Monday, January 12, 2009

The Surprising Causes of Those College Tuition Hikes


Why has college tuition been rising so high and fast? Will college costs ever drop back to more affordable levels?

Those questions have been frustrating parents and students for years. A new report provides some surprising answers that will, unfortunately, probably only frustrate and anger them even more. At public colleges, tuition has generally been driven up by rising spending on administrators, student support services, and the need to make up for reductions in government subsidies, according to a report issued by the Delta Cost Project, a nonprofit based in Washington, D.C.

In some cases, such as at community colleges (which educate about half of the nation's college students), tuition has risen while spending on classroom instruction has actually fallen. At public colleges especially, the current economic troubles will likely only accelerate the trend of rising prices and classroom cutbacks, says Jane Wellman, the author of the report. After analyzing income and spending statistics that nearly 2,000 colleges reported to the federal government, Wellman concludes: "Students are paying more and, arguably, getting less in the classroom."

Among the more surprising findings:

    The main reason tuition has been rising faster than college costs is that colleges had to make up for reductions in the per-student subsidy state taxpayers sent colleges. In 2006, the last year for which Wellman had data, state taxpayers sent $7,078 per student to the big public research universities. That's $1,270 less (after accounting for inflation) than they sent in 2002.

    Public universities have been reining in overall spending per student in recent years. Flagship public universities' spending per student has risen from about $12,400 in 1995 to $13,800 in 2006 after accounting for inflation. But since 2002, spending at public colleges has generally not exceeded inflation.

    Increases in spending were driven mostly by higher administration, maintenance, and student services costs. Public universities spent almost $4,000 per student per year on administration, support, and maintenance in 2006, up more than 13 percent, in real terms over 1995. And they spent another $1,200 a year on services such as counseling, which was up 23 percent. Meanwhile, they spent about $8,700 a year on classroom instruction for each student, up about 9 percent.

    Big private universities, powered by tuition and endowment increases, have increased spending dramatically while public schools have languished. Total educational spending per student at private research universities has jumped by almost 10 percent since 2002 to more than $33,000. During that same period, public university total spending was comparatively flat and totaled less than $14,000 a year.

That growing gap between rich schools and poor schools worries observers like Wellman. The cost of attending a public university, even after subtracting out aid and inflation, rose more than 15 percent in the last five years, according to the College Board. But almost all of the recent price increases at public universities are "backfilling for cuts in state funds," Wellman says.

Some college presidents say the report shows they haven't been raising prices irresponsibly.

"Virginia Tech" explained David Hodge, president of Miami University of Ohio. "Everybody expects us to do a lot more security. Students are coming with more physical disabilities and emotional needs. There are greater expectations for career services," he says. And that kind of administrative and support spending "is a really good investment. It helps the students."

In addition, public schools tend to serve many low-income students and minority students who need more remedial classes and extra counseling services than better-prepared students who attend elite private universities, says F. King Alexander, president of California State University—Long Beach.

One of the reasons that Duke University costs about $51,000 a year is that the elite schools are in a bidding war for top faculty and better services for students, says college spokesman Michael Schoenfeld. In addition, competition for the best students forces schools to offer bigger and bigger scholarships, which means few students actually pay the full sticker price, he notes. Duke's record-breaking flood of applications for the next academic year shows there's still plenty of demand for what private universities offer, he says.

But as more and more states facing budget crises consider further subsidy cuts and tuition hikes for public schools, parents and students are increasingly objecting to price increases for any reason. "Enough is enough," says James Boyle, president of the College Parents of America. A tsunami of applications at lower cost schools such as the California State University campuses shows that students and parents are voting with their feet. "The changing market for higher ed will cause colleges to hold down their expenses and state legislators to increase their subsidies," Boyle predicts. from:usnews

How Much Is That College Degree Really Worth?

As the price of a college degree continues to rise, there's growing evidence that the monetary payoff isn't quite as big as often advertised. The best estimate now is that a college degree is worth about $300,000 in today's dollars—nowhere near the $1 million figure that is often quoted.

"That $1 million number has driven me crazy!" says Sandy Baum, a Skidmore economist who studied the value of a college degree for the College Board last year.

Baum's research showed that college graduates earn, on average, about $20,000 a year more than those who finished their educations at high school. Add that up over a 40-year working life and the total differential is about $800,000, she figures. But since much of that bonus is earned many years from now, subtracting out the impact of inflation means that $800,000 in future dollars is worth only about $450,000 in today's dollars.

Then, if you subtract out the cost of a college degree—about $30,000 in tuition and books for students who get no aid and attend public in-state universities—and the money a student could have earned at a job instead of attending school, the real net value in today's dollars is somewhere in the $300,000 range, a number confirmed by other studies.

But, especially these days, that still makes a college degree one of the most lucrative investments a person can make, Baum notes.

Better yet, college graduates can go on to earn advanced degrees, which return even bigger payoffs. The average holder of a bachelor's degree earns about $51,000 a year, Baum calculates. But those who've gone on to earn MBAs, law degrees, or other professional degrees earn about $100,000 a year.

In addition, Baum found that there are plenty of other rewards for a degree. The quality of the jobs college graduates get is far better, for example. College graduates are more likely to get jobs with health insurance. And it is easier for them to find and hold jobs. The unemployment rate for college graduates was just 2.2 percent last year, half the unemployment level of those with only high school diplomas.

There are lots of other nonmonetary benefits as well. College graduates are healthier, contribute more to their communities, and raise kids who are better prepared academically, studies show.

Other researchers have found that the payoff of a degree is especially lucrative for students from low-income families, since the education and credential give them a chance to break out of low-paying careers.

Thursday, December 11, 2008

8 Time Management Skills for College Students

Within the first few days of starting college, many students quickly learn that managing their time is one of the most challenging -- and difficult -- aspects of being in school. With so much to do and keep track of, strong time management skills can make all the difference.

1. Get -- and use -- a calendar. It can be a paper calendar. It can be your cell phone. It can be a PDA. No matter what kind it is, though, make sure you have one.

2. Write down everything. Write down everything in one place. (Having multiple calendars just gives you more to do amidst an already tight schedule.) Schedule when you plan to sleep, when you are going to do your laundry, when you're going to call your parents. The crazier your schedule gets, the more important this becomes.

3. Schedule time to relax. Don't forget to schedule in time to relax and breathe. Just because your calendar goes from 7:30 a.m. to 10:00 p.m. doesn't mean you can.

4. Keep trying new systems. If your cell phone calendar isn't big enough, buy a paper one. If your paper one keeps getting torn, try a PDA. If you have too many things written down each day, try color-coding to help simplify. Very few college students make it through their programs without some kind of calendaring system; keep trying until you find one that works for you.

5. Allow for flexibility. Things inevitably come up that you weren't expecting. You may not have known that your roommate's birthday is this week, and you certainly don't want to miss the celebrations! Leave room in your calendar so that you can move things around a little when needed.

6. Plan ahead. Do you have a large research paper due the last week of the semester? Work backward in your calendar and figure out how much time you need to write it, how much time you'll need to research it, and how much time you'll need to pick your topic. If you think you'll need six weeks for the entire project, work backward from the due date and schedule the time into your calendar before it's too late.

7. Plan for the unexpected. Sure, you just might be able to pull off two papers and a presentation during midterms week. But what happens if you catch the flu the night you're supposed to be pulling the all-nighter? Expect the unexpected so you don't have to spend more unplanned time trying to fix your mistakes.

8. Schedule rewards in. Your midterms week is a nightmare, but it will all be over Friday by 2:30. Schedule a fun afternoon and a nice dinner out with some friends; your brain will need it, and you can relax knowing that you're not supposed to be doing anything else.

Wednesday, November 12, 2008

The “Best” Articles About Education — 2008

As I did in last year’s The “Best” Articles About Education — 2007, I’ve put quotes around the word “Best” in the title of this list since I’m sure there are many, many articles about education I have not read and posted about this year. I’m particularly in
terested in hearing people’s suggestions for additions to this list.

Here are my rankings for the five “best” articles about education this year:

Number five is an article I heard about from Middle Web‘s newsletter called “Of Particular Interest.” Quoting John Norton, Middleweb’s editor: “A recent “practice guide” from the federal National Center for Education Research distills what its panel of scholarly authors believe are seven of the best research-based instructional strategies teachers can use to improve student learning…Don’t be put off by the lengthy scholarly introduction — skim and skip to page 4.” It’s well worth looking-at. I’d also encourage you read an excellent summary of the report that was written by Karen Janowski.

Number four is (are?) actually three articles — all written by my favorite writer on classroom management issues, Marvin Marshall. The three are:

* “About The Question ‘Why?’” where he shares how pointless it is to ask that question of a student about his/her behavior, and how critical it is for us to consider that same question when we reflect on, and explain about, the content we are teaching.

* “No Child Left Behind and Evaluating Teachers.”

* Working With Discouraged Adolescents

Number three is A Broader, Bolder Approach To Education. It’s an excellent statement that focuses on the importance of working on inequalities outside the schoolhouse door, such as economics and health, to promote academic achievement, as well as calling for a broader interpretation of what “academic achievement” is. You can also access summaries of important research backing-up the statement.

Number two is by one of my favorite writers, Paul Krugman, called Poverty Is Poison. In it he highlights, among many things, a new study that shows poverty’s negative effect on the brain development of children. It particularly impairs language development and memory.

And, now, my pick for the number one article about education in 2008 is… Whose Problem is Poverty? by Richard Rothstein, the former education writer for The New York Times. He gives a good summary in this most recent article of one of his main themes — that a lot of the reasons behind lower academic achievement are non-school related, and that if our society is serious about helping students improve we need to deal with issues like the lack of affordable housing and adequate health care for low-income families.

If you found this post useful, you might want to look at previous “The Best…” lists and also consider from : edublog.com

Tuesday, November 11, 2008

Good grades pay off literally


Teachers have long said that success is its own reward. But these days, some students are finding that good grades can bring them cash and luxury gifts.

In at least a dozen states this school year, students who bring home top marks can expect more than just gratitude. Examples:

•Baltimore schools chief Andres Alonso last week promised to spend more than $935,000 to give high school students as much as $110 each to improve their scores on state graduation exams.

•In New York City, about 9,000 fourth- and seventh-graders in 60 schools are eligible to win as much as $500 for improving their scores on the city's English and math tests, given throughout the school year.

•In suburban Atlanta, a pair of schools last week kicked off a program that will pay 8th- and 11th-grade students $8 an hour for a 15-week "Learn & Earn" after-school study program (the federal minimum wage is currently $5.85).

In most cases, the efforts are funded privately through corporate or philanthropic donors.

The most ambitious experiment began in September, when seven states — Arkansas, Alabama, Connecticut, Kentucky, Massachusetts, Virginia and Washington — won spots in an Exxon/Mobil-funded program that, in most cases, pays students $100 for each passing grade on advanced placement (AP) college-prep exams.

It's an effort to get low-income and minority students interested in the courses, says Tommie Sue Anthony, president of the Arkansas Advanced Initiative for Math and Science. "We still have students who are not sure of the value, who are not willing to take the courses," she says. "Probably the incentives will make a difference with those students."

Gregg Fleisher of the National Math and Science Initiative, which runs the seven-state program, says the effort is modeled on a program adopted by Dallas in the 1995-96 school year that saw AP course-taking jump substantially. That program is now statewide.

While many educators would blanch at offering kids cash for good grades, Fleisher and others say the idea is simple: "It's an incentive to get them to basically make the right decision and choose a more rigorous class," he says. "This teaches them that if they work at something very hard and have a lot of support, they can do something they didn't think they could do."

An analysis of the Texas program last month by Cornell economist C. Kirabo Jackson found that it linked to a 30% rise in the number of students with high SAT and ACT scores and an 8% rise in college-going students.

But a few critics say the payouts amount to little more than bribes, undermining kids' motivation to do high-quality work when they're not being paid.

"It's a strategy that helps only around the edges," says Thomas Toch of the Education Sector, a Washington think tank. Most students in AP classes "are already internally motivated, and the opportunity to earn college credits for passing AP tests is a bigger motivator than small cash awards."

Bob Schaeffer of the National Center for Fair & Open Testing, a watchdog group, is more blunt: "Bribing kids for higher test scores — or paying teachers bounties for their students' work — is similar to giving them steroids," he says. "Short-term performance might improve but the long-term effects can be very damaging."

At Northeast Health Science Magnet High School in Macon, Ga., principal Sam Scavella says he's trying lots of different incentives for doing the right thing. If students attend Saturday study sessions, they qualify for an iPod, movie tickets or a dinner for two, among other prizes.

Jessie Humphrey, a sophomore at Northeast, is one of 25 students who made the school's All-A Honor Roll. That entitled her to a slot in a special drawing Thursday. When it was over, she walked away with a 26-inch, flat-screen television set, which now sits in her room.

An honor roll student most years, Jessie, 15, says she usually pulls As and Bs, but this semester, "I got lucky and got all As."

Scavella says the incentives seem to be making a difference — only 10 students made the All-A Honor Roll this time last year.

"We have to reward the behavior we expect," he says. "I don't see it as a way of paying students to do well — it's a reward. If you do well in school, then life will pay you well. If you do well in school , you can afford a lifestyle that will pay you well."

The two-year New York City experiment, begun last September, essentially pays students monthly to do their best on skills tests. If it seems like an economist's dream, that's because it's the brainchild of wunderkind Harvard economist Roland Fryer, who also serves as the schools' chief equality officer. He came up with the idea while trying to figure out how to make school "tangible" for disadvantaged kids with few successful role models. "I just thought that giving them some short-term incentives to do what's in their long-term best interests would be a good way to go."

While teachers talk about success, he says, it's not enough to tell a kid that, in the long term, hard work will pay off. "We're asking them to look down a path that they have probably never seen anyone go down … and then to have the wisdom and the fortitude to wait for their reward."from : www. usatoday.com

Thursday, October 9, 2008

The “Best” Articles About Education — 2008

As I did in last year’s The “Best” Articles About Education — 2007, I’ve put quotes around the word “Best” in the title of this list since I’m sure there are many, many articles about education I have not read and posted about this year. I’m particularly interested in hearing people’s suggestions for additions to this list.

Here are my rankings for the five “best” articles about education this year:

Number five is an article I heard about from Middle Web‘s newsletter called “Of Particular Interest.” Quoting John Norton, Middleweb’s editor: “A recent “practice guide” from the federal National Center for Education Research distills what its panel of scholarly authors believe are seven of the best research-based instructional strategies teachers can use to improve student learning…Don’t be put off by the lengthy scholarly introduction — skim and skip to page 4.” It’s well worth looking-at. I’d also encourage you read an excellent summary of the report that was written by Karen Janowski.

Number four is (are?) actually three articles — all written by my favorite writer on classroom management issues, Marvin Marshall. The three are:

* “About The Question ‘Why?’” where he shares how pointless it is to ask that question of a student about his/her behavior, and how critical it is for us to consider that same question when we reflect on, and explain about, the content we are teaching.

* “No Child Left Behind and Evaluating Teachers.”

* Working With Discouraged Adolescents

Number three is A Broader, Bolder Approach To Education. It’s an excellent statement that focuses on the importance of working on inequalities outside the schoolhouse door, such as economics and health, to promote academic achievement, as well as calling for a broader interpretation of what “academic achievement” is. You can also access summaries of important research backing-up the statement.

Number two is by one of my favorite writers, Paul Krugman, called Poverty Is Poison. In it he highlights, among many things, a new study that shows poverty’s negative effect on the brain development of children. It particularly impairs language development and memory.

And, now, my pick for the number one article about education in 2008 is… Whose Problem is Poverty? by Richard Rothstein, the former education writer for The New York Times. He gives a good summary in this most recent article of one of his main themes — that a lot of the reasons behind lower academic achievement are non-school related, and that if our society is serious about helping students improve we need to deal with issues like the lack of affordable housing and adequate health care for low-income families.

If you found this post useful, you might want to look at previous “The Best…” lists and also consider from : edublog.com

Thursday, September 11, 2008

Time Management Tips for College Students


What Are Some Time Management Tips for College Students?
Many schools' time management techniques have similar goals. They include the elimination of cramming for tests, reduction of anxiety pertaining to schoolwork and other responsibilities, the gaining of time for other activities and motivation.

When developing time management techniques in college, it's important that students understand their goals as they pertain to time and have the ability to develop and follow a schedule. Without these factors, it's hard for students to understand the motivation behind their time management.

Often, on time management sites provided by schools, students may download a scheduler, a weekly, monthly and yearly planner and worksheets pertaining to the distribution of one's tasks.

The University of Dartmouth (www.dartmouth.edu) includes a downloadable tip sheet which include time management skills. Some pertain to the following:
- Find ways to build on your success
- Keep long term goals in mind
- Plan each day
- Notice when you're being unproductive
- Break old and negative habits
- Concentrate effort on tasks that provide long term benefit
- Ask for advice
Penn State University offers a time management page that helps students better understand their time management goals. Tips according to Penn State University include the following:
- Be specific when setting goals
- Review lecture notes everyday
- Schedule fixed blocks of time first
- Make use of time before and after class
- Schedule breaks
- Set clear start and stop times

Other time management tips include the following:
- Learn material the first time around
- Have confidence
- Learn what works for you
- Study difficult subjects first
- Work with classmates