January 2012 Archives

At the same time students are paying more of their own share of college costs, many are becoming more serious about their studies, a new survey shows.

The American Freshman: National Norms Fall 2011 is a survey of more than 200,000 incoming first-time, full-time college students at four-year institutions and is conducted by the Higher Education Research Institute as part of the Cooperative Institutional Research Program at UCLA's Graduate School of Education & Information Studies.

Among the survey highlights showing students are more academically oriented when entering college:

• The percentage of incoming first-year students who took at least one Advanced Placement course in high school rose from 67.9 percent in 2009 to 71 percent in 2011, and those who had taken five or more went up from 18.7 percent to 21.7 percent in the same period.

• When it comes to homework, 39.5 percent of high school seniors said they spent six or more hours a week studying, up from 37.3 percent in 2010.

• Just over 69 percent of students said they frequently took notes during class as high school seniors, up from 67 percent last year.

• Freshmen increasingly expected to discuss course content with their peers outside of class (48.8 percent in 2011, up from 46.9 percent the year before), something that is connected with staying in school and better performance.

• Drinking is down: High school seniors who said they drank beer occasionally or frequently as high school seniors dropped from 38.4 percent in 2010 to 35.4 percent in 2011; those who consumed wine and/or liquor fell from 43.3 percent to 41.1 percent.

College freshman also face increased financial pressure in the economic downturn. The survey highlighted those changes, as well:

• Incoming students paying for college with grants or scholarships was down, from 73.4 percent in 2010 to 69.5 percent in this year's survey.

• The proportion of students receiving $10,000 or more in grants or scholarships in 2011 dropped to 26.8 percent, compared with 29.2 percent in 2010.

• About 13.3 percent of freshman expected to take out $10,000 or more in loans to pay for just the first year of college. In 2001, the figure was 5.6 percent.

• Unemployment for parents of incoming freshman continued at high levels— in 2011, 4.7 percent of students' fathers didn't have a job and 8.6 percent of their mothers were unemployed, about the same as the previous year for both.

The 2011 Freshman Norms report is based on the responses of 203,967 first-time, full-time students at 270 of the nation's baccalaureate colleges and universities. The survey has been conducted annually since 1966.

Posted by Caralee Adams at 12:17 PM | Permalink | Leave a comment | Recommend

Although families could start filling out the Free Application for Federal Student Aid (FAFSA) on Jan. 1, many put it off.

However, with dwindling financial-aid dollars, some institutions and states are doling out awards on a first-come, first-serve basis until funds are depleted. Dates vary by state, but some require students to fill out the FAFSA in February and March. (Click here for a list of deadlines by state.) FAFSA must receive applications no later than June 30.

So it's smart to apply now. It's a common misconception to wait until you file your taxes first. Experts say to estimate and get started.

U.S. News and World Report has a good article on how to avoid common mistakes on the financial-aid application.

For more information or help in filling out the FAFSA, go to here or call 1-800-4-FED-AID
(1-800-433-3243).

You can also follow the U.S. Department of Education for FAFSA advice on Twitter (Twitter handle @FAFSA).

Posted by Caralee Adams at 7:35 AM | Permalink | Leave a comment | Recommend

In a speech this morning at the University of Michigan, in Ann Arbor, President Barack Obama reiterated the call in his State of the Union address for colleges to keep tuition down and announced efforts to make costs and performance of schools more transparent so students can make informed choices.

"This country has always made a commitment to put a good education within the reach of all who are willing to work for it, and that's part of what helped to create this economic miracle and build the largest middle class in history," said Obama. "Now we've moved to an information age, a digitalized age, a global economy. We've got to make that same commitment today."

Obama is proposing a College Scorecard for all degree-granting institutions that students could use to compare schools based on their needs, affordability, and career and educational goals. Colleges also would have to collect earnings and employment information so students can get a sense of the job outcomes they could expect, according to a fact sheet just released by the Administration.

"Parents like getting report cards," said Obama. "From now on, parents and students deserve to know how a college is doing—how affordable is it, how well are its students doing? We want you to know how well a car stacks up before you buy it. You should know how well a college stacks up."

The administration also would like make the financial aid shopping sheet, announced in October, a requirement for all schools to make it easier for families to compare college financial aid packages.

To pressure colleges to keep tuition down, the president proposes linking federal student aid to college performance. Schools that keep tuition low and graduate a relatively large share of Pell Grant-eligible students would be rewarded with a larger share of money through Supplemental Educational Opportunity Grants (SEOG), Perkins Loans, and Work Study.

"I'm telling Congress we should steer federal campus-based aid to those colleges that keep tuition affordable, provide good value, serve their students well," Obama said today. "We are putting colleges on notice ... you can't assume that you'll just jack up tuition every single year. If you can't stop tuition from going up, then the funding you get from taxpayers each year will go down. We should push colleges to do better. We should hold them accountable if they don't."

The president acknowledged in his speech that state budget cuts have been the largest factor in tuition increases at public colleges over the past decade. He would like to challenge states to come up with innovative ways of improving higher education in this tight economic climate. The administration is proposing a new $1 billion Race to the Top for College Affordability and Completion competition. The program would push states to revamp the structure of state financing for higher education; align entry and exit standards with K-12 education and colleges; and maintain adequate levels of funding for higher education.

"We're telling the states, if you can find new ways to bring down the cost of college and make it easier for more students to graduate, we'll help you do it," said Obama. "We will give you additional federal support if you are doing a good job of making sure that all of you aren't loaded up with debt when you graduate from college."

In Michigan, the president also promoted the idea of extending the federal tuition tax credits, doubling the number of work-study jobs in the next five years, and keeping federal student loan interest rates down — all outlined in Tuesday's State of the Union speech.

All these proposals would need the approval of Congress to move forward.

For more, see the Politics K-12 blog today and The New York Times.

Posted by Caralee Adams at 12:24 PM | Permalink | Leave a comment | Recommend

In today's tight job market, young people especially need all the help they can get.

A free online toolkit launched Tuesday by the Young Invincibles and the American School Counselor Association has detailed job-market information, including college majors with the lowest unemployment rates by state.

Rory O'Sullivan, policy director for Young Invincibles, a Washington-based nonprofit advocating for 18- to 34-year olds, said young people are looking for more career guidance. This fall, the organization released results of a survey that showed eight in 10 young people know that higher education is more important to their generation than their parents', but that they feel college is becoming increasingly out of financial reach.

With young people facing a higher unemployment rate than the rest of the population, O'Sullivan says the "Skills That Work Toolkit" is an attempt to connect students with fields that are hiring so they can maximize their education dollars. While the job information is available elsewhere, the website organizes it in an easily accessible format for users, he said.

The toolkit can be used by high school counselors working with students transitioning to college and careers.

The information on the website will be updated and the resource section expanded throughout the spring, added O'Sullivan. The toolkit release is part of the Campaign for Young America, a project and bus tour led by Young Invincibles and dozens of partner organizations to reach out and engage young people in solving the nation's economic challenges.

Posted by Caralee Adams at 7:31 AM | Permalink | Leave a comment | Recommend

President Obama's focus on college access and affordability in last night's State of the Union Address was welcomed in the higher education community. But his strong language of putting colleges "on notice" to rein in tuition costs left some wondering how that could be achieved in the current economic environment.

Just this week, news came out that colleges lost $6 billion in state support, an average of nearly 8 percent in the past year.

Yet the president said college shouldn't be a luxury and threatened to decrease federal support for colleges if tuition keeps rising.

"We can't just keep subsidizing skyrocketing tuition; we'll run out of money," said Obama. "States also need to do their part, by making higher education a higher priority in their budgets. And colleges and universities have to do their part by working to keep costs down."

While no details were provided in the speech, a document released by the White House last night said the president is "proposing to shift some federal aid away from colleges that don't keep net tuition down and provide good value."

Obama praised colleges that were innovative by offering three-year degree programs, leveraging technology for learning, and having no-frills campuses. But Obama urged more efficiency to make college affordable because higher education is " an economic imperative that every family in America should be able to afford."

Justin Draeger, president of the National Association of Student Financial Aid Administrators, said it's tough to remember a time when a sitting president spent so much prime time talking about financial aid during a State of the Union. While everyone wants to keep the net price of college down, it's not easy in today's economy, he said.

"We're always concerned about proposals that would penalize schools, and ultimately students, for tuition increases when many times what causes a tuition increase is out of a college's hands," said Draeger. "Decreased state appropriations, increased operating costs, because of things like energy prices, can't be controlled by schools."

David Baime, senior vice president for government relations and research at the American Association of Community Colleges, said he was encouraged that the president emphasized the fact that states need to do more to support higher education. "Our colleges have done a great deal to curb their costs," he said. "But the reality is that tuition will continue to increase if states continue to cut their support."

Obama also called for community colleges to partner with local businesses to help create jobs. Baime said he was pleased that Obama recognized the contributions of community colleges in providing job training and the need to have resources to prepare the future workforce.

To pay for college, the president said he wants to double over five years the number of work-study jobs for college students who agree to work their way through school.

Last night, he also urged Congress help lower the cost to students by halting a planned increase of the interest rate on federal subsidized Stafford student loans, which will go from 3.4 percent to 6.8 percent in July if no action is taken.

"We welcome the president's leadership in keeping interest rates low," said NASFAA's Draeger. "Having student loan interest rates double this next July is going to come as a shock to many students.".

Rich Williams, higher education advocate for US PIRG, issued a statement last night applauding Obama's position to stop an interest-rate loan hike. He noted that the move could affect 8 million borrowers. For those who take out the maximum $23,000 in subsidized student loans, the additional interest could add up to $5,200 over a 10-year payment period and $11,300 over 20 years.

"In this economy, we cannot double the student-loan interest rate," said Williams. "Students are already weighed down by state budget cuts, struggling family finances, and uncertain job prospects."

The president also proposed permanently extending the American Opportunity Tax Credit that provides up to $10,000 for four years of college. About half of all undergraduates take advantage of the benefit.

To better prepare student for college, the president challenged state governments to require students to stay in school until they graduate or turn 18 (something that 20 states do now).

In a panel discussion following the speech last night, U.S. Secretary of Education Arne Duncan said the proposal would address the high dropout rate in the county now that is "economically unsustainable and morally unacceptable." Students who do not finish high school are often condemned to a life of poverty, he said. "Graduating from high school is just a starting point," said Duncan. "If you don't have that, doors shut very, very quickly."

See Politics K-12 for a full story on the scope of the president's remarks on education last night.

Posted by Caralee Adams at 9:09 AM | Permalink | Leave a comment | Recommend

More students than ever are headed to college, but the funds to support them are not following.

Total state fiscal support for higher education nationwide declined by 7.6 percent from fiscal year 2011 to FY2012, according to the annual Grapevine survey from the Center for the Study of Education Policy at Illinois State University, a joint project with State Higher Education Executive Officers (SHEEO).

Losing $6 billion translated into fewer course offerings and larger class sizes for students. State universities also used more adjunct faculty, froze hiring, and merged academic departments.

The cuts occurred in 41 states, ranging from 1 percent in North Carolina and Indiana to 41 percent in New Hampshire. Arizona, Wisconsin, and Louisiana all had funding drop by 20 percent or more. (Click here for individual state information.)

The reason: the slow economic recovery and the end of federal stimulus money.

By looking only at state funding, without factoring in the expiration of money from the 2009 American Recovery and Reinvestment Act (ARRA), the decline from FY11 to FY12 was 4.1 percent.

In a commentary by Paul Lingenfelter, president of SHEEO, said that educators were worried about educational funding falling off a "cliff" when federal funding was no longer available. "From this year's Grapevine survey of FY2012 appropriations, we now know how steep that fall turned out to be for higher education," he wrote."The federal stimulus funds, provided to cushion the effects of the recession, were helpful in 2009, 2010, and 2011, but they were virtually depleted by 2012."

Only nine states managed an increase in funding in 2012 after considering the loss of stimulus funds. Ten more states increased appropriations from state funds, but not enough to replace the lost federal funding, writes Lingenfelter.

How states will cope with less money varies.

"Those with the largest percentage declines in state support will experience the greatest upward pressure on tuition rates and on recruiting out-of-state students for revenue stabilization," writes Lingenfelter. "More worrying, however, is the potential loss of access for students with significant financial need as state support for financial aid also declines. Such loss of access and change in resident-nonresident mix will have implications for the availability of an adequately educated workforce in those states."

Posted by Caralee Adams at 7:16 AM | Permalink | Leave a comment | Recommend

The competitive college-admission process has many high school students in a frenzy over grades, activities, and testing. Jay Mathews' recent column in The Washington Post, 5 Wrong Ideas About College Admission, adds some needed perspective.

The myths he spells out give hope to the less-than-perfect student. Mathew's wrong ideas:

1. Colleges are impressed by a lot of extracurricular activities.

2. The more Advanced Placement or International Baccalaureate classes and tests, the better.

3. Every high school grade counts.

4. A student has little chance to get into a top school without an SAT prep course.

5. The harder a college is to get into, the more it will ensure a bright future.

For more detail on why these pieces of conventional wisdom are flawed, see Mathew's full piece here.

Posted by Caralee Adams at 10:40 AM | Permalink | Leave a comment | Recommend

Ask kids in 8th grade if they plan to attend college, and there is almost universal enthusiasm. Research shows this is true even among low-income students and those who are low performing.

But something happens along the way for many that ends the dream. For some, it's academic struggles or the challenge of being a first-generation college student; for others it's lack of money—or some combination of the three.

How to help students stay on the college track and finish was discussed at The State of College Access Forum Wednesday, sponsored by National Association of Student Financial Aid Administrators (NASFAA) at the U.S. Capitol.

Don Heller, dean of the college of education at Michigan State University, shared research from the National Education Longitudinal Study of 1988 that tracked middle school students' interest in college and stages at which they dropped out by income and achievement levels. Just half of the poorest students made it to college, while 96 percent of those who were wealthy enrolled.

"We lose poor students at every step, although they say they have the aspirations," he said.

The gaps were even greater when looking at who went to a four-year university, which have a better record for college completion. While 21 percent of students from families making less than $25,000 a year attended these institutions, 79 percent of students in households making more than $75,000 enrolled, the NELS research found. Academic readiness and sociocultural issues, such as "college knowledge" and awareness of financial aid, were also factors.

Other studies of successful college students show that parents and personal resiliency also matter, said Laura Perna, professor in the graduate school of education at the University of Pennsylvania. Having the confidence and knowledge that money will be available is significant for potential college students. But to improve completion, she added, public policy likely is best directed at financial support and academic preparation.

Talk of college planning and saving should start with families of 4th and 5th graders, said Tally Hart, a retired director of student aid and founder of Ohio State University's Economic Access Initiative. College-access programs are most successful when they are at a convenient location (in the students' school rather than on campus) and with a meal, when possible, especially when connecting with first-generation families, she said.

To improve access, financial-aid offices need to invest in communications and outreach. "Families need to know early that money is available so they can choose the right courses" in middle and high school to prepare students for college, said Hart.

For children, it is important to learn about college from a peer. Universities can set up these exchanges at little cost, said Hart. More evaluation should be done not only to find out if families think access programs are valuable, but also to find out if a program "actually moves the needle" in completion, she added.

Once college is near, transition programs, such as the College Success Foundation - District of Columbia, can guide students through the process and teach them to advocate for themselves, said Kya Dixon, college program officer with the nonprofit program at the forum this week.

Starting in their junior year of high school, about 250 underrepresented students begin to receive training and support from CSF. A summer academic-enrichment program introduces them to campus life. Mentors are paired with the students, and advisers are assigned in high school and college to provide ongoing support throughout their college experience. The focus is on building strong relationships with students so they will contact CSF for help, when needed.

This panel addressing the "other pieces to the access puzzle" followed speakers who talked about the future role of Pell Grants, covered in yesterday's blog.

Posted by Caralee Adams at 9:03 AM | Permalink | Leave a comment | Recommend

Student financial-aid experts gathered at a forum at the U.S. Capitol Wednesday to discuss the need to make the 40-year-old federal program more efficient and the importance of providing academic and social supports for students to boost college completion.

The National Association of Student Financial Aid Administrators (NASFAA), a Washington-based nonprofit member organization of student financial-aid professionals, hosted The State of College Access 2012 Forum. As part of the event, NASFAA released an issue brief about the role of Pell Grants in access, persistence, and completion.

While participants agreed that protecting the maximum Pell Grant award of $5,550 in this year's federal budget was a win for higher education, some suggested significant changes should be considered to maintain the long-term viability of the burgeoning $41 billion program.

Sandy Baum, an independent higher education policy analyst and consultant, said that if the Pell Grant program was more efficient and effective, the argument to continue funding it would be stronger.

"We need to think creatively about options for the future, not at the last minute, but in advance," said Baum. "If the program collapses of its own weight, we have a huge problem."

Total expenditures of Pell Grants, in constant dollars, are six times as high today as in 1976, and the number of recipients is five times as high. But Baum noted this reflects more students, not larger grants. More than one-third of undergraduates are receiving Pell Grants today. The growth begs the need to review the program and think about how to best serve the different needs of the students going to college, said Baum.

She is working on a project with the College Board, funded by the Bill & Melinda Gates Foundation (which also provides support to EdWeek), to look in-depth at the Pell Grant program with recommendations expected to be out this fall. "We need to think bigger," said Baum, "Maybe there are other ways we can structure the program. I think it's time for us to ask those questions."

Among the ideas on the table being discussed:

Complexity - To make dollars more effective, let students know ahead of time what they could get, perhaps with a simple table to see how much they qualify for based on income. .

Tax benefits - In reviewing federal student aid, look also at how much subsidy is going to offset college costs with education tax credits for students at all income levels (25 percent of tax deductions benefit families making more than $100,000) and not just Pell Grants that help low- and moderate-income students.

Structure - Think carefully about whether the same criteria and regulations work well for 18-year-old students just out of high school and 30-year-olds looking for short-term job retraining.

Incentives - Find ways to encourage institutions not to just open the doors to college but to accelerate completion.

Savings accounts - Create a college-savings program for the children of low-income tax filers so families have a stake in college education. Consider linking the amount of Pell Grant available to how long families were considered low income.

This year was a roller-coaster for the higher education community with a series of proposals in Congress to cut the program. In the end, only minor eligibility changes were made.

NASFAA President Justin Draeger added, "It's vital that we discuss the future of the Pell Grant program and other college-access programs before we have another funding crisis like we had this year."

Also at the forum, David Feldman, chair of the economics department at the College of William and Mary, said the notion that student-aid subsidies drive up the cost of college is a misconception. He noted that students, families, and the federal government are paying a greater share of the cost of college as states continue to cut higher education spending.

While need-based grants, such as Pell can increase college access, the panelists emphasized, other factors, such as academic preparation and sociocultural factors can determine college aspiration and success.

Posted by Caralee Adams at 9:22 AM | Permalink | Leave a comment | Recommend

Many seniors are feeling relieved that their college applications are in, but for some the toughest part of the process still lies ahead: Making the final decision. Since students send off so many apps these days, they will likely have many offers this spring.

Lionel Anderson in The New York Times gives seniors a solid list of factors to consider when choosing a college: from affordability and size, to student life, diversity, and academics. The article is worth reading and passing along to students weighing their options come April.

Posted by Caralee Adams at 3:52 PM | Permalink | Leave a comment | Recommend

While developing countries have increased investment in higher education and produced more science and engineering graduates, the United States has reduced funding at major research universities, and American students are not keeping up with degrees in those fields.

That information was released today by the National Science Board in the 2012 "Science and Engineering Indicators" report.

In 2008, U.S. students earned 4 percent of the world's engineering degrees, while 56 percent were awarded in Asia, including one-third in China. The number of natural-science and engineering degrees in China went from 280,000 annually to 1 million between 2000 and 2008. South Korea, Taiwan, and Japan together produced 330,000 graduates in these fields in 2008, compared with 248,000 in the United States, even though the U.S. population was considerably larger (300 million versus 200 million for those countries combined).

At a time when college enrollment is up in the United States, public support is down. State funding per student at the 101 research institutions reviewed by the NSB dropped by 20 percent in constant dollars—from $10,195 in 2002 to $8,157 in 2010. Overall state funding for higher education dropped in 35 of the 50 U.S. states in the past two years.

"Following the two recessions that bookended the past decade, states had serious budget shortfalls," said Ray Bowen, chairman of the NSB in a statement. "But the decline in support for postsecondary education, especially public research universities, is a cause for great concern as we examine the condition of U.S. global competitiveness."

Many feel that the number of U.S. students pursuing science, technology, engineering, and mathematics—STEM—careers is too small, but it is too soon to know the long-term consequences for innovation and economic development, said José-Marie Griffiths, S&E Indicators chairman of the NSB in a press briefing this afternoon.

There are many factors and no simple answers to reversing this trend, she said. "It is often seen as a higher education issue, but we have to address this issue in the early grades and middle school," she said. Griffiths referenced earlier NSB reports that emphasize recognizing and nurturing science and engineering talent early.

About one-third of bachelor degree graduates have steadily been in STEM fields. But Rolf Lehming, director of the Science and Engineering Indicators Program, added that the number of degrees in the physical sciences and engineering, considered critical to innovation, have not reflected the overall increase in college enrollment. "There is a disconnect that somehow we have not been able to solve," he said today.

An article in the Jan/Feb. issue of the Columbia Journalism Review suggests that the public perception that there is a shortage of American scientists is largely a myth.

Lehming said in the press call today that there is no evidence that these data are representative of a shortage of scientists.

There is talk, however, of a need for more women and minorities to go into STEM careers. Women's representation in the science and engineering workforce has gradually risen from 23 percent in 1993 to 27 percent five years later, the report notes. Underrepresented minorities, including blacks, Hispanics, and American Indians and Alaska Natives, have made strides, but their representation in these jobs remains below their proportion in the population. In both instances, participation has continued to rise over the last five years, but more slowly than in the 1990s, according to the NSB findings.

More role models are needed at universities to encourage underrepresented groups to pursue these fields, added Griffiths.

The findings should be kept in perspective, added Bowen.

"It's too early in the discussion to conclude that we have gloom and doom. We have a robust environment at research universities," he said. "It's important that policymakers have a long-term view in support of these enterprises."

In the coming months, the NSB will issue a policy companion piece to this report with more in-depth recommendations regarding investment in science and engineering education.

Posted by Caralee Adams at 5:00 PM | Permalink | Leave a comment | Recommend

Like many who attend community college, immigrant students often are struggling to pay for college while juggling jobs and families. They also face unique challenges as they learn a new language, adjust to a new culture, and try to navigate the unfamiliar system of the college and community services.

To better serve this growing population, the Community College Consortium for Immigrant Education issued a report Monday with recommendations and strategies for campus administrators.

Much of the expansion of the workforce in the coming years is expected to come from immigrants, and many will turn to community colleges for job training. The report estimates by 2030, nearly one in five U.S. workers will be an immigrant.

The CCCIE suggests action by community colleges should include:
-Developing an immigrant education strategy;
-Building a community of supporters;
-Redesigning ESL instruction and career pathways; and
-Empowering immigrant students as leaders.

To improve education for immigrant students, the report suggests expanding ESL classroom capacity to meet demand, hiring more well-qualified ESL instructors, and providing differentiated ESL curricula and career pathways to accommodate
the various English proficiency and educational levels of immigrant students. Also, there is a need for a more comprehensive assessment process to better reflect immigrant students' needs and strengths, it says. Another critical issue is scheduling classes that can accommodate students' work schedules and family responsibilities.

Among the report's specific recommendations for policymakers:
-Improve access to financial aid and revise policies to allow support for noncredit ESL;
-Fund public awareness campaigns about the contributions of immigrants and the role of community colleges in educating immigrants;
-Support research to expand the field of immigrant education and training; and
-Increase peer-to-peer learning, technical assistance, and collaborative research
among community colleges and partner organizations.

The CCCIE emphasizes that community colleges with the most success in serving this population have found ways to support their initiatives often through a mix of private- and public-sector funds and by leveraging resources through multi-sector partnerships.

For the full report and examples of model programs on campuses to serve immigrant students, go to Increasing Opportunities for Immigrant Students: Community College Strategies for Success here.

Posted by Caralee Adams at 11:05 AM | Permalink | Leave a comment | Recommend

Most people can look back and point to a special person or two who made a difference in their journey to where they are today. Having a mentor can be especially important in college, as students try to figure out their career path, stay focused in school, and get the right experience to prepare them for life beyond campus.

Ashton Jafari, 25, and Stephanie Bravo, 26, felt so strongly about the impact that mentors had on their lives that they set up a national network to pair students and professionals. StudentMentor.org was launched two years ago as an online platform to connect students—first college students and now high schoolers, as well — with mentors willing to share their experience. Funded by grants from foundations and corporations, the network offers the program for free to participants.

Too often, schools don't have the resources to help first-generation college students in need of career advice, says Bravo, president of StudentMentor.org and herself a first-generation college student who didn't find the guidance she needed initially at a large public university. Jafari, executive director of the organization, says lack of access to professional advice hurts students—and ultimately, college-completion rates. Research shows, not surprisingly, that students who have an early, clear career focus are more likely to finish their degree. "It's hard to go to class when you don't know what you want to do," says Jafari.

With StudentMentor.org, students can request a match with someone to help with time management, study skills, career advice, internships, and financing education. Much of the student-mentor exchange—perhaps 90 percent—happens online. But students and mentors do meet in person or via Skype, as well. On average, mentorships last several months. Jafari encourages students to seek out multiple mentors, as their needs and interests change.

Most college students seeking mentors are freshmen and sophomores. Recognizing the need to help with the transition into college, StudentMentor.org is beginning to work with high school students. Charter high schools in California interested in promoting retention for their graduating seniors have partnered with the organization to match students with professionals.

"It's extremely important to help students in high school really figure out what they want to do," says Bravo. "Present them with options. Bring in engineers, doctors, and lawyers and have them share their stories and tell them that is is possible to do what they want to do."

Look for more opportunities to get involved with mentoring during January, National Mentoring Month.

Posted by Caralee Adams at 10:00 AM | Permalink | Leave a comment | Recommend

Vice President Joe Biden and U.S. Education Secretary Arne Duncan went on the road today in Gahanna, Ohio, to talk about the need for colleges to contain costs to keep higher education within reach of everyday Americans.

"We have to make sure that going to college stays a fundamental part of the American dream," said Duncan, speaking at Lincoln High School.

He outlined efforts by the Obama administration to simplify federal financial-aid forms, increase funding for Pell Grants, improve repayment terms on student loans, and maintain higher education tax credits.

"We have to challenge universities to do their part. They can't keep increasing tuition rates faster than inflation," said Duncan. He praised campuses that have capped tuition and gone to three-year degree programs to save money. Students need to be savvy and make good choices, so they are aware of the cost of college, he added.

"The goal is not to go, the goal is to graduate," which may take three, four—or, as Duncan said, five years in his case. "Whatever it takes to get you across the finish line."

Biden shared his personal story of growing up in Scranton, Pa., in a middle-class family that struggled to come up with tuition money. He also joked about his own, relative low net worth that he blamed on paying 20 years of private college tuition for his kids. Still, one of his children finished law school with $110,000 in debt and another owing $68,000.

To help put his kids through school, the vice president said he borrowed against the value of his home—something that is not available to many families today who owe more on their homes than they are worth. The "perfect storm of economic policies that nearly bankrupted the country" makes it harder for parents to afford college, Biden said. By trying to turn around misplaced priorities in government spending, the administration wants to make college more reachable for middle-class families, he said.

"When we came to office, we had a lot in common," said Biden, speaking of himself, his wife, Jill, and President and Mrs. Obama. "We all know we'd never be in the position we are now if it were not for the help we got with scholarships, loans, and grants for our education."

He highlighted the administration's new cap on loan repayments at 10 percent of a person's discretionary income. Without such a policy, the need to make payments could limit a new graduate's options, such as working for a nonprofit or pursuing life as an entrepreneur, he said.

Despite the rising cost of college, Biden said it was worth the investment, citing studies on the increased earning potential over a lifetime with a degree versus a high school diploma. He also talked about the increased independence and confidence that comes with higher education.

"We can't afford to let people lose faith in the possibility," said Biden. "We are determined to make sure it doesn't recede from the dream."

Photo: Vice President Joe Biden, left, and Secretary of Education Arne Duncan sit on stage at an event about college affordability at Lincoln High School on Jan. 12 in Gahanna, Ohio. Biden talked about the high cost of a college education and the Obama administration's efforts to make it more affordable. (Jay LaPrete/AP)

Posted by Caralee Adams at 2:24 AM | Permalink | Leave a comment | Recommend

Many are saying the amount of debt that students take on to attend college has become a national crisis. In an essay in Inside Higher Education, Michael Bugeja goes beyond lamenting about the situation to offer concrete steps that everyone can take to reign in the costs of getting a degree.

Starting at the top, regents and trustees should be wary of "mission creep" and presidents need to raise money for student scholarships not just pay for new buildings, suggests Bugeja, director of the Greenlee School of Journalism and Communication at Iowa State University. If provosts are intentional about how tuition increases are distributed and deans focus on high-priority programs with strong enrollment, institutions can better serve students and contain costs. Bugeja goes on with specific suggestions for chief information officers, department chairs, faculty, staff, and everyone to do what they can to lower tuition and ease student debt.

At a time when report after report highlights the problem of mounting debt, Bugeja gives campus leaders some solutions to help to tackle it. Will they listen?

(In full disclosure, I serve with Bugeja on a journalism advisory board at my alma mater, ISU.)

Posted by Caralee Adams at 11:05 AM | Permalink | Leave a comment | Recommend

This month, ACT is offering two free webinars to help educators better use data from ACT assessments to improve students' college and career readiness. For more information about the training on Jan. 26, click here.

Posted by Caralee Adams at 10:45 AM | Permalink | Leave a comment | Recommend

Today, for the very first time, U.S.News and World Report released rankings for the best online bachelor's and graduate degree programs.

To be included in the report, programs had to have at least 80 percent of their course content available online.

The online bachelor's degree programs were ranked in three categories: student engagement and assessment, faculty credentials and training, and student services and technology. Master's programs online had similar categories but were reviewed for student engagement and accreditation, rather than assessment.

For this first year, programs were not given a numerical ranking for overall program quality. Instead, schools were included in an honor-roll list for programs that performed well across a series of criteria.

The top online bachelor's programs (not in numeric ranking order):
Florida Institute of Technology
University of West Florida
Westfield State University
Pace University

The best online master's programs in graduate education (not in numeric ranking order):
Auburn University
Bowling Green State University
Brenau University
Fort Hays State University
George Washington University
Northern Illinois University
Pennsylvania State University-University Park
Sam Houston State University
Syracuse University
University of Houston
University of Massachusetts-Amherst
University of South Florida
University of Nebraska at Kearney
Wright State University-Main Campus

U.S.News also established honor rolls for online graduate programs in engineering, business, nursing, and computer information technology.

For more information on the response rate and methodology behind the survey, click here.

Posted by Caralee Adams at 7:30 AM | Permalink | Leave a comment | Recommend

A new way to promote college readiness is being floated in the nation's capital: require all high school students to take the ACT or SAT and apply to at least one college or trade school.

That's the latest proposal being discussed in the District of Columbia public school system and introduced by D.C. Council Chairman Kwame Brown.

"I believe that every child should have the opportunity, even if they don't go, to at least apply to a college," Brown was quoted as he introduced the bill last week. He suggested that some D.C. students aren't going to college simply because they don't understand the enrollment process.

The bill would include training for students in how to apply, but there are no specifics about how to pay for the test fees, which run about $50. Some press reports suggest the Brown staff wants to explore public and private funding options as the bill moves forward.

A growing number of states require high school juniors to take the ACT or SAT, covering the cost—and in some states, such as Delaware, providing SAT preparation courses. There are nine state that have juniors take the ACT: Colorado, Illinois, Michigan, North Carolina, Kentucky, Wyoming, Tennessee, North Dakota, and Arkansas. Montana and Utah are currently piloting the ACT statewide.

The SAT is administered free statewide to high school students in Delaware, Idaho, and Maine.

Some districts within states mandate the exam; for instance, the SAT is given in districts in Florida, Connecticut, and Texas, while the ACT is required in many schools in Oregon and other states.

For first-generation, low-income students, it can take more than a mandate to apply to college. High school students often need guidance early to select the right mix of classes so they are college- and-career ready. The application and financial-aid process is also daunting for many. To walk more of these students successfully through the transition to college, experts suggest that more will likely need to be invested in nonprofits that provide mentoring and support. Once these students have accessed college, then there is the issue of retaining them.

It will be interesting to see where D.C.'s proposal goes. It has its skeptics. For it to meaningfully propel students into college, the city might benefit from partnering with community groups, businesses, and others to support students in the process—not to mention working on help with financing, which is one of the biggest barriers to postsecondary education.

Posted by Caralee Adams at 11:30 AM | Permalink | Leave a comment | Recommend

Parents of today's college students were often hyper involved in their kids lives growing up—organizing play dates, coaching from the sports sidelines, and some would say hovering too much over their every decision. It's not surprising, then, that their desire to stay in tune with their children's lives continues into their young adulthood on campus.

Rather than being annoyed by meddlesome parents, some colleges are embracing this generation's parental involvement, opening offices of parent relations and forming parent boards. An article in The Chronicle of Higher Education today written by administrators at Bradley University, a private, 6,000-student college in Peoria, Ill., encourages schools to leverage the interest of helicopter parents. Parents can be helpful with fundraising, internships, and recruiting.

Families are also demanding more detailed and user-friendly information when it comes to financial aid, graduation rates, and job placement. Colleges would be smart to be responsive to these inquiries, the authors note, with timely and easily accessible data and services for parents and students alike.

I've written about how parents letting kids take the lead in the college-search process, but the reality is parents are involved in selecting the school and supporting the students financially and emotionally once they get there. Savvy college administrators are likely to take note of the ideas in The Chronicle piece and consider how best to harness the parental energy that follows students to campus. Yet, there's always the need to maintain policies of privacy that allow students to fight their own battles with grades and disciplinary issues so they can emerge from college as adults ready for the real world.

Posted by Caralee Adams at 3:30 PM | Permalink | Leave a comment | Recommend

Yesterday's recess appointment by President Obama of Richard Cordray to head the new Consumer Financial Protection Bureau was applauded by groups that advocate for student financial aid.

With a director in place, the bureau can now exercise all its new powers under law. Student groups hope this means improving practices surrounding private student loans and credit cards and debit cards issued on campuses.

US PIRG, a Washington-based nonprofit, issued a press release that calls the move a bold step to protect student consumers from financial tricks and traps.

"Every year, students graduate owing tens of thousands of dollars before they've even earned their first paycheck. The Consumer Financial Protection Bureau can set rules of the game to rein in the worst abuses in the campus marketplace, and ultimately to drive down the cost of college," said Rich Williams, higher education advocate for US PIRG, in a statement.

Research shows that often students take out more expensive private loans before exhausting their eligibility for federal loans with more favorable terms. Also, students are targets for high-interest, high-fee credit cards and debit cards on campus. Student groups are calling for more oversight and regulation from the new bureau to protect students on these issues.

The Project on Student Debt, an initiative of the Institute for College Access and Success in Washington, also was supportive of the president's appointment.

"We urge the bureau to move swiftly on behalf of students and their families by taking steps such as curbing the flagrantly predatory private lending to students at some for-profit colleges; developing and enforcing sound underwriting and loan-modification standards; and requiring school 'certification' of all private loans to ensure that students can make informed borrowing choices," according to a statement from the organization.

The Project on Student Debt praised the CFPB for taking steps to assist students and families, including reaching out for public comment on private student-loan practices, drafting a "Know Before You Owe"student-shopping sheet to make it easier to compare the real cost of different college options and creating a student-debt-repayment assistant do help current student-loan borrowers navigate their repayment options.

The recess appointment of Cordray while most senators were out of town but the chamber was officially in a "pro forma" session, is being called a smart political move by some. It ends the gridlock over the issue as Senate Republicans had filibustered to block the nomination. Others were critical of the administration for defying the Senate rules.

Posted by Caralee Adams at 9:59 AM | Permalink | Leave a comment | Recommend

Americans with a college education fare better in the job market than those with just a high school diploma or less—but just how much better depends on their field.

A new report from the Georgetown University Center on Education and the Workforce released today finds unemployment for recent college graduates is 8.9 percent, compared with 22.9 percent of job-seekers with just a high school education and 31.5 percent among high school dropouts.

Looking more deeply, the analysis finds that choice of major matters. Majors that are more closely aligned with particular occupations and industries tend to have lower unemployment rates, although there are exceptions.

The study found those with the highest jobless rates included:
Architecture graduates (13.9 percent unemployment) - likely linked to the hard-hit construction industry in the recession
Arts majors (11.1 percent)
Humanities and Liberal Arts (9.4 percent)
Social Sciences (8.9 percent)
Recreation (8.3 percent)
Computers and Math (8.2 percent)
Law and Public Policy (8.1 percent)

Those with the most success in today's job market:
Health-care-related majors (5.4 percent unemployment)
Education (5.4 percent)
Agriculture and Natural Sciences (7 percent)
Communication and Journalism (7.3 percent)
Psychology and Social Work (7.3 percent)
Business (7.4 percent)
Engineering (7.5 percent)
Life and Physical Sciences (7.7 percent)

The authors note that unemployment rates are relatively low for recent college students who majored in education and health care because these majors are attached to stable or growing industry sectors. While jobless rates are encouraging for education, psychology, and social work majors, those fields do have earnings that are also low and only improve marginally with experience and graduate education, the study says.

The high cost of college that forces many students to go into debt has many questioning the value of a degree. The Georgetown report on lifetime income by major this summer showed the gap in earning power over a lifetime. It found recent college graduates in engineering make $55,000 compared with $30,000 for those with degrees in the arts, psychology, and social work.

What about taking the next step in higher education? Consider this: The unemployment rate for people with graduate degrees is just 3 percent.

For the full report, Hard Times: College Majors, Unemployment and Earnings Not All College Degrees Are Equal by Anthony Carnevale, Ban Cheah and Jeff Strohl, click here.

Posted by Caralee Adams at 1:33 PM | Permalink | Leave a comment | Recommend

With college applications mostly done, now high school students can turn their energy to how to pay for school.

January 1 was the first day that families could fill out the Free Application for Federal Student Aid.

To get started, gather the following documents: Social Security card; driver's license;
2011 W-2 forms and other records of money earned; 2011 Federal Income Tax Return and any untaxed-income records; bank statements; current business and investment mortgage information, business and farm records, stock, bond, and other investment records; and if you are not a U.S.citizen, your alien registration or permanent resident card.

Eligibility depends on Expected Family Contribution (EFC), student's year in school, enrollment status, and the cost of attendance at the school. The financial-aid office at the college determines how much financial aid the student is eligible to receive.

While it's recommended that you complete your income tax returns before filling out the FAFSA, you do not have to file before you fill out the FAFSA.

It's often worth the effort to apply. In 2010-11, full-time postsecondary students received an average of $13,914, including $6, 566 in grants and $6,368 in federal loans, according to the College Board Trends in Student Aid 2011.

The College Board has useful guidance on the FAFSA process here.

The FAFSA can be filled out online, which takes 3-5 days to process or by paper for a 7-10 day turnaround.

Posted by Caralee Adams at 8:25 AM | Permalink | Leave a comment | Recommend

Despite a new federal requirement that colleges have a "net price calculator" on their websites, 272 institutions have yet to comply, and some calculators are hard to find.

The assessment is provided by NetPriceCalculator.info, a new McLean, Va.-based company that tracks compliance with the mandate in the Higher Education Opportunity Act of 2008 that went into effect on Oct. 29, 2011. Its website has a searchable database to link students to individual school calculators.

Any postsecondary institution that participates in Title IV federal student-aid programs and enrolls full-time, first-time degree- or certificate-seeking undergraduate students must post a net-price calculator on its website. It's a tool to help to provide prospective students with a realistic estimate of the net price of attending based on a student's individual circumstances.

NetPriceCalculator.info reviewed 6,000 college and university websites and found 95 percent of institutions have a net-price calculator on their sites, but quality, usability, and accuracy vary. Eventually, the new website will post ratings on calculators for compliance with the federal guideline.

Of the 272 schools missing a calculator, NetPriceCalculator.info reports that 158, or 58 percent, are nontraditional, certificate program, or skill-training colleges, many of them beauty or cosmetology schools. Others without a calculator include the University of North Carolina-Pembroke, Southwest Virginia Community College, and Troy University in Alabama.

In the fall, the Institute for College Access and Success also raised concerns about the quality of net-price calculators. Last month, researchers at the American Enterprise Institute recommended changes to improve the calculator's usefulness.

To raise awareness of the resource, the U.S. Department of Education recently launched a contest challenging students to make short videos to inform families about the availability of net-price calculators.

Posted by Caralee Adams at 12:50 PM | Permalink | Leave a comment | Recommend