I keep reminding middle-class people that may think this War on the Poor will not hit you.....you are next. These are evil-doers who want it all and they are building a society that has all members subjugated and impoverished. Look below at what is now the majority of university professors......adjuncts who have been reduced to part time with no wages, benefits, or job security......just like McDonald employees. What kind of education do you think your child will get from people who are so disenfranchised? THAT'S RIGHT, IT ISN'T ABOUT A GOOD EDUCATION. What they are doing is simply preparing to have these adjuncts as education techs that simply run online lessons....period.
O'Malley has lead the way in Maryland in that regard and I included an article that reminds that these education laws that are being passed right now in the state legislature have positive titles but are moving public K-12 in the same direction as higher education. We see the Parent Trigger that will move charter schools into more and more areas of the state. We see that the idea will be to simply use one law to change these 'public' charter to private profit-making schools.
VOTE YOUR INCUMBENT OUT OF OFFICE!!!!!
RUN AND VOTE FOR LABOR AND JUSTICE!!!!
THIS WAS THE GOAL.....PUSH ALL MIDDLE/WORKING CLASS STUDENTS INTO CAREER COLLEGE/TRADE SCHOOLS! When you fill your public universities with wealthy foreign students you are building exclusivity. How soon will your family not be able to attend these public universities? Maryland leads the way in recruiting foreign students to our public schools even as funds for student aid and scholarships dry.
I want to remind people that Pell Grants are targeted for extinction just as Head Start was allowed to be gutted so too will this program.
April 30, 2013 - 3:00am By Kevin Kiley
There are only so many seats in research university classrooms, and they are increasingly going to those who can pay.
In a paper presented Monday at the annual meeting of the American Educational Research Association, higher education professors Bradley Curs and Ozan Jaquette find that increased enrollment of out-of-state students at public research universities – often done to generate increased tuition revenue in the face of decreased state appropriations – is taking a toll on racial and socioeconomic diversity at the institutions.
Curs and Jaquette compared IPEDS data on out-of-state undergraduate enrollment at four-year public universities against 12 years of data on Pell grant recipients (1999-2011) and nine years of data on underrepresented minorities, collected every other year between 1993 and 2011.
The paper’s authors found that the relationship between increases in the proportion of out-of-state students and decreases in the proportion of low-income and underrepresented minority students was stronger at public research and doctoral universities than at public master’s and bachelor’s institutions.
The paper builds on a previous paper by the two that found that declines in state financial support led to increases in the number of out-of-state students at public research universities, a trend that has been widely documented.
“Therefore, declines in state financial support may negatively affect the state policy goals of socioeconomic and racial diversity through their effects on non-resident enrollment,” the paper’s authors wrote. “Therefore, declines in state support compel public universities act against state interests of educating resident students.”
The paper’s authors say the finding has significance for state policy makers. “States seeking to increase socioeconomic and racial diversity should increase state support to higher education,” they write in their paper. “Because increased financial support is not feasible for many states, caps on non-resident enrollments may be a means of retaining socioeconomic and racial diversity.”
While most public research university presidents would love to see increased state appropriations, few seem likely to support the recommendation that institutions cap their out-of-state recruitment. In recent years, administrators have argued that given the decreases in state funding and market and political pressure on resident tuition prices, growing out-of-state enrollment is one of the few strategies they have for growing revenue and maintaining institutional quality.
In a survey of college and university business officers conducted by Inside Higher Ed last year, 73 percent of public doctoral university business officers said recruiting more out-of-state students will be very important to their institutions' ability to raise new revenues in the next two or three years. In addition, 68 percent said recruiting international students was very important.
University of California administrators have said repeatedly that they continue to enroll only the number of in-state students for which they receive funding. “We have the capacity to educate many more students at our campuses,” Kate Jeffery, UC’s interim director of undergraduate admissions, told the Los Angeles Times last year. “What we don’t have is the funding to admit more California students. Nonetheless, we continue to honor the California Master Plan, finding a space at one of our campuses for all students who qualify for guaranteed admission.”
Previous studies have tied decreased state appropriations for higher education to several causes of decreased minority and low-income enrollment, such as increased sticker prices and actual prices and decreased state grant aid, all of which make college attendance more difficult for low-income students.
Because at least part of the goal of out-of-state recruitment for many public universities is increasing revenues, and because out-of-state tuition prices are higher than in-state tuition prices, non-resident students tend to be more affluent, the report's authors note. Those students are also more likely to be white.
The paper’s authors cite several examples of racial and economic diversity declining as out-of-state enrollment increased:
- University of California at Berkeley: Resident student enrollment decreased from 3,813 in 2008 to 3,004 in 2010. Non-resident freshman enrollments rose from 654 in 2009 to 1,105 in 2011. Black freshman enrollment decreased from 146 to 82. Hispanic freshman enrollment decreased from 450 to 426.
- University of Illinois at Urbana-Champaign: Non-resident freshman enrollment increased from 820 in 2007 to 1,308 in 2009. Over that same time period, the number of black freshman decreased from 561 to 523 and the number of Hispanic freshman decreased from 622 to 501.
- University of Wisconsin at Madison: Non-resident freshman enrollments increased from 2,319 in 2009 to 2,448 in 2011. Over that same time period, the number of black freshman decreased from 133 to 120 and the number of Hispanic freshman decreased from 246 to 226.
Administrators at the University of California at Los Angeles are proud of the fact that they have raised the percentage of the student body that received Pell Grants while they have grown out-of-state enrollment. Between 2008 and the current school year, the proportion of out-of-state students grew from about 7 percent to about 15 percent, including a tripling of the number of international students. While that led to an overall decline in the number of in-state undergraduate students enrolled at the university – from 24,548 in 2008 to 23,821 – the proportion of Pell-eligible students increased from 35 percent to 39 percent.
RUNNING AND VOTING FOR LABOR AND JUSTICE CANDIDATES IN NEXT ELECTIONS?
Here in Maryland O'Malley and the Third Way corporate democratic Assembly just passed a precursor to the Parent Trigger. As usual they gathered the people who would end up being hurt the most to advocate for it because after all the idea of parents having more power sounds good doesn't it? Hence the title. What it does is set the stage for charter schools to move in. Remember, the goal is to use the idea of 'public' charters as transition to privatizing the school. Believe me.....when the charter goes private it will be profit driven and have no interest in quality and child welfare.
Commenter from Miami where Parent Trigger Michelle Rhee et al are moving their agenda just as in Maryland:
DEFEATED!!!Hell yeah!! And to think i received an e mail from a reporter of the Miami Herald asking me if I put my name on a petition that was pro this Corporations gimmick to take away fundings for public schools.Some ass hat put MY name as pro this garbage!!I'm fuming mad and asked the reporter to forward the e mail of the tricky sc^m who used me.Boy they are so brave!!
BREAKING: The wolf in sheep's clothing known as the Parent Trigger bill has been rejected by the senate for a second straight year. Thanks to everyone who spoke out against this awful bill!
Public Education Fights for Its Life
Wednesday, 17 April 2013 16:46 By Max Eternity, The Eternity Group | News Analysis
Parents and teachers protest planned school closures during a public Philadelphia school board meeting at Martin Luther King High School in Philadelphia, Dec. 19, 2012. The Philadelphia school district has proposed a plan to close 37 schools by June, citing deep financial troubles and a growing budget deficit. (Photo: Mark Makela / The New York Times)
Austerity measures are eroding America’s public school system. With massive increases in school closures and class cancellations, advocates say educational opportunities for students of all ages are increasingly being diminished.
This is not a new problem, per se. It is, however, an escalating one, and one that is being resisted.
Currently in Chicago—under the auspices of Mayor Rahm Emmanuel, the former chief of staff for President Obama—it was announced in March that 54 public schools will be closed, with 61 schools scheduled to be closed before the 2013–2014 school year begins. Emmanuel says that the closings are a “done deal.” Not everyone agrees with Emmanuel, and countering his assertion Karen Lewis says ‘it’s pretty much indicative that he [Emmanuel] has no respect for the law.” Lewis is president of the Chicago Teachers Union, and says that there are supposed to be hearings for each school, and that Emmanuel’s unilateral actions show “the depth of his contempt for people” in the community, especially those who are not “wealthy” and well-connected.
Right now in California, City College of San Francisco (CCSF) is on the verge of losing its accreditation as a direct consequence of a $53 million dollar loss in state funding. Because of this, many classes are no longer being offered. Additionally, the cost of [in-state] tuition at CCSF has risen 25% in the last 2 years, and to boot, student enrollment is way down.
KQED reports that California’s community colleges have dropped to a 20-year enrollment low, and in a video report at the Real News Network, Alisa Messer, President of CCSF Faculty Union, says that “what happened in California in the last several years is that we’ve pushed a half million students out of the community college system.” And though the faculty had agreed last year to a voluntary 2.8% pay cut towards assisting in alleviating budget woes, the district cut faculty wages by nearly 9%.
Elsewhere, like in Michigan, for instance, the Public Schools Emergency Manager, Roy Roberts, announced last year that “underperforming” schools will be targeted for closure, with 130 schools having been closed there since 2005.
In New York City, Mayor Bloomberg is attempting to close 17 schools, which are said to be low-performing. However, the Urban Youth Collaborative and the Coalition for Educational Justice have filed a civil rights complaint with the U.S. Department of Education alleging the city’s school closures disproportionately affect “students of color and students with disabilities.”
Author and activist, Tolu Orlorunda, shared his findings on how race factors in on public school closings in an article entitled “Journey for Justice: Mass School Closings and the Death of Communities,” stating that:
From 2003-2012, in New York City, 117 schools were closed. Twenty-five more closings are scheduled for 2013. Sixty-three percent of the students affected are black.
Since 2001, in Chicago, 72 schools have been closed or phased out. Ninety percent of the students affected are black.
In 2008, 23 schools were closed in Washington, DC. Ninety-nine percent of the students affected were black or brown.
Since 2005, in Detroit, 130 schools have been closed. Ninety-three percent of the students affected are black.
Curiously, while public schools are rapidly closing, charter schools—using public funding for privately-operated schools—have sprouted and expanded to take their share of budget dollars.
Many find this educational shift troubling, including a public school teacher of 30 years, Stan Karp, who is director of the Secondary Reform Project for New Jersey’s Education Law Center, and the editor to Rethinking Schools. Karp wrote in a March 8th commentary about charter schools, saying “nearly every teacher dreams of starting a school…[b]ut the current push for deregulated charters and privatization is doing nothing to reduce the concentrations of 70, 80, and 90 percent poverty that remain the central problem in our urban schools.” He says a more “equitable” approach to school reform can be seen in Raleigh, North Carolina, where efforts “were made to improve theme-based and magnet programs at all schools, and the concentration of free/reduced lunch students at any one school was limited to 40 percent or less.” That simple plan, Karp says, resulted in “some of the nation’s best progress on closing gaps in achievement and opportunity.”
Further making his case in the article, Karp says:
- Significant evidence suggests that charters are part of a market-driven plan to create a less stable, less secure and less expensive teaching staff…working to privatize everything from curriculum to professional development to the making of education policy.
- [C]harter school teachers are, on average, less experienced, less unionized and less likely to hold state certification than teachers in traditional public schools.
- As many as one in four charter school teachers leave every year, about double the turnover rate in traditional public schools.
- Charter schools typically pay less for longer hours. But charter school administrators often earn more than their school-district counterparts.
Here you see the entire online process is about expanding universities as global businesses and the money used for development and maintenance of these global campuses takes away from the funding of our local schools!! In Maryland, O'Malley has plowed so much money into these corporate and international campuses and online colleges that our schools are crumbling and K-12 have had to fight for unsatisfactory funding!!!
Make no mistake.....this pool of online classes for undergrads will not last on elite campuses because from MIT to Boston University all of them are saying this format is not providing quality.
Duke Faculty Say No
April 30, 2013 - 3:00am By Ry Rivard Inside Higher Ed
Duke University faculty members, frustrated with their administration and skeptical of the degrees to be awarded, have forced the institution to back out of a deal with nine other universities and 2U to create a pool of for-credit online classes for undergraduates.
Duke’s Arts & Sciences Council, which represents faculty from Duke’s largest undergraduate college, voted 16-14 on Thursday against plans to grant credits to Duke students who would have taken online courses from the pool. The vote effectively killed Duke's participation in the effort, and it immediately withdrew.
The courses were to be offered by Duke and other top-tier universities in a partnership organized by 2U, formerly known as 2tor. Unlike massive open online courses, or MOOCs, only a few hundred students were expected to enroll in each course – which would feature a mix of recorded lectures and live discussions – but each course would be divided into sections of no more than 20 students led by an instructor, perhaps a graduate student. The effort, known as Semester Online, will go on without Duke and offer its first classes this fall, 2U's CEO said.
Duke remains a member of MOOC provider Coursera and many of its faculty members are leaders in the push to use technology to teach in new ways, so the vote does not represent an outright rejection of online education but rather specific concerns about for-credit online education offered by third-parties. Faculty also expressed concern about the administration's handling of the deal and 2U's cut of the revenue.
While there has been considerable hype in the last year about leading colleges and universities embracing partnerships that redefine the way education is delivered, the Duke faculty vote marks the second time in a month that professors at an elite institution have studied one of these partnerships and turned it down. Amherst College's faculty this month voted down a proposal to join the MOOC provider edX.
At Duke, Provost Peter Lange said that "a small majority of those voting at the meeting decided the time was not right for this proposal to go forward. They had some concerns about what the governance processes had been leading up to the proposal.”
In particular, faculty are still unhappy with Duke’s plans to open a campus in Kunshan, China later this year. They have long expressed worries about the China project's costs, academic freedom, Internet access, and faculty involvement and buy-in. Here you see the entire online process is about expanding universities as global businesses and the money used for development and maintenance of these global campuses takes away from the funding of our local schools!!
Thomas Pfau, a professor of English and German, who spoke publicly against the 2U effort during the faculty meeting, said there were many ironic elements of Duke’s online push. “There we are believing in a brick and mortar framework in our pedagogical mission 8,000 miles away,” he said referring to the new campus in China, “but here where the students are actually in place, we seem to want to encourage them to take classes online – the absurdity of that was noted by a number of faculty.”
Another irony opponents seized on: Duke would be granting credit to students who were not admitted to Duke and allowing Duke students to receive credit for online courses from institutions that Duke presumably markets itself as better than.
“There was some fear that the overall quality of the student body taking any such course would not be on the same level as the student body when we teach our Duke students,” said Steffen A. Bass, a physics professor who supported the partnership with 2U.
Pfau, who is not a member of the faculty council, also said the administration’s approach kept faculty in the dark.
“It’s symptomatic of the top-down approach to managing the intellectual fortunes of this university and it’s produced – certainly among faculty in the humanities and social sciences over the last few years -- intense discontent,” he said.
In an interview, Lange said there had been nearly three dozen meetings of various faculty groups about the issue over the past year, but “obviously they had not touched some constituencies.” He also said the issue came before the full council just before the end of the semester, which created a time crunch that prevented issues from being ironed out by the fall when Duke was supposed to begin offering its Semester Online courses.
“The general objections to sort of doing this at all emerged only in a vocal and widespread way fairly late,” Lange said. “That may well be our responsibility for not tapping into those constituencies earlier. The result was that we got kind of squeezed.”
Even the proposal the faculty considered had safeguards: Duke students could only have received credit for four Semester Online courses during their entire time at Duke.
Bass argued that “politics got in the way of good sense” when the faculty voted last week. Bass said faculty argued they had not been consulted enough by Lange and the administration, though faculty committees have been working on the issue for nearly a year.
“This had more to do with the politics of telling the provost he didn’t consult enough with the faculty, which I feel was bologna,” Bass said. “But, yeah, that’s how it went.”
One professor circulated a document opposing the Semester Online plan that suggested only proponents of the effort had been involved in those early faculty discussions.
Whatever its cause, Duke’s decision raises new questions about a burst of online ventures.
Pfau said the effort would have represented an “intensification of the view that all courses are commodities” and worried the Semester Online effort would stifle hiring by allowing universities to send students to online for-credit classes offered by other universities rather than hiring faculty to teach those subjects on their own campuses. Pfau argued courses are “zero sum game” and if a student can take a class from elsewhere it won’t be offered at Duke.
Bass said the partnership could have allowed faculty to teach classes they would not have otherwise taught. At Duke, he said there is a “rule of eight,” meaning if eight students don’t sign up for a course it gets canceled.
Provost Lange said the goal was to allow Duke students to take courses Duke did not offer or that were only offered occasionally.
“We thought that working with a limited number of high quality universities, we could provide a supplement to the curricular experience our students already had,” he said.
Chip Paucek, the CEO of 2U, said the effort “isn’t about replacing anything on campus.”
He downplayed Duke’s exit from the partnership.
“The practical matter is we were launching on Wednesday 12 courses for the fall, now we’re launching 11,” Paucek said.
Duke eventually planned to offer two courses in the pool.
Thomas Metzloff, a professor at Duke's law school, was developing a contemporary constitutional law course for the 2U partnership. He said he was working with other top scholars to offer guest lectures that would not be possible to do regularly in a traditional class.
"This is not second class teaching," Metzloff said. "In fact, in many ways, I think it is superior."
Lange said Duke will continue to explore online offerings.
“I don’t take this as a, 'Let’s not do this,'" he said. "I take this as a, 'Let’s figure out what the best way to do this is.'"
THIS IS JUST ANOTHER STEP.......BALTIMORE THEN PRINCE GEORGES COUNTY.....WE KNOW THE REPUBLICAN EASTERN SHORE WILL FOLLOW THROUGH......
We hope people understand that this continued centralization of education policy is a step towards privatization of K-12 in Maryland. We have already watched as O'Malley has spent his entire tenure privatizing advanced public education making them extensions of corporate R and D and Human Resources all of which serves to move the costs of business operations to the public and makes advanced education become job training and not about graduating citizens ready for a diversity of life experiences. O'Malley created in our advanced education a system that targets students to a specific job..that means every time a person changes jobs they must go through another career course which again has the public paying for that training. The public becomes the corporate human resources and we also pay for all of the R and D. All of this is about corporate profit.
So, centralizing K-12 moves public education further in this direction. We see Baltimore's K-12 under attack with charters and ties to businesses and that is what will happen in Prince Georges Co. We note that in both cases Third Way corporate democrats working with Bill Gates and Wall Street are taking the majority black communities in this direction. The ultimate goal is to move all public education K-12 towards this privatized state. So, don't think it is OK because they are after the poorer schools...it is coming to you!
Prince George's interim superintendent resigns
In the midst of a system takeover by Prince George's County Executive Rushern Baker III, the school system's interim superintendent, Alvin Crawley, has resigned.
Crawley notified the Board of Education of his intent to resign on Thursday, April 25, according to a news release posted on the school system's website. His resignation is effective June 3.
In a statement, Crawley said he had "mixed emotions" about resigning.
"I have enjoyed my tenure as interim superintendent of schools and appreciate the support of our board, staff, parents, students and members of the community," he said. "I am very proud of the accomplishments we have achieved during my tenure."
Crawley was appointed interim superintendent in August 2012, when then-superintendent William Hite was preparing to leave his post to take the helm of Philadelphia's public schools. Crawley's contract was set to expire June 30.
Crawley was one of three finalists for the superintendent position, but like the others, he withdrew his name from consideration after legislation passed in Annapolis approving Baker's takeover of the school system, and granting Baker the power to select the next superintendent.
"We are saddened by Dr. Crawley's decision to leave early; however, due to the passage of the recent legislation changing the governance structure of our school system, we fully understand," the board said in a statement. "We regretfully accept Dr. Crawley's resignation and express our gratitude and appreciation for his consistent dedication to student achievement."
Under the new school governance, Baker also has the power to appoint the chairman and the vice-chairman of the board, and appoint three additional members to the board. The County Council will appoint one additional person, who must be a parent of students in the system.