Category Archives: College Preparation

Doctorates Up, Career Prospects Not

dog Lederman:

Universities are awarding doctoral degrees at an accelerating pace, despite the fact that the career prospects of those who receive their Ph.D.s appear to be worsening.

That dichotomy is among the starker findings of the annual data on doctorate recipients from the National Science Foundation, drawn from a survey sponsored by the foundation and other federal agencies and conducted by the University of Chicago’s National Opinion Research Center. The data may for some reinforce the idea that institutions are turning out more Ph.D. recipients than can be absorbed, at least in some fields.

American universities awarded 52,760 doctorates in 2013, up 3.5 percent from nearly 50,977 in 2012 and nearly 8 percent from 48,903 in 2011. Those large increases followed several years of much smaller increases and one decline (in 2010) since the onset of the economic downturn in 2008, as seen in the chart below.

NEW REPORT: Most U.S. Colleges Violate Students’ Free Speech Rights

Foundation for individual rights in education:

The Foundation for Individual Rights in Education (FIRE) released its 2015 report and interactive infographic on campus speech codes across America today. FIRE’s findings show that more than half of the 437 schools analyzed maintain policies severely restricting students’ right to free speech.

“Most universities continue to enforce speech codes that don’t satisfy First Amendment standards,” said FIRE President Greg Lukianoff. “For the seventh consecutive year, however, the percentage of speech codes has dropped, and we’re happy to see that. But the federal government’s efforts to address sexual harassment on campus are leading a number of universities to adopt flatly unconstitutional speech policies.” Lukianoff added, “The greatest threat to free speech on campus may now be the federal government.”

Major findings from Spotlight on Speech Codes 2015: The State of Free Speech on Our Nation’s Campuses include:

What We’re Missing in the Global Education Race

Wendy Kopp:

Nearly 15 years ago, the global community set an unprecedented goal—to give every child access to primary education. We have made progress, but today 58 million children in developing regions remain out of school, and 250 million school-aged children around the world lack basic literacy and numeracy skills.

While the 2015 deadline for delivering on our promise will pass unfulfilled, we are coming to the end of a year that has seen tremendous momentum as the world recognizes the need to improve education: This week, 17-year-old Pakistani education activist Malala Yousafzai became the youngest person ever to accept the Nobel Peace Prize, alongside Indian child rights’ activist Kailash Satyarthi. In June, developing nations, donor nations and NGOs pledged a historic $28.5 billion in new funding to make quality education available to every child. In September, more than 30 organizations made commitments to increase access to quality education for girls as part of the Clinton Global Initiative, and XPRIZE launched a new $15 million challenge to build technology solutions to make quality education more accessible.

Will a Mockable Week in Higher Education Help Deflate the College Bubble?

JD Tuccille:

Horse FeathersThis week, Columbia Law School students demanded—and got—delayed exams to compensate for the trauma the fragile things experienced over the Eric Garner case. Also in response to the Garner case, Smith College President Kathleen McCartney had to apologize for insisting that “All Lives Matter” when the acceptable sentiment of the moment is that “black lives matter.” And at the University of Iowa, David Ryfe, director of the School of Journalism and Mass Communication, insisted “I would follow the lead of every European nation and ban this type of speech” after an anti-racism art installation misfired and upset students who are defintely not spending years of their lives at an institution of higher learning to have their ideas challenged or their feelings bruised.

If this was all, it would still be enough reason for me to start contemplating just how much motorcycle my kid’s 529 can buy. But of course there’s more. College, after all, is where Rolling Stone went dumpster-diving in eager expectation of finding seamy tales of sexual assault, and instead unearthed the revelation that students dipping their toes into adulhood are unpredictable, perhaps unstable—and that its own journalistic practices suck.

College Enrollments Drop for 3rd Straight Year

The Chronicle:

Summary: College enrollments dropped by 1.3 percent this fall after slipping 1.5 percent last fall and 1.8 percent in the fall of 2012.

For the public sector over all, the decline was 1.5 percent, with two-year colleges down 3.4 percent and four-year colleges up 0.4 percent. (Those categories have been shifting as more community colleges offer four-year degrees.)

The for-profit sector fared much better than in previous years, with enrollments down by just 0.4 percent in the fall of 2014. That compares with the previous year’s decline of 9.7 percent. Growth in the number of younger students accounted for much of the turnaround.

Also in the good-news column, enrollment inched up by 1.6 percent at four-year private nonprofit colleges.

Looking at the national picture, enrollments declined in 39 states and the District of Columbia. They were up in 11 states, with the largest jumps in New Hampshire (home of Southern New Hampshire University’s booming online program), at 19.9 percent, and Arizona, at 5.2 percent.

The biggest drops were among students older than 24. Their numbers were down by 2.8 percent this fall.

U. of Iowa Censors, Apologizes for Art About Racism

Susan Kruth:

University of Iowa (UI) students, faculty, and administrators are speaking out in support of the censorship of a statue created and displayed on campus by visiting professor Serhat Tanyolacar that they say constitutes “hate speech.” Tanyolacar’s piece comprised a seven foot tall sculpture of a Ku Klux Klan member whose robes are crafted from newspaper articles about racial violence. Many members of the UI community, however, ignored the intended anti-racist message of the piece and instead demanded that the university take action against what they perceive as a racist display—and the university is complying.

Tanyolacar erected the statue last week on an area of campus called the Pentacrest with hopes to “facilitate a dialogue with a community on a college campus,” responding to the controversy over the shooting of Michael Brown in Ferguson, Missouri. But students judged the piece to be racist and offensive, and within hours, university police instructed Tanyolacar to take his piece down.

UK Ministers answer calls for a College of Teaching

Sally Weale:

The government is to set up a College of Teaching, to drive up standards and put teaching on an equal footing with high-status professions like medicine and law, the Guardian has learned.

Education secretary Nicky Morgan and schools minister David Laws, writing in the Guardian on Tuesday, say a professional body will allow teachers to set their own standards for members and to take a lead in improving the profession’s skills and abilities.

“Many in the profession have talked of the need for a College of Teaching over the years. Yet such a professional body still does not exist.

36 Presidents of Private Colleges Earned More Than $1-Million in 2012

Sandhya Kambhampati:

Three dozen private-college presidents earned more than $1-million in 2012, with the typical leader making close to $400,000, a Chronicle analysis has found.

The millionaire club increased by one from the year before, and the median pay rose by 2.5 percent.

The highest-paid leader was Shirley Ann Jackson of Rensselaer Polytechnic Institute. Ms. Jackson, who has regularly ranked in the top 25, earned just over $7.1-million, up from nearly $1.1-million in 2011. A large portion of her 2012 earnings came from a payout of almost $5.9-million that had been set aside over 10 years as a retention incentive.

Free college: Kalamazoo County students can graduate high school with associate’s degree in new 5-year program

Julie Mack:

Kalamazoo County’s nine school districts are launching a new program in which students can earn a degree or certificate from Kalamazoo Valley Community College during a “13th grade” in high school.

Known as Early/Middle College, tuition and fees will be paid by school districts, which will collect the state’s per-pupil foundation allowance for those students, school superintendents told the Kalamazoo Gazette.

The Schoolcraft and Gull Lake school districts are piloting the program this school year. It is tentatively scheduled for implementation in fall 2015 at the other seven districts — Kalamazoo, Portage, Vicksburg, Comstock, Parchment, Galesburg-Augusta and Climax-Scotts — pending approval of the individual school boards, which is currently under way.

How or where to begin learning mathematics from first principles?

Hacker News

As I’ve become more skilled with programming and electronics I have felt myself begin to near a wall. My knowledge of and skills in math is relatively poor and all the interesting things that make up the more advanced programming and electronics pursuits seem to be heavily based on math.

When I butt heads with these more advanced topics I find I resort to scouring the internet to cobble together pieces of various tutorials and guides. While it does feel good in a way to hack together limited understandings to make satisfactory solutions I’m beginning to feel less like a hacker and more like a hack. The knowledge I gain is shallow and I don’t think my tactics will get me much further.

Instead of working backwards from implementation I would like to start from the beginning and learn math the proper way. Unfortunately most of the resources I find online seem to more focused on teaching me how to solve math problems. I have no interest in solving specific math problems on a test, I’m not going to school and I doubt I will ever take a math test again in my life. I want to work up from first principles and gain the tools to reason about the world mathematically and understand the cool things that are currently out of my reach like antenna design, machine learning, electromagnetism, cryptography etc.

Colleges Clamp Down on Bloated Student Schedules

Melissa Korn:

Full-time students complete four-year degrees with an average of 134 credit hours, according to Complete College America, a nonprofit focused on boosting college-graduation rates. That is well over the minimum of 120 hours—or about 15 credits per semester—required by most undergraduate degree programs.

That, in turn, means many students don’t graduate after the typical four years, which can weigh on a school’s reputation and a student’s wallet. A report this past week from Complete College America called four-year graduation timelines a “myth,” noting that less than one-fifth of bachelor’s degree students at nonflagship campuses of public schools graduate on time, while just over one-third of those at schools’ flagship campuses do.
Now, about half of states cap or plan to limit the number of credit hours that public institutions can require for a bachelor’s degree. Others are charging students extra for taking classes over certain limits, while schools are trying to do a better job of alerting students when they could have trouble completing enough credits in their major to finish on time.

Teaching Essay Writing in Pyongyang

Suki Kim:

Essay was a much-dreaded word among my students. It was the fall of 2011, and I was teaching English at Pyongyang University of Science and Technology in North Korea. Two hundred and seventy young men, and about 30 teachers, all Christian evangelicals besides me, were isolated together in a guarded compound, where our classes and movements were watched round the clock. Each lesson had to be approved by a group of North Korean staff known to us as the “counterparts.” Hoping to slip in information about the outside world, which we were not allowed to discuss, I had devised a lesson on essay writing, and it had been approved.

I had told my students that the essay would be as important as the final exam in calculating their grades for the semester, and they were very stressed. Each student was supposed to come up with his own topic and hand in a thesis and outline. When I asked them how it was going, they would sigh and say, “Disaster.”

I emphasized the importance of essays since, as scientists, they would one day have to write papers to prove their theories. But in reality, nothing was ever proven in their world, since everything was at the whim of the Great Leader. Their writing skills were as stunted as their research skills. Writing inevitably consisted of an endless repetition of his achievements, none of which was ever verified, since they lacked the concept of backing up a claim with evidence. A quick look at the articles in the daily newspaper revealed the exact same tone from start to finish, with neither progression nor pacing. There was no beginning and no end.

Milwaukee ranks high for teachers climbing pay scales, report says

Erin Richards:

When it comes to how fast teachers can climb the salary ladder, Milwaukee Public Schools is a better than average place to work, according to a new report that studies the nuances of teacher compensation in more than 100 large districts.

After adjusting for cost-of-living, the report ranked Milwaukee 16th among the big-city districts studied, based on teachers’ likely lifetime earnings and the number of years it would take them to reach a salary of $75,000.

But a recent adjustment to the MPS salary schedule — not captured by the report, which is based on 2013-’14 figures — would likely drop the district lower on the list.

The report, “Smart Money: What Teachers Make, How Long It Takes And What It Buys Them,” was released Wednesday by the National Council on Teacher Quality, a Washington, D.C., think tank. It reviewed 2013-’14 teacher salary schedules for 113 school districts.

The report concludes that most school districts need to rethink their compensation systems, because offering traditional salary schedules with no way for educators to accelerate their earnings may be a hindrance to attracting and keeping high-quality talent.

Get Ready for Some Law Schools to Close

Jordan Weissman:

OK, slight exaggeration. But with applications in free fall, schools are locked in a brutal competition to attract students who might theoretically one day be qualified to sit for a bar exam. And that, the New York Times reports today, has meant slashing tuition and dolling out discounts. At Northwestern University School of Law, one of the top ranked institutions in the country, “74 percent of first-year students this academic year received financial aid, compared with only 30 percent in 2009,” the paper notes. The University of Iowa, University of Arizona, and Penn State University have cut their prices. J.D.s are on sale!

That said, much like actual Black Friday merchandise, law degrees are being marked down from insanely high starting points. At Northwestern, the sticker price for tuition is about $56,000, to start.

But anyway, while I could choose this moment to revive my argument with Above the Law about whether it’s a good idea to go to law school (I’ve argued it is), there’s a different point I want to dwell on today. It seems fairly obvious that some law schools are going to have to close in the not too distant future. Between the fall of 2010 and fall of 2013, enrollments dropped 24 percent. This year’s crop of new students should be even smaller. And while schools are doing everything in their power to pare back expenses and prop up their head counts, it seems like someone is going to fall victim to a collapsing demand. “I don’t get how the math adds up for the number of schools and the number of students,” Northwestern Dean Daniel Rodriguez, told the Times. That’s because it probably won’t.

Hypereducated and on Welfare

Alissa Quart:

Brianne Bolin thought her master’s degree in English would guarantee her at least a steady income. But like hundreds of thousands of others with advanced educations, she barely makes enough to feed herself and her son. Alissa Quart reports on a growing segment of Americans: the hypereducated poor.

Professor Bolin, or Brianne, as she tells her students to call her, might as well be invisible. When I arrive at the building at Columbia College in Chicago where she teaches composition, I ask the assistant at the front desk how to locate her. “Bolin?” she asks, sounding puzzled, as she scans the faculty list. “I’m sorry, I don’t see that name.” There is no Brianne Bolin to be found, even though she’s taught four classes a year here for the past five years. She doesn’t have a phone extension to her name, never mind an office.

The mother of a disabled eight-year-old boy named Finn, Bolin rushes in late to the lobby—she’d offered to give me a tour of her workplace. Her red hair is pulled back in a ponytail, and red electrical tape is wrapped around the left temple of her black geek-chic glasses; they broke a few months ago, and she can’t afford a new pair. Bolin dressed up for the occasion: a black vest (from a thrift store, she’ll tell me later), jeans (also thrift), and a brass anatomical version of a heart dangling at her throat from a thin black string. This is a rare and coveted evening off for her—Finn’s father’s fiancé agreed to babysit—but so far she’s too agitated to enjoy it. She just learned that the woman and Finn’s father, a blacksmith, are getting married in a few weeks, and they won’t be able to take care of the boy during that time. It’s all on her, again.

Most College Students Don’t Earn a Degree in 4 Years, Study Finds

Tamar Lewin:

The vast majority of students at American public colleges do not graduate on time, according to a new report from Complete College America, a nonprofit group based in Indianapolis.

“Students and parents know that time is money,” said the report, called “Four-Year Myth.” “The reality is that our system of higher education costs too much, takes too long and graduates too few.”

At most public universities, only 19 percent of full-time students earn a bachelor’s degree in four years, the report found. Even at state flagship universities — selective, research-intensive institutions — only 36 percent of full-time students complete their bachelor’s degree on time.

Nationwide, only 50 of more than 580 public four-year institutions graduate a majority of their full-time students on time. Some of the causes of slow student progress, the report said, are inability to register for required courses, credits lost in transfer and remediation sequences that do not work. The report also said some students take too few credits per semester to finish on time. The problem is even worse at community colleges, where 5 percent of full-time students earned an associate degree within two years, and 15.9 percent earned a one- to two-year certificate on time.

Measuring Hard-to-Measure Student Competencies

Brian M. Stecher, Laura S. Hamilton :

Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in designing educational interventions to support these outcomes is a lack of high-quality measures that could help educators, students, parents, and others understand how students perform and monitor their development over time. This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students.

What research and development is needed to create high-quality measures of students’ interpersonal and intrapersonal competencies?

Which competencies should be addressed first?

Which research and development goals should receive priority for the identified competencies?

How long will the research and development process take, and how much money needs to be committed to support the efforts?

How should the measurement-development process be managed?

U.S. losing its appeal for foreign students

Ivana Kottasova:

When it comes to studying abroad, the U.S. is no longer THE place to go.

A new global migration report by the Organization for Economic Cooperation shows American universities are losing their supreme position in the global education system.

In 2000, nearly one in four students looking for education abroad picked a college in the U.S.

In 2012 — the latest year for which data is available — it was just 16%.

Although the U.S. still attracts the highest proportion of foreign students, other countries are becoming increasingly popular, biting into the U.S. market share.

All other English-speaking developed countries and Spain have increased their share of foreign students.

“an index card with 25 words on it.”

Thomas Ricks:

First, Hagel was lazy. This may seem harsh, but the Secretary did not adequately prepare for meetings. Not even close. The 4-5 page briefing papers that Gates devoured, or the two-page memos that satisfied Panetta’s intellectual cravings, were replaced by Hagel’s preferred briefing material: an index card with 25 words on it. Policy papers were still drafted, but Hagel’s inner circle repeatedly made it clear they would never be read. As one official said during a moment of frustration, “How can we prepare the secretary to speak on this complex issue with only a sentence fragment?” Hagel’s aversion to words was most noticeable during meetings with foreign counterparts and heads of state where his lack of preparation all but guaranteed that he would have little to contribute aside from pleasantries and small talk. After such engagements, foreign staffers often inquired why Hagel was angry or aloof — or even worse — had offended their president or minister by wasting their time. The standard response, “The secretary is not feeling well,” seldom proved adequate. Hagel didn’t just waste everyone’s time, he routinely missed opportunities to advance U.S. policy by learning how our partners viewed complex issues. He also failed to develop important personal relationships that might prove critical when serious problems emerged.

Colleges that pledged to help poor families have been doing the opposite, new figures show

Jon Marcus & Holly Hacker:

Decked out in black tie and formal dresses, guests at Mr. Jefferson’s Capital Ball finished their salmon with horseradish sauce just as the band lured them onto the dance floor with classics including “Shout” and “My Girl.” Some of the people who paid up to $400 a couple to attend the event in the Grand Ballroom of the historic Mayflower Hotel joined in the Electric Slide.

The ball was more than just another Friday night party to ease Washington into the weekend. It had the commendable purpose of raising money for scholarships to the University of Virginia.

But not the kind of scholarships that go to low-income students based solely on their financial need. The proceeds from Mr. Jefferson’s Capital Ball are destined for merit aid for applicants who have the high grade-point averages and top scores on entrance tests that help institutions do well on college rankings. Merit aid can also attract middle- and upper-income students whose families can pay the rest of the tuition bill and therefore furnish badly needed revenue to colleges and universities.

As institutions vie for income and prestige in this way, the net prices they’re charging the lowest-income students, after discounts and financial aid, continue to rise faster on average than the net prices they’re charging higher-income ones, according to an analysis of newly released data the universities and colleges are required to report to the U.S. Department of Education.

For Accomplished Students, Reaching a Good College Isn’t as Hard as It Seems

Kevin Carey:

They don’t, however, represent the true odds of a well-qualified student’s being admitted to a top school. That’s because anyone can apply to college, well qualified or otherwise. Selective colleges immediately toss the long shots and dreamers from the admissions pile in order to concentrate on students with a legitimate shot at getting in. But they don’t parse their admissions statistics that way, in part because it’s in their best interests to seem as selective as possible. Admission rates are among the most closely watched barometers of institutional prestige. The fact that Stanford’s rate beat Harvard’s for the last two years has been cited as prime evidence that Palo Alto may be eclipsing Cambridge in higher-education glory.

Institutional admission rates also don’t account for the number of applications submitted per student. Enabled by technology that makes it easier to copy and send electronic documents and driven by the competitive anxiety that plummeting admission rates produce, top students have been sending out more applications. In May, for example, a Long Island high school senior named Kwasi Enin was briefly famous for having applied to, and been accepted by, all eight Ivy League schools.

River of Booze: Inside one college town’s uneasy embrace of drinking

Karin Fischer & Eric Hoover :

The supplies are rolling in. At 1 p.m. on a Thursday, three delivery trucks line College Avenue. Around the corner, five more clog East Clayton Street. In downtown Athens, the center lane belongs to those who bring the booze.

Out come the boxes. Budweiser and Blue Moon, Bacardi Gold and Southern Comfort, Red Bull and rainbows of mixers. Stacked high on dollies, the goods are wheeled into bar after bar, each catering to students at the University of Georgia, where the iconic iron Arch stands within sight. Cutters Pub, On the Rocks, the Whiskey Bent. The blocks just beyond campus boast dozens of bars that own the late-night hours, when undergrads press themselves into crowds fueled by Fireball shots and beer as cheap as candy.

Athens, home to the flagship university and some 120,000 people, could be almost anywhere. This college town, like many others, celebrates touchdowns, serves early-morning cheeseburgers, and pours many flavors of vodka. When the sun goes down, some students get hammered, just as they do in Chapel Hill, Ann Arbor, and Eugene.

Make School Targets the Gap Year….

Make School

We’re building the college experience we wished existed, an education rooted in theoretical foundations with heavy emphasis on the technologies, tools and practices relevant to today’s industry. We believe in learning by doing, studying takes a back seat to creating. We believe the app is the new resume, a portfolio of products is more powerful than any credential. We believe coding is the world’s first superpower, our graduates will help make the world a better place. Our goal is to help inspire and educate the next generation of superheroes.

To our team, thank you for believing in us and pouring your heart and soul into teaching others. To our students, thank you for taking a chance on a new style of education and inspiring us everyday. To our investors, friends and family, thank you for supporting us and motivating us to overcome the challenges we’ve faced. We’re blessed to be surrounded by such an amazing community as we attempt to tackle one of the most difficult and important problems facing tomorrow’s economy.

How to Tell If a ‘Fact’ About Millennials Isn’t Actually a Fact

Josh Humbrun:

It has become difficult to avoid research about so-called millennials, the unofficial generational nickname typically applied to people born in the 1980s and 1990s.

According to research (collected from this reporter’s in-box):

• They will soon be the majority of the U.S. workforce–a huge generation!

• Slightly more than one-third of them are skilled at 3D printing and 22% of them are skilled at driverless cars–new technology!

• 79% of them have bachelor’s degrees–so educated!

• 17% of millennials would “rather become a YouTube star than fall in love”–different priorities!

• And 55% more millennials are signing up for 401(k) plans–good savers!

An update on Kalamazoo’s promise program

Julie Mack:

Graduates of Kalamazoo Public Schools eligible for The Kalamazoo Promise are much more likely to enroll in college and more likely to earn a bachelor’s degree compared to their peers nationwide, the latest Promise data shows.

More than 90 percent of Promise-eligible students have enrolled in college since the program started with the Class of 2006, compared to two-thirds of recent U.S. high school graduates.

In terms of college completion, 41 percent of Promise-eligible students in the Class of 2006 have a bachelor’s degree compared to 37 percent of U.S. high school graduates age 25 to 29, based on U.S. Census reports.

That favorable comparison is “significant,” particularly since so many Promise-eligible students come from low-income families, said Bob Jorth, executive director of the scholarship program, which marks its ninth anniversary this month.

K-12 Tax & Spending Climate: LinkedIn data show the US is losing out on the immigrants it covets most

Max Nisen:

The United States is still the world’s most popular destination for highly skilled professionals. But it doesn’t seem to have quite the allure it used to.

In fact, professional migration to the US has declined substantially since 2001, according to a new study (pdf) that used a massive dataset culled from LinkedIn career histories.

LinkedIn data scientists Bogdan State and Mario Rodriguez found that while 27% of migrating professionals chose the US in 2000, just 12% did in 2012. The drop for professionals in science, engineering, technology, and math fields was even steeper, from 37% to 15%. The trend holds across degree types (with the data based on the highest degree earned):

The hidden price of more overseas students at British public schools

Joshi Herriman:

Just a decade or so ago, most public‑school-educated parents felt obliged to give their children the same start in life they themselves were given — selling off heirlooms to send their Jacks and Henriettas off to Eton, Stowe, Cheltenham Ladies or St Paul’s. These days the price is just too high, says Andrew Halls, head of King’s College School in Wimbledon, and he’s been honest enough to name the cause: the hordes of prospective parents from other countries, oligarchs and oil men, all jostling for places for their progeny. They push the price of an elite ‘British’ education up beyond the reach of any ordinary Brit.

He’s brave to raise the issue, but what he doesn’t mention is that there is a price to be paid for this by the independent schools themselves. With these new wealthy students — from China, Nigeria, Ukraine, Russia and the Gulf States — come new and often conflicting cultures. They inevitably bring very ‘traditional’ views to schools that have spent the past 20 years remaking themselves to fit the modern world.

According to the Independent Schools Council, there are 2,536 Russian pupils (with overseas parents) studying in this country — three times as many as there were in 2007. It is the trendy thing for moneyed Russian families to do. One 16-year-old Russian girl quoted in the Guardian last year put it well: ‘Nothing brings out the smugness in a middle-class Russian parent’s voice more than saying: “Oh, my children go to school in England.”’ This is good news for so-called UK Plc, but there are downsides too.

3 Ways to Lower Crazy High College Costs

Stuart Butler:

After centuries of little change, the basic “sage on a stage” business model of higher education is beginning to undergo a radical transformation. Buffeted by high tuition costs and loan debt, students and their parents are seeking better value for money. Meanwhile technological change spearheaded by online education and such innovations as “massive open online courses” (MOOCs) is shaking up the economics of educational information and teaching. And new business models, introducing such approaches as competency based degrees and blends of online and campus-based learning, are reducing costs and offering more customized degrees.

Thanks to these developments, the cost of acquiring the skills needed to be successful in the future economy is likely to fall sharply. That will be good for the economy. It will also open up opportunities for skill-based economic advancement for the many Americans who today cannot afford college without incurring crushing debt.

For this transformation to achieve its full potential, however, three things are needed.

A proposal to rate teacher preparation programs

Erin Richards:

But Jeanne Williams, past president of the Wisconsin Association of Colleges for Teacher Education and chair of the educational studies department at Ripon College, said the state is already preparing to release educator preparation program report cards, in accordance with a state law passed in recent years to strengthen teacher training.

Those will report graduates’ pass rates on required licensure exams and provide data about where graduates get employed.

Williams did not agree with using test scores of students taught by the new teachers to review their programs that trained them.

She said several studies had shown that using student test data to evaluate teacher preparation programs is “not valid or reliable because of the numerous intervening variables that can affect student performance,” such as poverty, school climate and rates of teacher turnover in a school.

National Council on Teacher Quality reviews and ranks teacher preparation programs.

When A stands for average: Students at the UW-Madison School of Education receive sky high grades. How smart is that?

Why College Is Necessary But Gets You Nowhere

Robert Reich:

So even though college costs are rising, the financial return to a college degree compared to not having one is rising even faster.

But here’s the qualification, and it’s a big one.

A college degree no longer guarantees a good job. The main reason it pays better than the job of someone without a degree is the latter’s wages are dropping.

In fact, it’s likely that new college graduates will spend some years in jobs for which they’re overqualified.

According to the Federal Reserve Bank of New York, 46 percent of recent college graduates are now working in jobs that don’t require college degrees. (The same is true for more than a third of college graduates overall.)

Americans Borrowing More Briskly for Cars, Homes Delinquencies Fall Broadly, Except in Student Lending

Neil Shah:

Americans increased their borrowing this summer, taking out more new mortgages for the first time in over a year while adding to their car, credit-card and education loans.

For the most part, consumers are taking on new loans carefully, yet late payments on one fast-growing category of debt—student loans—are worsening, new figures from the Federal Reserve Bank of New York show.

Thinking too highly of higher ed

Peter Thiel:

Perhaps the least controversial thing that President Obama ever said was that “in the coming decades, a high school diploma is not going to be enough. Folks need a college degree.” This vision is commonplace, but it implies a bleak future where everyone must work harder just to stay in place, and it’s just not true. Nothing forces us to funnel students into a tournament that bankrupts the losers and turns the winners into conformists. But that’s what will happen until we start questioning whether college is our only option.

Is higher education an investment? Everyone knows that college graduates earn more than those without degrees. Maybe that earning power comes from learning valuable skills, networking with smart people or obtaining a recognized credential. Well, maybe — it’s hard to say exactly, since “college” bundles so many different things into one arbitrary package. And if all the most ambitious kids in our society go to college just because it’s the conventional thing to do, then what happens on campus might not matter, anyway. The same kids would probably enjoy a wage premium even if they spent four years in the Peace Corps instead.

Studying for the Test by Taking It

Benedict Carey:

PROTESTS are flaring up in pockets of the country against the proliferation of standardized tests. For many parents and teachers, school has become little more than a series of workout sessions for the assessment du jour.

And that is exactly backward, research shows. Tests should work for the student, not the other way around.

In an experiment published late last year, two University of Texas psychologists threw out the final exam for the 900 students in their intro psych course and replaced it with a series of short quizzes that students took on their laptops at the beginning of each class.

Harvard’s Asian Problem

Wall Street Journal

The Supreme Court declined to draw a clear line on racial discrimination in university admissions in last year’s Fisher v. University of Texas decision. Now new lawsuits are moving to challenge how far colleges can go in using racial preferences.

A group called Students for Fair Admissions filed lawsuits Monday against Harvard University and the University of North Carolina in federal court. The suits argue that the schools use race…

Surprise: Humanities Degrees Provide Great Return On Investment

Jeffrey Dorfman:

Humanities degrees have received a bad rap recently, even from President Obama. Many people, including top policy makers, routinely push policies to encourage more students to major in STEM fields (science, technology, engineering, and mathematics). Some governors have even suggested that state subsidies for public universities should be focused on STEM disciplines, with less money going to “less useful” degrees such as the humanities. Yet, in contravention to this perceived truth, the data show that humanities degrees are still worth a great deal.

As part of a recent project estimating the economic impact of my university, I had a reason to compute the predicted value of college degrees in a wide variety of fields. While it is certainly true that science, engineering, math and business degrees all produce graduates with high expected salaries, those humanities degrees still pay off rather handsomely.

Harvard Deserves Steve Ballmer’s Millions

Virginia Postrel:

Now that he’s retired as chief executive officer of Microsoft, Steve Ballmer has time for popular billionaire pastimes. First, he bought a basketball team for $2 billion. Now he’s gotten into big-bucks philanthropy.

Ballmer and his wife, Connie, are giving $50 million in unrestricted funds to bolster the endowment of the University of Oregon, her alma mater. (She’s also on the university’s board of trustees.) They’re kicking in a seemingly comparable amount to significantly expand the computer science department at Harvard University, from which he received his undergraduate degree in 1977. The gift will allow Harvard to add a dozen computer science professors, bringing the department to 36 faculty, compared with 55 next door at the Massachusetts Institute of Technology. (The exact sum wasn’t disclosed, but when the Harvard Crimson estimated $60 million — 12 slots at an endowment of $5 million each — Ballmer called the numbers “pretty good.”)

Student Debt: A Calculator Focused on College Majors

David Leonhardt:

Student debt seems on its way to becoming a significant political issue, for better or worse. When a recent Wall Street Journal/NBC News poll asked people about a long list of domestic and foreign policy proposals, none received more support – 82 percent – than reducing the cost of student loans. When the 2016 campaign gets underway, candidates will most likely come forth with various plans to address the issue.

So it’s a good time for an interactive calculator that the Hamilton Project is releasing Thursday, meant to give more detailed information about loan burdens. The feature’s main contribution is the earnings data it gives on about 80 different majors, allowing people to look up typical debt burdens by major, over the first decade after college – which is when people tend to repay their loans.

5 ways community colleges are fixing higher education

By Emanuella Grinberg, Jamie Gumbrecht and Thom Patterson:

Enter community colleges. They provide technical programs for emerging careers in science, technology, engineering and mathematics that are comparable to — if not better than — some of their four-year counterparts, at a fraction of the cost. Often, they’re the launchpad to baccalaureate programs for people without the time, money or academic skills to jump into a four-year program straight out of high school.

And as part of the American Association of Community Colleges’ 21st Century Initiative, they’re updating their missions and nimbly shifting to serve the economy of the future.

Here are some of the ways they’re facing problems that weigh down all of higher education — and succeeding.

Graduates of Elite Colleges See a Payoff

Lindsay Gellman:

Sure, it’s nice to have a graduate degree from Yale, but a new study finds that attending an elite undergraduate institution counts for an awful lot when it comes to lifelong earnings.

A researcher at the Vanderbilt University Law School found that people with advanced degrees from elite schools and undergraduate diplomas from less-selective institutions earn less than people who attended elite schools for both their graduate and undergraduate degrees.

The results hold up across a broad swath of graduate programs, from law degrees to M.B.A.s. And those who attended less elite undergraduate institutions are unlikely to ever close the salary gap, according to the study.

Joni Hersch of Vanderbilt Law School said the survey results came as somewhat of a surprise, but suggests that it’s not really undergraduate education driving the pay disparity, but instead the social status of graduates of elite colleges.

The parents of students at elite colleges tend to be better-educated than the parents of those at less competitive schools, Hersch said; the children of educated parents tend to have more early networking opportunities and understand certain social cues.

“It’s the vacations you can talk about, the small talk you can make, what wine you order in restaurants” that could make the difference in a hiring manager’s decision, said Hersch, who earned her undergraduate degree at the University of South Florida.

Here Comes The Student Loan Forgiveness

Jeffrey Dorfman

President Obama is in the process of expanding a student loan forgiveness program through his executive power (the infamous pen). Whether constitutional or not, he appears to believe that he can add more students to the eligibility list for a program he created by regulation in November 2013. This “Pay-As-You-Earn” program is partly about lowering the monthly payments to make student loans more affordable for graduates, but mostly it is the foot in the door to student loan forgiveness.

Under the latest version of President Obama’s giveaway to former college students, people with student loans that meet certain income eligibility standards will only need to pay 10 percent of their discretionary income for a maximum of 20 years. Discretionary income is the amount you earn above the poverty line for your family size. If a borrower works for a government or in a job defined as public service, they only have to pay for 10 years. After that, the remaining balance is forgiven.

Colleges and universities charge more, keep less, new report finds

Jon Marcus:

Forced to keep discounting their prices as enrollment stagnates, U.S. universities and colleges expect their slowest growth in revenue in 10 years, the bond-rating company Moody’s reports.

The squeeze could threaten further cuts in services even as tuition continues to increase.

A quarter of colleges and universities are projecting declines in revenue, according to a closely watched annual Moody’s survey. Half of public and 40 percent of private institutions say they will take in only 2 percent more than the inflation rate, or worse.

“Smaller entering classes in much of the country over the next few years foreshadows continued revenue pressure.” Eva Bogaty, vice president and senior analyst, Moody’s

Moody’s analysts say regional public universities and small private colleges, particularly in the Northeast and Midwest where birth rates are flat and enrollment growth has stalled, are at the greatest risk. But the problems are dogging campuses everywhere.

College Applicants Sanitizing Social Media Profiles

Natasha Singer:

Admissions officers at Morehouse College in Atlanta were shocked several years ago when a number of high school seniors submitted applications using email addresses containing provocative language.

Some of the addresses made sexual innuendos while others invoked gangster rap songs or drug use, said Darryl D. Isom, Morehouse’s director of admissions and recruitment.

But last year, he and his staff noticed a striking reversal: Nearly every applicant to Morehouse, an all-male historically black college, used his real name, or some variation, as his email address.

Chinese Students at U.S. Universities Jump 75% in Three Years

Janet Lorin:

In 2013-2014, the number of Chinese students in the U.S. rose 8.1 percent from a year earlier, while those from India swelled by 17 percent, the IIE said. Foreigners are attractive to colleges because they bring diversity to campuses and many pay full freight. That’s a boon to schools, which doled out about $48 billion in grant aid in the form of discounts in 2013-2014, almost double the rate of a decade earlier when adjusted for inflation, according to the New York-based College Board.

“There’s room in American higher education for more foreign students,” said Allan Goodman, president of the institute.

Algorithms on Khan Academy, a collaboration with Dartmouth College professors

Pamela Fox:

What is an algorithm? It’s a sequence of steps that you follow to solve a problem. In everyday life, you might have an algorithm for hanging up your laundry, efficiently going through a shopping list, or finding an empty parking space in a lot. In computer science, an algorithm is a sequence of instructions that a computer program follows. Algorithms form the basis of the most interesting and important programs we use, such as the algorithm that Google uses to calculate driving directions, or the algorithm that Facebook uses to automatically tag you in a photo.

Because algorithms are so important to computer science, they are a core part of a computer science curriculum. The AP CS A class teaches object-oriented programming with algorithms, every college CS student will have at least one algorithms class and encounter algorithms everywhere, and every software engineer interviewing for a job will review algorithms while they’re prepping for an interview.

Watch Harvard Students Fail the Literacy Test Louisiana Used to Suppress the Black Vote in 1964

Open Culture:

This summer, we revisited a literacy test from the Jim Crow South. Given predominantly to African-Americans living in Louisiana in 1964, the test consisted of 30 ambiguous questions to be answered in 10 minutes. One wrong answer, and the test-taker was denied the right to vote. It was all part of the South’s attempt to impede free and fair elections, and ensure that African-Americans had no access to politics or mechanisms of power.

How hard was the test? You can take it yourself below (see an answer key here) and find out. Just recently, the same literacy test was also administered to Harvard students — students who can, if anything, ace a standardized test — and not one passed. The questions are tricky. But even worse, if push comes to shove, the questions and answers can be interpreted in different ways by officials grading the exam. Carl Miller, a resident tutor at Harvard and a fellow at the law school, told The Daily Mail: “Louisiana’s literacy test was designed to be failed. Just like all the other literacy tests issued in the South at the time, this test was not about testing literacy at all. It was a … devious measure that the State of Louisiana used to disenfranchise people that had the wrong skin tone or belonged to the wrong social class.” (Sometimes the test was also given to poor whites.) Above, you can watch scenes from the Harvard experiment and students’ reactions.

Community Colleges Make Four-Year Degrees Pay Off

Mark Schneider:

With college costs soaring and the job market for new grads sputtering, one trend is worth watching: more and more states are authorizing community colleges to grant bachelor’s degrees. Already, more than 20 states — now including California, which enrolls one out of every four of the nation’s community college students — have authorized community colleges to grant these degrees.

Turf will be an issue as this trend continues, but there is a division of labor between community colleges and universities that makes sense. Community colleges can and should be encouraged to develop bachelor’s-degree programs in career and technical areas and to avoid the liberal arts degrees that are integral to the mission and education delivered by universities. In any case, turf isn’t the bottom line in this coming shift. The bottom line is the bottom line: Do the technical and career-oriented degrees in which community colleges specialize pay off in the labor market?

Student Debt Rises Again

Michael Stratford:

Students in the class of 2013 who took out loans to attend public and private nonprofit colleges graduated with an average of debt of $28,400, a 2 percent increase from the previous year, according to a new report released Wednesday by the Institute for College Access and Success.
About 70 percent of graduates had student loans, the report says, but the amount they owed varied widely across different institutions and states.

Six states — New Hampshire, Delaware, Pennsylvania, Rhode Island, Minnesota, and Connecticut — had graduates with average student loan debt in excess of $30,000. At the other end of the spectrum, New Mexico and California, at $18,656 and $20,340, respectively, were the states with the lowest average student loan debt.

Chinese Enrollment in U.S. Graduate Schools Dips as India Surges

Andy Thomason:

Attentive observers won’t be surprised by the new international-enrollment numbers released on Wednesday by the Council of Graduate Schools. But there’s something momentous about the annual report’s key finding: For the first time since the council’s reports began, in 2004, first-time enrollment by Chinese students in graduate programs at American universities actually dropped this year.

The writing has been on the wall for more than a year. In April 2013, the council reported that Chinese applications to American graduate schools fell 5 percent after seven consecutive years of double-digit growth. The drop was so unexpected that the council’s president at the time, Debra W. Stewart, didn’t believe it at first. The possibility that the dip was an aberration was proved unlikely this year, when the council reported that applications from China fell again.

Q&A: Lamar Alexander On Education In The New Congress

Claudio Sanchez:

What’s your first priority?

Our first priority is to fix No Child Left Behind. The Republican proposal to fix NCLB would give states the option — not mandate — to take federal dollars and let those dollars follow children to the schools they attend. We want to expand choice, but my view is that the federal government shouldn’t mandate it. … Republicans would [also] transfer back to states the responsibility for deciding whether schools are succeeding or failing. Tennessee, Texas or New York would decide what the academic standards would be, what the curriculum would be, what to do about failing schools and how to evaluate teachers.

Do you support the Common Core State Standards?

I support giving states the right to decide whether to [adopt] the Common Core or not.

What about higher education? There’s a lot of pressure to hold institutions more accountable for the $200 billion they get in federal aid and to bring the cost of college down.

The cost of higher education is more affordable than people think. At a community college, average tuition is $3,600. At a four-year public institution, it’s $8[,000] to $9,000. Many students can get a Pell Grant they don’t have to pay back, up to $5,000. We lend $100 billion every year in student loans at an interest rate of about 4 percent to people with no credit history. Tennessee is the first state to say two years of community college is free. I expect more states to do that.

I’m [also] working with [Colorado Democratic] Sen. Michael Bennet to take the 108-question student-aid application form, known as FAFSA, and reduce it to two questions: ‘What’s your family income?’ and ‘What’s your family size?’ … The complexity of the form is discouraging students from attending college. So the greatest barrier to more college graduates is this federal application form.

A Look at Ed Tech’s Biggest Money Magnets

Rebecca Koenig:

Investment in higher-education technology is booming. Venture-capital funding for individual companies trying to break into the market has climbed well past the million-dollar mark, and the growth shows no sign of slowing.

According to Peter Yoon, a managing director at the Berkery Noyes investment bank who specializes in the education and training sector, ed-tech investment has increased steeply since 2006. More than $1-billion was invested in ed-tech companies in 2013, he said, and in the first quarter of this year more than $50-million was invested.

“It’s quite a brisk pace in terms of the amount of investment,” Mr. Yoon said. “Compared to previous years, it’s a tremendous increase.”

– See more at: http://m.chronicle.com/article/A-Look-at-Ed-Tech-s-Biggest/149943/?key=Tj1wdAZma3UWZS1hYj5KMzZdaHBlZUIpZSYdOSohblpUEA==#sthash.9Lr5A2L2.dpuf

Deep Learning

memkite:

Added 152 new Deep Learning papers to the Deeplearning.University Bibliography, if you want to see them separate from the previous papers in the bibliography the new ones are listed below. There are many very interesting papers, e.g. in the medicine (e.g. deep learning for cancer-related analysis such as mammogram and pancreas cancer, and heart diseases), in addition to the social network category as shown here:

UNC students blame capitalism, white supremacy for academic scandal

Kate Griese:

UNC students blamed racism and heteropatriarchal capitalism for the recent UNC academic scandal during a rally Wednesday afternoon.
A report released last week found that special classes were created for student athletes in order for them to remain grade-eligible to participate in games.

Students at the University of North Carolina at Chapel Hill blamed racism and heteropatriarchal capitalism for the recent academic scandal that has plagued the university.

Gathering Wednesday afternoon, members of the Real Silent Sam coalition gathered to share their response to the recently released “Investigation of Irregular Classes in the Department of African and Afro-American Studies at the University of North Carolina at Chapel Hill,” which found that certain classes in the former African and Afro-American Department were created simply to keep athletes grade-eligible.

“I think that, intentional or not, words have a lot of power and the language and proceedings of this investigation have shown that we don’t value athletes and we don’t value black studies.”

The Places in America Where College Football Means the Most

Neal Irwin & Kevin Quely:

It is hard to explain to someone who grew up in a big city in the Northeast just how big a deal college football is in the Southeast.

College sports, and particularly football, occupy a role at the center of daily life in the South — like in South Carolina, where one of us grew up — that is hard to imagine for many people who grew up in New York or Boston.

Last month we published The Upshot’s map of college football fandom, showing where people root for what college teams. That map offers great detail about what teams college football fans root for in a given location, but nothing about how concentrated college football fans are in that place.

Here, we are looking at another question: not which teams fans root for, but the proportion of the population in various places who are fans of any college football team. We asked Facebook to compile that information, and the results offer a portrait of America’s college-football obsession — or lack thereof. To be more specific:

Law Schools & Legal 1%

Jeffrey Toobin:

After every recession since the Second World War, the legal profession swiftly and robustly recovered. Not this time. The market for lawyers shrank following the post-2008 recession, and no one thinks that it’s coming all the way back. What’s happened in the legal world represents a twist on developments in the larger economy. In law, as in the nation, the rich are getting richer and the poor are getting poorer. With lawyers, though, it’s the system of professional education that’s directly contributing to inequality.

In the legal world, the haves are doing better than fine. In 1985, average profits per partner in The American Lawyer’s list of leading law firms was $309,000 ($623,000 in current dollars); today, the profits per partner for roughly the same group is about $1.5 million. These numbers hide an even greater disparity. Those at the very top of the pyramid—firms such as Wachtell, Lipton, Rosen & Katz; Quinn Emanuel Urquhart & Sullivan; Cravath, Swaine & Moore; and a handful of others—are thriving as never before, with annual profits per partner in the multimillions.

On Student Loan Debt

Michael Haltman:

The cartoon below provides a tongue-in-cheek alternative payback method for unemployed or under-employed recent college graduates!

Currently the recent college graduate unemployment rate in the nation is running in the range of 8.5% compared to the overall national average under 6% (new employment data will be released tomorrow).

This statistic, when coupled with an average individual student loan debt burden of more than $29,000 and outstanding aggregate student loan debt nationally above $1 trillion, poses a problem.

In addition there are few parents of college-age students who haven’t heard the stories of college graduates unable to find full-time work in their chosen field instead taking part-time jobs or unpaid internships simply to build their resume.

On B-School Test, Americans Fail to Measure Up; “Improve K-12 Math”

Lindsay Gellman:

New waves of Indians and Chinese are taking America’s business-school entrance exam, and that’s causing a big problem for America’s prospective M.B.A.s.

Why? The foreign students are much better at the test.

Asia-Pacific students have shown a mastery of the quantitative portion of the four-part Graduate Management Admission Test. That has skewed mean test scores upward, and vexed U.S. students, whose results are looking increasingly poor in comparison. In response, admissions officers at U.S. schools are seeking new ways of measurement, to make U.S. students look better.

Domestic candidates are “banging their heads against the wall,” said Jeremy Shinewald, founder and president of mbaMission, a New York-based M.B.A. admissions-consulting company. While U.S. scores have remained consistent over the past several years, the falling percentiles are “causing a ton of student anxiety,” he said.

we continue to play in the “C” (D?) leagues.

Madison’s disastrous reading scores.

Math forum audio and video. Math task force.

Madison School Board Accountabilty Commentary.

New on Campus: The 3-Year Degree

Melissa Korn:

To combat rising college costs and student debt, more schools are offering a time- and money-saving idea: a three-year bachelor’s degree.

Schools including Purdue University, the University of Iowa and the University of South Carolina are betting that students will want to finish college sooner by spending a year less on campus. Whether there will be many takers, however, remains unclear.

Many early experiments with accelerated degrees have fallen flat. While cost is a crucial consideration for most families, and the vast majority need to borrow money, many students are eager to enjoy every bit of traditional college life, including social activities, athletics and summers off. The accelerated programs require students to give up some of these perks.

“Parents are really interested in saving time and money, [but] the students are really interested in the four years of a college experience,” said Jenna Templeton, vice president of academic affairs at Chatham University in Pittsburgh.

UW Madison to assist liberal arts majors in job search

Dean Simmons:

Call it the cranky parent appeasement program, designed to arm UW-Madison students majoring in art history or Polish or zoology with answers to a common question: How will you get a job in that?

John Karl Scholz, dean of the College of Letters and Science, is launching a large new program to improve career planning and job outcomes for students in his college, by far the largest at the university with more than 16,000 undergraduates in 39 departments.

The effort comes amid some questions nationally about the value of a college degree, especially in liberal arts majors that don’t lend themselves directly to a career path but cost the same — and result in the same debt loads — as more job-ready majors such as accounting or nursing.

Scholz pointed to evidence that majoring in what makes the heart sing does lead to jobs that make the wallet smile.

“Trying to spark their imagination about what they can do with different majors strikes me as really important,” said Scholz, in his second year as dean.

Harvard secretly photographed students to study attendance

Matt Rocheleau:

Harvard University has revealed that it secretly photographed some 2,000 students in 10 lecture halls last spring as part of a study of classroom attendance, an admission that prompted criticism from faculty and students who said the research was an invasion of privacy.

The clandestine experiment, disclosed publicly for the first time at a faculty meeting Tuesday night, came to light about a year-and-a-half after revelations that administrators had secretly searched thousands of Harvard e-mail accounts. That led the university to implement new privacy policies on electronic communication this spring, but another round of controversy followed the latest disclosure.

“You should do studies only with the consent of the people being studied,” Harvard computer science professor Harry Lewis said in an interview Wednesday.

Lewis said he learned about the study from two nontenured colleagues and asked administrators about it during the packed faculty meeting.

Seeing Red: Stanford v. Harvard

Meg Bernhard:

STANFORD, Calif.—Stanford buzzes. Walk across any of the 8,000-plus acres of earthy-red tiles and dusty, rolling hills of the university’s grounds and you’ll find yourself dodging hundreds of bicycles, whose moving gears and wheels make the campus hum.

More than 13,000 bikes belonging to students and faculty traverse campus daily, according to the school’s website, and it’s no wonder why. Stanford University, a massive tract of land that occupies what was once Leland Stanford’s Palo Alto Stock Farm, is its own city, so large it requires an individual zip code.

In a way, the constant motion of Stanford’s bikers is indicative of the university’s dynamism. Even the university’s motto, “Die Luft der Freiheit weht”—or, “The Winds of Freedom Blow”—nods at Stanford’s focus on the cutting-edge of research and education in the 21st century.

Thousands of bikes decorate the Stanford campus.

The Changing Profile of Student Borrowers Biggest Increase in Borrowing Has Been Among More Affluent Students

Richard Fry:

Share of College Graduates From High-Income Families who Borrow Has DoubledIn 2012, a record share of the nation’s new college graduates (69%) had taken out student loans to finance their education, and the typical amount they had borrowed was more than twice that of college graduates 20 years ago. A new Pew Research Center analysis of recently released government data finds that the increase in the rate of borrowing over the past two decades has been much greater among graduates from more affluent families than among those from low-income families. Fully half of the 2012 graduates from high-income families borrowed money for college, double the share that borrowed in 1992-93.1

The rise in the rate of borrowing was also substantial among upper-middle-income graduates, with 62% of 2012 graduates from upper-middle-income households leaving college with debt, compared with 34% roughly 20 years ago.

Somewhat related: Wisconsin Governor Walker on the student loan crisis. Walker’s comments on the Doyle era mirror my limited experience.

Five-year high schools challenge the K-12 model

Tim Nesbitt:

For years now, some school districts in Oregon have been allowing their high school seniors who are ready to graduate stay for another year, letting them take community college courses on the school district’s dime and bolstering their budgets with an extra year of state funding. Are these districts taking unfair advantage of the state’s school funding system? Maybe, but they are doing something that other districts should emulate for its purpose, creativity and results.

Critics contend that districts which offer extended high school programs have been helping themselves to a larger and unfair share of the state school fund, which provides funding for students until receipt of a diploma. (Restrictions kick in at ages 20 and 21.) Dallas High School enrolls 25 percent of last year’s senior class in its Extended Campus Program with Chemeketa Community College. Those students have earned the credits needed for a high school diploma. But, by postponing the award of their diplomas, the district can claim state funding averaging $6,500 for each of them – enough to pay for a full load of community college courses and provide support from the high school’s counselors as well.

Smaller districts like Lebanon and Redmond have copied the Dallas program. But, if any of Oregon’s large urban districts were to follow suit, they would spark a run on the K-12 bank. Suppose 25 percent of all high school seniors in Oregon were to opt into a program of this kind. The state would then have to come up with an extra $70 million a year or districts would have to redistribute that amount from their K-12 classrooms to support these additional students.

Rather than more years, the trend, imho, should be towards a shorter, more rigorous K-12 experience.

Stanford MBA’s shift away from tech

Poets & Quants:

Lured by some of the most exorbitant pay packages ever given to MBAs, Stanford University’s Graduate School of Business made finance once again the industry of choice this year. Nearly three of every ten MBA graduates at Stanford, or 29% of the Class of 2014, accepted job offers in finance, up from 26% last year. So much for all those reports suggesting that finance is out of favor.

The increase, largely due to more acceptances in private equity, investment banking and investment management, came at the expense of the technology industry and consulting. Last year 32% of Stanford’s graduating MBAs rushed into tech. This year, the percentage fell to just 24%. Consulting fell to 16%, down three full percentage points from the 19% who chose to become consultants last year. For the consulting industry, it’s one of the lowest draws out of the Stanford pool ever. Only five years ago, in 2009, 32% of the class headed into the field.

Lies, Damned Lies, and College Admissions

Steve Cohen:

College-application season is shifting into high gear, and with it comes anxiety and abuses—on both sides of the admissions desk. Some wealthy parents will pay private counselors more than $40,000 for “tweaking” their kids’ essays, on the implicit promise that these consultants have connections inside admissions offices, where many once worked. For their part, admissions directors want more applications so that they can reject a higher percentage of qualified kids. By boosting their rejection rates, they improve their school’s position in most rankings. While the current admissions system works well for a small number of colleges and over-achieving kids, for everyone else, the process is broken. Colleges, government, and the media all share in the blame.

Recently, Inside Higher Education, with Gallup’s help, published its annual survey of college- admissions officers. The report was sobering: 93 percent of the college-admissions officers surveyed said they believed colleges lie about key data they report, such as average SAT scores of admitted students. Why? It makes their schools appear more selective, which attracts more applicants. Sixty-five percent of admissions officers said that their institution did not meet its enrollment goals last year.

Returns on College Endowments Average 15.8. Percent

Tamar Lewin:

The average return, after fees, on college and university endowments was 15.8 percent in the fiscal year that ended in June, up from 11.7 percent the previous year, according to the preliminary data collected for the annual Nacubo-Commonfund Study of Endowments, which will be released in January. The largest endowments — those over $1 billion — had the highest average return, 16.8 percent. The study, based on data from 426 colleges, found that colleges were allocating more than half their investments — and almost two-thirds of the largest endowments — to alternative strategies such as hedge funds and private equity.

‘We have to do better’ – Trenton school officials seek reversal of low test scores

Jenna Pizzi:

For students from third to eighth grades, achievement has remained stagnant over the last five years. Last school year, the district had 26.9 percent of third graders ranked as proficient or above in language arts. That proficiency stayed in the low 20 percent range for grades four through seven. In eighth grade, 42.2 percent were ranked as proficient or higher in language arts and literacy.

Math scores hovered between 44 and 32 percent proficient in the 2013-2014 school year for grades three through six. For grades seven and eight, scores sank to 20 and 25 percent, respectively.

In the HSPA test given to 11th graders, there was a 71 percent proficiency in language arts and a 39 percent proficiency in math. There has been an improvement in language arts in the last four years, said Edward Ward, supervisor of instructional technology and accountability.

Johnson said her team is crafting a response by gathering information from teachers in high achieving schools in the district about their best practices and proven methods while also examining what works throughout the state and country.

Via Laura Waters.

Madison has long tolerated disastrous reading results.

UCLA faculty approves diversity class requirement

Larry Gordon:

The faculty of UCLA’s largest academic unit voted by a narrow margin to require future undergraduates to take a course on ethnic, cultural, religious or gender diversity. The move came after three previous efforts had failed.

Officials announced Friday that the faculty of the UCLA College of Letters and Science voted 332 to 303, with 24 blank ballots, to start the requirement for incoming freshmen in fall 2015 and new transfer students in 2017.

Is Sudden Decline Of For-Profit Colleges Good For Education?

James Marshall Crotty:

Though most for-profit college programs will remain open under the new Obama administration gainful employment regulations, the brand value of the for-profit college industry has been significantly hurt by intense scrutiny at all levels of government. Investigations by 37 state attorneys general, the Consumer Financial Protection Bureau, the SEC and the Department of Justice (DOJ) have heaped a world of financial pain – enrollment at for-profit colleges is down 9.7% this year – and negative publicity on the sector. While some for-profits will fight the administration’s new regulations in court — or hope that a newly Republican Congress will block spending for the mandates – many for-profits have already decided to opt out of the market altogether.

Last week, the Pittsburgh-based Education Management Corporation (EDMC) decided to go private, in part to avoid quarterly scrutiny by investors of its sizable legal issues. Moreover, Grand Canyon University (GCU) – whose spirituality-inflected curriculum, sports teams (Go Antelopes), and profitability set it apart from other for-profits – is considering going nonprofit in part to avoid the “stigma” that is attached to the “for-profit college” label. Then there’s the case of Corinthian Colleges, which was forced to “teach out” or sell most of its North American locations.

It’s All About Nuance. How to Convey and Discern Email Tone.

Karen Lachtanski:

Everyone has been there. You’re emailing back and forth with someone at work and then all of a sudden, a sentence gives you pause. You think, Wait a second. Is she mad at me?

You reread it. Five minutes go by and you still can’t tell if you somehow offended this person or are completely missing a joke. Eventually, you just craft a vague response and hope for the best.

Tone can be hard to discern and convey over email and any other digital communication. In fact, a 2005 study, amusingly titled “Egocentrism over e-mail,” found that people vastly overestimate how often the recipient of a message will correctly identify their intended tone, whether serious or sarcastic. Senders estimated nearly 80 percent accuracy. In reality, recipients sensed the right tone only 56 percent of the time.

Newsroom Open House

The Simpson Street Free Press will celebrate 23 years of academic success – Sunday, November 2, 12-3pm. Visit Dane County’s first after-school (and summer) youth center dedicated solely to core subject academics. Meet our student writers and see academic achievement in action. Get a newsroom tour from local kids who tackle achievement gaps everyday – with writing and hard work. Preview data that shows real results. SSFP students will thank all of you, the many Friends and supporters who make this youth center, and our students, successful. Location: South Towne Mall, 2311 West Broadway.

The Simpson Street Free Press (SSFP) delivers core subject academic instruction in after-school settings. Students (ages 8-18) write and produce five separate youth newspapers, including a new bilingual publication: La Prensa Libre de Simpson StreetSSFP graduates (now in college) supervise younger students. SSFP also operates a network of youth book clubs. The goal of the SSFP is to foster literacy, spark student success, and bridge achievement gaps.

The SSFP formula accomplishes multiple outcomes. Central to SSFP pedagogy is across the curriculum instructional practices. Lesson plans are designed to support in-school learning. Students encounter predictable connections to the school day. Young writers conduct research, use technology, write and read extensively. They learn practical and transferable academic strategies. They acquire real-world workplace skills. School grades and attendance are measured.  SSFP students participate in civic discourse and influence their peers. As their name suggests, free speech and journalism are great ways to spark learning.

Uncontrolled expansion: how private colleges grew

Andrew McGettigan:

Greg Clark, the new universities minister, has a revised job specification for his higher education responsibilities. Along with preventing violent extremism and promoting education exports, his ministerial brief states that he will oversee “widening participation for students and providers”. It seems that the term “widening participation” has been redefined to mean encouraging more private colleges into the sector.

In this way, Clark takes on the legacy left by his predecessor, David Willetts, who told assembled university heads at the Universities UK spring conference in 2011 that “the biggest lesson I have learned is that the most powerful driver of public sector reform is to let new providers into the system. They do things differently in ways none can predict.”

Millions of pounds of public funding is already being spent to support study at private providers, but beyond well-known private institutions such as BPP University and the University of Buckingham, a host of less familiar private colleges are benefiting from recent policy changes.

This University Teaches You No Skills—Just a New Way to Think

Issie Lapowsky:

Ben Nelson says the primary purpose of a university isn’t to prepare students for a career. It’s to prepare them for life. And he now has $70 million to prove his point.

Nelson is the founder and CEO of a new experiment in higher education called Minerva Project. He says when it comes to learning, job training is the easy part. With the emergence of online courses, it’s easier and cheaper than ever to acquire the hard skills you need to land a job. “Why would you spend a quarter of a million dollars and four years to learn to code in Python?” he says. “If that’s the role of universities, you’d have to be insane to go to universities.”

But that doesn’t mean Nelson believes the country’s liberal arts colleges are doing a particularly terrific job either. He argues most schools do little more than teach students a core canon of information, a practice he says is archaic, given how much information people have access to these days. “Today, it’s absurd to say you need to know this information and without this information, you’re not an informed person,” he says.

7 countries where Americans can study at universities, in English, for free (or almost free)

Rick Noack:

Since 1985, U.S. college costs have surged by about 500 percent, and tuition fees keep rising. In Germany, they’ve done the opposite.

The country’s universities have been tuition-free since the beginning of October, when Lower Saxony became the last state to scrap the fees. Tuition rates were always low in Germany, but now the German government fully funds the education of its citizens — and even of foreigners.

Explaining the change, Dorothee Stapelfeldt, a senator in the northern city of Hamburg, said tuition fees “discourage young people who do not have a traditional academic family background from taking up study. It is a core task of politics to ensure that young women and men can study with a high quality standard free of charge in Germany.”

What might interest potential university students in the United States is that Germany offers some programs in English — and it’s not the only country. Let’s take a look at the surprising — and very cheap — alternatives to pricey American college degrees.

An American School Immerses Itself in All Things Chinese (nothing like this in Madison)

Jane Peterson:

On weekday mornings, a stream of orange buses and private cars from 75 Minnesota postal codes wrap around Yinghua Academy, the first publicly funded Chinese-immersion charter school in the United States, in the middle-class neighborhood of Northeast Minneapolis. Most pupils, from kindergarten to eighth grade, dash to bright-colored classrooms for the 8:45 a.m. bell, eager to begin “morning meeting,” a freewheeling conversation in colloquial Mandarin.

Meanwhile, two grades form five perfect lines in the gym for calisthenics, Chinese style. Dressed neatly in the school’s blue uniforms, the students enthusiastically count each move — “liu, qi, ba, jiu, shi.”

By 9:15, a calm sense of order pervades the school as formal instruction begins for math, reading, social studies, history and science. Instructors teach in Mandarin, often asking questions that prompt a flurry of raised hands. No one seems to speak out of turn. “We bring together both East and West traditions,” explains the academic director, Luyi Lien, who tries to balance Eastern discipline with Western fun.

Madison has largely killed off any attempt at innovative charter schools. Ironically, the Minneapolis teachers union is authorized to approve for charter schools.

Princeton Gets 10 Times as Much Tax Money per Student as Public Colleges

Joe Pinsker:

In 2002, Meg Whitman (Princeton class of ‘77), then president of eBay, pledged $30 million to her alma mater to be put toward building a dorm in her own name. The ultimate cost of the 500-student dorm, which required “skilled masons to cut thousands of pieces of stone” and featured three-inch-thick oak doors, worked out to about $200,000 per bed. Despite parting with $30 million at the time, one economist estimated that the real cost of the donation to her was much less: $20 million, thanks to the tax exemptions that come with donating to a university. In essence, the U.S. Treasury covered the $10 million gap.

The government—and thus, taxpayers—give a surprising amount of money to elite private colleges, a lot of which is hard to see because it comes in the form of tax deductions like Whitman’s. Equally hard to see, and perhaps even more lucrative, is that the federal government doesn’t tax the income that universities earn on their billion-dollar endowments. Some of these deductions exist to promote research; others exist because colleges, as institutions, make commitments to serve the public good.

UNC-Chapel Hill Should Lose Accreditation

Brian Rosenberg:

I have read many responses to the report of corruption at Chapel Hill. Some argue that those at the center of the activities were simply trying to help at-risk students, to which my response is that awarding credits and grades without providing instruction is not “help” in any sense that I can accept. In the case of student athletes, I see it as closer to exploitation for the benefit of the university. Some argue that this behavior is widespread among institutions with highly visible Division I sports programs and therefore should provoke no particular surprise or outrage.

I hope that this last claim is untrue. If it is, however, the only way to alter such behavior is to respond with force and clarity when it is uncovered. Reducing the number of athletic scholarships at Chapel Hill, or vacating wins, or banning teams from postseason competition, is in each case a punishment wholly unsuitable to the crime. The crime involves fundamental academic integrity. The response, regardless of the visibility or reputation or wealth of the institution, should be to suspend accredited status until there is evidence that an appropriate level of integrity is both culturally and structurally in place.

Anything less would be dismissive of the many institutions whose transcripts actually have meaning.

Rethinking vocational high school as a path to college

Emily Hanford:

For years, vocational high schools have been seen as a lesser form of schooling – tracking some kids off to work while others were encouraged to go on to college and pursue higher income professions. But things are changing. Vocational high schools are focusing much more on preparing students for higher education.

At one of those schools – Minuteman Regional High School in Lexington, Massachusetts – students can learn traditional trades like carpentry, plumbing and welding. They can also learn high tech fields such as video game design, engineering, and biotechnology.

Minuteman students spend half their time in vocational classes – often referred to as “career and technical classes – and half their time in academic courses. About 60 percent of the school’s graduates go on to college. That’s not the way things were when principal Ernest Houle learned welding at a vocational high school back in the 1980s.

“The highest-level math I ever had in high school was an Algebra 1,” says Houle. “And that only happened my sophomore year because it fit in the schedule.”

The Changing Profile of Student Borrowers Biggest Increase in Borrowing Has Been Among More Affluent Students

Richard Fry:

Share of College Graduates From High-Income Families who Borrow Has DoubledIn 2012, a record share of the nation’s new college graduates (69%) had taken out student loans to finance their education, and the typical amount they had borrowed was more than twice that of college graduates 20 years ago. A new Pew Research Center analysis of recently released government data finds that the increase in the rate of borrowing over the past two decades has been much greater among graduates from more affluent families than among those from low-income families. Fully half of the 2012 graduates from high-income families borrowed money for college, double the share that borrowed in 1992-93.

The rise in the rate of borrowing was also substantial among upper-middle-income graduates, with 62% of 2012 graduates from upper-middle-income households leaving college with debt, compared with 34% roughly 20 years ago.

American Schools Are Training Kids for a World That Doesn’t Exist

Davud Edwards:

Are Americans getting dumber?

Our math skills are falling. Our reading skills are weakening. Our children have become less literate than children in many developed countries. But the crisis in American education may be more than a matter of sliding rankings on world educational performance scales.

Our kids learn within a system of education devised for a world that increasingly does not exist.

To become a chef, a lawyer, a philosopher or an engineer, has always been a matter of learning what these professionals do, how and why they do it, and some set of general facts that more or less describe our societies and our selves. We pass from kindergarten through twelfth grade, from high school to college, from college to graduate and professional schools, ending our education at some predetermined stage to become the chef, or the engineer, equipped with a fair understanding of what being a chef, or an engineer, actually is and will be for a long time.

We “learn,” and after this we “do.” We go to school and then we go to work.

How Income Share Agreements Could Play a Role in Higher Ed Financing

Beth Akers:

In response to growing concerns over the issue of higher education finance, policy makers, advocates, and entrepreneurs have developed and proposed an array of solutions to address the shortcomings of our current system. Income Share Agreements (ISAs) are one such proposal that deserves more attention. ISAs allow students to raise funds to pay for their degrees by selling “shares” in their future earnings. This solution is sometimes dismissed as a gimmick, akin to indentured servitude, despite the fact that it has the potential to offer improvements over traditional loans in terms of shielding students from risk and providing information about quality, two widely held objectives among advocates and policy makers.

ISAs are financial instruments that can be administered by the government or by private financial institutions, just like loans, savings accounts and insurance policies. Their defining characteristic is that an individual gains access to capital, cash to pay for college, in exchange for a promise that they will pay back a fraction of their earnings for a prescribed period of time to the entity that administered the agreement. Unlike a loan, where the total to be repaid is known up front, individuals who use ISAs to “borrow” money will pay back an amount that depends on their actual earnings. A graduate who earns less than expected will pay back less than the full amount of the initial funding, while graduates who earn more than expected will pay back more than their share. ISAs are not broadly used in the United States, but are being used in a few particular settings, including trade schools that train web developers in exchange of 18% of their first-year income, and a non-profit who funds low-income students in California.

Identifying The Worst Colleges In America

Claudio Sanchez:

For years,Washington Monthly has been rating and ranking the nation’s colleges.

But for its 2014 edition, the magazine has done something new. It has put out a list of what it says are the nation’s worst colleges. That is, schools with high tuition, low graduation rates and high student debt rates.

Consider the case of Ferrum College, a small, private, liberal arts school in southern Virginia. As the magazine points out, the school accepts over 90 percent of the kids who apply every year, but barely half ever come back for their second or sophomore year.

Ferrum students borrow more, default on their loans more and are less likely to graduate, compared with similar institutions. That’s why Ferrum finds itself on the magazine’s “worst” list.

Jargon Commentary: competency-based education

Ray Henderson:

One issue I’ve noticed, however, is that many schools are looking to duplicate the solution of CBE without understanding the the problems and context that allowed WGU, CfA and Excelsior to thrive. By looking at the three main CBE initiatives, it is important to note at least three lessons that are significant factors in their success to date, and these lessons are readily available but perhaps not well-understood.

Lesson 1: CBE as means to address specific student population

None of the main CBE programs were designed to target a general student population or to offer just another modality. In all three cases, their first consideration was how to provide education to working adults looking to finish a degree, change a career, or advance a career.

Why Germany Is So Much Better at Training Its Workers

Tamar Jacoby:

At last, unemployment is easing. But the latest low rate—hovering below 6 percent–obscures a deeper, longer-term problem: “skills mismatches” in the labor force, which will only worsen in years to come. According to the most recent figures, 9.3 million Americans are unemployed, but 4.8 million jobs stand empty because employers can’t find people to fill them. With new technology transforming work across a range of sectors, more and more businesses are struggling to find workers with the skills to man new machines and manage new processes.

One solution has enchanted employers, educators, and policymakers on both sides of the aisle: European-style apprenticeship. The Obama administration is about to announce $100 million worth of apprenticeship grants—and wants to spend another $6 billion over the next four years. Meanwhile, lawmakers as different as Democratic Senator Cory Booker and Republican Senator Marco Rubio have expressed interest in the idea.

Americans should proceed with caution.

A New Kind of College Rating System

Paul LeBlanc:

Many of my fellow college presidents remain worried about the Obama Administration’s proposed (and still being developed) rating system for higher education. While Education Department officials have been responsive and thoughtful about our concerns, many among us fundamentally do not trust government to get this right.

Or anyone, for that matter. After all, we already have lots of rating systems and they mostly seem flawed — some, like U.S. News and World Report, extremely so. Institutions game the system in various ways. Rarely do rating systems capture the complexity of the industry with its rich mix of institutions, missions, and student markets served. Almost always, they are deeply reductionist.

Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds

Douglas Quenqua:

It has been nearly 20 years since a landmark education study found that by age 3, children from low-income families have heard 30 million fewer words than more affluent children, putting them at an educational disadvantage before they even began school. The findings led to increased calls for publicly funded prekindergarten programs and dozens of campaigns urging parents to get chatty with their children.

Now, a growing body of research is challenging the notion that merely exposing poor children to more language is enough to overcome the deficits they face. The quality of the communication between children and their parents and caregivers, the researchers say, is of much greater importance than the number of words a child hears.

The Ivy League is ripping off America!

Robert Reich

Imagine a system of college education supported by high and growing government spending on elite private universities that mainly educate children of the wealthy and upper-middle class, and low and declining government spending on public universities that educate large numbers of children from the working class and the poor.

You can stop imagining. That’s the American system right now.

Government subsidies to elite private universities take the form of tax deductions for people who make charitable contributions to them. In economic terms a tax deduction is the same as government spending. It has to be made up by other taxpayers.

Study Finds Many Colleges Don’t Require Core Subjects Like History, Government

Douglas Belkin:

A majority of U.S. college graduates don’t know the length of a congressional term, what the Emancipation Proclamation was, or which Revolutionary War general led the American troops at Yorktown.

The reason for such failures, according to a recent study: Few schools mandate courses in core subjects like U.S. government, history or economics. The sixth annual analysis of core curricula at 1,098 four-year colleges and universities by the American Council of Trustees and Alumni found that just 18% of schools require American history to graduate, 13% require a foreign language and 3% economics.

Highly educated, unemployed and tumbling down the ladde

Martha White:

In the upside-down, topsy-turvy world of jobs these days, even an advanced degree can’t protect some Americans from tumbling down the economic ladder.

The conventional wisdom that more education bears fruit in the labor market gets turned on its head when it comes to unemployment. For people with masters and even doctoral degrees, long-term unemployment is especially insidious. At best, these formerly high-earning professionals face the prospect of a years-long climb back to their former level of income and stature, while they delay retirement to rebuild their decimated nest eggs.

Others won’t be that lucky. Debt, foreclosure and evaporated savings push them out of the middle class, and some just keep falling.

Campus Is this the end of the collegiate bacchanal?

Heather MacDonald:

It is impossible to overstate the growing weirdness of the college sex scene. Campus feminists are reimporting selective portions of a traditional sexual code that they have long scorned, in the name of ending what they preposterously call an epidemic of campus rape. They are once again making males the guardians of female safety and are portraying females as fainting, helpless victims of the untrammeled male libido. They are demanding that college administrators write highly technical rules for sex and aggressively enforce them, 50 years after the proponents of sexual liberation insisted that college adults stop policing student sexual behavior. While the campus feminists are not yet calling for an assistant dean to be present at their drunken couplings, they have created the next best thing: the opportunity to replay every grope and caress before a tribunal of voyeuristic administrators.

The ultimate result of the feminists’ crusade may be the same as if they were explicitly calling for a return to sexual modesty: a sharp decrease in casual, drunken sex. There is no downside to this development.

Princeton is giving up ground in its fight against grade inflation

Sonali Kohli:

Princeton University faculty voted to end their practice of grade deflation, bowing to concerns that it creates a negative campus atmosphere and can be a turnoff for applicants to the school. For the past 10 years, each department had been asked to give A’s to no more than 35% of course work—the intent was to create uniformity in grading standards across campus, and to combat the grade inflation that has seeped into American universities, especially Ivy Leagues, in the last 50 years.

Princeton adopted the recommendations (pdf) from a committee formed last October to examine the policy. While the group did not find overwhelming evidence that grade deflation hurts graduates’ prospects in the work force, it determined the caps generate unnecessary stress for students. (Both had been of significant concern on campus.) Now, each department will be responsible for developing its own grading standards.

Lone Geniuses Are Overrated

Jeffrey Goldberg:

Somewhat to my surprise, Walter Isaacson’s new book, The Innovators, a group portrait of the men and women who invented computers and the Internet, is riveting, propulsive and at times deeply moving. My surprise is not rooted in doubts about Isaacson’s skills; he is considered to be the leading biographer of the digital age for a reason. I was surprised because I find books about technology unreadable. I enjoy machines as much as the next Amish-by-disposition American, which is to say, among other things, that I don’t care very much about where they come from, and on those occasions when I do apply myself to the study of machines, I usually fail to understand how they work.

One of Isaacson’s jealousy-provoking gifts is his ability to translate complicated science into English—those who have read his biographies of Einstein and Steve Jobs understand that Isaacson is a kind of walking Rosetta Stone of physics and computer programming. Thanks to my close read of The Innovators, I could probably explain, with a gun to my head, the principles of semi-conduction.

A Bit of College Can Be Worse Than None at All

Melissa Korn:

Lauren Bizzaro has three years of college credits from High Point University in North Carolina and the University of Rhode Island. But with no degree, those credits got her little more than a late start in the professional world and a $40,000 student-loan balance.

Until recently, Ms. Bizzaro earned $11.50 an hour dressing, feeding and bathing patients as a licensed nursing assistant at a long-term-care and rehabilitation facility in Vermont. Now a unit coordinator who handles clerical tasks like arranging doctor appointments and updating patient charts, she can’t move further up the ranks without additional credentials, according to her employer.

How English beat German as language of science

Nina Porzucki:

Two Norwegian scientists have won the Nobel Prize for physiology or medicine – for work published in the English language. Historian of science Michael Gordin explains why they wrote in the language of Dickens and Twain rather than Ibsen and Hamsun.

Permafrost, oxygen, hydrogen – it all looks like science to me.
But these terms actually have origins in Russian, Greek and French.

Today, though, if a scientist is going to coin a new term, it’s most likely in English. And if they are going to publish a new discovery, it is most definitely in English.

Look no further than the Nobel Prize awarded for physiology and medicine to Norwegian couple May-Britt and Edvard Moser. Their research was written and published in English.
This was not always so.

On Teaching Mathematics

V I Arnold:

Mathematics is a part of physics. Physics is an experimental science, a part of natural science. Mathematics is the part of physics where experiments are cheap.

The Jacobi identity (which forces the heights of a triangle to cross at one point) is an experimental fact in the same way as that the Earth is round (that is, homeomorphic to a ball). But it can be discovered with less expense.

In the middle of the twentieth century it was attempted to divide physics and mathematics. The consequences turned out to be catastrophic. Whole generations of mathematicians grew up without knowing half of their science and, of course, in total ignorance of any other sciences. They first began teaching their ugly scholastic pseudo-mathematics to their students, then to schoolchildren (forgetting Hardy’s warning that ugly mathematics has no permanent place under the Sun).

Since scholastic mathematics that is cut off from physics is fit neither for teaching nor for application in any other science, the result was the universal hate towards mathematicians – both on the part of the poor schoolchildren (some of whom in the meantime became ministers) and of the users.

The ugly building, built by undereducated mathematicians who were exhausted by their inferiority complex and who were unable to make themselves familiar with physics, reminds one of the rigorous axiomatic theory of odd numbers. Obviously, it is possible to create such a theory and make pupils admire the perfection and internal consistency of the resulting structure (in which, for example, the sum of an odd number of terms and the product of any number of factors are defined). From this sectarian point of view, even numbers could either be declared a heresy or, with passage of time, be introduced into the theory supplemented with a few “ideal” objects (in order to comply with the needs of physics and the real world).

Unfortunately, it was an ugly twisted construction of mathematics like the one above which predominated in the teaching of mathematics for decades. Having originated in France, this pervertedness quickly spread to teaching of foundations of mathematics, first to university students, then to school pupils of all lines (first in France, then in other countries, including Russia).

Ford celebrates 30th anniversary of high school science & technology program

Ford Motor Company:

The new Ford Blue Oval STEM Scholarship Program will provide $500,000 in scholarships over four years to 50 students to pursue qualifying STEM degrees

To be considered for the scholarship program, students must have been associated with one of three Ford-supported STEM programs – For Inspiration and Recognition of Science and Technology, Ford Next Generation Learning or Ford High School Science and Technology Program

More than 10,000 participants have completed the Ford High School Science and Technology Program to date, some of whom continued on in Ford’s internship program and are now Ford employees

Ford today announced a new Ford Blue Oval STEM Scholarship Program during the kickoff of its 30th annual High School Science and Technology Program (HSSTP). The new scholarship program will provide $500,000 in scholarships over four years to 50 students interested in pursuing degrees in science, technology, engineering or mathematic (STEM) fields.

Felicia Fields, group vice president, Human Resources and Corporate Services, made the announcement as she spoke to HSSTP participants and employee volunteers at the Ford Research and Innovation Center during the first session of the 2014-15 program.

Teachers Expectations Strongly Predict College Completion

Ulrich Boser, Megan Wilhelm, and Robert Hanna:

People do better when more is expected of them. In education circles, this is called the Pygmalion Effect. It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expectations of a pre-schooler’s ability was a robust predictor of the child’s high school GPA.

Raising student expectations has been in the news a lot recently as part of a larger conversation about improving learning outcomes. Most notably, a group of states have developed the Common Core State Standards, which go a long way toward establishing higher standards by setting out what students should know and be able to accomplish in reading and math. More than 40 states have adopted the standards so far. Recently, however, there has been a great deal of political pushback against them; a number of states, including Oklahoma, recently abandoned the reform effort.

The importance of the Pygmalion Effect
To look at the issue of expectations more closely, we analyzed the National Center for Education Statistics’ Education Longitudinal Study, or ELS, which followed the progression of a nationally representative sample of 10th grade students from 2002 to 2012. The ELS has a longitudinal design, which allows researchers to link teacher expectations to individual student data collected up to 10 years later. For some findings, we conducted a logistic regression of students’ actual academic outcomes on teachers’ expectations. In other areas, we reported simple frequencies.

The Status of College Dropouts: Struggling With Debt and No Degree

Carly Stockwell:

College is often touted as a requirement for a high-paying job, or a ticket to the middle class, especially for low-income students. However, college is also growing increasingly unaffordable for everyone but the most well-to-do families.

With students of all backgrounds unable to afford the rising cost of college on their own, the government is eager to assist by loaning them tens of thousands of dollars in order to pursue their degree.

The problem? Many of these students don’t graduate college, and when they drop out they are often burdened with debt that could be difficult for them to repay.

Less than half of college students graduate within four years, with about a quarter of first-time degree seekers not finishing their degree within six years. Not measured in these graduation rates are part-time students, transfers, and adult students, who make up a large chunk of the student population and who also often take out loans to help with tuition costs.

Educational credentialing and household income: 1973-2013

Paul Campos:

It’s well known that having more educational credentials correlates strongly with higher income. This correlation has led lots of people to make the common sense assumption that increasing the educational credentials of the population as a whole will in turn produce higher incomes. Common sense assumes, as it so often does in a naive pre-theoretical way, that correlation equals causation.

At a more sophisticated theoretical level, the assumption at work here is that enhanced credentials signal enhanced human capital. In other words, more education (or in any case more educational credentials — a distinction which is usually ignored) creates or enhances abilities in its recipients they would not otherwise have, and these abilities allow them to perform work they would not otherwise be able to do.

If we then further assume that this work would not be performed, or at least not be performed as profitably, in the absence of the enhanced abilities signaled by the credentials, then enhanced human capital increases income by ameliorating structural un-and-underemployment.

That’s why almost all of Tom Friedman’s conversations with garrulous cab drivers invariably end with him concluding that everybody needs to get an advanced degree in bio-mechanical statistics, because in a globalized flat world we can no longer afford for the average person to be average.