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News Roundup on 鈥淚ncreasing College Opportunity” Initiative

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As you may have heard, President Obama recently announced his “” initiative, which aims to help more low-income and underrepresented minority students attend and complete college. On January 16th, the White House hosted a summit of the more than 100 colleges, universities, nonprofits, and foundations that made commitments to increase college opportunity. The Chronicle provides a of these commitments.

News coverage of the summit and the initiative includes the following:

  • 91探花Today鈥檚 article gives an overview of the UW鈥檚 commitments and highlights how the 91探花already has many achievements related to the provision of accessible degrees to students of all economic backgrounds.
  • The Seattle Times published 鈥�,鈥� which focuses on the efforts and commitments of three Washington colleges who were invited to the summit to share lessons from their campuses鈥擫ake Washington Institute of Technology, University of Puget Sound, and Tacoma Community College. The 91探花is not mentioned.
  • The Chronicle put out an article titled, 鈥�.鈥� It comments on the important role community colleges play in improving access and notes the dearth of community college participants at the summit.
  • The Chronicle also published a piece called 鈥溾��. The article notes many optimistic comments made by participants. But it also discusses the composition of summit participants and, again, remarks upon the imbalance between elite four-years and community colleges.
  • And lastly, Inside Higher Ed鈥檚 article 鈥溾�� gives a thorough description of the summit events and describes, in a relatively balanced way, discusses both the praises and criticisms of participants and observers.

College Board also Releases 鈥淓ducation Pays 2013鈥�

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The College Board recently published 鈥�,鈥� which provides data on U.S. adults鈥櫶齦evel of education听and its impact on earnings, employment, health-related behaviors, reliance on public assistance programs, civic participation, and more. The goal of the report, the authors say, is to highlight the ways in which individuals and society benefit from increased levels of education. The authors note, 鈥淔inancial benefits are easier to document than non-pecuniary benefits, but the latter may be as important to students themselves, as well as to the society in which they participate.鈥�

Many old trends continue to hold true. Having a college education increases one鈥檚 chances of: being employed, earning a higher income, receiving health insurance and pension benefits, climbing the socioeconomic ladder, being an engaged citizen, and of leading a healthier lifestyle.听 These individual benefits translate to larger, societal benefits, including less government spending on public assistance programs, more tax revenue, and greater civic involvement.

A few noteworthy data points about earnings include:

  • In 2011 (the most recent year for which income data is available), the median pre-tax earnings of full-time workers with a bachelor鈥檚 degree* were $21,100 higher than those of full-time workers with only a high school diploma.
  • As workers age, earnings increase more quickly for those with higher levels of education. For instance, at ages 25-29, full-time workers with a bachelor鈥檚 degree earn 54 percent ($15,000) more than their high school graduate counterparts; but at ages 45-49, they earn 86 percent ($32,000) more.
  • During a standard 40-year full-time working career, median earnings are 65 percent higher for those with a bachelor鈥檚 degree than for those with only high school diploma.
  • 鈥淐ompared to a high school graduate, the median four-year college graduate who enrolls at age 18 and graduates in four years can expect to earn enough by age 36 to compensate for being out of the labor force for four years and for borrowing the full tuition and fee amount without any grant aid.鈥�

The report also provides some interesting facts about participation and success in higher education, such as:

  • Large gaps in enrollment rates and patterns persist, particularly with lower income students. However, gaps between the enrollment rates of black and Hispanic high school graduates and those of white high school graduates narrowed significantly between 2001 and 2011.
  • Although educational attainment rates are increasing, attainment rates and patterns vary noticeably by demographic groups. For example, the percentage of black females ages 25 to 29 who have a bachelor鈥檚 degree doubled between 1982 and 2012鈥攇oing from 12 to 24 percent鈥攚hereas the percentage of black males increased from 11 to 16 percent.
  • In the U.S., public funding makes up a smaller percentage of total funding for higher education than in most other developed countries.

* 鈥淏achelor鈥檚 degree鈥� means a bachelor鈥檚 degree, but not a more advanced degree.

California Bill Proposal to Make Public Institutions Accept Online Credits

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Legislation was introduced in the California Senate on Wednesday that would require the state鈥檚 145 public colleges and universities to grant credit for faculty-approved online courses taken by students unable to register for overenrolled, on-campus classes. If the bill passes and is signed into law by Gov. Jerry Brown (who has been a strong supporter of online education), online courses could go mainstream much more quickly than predicted. At the moment, however, is just a two-page legislative placeholder, or 鈥渟pot bill,鈥� to be amended with details later.

According to , the bill鈥檚 sponsor, Democrat State Senate President Pro Tem Darrell Steinberg, said the bill is meant to 鈥渂reak the bottleneck that prevents students from completing courses.鈥� In Fall 2012, more than 472,000 of the 2.4 million students in the California Community Colleges system were and at the California State University system, only 16 percent of students graduate within four years. Theoretically, increasing capacity to meet student demand for key, gateway courses could improve on-time graduation rates and more efficiently use state funds.听The debate, of course, is whether online courses are actually effective and thus appropriate substitutes for traditional courses.

Under the proposed legislation, a nine-member faculty council representing the state鈥檚 three public higher ed systems would determine which 50 introductory courses are most oversubscribed and which online equivalents should be eligible for credit. When reviewing online courses, the panel is to consider whether a course:

  • Offers instructional support to promote retention;
  • Provides interaction between instructors and students;
  • Contains proctored exams and assessment tools;
  • Uses open-source text books; and
  • Includes content recommended by the American Council on Education.

MOOCs provided by Udacity and Coursera, as well as low-cost, self-paced courses from StraighterLine could all be up for consideration鈥攕everal of which have already .

Senator Steinberg emphasized at a news conference that the legislation “does not represent a shift in funding priority” for higher education in California, and is not intended to introduce “a substitution for campus-based instruction.” Nevertheless, for the many faculty and university administrators concerned about SB 520鈥檚 consequences, the devil may be in the yet-to-be-determined details. We鈥檒l keep you apprised as those details are fleshed out.

New America Paper Recommends Major Overhaul of Financial Aid System

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The Gates Foundation has joined the nation鈥檚 financial aid conversation and is attempting to rethink how policies and practices can not only help maintain access (in the face of flagging state support and rising tuition prices), but also help students succeed. In September of last year, the Gates Foundation launched its project, which provided 16 organizations with funding to develop and publish innovative financial aid strategies aimed at encouraging college completion. One of the 16 organizations, the New America Foundation, recently released its , which recommends bolstering Pell Grants, limiting student loan options, and removing higher ed tax benefits.

To improve 鈥渂oth the effectiveness and sustainability of Pell Grants,鈥� the New America Foundation recommends:

  • Making the Pell program a mandatory federal budget item;
  • Increasing the maximum grant faster than is currently scheduled while restoring summer grant support;
  • Limiting Pell eligibility to 125 percent of a program鈥檚 length;
  • Providing additional federal funding to public and private-nonprofit colleges that have a large proportion of low-income students and high graduation rates; and
  • Requiring four-year colleges that enroll a small percentage of low-income students and charge more than $10,000 per year (after financial aid) to match some of the Pell dollars they receive with need-based aid from institutional funds.

The plan, which is intended to be 鈥渂udget neutral,鈥� recommends that the Pell Grant changes be funded by:

  • Eliminating the American Opportunity and Lifetime Learning tuition tax credits, tax-advantaged savings plans for education, and the student loan interest deduction;
  • Ending the Supplemental Educational Opportunity Grant program; and
  • Encouraging borrowers to refinance old student loans into direct lending.

The authors also recommend consolidating federal student loan programs into a single, 鈥渆nhanced鈥� Stafford Loan sys颅tem as a means of simplifying the student loan system and reducing the potential for default. This would involve:

  • Automatically enrolling all federal student loan borrowers in income-based repayment plans;
  • Eliminating subsidized undergraduate loans;
  • Setting student loan interest rates via a fixed formula that adjusts to market conditions;
  • Ending the Grad PLUS and Parent PLUS loan programs;
  • Increasing borrowing limits slightly to $40,000 total for undergrads and $25,500 per year for grads; and
  • Limiting federal student loan eligibility to 150 percent of a program鈥檚 length.

Although some (if not many) of these ideas are politically unpopular, the authors argue that their recommendations must be implemented together in order to be effective. However, it seems more likely that Congress will cherry-pick specific suggestions to pursue or perhaps ignore the report鈥檚 policy proposals altogether. The Gates Foundation hopes their project will, at the very least, stimulate discussion about reforming financial aid.

Report Says Colleges Should Prioritize Improving Graduation Rates

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Last week, the National Commission of Higher Education published an calling on 鈥渆very college and university president and chancellor to make retention and completion a critical campus priority鈥� and asserting that such efforts are “an economic and moral imperative.” Six higher-ed associations assembled the Commission in 2011 at President Obama鈥檚 request. The 18 college presidents that form the Commission鈥檚 membership come from every sector, except for-profits, and were tasked with investigating strategies that individual schools can use to improve graduation rates.

The quotes Dr. E. Gordon Gee, chairman of the Commission, as saying, 鈥淲e concentrate most on the admissions side of things, getting the bodies in, and there鈥檚 no one in charge of seeing that they get through and graduate.鈥澨� Although enrollment rates are strong, nearly half of all college students nationwide fail to earn a degree within six years (79 percent of
entering freshman graduate from the 91探花within six years).

Completion efforts should take into consideration the changing face of higher ed: first-generation, mid-career, part-time, and veteran students are an ever-increasing share of the nation鈥檚 student body. The report notes that 鈥渁dult learners are far less likely than their traditional-age peers to complete their degrees鈥� and will need flexible schedules, more financial assistance, and targeted student services in order to succeed.

Other recommendations from the report include:

  • Narrowing course options so that students prioritize completion;
  • Putting someone in charge of overseeing completion efforts; and
  • Giving credit for previous learning.

The Commission asks colleges to avoid one-size-fits-all solutions and to eschew inflating their graduation rates by admitting only the best-prepared, lowest-risk students and/or by making it easier for students to pass.

The report acknowledges, however, that colleges need assistance in these completion endeavors, saying, 鈥淒isinvestment in higher education is terribly damaging and undermines efforts to expand and enhance academic and support services for students.鈥�

The Commission believes the report will trigger a sense of urgency among leaders (academic or otherwise) and, hopefully, meaningful action.

Dartmouth to Stop Giving Credit for Top AP Scores

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Dartmouth will stop granting college credit for students with high AP test scores beginning with the class of 2018, which will enter in the Fall of 2014. Currently, Dartmouth students with scores of four or five (out of five) on an AP test can have certain lower-level courses waived, earn placement into higher-level courses, or receive credit toward their degrees. When the new policy takes effect, the first two of options will still be available, but students will not be able to earn credits. Dartmouth鈥檚 Committee on Instruction proposed the change in policy and the faculty passed it with an 鈥渙verwhelming majority,鈥� according to .听 However, faculty members say they 鈥渟till value AP courses 鈥� just not as a replacement for a college classroom.鈥�听

Dartmouth changed the policy after its psychology department performed an experiment to assess the college-level competence of top AP scorers. Students who had earned a five on the AP psychology test were asked to take a placement exam based on the final for intro psychology; 90 percent of those students failed, according to the college. The researchers also found that the students who failed and then chose to take intro psychology did not perform better than their peers who had never taken AP psychology or who had scored less than a five. These results challenge those of published by the College Board. College Board officials say they question Dartmouth鈥檚 results and believe the college has an obligation to share the details of its experiment.

There are concerns that the college鈥檚 change in policy will discourage high school students from accepting the challenge of an AP course and/or could keep students on campus longer than they would if college credit were granted for their scores. Dartmouth鈥檚 Committee on Instruction plans to review the policy in three years.

In Washington, requires that institutions of higher education 鈥渞ecognize the equivalencies of at least one year of course credit and maximize the application of the credits toward lower division general education requirements that can be earned through successfully demonstrating proficiency on examinations, including but not limited to advanced placement and international baccalaureate examinations.鈥�

New Research Suggests More Young Americans than Ever Are Earning Bachelor鈥檚 Degrees

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Although other nations continue to outperform the U.S. in terms of educational attainment, the yesterday that record numbers of young Americans are attending and completing college. Of Americans aged 25 to 29 in 2012, 33 percent have completed at least a bachelor鈥檚 degree and 63 percent have completed some college鈥攗p from 17 and 34 percent respectively in 1971.

Pew Research Center chart showing education trends

The noted that this is welcome news following the 鈥溾�� of the early 2000s, when the percentage of young Americans (ages 25 to 29) earning bachelor鈥檚 degrees leveled off and was surpassed by the share of 鈥減rime age adults鈥� (ages 45 to 64) receiving degrees. Now, this trend 鈥渉as vanished or been reversed by recent improvements in the education attainment of young adults,鈥� according to the report.

The authors posit that more young Americans may have recently pursued (and earned) degrees in higher education as a means of weathering the job drought caused by the 2007-09 Great Recession. However, the report acknowledges that the portion of young adults attending and completing college has generally increased since 1980. This long-term trend it attributes to improved public opinions regarding the importance of a college education. According to a 2010 Gallup survey, 75 percent of Americans agreed that, in order to get ahead in life, a college education is necessary (up from only 36 percent in 1978).

Unfortunately, the fact remains that other countries are not only achieving higher levels educational attainment than the U.S., their rate of improvement outpaces ours. If the U.S. is to reclaim its title as a global leader in higher education, we will need greater gains than this in the coming years.

Federal Report Makes Economic Case for Higher Ed

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The US Departments of Treasury and Education teamed up to analyze higher education and economic data, and that highlights the following familiar points:

  • Education is correlated with higher earnings: median weekly earnings for a worker with a BA degree are now 64% higher than for a worker with only a high school degree.
  • Education is key to socio-economic mobility: almost half of children born听into the bottom income quintile remain there as adults compared to only 20% of those who receive a degree.
  • Funding cuts result in higher tuition: Public funding for institutions has, on average, declined from 60% of revenue to less than 40% over two decades while tuition revenue has increased by almost the same amount of the decline.

As a result of the above, federal financial aid has become an increasingly important contributor to college affordability, comprising over half of all grants and loans awarded to students. While protecting and increasing federal funding for aid is imperative, the report makes clear that states and institutions will have to make changes as these trends continue or broad access to higher education in the US will be at serious risk.

Brookings State Grant Aid Study

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Released last week by the Brown Center on Education Policy at Brookings, describes the scope and type of state grant programs across the US, and provides recommendations for improvement. Such programs听currently provide over $9 billion in aid to students each year and comprise, on average,听approximately 12 percent of total state funding for higher education. However, they vary widely in number, complexity, eligibility criteria, grant amounts, and efficacy.

Average annual tuition at a public four-year institution in the US is just over $7,000, and the average state grant disbursed to students ranges from $44 in Alaska to over $1,700 in South Carolina (averaging $627 across all states). While 73 percent of all such aid is disbursed based primarily on financial circumstances, many states have adopted large, merit-based programs in recent years that direct grants to non-needy students. For example, the report notes that in Louisiana, where the average annual household income is $45,000, 45 percent of total state grant funds went to students from households with income above $80,000.

Ultimately, the report focuses on ways to potentially听streamline state grant programs and better target their resources to those students who need them most in order to increase the impact on both college access and completion. Major recommendations include:

  • Focus grants on students with financial need, who have been shown by research to be most positively affected by grant aid.
  • Simplify grant programs to the extent possible while still being able to target resources to needy students. Straightforward applications, early knowledge of awards, and effective net-price calculators all have a positive impact on application and enrollment rates for students with financial need.
  • Consolidate multiple programs where possible, including converting state-required tuition set-asides to state grants to avoid the appearance that the students are subsidizing needy students instead of the state.
  • Create financial incentives for students while they are enrolled by requiring minimum but attainable grades and steady progress toward completion.
  • Consider targeting resources to non-traditional students, including those who are听older, part-time, and placebound.
  • When resources are constrained, ration grant aid in a way that is clear and predictable for students.
  • Consider state grant aid incentives in concert with federal and institutional aid to ensure that programs are not operating at cross purposes.
  • Evaluate existing programs as well as test and evaluate new approaches.

Although not discussed much in the report, Washington State has one of the most generous state grant programs in the nation, even though it currently does not have enough funds to accommodate all qualified students. 98 percent of Washington grant funds are awarded based on student financial need and the average grant per student is nearly $900, compared to the national average of $627. Washington State Need Grant funding and policy has and will continue to be key to maintaining college affordability as scarce resources have necessitated rising tuition while household incomes are stagnant. This report provides some useful guidelines for ensuring that taxpayers receive the best return for each dollar invested in student success.

Another Report on the Effect of Public Investment on Attainment

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, a research and advocacy organization, recently published a report entitled 鈥�鈥� discussing the effects of higher tuition and lower state investment on a growing and diverse college population. The report focuses on the Millennial generation, the group of students born in the 1980s and 90s and beginning to enter college in the 2000s.

听There were 26.7 million young people (ages 18-24) in the US in 1990, and 30.7 million in 2010. This population growth combined with increased participation in higher education created a 37.9 percent undergraduate enrollment increase in public universities over 20 years. Additionally, the Millennial generation is characterized by much greater racial ethnic and racial diversity than previous generations (12.3 percent are African American, 57.2 percent are white, and 20.1 percent are Hispanic). Both the growth and diversity of the young adult population has altered the needs of students, and institutions have had to adjust both services and support as a result.

These changes in the number, type and needs of students over the last 20 years has been accompanied by a steady disinvestment of state governments in higher education, which resulted in significant 听tuition increases. The very institutions, public, that have absorbed the majority (65.5%) of enrollment increases have also endured the largest decline in funding per student (26.1% decline in real terms from 1990-2010). As a result, public four-year institutions raised tuition by 112.5 percent, adjusted for inflation, over the same time period while the real median household income rose just 2.1 percent.

While states and institutions have often offset these tuition increases with larger financial aid packages for student with need, it is increasingly not enough to cover students鈥� educational expenses, and students borrowed 4.5 times more in 2010 than in 2000.

The report concluded with a number of recommendations:

  • Recognizing that lower investment in higher education results in higher tuition and lower access for low and middle-income students, states should appropriate more money to higher ed, especially investing more in large institutions that produce a significant number of degrees.
  • Reform the tax system to relieve the tax burden on low and middle-income families.
  • States should move away from merit-based aid and focus on need-based financial assistance. They should also increase awareness about the benefits of federal student loan programs to decrease the volume of private debt students take on.

To read the entire report, please click