Debating the use of degree completion as an accountability metric
The federal government currently provides more than $150 billion each year to students and their families in the form of grants, loans, work-study funds, and tax credits to help make college more affordable. This sizable public investment in higher education has indeed made college attendance possible for a larger share of Americans. However, there is […]
It’s a familiar story: a young, courageous (usually white male) entrepreneur drops out of college to pursue his dreams, only to become rich and successful beyond all expectation. Its implication, which has found some purchase in the popular imagination, is that it doesn’t matter if a person doesn’t finish college—in fact, he may be better-off […]
Paul Tough, author of “The Years That Matter Most: How College Makes or Breaks Us,” sits down with EdNext Editor-in-chief Marty West to discuss the book, and how the higher education admissions process tends to work to the benefit of affluent students at the expense of those from lower-income backgrounds.
“Taught me how to learn.”
Certificate-first programs can help tackle America’s college-completion crisis
Michael Horn, co-founder of the Clayton Christensen Institute for Disruptive Innovation, sits down with Paul E. Peterson to discuss his new book “Choosing College,” co-written with Bob Moesta, and the different questions prospective college applicants should ask themselves as they work through the application process for college.
The 15.6-acre campus of the College of New Rochelle in New York will be auctioned off on November 21, the New York Post reports. The school filed for bankruptcy protection last month.
A possible solution to the “Gaming the System” problem
A review of “The Years That Matter Most” by Paul Tough
Better incentives for colleges, less loan risk for students.
An excerpt from Education Next executive editor Michael Horn’s new book
The facts behind fears of a higher-education revenue recession
Review of “The Assault on American Excellence” by Anthony Kronman and “Safe Enough Spaces” by Michael Roth
Salary data and the academic research undercut the notion that faculty pay is the key driver in price increases.
Richard Vedder, an Independent Institute Sr. Fellow and Distinguished Professor of Economics Emeritus at Ohio University, joins Paul E. Peterson to discuss his new book, “Restoring the Promise: Higher Education in America,” and how rising college tuition costs have changed the dialogue around higher education.
An unbundled higher education system could focus on helping learners earn and learn, as opposed to the existing pattern of learn and then later, maybe, earn.
How different approaches to loan forgiveness, including plans put forward by members of Congress and presidential hopefuls, would distribute benefits to Americans of different income levels and races and ethnicities.
The plan is likely to disproportionately benefit middle- and upper-middle-income Americans, as well as black families, at an estimated total cost of about $955 billion.
Name an educated, upper-middle-class parent who hasn’t done a hundred things to advantage their own progeny in the frantic competition for limited spots at elite universities.
On Feb. 27, Democrats in New Hampshire defeated House Bill 673, which would have allocated $100,000 to cover the cost of students taking exams for free college credit.
Higher education policy research tends to focus more on income than wealth, not because income is more important, but because it is easier to measure, but income is a poor proxy for wealth, especially for black and Hispanic families.
In the News: Cal State Remedial Education Reforms Help Thousands More Students Pass College-Level Math Classes
After the Cal State system eliminated non-credit, remedial math classes and replaced them with credit-bearing, college-level courses, nearly 7800 students passed the higher-level math classes.
A review of “The Coddling of the American Mind” by Greg Lukianoff and Jonathan Haidt
Colleges are trying harder to recruit high-achieving students from low-income families. And some organizations are now ranking colleges on the extent to which they provide opportunities to those students. But new research identifies problems with the way these rankings are calculated, and suggests that colleges should be looking at the numbers differently. Caroline Hoxby joins Marty West to discuss her latest research on this topic.