Higher Education

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

3 Paths HBCUs Must Take to Be Recognized for Their Excellence

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.

But with diversity at all American colleges and universities on the rise, and the emergence of flexible online programs, do HBCUs fit in the contemporary higher education picture?
They certainly can, with the help of some strategic thinking and considering their role in today’s society. Here are three paths HBCUs can take that will help them do just that.

1. Continue to serve as a haven for top-performing African American men and women.

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.

2. Carefully consider and craft your role as an individual HBCU in today’s society.

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 Crow-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.

But what about now? 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?

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.

3. Foster diversity and be welcoming to all students.

Maybe it’s no longer necessary to attend an HBCU in the sense that it was when these colleges were originally founded. 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.
To sum it up, 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.

What else do you think HBCUs can do to keep and promote a reputation of excellence? I’d appreciate reading your thoughts in the comment section.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education, list, Matthew Lynch

5 Recent Developments That Have Changed the State of For-Profit Education

It’s really no secret that more people are seeking out alternative forms of higher education, and that non-traditional students are more commonplace as a result. For-profit colleges are among those other options students can select in pursuit of their education. The for-profit college industry boomed during the Great Recession as colleges targeted the increasing number of unemployed Americans.

But while I’m all for fair education for all, and providing plenty of opportunities for those who need more flexibility due to jobs, family or health issues, for-profit colleges may not be the best option. They have been accused of overpromising on career results later on while taking the money of vulnerable students. Students at for-profit schools default on federal loans at a higher rate than students at traditional public colleges: over 19% after three years, compared with less than 13% at public institutions.

Because of this, for-profit colleges have come under a lot of scrutiny lately. Let’s take a look at five recent developments that have changed the status of for-profit institutions.

  1. The U.S. Department of Education tightens their standards on for-profit education.

The U.S. Department of Education has bumped up its regulation of for-profit career colleges, introducing rules that would halt federal funding to institutions that leave students saddled with enormous debts that they are unable to repay.

The efforts by Obama’s administrations show that federal and state authorities are ramping up their examination of the for-profit college industry, which includes colleges such as the University of Phoenix and Everest College and ITT Technical Institute.

Opponents believe that many for-profit colleges charge a hefty price, yet target low-income consumers, resulting in students who have massive loans to repay and few job prospects.

U.S. Secretary Arne Duncan said, “Today too many of these programs fail to provide the training (students) need, while burying them in debt they cannot repay.”

The Education Department’s new rules intend to penalize schools that cost their students too much debt compared to their earnings post graduation. In order to be eligible for federal student loans and grants, schools must meet debt-to-income requirements for two out of three consecutive years.

The department estimated about 1,400 programs out of 5,500 covered by the regulations would fail the debt-to-income test.

  1. Many for-profit colleges are closing.

The Education Management Corporation and the Career Education Corporation will shutter the doors of more than 25 campuses across the country.

The Art Institute, Sanford-Brown College, Sanford-Brown Institute, and the Le Cordon Bleu culinary school, are all set to close soon.

According to the Chronicle.com, the Art Institute has almost 5,500 students enrolled and the shutdown process will likely take three years..

Earlier this year Corinthian shut its doors due to heavy fines and probes from the federal government. Everest College, maybe its most popular campus, is included under the Corinthian umbrella as well as Heald and WyoTech. Corinthian received nearly 90 percent of its revenue from federal student loans because tuition to attend these schools was astronomical.

The United Stated Department of Education is set to forgive the student loan debt of the Corinthian 100, a group of students who claimed to be financially defrauded by Corinthian Colleges.

The group is made-up of 100 former students who attended colleges under the Corinthian umbrella. Because Corinthian is now defunct and many students were forced to either transfer or just hold the debt, the coalition petitioned the education department to have their loans forgiven.

  1. The stock of for-profit colleges rises despite it all.

In 2014, for-profit colleges and universities saw a rise in stock worth, as well as revenue, according to a CNN Money report. Strayer Education was perhaps the biggest success, with its shares rising 75 percent in 2014 so far. Strayer provides a variety of accreditation, bachelor degree and master’s degree options through programs that are set up at 100 other colleges and universities across the country.  DeVry Education Group and Capella have also seen rising stocks, at 20 percent and 13 percent respectively.

  1. For-profit colleges sue Obama Administration for the new rules.

The Association of Private Sector Colleges and Universities, a group that represents for-profit colleges, sued the U.S. Department of Education and Secretary Arne Duncan on behalf of for-profit colleges. For-profit colleges disagree with the rules released in late October of last year that penalize career training programs for charging high tuition that saddles students with massive debt while offering low-paying job prospects.

For-profit schools filed a lawsuit and asked a judge to reject the new regulation, claiming the Department of Education does not have the right to set debt-to-earning standards. The Association of Private Sector Colleges and Universities called the rule “unlawful, arbitrary, and irrational” and feels it will “needlessly harm millions of students who attend private sector colleges and universities.” They strong believe that the job a student lands and their earnings after graduation “depend heavily on factors beyond the schools control.”

The Education Department announced its “gainful employment” rules, which base a program’s ability to receive federal loans on whether the estimated annual loan payment of a typical graduate doesn’t exceed 8% of total earnings or 20% of the student’s discretionary income.

For-profit colleges will be allotted time to make changes, but if they fail to meet the standards, they will become ineligible for federal student aid, which makes up nearly 90% of the revenue at for-profit schools. The DOE estimated about 1,400 programs would not meet the standards.

  1. For-profit schools shift their priorities.

Many online higher ed schools were focused solely on gathering funding for new programs.

Now, however, according to a new survey by the Education Advisory Board, nearly 100% of executives at online higher education programs and schools want to shift their focus to “track career outcomes” for students once they leave school.

The EAB survey found that executives have concern over how employers view graduates and would like to “improve messaging to prospective students.”

One of the chief concerns of many potential students, and those who have graduated from an online college, is that their degrees are seen as worthless. While all online colleges aren’t seen in the same light, many are grouped together because the accreditation may differ from traditional colleges and universities. Standards for online schools and for-profit institutions with online programs also vary and give many employers pause before hiring a graduate from an online university, specifically that from a for-profit.

It’s clear that the roller coaster of events specifically concerning for-profit schools have led to an increased focus on improving the quality of education and the amount of positive recognition given to for-profit schools. Hopefully the executives of these institutions will see that being proactive in ensuring that the quality of the education that students receive will have a lasting impact on how employers view them once they enter the workforce.

 

 

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Matthew Lynch published in Higher Education

Report: College graduates with high debt face long-term health issues

According to a new study via Gallup.com, college graduates “who took on the highest amounts of student debt, $50,000 or more, are less likely than their fellow graduates who did not borrow for college to be thriving in four of five elements of well-being: purpose, financial, community, and physical.”

In short, debt may cause negative health issues.

The survey has an area of 25-years as Gallup only polled individuals who graduated college between 1990-2014. What the study found is that graduates who are burdened with $50,000 or more in student loan debt may struggle to repay their loans, which in turn has causes them to delay making large purchases, e.g. buying a new home.

Those saddled with debt are unable to save as much as their counterparts who do not have as much debt or none at all, and Gallup’s “thriving gap,” percentages between those with $50,000 in debt less the percentage of student’s without it, shows an 11 point percentage spread between the two parties.

The study also found that more recent college graduates seem to be performing worse than those who graduated prior to 2000. Those who obtained a college degree between the years of 1990-1999 are doing better socially, physically, and in purpose.

What this inquiry portends is that the government and colleges and universities will have to seriously tackle the issue of rising tuition costs as well as student loan debt.

Because student loan debt now outweighs credit card debt and has surpassed $1 trillion, America has a full blown fiscal crisis on its hands. With wage growth still stagnant and many individuals going without full employment, this crisis will likely get worse. That will mean more health issues and many former graduates with void savings accounts as well.

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Matthew Lynch published in Higher Education

Past, Present and Future: How Has Higher Ed Changed and What’s Coming Next

Note: The following guest post comes to us courtesy of Shaul Kuper, president and CEO of Destiny Solutions, a company that creates software for leading higher education institutions. Destiny Solutions helps clients successfully attract, manage and maintain their non-traditional students. Some of these institutions include Penn State World Campus, Stanford Center for Professional Development and eCornell.

Our education system was designed centuries ago. The first degree-granting institution was founded in 1088, but its roots go back millennia.

The modern university is based on the same economic model that powered the rest of the pre-industrial world. Expert craftsmen — in this case, professors — spent years apprenticing in order to master their trade. They then handcrafted products — courses and seminars — to sell locally, without much competition. Each village had one blacksmith, one baker, one university.

Then, the industrial revolution came along. Suddenly, goods could be produced en masse by workers with little specialized skill. The goods could be distributed across a vast geographic area. Instead of having a blacksmith in every village, there was now one giant factory that served numerous villages, towns and cities—and it produced goods faster and cheaper.

Almost all goods and services transitioned to this model by the early 1900’s—except for higher ed. The first real change for higher ed in over 1000 years came as a result of the Internet boom. For the first time, content could be instantly distributed to mass audiences in disparate geographic locations. Further, the institution no longer controlled the content as students could freely find information through a variety of sources including MOOCs, online journals, blogs, YouTube and search engines.

The Internet changed higher ed because it removed the institution’s monopoly on content, and it broke down the geographic barrier to competition.

We did a survey of higher ed administrators to see how they view changes in higher ed, and what they think has been the most substantial. Here’s what we found:

The number 1 change is technology. The number 2 change is an increase in responsiveness to non-traditional students. Finally, the number 3 change is declining budgets.

It’s an eclectic mix of factors that are at play. And although each of these factors are making waves, have any of them really caused a complete overhaul of the system?

It seems to me that instead of rethinking and reconstructing the tuition-revenue model from the 1600s, we simply keep repaving the surface while ignoring the underpinning foundations.

Perhaps it is time to reimagine our educational system altogether? What if we were a start up nation, without any outdated infrastructure or preconceived ideas on how an educational system is “supposed” to work. Suppose we simply started again from scratch. What would higher education look like then?

For the most part, we’ve gone through this minor repaving process so many times already that we have now hit definite cross roads, presenting two options. For those who believe everything is business as usual, they had better grab the steering wheel tightly, as the road is only going to get bumpier. For those who choose to evolve, it’s an opportunity to get on the freeway and pursue a whole new vision. This is no trivial matter and requires complete alignment in concept, in funding and in execution, all the way from the highest offices down to today’s learner.

 

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Matthew Lynch published in EdTech & Innovation, Higher Education

What do American college students look like?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding a P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest post by Jan Costenbader

Before I enter the classroom each quarter (sometimes virtually), I always wonder about what my class looks like. Sometimes there are more women than men, sometimes it is a very diverse group, sometimes there are adult students, but one thing is certain, every year the incoming freshmen look younger and younger. Certainly, this is not because of my own advancing age, but seeing their youthful faces embarking on a new journey in today’s technological age, leaves me with the question, “what do they look like technically?” As more and more of our courses rely on online components, you have to ask yourself, “are our students prepared to deal with the challenges of D2L, online quizzes, and video captured lectures?”

Every year, the Higher Education Research Institute at UCLA conducts a nationwide study of incoming college freshmen. The study conducted by UCLA [1] includes survey responses from almost 166,000 freshmen representing 234 institutions. For the first time in 2013, the survey added two questions about the respondents’ use of Open Educational Resources (OER) such as Khan Academy, MIT’s OpenCourseware and other MOOC’s. These two questions were in addition to the recurring questions about using the Internet for research, social media use, video games. So, what does the incoming freshman class look like technically? How prepared are they to use the online tools? I found some of the results quite surprising.

First of all, what about using the Internet for research? Interestingly, the responses for ‘frequently’ was the only category reported. 81.8% of all students attending Baccalaureate institutions used the Internet for research or homework. The results were similar across all types of institutions with only Historically Black Colleges and Universities being slightly lower at 76.0%. So, one can, perhaps, conclude that these incoming students speak Google. Whether or not they can use the tools effectively or the research is valid is yet another story. I do know that some faculty instruct their students on the proper use of Internet search tools and how to determine if research is credible. Searching and researching strategies on the Internet may make a good introductory course for our Liberal Studies Program.

Online social networks like Facebook and Twitter have high participation rates with only 5.6% of the respondents saying that they never use these sites. On the other hand, 50% of the respondents spent between 1 to 5 hours per week on the sites and, of course, that means that roughly 43% spent more than 5 hours per week.

Anecdotally, the teen usage of Facebook has declined by 25% over the past three years. [2] Twitter and Instagram are becoming increasingly popular destinations for the younger generations. This is dramatically illustrated by this graphic from Piper Jaffray which portrays the decline in Facebook and the fairly dramatic increase in Instagram usage.

“Friends and the Internet dominate teen influences and combine in social media environments. Instagram and Twitter are the two most used social media sites, implying teens are increasingly visual and sound bite communicators.” [3]

Increasingly, faculty and various department and organizations are establishing a presence on these social media sites. For example, the College of Science and Health Advising Office is very active on Twitter @CSHAdvising with 397 followers, as is @DePaul Chemistry with 466 followers. Some faculty post a Twitter feed on their D2L homepage and regularly tweet course news and information. Of course, you are limited to 140 characters, but as indicated above, teens are sound bite communicators. This may lead me to establishing a Twitter or Instagram feed for my own Math 100 course, as I am finding that students don’t always seem to read or even get emails that I send to them.

One of the most interesting aspects of the UCLA study was the use of Open Educational Resources (OER) by incoming freshmen. Two new questions were added to the survey, asking how often students have “used an online instructional website (e.g., Khan Academy, Coursera): as assigned for a class, or to learn something on your own” in the past year.

“About four out of ten (41.8%) incoming students ‘frequently’ or ‘occasionally’ used an online instructional website as assigned for a class in the past year. Students were, however, much more likely to utilize these resources independently—almost seven out of ten (69.2%) incoming first-year students have used such sites ‘frequently’ or ‘occasionally’ to learn something on their own.” [4]

What was most surprising about the results was that freshmen bound for Historically Black Colleges and Universities (HBCUs) exceeded the averages significantly with 53.4% using these sites for assignments and a whopping 87.5% using the sites on their own. This speaks well to the abilities and interests of our incoming freshmen when it comes to preparedness to use online resources in coursework.

Finally, there was an additional piece of data regarding college choice. The students were asked about the reasons for making a college choice that were “Very important”. Of course, the academic reputation of the college was the top response. However, only 3.8% of the students would rate the ability to take an online course as “Very Important”. This does not say that students don’t want to take an online course, but it is not a factor in choosing a college. This, most likely, doesn’t bode well for those fully online institutions.

So then, our incoming freshmen are really digital natives. They not only look really young, but they are well versed in all things digital. Come to think of it, the World Wide Web went public on August 9, 1991! None of the incoming freshmen class were even born then. Perhaps, just perhaps, we need to meet them where they are.

[1] Eagan, K., Lozano, J. B., Hurtado, S., & Case, M. H. (2013). The American freshman: National norms fall 2013. Los Angeles: Higher Education Research Institute, UCLA. http://www.heri.ucla.edu/monographs/TheAmericanFreshman2013.pdf
[2] http://istrategylabs.com/2014/01/3-million-teens-leave-facebook-in-3-years-the-2014-facebook-demographic-report/
[3] http://www.piperjaffray.com/2col.aspx?id=287&releaseid=1975435
[4] Eagan, K., Lozano, J. B., Hurtado, S., & Case, M. H. (2013). The American freshman: National norms fall 2013. Los Angeles: Higher Education Research Institute, UCLA. Pg 8
 
This post originally appeared on Iddblog, and was republished with permission.
 
Read all of our posts about EdTech and Innovation by clicking here. 
____________________
 
Jan Costenbader came to DePaul from California State University, Chico in November of 2010. There, he taught Mathematics and developed an online hybrid Mathematics course for General Education Mathematics. He also assisted faculty in course design as an instructional designer. Currently, he provides instructional design consultation to the College of Science and Health, the Quantitative Reasoning program and several departments within the College of Liberal Arts and Social Sciences. In addition, he teaches fully online developmental Mathematics and blended Quantitive Reasoning courses.
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Matthew Lynch published in HBCU's, Higher Education

HBCU Insights: Protecting Cheyney’s legacy

A column by Dr. Larry Walker

For nearly 180 years Cheyney University has been a beacon of hope for Black students from a variety of socio-economic backgrounds with untapped potential. Throughout their tenure students were molded by the caring hands of administrators, alumni, faculty, staff and students committed to changing the narrative regarding historically Black colleges and universities (HBCUs). Far too often, the struggles of HBCUs including Cheyney are widely publicized without acknowledging years of triumphs. The university has a distinguished history that should not be ignored. Luminaries including noted scholar and educator Leslie Pinckney Hill, 60 minutes correspondent Ed Bradley, former Montgomery County Superintendent, Dr. Paul Vance and Civil Rights activist Bayard Rustin walked Cheyney’s hallowed halls. Despite the barriers Cheyney stands at the Pantheon of HBCUs. It was founded years before the Emancipation Proclamation, withstood the Nadir and attempts to ignore its mission.

Cheyney is the bedrock, which other HBCUs stand upon. Thus, the universities future is inextricably linked to all HBCUs. If Cheyney continues to falter what does that say about the future of our institutions? In spite of the battle with the Commonwealth of Pennsylvania and the looming decision by the U.S. Department of Education, as a proud alumnus,  I am not ready to write Cheyney’s epilogue. It is vital that the state works with advocacy groups including Heeding Cheyney’s Call to address years of systematic isolation. The institution is the oldest of the 14 state schools and plays a vital role educating Black students. Founded as a teacher’s college Cheyney can help the state and nation increase the number of Black teachers in underserved communities. In addition, the hotel, restaurant and tourism program can meet the growing need for professionals while the new science center can address the lack of Black physicians.

HBCUs throughout the United States are facing serious questions regarding their relevancy. Institutions including St Paul’s College and Morris Brown College closed or operate on a shoestring budget. Other HBCUs including South Carolina State University and Norfolk State University have faced questions from state legislators despite years of success. However, pundits do not focus on the millions of dollars in federal,  state and foundation grants secured by HBCUs including Hampton, Howard and Morgan State University. Ensuring HBCUs including Cheyney continue to remain viable should include a multipronged approach, which includes feedback from members of the university family. Recently, Cheyney has taken steps to incorporate alumni and faculty concerns to develop a blueprint to solve a variety of problems. Alumni are critical to the Cheyney’s future success. As an alumnus I can speak to the passion and commitment from graduates who are prepared to fight for the institution.

Recently I had the opportunity to attend Homecoming. The annual event brings together alumni, family and friends to relive old memories, reignite rivalries and network. Students and graduates are united in their fight to protect Cheyney’s legacy. Cheyney is an important cog in the Pennsylvania State System of Higher Education (PASSHE). Without Cheyney the system would be incomplete. Forcing Cheyney to merge or close would deny students from underserved communities the opportunity to complete their post-secondary education. Moreover, the university has the capacity to address workforce needs throughout the region including developing science, technology, engineering and mathematics (STEM) majors. The university needs the state to invest, not disinvest to compete with institutions of comparable size.

Solving the problems facing Cheyney would not occur overnight but a collaborative effort between alumni, administrators, faculty, state and students could turn the  tide. The issues facing Cheyney have reached a tipping point, however, the university cannot afford lose critical Title IV federal funding or capital expenditures from the state. For this reason, stakeholders should consider the following:

  • Resolve years of inadequate funding – the battle between the state and Heeding Cheyney’s Call is rooted in the state’s failure to abide by an agreement with the U.S. Department of Education, Office for Civil Rights. Cheyney needs critical funding to renovate and rebuild its infrastructure. Over the last few decades the university has received minimal funding to maintain buildings on campus. Investing additional resources while holding the university accountable for expenditures would change the narrative. The institution is the key to increasing six-year college graduation rates for Black and Latino students in the region.
  • Link Cheyney’s success to workforce needs – Allocating resources to key programs that align with state workforce needs is important. The state has to view Cheyney as a partner that could increase the number of Black and Latino residents with critical skills. Establishing a business incubator that focuses on entrepreneurship would encourage students to start a company and reinvest by sponsoring an endowment, scholarships and funding for vital programs.
  • Hire a change agent – Cheyney has suffered through years of interim presidents and employee turnover. Small HBCUs including Claflin University located in Orangeburg, SC and Paul Quinn College located in Dallas, TX provide a template that should be duplicated by Cheyney. Leaders including Dr. Michael Sorrell and Dr. Henry Tisdale worked with alumni to increase fundraising and the institutions international profile. Identifying a president and staff equipped to work with the state, address alumni, student concerns and raise money for Cheyney is paramount.

Cheyney is at a crossroad. The university can no longer afford to continue along the same path. Years of inadequate leadership have left the university in a quandary. However, with the support of the alumni, state and students the university can overcome the current dilemma. Failure is not an option. Losing Cheyney could start a ripple effect that impacts every HBCU in the United States. The souls of deceased alumni would not rest if the crown jewel of HBCUs fails to survive.

Read all of our posts about HBCUs by clicking here.

_____________

Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.

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Matthew Lynch published in HBCU's, Higher Education

Report: wealth gap in higher education growing

According to a report by Moody’s Investor Service, Americans colleges and universities are developing a wealth gap problem.

“One third of all assets held by colleges and universities” is with the country’s 10 wealthiest universities.

A few on the list include Harvard, Texas, Stanford, Yale, MIT, and Duke. Of the top ten, three are public universities. The rest are private.

Harvard, perhaps the nation’s most prestigious university, is also the country’s richest. In terms of wealth, Harvard is stout with $42.8 billion. That’s almost $10 billion more than the University of Texas, which comes in second.

The report also states that the country’s richest schools “capture the bulk of charitable gifts flowing to higher education” to the tune of 60 percent.

But one of the more interesting portions of the study lands with how many schools collect their revenue. The collection of tuition and student fees at the country’s top 20 private educational institutions has a median of 15 percent. That number jumps to 46 percent for public colleges.

Moody’s report concludes that because of the recovering economy and stock market, university endowments for the country’s wealthiest schools have aided in their increased wealth.

This report almost models how certain collegiate sports are fashioned. As power is concentrated in just a few NCAA conferences in sports like football and basketball that host big name schools like Alabama, Ohio State and USC, many kids will forgo opportunities at smaller schools in an effort to compete at larger, more competitive universities.

That example is a small sample size compared to the grand number of colleges and universities that many students have to choose from, but attracting the best and brightest to one’s campus is always easier when money flows as freely as spring water.

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Matthew Lynch published in Higher Education, Matthew Lynch

Bobby Jindal wanted more education cuts in Louisiana

Higher education in Louisiana faced cuts this past year after the state faced a multi-million dollar budget shortfall.

It could’ve been worse (way worse) for education though. Governor Bobby Jindal reportedly wanted to cut over $600 million from higher education but was rebuffed by leaders in the state legislature.

In speaking with the press this past week, Jindal notes that he was upset that lawmakers didn’t cut from the state’s higher education fund.

To close the state’s budget shortfall, lawmakers used money from the rainy day fund. Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Despite Jindal’s opposition, the fact that higher education funds weren’t slashed even further is good for just about everyone else.

Nola.com notes that the move saved many schools from being reorganized.

“The Louisiana Legislature voted overwhelmingly last week to draw down around $28 million from the rainy day fund to cope with a midyear budget shortfall. The move allowed public colleges and universities to avoid reductions in the current budget cycle — though the outgoing governor said he would have preferred more reductions.”

Against his will, Jindal compromised and went along with what the legislature wanted. Since Jindal’s terms as governor is up in January, he spoke about the need to reduce the size of the state’s government, which is why he wanted to cut higher education funding.

On the inverse, Governor-Elect John Bel Edwards says that he wants to increase the budget for higher education, which will undoubtedly appease education leaders in the state.

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

5 Reasons HBCUs are Still Relevant

As college enrollment numbers rise, with Black college students at their highest enrollment levels ever, the role of Historically Black Colleges and Universities, or HBCUs, have come into question. Before 1964, and even as recently as two decades ago, an increase in the number of Black young adults with college aspirations would have been welcome news for HBCUs.

Today, more Black college students do not automatically translate into higher enrollment numbers at HBCUs because the college landscape has changed so drastically since the golden days of these institutions. Diversity recruitment programs on traditional campuses, the ease of online degree programs, and the rising credibility and offerings at community colleges have eclipsed the cornered market that was once enjoyed by HBCUs when it comes to enrolling Black and other minority students.

As a result, it’s been suggested that HBCUs are no longer relevant and their purpose is now outdated and unnecessary for the students who used to depend on their offerings. With respect to the many quality non-HBCU higher education institutions, I’d argue that HBCUs are more relevant than ever and are in many ways even MORE necessary than their counterparts. Here’s why:

HBCUs are still havens for the disadvantaged. The achievement gap in K-12 learning may be narrowing, but it is still exists. Even minority students who end up graduating from high school drop out of college at higher rates than their white peers. While all types of colleges are picking up on this weakness and looking for ways to retain students, many HBCUs stand out as examples of how to succeed at having students return after freshman year. A U.S. News ranking lists Spelman College (at 88 percent retention), Morehouse College (82.5 percent), Howard University (82.3 percent), Florida A&M University (79.5 percent) and Winston-Salem State University (78.3 percent) as the top five HBCUs for having students return to campus after freshman year.

As a comparison point, the top 10 predominantly white institutions, or PWIs, had retention rates that ranged from 97.5 to 99 percent – BUT the retention numbers for minority students was lower. The campus culture and student-centric programs at these PWIs are stellar but it also stands to reason that the students attending top PWIs, like Brown University and the University of Notre Dame, are predisposed to staying in college anyway – while HBCUs have many more obstacles to overcome when convincing and encouraging their attendees to stay. HBCUs are also proving to be thought leaders when it comes to advancing rights for Lesbian, Gay, Bisexual and Transgender students, with Morehouse College offering its first LGBT course this past spring.

HBCUs are blazing STEM trails. Many HBCUs are powerhouses when it comes to offering strong degree programs in science, technology, engineering and math. HBCUs are important hubs for developing the greatest STEM minds in the nation, with 65 percent of all Black physicians and half of all Black engineers graduating from HBCUs. The Tuskegee University College of Engineering and Alabama A&M University of College Engineering, Technology and Physical Sciences are not just top engineering schools among HBCUs – they are among the best in the nation. Spelman College is the second largest school in the nation that sends Black undergraduates on to medical school. Jackson State University receives the highest amount of HBCU federal research funding every year, at $68 million, and is known for its “research intensive” programs.

Claflin University students work alongside the South Carolina Center for Biotechnology and receive hands-on industry training and connections in the field long before graduation. Xavier University of Louisiana has a consistently top-ranked pharmacy program and is a sought out school for those hoping to advance to medical school. Florida A&M University consistently ranks at the top of all colleges that graduate Black students with doctorates in natural sciences and engineering. In June, Fayetteville State was awarded a $718, 000 government research grant that included plans to oversee STEM instruction to local high school students. The advancements these schools are contributing to STEM fields are not just relevant, they are groundbreaking and an asset to the industries the graduates eventually serve.

They make college more affordable. As college costs climb, HBCUs remain reasonable options for earning college degrees and come with plenty of financial aid options in the form of grants, scholarships and federal loans. HBCUs like Coahoma Community College in Clarksdale, Mississippi cost as little as $4,940 for in-state students for an entire academic year (before any grants or financial aid) or just under $7,000 for in-state students who choose to live on campus. Even out of state students get a pretty good deal – adding just $1,000 more to that total. Even HBCUs with top billing offer affordable routes for their students, like Howard University in D.C. that saw 52 percent of students in 2012 with their financial needs fully met. The financial assistance programs at HBCUs have an inherent understanding that their students come from a place where college may not be an option without sound advice and financial assistance – and they step up to meet the needs of those students.

They adequately staff the workforce – and help graduates land jobs. During the latest Recession years, college career centers faced even greater scrutiny when it comes to helping students find jobs when they leave campus. The state of unemployed college graduates reached nearly crisis proportions at one point, with college graduates returning home to live with their parents after receiving a degree. HBCUs stepped up and worked even harder to help their graduates find the work they were qualified to accomplish after graduation. The 2012 HBCU Career Center Survey found that over 90 percent of HBCUs offered career workshops, career counseling, one-on-one resume writing help, one-on-one interview coaching, on-campus job fairs and on-campus interviews from prospective employers. Nearly three-fourths of the HBCUs in the survey said they also offered career development services for alumni. HBCUs are not simply training their students and sending them off blindly into their future careers; these schools are supplying well-equipped, highly-educated workforce members through connection programs that happen long before graduation day.

They remind us that there are still battles to be fought. As much as I’m a proponent of diversity in all of our schools, from pre-K to doctoral programs, there is some solidarity at HBCUs that would be a danger to lose. Despite advancements against discrimination, it is important to remember that the fight for civil rights and equality still rages on – and it extends beyond the Black community. It is vital to remember why HBCUs were developed in the first place and what role they have played in the fight for justice – producing such civil rights trail blazers as Martin Luther King Jr. and Thurgood Marshall. Though the initial mission of HBCUs may have evolved with the times, the reminder that education is an inalienable right for all Americans, and those who chose to study from abroad, lives on proudly at HBCUs and will always be a necessary pillar of the U.S. college and university system.

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Matthew Lynch published in Higher Education, Matthew Lynch, Policy & Reform

3 Ways Activists Fought For P-20 Education in 2015

Activism and fighting for the common good are as old as the human race itself. In P-20 education, the last decade has seen progress for groups that have traditionally been left out of the decision and often made to fight for a seat at the table. To the surprise of some and elation of others, many of these education activists groups have be overwhelmingly successful, especially this past year. In honor of those of us that fight for what’s right, I decided to do a piece discussing the top ways that education activists pushed back against “the man” in 2015.

Oklahoma protestors rallied for public school funding. Thousands of protesters attended a rally at the Oklahoma State Capitol that called on the state’s legislators to

do a better job staffing and funding the public schools in the state, as reported by The Oklahoman. The Brighter Future rally was organized by the Oklahoma Parent Teacher Association, and more than 60 school districts cancelled classes so that teachers, students, and parents could attend the rally that has been taking place for over a decade. Whether the legislators listened remains to be seen, but it would be in their best interest to do so.

Oklahoma ranks below the national average when it comes to academic achievement and chances for success for its students, according to Education Week’s 2015 Quality Counts report. For K-12 achievement and education spending, Oklahoma received “F” rankings. It’s reasonable to surmise that there is a connection between both things; without properly funded schools with highly trained (and adequately paid) teachers, students will not be able to reach their full potential.

The protest’s organizers hoped to double last year’s numbers and have 50,000 people at the rally today as a gathering of that size would hopefully collect the attention needed for some real change to take place when it comes to the public schools in the state and the children who attend them. The connection between public school funding and staffing, and the success of its students, is very clear. To best guide this generation of K-12 students into an economically healthy future for the state, Oklahoma needs to put the right funding behind its public schools.

Corinthian students said USDOE used them as publicity stunt. In a story that continues to grow, students who formerly attended Corinthian colleges are accusing the United States Department of Education (USDOE) of using them as a publicity stunt.

Representatives from the “Corinthian 100” were set to meet with officials from the USDOE about their student loan debts but opted to cancel the meeting because they felt they were being used. According to the New Republic, a representative from the Debt Collective, the organization aiding the students in their quest against the USDOE, did not believe the government wanted to help.

“They’re using us so they can pretend to care about students.”

The Corinthian 100 continue to fight in an effort to get the government to forgive their student loan debt. Students that formerly attended schools under the now-defunct Corinthian colleges banner are attempting to exercise a clause listed in the contracts they signed for student loans.

That portion of the contract allows for students to make a “defense of repayment” if they feel that they’ve been deceived.

Because the federal government fined Corinthian $30 million, in part, for felonious ways of collecting debt, the for-profit institution was forced to shut down. That’s also why the 100 want their debt forgiven.

Caught in the middle are the students who are saddled with thousands of dollars’ worth of debt owed to the Department of Education. But the 100 are refusing to bend and are demanding that their debt be forgiven.

Because Corinthian received nearly 90 percent of its revenue from federal financial aid, the federal government should overreach to help students who have shown that they are unable to repay their loans. As a result of the carelessness of Corinthian and the government, these students may never return to college due to the debt held from a negative and painful experience with an organization masquerading as a college.

Corinthian students refuse to payback student loan debt. Corinthian Colleges, a for-profit education outfit, came under fire when, as reported by NPR, 107 of its former students refused to pay back their student loans as a form of protest.

In addition to the large amount of debt that the students carry, they also claimed that the degrees they received from Corinthian are not recognized by most employers.

The Associated Press reported that Corinthian shut its doors last July due to federal regulations. The college had more than 100 U.S. campuses with more than 70,000 students. But when enrollment started to slump and reports showed that nearly 100 percent of students at for-profit schools take out student loans to pay for their education, the United States Department of Education stepped in.

According to NPR, the Consumer Financial Protection Bureau met with representatives from the “Corinthian 100” to discuss “ways to address the burden of their student loans.” This is likely a step in the right direction for those students, but it doesn’t fully address the student loan debt crisis that’s beginning to engulf higher education.

The Institute for College Access and Success, by way of Pew Trusts, a rising number of states’ graduating students have an average debt of more than $30,000. Coupled with the fact that student loan debt now outpaces debt tied to mortgages and credit cards and more than 7 million U.S. borrowers are in default on their loans, higher education just may be in crisis.

The “Corinthian 100” is currently in talks with the Department of Education regarding their student loans.

I think these students have every right to refuse this repayment and that they were victims of predatory practices by this non-defunct university. Colleges and universities need to be held accountable for the degrees they give students and for what those students do after college.

What would you add to my list of ways that education activists fought back 2015?

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