Duncan Promises More And Easier Access College Financial Aid

Last week, the Secretary joined more than 6,000 officials from colleges and universities in Nashville for the Department’s annual Federal Student Aid (FSA) Conference.  In a morning keynote address, he outlined the Obama Administration’s higher education agenda and its plans to improve college completion.  Specifically, he emphasized the administration’s commitment to college aid and assistance programs, calling it the “biggest investment in student aid since the GI Bill,” and praised the House passage of the Student Aid and Fiscal Responsibility Act.  That legislation authorizes up to $87 billion for student aid over the next decade, including $40 billion for mandatory inflation-indexed Pell Grants and $10 billion to strengthen community colleges.  The Secretary also discussed the need to eliminate “prohibitive, time-consuming administrative hurdles” by streamlining the Free Application for Federal Student Aid (FAFSA), working with the Internal Revenue Service to electronically retrieve tax return data, and reducing the paperwork for financial aid administrators.  Furthermore, the administration proposes saving Americans billions of dollars by transitioning all student loans to the Direct Loans program.  FOR MORE INFORMATION, PLEASE GO TO http://www.edgovblogs.org/duncan/2009/12/secretary-duncan-is-committed-to-making-it-easier-for-students-to-attend-and-pay-for-college/.

Note: The total number of postsecondary awards below a bachelor’s degree (either certificates or associate’s degrees) increased 28% to 1.5 million between 1997 and 2007.  Indeed, in 2007, 40% of undergraduate credentials conferred by institutions participating in federal financial aid programs were below the bachelor’s degree.  And while community colleges still account for the largest share of these credentials (58%), the share conferred by private, for-profit institutions increased from 24% in 1997 to 29% in 2007.  FOR MORE INFORMATION, PLEASE GO TO http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010167.

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Do Students Drop Out From College Because Of Finance Or Weak Academic Preparation

College Dropouts
Majority of College Dropouts Cite Financial Struggles as Main Cause
The number one reason many young adults drop out of college is an inability to juggle school, work and paying for basic expenses, according to a Public Agenda report. Of students surveyed, 58% said they did not receive financial help from their families to pay tuition or fees, and 69% had no financial aid. The report suggests ways to make it easier for working students to complete school, including allowing part-time students to receive financial aid, scheduling more classes at night and on weekends, reducing tuition and providing child care. (Washington Post, 12/09/09)

  As you read this watch out for whether these drop out students who say they have financial problems also have academic problems, that increases their costs because of the need to take remedial noncredit courses. It is not clear from the news reports if financial and academic problems are inter correlated. Moreover, the responses in the report indicate the students who drop out had serious academic problems as well as financial problems, so the media focus on just finance seems misplaced. Let me know what you think.

High School Senior Slump Begins To Intensify

Systemic Incentives for High School Senior Slump

Now that the senior year of high school is ending its first half, it is an appropriate time to examine its impact upon college preparation and college completion. The American educational system does little to discourage high school seniors from focusing on matters other than academic work. Rather than using the senior year to complete their secondary education and continue to prepare for postsecondary education, many seniors take less demanding courses and pay less attention to them. Some students use this time for goofing off; others earn money for college or complete nonpaid internships.

For the 70% of students who go on to postsecondary education directly after high school, the primary academic tasks for senior year are, in their view, to graduate on time and to secure admission to college. The first of these tasks may be accomplished by taking the easiest courses that meet the school’s graduation requirements. The second of these tasks usually does not require any effort after the first semester of senior year, since college admissions decisions do not rely on second-semester grades and colleges rarely withdraw an admissions offer to a prospect whose grades drop sharply.

Indeed, the college admissions calendar encourages college-bound students to work hard in their sophomore and junior years—since those grades are reviewed by admissions officers—and provides no incentives for continuing to study hard or take challenging courses in their senior year. It is not unusual for the highest-achieving students to take AP courses in their junior year in order to gain admission to a highly selective college and then drop challenging courses after receiving early admission in the fall of senior year.

The students’ view is, of course, shortsighted. But it is hard for students to see beyond the twin goals of high school graduation and college admission. And in their minds, these goals are not only sufficient but discrete: They do not realize that meeting their high school graduation requirements does not mean that they are prepared for college (ACT, 2000). Nor do they think about using their senior year to prepare for the placement exams that may await them when they enroll in college.

One result is that many students who received good grades in high school spend part of their freshman year in college enrolled in remedial writing, math, and science classes. For example, 56% of the students admitted to the California State University campuses fail a placement test and must take a remedial course; at the more selective University of California campuses, almost a third of freshmen fail the writing exam.

Among those who fail college math placement exams are students who took math courses during their junior year in high school, but took no math their senior year. By the time they arrive on campus, they have forgotten their algebra, geometry, and trigonometry. Instead of moving on to college-level work, they must revisit topics they studied in high school. Remediation is a particularly acute problem for low-income students who proceed directly from high school to postsecondary education (ACT, 2000).

The colleges know this—they know how many of their freshmen fail their placement tests, how many are on academic probation, and how many drop out because they are not academically prepared for college-level work. But most colleges, like their applicants, have been more concerned about access to higher education—about admissions—than about academic preparation. For example, most community colleges have an open admissions policy, which fulfills their mandate to provide access. But community colleges send weak signals to high school students about the knowledge and skills they need to acquire in high school in order to succeed in college. Only when these students arrive for orientation or registration do they discover that they will not be allowed to take for-credit courses until they have passed the college’s English and math placement exams.

The fault, of course, does not lie solely with higher education. Part of the problem is that the high schools view their curriculum more as a set of discrete courses than as a coherent program that culminates in the senior year. Seniors continue to accumulate the units needed for graduation with little guidance about the knowledge and skills they will need to succeed in their next endeavor, be it college or a vocation. Despite the cliché about viewing high school graduation as a commencement, the high schools largely treat the completion of senior year as an end in and of itself.

In addition, the senior year has been left out of the accountability movement in the K-12 schools. New York’s state K-12 assessment includes the senior year; other states stop by the 11^th grade and most stop at the 10^th grade level. The K-12 assessment movement has no strategy for accountability for the senior year.

From this perspective, senior slump appears to be the rational response of high school seniors to an education system in which no one claims the academic content of the senior year as a basis for further education. Neither the K–12 system nor the postsecondary system provide any incentives for high school seniors to work hard. To understand this institutional disinterest in senior year, we must look at the almost total disjuncture between K–12 education and postsecondary education.

New Middle Grades College-Going Toolkit

The Woodrow Wilson National Fellowship Foundation through its Early College program has provided a useful toolkit.

California State University Creates Selective Admissions Because Of State Budget Cuts

John Fensterwald, formerly of the San Jose Mercury News, has a blog on California education policy that has content well ahead of other media outlets-www.educatedguess.org. Here is a sample that is relevant to my blog.

The California State University system is about to send a harsh message to this year’s high school seniors and community college students  aspiring for a four-year degree. In spite of record applications, CSU will admit 7 percent fewer students next year to its 23 campuses, while likely raising tuition yet an additional 10 percent. And, seniors, don’t think about straying too far from the nest: Depending on your field of study, you may be limited to attending the CSU closest to your home.

CSU Chancellor Charles Reed gave the grim assessment at a press conference Tuesday. He made it clear that his recommendations pained him. “Denying students access to the California State University is just about the worst thing I can do during a recession. But we have to provide a quality higher education to students and we cannot educate more students with less.”

The Legislature cut $564  million from the CSU budget this year, leading to furloughs and a 30 percent increase in fees. Cutbacks  in admission over two years will reduce the 450,000 students in the system  by 40,000.  A quarter of that will happen this year, mainly by eliminating, for the second straight year, mid-year transfers from community colleges. The remaining 30,000 will result from fewer freshman admissions and fewer transfers in the fall of 2010.

The Mercury News offered a look <http://bit.ly/1nL5tO> at how one CSU campus will do the downsizing. San Jose State, with 30,000 grads and undergrads,  will be allotted  2,500 fewer slots next year, on top of the 3,000 cut this year. Admission for the most popular majors – business, nursing, engineering, psychology – will go only to students from Santa Clara County, and will require higher grades and scores. Students outside the local area will be able to compete for spots for less popular majors, like biology, chemistry and computer science. Only those local and non-local qualified students willing to study aviation and chemical engineering – among the least popular majors – will be assured admission.

Applications to the most impacted campuses, such as San Jose State, are due Nov. 30. The early deadline may be one reason why, as of Oct. 1, there already were 266,152 applications to the CSU system, up 53 percent. Freshmen applications had increased by a third.

Reed will ask trustees to approve a 2010-2011 budget seeking  $838 million more from the Legislature, restoring university funding to the 2008 level.  Of that, $110 million would come from increasing student fees about an additional $500 –  to more than $5,300. With midyear state budget cuts coming, and at least a $7 billion gap projected for next year, getting more money from legislators is a moon shot.

But legislators have also balked at cutting the $10 billion prison budget as much as the Gov. Schwarzenegger requested and experts for years have urged. As Reed said, it’s also a matter of priorities.

The College Remedial Trap And How To Get Out Of It :Part 2

  Most college remediation is in math where students need to take up to three remedial courses to reach a beginning transfer course to a four year college. Most do not survive this path. According to the Carnegie Foundation, about 65% cannot pass these developmental courses and reach the first transfer class. Carnegie proposes to develop a one year math sequence ending with a statistics course that will count toward 4 year transfer credit. This new course would contain statistics, data analysis, and quantitative reasoning rather than just algebra.

   This sounds like a good idea, but will the universities accept this different math content, and is there an ample supply of statistics teachers? For the article see San Jose Mercury News on December 1.

For Profit Private Colleges Rake In Federal Aid

Associated Press analysis shows surging proportions of low-income students and increases in federal financial aid are ending up at for-profit schools. Last year, the five institutions that received the most Pell Grant dollars were all for-profit colleges, collecting over $1 billion among them. In the first quarter after the maximum Pell Grant was increased last July, the government paid out 45% more than during the same period a year ago. But the amount of dollars heading to for-profit, or “proprietary,” schools is up 67%. (Boston Globe, 11/29/09).

The College Remedial Trap And How To Get Out Of It

Qualifying for a transfer level course often requires taking multiple pre-requisite courses. This multi-semester sequence provides many chances for students to fall off track.

Depending on where a student scores in placement tests, they may face up to two years of required remedial courses in a developmental math sequence before even enrolling in a transfer level class. The length of this sequence entails a coordinated number of course registrations decisions over time, a successful negotiation of instructional expectations with multiple faculty, and acceptable student performance over multiple learning contexts. Taken in aggregate, this creates multiple opportunities for students to fall off track.

A simple mathematical model illustrates this problem. Suppose a sequence of four developmental courses and we optimistically project that 80% of students succeeding in each course, and 80% of those who succeed continuing on to the next course. Over the four-course sequence, a starting cohort of 100 students would reduce to 18. And that is based on a success and continuation rate that is higher than average.

Here are some principles to solve this problem:

Create a cohort model that lays out a clear course sequence, publicize it, and counsel students to follow it.

Individualize instruction – Create a modular curriculum that lets students move through at their own pace, and spend time as they need on topics.

Deploy hybrid course models which introduce more scheduling flexibility for students and thereby making it easier to fit academic requirements into their “complex other lives.”

Re-organize classes so that students co-enroll in two courses in the same semester and the two courses are taught as a single block.

Thanks to Carnegie Foundation for providing this content.

Male/ Female Gap In College Completion Still A Mystery

Last year females were  58% of college graduates at four year institutions. The ratio has been rising steadily, and is much worse for Latinos and African Americans. I read with anticipation the review of six new books on the cause for this in the November 23 edition of the Chronicle of Higher Education on line daily-htlm@chronicle.com. But there was nothing new in any of the books except more speculation and no hard data. Various causes are argued , but no strong empirical evidence to support the assertions. At least the title is correct for the book reviews-The Puzzle of Boys

State Data For College Transition and Readiness Getting Better

The data quality campaign – www.DataQuality Campaign.org has released its annual survey of state data systems. Stimulus money and other causes have fueled an expansion of k-16 linkage. 30 state collect data on high school students that require remediation, up from 8 in 2005. 31 states can match records between k-12 and postsecondary education, up from 12 in 2005. Most surprising is that 37 states now have some form of collegereadiness test , up from 7 in 2005 .

I wonder what these state college readiness tests look like. They could be just scores on SAT or ACT rather than something based on state curriculum content standards and career education. Moreover, how is all this data being used for state and local decision making?