of students who graduate with a bachelor's degree in four years is still relatively low.

In 2008, 36 percent of U of M students and less than 20 percent of MnSCU state university students graduated in four years. The number is higher at the state's private colleges, at 59 percent.


Source: http://minnesota.publicradio.org/display/web/2010/01/24/college-grads/?refid=0&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+MPR_NewsFeatures+(News+%26+Features+from+Minnesota+Public+Radio)


Thursday, January 21, 2010

Broadband internet can help curb rising college costs

By StraighterLine CEO Burck Smith - 01/18/10 11:53 AM ET

With the economy stuck in neutral, improving skills and increasing educational attainment remain keys to our economic recovery and long-term national health. But with tuition rising faster than inflation, getting a college degree or securing the skills needed for a 21st century job is as hard as it’s ever been.

We need to contain the cost of education by utilizing new tools to allow people to get the training they need to get a job. The good news is that we have the technology and tools to do this. The bad news is that the policies and infrastructure necessary to drive cost savings to students, like ubiquitous access to high-speed Internet access, are not in place.

Distance education is, by far, the fastest growing portion of higher education. It’s cheaper to deliver a course online than face-to-face. Students who participate using broadband place much less of a strain on an institution’s resources like light, heat, and parking lots. In addition, distance education courses typically do not have pre-scheduled lectures with required attendance. Instead, students rely on videos and other multimedia presentations. With content delivery available at the student’s discretion, students are freer to move through a course at their own pace, rather than a fixed course schedule.

By reducing costs and allowing self-paced courses, distance education enables new pricing models that can dramatically reduce the cost to the student and taxpayer. For instance, what if courses were priced by the month rather than by the course? Students who complete the course rapidly save money as do those who realize quickly that they are not ready for that particular course. For high-failure rate courses, such as remedial education, this approach can dramatically lower the debt burden for struggling students and reduce the cost to taxpayers financing state schools. In making learning less costly and less risky, the door of opportunity swings more widely open for more people.

Though such innovation and savings are possible, they are hampered by an outdated state and federal regulatory structure and, for some, lack of access to a high-speed data connection. For instance, colleges are reluctant to offer subscription pricing because it doesn’t fit how federal student financial aid and state financing are delivered. Also, colleges are reluctant to reduce the price of distance education courses because that would reduce the revenue that they use to subsidize other parts of the college, often non-academic elements. Lastly, students taking courses from course providers that do offer innovative pricing models -- such as StraighterLine, the company that I founded and run – sometimes encounter difficulties when trying to transfer equivalent credit from one college to another.

As I wrote in “Public Policy Barriers to Post-Secondary Cost Control,” a forthcoming chapter of a book sponsored by the Gates Foundation and published by the American Enterprise Institute (AEI), “the only way to educate more students without breaking the bank will be to improve the effectiveness, efficiency and accountability of higher education. This requires us to re-think the regulatory structure of higher education to create conditions more favorable for academic and price innovation.”

As such, we need to implement reforms that will give students more meaningful choices about where and how they take their college courses. For instance, with low-priced distance education courses, students may take dramatically more of these courses – thereby saving themselves and taxpayers billions of dollars. StraighterLine offers courses in a subscription format at prices below that of community colleges without any of the 50-70% state and federal subsidies that colleges enjoy. These courses have been reviewed and approved for college credit by a variety of accredited colleges and regulatory bodies.

With policy changes and a commitment to expanding broadband access to everyone, students and taxpayers can solve the annual complaint of ever-rising college prices and the crippling burden of student debt. Not only will this save money, but it will dramatically increase the use of distance education and quicken the pace of higher education innovation. The only way we, as a nation, are going to provide 21st century skills at a price we can afford is to create a technical and regulatory environment that allows us to innovate in ways that higher education hasn’t done in centuries.

Source:
http://thehill.com/blogs/congress-blog/technology/76611-broadband-internet-can-help-curb-rising-college-costs