If we look at this far-right neo-liberal think tank we see LOTS AND LOTS AND LOTS of discussion about COMMUNITY COLLEGES as policy to lift the poor. This is the deregulation of our strong public university system as community colleges once a stepping stone to quality 4 year public universities are now being made job training schools with certificates being called 'degrees' that will not allow citizens access to higher paying jobs---it will keep them in the lower-tiered white collar sweat shop global labor pool. Our labor unions are touting this as strengthening vocational trades training but it is actually killing what was a strong public high school vocational track
AND IT IS KILLING OUR STRONG LABOR UNION APPRENTICESHIP PROGRAMS.
So, instead of having high school tech and trade shop classes leading students to apprenticeships AFTER high school graduation-----these corporate community college structures will BECOME HIGH SCHOOL for 99% of American citizens. Remember----the 99% will either be global factory labor leaving school after the 6th grade to work as free labor under the guise of apprenticeships----or they will leave school after 9th grade if they are stronger students going to STEM free labor corporate apprenticeships.
THERE WILL BE NO HIGH SCHOOL -----
This is what Aspen and Roosevelt Institutes are pushing as free community colleges recruiting the working class and poor and of course everyone will fall into that category if BASIC INCOME takes American citizens to $3-6 a day or $20-30 a day for professional white collar workers.
The Urban Institute-----Baltimore Black Charities----Greater Baltimore Committee----all promoting these community college structures as good for the poor KNOWING it is further marginalizing black, brown, AND WHITE citizens.
To have a JOHN DEWEY director on the very neo-liberal University of Chicago campus is like having the Roosevelt Institute on the very neo-conservative campus of STANFORD. They are capturing all our FDR social Democratic policies that strengthened and made our public university and K-12 schools soar with funding and resources.
[PDF]the evolving role of federal policy in education...
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Dec 1, 2013 ... The Aspen Institute is an educational and policy studies ... focused dialogue regarding their efforts to improve student ... Timothy Knowles is the John Dewey Director of the University of Chicago's Urban Education Institute.
Obama and Clinton Wall Street neo-liberals are simply building that global corporate campus apprenticeship on-the job training replacing our high schools with what will be Federally funding corporate job training. This will replace our strong public 4 year universities -----they will privatize those away and leave only this vocational track for the 99%. All of this funding will now go to that global corporate campus to which a child is vocationally tracked from pre-K through career college. No broad course coverage filled with liberal arts and humanities preparing students for 4 year higher education----this is simply job training
'Over all, the federal government provides about $9.1 billion to community colleges, or about 16 percent of the total revenue the colleges receive. Tuition from students provides $16.7 billion a year, or nearly 30 percent of revenue'.
Obama Plan Would Help Many Go to Community College Free
By JULIE HIRSCHFELD DAVIS and TAMAR LEWINJAN. 8, 2015
President Obama running onto the stage before delivering remarks at Central High School in Phoenix on Thursday. Credit Doug Mills/The New York Times
WASHINGTON — President Obama said Thursday that he would propose a government program to make community college tuition-free for millions of students, an ambitious plan that would expand educational opportunities across the United States.
The initiative, which the president plans to officially announce Friday at a Tennessee community college, aims to transform publicly financed higher education in an effort to address growing income inequality.
The plan would be funded by the federal government and participating states, but White House officials declined to discuss how much it would cost or how it would be financed. It is bound to be expensive and likely a tough sell to a Republican Congress not eager to spend money, especially on a proposal from the White House.
“With no details or information on the cost, this seems more like a talking point than a plan,” said Cory Fritz, a spokesman for House Speaker John A. Boehner, Republican of Ohio.
Mr. Obama’s advisers acknowledged Thursday that the program’s goals would not be achieved quickly. The president, however, was more upbeat. “It’s something that we can accomplish, and it’s something that will train our work force so that we can compete with anybody in the world,” Mr. Obama said in a video posted Thursday night by the White House.
The proposal would cover half-time and full-time students who maintain a 2.5 grade point average — about a C-plus — and who “make steady progress toward completing a program,” White House officials said. It would apply to colleges that offered credit toward a four-year degree or occupational-training programs that award degrees in high-demand fields. The federal government would cover three-quarters of the average cost of community college for those students, and states that choose to participate would cover the remainder. If all states participate, the administration estimates, the program could cover as many as nine million students, saving them each an average of $3,800 a year.
Mr. Obama will include the program, which would need congressional approval, in his budget for the coming year, his advisers said, and detail it in his State of the Union address Jan. 20.
The plan is modeled after Tennessee’s free community college program, called the Tennessee Promise, which will be available to students graduating high school this year. It has drawn 58,000 applicants, almost 90 percent of the state’s high school seniors, and more than twice as many as expected.
New York By Kassie Bracken 4:11
The Art of the Degree
The Art of the DegreeVladimir de Jesus, a community college student, dreams of becoming an art teacher. But after first enrolling at LaGuardia Community College in 2008, he’s still working toward his degree.
The program has gone a long way toward making community college attainable for all students. In addition, the proportion of applicants who are African-American and Hispanic is higher than their proportion currently enrolled in Tennessee colleges. The program is backed by the state’s Republican governor, Bill Haslam, and largely financed from lottery funds.
Still, Tennessee Promise has been criticized by some who say it is structured to benefit middle-income students more than the neediest.
It is designed as a “last dollar” scholarship, paying only for tuition costs not covered by other programs. A low-income student who is eligible for a maximum Pell Grant of $5,730 would not receive assistance under the Tennessee program, because that amount would already cover tuition. A more affluent student, however, could get full tuition paid by the program.
Mr. Obama’s plan, by contrast, would cover tuition costs up front, White House officials said.
Representative Diane Black, Republican of Tennessee, said despite the success of her state’s program, she was skeptical of the Obama initiative, calling it “a top-down federal program that will ask already cash-strapped states to help pick up the tab.”
Chicago, too, has a new free community college initiative starting this year. The program initiated by Mayor Rahm Emanuel, a Democrat, will give Chicago Public School students who graduate with at least a 3.0 grade-point average waivers to cover tuition, books and fees at the city’s seven community colleges.
White House officials acknowledged in a conference call with reporters that the program was unlikely to win quick approval in Congress. Still, they said, in proposing it, Mr. Obama was seeking to press states and community colleges to beef up their investments in high-quality education in ways that would have a lasting effect even before federal legislation was enacted.
“We don’t expect the country to be transformed overnight, but we do expect this conversation to begin tomorrow,” said Cecilia Muñoz, the president’s domestic policy chief.
About 7.7 million Americans attend community college for credit, of whom 3.1 million attend full time, according to the American Association of Community Colleges, relying on 2012 data. Over all, the federal government provides about $9.1 billion to community colleges, or about 16 percent of the total revenue the colleges receive. Tuition from students provides $16.7 billion a year, or nearly 30 percent of revenue.
Senator Lamar Alexander of Tennessee, a former education secretary, will attend the announcement at Pellissippi State Community College in Knoxville, Tenn., on Friday.
In an op-ed published on Thursday, he expressed concern about the federal role in such a program. Tennessee has been hindered by federal bureaucracy, he wrote in The Knoxville News Sentinel. “Let other states emulate Tennessee’s really good idea,” he wrote.
In Baltimore and other US cities we are seeing more and more students in high school being pushed into dual programs tying students to community college classes at earlier ages. I showed how one high school student attained 5 community college 'degree certificates' before graduating high school that students are now being told is needed to get into 4 year universities. Guess what? Many do not get into strong 4 year universities and simply continue this apprenticeship cycle after graduating high school. That is because the goal of this structure is to replace our public high school structures with these apprenticeship 'community college' job training programs and call all of that PUBLIC HIGHER EDUCATION.
These lower-tiered community college degree certificates will only be good for employment with that global corporate campus and the ability to transfer to another global corporate campus job will be slim because IF GREATER BALTIMORE IS SURROUNDED BY JUST A FEW GLOBAL CORPORATE CAMPUSES DOMINATING ALL THE REGION'S ECONOMY there will be no where else to work or need for further job training-----the 99% is simply trapped into this global labor pool.
1% Wall Street global pols are simply building a pre-K to career college structure that replaces our strong broad and democratic education for K-12 and replaces all of our strong public universities with broad education leading to citizenship and leadership knowledge.
Taking Community College Classes in High School: A Guide
Posted by Christine Sarikas | Dec 19, 2015 8:30:00 AMCoursework/GPA
Are you a high school student who is interested in taking classes at a community college? Community college classes can be a great way for high school students to take more challenging courses and prepare for college.
Read on to learn everything you need to know about community college classes for high school students: the benefits of taking community college classes in high school, when to take them, and how you can start getting enrolled.
How Can a High School Student Take Community College Classes?
Aren’t community college classes just for college students? Actually, no. While the primary purpose of community college is to provide an education to college students, most now also offer classes to people of varying ages and levels of education so that they can benefit from their classes as well.
Many community colleges allow high school students to take certain classes. Sometimes high school students are only able to enroll in introductory classes, and they may also be required to submit their high school transcript or a teacher recommendation as proof that they can handle a college-level course.
Some high schools have organized programs with community colleges that allow high school students to take college classes as a replacement for one or more of their regular high school classes. This is especially common in smaller high schools or those with few advanced or AP course offerings because it lets high school students take challenging classes they wouldn’t have been able to take otherwise. These classes can help strengthen their transcripts and help them prepare for college.
Other times, high school students choose to take community college classes without receiving any high school credit; however; they may be able to receive college credit once they enroll in a college or university.
What Are the Benefits of Taking Community College Classes in High School?
Why would a high school student be interested in taking community college classes? There are several benefits.
Benefit #1: Take More Advanced Classes
If your high school doesn’t offer certain advanced classes, taking them at a community college can be a great way to strengthen your transcript. If your high school doesn’t offer a lot of or even any AP classes, and you may be concerned that your school's lack of challenging classes will put you behind other students when applying to and starting college.
You may also be particularly strong in a certain subject and want to take an advanced course in it, either because you have taken all your high school’s classes for that subject or they are not challenging enough for you. At my high school, each year, several students who had taken AP Calculus as juniors would take Calculus III at the local community college to gain more math skills and better prepare them for college math classes.
Taking these classes at a community college while you are still in high school can help prepare you for college classes and possibly allow you to skip some introductory classes once you get to college.
Benefit #2: Help Your College Application Stand Out
Having college classes on your transcript is a great way to strengthen your transcript and your college applications. Your community college classes may be included on your high school transcript, labeled in such a way to show they are college-level classes, or, if not, you can include your community college transcript with your applications.
Taking community college classes in high school shows that you take initiative, are hard working, and have strong academic skills, which are all qualities colleges like to see in applicants.
Benefit #3: Be Better Prepared for College
If you are concerned about college or simply want to be better prepared when you set foot on campus, taking classes at a community college is a great way to introduce yourself to the rigor of college-level classes.
College classes, even at community colleges, are usually more difficult and faster-paced than high school classes, and by taking one or more in high school, you can be better prepared for university classes. This will likely help you get better grades and feel less stressed as a college student.
What Are the Drawbacks to Taking Community College Classes in High School?
Though there are major benefits to community college classes for high school students, there are also some drawbacks.
Drawback #1: Can Be Challenging
College classes can be quite different from high school classes; they are usually more challenging, faster-paced, and require more homework and studying. If you are not prepared for this, taking a community college class can be very stressful, and you may not get the grade you want.
Drawback #2: May Not Always Be Fulfilling
Sometimes, community college classes aren't challenging, in fact, in some cases high school students feel that the community college classes they take are easy, especially when compared to AP or other advanced classes. If you are used to rigorous classes, there's a chance that you will find your community college classes too easy, especially if you are taking introductory classes. This may result in you not learning as much as you'd like to.
A good way to reduce the chance of this happening is to ask the school for a syllabus of the class or classes you are interested in taking. Syllabi will usually include the topics students learn and major assignments, and they can help you get a better idea of what the class will cover and how quickly it will cover it.
Drawback #3: Can Be Expensive
Most students do not have to pay for the classes they take in high school, and it can be difficult to afford the tuition required for college classes. Even though community college classes are typically less expensive than regular 4-year colleges, tuition is still usually at least $100 per credit hour, which means taking one community college class can cost several hundred dollars or more.
Sometimes high schools will pay for their students to take community college classes, especially if they don't offer a particular class themselves. Ask your academic adviser what your school's policy is for covering the costs of community college classes. If they do help with costs, this can save you thousands of dollars!
However, if your high school doesn't cover community college costs, be sure to choose your community college classes carefully so you know you are getting the best value for your money. Also, if your high school offers a similar course, such as an AP class, you may want to consider taking that instead.
Read the sections below to learn more about how to make smart decisions when taking community college classes and minimize negative impacts.
When Should You Take Community College Classes?
You should think carefully about what semester and year you want to enroll in a community college class. It’s recommended that you don’t take community college classes until you are at least a junior in high school. By the time you are an upperclassman, you will likely have had more challenging courses and will be more prepared for college-level classes.
If you take a community college class early on in high school, you may find it overwhelming or too challenging. This can cause you to get a low grade that won’t get you many of the benefits listed above.
Another important decision is whether to take a community college class during the school year or over the summer. Most community colleges offer both options, though not all courses may be offered each semester. If you are getting high school credit or replacing a high school class, then you will likely take the community college class during the school year.
If there are certain times of the year when you are less busy (for example, a semester when you don’t have a sport or have less challenging classes), you may want to take a community class then so that you can spend more time on it. However, if the community college class you are interested in isn’t earning you high school credit or replacing a high school class, it may be easier for you to take it during the summer. Taking a community college class during the summer gives you more time to concentrate on it because you won’t have to balance a full high school course load at the same time.
Don’t try to take a community college class if you are already busy with your high school classes and activities. Taking a college course when you don’t have enough time to put towards it can cause you to feel stressed and overwhelmed, and it may cause you to get a low grade in the class, which won’t do much to help your applications or prepare you for college.
It’s also recommended that you start by enrolling in only one community college class at a time, especially if you are taking it during the school year. This will give you a chance to get used to college classes without getting in over your head.
Don't sign up for too many community college classes at once, or else you may find yourself feeling overwhelmed, and your high school grades may drop.
How Do You Decide Which Classes to Take?
You will want to think carefully about which community college class to take in order to maximize their usefulness and how much you learn. Although high school students often can't sign up for classes until after full-time college students have, you will likely still have a lot of potential class options left to choose from.
Read through your community college’s course catalog and think about the following questions to help you choose which courses to take:
Consideration #1: Are There Classes Your High School Doesn't Offer That You'd Like to Take?
Look at your high school’s course catalog, and think about the classes you plan to take before you graduate. Is there a particular class you wish you could take but isn’t offered by your high school? This can include advanced classes such as upper-level math classes or AP classes, or it can simply be classes you are interested in but your school doesn’t offer, like certain foreign language classes or a specialized history course.
If so, look to see if your community college offers a course in that subject. Colleges, even community colleges, usually have a wider course selection than high schools, so you may be able to find a class you’re interested in. Often when you take a class you enjoy you’ll get a higher grade in it than a class you don’t find interesting because you are more motivated to study and do the homework.
Consideration #2: Which Classes Will Be Useful for College?
Another thing to consider when choosing community college classes is which classes will help best prepare you for college. If you already know what you plan on majoring in, then you may want to take classes related to that field of study. For example, if you know you want to be pre-med, check out your community college’s biology or human physiology classes.
If you are not sure what you’d like to study in college, almost all majors are required to take at least one math and one writing class, so courses in those subjects will likely be useful later on.
Don’t assume that you will automatically get college credit for the community college classes you take because some colleges have very strict policies about transfer credit. Even if you don’t receive college credit, remember that taking community college classes is still useful because they strengthen your college applications and help you be better prepared for future college classes.
Consideration #3: Which Subjects Does Your High School Recommend?
Your school may already have a list of community college classes that previous students have taken and enjoyed, and they may also have a list of community college classes that they give credit for or accept as a substitute for a particular high school class.
If your high school has recommendations, this can make choosing which courses to take easier, because you will already have some idea of what classes other students have found useful. This information is also helpful if you are looking to get high school credit for your community college class.
Consideration #4: What Prerequisites Are Required?
When you see a class you find interesting, check the course description to see if there are any prerequisites or prior knowledge you need to have in order to take the class. College classes are already more challenging than high school classes, and taking a class you aren’t prepared for on top of that can make it very difficult to get a good grade in the class.
In addition to checking prerequisites, you may also want to start by taking introductory classes to ease yourself into college-level courses. These classes usually have the word “Introduction” or “Introductory” in their title or have a course number that begins with the number one (such as English 101).
Consideration #5: When Are Certain Classes Offered?
Logistics are also an important consideration when choosing classes. There may be certain days of the week or months of the year when you have more time to devote to your community college classes.
As mentioned above, it’s important to make sure you have enough free time in your schedule before you enroll in a community college course. By choosing classes that fill well in your schedule, you will make your community college experience less stressful and more enjoyable.
How to Enroll in Community College Classes
After you have decided which class you want to take, you need to begin the enrollment process. Before you enroll, talk to your academic adviser at your high school to learn if this class will be included on your transcript or if you will be able to use it to substitute for another course. You may need to provide them with a course description or syllabus to review. You should also ask them if your high school will cover the costs of the class, and, if so, how and when they will do so.
Next you need to enroll in the community college. This process varies by school. Some only require you to fill out basic information about yourself, especially if you will only be taking a few classes. Others require the same enrollment process a full-time student attending the school goes through, which may mean filling out an application and submitting test scores. This process can take up to a few weeks, so give yourself enough time to complete it before classes start.
Once you are enrolled, you can sign up for the class you want to take. Remember that, as mentioned above, oftentimes high school students have to wait until after current college students have had a chance to select their courses before they are able to sign up for classes.
Almost all community colleges have online enrollment, but you can also usually sign up by mailing in a form or going to the campus office and selecting your classes in person. At this time, you will likely have to submit your tuition payment. After you sign up for a class, you will be sent information about it. This information usually includes where and when the class meets, what textbooks and other materials you need, and a course syllabus that tells you what topics the class will cover.
Before the class starts, buy your textbooks and any other materials you need, and make sure you know how to get to the campus. On the first day of class, try to arrive a few minutes early so that you are ready and prepared when your first college class begins. Congratulations, you're now on your way to becoming a college student!
- Many students have the option of enrolling in classes at a local community college as a way to take a more advanced class or help prepare them for college.
- You may be able to substitute a community college class for one of your high school classes or get credit for it once you start college.
- Even though they can be expensive and challenging, taking community college classes while in high school can strengthen your transcript and help you be more prepared for college classes.
- Wait to take community college classes until you are at least a junior and know you have enough time to devote to the class.
- To decide which class to take, look over the school’s course catalog, talk to your academic adviser, and think about which classes will be helpful when you go to college.
Throughout last century our public community colleges were structured to provide BOTH vocational and academic coursework just like our public K-12. Students could live at home and take courses tied to 4 year universities and our state universities were geared to accept these transfers. Same level of education----broad course work allowed our community college students with an academic path to receive quality classes that prepared them to enter 4 year public universities. Those going to community college to complete their vocational certification did so as well often apprenticing with local businesses while on campus. Tuition was cheap and students had freedom to select coursework giving them several options in career track during those 2 years. THE OPERATIVE WORDS ARE HAVING CHOICES IN DIRECTION OF CAREER PATH.
There was no stigma to our strong community colleges as being a lower-tiered pathway to employment. No matter what 1% Wall Street tries to sell as pathways to strong paying jobs-----it will disappear as all our public school structures do. When jobs become more scarce and competition for those scarce jobs are global ------these 'community college' lower-quality certifications will not compete----citizens will be tracked into global factory employment almost exclusively.
'But to get back to the question: Can a tenure-track job at a two-year campus lead to a tenure-track job at a four-year college? The answer is: probably not. In my 28 years at five different two-year campuses, I’ve known exactly five people who made that transition. Four of them moved to small liberal-arts colleges, which, like community colleges, are teaching-focused. Only one landed a tenure-track position at a research university'.
Below we see the same goes to professionals choosing to teach at community college level----they rarely and will soon NOT be able to compete for higher wage employment at 4 year universities. THAT IS THE CEILING BRINGING A GLOBAL WHITE COLLAR SWEAT SHOP WAGE-----
If the only higher education is with IVY LEAGUE universities----there is no career path for the 99%
This is what our CLINTON/BUSH/OBAMA 1% Wall Street pols have been working these few decades to build----and all Baltimore pols are Wall Street BAltimore Development and Johns Hopkins and have worked hard to make Baltimore's public education structure GO AWAY.
Can a Community College Job Be a ‘Steppingstone’?
May 12, 2015Image: “Bolton Abbey steppingstones, River Wharfe (22nd March 2013)," by Mtaylor848
One of the questions I’m often asked by graduate students is whether it’s possible to parlay a teaching job at a community college into a full-time position at a four-year campus. A fair number of grad students seem to have the idea that — since jobs at four-year institutions are hard to get — maybe they can start out at a community college and then “move up.”
I’ll answer the question, but first let me point out: Full-time, tenure-track jobs at two-year colleges aren’t that easy to come by, either. In fact, I’m not sure they’re any easier to get than jobs at four-year campuses.
When I go around the country talking about community colleges, I usually explain that they make up about 40 percent of the faculty job market, and that that proportion is likely to grow in the near future. My message there isn’t that students should consider the two-year route because it’s less competitive. My point is that, if they want a full-time job in their field, they would be unwise to dismiss out-of-hand nearly half the available openings.
But to get back to the question: Can a tenure-track job at a two-year campus lead to a tenure-track job at a four-year college? The answer is: probably not. In my 28 years at five different two-year campuses, I’ve known exactly five people who made that transition. Four of them moved to small liberal-arts colleges, which, like community colleges, are teaching-focused. Only one landed a tenure-track position at a research university.
No doubt there are other faculty members who have accomplished that feat. You may have heard of some. But my guess is that many of those tales are apocryphal, and actual examples are few and far between — because it really is quite a feat.
Why is that? Many reasons. One is that a great deal of bias against community colleges persists within academe. They’ve always been the stepchildren of American higher education, and faculty who teach at two-year colleges are considered inferior scholars if not inferior intellects. In other words, once you teach at a community college, you have been “tainted” in the eyes of your four-year counterparts, and you are likely to be pigeonholed forever as a “community college person.”
Another reason the transition is so difficult is that, in order to be competitive for a tenure-track job at a research institution (or any four-year college, really), you must have some record of research and publishing — the more recent, the better. Maintaining an active research agenda at a community college can be a challenge, simply because the teaching and service expectations are so all-consuming.
Most community colleges also don’t require faculty members to publish in order to earn tenure. So the colleges don’t do much to encourage that activity — although they probably won’t actively discourage it, either. The bottom line is that, if you want to “move up,” you’re going to have to do a lot of research and writing on your own time, for which you will not be directly compensated by the two-year college.
A final reason why more people don’t move from two-year to four-year colleges, and one that’s often overlooked: Most tenure-track faculty members at community colleges have no desire to “move up,” nor do we regard a position that requires lots more research as necessarily a move up.
Perhaps some of us, when first hired by a community college, believe that we’ll stay a few years then start looking around. But then something odd happens: We discover we really like it here. We embrace the teaching focus, enjoy our students, and find ourselves reasonably well compensated. By the time we’ve amassed enough of a record to be a viable candidate elsewhere, we’ve put down roots and become part of the community. Why would we leave when we like it here and we like what we do?
Here’s the truth about community colleges, at least in my experience: All things considered, they’re pretty good places to work.
That’s something to think about before you start scheming to “escape” a job you haven’t even landed yet. You probably won’t be able to escape, and you might not even want to. And if you go into an interview at a two-year college with the idea that this job is just a “steppingstone” to something better, that attitude will probably be evident to some of the older and more astute members of the search committee, who will then not want to hire you.
So my advice is this: You should consider community college jobs because there are a lot of them out there, and applying for all available positions in your field increases your overall chances of landing a job. But don’t actually put in your application unless you’re at least open-minded about two-year institutions — meaning that the prospect of staying there the rest of your career doesn’t make you run shrieking from the room.
As all Federal and state funding now goes to this community college structure we are being told there is no Federal or state funding for 4 year universities-----its all that AUSTERITY you know. These community college structures are ranked as with any corporate education business and we will see corporations simply taking them over as part of their global campuses and job training. Here is Aspen Institute telling us how EXCELLENT these job training certificate programs are----but know what? PEOPLE ARE NOT BEING HIRED NO MATTER THE JOB TRAINING. WITH THIS COMING ECONOMIC CRASH WITH EVER-HIGHER UNEMPLOYMENT this will be yet another education scam as was FOR-PROFIT HIGHER EDUCATION SCHOOLS WERE LAST DECADE. What this does is deregulate our public education system for community colleges and this will allow global corporate campuses to simply take over these community college facilities.
For those not knowing SIEMENS is one of the largest global corporations with tons of subsidiary brand corporations which would be that global labor pool recruitment source.
'Siemens Technical Scholars Program student scholarships'.
San Jacinto College named among top 150 in country
03.01.2016 | By Amanda Fenwick
PASADENA, Texas — Highlighting the critical importance of improving student success in America’s community colleges, the Aspen Institute College Excellence Program has named San Jacinto College as one of the nation’s top 150 community colleges. The College is now eligible to compete for the 2017 Aspen Prize for Community College Excellence and $1 million dollars in prize funds, as well as Siemens Technical Scholars Program student scholarships.
“It is such an honor to receive this recognition for a third time,” said Dr. Brenda Hellyer, San Jacinto College Chancellor. “Our faculty and staff are doing tremendous work every day to ensure our students complete what they started at San Jacinto College. It is important work that guarantees our students are receiving the assistance they need from student services, and are getting the high quality instruction they expect from our faculty. This recognition is truly a College wide effort, and one that we will continue to pursue to make certain our students graduate with their certificate or associate degree.”
The Prize, awarded every two years, is the nation’s signature recognition of high achievement and performance among America’s community colleges, and recognizes institutions for exceptional student outcomes in four areas: student learning, certificate and degree completion, employment and earnings, and access and success for minority and low-income students.
Nearly half of America’s college students attend community college, with more than seven million students – youth and adult learners – working toward certificates and degrees in these institutions across the country.
“Community colleges have tremendous power to change lives, and their success will increasingly define our nation’s economic strength and the potential for social mobility in our country,” said Josh Wyner, executive director of the Aspen Institute College Excellence Program. “This competition is designed to spotlight the excellent work being done in the most effective community colleges, those that best help students obtain meaningful, high-quality education and training for competitive-wage jobs after college. We hope it will raise the bar and provide a roadmap to better student outcomes for community colleges nationwide.”
Since 2007, San Jacinto College has experienced a 129 percent increase in the number of credentials awarded to graduates; from 2,682 in 2007, to 6,144 in 2015.
The Aspen Institute identified the top 150 community colleges through an assessment of institutional performance, improvement, and equity on student retention and completion measures. Together, the 150 community colleges eligible to compete for the Prize represent the diversity and richness of the entire sector. Ten finalists will be named in Fall 2016. The Aspen Institute will then conduct site visits to each of the finalists and collect additional quantitative data. A distinguished Prize Jury will select a grand prize winner and a few finalists with distinction in early 2017.
San Jacinto College and 149 other community colleges were selected from a national pool of more than 1,000 public two-year colleges using publicly available data on student outcomes in three areas: performance (retention, graduation rates including transfers, and degrees and certificates per 100 full-time equivalent students), improvement (awarded for steady improvement in each performance metric over time), and Equity (evidence of strong completion outcomes for minority and low-income students).
A full list of the selected colleges and details on the selection process are available at aspenprize.org. The Aspen Prize is funded by the Bank of America Charitable Foundation, Joyce Foundation, W.K. Kellogg Foundation, and Lumina Foundation.
THE ASPEN PROGRAM:
The program aims to advance higher education practices, policies, and leadership that significantly improve student outcomes. Through the Aspen Prize for Community College Excellence, the New College Leadership Project, and other initiatives, the College Excellence Program works to improve colleges’ understanding and capacity to teach and graduate students, especially the growing population of low-income and minority students on American campuses. For more information, visit aspeninstitute.org/college-excellence.
About The Aspen Institute
The Aspen Institute is an educational and policy studies organization based in Washington, DC. Its mission is to foster leadership based on enduring values and to provide a nonpartisan venue for dealing with critical issues. The Institute is based in Washington, DC; Aspen, Colorado; and on the Wye River on Maryland’s Eastern Shore. It also has offices in New York City and an international network of partners. For more information, visit aspeninstitute.org.
About San Jacinto College
Surrounded by monuments of history, industries and maritime enterprises of today, and the space age of tomorrow, San Jacinto College has been serving the citizens of East Harris County, Texas, for more than 50 years. As an Achieving the Dream Leader College, San Jacinto College is committed to the goals and aspirations of a diverse population of approximately 30,000 credit students. The College offers 186 degrees and certificates, with 46 technical programs and a university transfer division. Students benefit from a support system that maps out a pathway for success, and job training programs that are renowned for meeting the needs of growing industries in the region. San Jacinto College graduates contribute nearly $690 million each year to the Texas workforce.
This is of course what is happening across the nation with these pre-K funds------with far-right Wall Street global Clinton/Obama neo-liberals as with Republicans all Federal funding is BLOCK GRANTED----and yes, those funds have a few million thrown as PAY-TO0-PLAY to pretend there will be small business pre-Ks built but the goal is to simply fund corporate pre-K school structures that the 99% of US citizens will not be able to afford. In Baltimore as usual we see a small number of small business pre-Ks mixed with non-profits but none of this funding going to our public elementary schools. The few million thrown as pay-to-play will be used as development tools designed to move the working class and poor out of US city centers. Watch out middle-class because you will be pushed into poverty too and will go broke trying to pay for your children to attend these when they go private and profit.
Republicans want preschool scholarships, not universal pre-K
Education Tim Pugmire · Apr 14, 2015
Preschoolers Avary Coleman, left, and Mariah Harper brush their teeth after a meal at Head Start in St. Paul, Feb. 27, 2013. Jeffrey Thompson | MPR News 2013
On a day when Gov. Mark Dayton returned to a classroom to push his plan for universal preschool for four-year-olds, Republicans in the Minnesota House released an education bill that takes a much different approach.
Ignoring Dayton's $348 million funding proposal for universal pre-K, the GOP bill would boost spending on scholarships by $30 million to allow parents to avoid school-based programs by using state money to send their children to other preschools or church schools.
Some child development experts say state-funded scholarships for disadvantaged families are the best place to put taxpayer dollars. Dayton contends that scholarships and universal preschool are complimentary, and his budget keeps the scholarship funding at its current level.
Meanwhile, Senate Democrats have proposed a bill that does provide money for universal pre-K, but less than one fifth of what Dayton requested.
To highlight one of his top budget priorities, Dayton visited Expo Elementary in St. Paul Tuesday and sat on the floor with teacher Emily Campbell and her morning class of 20 4-year-olds. There are 500 children on the waiting list for pre-K in St. Paul.
Dayton originally proposed $110 million to partially fund preschool for every four-year-old in the state. But when the budget surplus grew to nearly $1.9 billion, he increased his plan by $238 million. During the school visit, he said the surplus offers a rare opportunity to invest in young children.
"We're going to work on the scholarship side for especially ages 0 through 3, and then work on pre-K all across the state," Dayton said. "I think once we get that going, we'll have accomplished more to resolve the achievement gap — which we all agree is unacceptable — than anything else that we can be doing."
But House Republicans are emphasizing scholarships in their education finance bill. Besides the additional $30 million increase, they also propose a $10 million increase in school readiness funding, which school districts use to operate preschool programs. There is no money in the House plan for universal pre-K.
State Rep. Jenifer Loon, chair of the House Education Finance Committee, said the Republican bill targets limited resources to the neediest students. She said the preschool scholarships also give parents choices.
"Parents may choose or prefer to go to a school-based program, or they may choose to go the preschool at their church or at the daycare down the street," said Loon, R-Eden Prairie. "So, we want to make sure that parents have those options and they're not given one choice for their four-year-old's education."
Loon said the governor means well, but his plan to create a new grade level for four-year-olds in every school district is too expensive.
"The governor's proposal, as I understand it, provides pupil money on a pupil count for four-year-olds," she said. "But he doesn't provide any additional money for facilities. So for schools that don't have available space in their buildings for these four-year-old classrooms, where is that money coming from?"
Senate Democrats are staking out the middle ground on preschool funding. Their education finance bill provides $65 million toward the governor's plan. State Sen. Chuck Wiger, chairman of the Senate Education committee, said the bill allows for a smaller and slower approach to optional preschool programs.
"We have flexibility built in for school districts to decide what might work," said Wiger, DFL-Maplewood. "It's not a one-size-fits-all program. But the bottom line would be high quality opportunities for four-year-olds on a voluntary basis to help all students eventually be ready for K."
Wiger said the Senate education bill also includes a $5 million increase for preschool scholarships.
Committee hearings and votes are scheduled this week for both the House and Senate education bills.
Chicago has been ground zero for public school protests for over a decade as Arne Duncan and Bill Gates hit Chicago heavily in K-12 privatization. Teachers, parents, students have shouted about closing schools, lack of funding, advancement of charters-----and now we see these school bond issues ----
Educators always welcome new research and programs that expand educational opportunities so when we look at a program in this video----CPC---P3----we hear that they are cost effective ---we watch as one of the most 1%Wall Street global corporate neo-liberal RAHM EMANUEL in Chicago promotes CPC and advances these pre-K structures with SCHOOL BOND LEVERAGE----this was in 2014 when all stock market analysts were already heavily predicting this coming bond market collapse. What I see here is a breakdown in our public elementary school structure of K-6 creating a subgroup of school systems for CPC looking very much to be private education corporations.
..'The primary lenders are the Goldman Sachs Social Impact Fund and Northern Trust financial services firm. The J.B. and M.K. Pritzker Family Foundation is listed as a subordinate lender'.
Then we look at Federal and state K-12 funding that deliberately cuts funding for gifted programs in our public schools. This is shifting gifted funding to special schools------non-profit to private-----and of course our special needs students have seen their equal opportunity in all public schools disappear as parents are finding they need to shop around for K-12 that have good programs for our disabled. It is clear this CLINTON/BUSH/OBAMA model of experimenting with all kinds of learning experiences is deregulating our public K-12 structure and if this is allowed and our public schools are gone----how will these corporate entities MOVE FORWARD? It would cause great concern given who is funding all these projects-----that all Federal funding that should be going to our public K-12 is being sliced and diced to outsourced programs.
Keep in mind----Race to the Top and Wall Street corporate charter policies have always been Republican think tank policies so it makes sense AMERICAN ENTERPRISE INSTITUTE-----partnered with the Clinton neo-liberal CENTER FOR AMERICAN PROGRESS would be pushing these 'pre-K' models
'Social impact bonds, sometimes called "pay for success" bonds, are relatively new to the United States, having been pioneered in the United Kingdom. They are touted by the Center for American Progress, a think tank closely allied with the administrations of former President Bill Clinton and President Barack Obama, and the conservative American Enterprise Institute. Obama has backed the concept at the federal level'.
Again, this has nothing to do with helping poor students---all Rahm et al are interested in doing is breaking up K-12 public schools and making Wall Street markets from these models.
Emanuel to issue bond money to expand pre-K
Mayor Rahm Emanuel (Antonio Perez, Chicago Tribune)
Hal Dardick and Juan Perez Jr.Tribune reporters
Emanuel administration to issue “social impact bonds” to fund preschool expansion
The mayor's office said Tuesday that it will use close to $17 million of what are known as "social impact bonds," in addition to $4.5 million in state funds and about $10 million in capital improvement money from next year's budget, to enroll more low-income children in pre-kindergarten over the next four years.
The social impact bond funding would cover the enrollment over four years of about 2,600 children into a half-day Child-Parent Center preschool program. Expected to launch in November, the program would enroll 374 students this year at six schools that now are dealing with a shortage of preschool seats.
In the second and third years, the program would expand to more schools with places for 782 children each year, and 680 students in the fourth year.
More students would be enrolled with the state and capital improvement funding starting next school year.
Emanuel has promoted access to preschool education as central to his education initiatives, although critics have accused him of not doing enough. The plan to borrow money to expand those programs comes amid increasing borrowing to cover city operating expenses, but Emanuel said the choice was clear.
"If you don't make this investment, you'll be borrowing other money to pay other expenses, both for failure on the educational side," the mayor said. "Or, God forbid, but other potential as it relates to dropouts and all the consequences there."
"This is a very good preventive expense and investment that gives you proven track records to be much more effective at keeping kids on track for graduation and all the positives that come with that, versus all the consequences of not."
Social impact bonds, sometimes called "pay for success" bonds, are relatively new to the United States, having been pioneered in the United Kingdom. They are touted by the Center for American Progress, a think tank closely allied with the administrations of former President Bill Clinton and President Barack Obama, and the conservative American Enterprise Institute. Obama has backed the concept at the federal level.
Loans made through social impact bonds are only paid back if the program's targets are met. In this case, the city's children will need to reach specific educational benchmarks. Such attainments would be expected to reduce the future costs of special education and making sure students are ready for kindergarten and able to meet third-grade literacy standards.
Those anticipated savings would be used to cover the costs of the bonds.
The primary lenders are the Goldman Sachs Social Impact Fund and Northern Trust financial services firm. The J.B. and M.K. Pritzker Family Foundation is listed as a subordinate lender. The bonds would be issued with each incoming class of preschool students, and each set would be for 14 years, or the presumed duration of their public school education.
The bonds require approval by the City Council and also an agreement with the Chicago Board of Education. Officials said that if no money is saved as a result of the preschool initiatives, no payments will be due back to the lenders.
Although the programs would be run by CPS, three nonprofit groups — IFF (formerly the Illinois Facilities Fund), the Finnegan Family Foundation and Metropolitan Family Services -- would coordinate, fund and evaluate the program to ensure it's reaching its target audience and meeting its goals.
City officials said that the city will pay about the same interest rates as they would for more traditional financing mechanisms. They said they don't expect those rates to top 8 percent.
Emanuel's office said payments to lenders would come from CPS savings of $9,100 — compounding at an annual interest rate of 1 percent — for each student who avoids special education after attending the Child-Parent Center program.
An additional $2,900 would be saved for each student deemed ready for kindergarten after attending the program, and a $750 for each student that scores above the national average on a third-grade reading test. Savings beyond the money needed to pay off the bonds would be kept by CPS.
IFF is currently negotiating with an organization that was not identified by the city to serve as an independent evaluator for the project, Emanuel's office said. The evaluator will be responsible for statistical analyses of the program's outcomes; those findings will trigger "success payments" to lenders from the city and school district.
"If the project is not successful, the city does not pay, so they are really transferring the risk back to the investors," said Andrea Phillips, a Goldman vice president.