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27 May
Comments Off on How Much I Paid For College vs. What Knowledge I Retained

How Much I Paid For College vs. What Knowledge I Retained

Knowledge is power. Money is power. I graduated college lacking both of the two things thatis power.

(NOTE TO MOM AND DAD: You can stop reading now.)

Dont get me wrong, I learned a lot in college: how to shotgun a beer,how to survive on a mac-n-cheese diet, how to have sex, how not to have sex, how to do my own laundry, how to say the The in The Ohio State University (its pronounced thee and its emphasized as if its followed by twelve exclamation points).

What didnt I learn? Any of the material I was there to study.

I calculated the estimated total cost of my college courses using data* gathered from The(e!!!!!!!!!!!!) Ohio State Universitys website. These prices are paired with the remnants of information that have withstood the test of time.Was higher education worth it? Well, like most of the questions my college professors posited, I dont know the answer.

25 May
Comments Off on Morehouse College Honors 3 Valedictorians for First Time in History

Morehouse College Honors 3 Valedictorians for First Time in History

Liam R. Davis, IanNiemeyerand Willie J. Thompson, valedictorians of the Morehouse College Class of 201

Morehouse NewsCenter screenshot

20 May
Comments Off on FACT SHEET: Expanding College Access Through the Dual Enrollment Pell Experiment

FACT SHEET: Expanding College Access Through the Dual Enrollment Pell Experiment

Earning a college degree is an increasingly important step towards entering the middle class. Yet less than 10 percent of children born in the bottom quartile of household incomes attain a bachelors degree by age 25, compared to over 50 percent in the top quartile.[1] Many high school studentsespecially those from low-income backgroundslack access to the rigorous coursework and support services that help prepare them for success in college.

In his 2013 State of the Union Address, President Obama laid out a new vision for Americas high schools, proposing funding to scale up innovative high school models and partnerships with colleges and employers so that all students can access a high-quality education and be prepared to pursue their educational and career goals. These models aim to strengthen Americas high schools by supporting stronger partnerships to expand access to rigorous coursework, support personalized learning, provide students with the chance to build work-based competencies, and allow for innovative approaches to drive student achievement.

Building on the Administrations work to expand college opportunity including efforts to redesign Americas high schools and Americas College Promise, the Presidents vision to make two years of community college free for responsible students, today the Department of Education is inviting 44 postsecondary institutions to participate in an experiment that for the first time allows students taking college-credit courses to access Federal Pell Grants as early as high school. As part of this experiment, an estimated 10,000 high school students will have the opportunity to access approximately $20 million in Federal Pell Grants to take dual enrollment courses provided by colleges and high schools throughout the nation. Nearly 80 percent of the selected sites are community colleges.

Dual enrollment, in which students enroll in postsecondary coursework while also enrolled in high school, is a promising approach to improve academic outcomes for students, particularly those from low-income backgrounds. Selected experimental sites are required to ensure Pell-eligible students are not responsible for any charges for postsecondary coursework after applying Pell Grants, public and institutional aid, and other sources of funding. About 80 percent of the sites are community colleges, and the Administration continues to place a strong emphasis on offering responsible students the opportunity to pursue an education and training at community colleges for free.[1][2]

Innovation is an important underpinning in our efforts to expand college access and increase college completion for our nations students, said US Under Secretary of Education Ted Mitchell. Were thrilled these institutions have joined us in answering the Presidents call to reimagine the high school experience and create stronger linkages to college coursework. These sites will help us learn how the availability of Pell Grants impacts participation and success in dual enrollment programs.

Promoting College Access and Success Through Dual Enrollment

In the 2010-2011 school year, more than 1.4 million high school students took courses offered by a college or university for credit through dual enrollment.[3] A growing body of research suggests that participation in dual enrollment can lead to improved academic outcomes, especially for students from low-income backgrounds and first-generation college students.[4] Research suggests that participation in dual enrollment can lead to better grades in high school, increased enrollment in college following high school, higher rates of persistence in college, greater credit accumulation, and increased rates of credential attainment.[5],[6]

While dual enrollment models have shown promising academic outcomes for students, cost can be a barrier: at nearly half of institutions with dual enrollment programs, most students pay out of pocket to attend.[7] Under the experimental sites authority of section 487A(b) of the Higher Education Act, which allows the Department to test the effectiveness of statutory and regulatory flexibility for postsecondary institutions that participate in the Federal student aid programs, the Secretary will waive existing financial aid rules that prohibit high school students from accessing Federal Pell Grants. Through this experiment, the Department hopes to learn about the impact of providing earlier access to financial aid on low-income students college access, participation, and success.

Advancing Practices that Promote College Access and Success

Many of the institutions invited to participate in this experiment proposed dual enrollment arrangements that share some key features designed to make students successful in college and career. Some of these features include:

  • Academic preparation and credit accumulation: These programs ensure that students meet academic requirements, keep their grades up, and are engaged in a quality curriculum. They also increase students college-readiness by offering a minimum of 12 credits worth of courses, which can allow students to earn about a full academic semesters worth of college credits towards their postsecondary credential.
  • Advising and other support services: Most of these programs provide students with access to personalized academic advising or guidance counseling. These services help guide students in taking courses most relevant to the postsecondary credential they are seeking. Many programs also provide tutoring and other services designed to better prepare students for the rigors of postsecondary education. Additionally, participating institutions and their secondary school or school district partners will commit to assisting their dual enrollment students with completing the Free Application for Federal Student Aid (FAFSA) to determine their eligibility to receive Federal Pell Grants.
  • Pathways to further their studies: All students participating in dual enrollment arrangements are one step ahead in their pursuit of a postsecondary credential. Many of the programs selected for participation create clear pathways programs for their dual enrollment students to continue their studies at the postsecondary institution and/or transfer the credits theyve earned to other institutions of higher education in the local area.
  • Providing a teaching foundation for STEM and alignment with workforce needs: Many of the selected programs help students get a foundational education that will prepare them to succeed in college and their careers. Some examples of the focus of these programs support students in developing the critical-thinking skills and foundational knowledge for STEM fields and others that align with local workforce needs including advanced manufacturing, machining, welding, aviation, health sciences, software engineering, computer information systems, and business computer applications.

Finally, participation in this experiment will enable many of these programs to expand the number of students they serve: in particular, more Pell-eligible students from low-income backgrounds. In addition to expanding existing programs, this experiment has spurred the creation of at least 10 new partnerships between colleges and high schools.

Building on Efforts to Make College More Affordable

Strengthening Community Colleges

By allowing students to take college courses for credit, the dual enrollment experiment builds on President Obamas efforts to make higher education more affordable and to support community colleges to ensure they are gateways to economic prosperity and educational opportunities for American families.

Last week, the Vice President and Dr. Biden announced the $100 million Americas Promise Grants, which connects more Americans to free community college and training. This builds on the Administrations investments of over $66 billion in community colleges through the Pell Grant program, cutting the cost of college by about $3,500 for over 3 million students per year. In addition, the Administration has invested over $1.6 billion in community colleges through the HEA Title III and Title V programs and nearly $2 billion through the Trade Adjustment Assistance Community College Career Training (TAACCCT) Grant Program, which expands and improves their education and career training programs. Altogether, the Administration has invested about $70 billion in community colleges, and continues to see college attainment rates increase

Building on Evidence to Expand Access, Keep Costs Down, and Strengthen Quality

The dual enrollment experiment also builds on the Administrations efforts most notably through the First in the World program for higher education and the Investing in Innovation (i3) Fund for PK-12 to support innovative solutions while building the evidence base to identify and promote promising strategies that improve educational outcomes.

Catalyzing Partnerships and Designing Next Generation High Schools

The dual enrollment experiment program builds on this Administrations work to promote Next Generation High Schools, which not only provide students with the academic foundation and skills they need to be successful, but also ensure students have the opportunity to participate in project- or problem-based learning and engage in experiences learning opportunities that build career-ready competencies.

Through his budget request for fiscal year 2017, President Obama has asked Congress to fund an $80 million competitive program to help districts create innovative high school models to personalize teaching, promote active learning for students, and to provide deep ties to post-secondary education. By doing so, schools and districts will build the rigorous and relshy;evant education needed for students to succeed. The Administration has also called on the private and public sector to take action. The White House Summit on Next Generation High Schools announced the answer to that call: $375 million in private and public sector commitments to advance Next Generation High Schools. The dual enrollment experiment represents the next step in the work to rethink how high schools educate our students and prepare them for college and career through stronger partnerships between higher education and the K-12 space.

2016 Postsecondary Institutions Invited to Participate

44 postsecondary institutions across 23 states will be invited to participate. They are listed below, and more information can be found about their proposed programs here.

  • Adams State University (Alamosa, Colorado)
  • Asnuntuck Community College (Enfield, Connecticut)
  • Bard College (Annandale-on-Hudson, New York)
  • Benedict College (Columbia, South Carolina)
  • Bristol Community College (Fall River, Massachusetts)
  • Carl Sandburg College (Galesburg, Illinois)
  • Cayuga Community College (Auburn, New York)
  • Central Virginia Community College (Lynchburg, Virginia)
  • College of Southern Maryland (La Plata, Maryland)
  • Community College of Beaver County (Monaca, Pennsylvania)
  • Cowley County Community College (Arkansas City, Kansas)
  • Gateway Community College (New Haven, Connecticut)
  • George C. Wallace Community College (Hanceville, Alabama)
  • Germanna Community College (Fredericksburg, Virginia)
  • Glenville State College (Glenville, West Virginia)
  • Guilford Technical Community College (Jamestown, North Carolina)
  • Hagerstown Community College (Hagerstown, Maryland)
  • Holyoke Community College (Holyoke, Massachusetts)
  • Illinois Central College (East Peoria, Illinois)
  • Jackson State University (Jackson, Mississippi)
  • Leeward Community College (Oahu, Hawaii)
  • Louisiana State University (Eunice, Louisiana)
  • Mississippi Gulf Coast Community College (Perkinstown, Mississippi)
  • Naugatuck Valley Community College (Waterbury, Connecticut)
  • Niagara County Community College (Sanborn, New York)
  • North Country Community College (Saranac Lake, New York)
  • Northeast State Community College (Blountville, Tennessee)
  • Northeastern Technical College (Cheraw, South Carolina)
  • Norwalk Community College (Norwalk, Connecticut)
  • Owensboro Community and Technical College (Owensboro, Kentucky)
  • Quinebaug Valley Community College (Danielson, Connecticut)
  • Ranger College (Ranger, Texas)
  • Ranken Technical College (St. Louis, Missouri)
  • Southern New Hampshire University (Manchester, New Hampshire)
  • Southwest Tennessee Community College (Memphis, Tennessee)
  • Southwestern Illinois College (Belleville, Illinois)
  • Sullivan County Community College (Loch Sheldrake, New York)
  • SUNY Adirondack (Queensbury, New York)
  • SUNY Rockland Community College (Suffern, New York)
  • Three Rivers Community College (Norwich, Connecticut)
  • University of Arkansas Community College (Hope, Arkansas)
  • University of Nevada (Reno, Nevada)
  • Urban College of Boston (Boston, Massachusetts)
  • William R. Moore College of Technology (Memphis, Tennessee)

[1] Bailey, M, and Dynarski, S. (2011). Gains and Gaps: Changing Inequality in US College Entry and Completion. National Bureau of Economic Research.

[2] Marken, Stephanie et al. (2013). Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 201011. US Department of Education, National Center for Education Statistics.

[3] Marken, Stephanie et al. (2013). Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 201011. US Department of Education, National Center for Education Statistics.

[4] Karp, M, and Hughes, K. (2008). Study: Dual Enrollment Can Benefit a Broad Range of Students. Techniques: Connecting Education and Careers (J1) 83.7, 14-17.

[5] An, B. P. (2012). The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit? Educational Evaluation and Policy Analysis, 35, 5775.

[6] Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W., amp; Bailey, T. R. (2007). The Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States. Saint Paul, MN: University of Minnesota, National Research Center for Career and Technical Education.

[7] Marken, Stephanie et al. (2013). Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 201011. US Department of Education, National Center for Education Statistics.

20 May
Comments Off on Average college freshman pays nearly half price with discounts at private schools

Average college freshman pays nearly half price with discounts at private schools

The average freshman at a private college paid nearly half the sticker price this year as schools increased their tuition discounts, a strategy that some higher education experts fear is putting small institutions in financial jeopardy.

Tuition discount rates — the percentage of tuition revenue schools hand students in the form of grants — reached an estimated 49 percent for full-time freshmen in the 2015-2016 academic year, up from 47 percent a year earlier and the highest level on record, the National Association of College and University Business Officers (NACUBO) said Monday (May 16). The association surveyed 401 private, nonprofit four-year colleges and universities for its annual report.

The average discount rate for all undergraduates in the colleges surveyed was roughly 43 percent, meaning that private colleges put nearly 43 cents of every tuition dollar toward scholarships and grants. The financial aid reached nearly 78 percent of all undergraduates and 88 percent of first-time, full-time freshman. Discount rates climbed because a greater share of students received institutional grants.

Universities with the largest endowments have been the most generous with scholarships, especially for students from modest means, according to the report. Schools with endowments of more than $1 billion funded roughly a third of their scholarships through their endowments and used about 86 percent of the grants to meet financial need. Seven percent of grants at institutions with endowments of less than $25 million came from those funds, and about 77 percent of scholarships were for needy students.

With the help of their endowments, private colleges and universities continue to strive toward increasing affordability for their students, Ken Redd, NACUBOs director of research and analysis, said in a statement.

Providing students with more scholarships lessens the burden of paying for college, but it also means that many schools are stunting their revenue growth. According to the report, the average growth in net tuition revenue — the money earned from students after schools provide financial aid — per first-time, full-time freshman was 1.2 percent this year, compared to 2.1 percent in 2014-2015.

Discounting strategies have long been used to entice price-sensitive students to enroll, with the understanding that at least a small percentage of students will pay the full sticker price. Yet financial analysts say it is a gamble that is increasingly becoming a bad bet for small schools.

Moodys Investors Service says nearly half of the nations private universities set published prices artificially high and then offer deep discounts to get students to enroll. Discounting has a much more significant budget impact on small private schools with lower ratings because they have limited resources. On the other hand, colleges with stellar bond ratings can finance discounts through philanthropic gifts and endowment income while maintaining strong net tuition revenue growth.

College enrollment has trailed off since reaching peaks before and during the recession, according to Moodys. Most of the pressure has been felt in the Midwest and Northeast, regions that are facing below-average or weak population growth.

With net revenue growth slowing down and the nations student population evolving, many schools are testing strategies to ensure they can continue to deliver on their missions and remain financially sustainable in the years ahead, Redd said.

About 28 percent of colleges reported the implementation of new recruitment and retention strategies to increase enrollment, according to the NACUBO report, but many schools are experiencing enrollment declines. More than half of the schools that responded to the survey saw declines in total undergraduate and first-time, freshman enrollments. A majority of those schools attributed falling enrollment during the past four years to price sensitivity.

— Danielle Douglas-Gabriel, (c) 2016, The Washington Post

20 May
Comments Off on Black Lives Matter activists destroy ‘Blue Lives Matter’ display at Dartmouth College

Black Lives Matter activists destroy ‘Blue Lives Matter’ display at Dartmouth College


Blue lives, black lives, yes, all lives matter.

The Dartmouth College Republicans received permission from the college to put up a Blue Lives Matter display honoring law-enforcement work during National Police Week. After just one day, the display was completely removed and replaced with Black Lives Matter signs, according to the Dartmouth Review, a conservative newspaper.

On Thursday, May 12, after a three-week process to gain access to the bulletin board, the College Republicans put up their display. By 9 am the following morning, social media was buzzing about the display.

News of the display gained traction on social media, the Dartmouth Review reported. One post stated in reference to the bulletin board, In case recent news about inclusivity and diversity had you fooled, Dartmouth is still racist. Located in the student center atrium.

Then, by 11 am, a group of students at the New Hampshire college had taken the display down completely, replacing it with four fliers that said, You cannot co-opt the movement against state violence to memorialize its perpetrators. #blacklivesmatter, according to Dartmouth Review.

The college intervened, and told the Black Lives Matter protesters they were in violation of college policy for taking down the display because the College Republicans had rightfully reserved it. The protesters said they were aware of their violation, but they refused to stand down.

17 May
Comments Off on 2 Dallas-area college students left country to fight for Islamic State, leaked documents say

2 Dallas-area college students left country to fight for Islamic State, leaked documents say

  • ISIS No. 2 man slain in Syria in latest US strike targeting terror groups leadership
  • Old 97s frontman Rhett Miller the latest to have his website hacked by ISIS sympathizers
  • North Texas Muslim leaders condemn ISIS, raise concerns about threats to US Muslims

Two college students from North Texas were among the people who have left the United States to fight for the Islamic State, according to records obtained by NBC News.

Omar Kattan, who attended the University of North Texas, and Talmeezur Rahman, who attended Collin College, were listed on personnel files given to an NBC reporter by an Islamic State defector, the network reported.

Kattan, a Syrian, was 23 when he left the US for Syria in 2013. He had studied Arabic, biology and chemistry at UNT and wrote on his website that he wanted to attend dental school.

Margarita Venegas, a spokeswoman for UNT, confirmed to KXAS-TV (NBC5) that Kattan attended the school and earned a degree in biology.

16 May
Comments Off on Doug Williams leads charge for Black College Football Hall of Fame’s future

Doug Williams leads charge for Black College Football Hall of Fame’s future

Doug Williams is still making history, so to speak.

Decades since earning Super Bowl MVP honors as the first African-American quarterback to start in the NFL’s signature title game, Williams is playing a key role in a new partnership that will establish a permanent home for the Black College Football Hall of Fame on the grounds of the Pro Football Hall of Fame in Canton, Ohio.

It’s fitting. Williams and James Harris, a fellow Grambling alum with a distinct historical footprint of his own, founded the Black College Football Hall in 2009. In an alliance announced last week, they achieved a major goal in finding a facility to showcase honorees who made their mark at historically black colleges and universities (HBCU).

“This is so important,” Williams told USA TODAY Sports. “If our history isn’t preserved, it won’t be there. James and I have talked about that, and how so many guys have been unrecognized.”

25 April
Comments Off on Bernie Sanders is making unrealistic promises about his free college plan

Bernie Sanders is making unrealistic promises about his free college plan

His plan depends upon governors like your governor putting in a lot of money, she said recently while campaigning in Wisconsin. Now, Ive got to tell you, having followed from afar the wrecking ball that Scott Walker has used against higher education, I dont think its all that realistic to say, well, youll get free college as long as Scott Walker chips in about, you know, yes, about $300 million.

Sanderss reply to this, when asked by CNNs Erin Burnett, was to misdescribe the essential elements of his own plan.

Now, what Secretary Clinton says is that Scott Walker may not go along with that. But you know what happens to the state of Wisconsin if he does that? California will, Vermont will, states all over this country will, and young, bright people will be leaving Wisconsin. And I think the people of Wisconsin will tell Scott Walker, you know what, this will be a disaster for the future of our state. Because when kids leave, sometimes they dont come back. So I think the idea is sound.

How Sanderss plan actually works

What Sanderss plan, as spelled out in his College for All Act, does is provide federal matching grants to help defray the costs of eliminating tuition for in-state students.

20 April
Comments Off on ESPN’s FPI Ranks College Football’s Hardest Schedules

ESPN’s FPI Ranks College Football’s Hardest Schedules

This afternoon, ESPN updated its 2016 Football Power Index, which is defined as measure of team strength that is meant to be the best predictor of a teams performance going forward for the rest of the season. The FPI not only calculates team strength, but also strength of schedule for every FBS team. Weve already ranked what we feel are the 15 most difficult schedules in the country. Here is what FPIs measure looks like.

Some interesting notes:

  • The top of this metric is absolutely dominated by the Pac-12 and SEC, with eight teams a piece in the top 20. 
  • The ACC and Big 12 each only have two teams in the top 20 (Florida State and Syracuse, Texas and Iowa State), while the Big Ten is totally shut out. More on that later.
  • Some of the Power Fives weaker teams are not doing themselves any favors. Five teams included in the strength of schedule top 20 have FPI rankings of four points or less above average: Syracuse (2.0), Vanderbilt (3.5), Oregon State (0.1), Colorado (2.7), and Iowa State (0.6). Good luck this year, fans of those programs.
  • Were on the same wavelength as FPI with many of these schedules. In December, we also ranked USC as having the No. 1 hardest schedule in the country.
  • FPI is bullish on Florida State. Despite a strength of schedule rank of No. 3, FSU is projected for 10.6 wins this year, best among all FBS programs.
  • Oh, and about the Big Ten


18 April
Comments Off on Franklin College fraternity shuts down after national office suspends charter

Franklin College fraternity shuts down after national office suspends charter

FRANKLIN, Ind. (April 7, 2016) – A Franklin College fraternity shut down this week after the national office decided to suspend its charter.

According to Franklin College, the Phi Delta Theta house closed Wednesday. Members have until April 13 to find new housing; the college said it would help students find a new place to live on campus.

The General Council of Phi Delta Theta cited the chapter’s risk management violations and failing chapter operations for the decision.

In an email about the closure, Franklin College disclosed that it had previously taken action against the fraternity concerning student misconduct. The investigation into those allegations continues, the college said.

“While the college community is saddened by this news, it recognizes the national fraternity’s responsibility to uphold its standards and values,” said Franklin College President Thomas J. Minar, PhD  “Franklin College is committed to Greek organizations that live out the college’s mission and values.”

Franklin College isn’t alone in having disciplinary action taken against a fraternity. Purdue’s Sigma Phi Epsilon was suspended for four years for violating Purdue’s alcohol and hazing policies. At Indiana University, Alpha Tau Omega shut down after a sexually explicit video came to light. IU’s Phi Kappa Psi was also suspended for two years following code of conduct violations.