May 2010 Archives

When parents and students are confused about the college-application process or how to pay for it, many go online for answers. The popular search engine Ask.com responds to 1 million questions every day and many deal with college. Here are the top-10 questions received by Ask.com about applying for college. They are ranked in order of frequency asked. If you have other answers, please chime in with a comment.

1. Is college tuition tax deductible?
For 2009, you can deduct up to $4,000 of college tuition and fees paid for you, your spouse, or any other person claimed as a dependent on your return. This is an "above-the-line" deduction, which means you don't have to itemize in order to take advantage of the break. As of 2010, the federal government offers two tuition tax-credit programs with total deductions of $4,500. Check in with the College Board and its page on tuition tax credits regularly to keep up with IRS changes.

2. What should I write my college essay and personal statement about?
Great college-application essays should present a compelling view of you that helps you stand out from others. It should also be clear, comprehensive, and well-developed.

3. What is the average college tuition?
For 2009-10, the average yearly college tuition in the United States was $26,273 for private four-year institutions and $7,020 for public four-year institutions, according to the College Board.

4. Why is college tuition so high?
While explanations and opinions vary, many reports attribute the price hikes to colleges making up for reductions in the per-student subsidy state taxpayers provide to colleges.

5. Where can I find a list of college grants and scholarships?
A great list of college scholarships and grants is available at CollegeScholarships.org.

6. Which states offer free tuition programs for residents?
States that offer merit-based free tuition to residents include Arizona, Arkansas, Florida, Georgia, Louisiana, Massachusetts, New Jersey, New Mexico, and West Virginia. Indiana and Oklahoma have statewide free-tuition programs for families with financial need.

7. Which college-admissions test should I take?
Most colleges require either the SAT or ACT admission test, but some have test-optional policies. Contact the colleges you are applying to to see the requirements and ask about additional subject tests.

8. What does sliding scale mean for college admissions?
Some colleges use a sliding scale when admitting students, which usually means that a high grade point average can offset lower test scores, or vice versa.

9. Why is the question of race on college applications?
Some college-application forms ask students to state their race to track the diversity of the student population and to allow schools to qualify for government grants that consider the college's diversity.

10. How do colleges decide whom to select from their waiting list?
College-admissions staff usually look for signs of academic seriousness from students on the waiting list because they want to offer admission only to those most likely to accept.

Posted by Caralee Adams at 8:58 AM | Permalink | Leave a comment | Recommend

So, maybe there's no need for high school students to get stressed out about their SAT and ACT tests after all.

According to The National Center for Fair and Open Testing, more colleges and universities are steering away from requiring applicants to submit SAT/ACT scores. Nearly 40 percent of all accredited, bachelor-degree granting schools in the county (843 in all) have test-optional policies. For a list click here.

Four new institutions are announcing they will drop the testing requirement: Ursinus College in Collegeville, Pennsylvania; St. Michael's College in Colchester, Vermont; SaintAnselm College in Manchester, New Hampshire; and Southern New Hampshire University with campuses in Manchester, New Hampshire, and Portsmouth and Bruswick, Maine.

Among the reasons administrators cite for the change in policy: the link of scores to income. Students from higher income families often do better, in part because of their preparation, resources available to enroll in test prep classes, and ability to take the SAT multiple times. Others say the scores are not good indicators of college success. Colleges making the score submission optional say they will focus instead on applicant's classroom performance. The hope is to find qualified students who may be at a disadvantage in the traditional application process.

Perhaps there is hope for low-income students (as we discussed here) who, despite having potential, struggle with access and could use a break in the admission process.

Posted by Caralee Adams at 7:05 AM | Permalink | Leave a comment | Recommend

Despite efforts to make college more accessible to low-income students, it's still a struggle. Check out the "5 Myths about who gets into college," by Richard Kahlenberg, a senior fellow at the Century Foundation, in the Sunday Washington Post.

It's disheartening to read the evidence that shows higher ed still has a long way to go in providing equal opportunity for all classes of students. For instance, 74 percent of students at the most selective universities come from the richest quarter of the population, and just 3 percent come from the bottom quarter.

University leaders say they want socioeconomic diversity and have enacted policies to make higher education more equitable and offered generous financial aid packages. Yet, the gap exists.

"We are missing out on a lot of talented, hard-working kids who could contribute a lot to society," says Kahlenberg. "Universities will provide a better educational environment for all students if they have socioeconomic diversity. Classroom discussion will be richer if students from all walks of life are presented."

So, what can be done to improve the situation?

On campuses, Kahlenberg's main message is that college-admissions officers should look not only at a student's academic record, but also the obstacles he or she had to overcome. "Almost all admissions officers will say that they do that already, but the data suggests they are not putting much weight on the economic disadvantages that students face," he says.

Being low-income or a first-generation college student doesn't have the same advantage in the admissions process as being an underrepresented minority, children of alumni, or a recruited athlete. While generous financial aid is important, without the admissions break, the proportion of low-income students will continue to lag, Kahlenberg found in his research.

In high schools, counselors should encourage students who are hard working and talented and low income to highlight those facts on their applications. Many universities are "need blind," so they don't discriminate against low-income students, says Kahlenberg. But at universities that want to promote socioeconomic diversity, it's good for students to explain their academic record in context—for example, if they held down two jobs or their parents didn't have the same opportunity to go to college.

While more affordable, Kahlenberg says high school counselors should not steer low-income and working-class kids to community college. His new research shows that only 10 percent of those who go to community college will get a four-year degree. "Going to a more selective college for any student increases the chances of graduating," says Kahlenberg. Although more rigorous, there is more money spent per student and better supports for struggling students.

Finally, when the research shows large gaps in SAT scores between low-income and advantaged students, the big fix points back to inequality of opportunity in K-12 schools, says Kahlenberg. The answer, he contends, lies in deconcentrating poverty and creating middle class schools with mixed income environments.

It's a complicated issue, but one that policymakers need to tackle to close the gap and give deserving students at a disadvantage a chance.

For more on the topic, look for the new book edited by Kahlenberg, Rewarding Strivers: Helping Low-Income Students Succeed in College, published by Century Foundation, to be released in June.

Posted by Caralee Adams at 10:55 AM | Permalink | Leave a comment | Recommend

To be ready for college or job training after high school, what should a high school graduate know? This month, a special commission was formed to look at just what skills students should have mastered once they leave high school. The hope is that the initiative will increase awareness of the need for high school grads to be academically prepared to compete in today's economy.

The new group—the National Assessment of Educational Progress High School Achievement Commission—will be led by former Mississippi Gov. Ronnie Musgrove and composed of public officials, educators, and business leaders. It was created by the National Assessment Governing Board, the independent bipartisan body that sets NAEP policy.

To come up with its recommendation, the commission will review the results of "the nation's report card" and other research, reach out to the public through hearings, and survey higher education officials. NAEP is uniquely positioned to provide research on 12th grade preparedness and currently has 17 research projects that will give the commission a tremendous amount of data to review, says Musgrove.

"The goal of the commission will be to effectively and clearly communicate the data to decisionmakers, policymakers, and educators to determine what policies should be put into place to make sure that all 12th graders will be academically prepared," says Musgrove. "There has been this missing link for some time. Especially when the U.S. faces high unemployment and lack of skilled workers, no issue is more important than for our 12th graders to be prepared."

So, how is this different from the Common Core Standards Initiative? While common core is based on K-12 curriculum, this effort will focus on data. The commission will look at the definition of preparedness by reviewing the NAEP research and translate that into education policy recommendations.

The draft of the common-core standards has drawn praise and criticism and stirred debate as states and education groups review them (see Curriculum Matters blog for more). It will be interesting to see how this commission's suggestions are received. Stay tuned for the release of some results this fall, although its work may span three years, says Musgrove.

Posted by Caralee Adams at 8:07 AM | Permalink | Leave a comment | Recommend

With students wallowing in debt, defaulting on loans, and facing a bleak job market, some are questioning: Is college worth it?

There is an interesting debate going on this past week on the topic—and one that will surely continue for some time. It started with an article Friday in The New York Times that quotes a small but influential group of economists and educators encouraging some students who are not ready or likely to be successful in college to skip it. Instead, they advocate intensive, short-term vocational and career training, through expanded high school programs and corporate apprenticeships. Part of the rationale is that of the 30 jobs projected to grow at the fastest rate over the next decade in the United States, only seven typically require a bachelor's degree.

On Monday, David Leonhardt questioned the "Plan B" argument in The Times. He argued that while many colleges are failing to turn out graduates and students are ending up in deep debt, pursuing a degree is still worth it. Leonhardt points to the pay gap between college graduates and others. Real pay of college graduates has risen over the past 25 years, while real pay of every other group has dropped. Sure, college grads have been hurt by the current recession, but they have fared better than workers with less education. His bottom line: Students benefit from college.

Yesterday, more banter was generated on the topic by Matthew Yglesias' blog for Think Progress of the Center for American Progress. Yglesias writes that there clearly is a large and growing college wage premium and that demand for jobs with college graduate skills is growing faster than the supply.

Watch for more on this hot topic in the coming months. As students struggle to finance college and campuses look for innovative ways to boost graduation rates, the debate about the value of a degree will only intensify.

Posted by Caralee Adams at 8:15 AM | Permalink | Leave a comment | Recommend

Do you feel for students who struggle to pay for college? Now there's an easy way to do something about it. Today, a new website debuted where you can click on the profile of a low-income student and pay anywhere from $1 to $2,500 toward his or her tuition.

CO-Fund was established by an enterprising group of Brown University students led by 21-year-old Cody Simmons. Attending a large public high school in Florida, Simmons says he saw many students accepted to college who couldn't afford to go. This experience, along with his work with high-tech startups, inspired Simmons to come up with the idea of soliciting micro-donations to help college students in need. "It's something I'm passionate about," says Simmons, who will graduate this month.

A cool feature of the concept is that recipients have to take a "pay-it-forward" pledge that they must fulfill after graduation. In response to receiving $2,500 for tuition (the money is paid directly to their college bursar's office), the student can either work for CO-Fund or a partner organization for a year, donate one-fifth of the amount to other CO-Fund students, complete 100 hours of community service in college, or complete a graduate program.

While the pledge is not legally binding, CO-Fund is carefully screening students and hopes to attract "CO-Fund Fellows" with a strong social obligation to give back. Candidates are referred to CO-Fund by its partner organizations, Brown's chapter of the National College Advising Corps, and College Visions. Students are chosen based on college-preparedness, personal background, and motivations for becoming a fellow. CO-Fund is sponsored by Rhode Islanders Sponsoring Education (RISE), which provides CO-Fund with a not-for-profit, tax-exempt status.

The site launches today with profiles of four diverse students, including their interests, aspirations, and testimonials from encouraging mentors. If you decide to support a student, your name and comment can be added to the donors' list and you can stay connected with your student. CO-Fund is starting small with its pilot of four Rhode Island students, but Simmons hopes as the word gets out it can help many more deserving students nationwide.

It's a tangible way to help one student at a time. As the cost of college continues to skyrocket, this innovative idea may indeed take off.

Posted by Caralee Adams at 11:06 PM | Permalink | Leave a comment | Recommend

Maybe I was right to be skeptical of all the postcards that are flooding my mailbox with claims that SAT test-prep classes will boost my high school student's scores dramatically.

On Wednesday, the Princeton Review dropped ad claims for test-score improvement through its test-preparation courses. It was a voluntary action that the National Advertising Division of the Council of Better Business Bureaus found to be necessary and appropriate, following a challenge by Kaplan Inc., a competing test-preparation service.

Kaplan complained the Princeton Review's score-improvement claims weren't based on improvement from one exam to another, but instead on the difference between results on Princeton's diagnostic test and students' self-reported scores on the actual exam after taking a Princeton Review course. Princeton agreed to permanently discontinue the claims.

Inside Higher Ed has a good piece giving some context to the issue.

These test-prep courses are costly, and it's a smart move for students and parents to have realistic expectations about the results.

Posted by Caralee Adams at 9:05 AM | Permalink | Leave a comment | Recommend

A report released today by the Economic Policy Institute paints a grim employment picture for 2010 high school and college graduates. The recession is to blame for the worst job market in a quarter of a century for young Americans, according to the report, The Class of 2010: Economic Prospects for Young Adults in the Recession by researchers Josh Bivens, Kathryn Anne Edwards, Alexander Hertel-Fernandez, and Anna Turner

The unemployment rate for college graduates younger than 25 grew from 5.4 percent before the recession in 2007 to an average of 9 percent over the last year. And that doesn't include the many college graduates who are employed in jobs below their skill level. Unemployment among young high school graduates nearly doubled from 12 percent in 2007 to an average of 22.5 percent the last year.

The report notes that being out of work or underemployed leaves many of these recent grads without a safety net because young workers are often ineligible for public assistance during times of unemployment.

This is discouraging news for graduates, more of whom are saddled with significant student-loan debt upon graduation.

Posted by Caralee Adams at 1:49 PM | Permalink | Leave a comment | Recommend

Big changes are happening in America's cities and the changes could have a major impact on higher education.

Educators and policy makers can learn a lot from a new report released on May 9 by the Brookings Institution, State of Metropolitan America: On the Front Lines of Demographic Transformation. The information is a preview, of sorts, of the 2010 U.S. Census, pulling data from the annual American Community Survey.

New realities highlighted in the report included:

• Cities are leading the way. Large metropolitan areas on the frontlines of demographic change, growing by 10.9 percent from 2000-2009 compared to the rest of the county which experienced a 5.8 percent growth. Total U.S. population has passed 300 million and is on target to reach 350 million by 2025.
• Uneven higher educational attainment. More than one-third of U.S. adults had a college degree in 2008, up from one-quarter in 1990. Yet, the survey showed that younger adults, especially those in cities, are not receiving college degrees at the same rate as rate as their predecessors. In large metro areas, African Americans and Hispanics lag behind whites and Asians in bachelor degree attainment by more than 20 percent.
• A more diverse and aging nation. Immigration is fueling America's population growth. About 83 percent of the country's growth was attributed to non-white groups, which now make up one-third of the population. Large metro areas are aging quicker than others with a 45 percent increase in the 55-to-64-year-old population from 2000-2008.
• Income gap widens. The survey revealed low-wage and middle-wage workers lost considerable ground in income, but high-wage earners saw earnings rise in the last decade. In large metro areas, high-wage workers out-earned their low-wage counterparts by a ratio of more than five to one.

These are interesting trends for high education to ponder....a more diverse, aging population in need of more education to keep up economically. For detailed information about your region in the country, the Brookings interactive website is worth checking out.

Posted by Caralee Adams at 8:27 AM | Permalink | Leave a comment | Recommend

It's AP exam time in high schools across the country. So, just who is taking Advanced Placement classes these days? Are students getting college credit? How can you help your student ace the exams? I spoke with Sue Landers, executive director of the AP program for the College Board, for some insight.

More than 30 college-level courses are now offered through the College Board's Advanced Placement Program and the demand is growing. Students know that having AP classes will help them stand out in the college application process, says Landers. Educators like that AP challenges kids and prepares them for college. Admissions officers look for AP classes as an indication of students' academic rigor. And in these tight economic times, students and parents are eager to earn college credit in high school to save money.

Each year, more students—including low-income students—are succeeding in AP courses, according the College Board. About 15.9 percent of students who graduated from U.S. public schools in 2009 earned an AP exam score of at least a "3" on one or more AP exams during high school. This is up from 15.2 percent in 2008 and 12.7 percent in 2004. In the 2009 graduating class, 18.9 percent of AP examinees were low-income students, up from 17.0 percent in the class of 2008 and 13.7 percent in the class of 2004.

Why the increase? Many schools are making AP more widely available and dropping requirements, such as having a recommendation to enroll.

Just because you take an AP classes, however, doesn't automatically mean you get credit. AP is accepted by more than 90 percent of four-year institutions in the United States, but the credit replacement policy varies by college and even within departments of a college. Scoring a "3" on the AP exam is the baseline indicator that the student is qualified for credit, but it is up to the college's discretion to grant the credit. Highly selective schools may require a "5" on the exam; some foreign languages may ask students to take an additional test before giving credit, says Landers.

Finally, aside from filling your students up with a hearty breakfast and making sure they are flush with sharpened No. 2 pencils, what can you do to help them get ready for the exam?

Check out the College Board website and the section on AP exam preparation. Here you'll find free response questions from previous tests, study skills and test-taking tips by subject area, and AP publications, and study guides.

Posted by Caralee Adams at 2:21 PM | Permalink | Leave a comment | Recommend

New numbers just released on student loan defaults reflect the tough economic times.

The draft default rate on student loans rose to 7.2 percent in fiscal year 2008, up from 6.7 percent in 2007 and 5.2 percent in 2006, the U.S. Department of Education announced Sunday.

Repaying student loans was toughest for borrowers who attended for-profit institutions (11.9 percent default rate). Those who attended public colleges had a default rate of 6.2 percent, and those from private colleges, 4.1 percent.

Those who borrowed from bank-based programs had a higher default rate of 7.8 percent compared with 4.9 percent for those in the competing federal direct-loan program.

These new figures are a draft; final numbers will be released in September after schools have a chance to review the data.

Students are facing a bleak job market, but they also need guidance when it comes to taking out loans in the first place. So many are carrying high debt loads and taking longer to get through school because of finances as reported last month here. We can only hope for a brighter report next year.

Posted by Caralee Adams at 1:03 PM | Permalink | Leave a comment | Recommend

With so many colleges to consider, it's easy to see why parents and educators rely on official rankings to help them decide. U.S. News and World Report is far better equipped than I am to sift through data from more than 1,800 colleges and universities to come up with its list of America's Best Colleges.

Yet, it's important for readers to know how the list is assembled and to keep some perspective. A big factor (25%) of the U.S. News ranking is based on a reputation survey filled out by other college presidents, provosts, and admissions deans. This spring, some college leaders are boycotting the practice of lobbying each other to improve their peer assessment, according to the Washington Post. They are chucking the traditional promotional mailings to each other, questioning the value of the investment, and calling attention to the methodology of the popular collegiate ranking.

About a dozen college presidents advocated banning the reputation survey in a 2007 letter. Now, as critics speak out and ditch the practice of swapping of glossy brochures that tout campus accomplishments, the reputation survey is under further scrutiny.

So, how does a college make it up high on the U.S. News list? The magazine says it ranks colleges for quality and value. It looks at both inputs—the quality of students, faculty, and resources—as well as outcomes—the results of the education a student receives.

The peer assessment has been part of the U.S. News ranking since the first in 1983 and is one of seven categories. Other factors include:
-Graduation and retention rates;
-Faculty resources (for example, class size);
-Student selectivity (for example, average admissions test scores);
-Financial resources;
-Alumni giving; and
-Graduation-rate performance (only for national universities and liberal arts colleges).

It will be interesting to see if the ranking methodology changes at all in light of this criticism from college leaders. In any case, it's good to remember, as the magazine cautions: Use the rankings as one tool to select and compare schools. You may hear a lot of buzz about certain schools, but brand isn't everything. There are tons of great colleges out there. What is a good fit for one student, isn't for another. When choosing a school, consult many sources and consider your own goals, finances, and what feels right.

Posted by Caralee Adams at 11:26 AM | Permalink | Leave a comment | Recommend