college

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

Seven Biggest Mistakes Parents Make in Saving or Paying for College

Note: The following guest post comes to us from Jack Schacht, the founder of www.MyCollegePlanningTeam.com, a Wheaton, Illinois based organization that brings together experts from both the academic and financial services communities who work in coordination to help families find the right college for the right price.  Contact him at  [email protected].

As tuition costs continue to skyrocket, families can no longer afford to make any mistakes when it comes to paying for college.

Making mistakes can drive up your Expected Family Contribution (EFC) causing some families to pay thousands more for college than necessary.   If they only knew the many rules that affect EFC, they could save money.

Here are the seven most common mistakes families can make when saving and paying for college:

1) Saving in a student’s name.

Not everyone knows that savings in a parent’s name (that is in excess of their asset protection allowance) is assessed at 5.64% in calculating the EFC.  The asset protection allowance for a typical college family is around $45,000.

Savings in a student’s name, however, are assessed at 20% or 25%, depending on the methodology the school uses to calculate EFC.  Accordingly, if Grandma gives your child $30,000 to put in his own college savings account, you have just added at least $6000 to your Expected Family Contribution.

To make matters worse, the student does not have an asset protection allowance.  So never have assets in the student’s name.

2) Paying for college with a Grandparent-owned 529

Some financial advisors  have actually recommended this as a strategy to reduce college costs. Make sense, right?  If neither the parent or the child are holding the asset, what could possibly be the problem?

While it may be true that there is no assessment on either the parent or student’s assets, there is still an assessment—and it’s much worse. According to FAFSA rules, money paid out of the Grandparent’s 529 is considered untaxed income to the student. And the assessment on student income is a whopping 50%

While students don’t have an asset protection allowance, they do have a small income protection allowance.  Currently, the student’s gross income protection allowance is about $6300. What this means, however, is that every dollar over the income protection allowance is assessed at fifty cents on the dollar.  Accordingly, if Grandma sends $16,300 dollars to the college   for your student’s first year’s tuition, you will be have raised your EFC by an additional $5000.

3) Using or borrowing Retirement Funds

Many parents make the mistake of thinking they are getting a break from the government when they pay for college out of their IRA funds.  After all, the government waives the 10% penalty for funds withdrawn that are used for college.

What parents forget, however, is they are adding to their income when they withdraw funds from an IRA and parent income is typically assessed at 47%.  It’s another very bad move.

4) Missing Important tax deductions & tax credits

Parents sometimes make an error in paying their entire college costs out of their 529s only to find out that they can no longer claim the American Opportunity Tax credit.

Because the parent has already received a tax benefit from the tax-free distribution from their 529, the federal government considers that claiming a $2500 tax credit would be “double-dipping” and that is not allowed.  So work with your tax advisor on this one.  You don’t want to miss $2500 in free money from the government.

5) Being unacquainted with EFC reduction strategies

Before parents figure out how they are going to pay for college, get a good book on the subject.  One of the best books out there dealing with EFC reduction strategies is written by Kalman Chany and called Paying For College Without Going Broke. 

 Knowing the material and implementing the strategies yourself, however, may not be a wise move for everyone.   Families are encouraged to seek the help of a college planning specialist .   Just using your regular CPA can hinder your chances for financial aid.

6. Knowing the different methodologies for calculating EFC

A parent recently followed his accountant’s advice to cash out his $150,000 in stock funds and pay down the mortgage.  He was told it would save a bundle on college.

While it’s true that this move could save him about $7500 a year in college costs, that’s not how it worked out.

Under the Federal Methodology, which most all public universities and a majority of private colleges use, this move could have achieved that result.  That’s because under FAFSA rules, the equity in one’s home is not used to determine EFC.

This was not true, however, with all three schools their daughter was interested in attending.  These particular schools used what is called the Institutional Methodology to determine EFC.  Under that method, home equity IS assessed.

Note only did this move do little to bring down EFC, but the stocks the man cashed out would have increased in value by about 25% if he  held on to them during that two year period!

7.  Not Understanding How to Use the Appeals Process

Again, many people do not understand that there is still money that can be saved even after their receive their final award letters.  Awards can be appealed.  Obvious examples would be when there has been a change in family income or if the family was suddenly incurring some unexpected medical expenses.

What really is news to parents, however, is that an appeal can also be made because another college, which is not your student’s first choice, made your student a better offer.  You do not want to try playing one school against the other, however, unless the other college has a similar ranking to the college to whom you are appealing.

Most important, read up on how to write a good appeals letter before you act.  You can also seek out of a college coach in your area who does this kind of work.

There is a lot to navigate out there when planning for college.  Next to your home, however, college is likely to be your second largest investment in your lifetime.  Take the time to do it right!

 

 

 

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Matthew Lynch published in HBCU's, Higher Education

HBCU Insights: Changing the Discourse on HBCUs

A column by Larry J. Walker

Ensuring every American has the opportunity to develop marketable skills is critical. After graduating from high school, completing an associate degree, GED or serving in the U.S. military aspiring engineers, scientists and teachers seek reasonably priced colleges with supportive environments. However, post-secondary institutions with prohibitive tuition, room and board and fees prevent students from low and moderate income backgrounds from obtaining a bachelors degree. Fortunately, recent state and federal proposals are attempting to make college more affordable while increasing the number of minority, first generation, low to moderate income college graduates. Throughout their history historically Black colleges and universities (HBCUs) enrolled more students from predominantly low income and minority communities in comparison to predominantly White institutions (PWIs). For this reason, HBCUs are equipped to support students in need of academic, emotional and social support. Unfortunately the recent struggles of some HBCUs tarnish their distinguished history of educating students.

In 2002, Morris Brown College, a HBCU located in Atlanta, Georgia lost its accreditation because of a plethora of financial problems. The African Methodist Church founded Morris Brown in 1881 to educate Black students. Since Morris Brown’s inception the institution educated thousands of students who may not have attended college. More than a decade after losing accreditation the college continues to graduate a small number of students. Morris Brown’s struggles foreshadowed the demise of St. Paul’s College, a small HBCU, located in Virginia. In 2013, St. Paul’s, encountered financial problems that forced the historic institution to close. Some pundits suggested the loss of St. Paul’s and Morris Brown’s financial exigency signaled an end to HBCUs golden era. However, upon closer examination several HBCUs are continuing to thrive despite a variety of obstacles.

Hampton University has a Cancer Research Center that focuses on closing disparities and developing new research. Recently, the National Science Foundation (NSF) awarded Hampton a $622,000 grant to increase the number of African-Americans in computer science. The grant reflects Hampton’s ability to compete with larger institutions to secure vital funding. Similarly, Morgan State University signed an agreement with the New York Academy of Sciences, which will create opportunities for science, technology, engineering and mathematics (STEM) majors. The initiative is consistent with multiple partnerships the university has solidified over the last few years.

Several other HBCUs including Fisk University and Howard University have received funding to improve programs. For instance, a researcher from Howard was recently awarded a $1.1 million grant from the National Institute of Health (NIH) while Fisk received funding to maintain their archives. Each institution has a legacy that extends beyond the classroom. Fisk and Howard alumni have made major contributions in education, politics and science. Despite the success of HBCUs, collectively, they face a variety of challenges. Recently, South Carolina State University had to convince legislators not to temporarily close the university because of financial difficulties. Closing the university would have led to dire consequences for students including transferring to other institutions. Moreover, legislators would have resisted reopening the state’s only public HBCU.

 

While the problems facing HBCUs including South Carolina State University are genuine. There are factors that contributed to the disparities between South Carolina State and other public universities including the University of South Carolina. Unfortunately the media focuses on the financial struggles at HBCUs without examining the issues from a historical perspective. HBCUs struggle to fund programs, rebuild facilities and provide scholarships because of inequities. For instance, during the 1800’s several HBCUs were founded because of Morrill Land Grant Acts (I & II) yet they are not funded at the same level as PWIs. The uneven support for land grant and other public universities has forced HBCUs to file lawsuits to counter years of inadequate funding. Regrettably, some HBCUs have struggled financially which reinforces misconceptions including: 1) HBCU faculty members are not as accomplished as their counterparts at PWIs 2) HBCU’s are not as rigorous and 3) HBCU’s mission of educating Black students is no longer relevant in a post-racial society.

Changing the discourse regarding HBCUs has been difficult but advocates, institutions and stakeholders have taken steps to counter the deficient oriented focus. For example, Hampton University hosted the AARP HBCU Awards Ceremony, which recognizes the contributions of administrators, faculty, students and alumni. The annual event is a showcase that allows sponsors to challenge preconceived beliefs regarding HBCUs. Some of the awards include best: marching band, student government association, research center, alumni publication as well as student of the year (male and female) and faculty member of the year.

The AARP HBCU Awards Ceremony is part of a growing trend highlighting the accomplishments of HBCUs, alumni and students. For instance, the HBCUstory symposium sponsored by Fisk alumnae, Dr. Crystal DeGregory, is an annual event that brings together scholars to examine HBCUs historical significance. This year the symposium titled “Reconstruction in a New Age Resistance: Respecting our Roots+ Restoring our Rights” will be held at Fisk University. Sponsoring events that change the narrative on HBCUs is paramount.

For more than a century HBCUs educated Black students from predominantly low and moderate income families with limited resources. While some students from HBCUs come from affluent backgrounds the majority of students are dependent on federal and state funding. Thus, ensuring HBCUs have funding to educate students is important. Historically, Black students have encountered a variety of barriers including living in substandard housing, limited educational opportunities and pathways to success. HBCUs prepare students to break down obstacles by emphasizing concepts related to shared responsibility and political empowerment. Without these institutions thousands of Black students would face a cloudy future.

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 Equity, Higher Education

Report: 11 states spend more on prisons than higher education

According to a new report by the American Academy of Arts and Sciences, 11 states spend more money on correctional facilities than public research universities.

The report outlines how many states have cut spending on higher education while increasing budgets for jails and prisons.

Higher education spending didn’t start to fall once the recession started. Funding for higher education in many states begin toppling back in 1990 from 14.6 percent to just 9.4 percent in 2014.

Michigan, Oregon, Arizona, Vermond, Pennsylvania, New Hampshire, Delaware, Rhode Island, Massachusetts, Colorado, and Connecticut all failed to make the cut. Each state has a higher budget for jails and prisons than public research universities.

Adjusted for inflation, spending on elementary and secondary education increased by nearly 70 percent while corrections saw an increase of over 140 percent between 1986 and 2013.

In Michigan, nearly 25 percent of the state’s spending from general fund expenditures went towards corrections compared to just 15 percent on higher education.

The percentages are much closer in other states like Rhode Island and Delaware but corrections spending still gets a larger percentage.

Oregon seems to be the worst defender. Less than 5 percent of general fund expenditures are dedicated to higher education but the state spends nearly 15 percent of that money on correctional facilities.

Bottom line is that too many states invest in faux rehabilitation methods and not enough on student engagement. Imagine if we invested that money upfront in our troubled youth instead of putting it towards locking them up. It takes a fundamental understanding that it NEEDS to happen though – something that generally is lacking in the U.S. education system.

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Matthew Lynch published in EdTech & Innovation, Higher Education

Diverse Conversations: MOOCs for University Administration

By Matthew Lynch

Massive Open Online Courses are often associated with topics that are normally taught within college classrooms and by college faculty. The untapped potential of MOOCs extends well beyond the basic academic reach though, and is showing promise to advance the success of university systems as a whole.

Austin-based digital marketing agency Tocquigny is launching a four-week MOOC that focuses on recruiting students for online learning programs. Instead of targeting the students themselves, the MOOC guides administration and admission personnel through smart marketing tactics to attract their audiences to their online course offerings.

The free Online Recruitment of Online Learners starts on October 15 and runs for four weeks. Enrollment is open by visiting https://recruitonline.eventbrite.com.

I talked with the company’s CEO, Yvonne Tocquigny, about the concept for this MOOC and the evolving role of online learning.

Q: These courses at Tocquigny are aimed at college administrators, as opposed to students, correct?

A: Yes, specifically the courses are aimed at admissions, enrollment and marketing staff responsible for acquiring new students within higher education institutions.

Q: How are colleges succeeding in online enrollment, and where can they improve?

A: Colleges are in fierce competition for the same students. Most colleges and universities are using the same strategies and tactics so there is very little discernible differentiation between the institutions. Colleges and universities can do a better job of creating distinctive brands that set them apart rather than “me too” brands that make them all look about the same. They can do a better job of segmenting their audiences and delivering tailored messages to resonate with specific groups of students. And, they can do a better job of using and optimizing digital marketing. Schools should have visibility into a quantifiable cost per acquired student metric, and they should have specific initiatives to consistently lower that cost through rigorous testing and by optimizing campaigns.

Q: Based on your research, what types of students are enrolling in online college programs the most?

A: Online learning is most popular with a group Tocquigny refer to as “career advancers.” These are people that are currently employed, but cannot advance because they lack the educational certification. Online education is also popular with mothers as they find more time to dedicate to their futures, as well as military personnel coming out of active duty.

Q: How important is a university’s digital branding when it comes to recruitment, particularly for online learning?

A: As students shop for their university of choice, they are likely to first investigate their options through online sources, often using their mobile device. The school must engage a student prospect effectively at this first touchpoint in order to move the student into the consideration phase and on to the submission of an application. Prospective students today will not only visit the school’s website, but will investigate the school through social media, videos and blogs. It’s imperative for schools to have an accessible, relevant differentiated brand online in order to engage prospects.

Q: How will online college learning evolve in the next 5 years and what are some factors leading to change?

A: We at Tocquigny believe online higher education options will continue to evolve to offer more variations that are both paid and free for an audience that is not able or willing to attend a brick and mortar school. We are pioneering our own MOOC because we see the power this form of education has in the marketplace.  Integration with emerging online collaboration tools such as SubjectMatter will allow more direct contact with instructors to give the student a richer experience. We expect that new curricula around niche learning topics may spawn new certifications created to enhance specific skill sets required for jobs. This may lead to a proliferation of alternative learning paths that blur the edges between a traditional degree and other certifications.

Q: What university clients have you taken on already, and what campaigns have been launched?

A: Tocquigny has a seven year relationship with Regent University to handle its online student acquisition. We are also in the process of launching a social media campaign for Rice University aimed at recent graduates. I serve as an advisor for the School of Undergraduate Studies at The University of Texas at Austin.

Read all of our posts about EdTech and Innovation by clicking here. 

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Matthew Lynch published in Higher Education, list, Matthew Lynch

5 Things You Should Know about the College Gender Gap

If you have been following education hot button issues for any length of time, you’ve likely read about the nationwide push to better encourage girls in areas like science, technology, engineering and math (STEM). The thought is that by showing young women that these topics are just as appropriate for them as their male peers, more women will find lasting careers in these traditionally male-dominated fields.

I’m all for more women in the STEM workplace but with all this focus in one area, are educators neglecting an even larger gender gap issue?

Nationally, over 57 percent of college attendees are female when public and private school stats are combined. Female students have been consistently edging ahead of their male classmates since the late 1970s when the percentages flip-flopped. Aside from all-female schools, there are others that have marked disproportionate numbers. Pacific Oaks College in Pasadena has nearly 96 percent females in attendance, and the University of Tennessee Health Sciences Center in Memphis has over 93 percent. At Indiana University Northwest, located just outside Gary, 67 percent of the student population is female.

I’m glad women are becoming more and more educated, but the gender gap is problematic. Here are some things you should know about the college gender gap.

  1. The college gender gap is not an accident.

There are a few reasons why more young women than men are choosing a college education. The first is that there are more trades that do not require a college degree that appeal to men. The second is that economically speaking, women earn a better living with a college degree than without one in comparison to men. Though there is still a wage gap (in 2012, women earned just 80.9 percent of the salaries of their male counterparts), women see the value their earning potential can gain from achieving a college diploma.

I hear people asking this question all the time: What are K-12 educators doing wrong when it comes to preparing young women for STEM careers? It’s a valid one.

But based on the statistics I’ve listed here, shouldn’t we also be asking this question: What are K-12 educators doing when it comes to preparing young men for a college education?

  1. This can lead to financial trade-offs for men down the line.

It all comes down to the weight we assign to the worth of a college education. If a diploma is simply a way to earn more money over a lifetime, then perhaps men are doing the intelligent thing by launching into the workforce early and without student loan debt. That logic is flawed, however, when taking into account the fact that blue-collar jobs are declining in favor of white-collar ones. A young man making a lifelong career decision today simply cannot predict what educational demands will be placed on his field in another 10, 20 or 30 years.

  1. The educational disparity that results is bad for marriage.

Money aside, there are other pitfalls in a disproportionate number of men going to college. Statistics show that marriages where the couples have differing education levels more often end in divorce than couples with the same educational achievements. And even before divorce is an option, women who set college educational goals may not want to settle for men with less motivation – at least when it comes to academics. If this trend continues, social dynamics may be impacted.

  1. The path to the college gender gap begins before college.

According to Dr. Leonard Sax, too many boys are struggling in schools today. Sax proposes that five factors are responsible for the decline in school performance among boys: video games, prescription drugs, endocrine disruptors, devaluation of masculinity in popular culture, and teaching methods.  Sax and many others believe that video games disengage boys from real-world pursuits. Mind-numbing keyboards and flashing images have a seductive effect on the brain.  Medication for ADHD may be damaging motivational centers in boy’s brains, and the harmful effects of estrogens from food and plastic containers are upsetting the balance of boys’ endocrine systems.  The athletic, scholarly male TV heroes of the 1950s, 1960s and 1970s have been replaced with Bart Simpson. These and other shifts in modern culture are responsible for devaluing traditional masculine strengths.  Additionally, Sax claims that the ways in which children are being educated today simply turn boys off from schooling.

Men who are completing a four year degree take longer than women to do so, and tend to socialize more in college, study less than women, and have poorer grades. The difference in male-female college/university enrollment reflects performance differences that are evident well before college attendance.

  1. Minority men fare even worse with this trend.

The problem escalates when race is taken into account.  Recently, the Black Star Project published findings that just 10 percent of eighth-grade Black boys in the U.S. are considered “proficient” in reading. In urban areas like Chicago and Detroit, that number was even lower. By contrast, the 2013 National Assessment of Education Progress found that 46 percent of white students are adequate readers by eighth grade, and 17 percent of Black students as a whole are too. The achievement gap between the two races is startling, but the difference between the NAEP report on Black students as a whole and the Black Star findings of just Black boys is troubling too. It is not simply Black children in general who appear to be failing in the basics – like literacy; it is the boys.

We must ask ourselves why boys and young men seem to be falling behind academically.  More importantly, what steps need to be taken in order to reverse this trend?

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

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

Retirement in Presidential College Ranks Opens Diversity Door

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Just the Facts

• 61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.

Qualified Prospects

In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.

Encouraging Diversity in Presidential Ranks

The first step to building diversity at the highest college administrative level is simply recognizing the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.

The next step is to actively include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

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Matthew Lynch published in Equity, Higher Education, Matthew Lynch

Retirement in Presidential College Ranks Opens Diversity Door

College presidents must be able to multitask. Though not in the official job descriptions, these administrative leaders must be figureheads, court the general public, delegate effectively and always keep an eye on the horizon to guide their ships to bigger, better waters. It is a tough job and like many high-profile ones, comes with its share of scrutiny in the public eye.

As the latest wave of college presidents looks towards retirement, the higher education community has the opportunity to promote a more diverse presidential core. The next five years will set the tone for college leadership at the highest level for the coming decades and really for the entire student population too.

Just the Facts

• 61. Average age of college presidents in 2011.
• 92. Percentage of college presidents aged in the mid-50s to mid-70s.
• 14. Average number of years retiring college presidents first serve in the role.
• 40. Normal number of new college presidents in the American Association of State Colleges and Universities every year.
• 109. Actual number of new college presidents from April 2011 to August 2012.
• 6. Number of new college presidents this school year in the California State system alone.
• 13. Percentage of college presidents who are racial or ethnic minorities, as of 2012.
• 14. Percentage of college presidents who were racial or ethnic minorities in 2006.
• 26. Percentage of women college presidents.

Qualified Prospects

In the past, college presidents from other schools and college vice presidents have most often ascended the ranks to fill empty presidential seats. While this still happens about 19 and 25 percent of the time, respectively, other leaders like provosts and deans are increasingly being considered to fill the college president vacancies. Some schools even search outside the college community to find leaders from other industries that fit the bill. There is really no hiring formula that applies to all college president spots and a “qualified” candidate could feasibly jump several levels of hierarchy to claim the spot.

Encouraging Diversity in Presidential Ranks

The first step to building diversity at the highest college administrative level is simply recognizing the opportunity at hand. American institutions of higher education often consider how a diverse student, and even faculty, population should look but do not extend that to top-tier leadership roles. Colleges need to rethink that strategy. I believe the trickle-down diversity effect works well in college settings. Instead of starting with the largest group (students), start cultural change at the top of the pyramid. If a school has a well-balanced student population already in place, chances are that the faculty and administration reflect that fact too.

The next step is to actively include diversity in the search process. I’m not saying that white men with the right qualifications should be excluded from the running; I just mean that colleges with open president seats should make sure the short list of candidates has some variety in experience, ethnicity, sex and race. The Rooney Rule, established in 2003 by the NFL, mandates that at least one minority candidate be interviewed for all head coaching spots. I think colleges need to do that same with their academic leaders.

Those in lower to middle-level leadership roles in colleges that have presidential aspirations should get ready now. Make sure your name is associated with talks about the future of the college by getting yourself involved in the action. Get published. Envision yourself on the same plane as the college presidents that went before you but realize that you have a unique voice to lend to the college community you want to lead. Embrace the turning tides. Be an active part of the changes in college administration and you will in turn be part of the progress.

 

 

 

 

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Matthew Lynch published in Higher Education, Matthew Lynch

Standardized Testing for Colleges: A Necessary Evil?

Standardized testing in K-12 education is a perennial hot button issue. Proponents feel that measuring knowledge in these rigid ways helps lift the entire educational system. Critics say the measurements do nothing but encourage “teach to the test” methods and narrow the scope of what instructors are able to teach if they want to have acceptable test results. These arguments are nothing new, but they are now seeing a new audience.

What if the same principles of K-12 standardized testing were applied to colleges and universities? Americans spend over $460 billion on higher educational pursuits every year, yet there is no official worldwide system in place to determine whether students are learning what they should, compared to other schools. In June, the

Organization for Economic Cooperation and Development unveiled research on whether a global testing system for college students is possible. The group will continue to review its findings and decide later this year if it wants to push for implementation of the Assessment of Higher Education Learning Outcomes test, abbreviated as AHELO.

Right now the comparison system for colleges and universities lies in the many rankings that are released each year by sources like U.S. News & World Report and hundreds of bloggers who weigh in on the topic. The AHELO would be a “direct evaluation of student performance at the global level…across diverse cultures, languages and different types of institutions.” It would provide institutions feedback meant to help them “foster improvement in student learning outcomes.” In a nutshell, the test would not actually measure student achievements as much as shine the light on instructors that need some improvement.

To K-12 students, this sounds familiar. To college faculty, the idea is fraught with landmines. How can one test take into account so many variables in higher education across the globe? Would instructors be punished by the institution, or even worse held to some misguided accountability scale by peers, if students did not rank highly enough on an AHELO, or some other test? If college is a time for fostering critical thinking skills, would a standardized test take away some of that freedom?

College instructors and administrators are right to have doubts, and particularly before any testing mandates go into effect. Take the classic college entrance exams – the SAT and the ACT. Though research has found little correlation between results on these tests and actual knowledge or intelligence, they are a standard part of college admissions. It is more difficult to reverse a testing mandate than to fight it off at the outset.

It is easy to see why colleges and universities are leery of standardized testing, but K-12 instructors should be too. Presently, K-12 instructors guide students through the formative education years, dealing with standardized tests and other demands of contemporary teaching. Success with those students is ultimately determined by two other numbers: graduation rate and college placement. At that point, a K-12 teacher’s job is done, at least in theory. Adding another layer of teacher testing (cleverly disguised as core knowledge testing) at the college level could have an impact on K-12 instructors too.

If the AHELO is designed to “foster improvement” in the higher education schools that are tested, who is to say that those ideals of improvement will not then be extended to the K-12 schools that came beforehand? A student who demonstrates below-college-level proficiency in language or math would in theory not be the product of college that failed him or her – that student’s incompetency would be a result of a previous school, or schools. Could a global test for college actually negatively impact the K-12 schools that preceded it?

As with any measurement of teaching and learning, the AHELO and other similar initiatives need close scrutiny before becoming global law. I am not sure of the necessity of such a system and it will take some hard arguing by the other side to convince me otherwise.

Are you in favor of standardized testing in colleges and universities?

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Matthew Lynch published in HBCU's

HBCUs face peril under proposed education plans

From President Obama to Hillary Clinton, both Democrats have or will face backlash for their plans to make education more affordable.

Sounds crazy on the surface but the criticism has merit.

According to The Huffington Post, Clinton’s education plan would undermine the funding of some HBCUs and would likely force a few to close.

“Free tuition to any community college and reduced tuition to public institutions, will expedite the extinction of several HBCUs. Without federal and state investment in public historically black campuses which lack unique programs, modernized facilities and marketing resources, students of all races will flock to larger, more developed predominantly white colleges.”

In essence, plans presented by Clinton and other candidates who lean left would take federal and state money used to aid HBCUs and refocus the dollars towards a general fund that will help schools that traditionally serve the general population.

Hypothetically, schools that aren’t necessarily in need of more federal assistance would receive extra dollars and some HBCUs would be left in the cold.

This is likely an unintended consequence of ensuring that more low-income students have proper access to higher education. In doing so, Clinton and other candidates may end up isolating a voting bloc that they desperately need.

Read all of our posts about HBCUs by clicking here.

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Matthew Lynch published in Higher Education

Report: For-profit institutions source of most student loan debt

According to a new report by the Brookings Institute, a good chunk of student loan debt is held by students who attend for-profit institutions.

“The so-called student loan crisis in the U.S. is largely concentrated among non-traditional borrowers attending for-profit schools and other non-selective institutions, who have relatively weak educational outcomes and difficulty finding jobs after starting to repay their loans.”

That’s a fairly significant finding, I would say.

Students who attend non-profit private schools or public universities do not face the same debt issue because their job prospects are much higher upon graduation.

Borrowers at for-profit institutions have a harder time finding gainful employment, and when they do, their average earnings barely creep over $20,000.

[T]the median borrower from a for-profit institution who left school in 2011 and found a job in 2013 earned about $20,900—but over one in five (21 percent) were not employed; comparable community college borrowers earned $23,900 and almost one in six (17 percent) were not employed.”

The report also finds that students who attend the University of Phoenix hold the most debt. In 2014, students there held over $35 billion dollars in student loan debt.

If anything, this report shows that the government has to inflict tougher regulations on for-profit institutions in the higher education sector. College students work hard to make a better life for themselves and their families — but student loans can have the opposite effect, at least in the immediate. Tuition at these private schools is astronomical, and if students cannot find jobs to pay their loans back, attaining a degree from these schools is pointless.

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