Ruth Simon & Rachel Louis Ensign:
The number of young borrowers who have fallen behind on their student loan payments has soared over the past four years, the Federal Reserve Bank of New York said in a report released Thursday.
According to the report, 35% of people under 30 who have student loans were at least 90 days late on their payments at the end of last year, up from 26% in 2008 and 21% at the end of 2004.
The new figures, which exclude borrowers who are still in school or aren’t yet required to make payments, show that young Americans are having a tougher time repaying college loans as debt loads increase and job prospects remain shaky.
February 21, 2013 hour 1 mp3, hour 2 mp3
So-called “Internet addiction” is associated with increased depression and even druglike withdrawal symptoms, new research suggests.
A study of 60 adults in the United Kingdom showed that those who were classified as high Internet users had a significantly greater decrease in positive mood after logging off their computers than the participants classified as low Internet users.
“Internet addiction was [also] associated with long-standing depression, impulsive nonconformity, and autism traits,” report the investigators, adding that the latter is “a novel finding.”
“We were actually expecting that people who used the net a lot would display enhanced moods after use — reflecting the positive reinforcing properties of the net,” coinvestigator Phil Reed, DPhil, professor and chair in the Department of Psychology at Swansea University in the United Kingdom, told Medscape Medical News.
“So the key finding of an immediate increased negative mood, the withdrawal effect, was something of a surprise. But the more we looked into the literature, the more it seemed to fit the notion of an addictive disorder,” added Dr. Reed.
He noted that the main takeaway message for clinicians is that some people may experience disruptions to their lives from excessive Internet use — and that this can affect both their psychological and physical health.
In addition, patients “may need help exploring the reasons for this excessive use and what functions it serves in their lives.”
The study was published online February 7 in PLoS One.
Manski declined to name the other people who recruited her and has not returned calls since last Friday.
Soglin said when he spoke to Manski he did not know who the other candidates were or which seat she was going to run for.
“I thought she would be a good candidate committed to public education,” Soglin said. “The only discussion I had with Sarah Manski was her candidacy for the School Board. There was nothing else to discuss.”
Soglin said he was “disappointed for our community and disappointed for her” at the news of her withdrawal.
Matthews said in an email that Soglin referred Manski to him for a discussion about her candidacy, but that the grad school application never came up. He said he learned Manski would be moving to California when she called him at 6 p.m. on Feb. 20, the night before she announced her withdrawal from the race.
Related: “We are not interested in the development of new charter schools” by Madison Mayor Paul Soglin.
Madison’s long time disastrous reading results and the school board.
2013 Madison School Election Intrigue (Public!)
Much more on the 2013 Madison School Board elections, here.
I’m glad DeFour continues to dig.
When Sarah Manski pulled out of the school board race because her husband was accepted to graduate school in California, many asked, myself included, why would she wait until after the primary to do so?
Now we know: It was all part of a plan to silence Ananda Mirilli, restorative justice manager at the YWCA in Madison, and also a person of color. Mirilli was unfairly and falsely targeted by Sarah Manski and her husband Ben as someone who was part of a movement to privatize public schools.
When I heard about this, I immediately assumed several members of Madison’s white elite progressive community was behind this. I believe that there is a movement in this community to silence anyone that doesn’t walk in lockstep with the status quo. They will trample over voices of color in order to preserve it.
I was accused by some of rushing to judgment. Yet I have not heard any of these people call for an investigation into who else knew about Manski’s plan and when.
In my last column, I wrote that Madison’s communities of color needed to become involved and engaged. They need to get off the sidelines and get in the game.
What I failed to add to that was it’s also hard to become a part of the game when it’s rigged against you.
If these had been two Republicans placing first and second in this primary with a Democrat finishing third under the same circumstances, progressives would be storming the Capitol right now. There would be hard-hitting editorials in progressive newspapers accusing conservatives of rigging elections, not the fluff pieces that we’ve been reading.
Madison’s communities of color are constantly told by white progressives that people like Governor Scott Walker, radio talk show host Vicki McKenna and blogger Dave Blaska are the enemy. While some may agree, they haven’t been the ones silencing, patronizing and marginalizing folks of color in Madison. That distinction belongs to the liberal establishment in this community.
You have consistently done the most harm to us, and it stinks. We’re tired of it.
As a former Urban League board member and chair, I am also disgusted by the way this organization has been treated by some of Madison’s political establishment. The Urban League has been at the forefront of many issues concerning the disenfranchised and people of color in this community, in particular, education. Yet over the past couple of years they have been treated like garbage.
Ever since CEO Kaleem Caire shined a bright light on an achievement gap and low graduation rates for students of color that has plagued the Madison Metropolitan School District for decades — even offering an idea to help to address it — Caire has been painted as a right-wing operative with the intent to privatize and destroy public schools. Almost anyone else who supported Madison Prep has been labeled the enemy because communities of color are asking for a better future for their children.
The smear campaign began with Nichele Nichols failed run for school board last year, and now Mirilli this year.
While I’m angry about what happened to Mirilli, I’m also happy she decided not to run as a write-in candidate. She had no chance of winning and running would have made white progressives in this city feel better about themselves.
They’d say, “At least she had a chance.”
Make no mistake about it: She had no chance. Everyone knows it.
I understand that it’s not fair to paint all white liberal progressives in Madison with a broad brush. Many are just as outraged by what’s been happening to folks of color in this community as we are.
If you sit by and watch while it happens and fail to stand up for what’s right, you become just as complicit as the ones who are doing it.
To the communities of color in Madison, I say this: Don’t forget what happened here. If there was ever a time to organize and become engaged, it is now.
Much more on the 2013 Madison School Board Election, here. And, GRUMPS resurfaces.
Michael Horn & Clay Christensen:
Everyone’s going MOOC-crazy these days. From frequent media coverage of online courses and platforms like Coursera, edX, Udacity, and Udemy to discussions about the complexities and business models of online education, the excitement around MOOCs (Massive Open Online Courses) has finally “bubbled” over.
The question is not just whether MOOCs are going to disrupt traditional education, but how. Is it just about lower costs and access? Is it really going to be a Napster-like moment with entrenched “Teamsters in tweed” worried about the erosion of their research, publishing, and teaching?
This is where we can leave the realm of hype and commentary to draw on our own years of research into disruption theory. Because the curious thing about the MOOC wave of disruption is that the market leaders — not just upstarts from the edges — are the ones pioneering it. And that rarely happens.
Matthew M. Chingos (PDF):
Why such fervor? Such anguish? In an era of budgetary belt tightening, and in the wake of the 2008 market crash, state and local policymakers are finally awakening to the impact of teacher-pension costs on their bottom lines. Recent reports demonstrate that such pension programs across the United States are burdened by almost $390 billion in unfunded liabilities. Yet most states and municipalities have been taking the road of least resistance, tinkering around the edges rather than tackling systemic (but painful) pension reform.
Many have suggested that one solution to the pension crisis is to offer teachers the option of a 401(k)-style plan (also known as a “defined contribution” or DC plan) in lieu of a traditional pension (known as “defined benefit” or DB plans). We see much merit in that approach, but we also wondered whether this alternative would appeal to teachers. Would certain types of teachers–new, veteran, more educated, etc.–naturally gravitate to one type of retirement plan or the other? Might it be the case that more (or less) effective teachers or teachers in harder-to-staff subjects would prefer DC plans due to their portability or other advantages (real or perceived)? If so, this would suggest that offering alternatives to traditional DB pensions could be a useful tool for improving teacher quality and/or supply. If the opposite is true, this could raise concerns about moving away from traditional DB systems.
To investigate these possibilities, we turned to Professor Martin West of the Harvard Graduate School of Education, who is also an executive editor of Education Next and deputy director of Harvard’s Program on Education Policy and Governance (PEPG). West tapped his colleague Matthew Chingos, now a fellow at the Brookings Institution’s Brown Center on Education Policy. This dynamic duo advised us that Florida was uniquely positioned to address our questions, it being one of just two states that allow teachers to choose between DB and DC plans, and the only place, at least for now, that can link information about teachers’ pension-plan decisions with administrative data on those same teachers and their students (including value-added achievement data).