Hiển thị các bài đăng có nhãn colleges. Hiển thị tất cả bài đăng
Hiển thị các bài đăng có nhãn colleges. Hiển thị tất cả bài đăng

Thứ Ba, 14 tháng 5, 2013

Updates to 2 Schools' 2013 Best Colleges Ranks

Two schools - University of Mary Hardin-Baylor and York College of Pennsylvania - recently advised U.S. News that they submitted inflated data that were used in the 2013 Best Colleges rankings, resulting in their numerical ranks being higher than they otherwise might have been. In both cases, the same incorrect data were also reported to many other parties including the U.S. Department of Education.

Because of the discrepancies in the rankings, U.S. News has moved these two schools to the "Best Colleges section of usnews.com. Unranked means that U.S. News did not calculate numerical rankings for these schools.

This Unranked status will last until the publication of the next Best Colleges rankings and until each school confirms the accuracy of its next data submission in accordance with U.S. News's requirements.

We have noted this Unranked status on each school's profile page, and have included the new data reported as correct by the school on usnews.com and in the U.S. News College Compass tool.

University of Mary Hardin-Baylor, a Texas school in the Regional Universities (West) rankings category, advised U.S. News that it submitted incorrect counts for the number of applications and number of students admitted for the school's fall 2011 entering class. These data are used to compute the school's acceptance rate.

The school told U.S. News that its correct number of fall 2011 applications and students admitted result in an acceptance rate of 89.1 percent, compared with the incorrect rate of 27.4 percent that was originally reported to U.S. News, a 61.7 percentage point difference. A school's acceptance rate is used in the overall Best Colleges rankings methodology and has a weight of 1.5 percent of the overall ranking.

York College of Pennsylvania, a school in the Regional Universities (North) rankings category, advised U.S. News that it excluded 20 percent of the school's fall 2011 entering class SAT scores when it calculated and reported their averages.

School officials have now reported that the correct SAT math score is 527 and SAT critical reading score is 516, compared with the incorrect SAT math score of 545 and SAT critical reading score of 532 that were originally reported to U.S. News, a combined 34-point difference.

York College also told U.S. News that this misreporting had occurred for more than a decade. Average SAT math and critical reading scores are used in the Best Colleges rankings methodology and have a weight of 7.5 percent of the overall ranking.

U.S. News will continue to handle each case of data misreporting on an individual basis.


View the original article here

Chủ Nhật, 12 tháng 5, 2013

Ex-Penn St head was top paid among public colleges

BUFFALO, N.Y. (AP) — The Chronicle of Higher Education has released its annual ranking of what public college presidents make.

Survey results released Sunday show four chief executives earned more than $1 million last year.

Topping the list was ex-Penn State President Graham Spanier (SPAN'-yer). He shot to the No. 1 spot when he was forced out in November 2011 over his handling of the sex abuse scandal involving former defensive coordinator Jerry Sandusky. Spanier received $2.9 million in 2011-12, including $1.2 million in severance pay and $1.2 million in deferred compensation.

The median compensation for public college presidents including pay, benefits and bonuses was $441,000.

Ohio State University President E. Gordon Gee (gee) had the highest base salary: $830,000. That's more than double the median base salary of $374,000.


View the original article here

Thứ Năm, 9 tháng 5, 2013

Delgado, Nunez community colleges to lay off staff

NEW ORLEANS (AP) -- The governing board for Delgado Community College in New Orleans and Nunez Community College in Chalmette approved plans Wednesday that will result in layoffs at both schools and the cutting of 15 academic programs at Delgado.

The Louisiana Technical and Community College System, at its regular board meeting in Baton Rouge, signed off on plans to lay off 115 employees at Delgado, including 64 faculty members, and up to 15 people at Nunez.

Delgado's layoffs are effective June 3.

"Our heartfelt thoughts and prayers are with each employee impacted," said Delgado Chancellor Monty Sullivan, in a letter to faculty and staff. "We have taken every step to be as fair as possible ... in particular extending benefits to those employees as far out as possible."

Sullivan said the pending layoffs are the second to affect the college in the past eight months. In February, 46 administrative and staff positions were eliminated saving about $3 million, he said. But, the college still faced a budget deficit of about $8 million.

"We have made the difficult decision to use $8 million of the college's $10 million reserves to close the books for FY 2013," Sullivan wrote. "With this step, the college faces a structural deficit going into FY 2014 that requires immediate action."

The board approved the layoffs as well as continuing a freeze on non-essential travel, hiring and expenditures, reducing the athletics budget and moving to a four-day operational schedule for the summer to reduce energy costs.

Those moves will cut $5 million in costs annually, he said. "Combined, the February position eliminations and the proposed eliminations will save the college about $8 million annually," he said. "While the final FY 2014 budget is still being developed ... these steps will align the college's budget in FY 2014 and hopefully stabilize the budget going forward."

Sullivan said the board also approved eliminating 15 academic programs. Details on which programs were affected were not released. Delgado spokesman Tony Cook described the affected programs as "less productive programs," according to WVUE-TV (http://bit.ly/13zJCaw ).

"We cut programs that have low completion rates and that weren't leading to good-paying jobs for our students," said Quintin Taylor, a spokesman for LCTCS.

Teresa Smith, executive director of Institutional Advancement at Nunez, said no programs will be eliminated at Nunez. The contracts of two faculty members, however, end with the close of the spring semester, May 22, while the other staff positions end June 30, she said.

"This action is because of all of the budget cuts we've absorbed over the last six years," Smith said. "We held off workforce reduction for as long as we could by depleting carryover accounts but, unfortunately, it became necessary to look at a reduction in the workforce."


View the original article here

Thứ Ba, 7 tháng 5, 2013

Study: Community colleges lack rigor, but incoming students ill prepared

There’s been a lot of talk lately of college- and career-readiness for high-school graduates, but according to a study released Tuesday, what community colleges actually require is less rigorous than we think – and many high school graduates aren’t meeting even those low standards.

What is being taught and emphasized in high school math and English, moreover, is out of alignment with what is needed to succeed in community college, the report concludes.

The study, from the National Center on Education and the Economy (NCEE), set out to look at what is actually required of first-year community college students – the textbooks they use, the work they’re assigned, the tests they’re given, and the grades they receive. By contrast, previous studies of student ability have relied on faculty surveys, which tend to emphasize what teachers wish their students knew.

RECOMMENDED: Are you as well-read as a 10th grader? Take our quiz.

Community colleges enroll nearly half of all college students in America, and are often a gateway both to four-year colleges and to vocational education. Thus, zeroing in on what’s needed for success at community colleges made sense, says Marc Tucker, president of NCEE and an author of the report.

“We’re talking about the preparation of people who are absolutely crucial to the future,” says Mr. Tucker.

Want your top political issues explained? Get customized DC Decoder updates.

Among the report’s findings, which looked at both math and English literacy:

• First-year community college students need to know fairly little math – and what they do need to know is mostly taught in middle-school math courses: arithmetic, ratio, proportion, expressions, and simple equations. Most high school graduates, however, don’t know it well. The typical college algebra course could be characterized as about the level of Algebra 1.25 – Algebra I and a few topics from geometry and statistics.

• Many community college courses require students to take complex measurements and to read schematic drawings and charts – concepts that aren’t taught at all in most high schools.

• In English literacy, most community-college texts were at an 11th- or 12th-grade level – but most students had not been reading texts at that level in high school, and were unable to analyze or comprehend them with any depth.

• Little writing is required in first-year community college courses, even though it’s an essential skill in many workplaces. A primary reason that faculty ask college students to write so little is that their writing skills are poor, and they did little writing in high school.

Clearly, says Tucker, standards are too low in both high school and community colleges if students are to be prepared for the careers they eventually hope to have.

“Because our workforce will have less skills than they need, it’s a bad sign for the American economy,” he says. “And it’s also a bad sign for the individuals involved – they’re confident that when they get their degree or certificate they’ll know what they need, and it turns out that’s not true.”

Still, Tucker and the experts who contributed to the study said simply raising standards in community colleges would be a mistake because, even with the current low requirements, about one-third of students entering those colleges need to take remedial courses.

“The first line of defense here is to greatly increase the number of young people who can meet the standards, low as they are,” says Tucker.

One good sign: The Common Core standards, which are now beginning to be implemented in the 45 states that have adopted them, are an important step toward increasing rigor and student understanding.

“This research strongly validates the Common Core standards,” says Tucker. “They’re aiming at a level and kind of understanding that is pretty consistent with what we think ought to be demanded in community college.”

In math, Tucker also hopes that the findings make some policymakers and administrators rethink commonly held beliefs about what high-schoolers need to study – or the idea that a single pathway is right for all students.

In many states, there’s currently a push to emphasize Algebra II, or even require it, to get a high-school diploma. Yet the main purpose of Algebra II is to enable students to study calculus – a topic that may be important for only a small group of students who are interested in STEM (science, technology, engineering, and math) careers, says Tucker.

Much more important for many other students may be strengthening their understanding of “middle school” math topics, and exposing them to topics like statistics, data collection, or applied geometry. “There ought to be an alignment between the path you’ll take in mathematics and the kind of work you’ll be doing,” says Tucker.

RECOMMENDED: Are you as well-read as a 10th grader? Take our quiz.

Related stories

Read this story at csmonitor.com

Become a part of the Monitor community


View the original article here

Thứ Tư, 1 tháng 5, 2013

Bill would allow La. colleges to set tuition

BATON ROUGE, La. (AP) -- Two measures that would take lawmakers out of setting college tuition rates started advancing Tuesday in the Louisiana House.

The House Education Committee approved a bill that would allow boards for the state's four public college systems to increase tuition and fee amounts under a policy that would be established by the Board of Regents, which oversees higher education in the state.

The policy would include an outcome-based performance standard that schools would have to meet before they are allowed to raise tuition.

The proposal, by Rep. Walt Leger, D-New Orleans, was approved 13-4.

Currently, the power to increase tuition and mandatory fees lies with the Legislature. It takes a two-thirds vote of lawmakers to boost tuition, and Louisiana is the only state in the nation with such a requirement.

Leger said higher education officials needed the flexibility to govern their budgets and that lawmakers needed to get out of the "tuition business."

The proposal "seeks to put us in line with 49 other states and take us out of the business of having to vote by a two-thirds majority to deal with tuition issues, instead give it to the experts who work in higher education."

The bill would set a tuition cap equal to the Southern regional average.

Backers of the bill said higher education officials need the flexibility to set tuition that would give them a predictable revenue stream. The bill was amended to include a caveat that state funding for higher education would not be decreased if tuition were to be raised.

While agreeing that higher education has taken financial hits, Rep. John Bel Edwards, D-Amite, said tuition has steadily increased over the last five years. However, money from the state's general fund for higher education has consistently decreased, he said.

"That's not the component that's broken," he said. "We used to fund higher education from the general fund at 70 percent, now it's at 35 percent. Will we go to zero?"

Edwards voted against the bill.

A second bill approved Tuesday by the House and Governmental Affairs Committee without objection would take a different approach.

That measure by Rep. Thomas Carmody, R-Shreveport, would spell out in the Louisiana Constitution that college tuition and fee increases don't require a two-thirds vote of the Legislature like other fee hikes.

"We do believe this is a sound concept, one that has been repeatedly recommended by policy groups," said Commissioner of Higher Education Jim Purcell, who said Louisiana's tuition rates are among the lowest in the South.

James Caillier, executive director of the Taylor Foundation which works on higher education issues, raised objections to Carmody's bill, saying it could make college out of reach for some students.

"We should try to make higher education as affordable as possible," Caillier said.

He said tuition shouldn't continue to be raised without the schools showing improved graduation rates and other performance measures.

The constitutional amendment would need support from two-thirds of lawmakers in the House and Senate, along with voters at a statewide election before it could take effect.

Both bills head to the full House for debate.

The education committee also approved a college tuition bill sponsored by its chairman, Rep. Stephen Carter, R-Baton Rouge, that would authorize a one-time tuition and fee increase by college boards in 2016.

However, the increase would have to be less than the average tuition and fees of Southern Regional Education Board peer schools and would come only if the school's graduation and retention rates were on par with its peer institutions.

___

AP reporter Melinda Deslatte contributed to this story.


View the original article here

Chủ Nhật, 14 tháng 4, 2013

Lockdowns lifted at 2 North Carolina colleges

DURHAM, N.C. (AP) — Lockdowns for two North Carolina college campuses have been lifted after separate incidents, one of which involved reports of a gun.

North Carolina Central University imposed a lockdown Friday after reports of an incident at a residence hall. School spokeswoman Ayana Hernandez says the lockdown was lifted around 3 p.m., but she had no further details, including whether a weapon was involved.

Hernandez says campus police are investigating and a search is underway.

Earlier Friday, North Carolina A&T State University was placed on lockdown after reports of a man with a rifle on campus. The lockdown on the Greensboro campus was lifted in the early afternoon.

The two campuses are approximately 50 miles apart.


View the original article here

Thứ Ba, 19 tháng 3, 2013

States' aid to public colleges has fallen 28 percent since 2008

(Reuters) - State governments, which have been battling slow economic growth, cut aid to public colleges for five years and now spend 28 percent less per student than they did in 2008, according to a study published on Tuesday.

The reductions in every state except Wyoming and North Dakota average $2,353 for the 75 percent of undergraduates who attend public colleges and show few signs of easing soon, according to the study's lead writer, Phil Oliff of the Center on Budget and Policy Priorities.

"The rate of decline has moderated somewhat, but we don't see clear signs that states are reinvesting in their higher education systems," Oliff said in a conference call with reporters. "They are coming out of an enormous hole."

Revenues for state governments have risen for nearly three years, but are not matching the bounceback after previous recessions, with the rate of increase slowing in the 2012 third quarter, according to the Rockefeller Institute of Government.

The cuts by state governments range from nearly $4,800 annually per student in New Mexico to $561 in Alaska and have spurred tuition hikes at public colleges, staff cuts, larger classes and the elimination of courses and departments, the study said.

"Thirty-six states have cut funding by more than 20 percent, with 11 states cutting funding by more than one-third. Two states -- Arizona and New Hampshire -- have cut their higher education spending in half," the study said.

Florida, Oregon, Louisiana and Alabama were among states that pulled back most sharply on college aid, while New York, North Carolina and Maine made the smallest reductions in the years tracked in the study.

Tuition at four-year public colleges has grown on average by $1,850 a year, or 27 percent when adjusted for inflation, since the 2007-2008 academic year, the study said. Tuition in Arizona and California has shot up more than 70 percent.

Other big percentage hikes were in Florida, Georgia, Washington state, Hawaii and Alabama.

State policymakers need to ease away from tax cuts and to consider increasing revenues to reinvigorate their public colleges, the study said.

(Reporting by Michael Connor in Miami; Editing by Leslie Adler)


View the original article here

States' aid to public colleges has fallen 28 percent since 2008

(Reuters) - State governments, which have been battling slow economic growth, cut aid to public colleges for five years and now spend 28 percent less per student than they did in 2008, according to a study published on Tuesday.

The reductions in every state except Wyoming and North Dakota average $2,353 for the 75 percent of undergraduates who attend public colleges and show few signs of easing soon, according to the study's lead writer, Phil Oliff of the Center on Budget and Policy Priorities.

"The rate of decline has moderated somewhat, but we don't see clear signs that states are reinvesting in their higher education systems," Oliff said in a conference call with reporters. "They are coming out of an enormous hole."

Revenues for state governments have risen for nearly three years, but are not matching the bounceback after previous recessions, with the rate of increase slowing in the 2012 third quarter, according to the Rockefeller Institute of Government.

The cuts by state governments range from nearly $4,800 annually per student in New Mexico to $561 in Alaska and have spurred tuition hikes at public colleges, staff cuts, larger classes and the elimination of courses and departments, the study said.

"Thirty-six states have cut funding by more than 20 percent, with 11 states cutting funding by more than one-third. Two states -- Arizona and New Hampshire -- have cut their higher education spending in half," the study said.

Florida, Oregon, Louisiana and Alabama were among states that pulled back most sharply on college aid, while New York, North Carolina and Maine made the smallest reductions in the years tracked in the study.

Tuition at four-year public colleges has grown on average by $1,850 a year, or 27 percent when adjusted for inflation, since the 2007-2008 academic year, the study said. Tuition in Arizona and California has shot up more than 70 percent.

Other big percentage hikes were in Florida, Georgia, Washington state, Hawaii and Alabama.

State policymakers need to ease away from tax cuts and to consider increasing revenues to reinvigorate their public colleges, the study said.

(Reporting by Michael Connor in Miami; Editing by Leslie Adler)


View the original article here

Colleges say federal cuts could cause brain drain

BOSTON (AP) — At the Massachusetts Institute of Technology, faculty fret about the future of the school's Plasma Science and Fusion Center.

Thirty miles away, administrators at the state university campus in Lowell worry that research aimed at designing better body armor for soldiers could suffer.

The concerns have emerged because of automatic federal budget cuts that could reduce government funding for research done at educational institutions, spending that totaled about $33.3 billion in 2010, Department of Education statistics show. And the possible cuts add to another anxiety at those schools and others across the country: brain drain.

President Barack Obama and lawmakers failed to agree on a plan to reduce the nation's deficit that would have avoided the automatic spending cuts, which began to roll out this month. Included in the cuts are 5 percent of the money for programs that fund education research, a Department of Education spokesman said Friday. But because negotiations over how to balance the budget are ongoing, the timing and size of many cuts to be made by government agencies remain unclear.

"One of the questions we don't know is if agencies will elect to cut funding by not making new grants or cutting back on old grants," said Terry Hartle, a senior vice president at American Council on Education.

In the meantime, professors are left wondering how many young scientists will become discouraged by domestic funding challenges and either leave for careers abroad or change fields.

At MIT, doctoral candidate Nikolai Begg said he's lucky the research he's working on now has corporate sponsorship.

"It's kind of scary to be hearing that a lot of that support is going away," he said of government cuts. "How do we keep America technologically relevant has been a question on everybody's mind. And the sequester only makes that harder."

The 25-year-old mechanical engineer recently won a $30,000 Lemelson-MIT award for inventions that aim to make surgical procedures less invasive. But Begg is concerned about whether government funding losses could force undergraduates who are contemplating higher degrees to enter the workforce for financial reasons, meaning a loss of American ingenuity in the end.

"I wonder if this whole issue is going to prevent people from going into more advanced research where they can really innovate ... We don't really know what it's going to do yet. There's not enough information out. You know the storm is coming."

Some university officials say a loss of federal funding from the cuts aggravates a current trend: Scientists already have less time to spend in their labs because they have to spend more time seeking grants.

"What the sequester has done is make more dramatic this trend," said Scott Zeger, Johns Hopkins University's vice provost for research. "... It means that people aren't spending quiet time thinking about how nature works."

Breast cancer researcher Dr. Debu Tripathy, a professor at Keck School of Medicine of University of Southern California, compared a scientist who doesn't spend enough time in a lab because of grant writing to a politician who is too busy campaigning for re-election to serve constituents.

He worries the country's commitment to a war on cancer, going back to the signing of the National Cancer Act in 1971, could falter. Tripathy said a lot of good science isn't getting funded and bright minds aren't coming into the field.

"If we don't engage the brightest minds to continue the trajectory we're on, then that will affect a whole generation," the doctor said.

At Washington University School of Medicine in St. Louis, dean Dr. Larry Shapiro said the automatic cuts are causing anxiety among young researchers who are wondering what career options they'll have if the current economic climate becomes "the new normal."

"This is all that's being discussed in the hallways and over coffee," he said.

He said two genetics researchers recently decided to leave the university and move their labs to the United Kingdom amid the climate of funding losses.

"Scientists are passionate about their work, and they'll go where they have the best opportunity to accomplish it," Shapiro said.

Washington University School of Medicine could be looking at $30 million to $40 million in budget cuts because of cutbacks at the National Institutes of Health, and possibly having to cut 300 scientific personnel jobs, according to Shapiro. The school is part of a consortium working on new therapies for Alzheimer's disease, and he said that work would be slowed considerably because the NIH is a big funding source.

At University of Massachusetts-Amherst, school officials are projecting that they could lose about $8 million in research money, which could affect projects including biofuels research.

But UMass-Amherst chemistry professor Paul Lahti, who is leading research on better ways to harvest solar energy, said it's the job of senior faculty members to keep students encouraged and excited about the future of discovery despite negative economic factors.

"You carry on and do the best work you can," Lahti tells them.

"The science is going to get done," the professor said. "The younger people in the end are the ones that are our most important project."


View the original article here

Colleges track former students to boost degrees

ST. LOUIS (AP) -- Carmen Ricotta knows being a college graduate could mean higher pay and better job opportunities, and it's not like St. Louis Community College hasn't been practically begging her to wrap up her two-year degree.

The school has been calling and emailing the 28-year-old electrician's apprentice to get her to return and complete her final assignment: an exit exam. But life has gotten in the way and Ricotta has been too busy to make the 30-minute trip from her suburban home near Fenton to the downtown St. Louis campus.

St. Louis Community College is among 60-plus schools in six states taking what seems like an obvious but little-used step to boost college graduation rates: scouring campus databases to track down former students who unknowingly qualify for degrees.

That effort, known as Project Win-Win, has helped community colleges and four-year schools in Florida, Louisiana, Missouri, Michigan, New York, Ohio, Oregon, Virginia and Wisconsin find hundreds of ex-students who have either earned enough credits to receive associate degrees or are just a few classes shy of getting them.

Backed by financial support from the Indianapolis-based Lumina Foundation for Education, the pilot project began several years ago with 35 colleges in six states. As it winds down, some participating schools plan to continue the effort on their own.

Ricotta said at this point, she's not sure if getting her two-year degree is all that necessary.

"It's a pain," she said. "I don't feel like going down to the college to take a test I don't need. Yeah, I don't have the degree, but I still took all the classes."

Her seeming indifference to retroactively obtaining her degree points to just one of the challenges facing two-year schools in particular as they strive to fulfill President Barack Obama's challenge of raising college completion rates to 60 percent by 2020: convincing not just the public, but even some of their students, of the value of an associate's degree.

At central Missouri's Columbia College, the hunt for students on the verge of graduating worked so well that the school plans to broaden its efforts to find bachelor's degree candidates who are just one class shy of donning the cap and gown. The private liberal arts college has already awarded nearly 300 retroactive degrees, including one given posthumously to the mother of a deceased former student. Another two dozen students returned to campus to finish up after hearing from the school.

"If this was being done nationwide, it could make a difference," said Tery Donelson, Columbia College's assistant vice president for enrollment management.

Like his counterparts in St. Louis, Donelson and his team of transcript detectives also encountered skepticism, if not outright disbelief, from some of the prospective degree awardees.

"If you received a letter saying, 'Congratulations, you've earned a degree,' what would you be thinking?" he said. "That this is a scam. We had to get beyond them.

"We told them they earned a degree, and all they had to do was acknowledge it," Donelson continued. "We didn't want to send a degree to anybody who didn't want it."

Participating schools pared down their initial lists by eliminating students who received degrees elsewhere or were currently enrolled. Expired addresses or disconnected phone numbers eliminated many more.

The Institute for Higher Education Policy, which oversaw the project, initially estimated a potential increase of 25,000 new degrees if its efforts took hold nationwide. But most schools found the exercise more difficult than expected, said Cliff Adelman, a senior associate with the Washington-based policy group.

"It ain't as easy as you think," he said. "You can't use a magic wand and have this kind of thing happen."

In Oregon, a review of more than 6,000 students' academic records at the state's 17 community colleges found 109 degree-eligible students and another 905 who might qualify. Virginia's Tidewater Community College awarded 34 degrees and convinced 15 more students to return to campus from its initial pool of 651 prospects.

Four-year schools could follow the lead of the University of Wisconsin-Oshkosh, which used the program to connect with dropouts who might still be interested in a two-year diploma. Or they could link up with neighboring community colleges in what are known as "reverse transfer" agreements.

Those agreements allow students to receive their associate's degrees if they earned enough credits toward them but didn't actually obtain them before heading to a four-year school. The two-year schools, in turn, can boost their completion rates — a critical measure for accrediting agencies and lawmakers looking for results.

One student happy to hear about what amounts to a free degree is Corey Manuel, 34, an Air Force veteran who expects to receive a bachelor's degree in management information systems from Columbia College. He took his classes at a Denver-area branch campus.

Manuel said his educational journey includes nearly 200 credits from five different schools, including a one-year stint straight out of high school playing basketball at Missouri Valley College in Marshall, Mo., and a pair of stops at Louisiana State University's community college in Eunice.

Now an information technology manager at defense contractor Raytheon, Manuel nonetheless still craves the credential he was too busy to pick up along the way.

"I wanted to make sure I had that box checked," he said.

___

Alan Scher Zagier can be reached at http://twitter.com/azagier


View the original article here

Chủ Nhật, 17 tháng 3, 2013

Colleges track former students to boost degrees

ST. LOUIS (AP) — Carmen Ricotta knows being a college graduate could mean higher pay and better job opportunities, and it's not like St. Louis Community College hasn't been practically begging her to wrap up her two-year degree.

The school has been calling and emailing the 28-year-old electrician's apprentice to get her to return and complete her final assignment: an exit exam. But life has gotten in the way and Ricotta has been too busy to make the 30-minute trip from her suburban home near Fenton to the downtown St. Louis campus.

St. Louis Community College is among 60-plus schools in six states taking what seems like an obvious but little-used step to boost college graduation rates: scouring campus databases to track down former students who unknowingly qualify for degrees.

That effort, known as Project Win-Win, has helped community colleges and four-year schools in Florida, Louisiana, Missouri, Michigan, New York, Ohio, Oregon, Virginia and Wisconsin find hundreds of ex-students who have either earned enough credits to receive associate degrees or are just a few classes shy of getting them.

Backed by financial support from the Indianapolis-based Lumina Foundation for Education, the pilot project began several years ago with 35 colleges in six states. As it winds down, some participating schools plan to continue the effort on their own.

Ricotta said at this point, she's not sure if getting her two-year degree is all that necessary.

"It's a pain," she said. "I don't feel like going down to the college to take a test I don't need. Yeah, I don't have the degree, but I still took all the classes."

Her seeming indifference to retroactively obtaining her degree points to just one of the challenges facing two-year schools in particular as they strive to fulfill President Barack Obama's challenge of raising college completion rates to 60 percent by 2020: convincing not just the public, but even some of their students, of the value of an associate's degree.

At central Missouri's Columbia College, the hunt for students on the verge of graduating worked so well that the school plans to broaden its efforts to find bachelor's degree candidates who are just one class shy of donning the cap and gown. The private liberal arts college has already awarded nearly 300 retroactive degrees, including one given posthumously to the mother of a deceased former student. Another two dozen students returned to campus to finish up after hearing from the school.

"If this was being done nationwide, it could make a difference," said Tery Donelson, Columbia College's assistant vice president for enrollment management.

Like his counterparts in St. Louis, Donelson and his team of transcript detectives also encountered skepticism, if not outright disbelief, from some of the prospective degree awardees.

"If you received a letter saying, 'Congratulations, you've earned a degree,' what would you be thinking?" he said. "That this is a scam. We had to get beyond them.

"We told them they earned a degree, and all they had to do was acknowledge it," Donelson continued. "We didn't want to send a degree to anybody who didn't want it."

Participating schools pared down their initial lists by eliminating students who received degrees elsewhere or were currently enrolled. Expired addresses or disconnected phone numbers eliminated many more.

The Institute for Higher Education Policy, which oversaw the project, initially estimated a potential increase of 25,000 new degrees if its efforts took hold nationwide. But most schools found the exercise more difficult than expected, said Cliff Adelman, a senior associate with the Washington-based policy group.

"It ain't as easy as you think," he said. "You can't use a magic wand and have this kind of thing happen."

In Oregon, a review of more than 6,000 students' academic records at the state's 17 community colleges found 109 degree-eligible students and another 905 who might qualify. Virginia's Tidewater Community College awarded 34 degrees and convinced 15 more students to return to campus from its initial pool of 651 prospects.

Four-year schools could follow the lead of the University of Wisconsin-Oshkosh, which used the program to connect with dropouts who might still be interested in a two-year diploma. Or they could link up with neighboring community colleges in what are known as "reverse transfer" agreements.

Those agreements allow students to receive their associate's degrees if they earned enough credits toward them but didn't actually obtain them before heading to a four-year school. The two-year schools, in turn, can boost their completion rates — a critical measure for accrediting agencies and lawmakers looking for results.

One student happy to hear about what amounts to a free degree is Corey Manuel, 34, an Air Force veteran who expects to receive a bachelor's degree in management information systems from Columbia College. He took his classes at a Denver-area branch campus.

Manuel said his educational journey includes nearly 200 credits from five different schools, including a one-year stint straight out of high school playing basketball at Missouri Valley College in Marshall, Mo., and a pair of stops at Louisiana State University's community college in Eunice.

Now an information technology manager at defense contractor Raytheon, Manuel nonetheless still craves the credential he was too busy to pick up along the way.

"I wanted to make sure I had that box checked," he said.

___

Alan Scher Zagier can be reached at http://twitter.com/azagier


View the original article here

Colleges say federal cuts could cause brain drain

BOSTON (AP) — At the Massachusetts Institute of Technology, faculty fret about the future of the school's Plasma Science and Fusion Center.

Thirty miles away, administrators at the state university campus in Lowell worry that research aimed at designing better body armor for soldiers could suffer.

The concerns have emerged because of automatic federal budget cuts that could reduce government funding for research done at educational institutions, spending that totaled about $33.3 billion in 2010, Department of Education statistics show. And the possible cuts add to another anxiety at those schools and others across the country: brain drain.

President Barack Obama and lawmakers failed to agree on a plan to reduce the nation's deficit that would have avoided the automatic spending cuts, which began to roll out this month. Included in the cuts are 5 percent of the money for programs that fund education research, a Department of Education spokesman said Friday. But because negotiations over how to balance the budget are ongoing, the timing and size of many cuts to be made by government agencies remain unclear.

"One of the questions we don't know is if agencies will elect to cut funding by not making new grants or cutting back on old grants," said Terry Hartle, a senior vice president at American Council on Education.

In the meantime, professors are left wondering how many young scientists will become discouraged by domestic funding challenges and either leave for careers abroad or change fields.

At MIT, doctoral candidate Nikolai Begg said he's lucky the research he's working on now has corporate sponsorship.

"It's kind of scary to be hearing that a lot of that support is going away," he said of government cuts. "How do we keep America technologically relevant has been a question on everybody's mind. And the sequester only makes that harder."

The 25-year-old mechanical engineer recently won a $30,000 Lemelson-MIT award for inventions that aim to make surgical procedures less invasive. But Begg is concerned about whether government funding losses could force undergraduates who are contemplating higher degrees to enter the workforce for financial reasons, meaning a loss of American ingenuity in the end.

"I wonder if this whole issue is going to prevent people from going into more advanced research where they can really innovate ... We don't really know what it's going to do yet. There's not enough information out. You know the storm is coming."

Some university officials say a loss of federal funding from the cuts aggravates a current trend: Scientists already have less time to spend in their labs because they have to spend more time seeking grants.

"What the sequester has done is make more dramatic this trend," said Scott Zeger, Johns Hopkins University's vice provost for research. "... It means that people aren't spending quiet time thinking about how nature works."

Breast cancer researcher Dr. Debu Tripathy, a professor at Keck School of Medicine of University of Southern California, compared a scientist who doesn't spend enough time in a lab because of grant writing to a politician who is too busy campaigning for re-election to serve constituents.

He worries the country's commitment to a war on cancer, going back to the signing of the National Cancer Act in 1971, could falter. Tripathy said a lot of good science isn't getting funded and bright minds aren't coming into the field.

"If we don't engage the brightest minds to continue the trajectory we're on, then that will affect a whole generation," the doctor said.

At Washington University School of Medicine in St. Louis, dean Dr. Larry Shapiro said the automatic cuts are causing anxiety among young researchers who are wondering what career options they'll have if the current economic climate becomes "the new normal."

"This is all that's being discussed in the hallways and over coffee," he said.

He said two genetics researchers recently decided to leave the university and move their labs to the United Kingdom amid the climate of funding losses.

"Scientists are passionate about their work, and they'll go where they have the best opportunity to accomplish it," Shapiro said.

Washington University School of Medicine could be looking at $30 million to $40 million in budget cuts because of cutbacks at the National Institutes of Health, and possibly having to cut 300 scientific personnel jobs, according to Shapiro. The school is part of a consortium working on new therapies for Alzheimer's disease, and he said that work would be slowed considerably because the NIH is a big funding source.

At University of Massachusetts-Amherst, school officials are projecting that they could lose about $8 million in research money, which could affect projects including biofuels research.

But UMass-Amherst chemistry professor Paul Lahti, who is leading research on better ways to harvest solar energy, said it's the job of senior faculty members to keep students encouraged and excited about the future of discovery despite negative economic factors.

"You carry on and do the best work you can," Lahti tells them.

"The science is going to get done," the professor said. "The younger people in the end are the ones that are our most important project."


View the original article here

Thứ Hai, 11 tháng 3, 2013

Colleges, It’s Time to Admit You Have a Problem

Growing up, I did exactly what was expected of me. I worked hard through high school and was the first in my family to graduate from college, thanks to the federal Pell Grant, an academic scholarship and work-study program.

Despite that, I still walked away with massive student loans. I don’t regret my choice because my education is the one thing no one can take away from me. But, like too many of my friends, I am now buried in student debt.   

By the time I pay off my loans, I’ll be in my 50s. And like many of my peers, I’m thinking differently about major life decisions, like buying a home or car or having kids, because I have too much student debt to pay off first.

My story isn’t unique. More and more, skyrocketing college costs are forcing students to take on crippling debt in order to get the education they need. Since the early 1980s, tuition and fees have increased 538 percent—that’s almost twice as fast as healthcare costs. Over two-thirds of all college students currently borrow in order to finance their education. Even so, I was shocked to learn that Americans now owe more than $1 trillion on student loans.  

Far too many hardworking students are being priced out of higher education. College should be about creating opportunity, not debt. The time to make college affordable is long past due.

Higher education is critical to ensuring a bright future. Not having at least a bachelor’s degree costs the average high school graduate about $1 million in lost lifetime earnings. But every year, more than 100,000 college-qualified, low-income students don’t enroll at all, citing cost as a major barrier.

Right now, the conversation about our nation’s student debt crisis is being dominated by policymakers, researchers and college administrators—which means that it’s more about dollars and numbers than real-world implications for real-life students and their families. It’s time for this conversation to be driven by the individuals who are most directly impacted: current and aspiring college students and recent graduates.

That’s why I got involved with I AM NOT A LOAN , a new national campaign to raise the voices of young people who are fed up with soaring college costs and student debt.

As a first step, I AM NOT A LOAN is calling on colleges across the country to pledge to reduce student debt. The leaders of many of these institutions already acknowledge that college costs are growing at an unsustainable rate, but have yet to take needed action to solve the problem.

No two colleges are the same and no two solutions will be identical, but every one of them must do their part to make higher education affordable and ensure that a college degree is within financial reach for their students.

Without my education, I don’t know where I’d be. And despite my best efforts to repay them, my student loans will follow me for decades. But it doesn’t have to be that way. Through I AM NOT A LOAN, students are standing up for college affordability. And it’s time for action to reduce student debt.

Related Stories on TakePart:

• 10 Shocking Truths You Need to Know About Student Loan Debt

• Federal Student Loan Debt Nearing $1 Trillion, Depressed Yet?

• No Income? No Problem! How the Gov't Is Saddling Parents with College Loans They Can't Afford


Iris Maria Chávez is assistant field director for The Education Trust‚ an organization that promotes high academic achievement for all students at all levels—pre-kindergarten through college.  TakePart.com


View the original article here

Thứ Năm, 7 tháng 3, 2013

Insight: Community colleges' cash crunch threatens Obama's retraining plan

PALATINE, Illinois (Reuters) - Some schools rally around a football team. Harper College has rallied around a number.

When President Barack Obama called for 5 million more community-college graduates by the end of the decade to boost U.S. competitiveness, this commuter school 30 miles northwest of Chicago figured out it would need to produce 10,604 additional graduates to do its part.

It won't be able to count on much government help.

Even as Harper and many of the nation's 1,200 other two-year community colleges try to deliver on Obama's vision of a revitalized manufacturing sector and a better-skilled work force, support from the federal and state governments is eroding.

"I've been in this business for 42 years. I've never seen anything like this - the pressure on the business model, the pressure on the whole institution of higher education," Harper College President Ken Ender said in an interview.

The problem is especially acute in Obama's home state of Illinois, where decades of mismanagement have led to a fiscal crisis that is squeezing state spending on education.

State funding covered 5.8 percent of Harper's budget last year - a record low and down from 13.3 percent a decade ago. Next year is likely to be worse, Ender says.

It reflects a trend in Illinois and across the nation that threatens to make education less affordable to millions of students at two-year colleges, which can provide a start for those working toward a four-year bachelor's degree or enable older workers to learn the skills needed for new careers.

Since he took office in 2009, Obama has lavished attention on two-year schools; last year he visited 10 community college campuses. Last month, he flew to North Carolina after his State of the Union speech to Congress to highlight a manufacturer that was working with a local school to train workers.

The attention hasn't translated into more financial support.

Obama's efforts to expand spending on education, job training and other elements of what he has termed an "innovation agenda" have fallen flat as Republicans have pushed for spending cuts to rein in trillion-dollar budget deficits.

Deficit-reduction efforts, including the across-the-board "sequester" cuts that kicked in on Friday, have fallen largely on the discretionary part of the federal budget that funds these areas, rather than the health programs that are projected to drive up the nation's debt in the decades to come.

Obama won $2 billion for community-college training programs when his Democrats controlled Congress in 2009, but last year's $8 billion proposal went nowhere.

He has had more success expanding the Pell grants that help nearly half of all community-college students pay tuition. But budget pressures have led to cutbacks in that program as well.

Meanwhile, state and local governments have slashed their higher-education spending during recession-induced budget crises. As a result, students have been forced to pay more for their education.

According to the American Institutes for Research, the average annual community-college tuition rose by 41 percent, to $3,269, from 2000 to 2010. The average subsidy per student received by community colleges fell by 24 percent during that period, to $6,223 per year.

Public funding for four-year public colleges has ebbed as well, but the trend has been most pronounced at the community-college level, the nonprofit group found.

As tuition has climbed, students have taken on more debt, and there are signs that many may not be able to keep up. Student debt has nearly tripled since 2004 and loan delinquency rates have been climbing, the Federal Reserve of New York says.

Businesses that consider community colleges to be an essential source of skilled workers view the trend with alarm.

"We need to continue to have government funding for these vocational schools," Natalie Schilling, vice president of human resources at aluminum giant Alcoa Inc, said during a recent panel discussion in Washington.

Like other manufacturers, Alcoa relies on community colleges to replace its aging work force and produce students who can operate the computer-controlled machines that are increasingly common in U.S. factories.

"We can't do it alone - it's got to be a shared responsibility among the public and private sector," Schilling said.

NEW FINANCIAL REALITY

In Illinois, the state's fiscal crisis has put its pension fund $98 billion in the red and dropped its bond rating to one of the lowest among U.S. states.

Since fiscal 2008, pension costs have grown from 8 percent to 20 percent of state revenue, according to the State Budget Crisis Task Force, an independent research group co-chaired by Paul Volcker, a former chairman of the U.S. Federal Reserve. State spending on the government-run Medicaid health program for the poor and disabled has doubled since 2000.

Meanwhile, state spending on higher education in Illinois has dropped by an inflation-adjusted average of 3.3 percent per year over the past 10 years.

Community colleges in less affluent areas have been hit especially hard in a pattern that could undermine some of Obama's efforts to help the nation's poor work their way into the middle class.

The president of Southeastern Illinois College in rural Harrisburg worries that continued tuition increases could drive students away as state contributions shrink from 45 percent of the college's budget to 35 percent in the next several years.

"At some point, depending on your demographic and your tuition charge, you're going to push students off the cliff," Jonah Rice said. "We're doing the best we can, but it's tough when the rubber band is stretched."

Nestled in Chicago's high-cost suburbs, Harper College has been somewhat shielded from the state's fiscal crisis because it can rely on local property taxes for about half of its operating costs. Schools in areas where property values are low, like Southeastern, are more exposed.

Budget woes, however, have not stopped Harper from forging ahead on its goal to boost graduation rates, which have jumped in the past two years.

Education groups point to Harper as a model for how to train a generation of tech-savvy manufacturing workers, and Republican presidential candidate Mitt Romney praised its manufacturing program during a campaign stop last year.

"To say we can't do things because there's no money is frankly unacceptable," Ender said. "There is no money. So that means we're not ever going to do anything?"

Harper has set up an outreach program with local high schools to try to reduce the number of incoming Harper students who need to take remedial math and reading courses.

Guidance counselors work with students to keep them on track toward their goals, whether that is a welding certificate or a transfer to a four-year college.

'WHEN IS THIS GOING TO STOP?'

Harper also has set up a paid internship program with local manufacturers that allows students to earn money while they learn - an important consideration for many.

"When I found out it was affordable, I jumped in. Every other type of training I've been looking at has not been affordable," said Peter McManus, 47, who is interning at a nearby packaging plant as part of the school's advanced-manufacturing program.

Like many others at Harper, McManus doesn't fit the mold of a traditional college student.

Seeking a career change after his job as a technical theater director was eliminated, McManus learned about Harper's manufacturing program through his teenage son. When he's not in class, McManus works at Transparent Container Company Inc. as he pursues a degree in automation.

"I grew up a mechanic's son and a tinkerer. To me, this is just another lab to tinker in," he said as he gazed at Transparent's $500,000 machines that stamp out plastic packaging.

Harper has gotten some recent government help: The school won a $13 million grant from the U.S. Labor Department last fall to expand its manufacturing internship to other community colleges in the region.

Nevertheless, Harper has been forced to raise tuition rates steadily as state funding has receded. Full-time students will pay $3,735 in the next academic year, an inflation-adjusted increase of 16 percent since the 2008 school year.

The college aims to keep tuition increases in line with inflation, and Ender says the school remains affordable for most.

Students who live with their parents should be able to cover tuition by working full-time in the summer and part-time during the school year, while less affluent students can apply for Pell grants to cover tuition, he says.

Still, 25 percent of students who drop out of Harper do so for financial reasons, said Maria Moten, the school's enrollment dean. Student leaders say they're worried that further tuition hikes will squeeze out more students.

"Most people at community colleges are working full-time jobs and coming to school. They're paying rent; some are paying for children," said Scott Leitzow, a member of the school's student senate. "When is this going to stop? I don't think it ever will."

(Editing by David Lindsey and Paul Simao)


View the original article here

Thứ Ba, 5 tháng 3, 2013

At more colleges, classes on genetics get personal

IOWA CITY, Iowa (AP) -- Bakir Hajdarevic didn't have to study for the most important test in a class last fall. He just had to spit — a lot.

The 19-year-old freshman at the University of Iowa took an honors seminar on personal genetics in which students had the option of sending saliva samples so a testing company could use DNA to unlock some of their most personal health and family secrets. The results would tell them how likely they were to get some forms of cancer, whether they were carriers for genetic diseases, where their ancestors came from, and a trove of other information.

The class, taught at Iowa for the first time, is part of a growing movement in higher education to tackle the rapidly advancing field of personal genetics, which is revolutionizing medicine and raising difficult ethical and privacy questions. The classes are forcing students to decide whether it is better to be ignorant or informed about possible health problems — a decision more Americans will confront as the price of genetic testing plummets and it becomes more popular.

Hajdarevic said he was eager to "find out about all the little mysteries" lurking in his DNA. Sure he was nervous that he might get bad news about cancer risks. But he said the curiosity to learn about himself — and whether he needed to take steps to improve his health — outweighed those concerns.

And so, one day last fall, he found himself in his dorm room struggling to spit into a test tube that he would mail to 23andMe, the Mountain View, Calif., testing company.

"It was like 10 minutes of spitting, literally," he recalled, laughing. "I ran out of spit really quickly. I was spitting for like 15 seconds and then I'd run out of juice."

Such episodes have become more common as similar classes have popped up on college campuses over the past three years with backing from 23andMe, which tests for about one million genetic variants possibly linked to tens of thousands of conditions and traits. The company announced in December it had raised $50 million from investors, and was cutting its price for its personal genotype testing from $299 to $99.

23andMe has offered universities discounts on the testing for the classes, along with course materials, and has partnered with dozens of universities and high schools. Stanford University, University of Illinois, the University of Texas and Duke University are some of the schools featuring courses on personal genetics this year, according to its website.

Some of the classes are geared toward medical, nursing and pharmacy students whose careers could be shaped by genetics, while others are for undergraduates hoping to learn more about a field often noted in popular culture. Most of the courses are electives, and students can opt out of the testing if they're uncomfortable. For students whose DNA is tested, the knowledge they glean is intensely personal and wide-ranging, from whether they are a carrier for cystic fibrosis to whether they are likely to be good sprinters.

This is a generation that grew up sharing details of their lives on Facebook, and these students said they were eager to know more about themselves.

"I thought the coolest thing about the whole class was that you would be able to test your own genetics to find out things about yourself. That's what drew me in," said University of Iowa freshman Morgan Weis, who plans a career in nursing. When her results came back, "I told my friends, 'Come look at this, it's so cool'. I was pretty excited about it."

This semester, Stanford professor Stuart Kim is teaching a class for medical students and graduate students in genetics and computer science for a fourth time. He says his students will never forget the class when they learn whether they are sensitive to the blood-thinner Warfarin; that knowledge could be critical if they ever suffer a stroke, because too large or small a dose could kill them. But he dreads the day when testing informs a student: That man who raised you? He's not your biological father.

"That will happen one of these days," he said.

He said 90 percent of the students have opted to test their own DNA rather than a random person's, and a class survey found that students who did so retained more information.

University of Iowa professor Jeff Murray has been teaching human genetics for 25 years, and developed last fall's class after reading about similar ones elsewhere. He talked through the pros and cons of testing with students, and spent two class periods examining 23andMe's consent form. Murray encouraged students to consult with their parents, through their consent was not required — students were all 18 or older. Only a few opted out of the testing after they or their parents raised concerns.

"Some people just didn't want to know if they are going to get breast cancer or Alzheimer's," said one of Murray's students, Alexis Boothe, 18. "Personally, I wanted to know."

She said she was not surprised when she learned she's seven times more likely than the average person to develop Crohn's disease, a bowel disorder, since it runs in her family. But now she said she can make sure not to smoke and watch her stress, two triggers. Boothe said she was amused when she learned that she shares northern European ancestors with the singer Jimmy Buffett, and when a third cousin she doesn't know sent her a message through the company.

For Hajdarevic, one surprising result was that he may be lactose intolerant. Although he's eaten dairy without issue his whole life, he can now monitor for symptoms that could develop later. He also learned he's a carrier for the mild form of a rare genetic disease, Alpha 1-antitrypsin deficiency.

But overall, he says, he was relieved.

"I was kind of scared going in, like, 'Oh my God, I might have a high risk factor for some kind of cancer'," he said. "But knock on wood, according to the test, I don't really have much to worry about."


View the original article here