US Education Department Chronicles The Conditions Of Education

• The National Center for Education Statistics just released The Condition of Education 2011, an annual statistical portrait of education in America. The 2011 report contains 50 indicators on U.S. education, as well as a closer look at postsecondary education by institution level and control. The closer look examines data on differences in current conditions in postsecondary education between public, private not-for-profit, and private for-profit institutions, and on changes in postsecondary enrollment patterns.

Washington State Leads In College Performance Incentives

– Performance Incentives to Improve Community College Completion: Learning from Washington State’s Student Achievement Initiative

This policy brief, jointly produced by IHELP and the Community College Research Center (CCRC) at Columbia University, offers lessons to date about the Student Achievement Initiative (SAI), a policy adopted by the Washington State Board for Community and Technical Colleges that draws on intermediate measures of student progress to reward colleges for improvements in student achievement. The policy brief examines policy choices that Washington faced in designing and implementing SAI, the choices that leaders in other states will confront when considering adopting performance incentive policies as a means to improve student outcomes. Funded by the Bill and Melinda Gates Foundation, the three-year evaluation will include an examination of the impact of SAI on college efforts to improve student outcomes and on student outcomes.  

View the report

Different College Majors Vary In Pay Off

  This study has been attracting a lot of attention, but the rankings have been accurate for many decades.

What’s It Worth: The Economic Value of College Majors
By Georgetown University Center on Education and the Workforce
A report from Georgetown University concludes that money invested in a college education is generally well spent. But it also puts a number on another truism: Majoring in math, science, engineering and computers pays much better after graduation than getting a degree in education, counseling, psychology, art or English.

Going Back To College In Mid-Life

Going Back to School Mid-Life – Guest Blogger-Mark Johnstone

Going back to school as a mature student is a big step and unfortunately it can be difficult to find information about how to go about getting started, considering most colleges and Universities are geared towards younger generations. However, getting involved in higher education is very popular among older generations and there are various options available to help you get started.

Fit Studying Around Your Life

As an older student you may have certain responsibilities that you need to consider when beginning a new journey in further education. For example if you have children and work commitments then you can do part time or flexible courses to fit around your life. In addition, some foundation degrees or diploma courses are quicker to complete so it won’t be as time consuming as full time Bachelor degrees. Furthermore, try looking for courses that are run in colleges or universities close to your home so you won’t have to uproot and move if you have family to consider. Also, you may want to think about distance learning which will enable you to study from home and keep in touch with tutors and fellow students through email.

Previous Qualifications

To get into higher education usually traditional qualifications are needed to award you a place at your chosen school. However, if you don’t have the appropriate academic qualifications some institutions may let you start a course due to your professional qualifications or work experience.  Generally it will depend on the course you choose to study. The best way to know what criteria is required for a place on the course is to check the university or college prospectus. In addition, the entry requirements for each course can be found online and don’t hesitate to get in touch with the admissions tutor if you are unsure.

Funding

The funding options for mature students differ from the traditional loans and as mentioned before, with flexible and part time courses you’ll have time to work alongside your studying commitments. However, if you choose to do a full time course there will be extra financial help for you if you have children or are the general financial provider for a member of your family.

Being a Student Again

Many mature students fear that they won’t be able to fit into student life after being out of education for so long. For some it can be off putting however there are student online forums that will help you learn about student life and perhaps speak to other mature students. Moreover, the idea of studying can be quite daunting and whether you’ll be able to handle the work load or not. Therefore do not hesitate to attend study skills workshops or look online for study techniques. It will ensure that you have an enjoyable and rewarding learning experience

This is a guest post written by Mark Johnstone from Postgrad.com. Postgrad.com offers information on Masters Degrees and Postgraduate Study in UK

  http://www.postgrad.com/

The Challenge And Initiatives To Increase Latino College Outcomes

The nation’s need for college-educated citizens has never been greater, and Latinos are a critical part of the equation. Lumina Focus Magazine examines what states and postsecondary institutions are doing to improve Latino college-going and completion rates.

Useful Report On College Performance Funding

Performance-Based Funding: A Re-emerging Strategy
in Public Higher Education Financing

Cuts in state funding, increases in student enrollment and a focus on boosting college completion rates are among the many factors that call for a more sophisticated approach to financing states’ higher education systems. Toward this end, performance- or incentive-based state funding of public higher education is experiencing a notable resurgence as a means of boosting productivity and other measures of institutional success.

This policy brief explores Performance-Based Funding (PBF), its mixed history of success and its advantages and disadvantages. PBF delivery models, current state PBF systems and those in the proposal and design stage are discussed. The paper concludes with a set of principles and practices essential to effective PBF program design.

New Book Expands Our Understanding Of Successful College Transition

 THis new book combines several concepts and includes success in college as part of transition.

Breaking Through the Access Barrier: How Academic Capital Formation Can Improve Policy in Higher Education
by Edward P. St. John, Shouping Hu, and Amy S. Fisher
reviewed by Elizabeth M. Lee in Teachers College Record On line

College Governing Boards Produce Broad Ranging Reform Report

Front and Center: Critical Choices for Higher Education
By The Miller Center and The Association of Governing Boards of Universities and Colleges
The Miller Center at the University of Virginia and the Association of Governing Boards of Universities and Colleges (AGB) released a report this week outlining recommendations to increase the number of Americans who finish college and other certificate programs, stressing that such a goal is necessary to ensure that the U.S. economy remains competitive.

For Profit Colleges Have Highest 2 Year College Graduation Rate

Here is a statement from Jack Buckley , the USA Commissioner Of Education Statistics:

“For-profit private schools have had the fastest growth in awarding degrees at all education levels, from associate to master’s degrees. Yet when it comes to student graduation rates, “an interesting split” emerges, according to Mr. Buckley. For four-year degree programs, private nonprofit colleges have the highest graduation rate—65 percent, compared to 55 percent for public colleges and only 22 percent for for-profit private schools.

Yet when it comes to two-year programs, the situation is reversed: For-profit colleges graduate 58 percent of students in two-year degree programs, well above the 48 percent at nonprofit private colleges and 21 percent at public colleges.

“Most people would guess the first part, but not the second,” Mr. Buckley said.

Chemistry 1 Blocks Students From Becoming An MD

Authors:  Donald A. Barr, MD, PhD, Maria Elena Gonzalez, MA, and Stanley F. Wanat, PhD

“The Leaky Pipeline: Factors Associated With Early Decline in Interest in Premedical Studies Among Underrepresented Minority Undergraduate Students”

Purpose:  To determine the causes among underrepresented racial and ethnic minority groups (URM) of a decline in interest during the undergraduate years in pursuing a career in medicine.

Method:  From fall 2002 through 2007, the authors conducted a longitudinal study of 362 incoming Stanford freshmen (23% URM) who indicated on a freshman survey that they hoped to become physicians. Using a 10-point scale of interest, the authors measured the change in students’ levels of interest in continuing premedical studies between the beginning of freshman year and the end of sophomore year. Follow-up interviews were conducted with 68 participants, approximately half of whom had experienced decreases in interest in continuing as premeds, and half of whom who had experienced increases in interest.

Results:  URM students showed a larger decline in interest than did non-URM students; women showed a larger decline than did men, independent of race or ethnicity. The authors found no association between scholastic ability as measured by SAT scores and changes in level of interest. The principal reason given by students for their loss of interest in continuing as premeds was a negative experience in one or more chemistry courses. Students also identified problems in the university’s undergraduate advising system as a contributor.

Conclusions:  Largely because of negative experiences with chemistry classes, URM students and women show a disproportionate decline in interest in continuing in premedical studies, with the result that fewer apply to medical school.