Equity

Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Fostering Diversity: A Necessary Step for HBCU Survival

Historically black colleges and universities, or HBCUs, have provided a top-notch education for African Americans since pre-Civil War days. These schools, founded prior to 1964 with the goal of serving black students, once provided windows to educational pursuits when other doors were slammed shut to African Americans. With diversity at all American colleges and universities on the rise, and the emergence of flexible online programs, where do HBCUs fit in the contemporary higher education picture?

A Powerful Educational Presence

According to ThinkHBCU.org, 70 percent of the nation’s African American physicians and dentists earned their degrees at HBCUs. Over 50 percent of public school teachers of African American descent earned their degrees at HBCUs. African Americans with communication technology degrees from HBCUs make up 44 percent of the nation’s total and 43 percent of mathematics degrees awarded to African Americans come from HBCUs. The range of industries addressed in the offerings of HBCUs is vast, contributing to a larger and more integral African American presence in the workforce.

Women gain an especially strong advantage when they earn a degree from an HBCU. The United Negro College Fund has reported that females who graduate from Bennett and Spelman Colleges make up more than half of the African American women who eventually earn science doctorates. To put that in perspective, that number is higher than the amount produced by all seven Ivy League sister schools put together. In a workplace when minorities often still struggle to reach the highest ranks, African American women hold a strong advantage with a degree from a HBCU.

Remaining Relevant

When HBCUs first began popping up in America, they were a necessity to higher educational paths for African American young people. Benefactors like John Rockefeller founded Spelman College in Atlanta (named after his wife, by the way) in order to give black students a shot in a nation still very much in the throes of Jim Crowe-law domination. Most of the 105 HBCUs were founded in former slave areas that still presented steep challenges for African Americans that aspired to higher education but faced discrimination in dominantly white college settings.

The original intent of HBCUs worked. Some of the nation’s brightest and most influential minds came out of HBCUs. Langston Hughes was a Lincoln University graduate. Martin Luther King Jr. earned his degree from Morehouse College. Talk show queen Oprah Winfrey, education expert Marva Collins and Brown University President Ruth J. Simmons all earned degrees from HBCUs (from Tennessee State University, Clark Atlanta University and Dillard University, respectively). These powerful pillars of the African American community were able to achieve optimal success in life because of the education they received from HBCUs.
What about now? With white students quickly becoming one small aspect of non-HBCU settings, do ambitious African American students really need a HBCU to achieve success? Perhaps a more poignant question is this: does it help or hinder the African American community when its members attend a HBCU today? I think the answer is grounded in the particular student’s intent. Young African Americans today do not NEED a HBCU to obtain a general education, but they may find particular programs at individual schools meet their career objectives. Some may even find academic inspiration in the original founding purpose of a HBCU and that feeling of carrying on tradition may fuel them to graduate, make an impact in the world and give back to their college or university.

The Future of HBCUs

The original purpose of HBCUs is no longer the only reason but that does not mean that these institutions lack other attractive qualities. In fact, many students with white European, Latino or Asian roots are choosing HBCUs because of the strength of the academic programs and generally lower tuition costs. During the 2011 – 2012 school year, West Virginia State, Kentucky State and Delaware State universities all reported that more than 25 percent of their populations were made up of white Americans. A continued push for diversity on HBCU campuses is the only way these schools can transition from the necessity of the past to the potential of the future. This means implementing more online course options and flexible degree programs so that all students can picture themselves succeeding at a HBCU. Gratitude for the original intent of HBCUs combined with forward educational thinking for students of all heritages will carry HBCUs to the next level of achievement in higher learning circles.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Diversity, Equity, HBCU's, Higher Education, Matthew Lynch,

Beyond Athletics: Three Other Ways to Recruit Minority College Students

We’ve all heard the fairytale stories before: a minority kid from a tough neighborhood gets a shot at a college career because he or she is recruited for a particular sport. Not only do these athletes get to show off their physical talent, but they get a college degree and a more promising future in the process. Listen, I’m all for athletes landing athletic scholarships if it means that more minority college students earn a college degree. But I also know that stories like these, while intentionally heartwarming and media friendly, do not represent the vast majority of minorities with college aspirations. Athletes get a lot of the attention, but if colleges and universities are truly committed to diverse populations of students then they need to put the steps in place to make it easier for all minorities to earn a college degree.

A few of the areas where I think universities could improve on minority programs and recruitment include:

Arts recruiting.

Just as scouts go out and recruit the best basketball or football players for teams, the same should happen with minority students who show promise in the arts. Theater, musical performance, sculpting, painting, film studies and even creative writing – minority students who have talent in these areas should be given attention and invited to college programs. Why arts programs over more practical careers in STEM or healthcare? Minority students with arts passions often feel forced to abandon them in favor of immediate jobs or things that are simply not their passions. Arts careers are considered “silly” for white peers, but almost irresponsible for minority students. This should change and colleges should take the lead on it.

Mentorship programs.

There are some minority students who come from a home where one or both parents are college graduates but those odds are lower than their white peers. All first-generation college students face different challenges and expectations than those for whom college acceptance, success and graduation has always been expected. During the recruiting process, colleges should tout their mentorships programs and make sure minority and first-generation students are aware of the support they will receive when they decide to attend. As much as possible, these mentorship programs should work on matching students based on race, gender and career industry – though aligning all of that is admittedly difficult. Using the same mentor for several students is an option. Particularly in the case of minority students, mentors are generally overjoyed to be able to help a young person succeed. Colleges just need to be asking for that help and then expressing that it exists to their potential minority students.

Creative financial aid.

College is expensive and for students who have to pay for it on their own while supporting themselves, it can be overwhelming. There are no shortage of loans that students can take out to help finance their college careers, but saddling them with debt before they even set foot in the work world can be a recipe for disaster. Colleges that truly want a diverse population of students who succeed after graduation should look into adding more minority scholarships. The “pay it forward” college payment system that is implemented in certain states like Oregon should be considered for wider adoption, especially when it comes to attracting minority and first-generation students to college campuses. College does not need to be completely free in order for more minorities to attend and graduate. It does need to be affordable, though, and that takes some thinking out the normal financial aid box.

Athletes who earn college degrees are certainly inspirational but they are only a small portion of the minorities who want the type of education a college or university can provide. If we really want equality on our college campuses then it will take more than touting the success of our minority football, basketball and track stars. We need to find ways to translate that same success across interests and disciplines, and to give those students the support they need to truly succeed. Part of that process is to make college more affordable for all students. Another piece of that puzzle is targeting areas that are often overshadowed by athletics, like the arts. By understanding the true picture of what potential minority college students are like, colleges and universities can get more of them on campus or enrolling online.

How do you think more minority college students can be recruited?

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Diverse Conversations: Current Issues in Higher Education

With each passing decade, colleges and universities are faced with the task of responding to the spirit of the times. Those that deal with these trends and issues proactively often receive great rewards. However, those that do not keep up with the times face an uncertain future and in extreme cases, failure. Recently, I spoke with Dr. Helen F. Giles-Gee to discuss some of the current issues in higher education and how colleges and universities should respond to them.

Dr. Helen F. Giles-Gee began her tenure as the 22nd president of University of the Sciences on July 16, 2012. A well-respected and nationally-known scholar, educator, and administrator, she brings more than 30 years of experience in higher education to the campus.

Q: What are the major challenges facing American colleges and universities?

A: American colleges and universities are facing many challenges. I’ll name just 10: (1) Diversifying revenue streams to adjust to government divestment in higher education; (2) Enrolling a more diverse college bound population, some of whom may be ill prepared for college-level work; (3) Informing the Reauthorization of the Higher Education Act, which impacts federal student aid (student affordability), fundraising opportunities because of expiring tax provisions and more; (4) Greater accountability at state and federal levels for student learning outcomes such as increasing retention and graduation rates and student academic achievement; (5) Increased competition with other colleges that are becoming entrepreneurial in their academic program development and/or are utilizing new ways to assess students’ prior learning now paid for using federal financial aid; (6) Addressing the new credentialing of competencies that may make the “credit hour” irrelevant; (7) Forecasting capital plant needs with a changing delivery market for higher education; (8) Maintaining good community relations when balancing the desire by some cities and towns for tax revenues from nonprofits; (9) Addressing risk and compliance issues associated with needs for additional security, greater internationalism and resulting visa needs, greater sensitivity to complaints of sexual harassment, whistleblowers, and other possible personnel issues; and (10) Supporting the K through 12 pipeline regarding student academic achievement by strengthening teacher education programs and their outcomes.

Q: In what areas do American colleges and universities need the most help?

A: With decreasing college bound populations, greater competition from an increased number of colleges and universities, and fewer government subsidies for financial aid, having tuition and fees as the predominant source of revenue is a recipe for disaster. Colleges with fewer than 4,000 students are especially fiscally vulnerable as they need the same core operations as larger colleges unless they possess very great endowments with payouts that contribute high percentages to operations. Small institutions that still try to “go it alone” without considering joining consortia or merging with another institution may see their coffers empty sooner rather than later. Some institutions may need assistance in considering appropriate strategies to diversify their revenues and contain costs.

Q: What is the current enrollment of University of the Sciences? What is a realistic projection of enrollment over the next five years?

A: University of the Sciences’ current enrollment is about 2,800 students. With a mission of educating students for healthcare professions, sciences and mathematics, and management and health policy, USciences aims to stay small in size and focused in its program offerings. The majority of our programs are in fields that are highly desirable by employers with 94% of students graduating in 2012 having jobs or admitted into graduate programs within six months of graduation. We currently provide three online full programs in biomedical writing, and expect to see enrollment growth occurring in new specialized online programs that are in sync with our mission.

Q: What is the approach to recruiting new students? What challenges do you face in attracting students to the school?

A: We are increasingly informing new students about our value and distinctiveness. Our strengths include: a small faculty to student ratio; an urban location amidst other great universities; collaborations with great universities and research institutes on research and academic programs; student/faculty research opportunities that result in presentations and/or publications; great possibility for graduate work; clinical practice in sites across the country; faculty who are esteemed in their fields; reputation for innovation and entrepreneurship as documented by graduates like Eli Lilly, Robert L. McNeil Jr., and others.

We are also increasing our articulations with surrounding schools and community colleges. As Philadelphia College of Pharmacy, we were the first college of pharmacy in North America. When academic programs expanded to include degrees in science as well as professional doctorates in occupational therapy and physical therapy, our name changed to Philadelphia College of Pharmacy and Sciences and later to University of the Sciences. Name recognition has been a challenge that we are overcoming with greater media exposure and publicizing the positive outcomes of a USciences education.

Q: What is the graduation rate at the University of the Sciences now?

A: The six year graduation rate for the 2006 cohort is 74%. We are instituting new retention efforts and expect to see this percentage increase.

Q: Do you have any parting messages for our readers, many of whom are our current and future presidents?

A: This era calls for presidents who can lead institutions to develop tactics that effectively address new problems and who can educate boards to a changing higher education landscape. We will need to develop collaborative models within our institutions as well as with external partners. I am both humbled and challenged by the many new issues we face while knowing that when we succeed at improving higher education our students and our world will be the better for it.

Well, that concludes my interview with President Giles-Gee. I would like to thank her for taking time out of her busy schedule to speak with me.

 

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Matthew Lynch published in Bullying, Diversity, Equity, HBCU's, Higher Education

Do LGBTQ students feel safe on college campuses?

According to AmericanProgress.org, over 70 percent of LGBTQ students “reported experiencing sexual harassment, compared with 61 percent of non-LGBT students.”

To compound the issue, many college campuses are still in the slow process of growing to become more inclusive regarding the needs of students who identify as LGBTQ.

The report featured on AmericanProgress.org also suggests that some college campuses “may not include certain sexual acts in their definitions of rape” because “the perpetrator is of the same gender as the survivor.”

What an awful feeling knowing that the college that one attends is insensitive to the needs of its students, specifically those within the LGBTQ community.

It’s vital that students have a sense of safety while on campus. It’s supposed to be a place of freedom, a space for creativity, and an educational asylum. When those protections are removed or never placed at all, students are left vulnerable.

LGBTQ students looking for colleges to attend that make safety paramount should look to AffordableCollegesOnline.org‘s new guide, “LGBTQ Resource for College Students.”

The guide features an array of resources for students to utilize, but also offers a way for students to find supportive campuses that are “more welcoming and supportive.”

There are two diversity experts featured in the guide and both are interviewed on the subject of student safety, recommendations for LGBTQ students, and much more.

In essence, it is a total resource of comfort for LGBTQ students to utilize when looking for the school that closely fits their wants and needs.

For more information on the LGBTQ Resource for College Students,” please visit www.AffordableCollegesOnline.org.

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Matthew Lynch published in Bullying, Diversity, Equity, HBCU's, Higher Education

Do LGBTQ students feel safe on college campuses?

According to AmericanProgress.org, over 70 percent of LGBTQ students “reported experiencing sexual harassment, compared with 61 percent of non-LGBT students.”

To compound the issue, many college campuses are still in the slow process of growing to become more inclusive regarding the needs of students who identify as LGBTQ.

The report featured on AmericanProgress.org also suggests that some college campuses “may not include certain sexual acts in their definitions of rape” because “the perpetrator is of the same gender as the survivor.”

What an awful feeling knowing that the college that one attends is insensitive to the needs of its students, specifically those within the LGBTQ community.

It’s vital that students have a sense of safety while on campus. It’s supposed to be a place of freedom, a space for creativity, and an educational asylum. When those protections are removed or never placed at all, students are left vulnerable.

LGBTQ students looking for colleges to attend that make safety paramount should look to AffordableCollegesOnline.org‘s new guide, “LGBTQ Resource for College Students.”

The guide features an array of resources for students to utilize, but also offers a way for students to find supportive campuses that are “more welcoming and supportive.”

There are two diversity experts featured in the guide and both are interviewed on the subject of student safety, recommendations for LGBTQ students, and much more.

In essence, it is a total resource of comfort for LGBTQ students to utilize when looking for the school that closely fits their wants and needs.

For more information on the LGBTQ Resource for College Students,” please visit www.AffordableCollegesOnline.org.

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Matthew Lynch published in Diversity, Equity, Policy & Reform, Teachers

6 Ways Teachers can Foster Cultural Awareness in the Classroom

A multicultural society is best served by a culturally responsive curriculum.  Schools that acknowledge the diversity of their student population understand the importance of promoting cultural awareness.  Teachers who are interested in fostering a cultural awareness in their classroom should actively demonstrate to their students that they genuinely care about their cultural, emotional, and intellectual needs.  To this end, there are several strategies that you can use to build trusting relationships with diverse students. To incorporate cultural awareness into your classroom curriculum, you should:

1.  Express interest in the ethnic background of your students.  Encourage your students to research and share information about their ethnic background as a means of fostering a trusting relationship with fellow classmates.  Analyze and celebrate differences in traditions, beliefs, and social behaviors.  It is of note that this task helps European-American students realize that their beliefs and traditions constitute a culture as well, which is a necessary breakthrough in the development of a truly culturally responsive classroom.  Also, take the time to learn the proper pronunciation of student names and express interest in the etymology of interesting and diverse names.

2.  Redirect your role in the classroom from instructor to facilitator.  Another important requirement for creating a nurturing environment for students is reducing the power differential between the instructor and students.  Students in an authoritarian classroom may sometimes display negative behaviors as a result of a perceived sense of social injustice; in the culturally diverse classroom, the teacher thus acts more like a facilitator than an instructor.  Providing students with questionnaires about what they find to be interesting or important provides them with a measure of power over what they get to learn and provides them with greater intrinsic motivation and connectedness to the material.  Allowing students to bring in their own reading material and present it to the class provides them with an opportunity to both interact with and share stories, thoughts, and ideas that are important to their cultural and social perspective.

3.  Maintain a strict level of sensitivity to language concerns.  In traditional classrooms, students who are not native English speakers often feel marginalized, lost, and pressured into discarding their original language in favor of English.  In a culturally responsive classroom, diversity of language is celebrated and the level of instructional materials provided to non-native speakers are tailored to their level of English fluency.  Accompanying materials should be provided in the student’s primary language and the student should be encouraged to master English.

4.  Maintain high expectations for student performance.  Given that culturally responsive instruction is a student-centered philosophy, it should come as no surprise that expectations for achievement are determined and assigned individually for each student.  Students don’t receive lavish praise for simple tasks but do receive praise in proportion to their accomplishments. If a student is not completing her work, then one should engage the student positively and help guide the student toward explaining how to complete the initial steps that need to be done to complete a given assignment or task.

5.  Incorporate methods for self-testing.  Another potent method for helping students become active participants in learning is to reframe the concept of testing.  While testing is usually associated with grades (and therefore stress) in traditional classrooms, in a culturally responsive classroom frequent non-graded tests can be used to provide progress checks and ensure that students don’t fall behind on required material. Teaching students to self-test while learning new information will help them better remember and use what they’ve learned in class and will help them realize on their own when they need to study a topic in greater depth.

6.  Maintain an “inclusive” curriculum that remains respectful of differences.  A culturally responsive curriculum is both inclusive in that it ensures that all students are included within all aspects of the school and it acknowledges the unique differences students may possess. A culturally responsive curriculum also encourages teachers’ understanding and recognition of each student’s non-school cultural life and background, and provides a means for them to incorporate this information into the curriculum, thus promoting inclusion.

Schools have the responsibility to teach all students how to synthesize cultural differences into their knowledge base, in order to facilitate students’ personal and professional success in a diverse world.  A culturally responsive curriculum helps students from a minority ethnic/racial background develop a sense of identity as individuals, as well as proudly identify with their particular culture group. Teachers can play a big role in helping these students succeed through the establishment of culturally responsive classrooms.

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Matthew Lynch published in Equity, Higher Education

Diverse Conversations: School Diversity Program Mirrors Workplace

Business schools around the country are thinking about ways to implement programs that increase school diversity on campus. Steve Reinemund, Dean of the Wake Forest University School of Business, instituted the Corporate Fellowship program shortly after he arrived at the school in 2008, which helped the Master of Arts (MA) in Management program achieve the same kind of diversity found in today’s workplace.

Q: What prompted you/the university to institute the Corporate Fellowship program?

A: We had several objectives: We wanted to create a program that would attract liberal arts graduates, with no prior work experience, and offer both the educational background and the vocational discernment to prepare them for successful careers in business. It’s important to know how to lead in a multicultural environment; so one priority of this program was to recruit a student body that mirrors the global marketplace in, as a start, its racial and gender makeup. Graduate business education does not typically have the representation in these two areas that the marketplace demands, so we set out to attract a diverse student population. We asked corporations to fund and sponsor students in our MA program, offering both financial and developmental support. Ten percent of the class receives a Corporate Fellows scholarship each year.

Q: What has been the impact of the program, thus far?

A: For the institution, it has helped us reach a broader network of corporations. We think that people knew about the Wake Forest School of Business, but this fellowship allowed us to tell companies more about our MA program and how it allows them to interact directly with our students.

We believe students receive a richer, fuller education and are better prepared for the challenges and sensitivities of the workplace when they are exposed to many different backgrounds and points of view, and are educated in an environment that that reflects the diversity found in the marketplace.

Q: What lessons can corporate sponsors teach these students (from underrepresented groups) that cannot be otherwise learned in a classroom?

A: The sponsors bring a real-life perspective to students and help them understand the types of situations they’re going to face in the marketplace, situations those students may not have otherwise considered. It’s an opportunity for companies to mentor these students before they enter the marketplace. I know from personal experience the benefits of having interns and establishing mentoring relationships with students: it builds a stronger bond with the students, they become more loyal, more knowledgeable and, potentially, more successful.

Q: How does this program foster networking opportunities, then further develop those professional relationships?

A: Throughout the MA program, we encourage formal and informal relationships, ranging from mock interviews to mentoring sessions, so students are prepared not only with book knowledge, but with practical knowledge about relationship-building. This varied interaction is particularly important, because many of these students have not had prior work experience.

By working with their mentors, students learn where their interests lie, how to make informed choices about where they can excel, and feel prepared to succeed when they are hired into those jobs. We address the challenges and sensitivities found in the workplace, so students are comfortable in social situations, such as business lunches, that are important to success and can leave candidates at a disadvantage if they’re underprepared.

Q: What are your application/award goals for the program?

A: In the 2009-10 academic year, we had 80 students participate in our MA in Management program. We set a goal of creating Corporate Fellowships for 10 percent of the class, and kept that steady as our MA program grew exponentially. In 2013-14 the class has increased to 140 students, 12 of whom are Corporate Fellows. Our goal for next year is 180 students; at least 18 of whom (10 percent) will be Corporate Fellows.

Q: What benefits exist for the corporate mentor, as well as his or her company, by participating in this program?

A: The mentors are investing in, and contributing to, an educational environment where the class represents the marketplace, a program we hope to see modeled elsewhere. The companies and organizations are gaining exposure to talented graduates who understand how to lead in a multicultural environment, and they’re learning about diversity and inclusion on a broader scale that applies, in many cases, to the workplace. It’s a laboratory for them.

Q: What suggestions might you have for other schools looking to create such a program?

A: We do our students a disservice if they are educated in classrooms that aren’t representative of society and the marketplace in which they’re going to lead and make a difference. The way you structure the program has to make practical sense to all participants, so there’s not one formula that would fit every program; the vision may be similar, but the execution may differ. We’ve done it with full tuition scholarships and stipends.

Every student and participating employer benefits in a program that teaches leadership in a multicultural environment. And the school clearly benefits, because this program has an impact on every other program in the School of Business. For example, in the 2013-2014 academic year, we have 12 Corporate Fellows in an MA class of 140 students. Thirty-five percent of the MA student body is African-American/Hispanic/Native American, so there are three times as many underrepresented students who are not on scholarship as those who are, and about half of our MA students are women. This is a byproduct of creating an environment that is welcoming and inclusive to all constituents.

The diversity effort is absolutely integral to the culture and success of our business program, and the student experience is dramatically richer because of it.

Well, that concludes my interview with Dean Reinemund. I would like to thank him for taking time out of him busy schedule to speak with us.

 

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Matthew Lynch published in Equity, Higher Education

Will Free Community College Help Minorities Succeed?

By Matthew Lynch

During his sixth State of the Union address, President Barack Obama spelled out a proposal that would offer two years of a free community college education to any student that wanted to take advantage of it. Once enrolled, these students would need to maintain a 2.5 grade-point average, stay enrolled at least half time and be on track to graduate on time to keep receiving the tuition-free access.

This program would, essentially, make the first two years of a college education a basic American right – aligning it with universal access to a K-12 (and even pre-K in some states) education. Of course there would be some requirements for having access to that right and it would not be mandatory, but the basic premise would be the same: free higher education for any American student.

Arguably this plan helps everyone in the long run. More Americans with access to a college education means a stronger economy and less college debt means more money in the pockets of college graduates that they can then pump back into that economy. Proponents of the plan say that it will particularly help minorities when it comes to college attendance because it removes the cost barrier that tends to discourage these groups from enrolling.

I say that access to free community college will not actually help minorities – at least not on its own.

We know that there is an achievement gap in P-12 learning and that black students drop out of high school at a rate that is twice as high as white students (for Hispanic students is over three times as high). This happens despite these minorities having access to the same opportunities (in theory) as their white counterparts. A public education is free to these students, yet minority students still drop out of high school at rates that are simply too high. So the assumption that offering free college classes and credits will be a better situation for minorities is flawed, based on what we know about educational access and its influence on achievement in younger grades.

We need more than free access to community college to help minorities succeed in higher education settings. Starting in our K-12 schools, we need better targeting of struggling students and remedial interventions that take effect immediately, not after a standardized assessment points out that a student is already failing. We need mentorship programs, both at the high school and community college level, where minority students can connect with the success stories of people who look like they do and came from similar backgrounds. We need more people of color who enter the teaching profession – particularly black males – so that minority students see themselves somewhere in the education process and so more attention is paid to the cultural differences that influence learning environments.

When these minority students enroll in community college, we need orientation programs that last an entire semester or year that keep students on track and accountable and ward off any issues that may cause them to quit too soon. We need a job-based focus that funnels students into the right classes at the right times and keeps them on target for their end goals. We need better guidance processes, mentorship programs, job placement results and awareness of the distinct issues minority students face when they arrive in college classrooms. If all of these things work in conjunction with the free access to community college classes then we may just be on to something.

Money is not the only barrier that keeps minorities from enrolling in and finishing college classes. Removing that obstacle is certainly a step in the right direction but needs other supporting initiatives to really achieve its aim: a diverse highly-educated American public.

Click here to read all our posts concerning the Achievement Gap.

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Matthew Lynch published in Equity, list, Matthew Lynch, Policy & Reform

5 Advancements in Special Education You Should Know About

It is estimated that over 6.5 million children in the U.S. have disabilities. Meeting the needs of these students poses special challenges. This is one area of education that is a priority for many people and entities. In this article, I will talk about five advancements and findings that are specifically related to special education in this country.

  1. Special education preschoolers learn better in mainstream settings.

A study from Ohio State University found that preschoolers categorized as having special needs or disabilities learned more with at least some time in mainstream classrooms than outside of it.

“We found that children with disabilities get a big boost in their language scores over the course of a year when they can interact with other children who have good language skills,” said the study’s co-author and a teaching professor, Laura Justice.

To reach these conclusions, 670 preschool children enrolled in 83 different programs were observed and analyzed. Of those numbers, half had a disability. Classrooms with a combination of special education and mainstream students, as well as classrooms with 100 percent special education students were studied and compared.

In the classrooms where special education students were placed among more highly-skilled peers, language scores were 40 percent higher at the end of the preschool year than those in special-needs only classrooms. The study also found that the mainstream students were not negatively impacted by the presence of special needs students, and showed the same levels of improvements as previous classes with no special needs students.

According to the U.S. Department of Education, about half of the nation’s special needs preschoolers are in classrooms with higher-skilled peers, but as this study points out, all preschoolers could benefit from the inclusion.

  1. D.C. has worked to change special education in their schools.

In 2014, the District of Columbia Council moved forward with three bills to revamp special education in the city. The bills will work together to provide more information for parents of special needs students and to speed up the process of receiving services.

Most significantly, the legislation would reduce the amount of maximum time between a referral and when an evaluation must take place from 120 days to 60 days. The 120-day mandate is the longest in the nation.

Early intervention programs would also receive extra support and resources, and the transition to adulthood classes will begin at the age of 14 instead of the previous 16. Parents would also receive more rights as a result of the bills, with the ability to be allowed to observe current or future classrooms of their children.

Charter schools would also be encouraged to develop special-needs programs with a new preference in enrollment lotteries for students that a have a disability that their school specializes in addressing.

In D.C., over 13,000 students are classified as having disabilities that impact their studies, and only one in five are proficient in reading (only one in four are proficient in math).

  1. Bethune-Cookman University aims to create more special education teachers.

Bethune-Cookman University in Daytona Beach, Florida received a $1.25 million grant from the Office of Special Education and Rehabilitative Services through the U.S. Department of Education that will be used to launch a program called Project Child. The initiative aims to graduate 70 master level special education teachers through a fully online program to meet the growing demand for these educators.

The Council for Exceptional Children reports that there are 49 states, including Florida, with a shortage of teachers in classrooms where there are 6 million children or youth with disabilities.

According to The Daytona Beach News-Journal online, Willis Walter, dean of the school’s college of education said, “There is a critical shortage throughout the nation. And one of the ways that we’re hoping to assist with that battle is giving more students an incentive to go into the field.”

  1. The U.S. Department of Education has raised the bar in measuring special education benchmarks.

Factors like state graduation rates and test scores will now be considered more heavily when determining which states are helping, and what states are failing, their special education students.

States that are unable to meet the new benchmarks set forth for three years or more could face losing some of their special education funding.

How difficult will it be for states to achieve the benchmarks when it comes to special education students? To put it in perspective, 41 states met the requirements of the old system. Under the new requirements, only 18 states meet the standards.

In speaking about the reason for this shift in policy, U.S. Secretary of Education Arne Duncan implied that by setting a higher bar for special education achievements, students will benefit.

“We know that when students with disabilities are held to high expectations and have access to the general curriculum in the regular classroom, they excel. We must be honest about student performance, so that we can give all students the supports and services they need to succeed,” he said.

  1. The mayor of New York vowed to fix the special education reimbursement program.

Mayor Bill de Blasio assured state lawmakers that his administration would streamline the process of applying for and receiving aid for families with special education students who chose private school programs. Though NYC public schools do offer special education programs, some families feel that the specific disabilities and skill levels cannot be met through the public school offerings.

The mayor’s verbal commitment came just shy of the State Assembly nearly passing a law that would force de Blasio to change the system in favor of families with special education needs. The bill already passed the State Senate. Among other things, the legislation would put an end to the annual review process that forces families to re-enter their information and paperwork for reimbursement.

New York State Assembly Speaker Sheldon Silver, who spoke directly to de Blasio, says that the Assembly will pass the bill if the NYC administration falls short of its promises on the matter.

The latest bill came after a string of others with similar intent over the past three years — none of which have passed. Among the opponents to the removal of the annual review process was the New York State School Boards Association that argued that the yearly requirement is necessary since children’s needs change over time. In addition to special education families, New York City’s Orthodox Jewish Community supports easier reimbursement for private and religious school tuition for the special education students that need it.

I think that any reimbursement program outside the public school system that uses tax dollars should be subject to scrutiny, but it seems the families of special education students are facing unfair treatment. I hope that de Blasio is able to live up to his promises regarding the streamlining of this process.

I am excited to see all the efforts to improve special education in our country — special education is a necessary component of education.

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Matthew Lynch published in Equity, HBCU's, Higher Education, Matthew Lynch

Diverse Conversations: The Business of Higher Education

There are many people that believe higher education could be changed for the better if colleges and universities were to think of themselves as businesses and the students as the customers. In theory, higher education institutions would operate more efficiently, which could potentially make students more satisfied with the education they are receiving and lead to lower tuition costs. For this week’s edition of “Diverse Conversations,” I sat down with Amy Hillman, Dean of the W. P. Carey School of Business at Arizona State University, to discuss the “the business of higher education.”

Q: Many people believe that colleges and universities operate optimally when they adopt a business model; this is much to the chagrin of their faculty. Should institutions operate as businesses or are the objections of the faculty warranted?

A: If we consider “adopting a business model” to mean responding to market demands, then I think it’s absolutely critical for colleges to do so. Universities need to be adaptable, embrace technology and innovation, and employ unique strategies. They should examine the needs of their surrounding communities, including businesses, which can employ future graduates.

For example, here at the W. P. Carey School of Business at Arizona State University, our new master’s degree in business analytics was developed as a result of industry demand for employees with strong training in analyzing big data, and more importantly, being able to make informed decisions from that data. We have also added more leadership, critical-thinking and negotiation components to our curriculum, as employers demanded more skills in those areas.

It’s important to recognize that the job market changes. For professional schools (like business schools), failure to keep up with market conditions leads to obsolescence, and students will suffer from a lack of employability. Schools need to be nimble like an entrepreneur, able to quickly respond to changes in the business environment or actions by competing institutions. Complacency within schools results in the same problems as complacency within businesses. After all, if our profession is centered on enabling student success throughout their careers, then we need to practice what we teach.

Q: When colleges discuss operating efficiently and optimally, many employees see this as code for layoffs and budget cuts. Are they right to be apprehensive?

A: Efficiency is critical for any organization, nonprofits (e.g. universities) included. Being able to do the most possible with the resources given (efficiency) means better service — and more of it — for all involved. Apprehension like you describe, however, seems to be more a matter of trust. If employers use code words to hide what is really happening, employees will lose trust, and that’s never good. It’s not good for employees or employers.

Q: Nowadays, a lot of higher education institutions are recruiting their presidents from the business world. What do you think of this trend? Does it make sense? Especially since we know that many of these recruits end up garnering mixed reviews?

A: I was unaware of this trend with the exception of the for-profit universities, in which case, it makes sense because their ultimate goal is shareholder value creation. In the context of not-for-profit universities, this is like hiring a president from the business world to run any not-for-profit. It would take a special candidate to take what is best from the business world and apply it to universities, while still keeping the mission of education at the forefront.

Q: There are people within higher education who believe that it is overly commercial, and almost becoming a caricature of itself. Is there some truth to this? What are your thoughts?

A: I would guess that this line of thought is aimed at the new and highly visible for-profit companies selling education. They have very large marketing budgets and opportunities to sometimes portray themselves in ways that don’t necessarily reflect the ideals of nonprofit universities.

As the world of higher education evolves, we need to keep the lines of communication open with both our employees and our other constituents, to create a shared vision. Big changes always seem daunting to some, but if we have a shared vision and shared goals, then we can also share a sense of accomplishment as we achieve those goals.

For example, a decade ago, the W. P. Carey School of Business became one of the first business schools to enter the relatively uncharted waters of online education from quality, traditional universities. By utilizing the same stellar faculty members in our other highly ranked MBA programs, as well as a phenomenal technical team, we have risen to the top of the offerings out there. In fact, this year, our online MBA program was ranked No. 2 in the nation in U.S. News & World Report’s first-ever numerical online-MBA ranking. Faculty and staff across the board took pride in this achievement.

Q: What current trends do you see in higher education, as it pertains to how it does business? How about business innovation?

A: Beyond the increased demand for specialized master’s programs like the business-analytics degree I mentioned above, another growing trend is that of offering interdisciplinary degrees. The business world has long recognized that true innovation comes from working across functional silos. Employers are telling us they need employees with the skills to bridge the gaps between engineering and marketing, between sustainability and finance, and between legal and strategy, as examples.
This is one reason the W. P. Carey School introduced new interdisciplinary undergraduate degrees five years ago wherein a student can get a B.A. in business with a concentration in areas including communications, global leadership, legal studies, public policy or sustainability. These interdisciplinary degrees marry the knowledge from the business toolbox with broad-based thinking in other areas.

The need for interdisciplinary thinking is also the reason we have so many dual degrees. All of our master’s degrees (MBA, M.S. in Information Management, M.S. in Business Analytics, Master of Accountancy, Master of Taxation, M.S. in Management, Master of Real Estate Development) can be paired with graduate degrees in architecture, engineering or law. This is also the reason we have strong partners like the Mayo Clinic, which sends M.D. students to the W. P. Carey School to get advanced degrees, including our MBA, while they are still in medical school.

Q: As far as the “the business of higher education,” what will it look like in the future?

A: Like other businesses, the business of higher education will continue to evolve. For example, I think the talk about MOOCs (massively open online courses) is overblown.

A similar situation happened in the media industry in the early days of the Internet. Despite all the fuss about free content, The Wall Street Journal was one of the first media websites to step up and charge for access. As they say, “Content is king,” and that worked out for the newspaper.

While MOOCs may be good marketing for colleges and universities, they have no clear business model. That doesn’t mean business schools can ignore them, but rather, as with any technological improvement, we can embrace them in a way that furthers our value propositions.

Well, that concludes my interview with Amy Hillman. I would like to thank her for consenting to this interview.

Click here to read all our posts concerning the Achievement Gap.

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