Showing posts with label college. Show all posts
Showing posts with label college. Show all posts

world university rankings 2013-2014

Filter by region and/or subject with sections on analysis and methodology. The global university-industrial complex is growing. (Asia now has six top 50 institutions; they had five last year.) A few things I've pulled out are below this description of these particular rankings:
The Times Higher Education World University Rankings 2013-2014, powered by Thomson Reuters, are the only global university performance tables to judge world-class universities across all of their core missions - teaching, research, knowledge transfer and international outlook.
Diversification and Specialization
Gee, too bad they are improving across the board:
In contrast to other parts of the world, diversification and specialisation do not seem to be top priorities for Asian universities: the internal cohesion of Japanese, Korean and Chinese institutions in the top 200 list vastly increased between 2012-13 and 2013-14. However, this policy of improvement across the board does seem to fall short when compared with global competition based on diversification and specialisation.
New World Pecking Order
A pea-sized history of ranking is provided though I'm not buying the glib evolutionary assumptions. (I'm seeing economic motives here. )
To be sure, it took many millennia before our innate rankings impulse could be applied to universities. It wasn’t until 1874 that hereditarian Francis Galton published English Men of Science: Their Nature and Nurture, which tallied the universities attended by more than 100 scientists – notable among them Oxbridge and a variety of “Scotch, Irish or London universities”.
Galton didn’t attempt an actual ordinal listing by quality, however. That first happened in 1910, when American James McKeen Cattell used a complex methodology (sound familiar?) to create a table showing how 20 US universities stacked up against one another based on the number of accomplished scientists they employed.
Highly Accomplished Outcasts
Discusses schools that don't fit into the ranking scheme:
In the Times Higher Education World University Rankings, institutions are excluded for three reasons: low research output; a single or very narrow disciplinary focus; or their status as graduate-only schools.[...]
However, despite these disadvantages, the University of California, San Francisco does very well in the survey and was ranked among the top 50 in the world in 2012. Additionally, the London School of Hygiene and Tropical Medicine, London Business School, Israel’s Weizmann Institute of Science and global business school Insead more than hold their own in reputation terms against their larger peers.
Pedagogy in Peking
The President of Peking University writes about their broad approach to developing leadership and the challenges they see ahead.
Insisting on excellence in studies with such breadth and depth poses a serious practical question: how can we avoid student burnout and leave them with enough time and energy to explore freely, think deeply and even daydream? Like our colleagues all over the world, we are constantly attempting to address this question. We do not pretend to have solved it, but we are exploring several options. 
First, the curriculum needs to be updated and reorganised in a more efficient way. Second, the sciences, humanities and social sciences should be taught in an integrated manner that unites all parts into meaningful wholes. Third, technologies such as the internet, interactive learning software and online courses need to be utilised to enhance teaching-learning proficiency.

Spelman College leaves NCAA

spelman college
Spelman College
(Photo credit: waynetaylor)
Spelman College has done a remarkable thing in stepping outside of the culture of athletics in college. The peer pressure to do athletics is intense for schools.  Spelman shows leadership and independence in moving to support the needs of the majority of students. Spelman will focus on voluntary programs that develop the health of all students.
Spelman College Withdrawing From N.C.A.A. - NYTimes.com: Hoping to replace organized sports for the few with fitness for all, Spelman College this week formally announced its withdrawal from intercollegiate athletics.   ...
“When we studied this early this year, I was startled to see that we really had only 80 student athletes out of 2,100 students, and our program was costing almost $1 million,” said Beverly Daniel Tatum, the college president.   ...
Instead, the administration decided in April to end intercollegiate sports and direct some of the savings into a fitness and nutrition program for all students. ... 
Erik Christianson, an N.C.A.A. spokesman, said the group knew of just one other college in the past decade that had dropped intercollegiate sports entirely, the New York City College of Technology in Brooklyn, a branch of the City University of New York.
Spelman eliminates athletics in favor of campus-wide wellness initiative | Inside Higher Ed:      Many colleges will do just about anything to get a bigger share of the ever-increasing revenue and recognition brought from participation in intercollegiate athletics. This past year alone, universities rushed to join conferences that made little sense geographically or competitively, and college presidents dropped their initial resistance to a football playoff system.
Spelman College is doing the exact opposite. The historically black liberal arts women’s college in Atlanta will announce today that it is completely eliminating intercollegiate athletics at the end of this academic year."
Spelman joins the Ivy League in this focus on students and willingness to limit athletics. 
Point/Counterpoint: Paying College Athletes | The Sport Journal: "However, by the mid-1950’s many schools were still struggling with the issue of offering athletic scholarships. Some university presidents ultimately decided to maintain the principles of amateurism and further serve the mission of higher education. Those were presidents of universities that today make up the Ivy League. They concluded that it was not in the best interest of their universities to award athletic scholarships, and have remained steadfast even today."
Links: History of NCAA and Sports at Universities
President of the United States Theodore Roosev...
President of the United States
Theodore Roosevelt

(Photo credit: Wikipedia)
Point/Counterpoint: Paying College Athletes | The Sport Journal: "In the late 1800’s, football played by college teams was a brutal sport but enjoyed by many fans. However, from 1900 to 1905, there were 45 players who died playing the sport (22). This prompted President Theodore Roosevelt to summon the presidents of Harvard, Yale, and Princeton, and threaten them with a ban unless the sport was modified. As a result of that meeting, a group of 62 university presidents convened to form the Intercollegiate Athletic Association in 1906. This group evolved into the NCAA in 1910, but as a group it only possessed supervisory power (22)."
College Athletics - History Of Athletics In U.s. Colleges And Universities - Sports, Intercollegiate, University, and Football - StateUniversity.com: "Intercollegiate athletics in the United States has come to be regarded as higher education's "peculiar institution." This somewhat critical characterization results from the fact that although intercollegiate athletics is seldom listed as part of the central mission of a college or university, athletics have come to command inordinate visibility, resources, influence, and attention both inside and outside many campuses. Analyzing, explaining, and dealing with this disparity between official philosophy and actual practice presents a complex analytic task. To truly understand the present situation requires a reconstruction of college athletics' unique historical evolution."
"Visitors to an American campus cannot help but be struck by the physical presence of the intercollegiate athletics enterprise. In the twenty-first century, it is not unusual for a major university campus to contain both a football stadium that seats 70,000 spectators and a basketball arena that accommodates audiences of 20,000. In the year 2000 many universities had annual operating budgets for athletics ranging between $30 million and $60 million. The success and pervasiveness of college sports described was not inevitable, but is the result of particular innovations and episodes over the past 150 years. "
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globalized education

The Great Seal of Ohio.
The Great Seal of Ohio.
(Photo credit: Wikipedia)
Ohio recruits students from China and Kelly Williams-Bolar is jailed for sending her kids to a school in her own father's district two miles away: welcome to globalized ed.

The global middle class is on the move and life is good. It is also a great time to be in educational administration in state schools that once had to focus on their state. No more. Just because you pay your taxes and attend as required doesn't mean you get a job or can attend college.

The educational-industrial complex supports the global middle class and maybe your state, too, can find smart students abroad. US students are just not very smart and they can't afford to pay much either.

in Ohio colleges in record numbers | cleveland.com: "The university, like others in Ohio and across the country, has realized the benefits of recruiting Chinese students -- who usually pay full price and can handle the academic challenges.
The number of Chinese students in undergraduate programs at U.S. colleges increased 43 percent, to 57,000 students, from 2009 to 2010, according to the most recent statistics from the Institute of International Education."...
William Brustein, vice provost for global strategies and international affairs at Ohio State University, has worked in international education for 30 years. He said the sudden increase in undergraduate Chinese students has been a surprise. 
"The phenomenon is due to the growth of the professional middle class in China and the emphasis they place on higher education," he said. "The United States is that magnet. The growth wasn't a surprise, but I don't think people expected it to surge so quickly and rapidly." 
OSU, in an effort to establish a large global presence, targeted China as its first "global gateway" -- a prime location for faculty research, international student recruitment and opportunities for study abroad.
The university has opened offices in Shanghai, China, and Mumbai, India, and plans others in Brazil and Turkey .... While universities focus on China and India, they are also looking to other countries because as China and India expand their university systems, fewer students will look to the United States, Brustein said. 
"There are emerging markets," he said. "Brazil will be one and Sub-Saharan Africa and Southeast Asia as well. We have to have plans for that more diverse flow."
A year ago, representatives from 56 universities, including the University of Cincinnati, Miami University, Shawnee State University and the University of Findlay, visited Vietnam and Indonesia to explore opportunities for student recruitment there. They were invited by the U.S. Department of Commerce.   via Blog this'
School administrators, a growing and prosperous group, are happy they can get kids from the global middle class who can handle the educational challenges. Those kids who slogged through twelve years of compulsory mis-education in Ohio just can't seem to cut it.
Tuition increases at Ohio State are on the way next year. Many students have been protesting the proposed hikes over the past two months, saying they’r e already stretched to the limit. On Wednesday, more than 50 sign-carrying students marched across the College Green chanting “higher education, not a corporation.”

“I’m being crushed by debt,” said Christy Holden, a 19-year-old sociology major. “I understand wanting to maintain the quality of the education at Ohio University, but at what costs?”
Ohio is the same state that has not fairly funded their public schools and the state that used its police arm to charge Kelley Williams-Bolar with felony charges for sending her kids to a better school in her own father's district two miles away. Soaring tuition rates and few jobs for high school grads put pressure on everyone and when some in this system feel fearful, things can get ugly.
Kelley Williams-Bolar
Kelley Williams-Bolar
(Photo credit: good hair zine,
licensed image)
Kelley Williams-Bolar’s father dies in prison hospital - Local News"Williams and Williams-Bolar, 41, went on trial together in 2010 on charges of conspiring to enroll his granddaughters in Copley-Fairlawn schools in 2006. Williams-Bolar, who lived in Akron, was convicted of felony record tampering and served nine days in jail. Gov. John Kasich, after a torrent of international support for the mother, granted her request for a pardon over the objection of Summit County prosecutors."  
The whole point of compulsory public education was to strengthen citizen choices and the local and state economy. States provided resources, from land to funding, to build schools that everyone paid for and benefitted from except the rich, of course, who had private schools of their own. Now the so-called public schools themselves are globalized and privatized and helping fund a global middle/upper-class, entitled to whatever they have by test scores. Schooling was designed to end child labor but kids can take high-stakes tests for twelve years and still not get a job or a scholarship. Many have taken on debt trying to get a decent job. And debt levels record the amount of transfer:
Paul Krugman’s Economic Blinders – By Michael Hudson | Steve Keen's Debtwatch: "Blindness to the debt issue results in especial nonsense when applied to analysis of why the U.S. economy has lost its export competitiveness. How on earth can American industry be expected to compete when employees must pay about 40 percent of their wages on debt-leveraged housing, about 10 percent more on student loans, credit cards and other bank debt, 15 percent on FICA, and about 10 to 15 percent more in income and sales taxes? Between 75 and 80 percent of the wage payment is absorbed by the Finance, Insurance and Real Estate (FIRE) sector even before employees can start buying goods and services! No wonder the economy is shrinking, sales are falling off, and new investment and hiring have followed suit.
Globalization and the growth of corporate power has been a long time coming.
The Demise of Higher Education in the United States « unsettling economics:
"
The response to the falling rate of profit also played a role in changing education. Tax reduction had the attraction of partially restoring profits, but it also had an important effect on education. Growing budget deficits would ramp up pressure to privatize what had been previously public responsibilities. By largely defunding education, universities became increasingly dependent on corporate money. Administrators became cautious about allowing expression of ideas that might seem upsetting to business. These factors took an enormous toll on higher education."  

college in the news

Conn. bill eliminate remedial college courses - Boston.com: "Sen. Beth Bye, D-West Hartford, said the proposed legislation would do away with remedial college courses, replacing them with those offering extra support such as labs in addition to regular class hours or online programs. She said colleges would have flexibility under the bill to choose an approved remediation model.

"What I'm trying to do with the bill is set up a policy where colleges can innovate," Bye said. "They know there's a problem.""      via Blog this'

How Your College Is Selling Out to Big Ag | Mother Jones: The most remarkable thing about all of this is that it isn't remarkable at all. A few weeks ago, I pointed to a great Chronicle of Higher Education article documenting how university animal-health research has become dominated by the pharmaceutical industryand how the products that emerge from that process are much re about pharmaceutical industry profits than animal health. Now there's this eye-opening new report from Food & Water Watch (FWW) that documents in painstaking detail how the food and agrichemical industries have transformed our national public agricultural research infrastructure into essentially an R& D and marketing apparatus for their industry. (Similar trends hold for other areas of science research, most prominently medicine.)  



Occupy the Farm: Democracy for Land Grant Universities? : Indybay: "The occupiers demand UC Berkeley halt plans for further sale and private development of what was once the site of its renowned International Center for Biological Control. Instead, they propose an urban farm center to serve the research, training and development needs of the growing urban farm population in the San Francisco Bay Area's underserved communities. To demonstrate their point, they cleared the farm's weeds by hand and planted over two acres of vegetables. They set up an encampment and an information center and started holding community workshops on urban farming, community food security and food sovereignty. There are families, children and day care."

More on the Case for the Public University as a Public Option | Next New Deal: "Unfortunately, consumers do not have the necessary incentives to impose cost discipline in the market. The perceived necessity of a college degree to find a middle-class job gives students few options but to pay up...State legislatures, too, should put pressure on public colleges and universities not to increase staffing relative to student populations, and to respond to budgetary strains with cost control instead of tuition hikes or reductions in enrollment...Colleges and universities should take greater advantage of technological advances that could finally improve productivity in the education sector, such as distance learning and video instruction..."   



Jailbreaking the Degree?
Jailbreaking the Degree | TechCrunch: "But education isn’t all-or-nothing. College and its primary credential, the degree, needn’t be either. The benefit of modern, online education is that the burden of logistics and infrastructure are greatly reduced, allowing for the potential of a fluid, lifelong education model. The problem, to date, is that formal, online education is still being packaged in all-or-nothing degree programs, falsely constraining education innovation. The New Republic writes, “Online for-profit colleges haven’t disrupted the industry because while their business methods are different, their product—traditional credentials in the form of a degree—is not.”" ...

"Clayton Christensen** predicts, “I bet what happens as [higher education] becomes more modular is that accreditation occurs at the level of the course, not the university; so they can then offer degrees as collection of the best courses taught in the world. A barrier that historically kept people out of university [is] blown away by the modularization and the change in [course-by-course] accreditation.” 'via Blog this'

** The link is to this talk, below, by Christensen. From the metadata: 
For example, Christensen explains how the current model of education is integrated from top to bottom, meaning if you want to change one part of the model, you have to change the other parts of the model to fit. Using technology, education can move to a modular model in which a student can take a particular course, taught by the best professor in the world, and get credit for that course. Instead of accrediting only institutions, accreditation organizations would accredit individual courses. The student thereby receives the best, most appropriate education without the limitations and burdensome requirements of a linear, integrated education. 
Christensen encourages higher ed institutions to become hybrids, offering both on-campus and online courses, noting that this move would "extend their runway" and help them to enhance their effectiveness and maintain their competitiveness in an increasingly open and à la carte education environment. Increasingly, the focus will be, as it should, on helping students meet their individual needs instead of requiring students to follow a rigid factory model.






student debt overview

Occupy Student Debt Campaign Launch
Occupy Student Debt Campaign Launch
licensed image
Photo credit: JohannaClear
Yesterday, the level of American student debt passed the trillion dollar mark. There was little mention of the milestone in the mainstream media, but the Occupy Student Debt Campaign and its allies marked the occasion with "1T Day," a national day of action. A few hundred gathered in New York's Union Square and demonstrations were held in 20 other cities.

It's a start, but it doesn't come close to the scale of the problem. That's an important juxtaposition: student debt and the crisis of higher education more generally is more pronounced in the United States than elsewhere in the developed world, but the level of student organization and resistance is lower here. Part of the trouble is awareness. To do my part, I've assembled a quick dossier.
Bhaskar Sunkara has put together an excellent set of links, text and a very good video, Student Debt Serfdom with Sarah Leonard, Sarah Jaffe, Andrew Ross, Annie Spencer, and Jeffrey Williams.  The video discussion does a good job of underlining how many schools are funding capital projects with private debt that students take on.

Like public K-12 schools and banking and big finance, there is an overgrown administrative layer at universities that is massive now. Sustaining that layer and the growth they require means turning what we call public universities into virtually private ones catering to the global middle class. State universities want to reach across state lines and already take in increasing numbers of the global middle class from many countries to maintain the current structure. That whole schools for the common good of communities? Over. All that money spent over decades by taxpayers? A donation to the global ed industry.

Good discussion of this from many angles in the video.

previous
corporatization of the university
buying jobs is expensive
skewed up
the demise of the public university
how is requiring a BA legal?
an education bubble
denied loans

one trillion in debt

Yesterday was 1T Day. Everyone owes Wall Street everything.
10 Ways Student Debt Is Blocking the Economic Mobility of Young Americans | Demos"It’s time to renew our commitment to an accessible and affordable higher education system in the United States. Debt is not financial aid—it allows students to pay for college but also raises the cost of a degree because all student loans, especially private loans, include interest charges and origination fees. The need for student loans has also created a very lucrative market for the private lenders and banks who, until 2010, profited from guarantees through the federal student loan system and who are benefiting today from the demand for financing beyond the federal loan program. 
As activists across the country protest the debt-for-diploma system and its $1 trillion mark, below are the top ten reasons why our nation must embark on a new strategy to make college affordable as opposed to merely financeable through student loans."
1T Day: As U.S. Student Debt Hits $1 Trillion, Occupy Protests Planned for Campuses Nationwide:


PAMELA BROWN: That’s absolutely correct, and that’s a big problem that we have in terms of having people understand the true situation. The government only recently began to take on the majority of direct lending. So that’s only in recent years. The vast majority of the $1 trillion worth of student debt is actually held by Wall Street banks. And those banks actually securitize these loans, and they sell them off, and they make enormous profits from them. Furthermore, even the loans that are held by the government are ultimately securitized. Companies are paid. They’re compensated for servicing these loans. Because so many people are actually unable to pay them, we have a crisis where we have about five million people who are actually in default. And then there are companies that make enormous profits off of collecting on these loans. And these are Wall Street companies.
....

DAVID HARVEY: Well, it’s true, in a sense, that the costs of higher education have been escalated in this—I mean, way, way beyond the rate of inflation, tuition rates have been going up. But even in the City University of New York, which is—we haven’t imposed higher tuitions, because austerity comes from Albany and says we have less money from the state. And so, you know, again, it’s putting the costs of education onto the people who are being educated. And they’re long-term costs, as you mentioned, a trillion dollars now. And you kind of go, this is unacceptable. This is debt peonage for a large chunk of the population.



REPOST: rationing college


A discussion of what percentage should attend college from RSA: rationing college in order to ration jobs.  This whole problem would be transformed if pay scales were not so radically different for workers but since every single dollar now goes straight to the top, well, everyone wants to go up.

Over ten years ago, I sat at a conference with homeschooling families talking about the monopoly and control of licensing and credentials to drive up wages and how we homeschooling parents could navigate these restrictions.  College is rationed because there are not enough good jobs to go around, as John Holt wrote so long ago.  Holt also wrote about how we would have to change credentialing and how there really were never going to be enough good jobs at the top of the pyramid, by definition.  We have to turn the other jobs into good jobs (see the essays in Freedom and Beyond).

Is 50% too much? Access to higher education in an age of austerity

a slightly better chance to avoid debt servitude

The language is telling: a chance to succeed, more opportunity (no guarantees, mind you). These ways of speaking so prevalent in education issues are so awkward at first until you grasp that they are meant to reassure those from the upper reaches that redistribution (from up to down) is not underway (though redistribution from down to up continues).

A Better Chance to Succeed - NYTimes.com
"What makes this especially disturbing is the fact that remedial courses are often a dead end. According to federal statistics, less than a quarter of students who start out there go on to earn two-year degrees or transfer to four-year colleges. This is sometimes because of poor skills, but frustration likely plays a significant role."
Especially disturbing? There is no malpractice allowed for educational abuse cases like these. While community college salaries escalate, many families have made choices that mean life changes to pay for services that would merit a criminal investigation. Just as the pages are filled with financial crimes that go unpunished, so in the industrial-education complex, many crimes are let go, the effects of which alter lives. And colleges are remediating what schools themselves have created and compelled students to endure without any voice in the process.

Notice there is no statement of the total amount of money made by colleges off remediation -- the way every news story about dropouts is accompanied by the dollar amount of their lost earnings.

popular career paths infographic

From visual.ly, an infographic about career paths. Change the word pursuing to purchasing for more accuracy when reading.


by CTU via

links 12-28-11

MIT launches online learning initiative - MIT News Office
"MIT today announced the launch of an online learning initiative internally called “MITx.” MITx will offer a portfolio of MIT courses through an online interactive learning platform that will:
  • organize and present course material to enable students to learn at their own pace
  • feature interactivity, online laboratories and student-to-student communication
  • allow for the individual assessment of any student’s work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITx
  • operate on an open-source, scalable software infrastructure in order to make it 
    continuously improving and readily available to other educational institutions."

    Stanford expands free, online information technology course offerings | ZDNet:
    "Now it is being reported that due to the great success of the program, Stanford plans to offer eight more computer science classes beginning in January, including Software as a Service, Computer Science 101, Machine Learning, Cryptography, Natural Language Processing, Human Computer Interaction, Design and Analysis of Algorithms I, and Probabilistic Graphic Models."
12 Dozen Places To Educate Yourself Online For Free:
is up at Marc and Angel Hack Life. Links are organized by topic: Science and Health, Business and Money, History and World Culture, Law, Computer Science and Engineering, Mathematics, English and Communications, Foreign and Sign Languages, Multiple Subjects 
and Miscellaneous.

Also well organized: 400 Free Online Courses from Top Universities | Open Culture:

Education is Silicon Valley's next Gold Rush - TNW Insider: "Already the epicenter of tech
innovation and venture capital investment, San Francisco is poised to become heart of a new industry that will be powered by the Internet. And unlike me-too food apps and daily deals websites, education is more than a hot fad. American taxpayers invested more than $536 billion on K-12 education between 2005 and 2006, according to the U.S. Department of Education, with an additional $373 billion in taxes going to fund higher education nationwide. The educational pie is enormous, and anyone who can get his or her hands on even a small 
slice can expect to reap huge returns."

College Students May Hold the Key to Redesigning Education - Education - GOOD:
"The initiative isn't limiting itself to students at Michigan, either. The group posted the project at DoSomething.org and are actively recruiting other college-based groups to start rEDesign efforts on their campuses and help design "systemic transformations in K-12 education." They're also asking students to tweet their ideas using the hashtag #rEDesignMyEdu, and the ideas are starting to roll in. Student Alex Schiff tweeted that "students need more opportunities to create self-structured and self-initiated projects without fear of failure" and user Vwampage suggested more federal oversight, writing that "Standard wages for teachers would be equal, helping equalize opportunities." "

Why is the Government Saving Money by Driving Students Into Debt? » New Deal 2.0:
"Now news came out this week that the last-minute budget deal to fund the government and avert a shut down included cuts to Pell Grants. The maximum grant will be preserved at $5,550, but changes to the eligibility criteria will make as many as 100,000 recipients ineligible. The maximum amount a family can earn without contributing anything toward tuition will drop from $30,000 to $23,000. It also retroactively limits the number of semesters that a student can use grants, from 18 to 12. In sum, these changes will mean less money for fewer people to pay for a college education."

free college is attainable

Could Dismantling the Submerged State Surrounding Student Debt Pay for Free Colleges? | Rortybomb:
"This is an example of what Suzanne Mettler calls “the submerged state,” a pattern where the government has, as she says, “shunned the outright disbursing of benefits to individuals and families and favored instead less visible and more indirect incentives and subsidies, from tax breaks to payments for services to private companies. These submerged policies…obscure the role of government and exaggerate that of the market.” Instead of directly providing public options, we subsidize the purchasing of private goods, often using the tax code."
Mike Konczai shows how we could indeed provide free college directly instead of of the manipulation of subsidies and private sector coalitions.
There are winners and losers in each case. When we subsidize through the tax code, people who are well off and pay more taxes benefit more. People who can afford support staff, such as accountants and lawyers, are also more likely to understand how to take maximum advantage of these benefits. These subsidies benefit private educational institutions over public ones, as they’ll make private education feel more “natural” while obscuring the role of the government in setting up these markets. They give public college a nudge towards corporatization and privatization. 
Much of these subsidies are likely captured either by the higher education institutions themselves or the debt lenders. These subsidies will make tuition and debt easier to deal with, but providing colleges free as a public option would likely do far more to contain costs (also here).
There are many more savings to be had by paring back and refitting of the test industry, the remediation industry, and the extremely poor job done by so many public colleges in getting the majority of kids through in less time. These subsidized sectors have fed off those who fail within the rigged system; their failures enable the others to succeed.

In a similar vein, states could also fund the public schools, if they were funded not on a per child, and by definition, per district basis, but as a fully-public system. A public option for schools would mean families could choose the services they need and get them. Schools would be focused on serving families and children as partners and providers of resources. Free college could help dial back the mission of credential manufacture and help move toward schools as community learning resources.

background posts
administrating everything
the remediation windfall
skewed up
the demise of the public university
how is requiring a BA legal?

understanding school funding
semi-private clubs called schools

student debt and the occupy movement

Occupy Student Debt: Students Urged to Refuse to Pay Off Loans As Schools Hike Tuition:
"Monday was a day of action for university students on both coasts angered by the rising cost of tuition and the crackdowns on their recent protests. In California, students temporarily shut down a meeting of the University of California Board of Regents to protest a series of tuition hikes and the violent response to protests at UC-Berkeley and UC-Davis. "

The discussion examines student debt and the occupy movement as well.

corporatization of the university

Lewis F. Powell, Jr.Official portrait of Justice Lewis Franklin Powell, Jr. taken on January 26, 1976. Public domain image via Wikipedia.
"I describe this as the commodification of the university,” he said. “And I would say this has effects on all aspects of the culture of the university.”
Among those aspects are the way students are treated, the number of adjuncts used as “basically part-time labor to replace full-time faculty,” the now-franchised bookstores and food service, and the outsourcing of work like campus maintenance, Seybold said."
So Seybold and others who hold onto the liberal ideals of university purpose and culture – “Because it is a public university, we should be serving our students” – are looked at basically as dinosaurs, holding onto realities that have been transformed.

Coming from the labor movement and as a sociologist interested in the organization of work, Seybold sees the corporate campus as an attack on the craft of being a professor.

“I consider being a professor a craft occupation,” he said. “And I see my craft being attacked.” 


But the upshot is today’s universities train rather than educate, Seybold said, and the repercussions negatively impact all aspects of university life.

“I describe it as a degradation of the culture of the university,” he said. “It affects students, the staff, the faculty and the administration when the institution increasingly serves as a handmaiden to corporations.”

 

tax cuts or free college?

Defaulting on democracy: the political economy of public higher education — RT:
"Paradoxically, during a time when the disinvestment in public higher education has become fashionable, I maintain that the federal government could easily subsidize higher education for all interested students with little difficulty. Why? In 2010 the total cost of public higher education was equivalent to 1/3 of the income collected by the wealthiest 10,000 households. The wealthiest 10,000 households in the country represent less than one-tenth of one percent (.01) of a total 78 million households in the country. http://www.census.gov/prod/1/pop/p25-1129.pdf If each of these families were to pay an additional 25-30% in federal income taxes—a proportion commensurable to the top marginal tax rate from 1933-1980—then every single person in the United states could attend a four-year public institution for free. http://markmaynard.com/?p=7673 The math is simple."
Ours is more than a debt-bubble; it’s a democracy bubble, and it’s about to burst.

administrating everything

The Washington Monthly - The Magazine - Administrators Ate My Tuition:
Every year, hosts of administrators and staffers are added to college and university payrolls, even as schools claim to be battling budget crises that are forcing them to reduce the size of their full-time faculties. As a result, universities are now filled with armies of functionaries—vice presidents, associate vice presidents, assistant vice presidents, provosts, associate provosts, vice provosts, assistant provosts, deans, deanlets, and deanlings, all of whom command staffers and assistants—who, more and more, direct the operations of every school. If there is any hope of getting higher education costs in line, and improving its quality—and I think there is, though the hour is late—it begins with taking a pair of shears to the overgrown administrative bureaucracy.
And the numbers:
"Forty years ago, America’s colleges employed more professors than administrators. The efforts of 446,830 professors were supported by 268,952 administrators and staffers. Over the past four decades, though, the number of full-time professors or “full-time equivalents”—that is, slots filled by two or more part-time faculty members whose combined hours equal those of a full-timer—increased slightly more than 50 percent. That percentage is comparable to the growth in student enrollments during the same time period. But the number of administrators and administrative staffers employed by those schools increased by an astonishing 85 percent and 240 percent, respectively."
Meanwhile, tuition has increased faster than health care costs and even the Washington Monthly doesn't think tuition can actually go down. We now have a system that requires public school attendance of all children and then allows employers to require additional training, like the BA, that citizens must pay for privately in order to get a job with a living wage. Our city, state and local governments using the tax dollars of all citizens, create jobs that most citizens cannot obtain with the services provided for them without incurring debt. This makes the high school degree meaningless and renders the entire project of building public schools and providing public education, defunct. 

NOTE: The warped growth of an unnecessary and harmful administrative layer isn't unique to mass, centralized education. Finance and governmental services, especially so-called security and defense services after 9/11, have also expanded exponentially. Decentralization and strengthened services for citizens are sorely needed as these layers drive unnecessary and harmful economic activity and need anchored within the communities they should serve to be sustainable. Debt forgiveness is only the first step toward rebalancing the systems. For K-12 public schools, I advocate for open access and support for families as a way of refocusing institutional services and placing them on a more productive path in our. communities.




princeton vs prison infographic

A popular infographic making the rounds.  It is important to see how large factories manage people and at what cost. The small social unit called the family is a tiny fly amongst the large groups of people who work together in groups called corporations and government.

The public schools now mostly function as mass institutional pipelines:  the school-to-corporation pipeline does exist with strong private school feeders, and the school-to-prison pipeline, both pipelines are the result of corporate and governmental manipulations of people required to attend schools. The third pipeline is now the school-to-debt pipeline, as college has become the default, encouraged by corporate and governmental hiring practices, financial corporations have seized an opportunity to profit from that. Other corporations also play large roles in establishing these pipelines, or imaginary paths to prosperity. Think: standardized testing. 

There are questions raised by the pop infographic: the US incarcerates more prisoners than any other country followed by fellow Cold War warrior state, Russia, at #2 and the Virgin Islands and St. Kitts and Nevis are  #3 & #4, ahead of Rawanda, what's up there? And who would have guessed that Russia has the highest percentage of population with a [college?] degree? Why do New Hampshire and Vermont stand out in ratio of spending on prisons to higher ed?  Note that the costs are a whole lot higher for prison since so many inmates stay in much longer than 4 years while


Prison vs Princeton
Created by: Public Administration


buying jobs is expensive

Why Companies Can't Find the Employees They Need - WSJ.com:
"To get America's job engine revving again, companies need to stop pinning so much of the blame on our nation's education system. They need to drop the idea of finding perfect candidates and look for people who could do the job with a bit of training and practice. 
And, significantly, note this:
"Only about 10% of the people in IT jobs during the Silicon Valley tech boom of the 1990s, for example, had IT-related degrees. While it might be great to have a Ph.D. graduate read your electrical meter, almost anyone with a little training could do the job pretty well.
Credentials are used to monopolize and control access to raise wages.The credential arms race that enriches universities and leaves students in debt bondage is not only unsustainable but unproven.

And just as we need to distinguish schools from education, so we must also distinguish credentials from knowledge. This could not be made more clear than the situation in economics where highly-credentialed experts were almost universally wrong or blind to a fundamental crisis on a global scale. This is a warning that, while we may have a credential arms race keeping everyone busy, that doesn't mean we have deep learning going on at all.

And the role of schools in their current form in perpetuating groupthink and peer-pressure, is largely unexamined. (For the record, students first raised the alarm about economics as a dysfunctional science and at least one economist who foresaw the crisis, Steve Keen, has a credential, yes, but also an untraditional educational background and is urging students on at Harvard.)

Trying to craft a universal architecture of credentials may be a goal of schools around the globe but it is not clear at all that it would actually increase knowledge. In fact, intense centralization of the public schools has shown the opposite. An open and flexible model would be far wiser if we really need intelligence and creativity maximized globally.


background posts

bubble infographic

The global race for a good job combined with neoliberal policies and a financial layer that is overgrown and we wind up with what people are calling a higher education bubble.  It is part of the chase for a school credential that limits who can get it and so ensures access to a better job. Huge numbers of people are in debt trying to buy their way to a good job and health care.

In addition to this complete breakdown of supply and demand, the recent epic fail of economists worldwide to see the largest global financial crisis since 1930 has revealed schooling is not education.  There are clear reasons why these economists were unaware of what we thought they studied and understood or at least were attentively watching.  But it is no surprise to someone who had to find a midwife who was self-taught because my highly-trained and well-schooled doctor has a Caesarean rate of 30% and knows nothing about breastfeeding or nutrition and yet is somehow licensed to deal with pregnant and birthing women.

Schooling is not education.

In fact, we are now seeing the emergence of many side effects of the mass, extended schooling and its associated peer-dependence, groupthink, debt, and acceptance of authoritarian methods.

Higher Education Bubble
From: The Best Colleges

how is requiring a BA legal?
the required BA


related articles

remediating remediation

The Washington Monthly - The Magazine - How the Other Half Tests
"To be sure, open-access colleges need to assess the knowledge and abilities of incoming students. Dysfunctional public high schools routinely grant diplomas to students who lack basic math and reading skills. As a result, many new college students need help in order to grapple with college-level work. The problem is that colleges have chosen to deal with that challenge by diverting huge numbers of students into a parallel remedial education system with a dismal track record of helping students ultimately graduate from college. Compounding the problem, most colleges place students into the remediation track using nothing more than the results of a short, inexpensive, one-shot multiple-choice test of questionable accuracy and worth." 
Most Americans think of the SAT as the ultimate high-stakes college admissions test, but the Accuplacer has more real claim to the title. (As it happens, the same company, the Education Testing Service, produces both exams.) When students apply to selective colleges, they’re evaluated based on high school transcripts, extracurricular pursuits, teacher recommendations, and other factors alongside their SAT scores. In open admissions colleges, placement tests typically trump everything else. If you bomb the SAT, the worst thing that can happen is you can’t go to the college of your choice. If you bomb the Accuplacer, you effectively can’t go to college at all. 
The remedial placement process is ground zero for college non-completion in America. If the nation is going to make any headway in helping more students graduate from college, it will have to completely overhaul the way students enrolling in nonselective colleges are tested for college readiness, and make equally fundamental changes in how colleges use that information to help students earn degrees. 
An excellent article up at The Washington Monthly looks at how remediation has become a common experience for working-class kids. The Accuplacer test from ETS is a real moneymaker: it allows schools to require that students pay for remediation in addition to regular classes.

And since employers can now require a BA, which has no free and public path in the US, students and families go into to debt to fund college remediation programs that are needed because the publicly-funded schools failed, as defined by corporate tests proven to work at indicating a student's socio-economic class. That's a nice setup when you think about it.
There are promising examples of these ideas being put into practice. One can be found at Austin Peay University, a public four-year institution in Tennessee that admits 90 percent of the students who apply. For years, roughly half of all Austin Peay students were put in remediation, with typically dismal results. In 2007, the university took the bold step of eliminating remediation entirely. Instead of a placement test, underprepared students were given a diagnostic test and enrolled in college-level courses, with the requirement that they spend two hours in a learning laboratory each week, where they received individual tutoring and personalized computer-based instruction tailored to the results of the diagnostic test. 
The results were impressive. Before the switch, only 53 percent of students passed developmental math, and only 30 percent completed a for-credit math class within two years. After the elimination of remediation, the percentage of underprepared students completing college-level math more than doubled, to 67 percent. English results were also significant—the percentage of students passing college English increased from 54 percent to 76 percent. Austin Peay saved on the classroom space they had been devoting to remediation, and students ended up saving on tuition because they weren’t paying for remedial courses. Everybody won.

occupy colleges

90 Confirmed Colleges for The Student Solidarity Protest in Support of Occupy Wall Street | Occupy Colleges
"Occupy Colleges adds an additional 44 colleges to the National Student Solidarity Protest on Thursday, October 13th, 4:30PM Eastern. 
Now with 90 colleges and universities confirmed for Thursday.
At Student Activism, Angus Johnston writes on Twitter On #OccupyBoston, Occupy Boston, and Twitter's Trending Topics Algorithm (studentactivism.net):
"The ongoing saga of Twitter’s seeming censorship of activist trending topics got new datapoint in the wake of the arrest of a hundred Occupy Boston demonstrators late last night — the phrase “Occupy Boston” trended globally for a while this morning, while #OccupyBoston, with three times the total traffic, did not."
What’s curious about this is the fact that unlike the failed TTs I’ve discussed in the past, the trendlines for Occupy Boston and #OccupyBoston were quite similar before last night’s surge. In fact, the two terms rose almost exactly in sync yesterday until #OccupyBoston shot up as the arrests began after midnight. Now, #OccupyBoston had seen more traffic in previous days, but those raw numbers were tiny, and I don’t think they explain the failure of the tag to trend. Rather, I think the after-midnight spike holds the answer.
Why did #OccupyBoston spike so heavily as the arrests took place? Because of intensive, concerted efforts by OWS supporters to get the word out. And as I’ve noted before, Twitter (and it’s algorithm genies) hate intensive, concerted efforts — they don’t want anyone gaming their system but them. 
But while #OccupyBoston was getting tweeted and retweeted by that (admittedly large and growing) core group, Occupy Boston was being tweeted and retweeted by a much broader and more diverse crowd — the kind of people who aren’t up on the latest hashtags. Those folks — journalists, local Bostonians, curious onlookers from all over the world — gave Occupy Boston a breadth of traffic that #OccupyBoston lacked, and the oomph to put it onto the trending topics list on a global basis. 
I should make it clear that all this is an educated guess on my part, rather than established fact. Twitter doesn’t release much info about their algorithms. But I shook some Twitter folks out of the woodwork last year when this came up around #Wikileaks, and everything I’ve said here jibes with what I learned from them (and my own investigations) back then.