WE HAVE AN AUTOCRATIC SYSTEM FEEDING US WHATEVER INFORMATION THEY WANT---AS WE DO NOW.
University of Baltimore, University of Maryland Baltimore, Morgan and Coppin State, and Baltimore Community College should all be HOLDING POWER ACCOUNTABLE. Most of the academics coming from these institutions today simply support Baltimore City Hall and Maryland Assembly policies.
WHEN AN IVY LEAGUE UNIVERSITY CONTROLS ALL OF EDUCATION POLICY AND CAMPUSES AS IS HAPPENING TODAY---AND IVY LEAGUE UNIVERSITIES ARE KNOWN TO WORK WITH WALL STREET PEDDLING LOTS OF LYING, CHEATING, AND STEALING---YOU DO NOT WANT THESE INSTITUTIONS CONTROLLING ACADEMICS.
When I first moved to Baltimore I asked a LOYOLA University professor why a religious institution would want to have MBA and Financial Investment degrees given how everyone knewcorporations and Wall Street are criminal----he said, Loyola hopes to inject some integrity and honesty into the business world. That is what public universities must do. In Baltimore, there is no need for Johns Hopkins to have a Business School----we do not want lying, cheating, and stealing naked capitalism taught to students. Johns Hopkins should not have an Education School because we do not want teachers educated in this global Race to the Top education privatization policy as Hopkins does. So, education schools are placed in our public universities with appointed Deans who embraced our American broad Democratic liberal arts/humanities public education.
MORGAN STATE UNIVERSITY, A HISTORICALLY BLACK COLLEGE HAS FACED FUNDING BATTLES WITH ALL BALTIMORE PUBLIC SCHOOLS----HOPKINS AND BALTIMORE DEVELOPMENT KNEW THEN STATE UNIVERSITIES LIKE MORGAN WERE GOING TO BE CLOSED. ALL LIBERAL ARTS/HUMANITY BASED SCHOOLS WILL CLOSE WITH THIS COMING ECONOMIC CRASH FROM BOND MARKET FRAUD.
For those thinking we do not need liberal arts schools or ones specific to race -----Morgan State has been trying for decades to break out of the black college category----please stop thinking of these state universities as anything other than meeting the laws surrounding equal opportunity and access. These universities are critical for culture and dialogue----for community and advocacy. WE NEED HBCUs as much as we need small city public universities and our state universities----public education is ABOUT DIVERSITY!!!!!! THAT IS WHAT WE THE PEOPLE AND EQUALITY AND PLURALITY IS ABOUT.
What Clinton neo-liberals and Bush neo-cons are trying to do with this education reform is to consolidate, deregulate, and create global education systems that have all information controlled by a few----STAND WITH STRONG DEMOCRATIC PUBLIC SCHOOLS FROM K-UNIVERSITY----and these policies work against this.
We know that most of these HBCUs as with many public universities will be closed and/or made online with this coming economic crash.
Top HBCU Liberal Arts College Rankings 2014 September 12, 2014 by Anchal Bhatia
Independent news magazine-Washington Monthly has recently released its annual Liberal Arts College Rankings list. Known for its unique standard and methodology, the magazine evaluates and ranks colleges in the Unites States based on their contribution to the public good in three broad categories. It rates schools based on their ability to recruit and graduate low income students (Social Mobility), their production of cutting edge scholarship and PhDs (Research), and how they encourage students to give something back to their nation (Service).
Advertise with us Report this ad Founded in 1969, Washington Monthly is a non-profit bimonthly magazine that takes pride in their ranking system. Unlike, traditional college rankings, it does not rely on ‘crude and easily manipulated measures of wealth, exclusivity, and prestige for its rankings.’ Rather it evaluates institutions based on what they are doing for their students and the country. The publication has mentioned that it does not consider any one criterion more important than the other. Instead, while calculating the final score it weighs all three criteria equally.
Among 246 schools ranked in 2014, 14 Historically Black Colleges and Universities have proudly made to the list. Here are the names of the HBCU’s that have been considered worthy to be included in the Liberal Arts College Rankings list.
Advertise with us Report this ad HBCU Liberal Arts College Rankings RANK UNIVERSITY LOCATION 21 Tougaloo College Tougaloo, MS 24 Claflin University Orangeburg, SC 28 Xavier University of Louisiana New Orleans, LA 31 Morehouse College Atlanta, GA 38 Spelman College Atlanta, GA 55 Fisk University Nashville, TN 80 Savannah State University Savannah, GA* 83 Dillard University New Orleans, LA 94 Rust College Holly Springs, MS 157 Johnson C. Smith University Charlotte, NC 178 Bennett College for Women Greensboro, NC 180 West Virginia State University Dunbar, WV* 189 Kentucky State University Frankfort, KY* 206 Huston-Tillotson University Austin, TX *Indicates a public school
For more information or to view the complete 2014 rankings, visit www.washingtonmonthly.com/college-rankings.
Morgan State is going to be made on online college as with Coppin and guess what-----it will promote what every real academic hates----these global online college lessons that break down the standards of our brick and mortar public universities. MOOC IS DEAD BUT THESE PUBLIC UNIVERSITIES IN MARYLAND ARE BEING FORCED TO EMBRACE IT. I was at a meeting earlier this year when an executive representing Morgan State said----WE WILL NOT BE HERE IN 4 YEARS. THAT IS THE TIME-LINE OF THE ECONOMIC CRASH AND THEN ALL THE CLAIMS OF A GOVERNMENT FILLED WITH DEBT.
UDACITY IS DISCREDITED AROUND THE NATION----AND OF COURSE WHAT IS BAD MUST COME TO MARYLAND AND BALTIMORE. O'Malley and Maryland were one of the first to bring MOOC to universities just as they were the first to sign on to Race to the Top and everything neo-liberal and global.
I want to focus today on Baltimore's Historically Black Colleges because as we rebuild our public universities----liberal arts and humanities---these universities are critical to a majority black citizens in Baltimore. My criticism for HBCU has been they are team players with all of the Johns Hopkins/Baltimore Development agenda and Clinton neo-liberal global market policies and support much of what is bad in Baltimore's public policy. HBCU also play a big role in rigging election primaries for establishment pols with media and public outreach. I contend that they are being held hostage for funding by the likes of O'Malley and neo-liberals in Maryland Assembly and would be more progressive labor and justice----EQUAL PROTECTION AND PUBLIC JUSTICE----if fully funded and allowed to be independent. What you see below is yet another example of going along with bad policy simply to exist.
IMAGINE IF HBCU HAD REMAINED PROGRESSIVE AND BEEN THE VOICE OF EDUCATING AGAINST CLINTON NEO-LIBERALISM AND GLOBALISM AND THE DISMANTLING OF ALL OF CIVIL RIGHTS AND PROGRESSIVE POLICY!
Morgan State University Expected to be First HBCU to Announce MOOC Deal
December 3, 2012 | :
by Ronald Roach
Morgan State University president David Wilson and Udacity founder Sebastian Thrun say they have the school on track to utilize Massive Open Online Courses.
The deepening reach of the movement to develop free Massive Open Online Courses, or MOOCs, is taking a new path with two historically Black public universities seeking partnerships with Udacity, one of the leading MOOC platform organizations.
One of the schools, the Baltimore-based Morgan State University, reports that it is close to completing an agreement with Udacity that would enable school faculty members to develop courses for delivery through the company’s MOOC platform. The agreement, which Morgan State officials expect to announce publicly by late January, is also supposed to allow Morgan State students the option of earning academic credit for MOOCs taken through Udacity.
“We are moving forward toward a partnership with Udacity through (assistance from) the Thurgood Marshall College Fund,” says Morgan State University president David Wilson. “Morgan (State University) is a serious player in higher education in this country, and we expect to also be at the table to participate in MOOCs and to learn from it.”
Wilson says university officials will announce the details of an inaugural MOOC that a Morgan State faculty member will produce with Udacity course developers at the company’s headquarters in Palo Alto, Calif. Wilson declined to identify the faculty member and the subject matter of the inaugural MOOC, explaining that the school and Udacity are still working out agreement details.
Wilson noted “the course itself will probably be ready (to be delivered to students) no later than the summer of 2013.” He says that Morgan State faculty members will be prepared to monitor and assess student consumption of other courses on the Udacity platform by the fall of 2013.
“They have a world-class laboratory out there (in Palo Alto). And so they are able to make these online courses so extraordinarily attractive that we want our faculty here at Morgan to be exposed to that,” Wilson says about the Udacity headquarters, which he visited this past summer.
A MOOC agreement between Alcorn State University, the second school, and Udacity could happen as early as late spring 2013, according to Dr. Donzell Lee, the Alcorn State vice-provost. The Lorman, Miss.-based Alcorn State is exploring an arrangement similar to what Morgan State seeks, which would allow professors to develop courses on the Udacity platform and enable Alcorn State students to earn academic credit from Udacity MOOCs. Lee says school officials have the fall of 2013 in mind when Alcorn State would like to debut a MOOC through Udacity.
“We’re still in the beginning stages of a collaboration. … One of the things that we like about the Udacity model (of building courses) is that it’s really strong in terms of pedagogy,” Lee says.
Also participating in the discussions and negotiations among Udacity and historically Black university officials has been the Thurgood Marshall College Fund (TMCF), an advocacy and support organization for public historically Black universities. The organization, which has 47 member schools, has become an advocate for MOOC development by historically Black colleges and universities (HBCUs).
“I want us to be part of the testing and exploratory process in the beginning. … We want to say that HBCUs are actually on the forefront of this,” says Johnny C. Taylor Jr., TMCF president and CEO.
Joining the Club
Efforts by Morgan State and Alcorn State to join the ranks of MOOC provider schools are likely to spark a new conversation about MOOCs, one of the most publicized developments in American higher education in recent years. With online enrollment reaching tens of thousands in individual courses, MOOCs have demonstrated an enhanced scalability that has enthralled U.S. higher education and news media.
The phenomenon recently motivated The New York Times to dub 2012 as “the year of the MOOC.”
Udacity, along with the edX and Coursera organizations, has played a leading role in the emergence of MOOCs. Udacity has focused exclusively on free online courses in the mathematical, computational and physical sciences. The for-profit company typically brings in recruited instructors to its Palo Alto facilities who work with Udacity staff to build entirely new courses. In contrast, Coursera and edX leave course development to their university partners, which are largely elite research institutions.
The participation of elite universities has been essential to the development and popularity of the Coursera and edX platforms. EdX is a nonprofit venture among M.I.T., Harvard University, University of California-Berkeley, and the University of Texas system. Coursera, a for-profit firm founded by Stanford University professors, has enlisted 33 partner schools and leads in total number of courses and student enrollments. More than 1.7 million people have signed up for Coursera courses since launching early in 2012.
“(MOOC platforms) do provide access to courses students might not otherwise have. It’s a great opportunity for students who are mature and who can focus well,” says Dr. William McHenry, executive director of the Mississippi e-Center at Jackson State University.
Udacity’s collaboration with Morgan State and Alcorn State may lead to the HBCUs being among the first institutions to contribute courses to a MOOC platform while simultaneously granting academic credit for MOOCs. There’s also the likelihood that the Morgan State agreement will specify revenue sharing with Udacity because there’s an expectation the school will be allowed to charge for the MOOC academic credits granted to its students.
“There’s going to be a charge for the (academic credits). … Udacity is going to get some portion of (that),” says Brad Gebert, the TMCF Senior Advisor to the President for Technology and Infrastructure. “Anybody will be able to take the courses for free. There’s no debate about that.”
Udacity’s outreach to enlisting HBCUs as university partners has been in keeping with the company’s strategic vision, officials say. Robotics scientist Sebastian Thrun launched the company early in 2012 after having converted an Introduction to Artificial Intelligence course he was co-teaching at Stanford University into a MOOC. More than 160,000 students signed up for the course in the fall of 2011, and about 23,000 completed the course. The unique experience of teaching so many students inspired Thrun to start Udacity.
“Ultimately, our mission is democratizing education, and that means [facilitating] broad access to education, not just to the traditional Ivy League populations and courses there,” says Clarissa Shen, the head of strategic partnerships and business development at Udacity.
“In terms of the reach, the service and the access that HBCUs have traditionally provided … that’s always been inspiring and of interest to us. We’re just lucky to get an introduction there and to have started talking to Morgan State and Alcorn State about what they do and the students they serve,” Shen adds.
As HBCUs, Morgan State and Alcorn State are part of a highly diverse set of 105 institutions that are located primarily in the South. Established when legalized racial segregation severely limited higher education opportunities for African-Americans, HBCUs were founded from prior to the Civil War up until the Civil Rights era.
Now well into the post-Civil Rights period, HBCUs still play a pivotal role in African-American participation in American society. While comprising just 3 percent of U.S. higher education institution, HBCUs educate 20 percent of Blacks who earn bachelor degrees.
Late last spring, the White House Initiative on Historically Black Colleges and Universities, a federal advocacy agency that is based in the U.S. Department of Education, convened a meeting at which officials from Udacity, HBCUs, and the Thurgood Marshall College Fund gathered. Taylor and Wilson say Thrun made a compelling case for HBCU collaboration with Udacity. In July, Taylor, Wilson, and Alcorn State University president M. Christopher Brown met again with Thrun in Palo Alto.
“I was very impressed with (Thrun’s) concept of democratizing higher education and bringing high-quality college courses to the masses,” Wilson says. “His willingness to say to us that ‘We want to work with you because we understand your mission and we think this model could be a good pilot for us’… was a message that resonated with me.”
Says Taylor, “We really saw the win-win there” in Thrun’s pitch.
MOOCs have been declared dead even by the person developing this online venture. The idea is fine------placing free online university courses for all to access opening up colleges for all. BUT THAT IS NOT THE GOAL OF MOOC. THE GOAL IS TO START WITH INDIVIDUAL PROFESSORS CREATING THEIR OWN LESSONS ONLINE JUST AS WITH ANY START UP BUSINESS LINE---OH, THIS IS SO DEMOCRATIC---- -----AND HAVE GLOBAL EDUCATION CORPORATIONS TAKE CONTROL OF ALL MOOC IN THE FUTURE. MIT, HARVARD ET AL SELLING THEIR ONLINE LESSONS AROUND THE WORLD----AND BUILDING THE ONLY PLATFORMS THAT MAY LAST.
What started out as opening the world to free university academic content went to making MOOC actual credited courses at many universities that then went to MOOCs being the only avenue of access to university courses as more and more universities are forced to close---AS IS HAPPENING TO MORGAN STATE. There is no expectation MOOC will last for any platforms other than Ivy League universities.
It is supposedly the global access to university content all coming from Ivy League schools.....just as Common Core in K-12 is becoming globally. IT IS SIMPLY STAGING A PLATFORM USING CURRENT COLLEGES AND PROFESSORS THAT WILL BE EXCLUSIVE IN LESS THAN A DECADE.
Students have shown overwhelmingly they do not like sitting and looking at a computer screen at home or in classrooms as the primary source of learning. NO ONE LIKES THIS. That does not matter says O'Malley----who forced Race to the Top with Common Core and testing and evaluation with no public debate on our K-12.....well, MOOC and online universities are the same for higher education. As you see below-----in just the last several years all over the nation----research shows MOOC is not a successful platform----AND YET----IT IS EXPANDING IN MARYLAND AND OUR HISTORICALLY BLACK COLLEGES WILL BE USED TO MAKE IT LOOK MARKETABLE.
AGAIN, AS YOU SEE IT IS UNDERSERVED STUDENTS THAT ARE TARGETED WITH WHAT IS SIMPLY FOR-PROFIT EDUCATION BUSINESSES THAT WANT PROFIT---IT HAS NOTHING TO DO WITH WHAT IS GOOD. LOOK AS WELL THE VOCATIONAL BENT UDACITY IS TAKING AS MORGAN STATES SIGNS ON-----
'and confirmation that, at its core, Udacity, a company funded with venture capital, was more interested in profits than in helping to educate underserved students'
After Setbacks, Online Courses Are Rethought
By TAMAR LEWINDEC. 10, 2013 New York Times
Photo A Silicon Valley company co-founded by a Stanford artificial-intelligence professor, Sebastian Thrun, and San Jose State University were part of an experiment on massive open online courses, or MOOCs, that turned into a flop. Credit Stephen Lam/Reuters Advertisement
Two years after a Stanford professor drew 160,000 students from around the globe to a free online course on artificial intelligence, starting what was widely viewed as a revolution in higher education, early results for such large-scale courses are disappointing, forcing a rethinking of how college instruction can best use the Internet.
A study of a million users of massive open online courses, known as MOOCs, released this month by the University of Pennsylvania Graduate School of Education found that, on average, only about half of those who registered for a course ever viewed a lecture, and only about 4 percent completed the courses.
Much of the hope — and hype — surrounding MOOCs has focused on the promise of courses for students in poor countries with little access to higher education. But a separate survey from the University of Pennsylvania released last month found that about 80 percent of those taking the university’s MOOCs had already earned a degree of some kind.
And perhaps the most publicized MOOC experiment, at San Jose State University, has turned into a flop. It was a partnership announced with great fanfare at a January news conference featuring Gov. Jerry Brown of California, a strong backer of online education. San Jose State and Udacity, a Silicon Valley company co-founded by a Stanford artificial-intelligence professor, Sebastian Thrun, would work together to offer three low-cost online introductory courses for college credit.
Mr. Thrun, who had been unhappy with the low completion rates in free MOOCs, hoped to increase them by hiring online mentors to help students stick with the classes. And the university, in the heart of Silicon Valley, hoped to show its leadership in online learning, and to reach more students.
But the pilot classes, of about 100 people each, failed. Despite access to the Udacity mentors, the online students last spring — including many from a charter high school in Oakland — did worse than those who took the classes on campus. In the algebra class, fewer than a quarter of the students — and only 12 percent of the high school students — earned a passing grade.
The program was suspended in July, and it is unclear when, if or how the program will resume. Neither the provost nor the president of San Jose State returned calls, and spokesmen said the university had no comment.
Whatever happens at San Jose, even the loudest critics of MOOCs do not expect them to fade away. More likely, they will morph into many different shapes: Already, San Jose State is getting good results using videos from edX, a nonprofit MOOC venture, to supplement some classroom sessions, and edX is producing videos to use in some high school Advanced Placement classes. And Coursera, the largest MOOC company, is experimenting with using its courses, along with a facilitator, in small discussion classes at some United States consulates.
Some MOOC pioneers are working with a different model, so-called connectivist MOOCs, which are more about the connections and communication among students than about the content delivered by a professor.
“It’s like, ‘The MOOC is dead, long live the MOOC,’ ” said Jonathan Rees, a Colorado State University-Pueblo professor who has expressed fears that the online courses would displace professors and be an excuse for cuts in funding. “At the beginning everybody talked about MOOCs being entirely online, but now we’re seeing lots of things that fall in the middle, and even I see the appeal of that.”
The intense publicity about MOOCs has nudged almost every university toward developing an Internet strategy.
Given that the wave of publicity about MOOCs began with Mr. Thrun’s artificial-intelligence course, it is fitting that he has become emblematic of a reset in the thinking about MOOCs, after a profile in Fast Company magazine that described him as moving away from college classes in favor of vocational training in partnerships with corporations that would pay a fee.
Many educators saw the move as an admission of defeat for the idea that online courses would democratize higher education -- and confirmation that, at its core, Udacity, a company funded with venture capital, was more interested in profits than in helping to educate underserved students.
“Sebastian Thrun put himself out there as a little bit of a lightning rod,” said George Siemens, a MOOC pioneer who got funding from the Bill & Melinda Gates Foundation for research on MOOCs, and last week convened the researchers at the University of Texas at Arlington to discuss their early results. “Whether he intended it or not, that article marks a substantial turning point in the conversation around MOOCs.”
The profile quoted Mr. Thrun as saying the Udacity MOOCs were “a lousy product” and “not a good fit” for disadvantaged students, unleashing a torrent of commentary in the higher-education blogosphere.
Mr. Thrun took issue with the article, and said he had never concluded that MOOCs could not work for any particular group of students.
You see here where Obama came out firing at funding for higher education and especially the Equal Opportunity funding with War on Poverty Education. Obama knew then that funding for public universities were going to be eliminated with Race to the Top all about tying public K-12 to corporate apprenticeships with corporations funding them as a branch of corporate operations.
Defunding HBCUs was acknowledgement as well that Obama was embracing Clinton's Federalism Act-----that he was going to ignore Federal laws surrounding Equal Protection---and that includes civil rights and education law. HBCUs have been a pipeline for students from underserved schools that did not get the funding and resources to create a thriving learning environment---in Baltimore, Maryland Assembly was sued for failing to send $1 billion in Federal Equal Protection education funding----it was diverted elsewhere---and this is why underserved school children in cities like Baltimore remained remedial----not able to read or do math. The Federal funding of HBCUs has always recognized the special needs of underserved students and Obama was saying---THOSE DAYS ARE OVER.
So, Maryland HBCUs were already struggling from the refusal of the Maryland Assembly to send Constitutionally guaranteed funds---then the economic crash from widespread corporate fraud----for-profit education corporations having over $1 trillion in fraud for one----now leads to more Federal and state cuts. This sets the stage for profit donations being the only way to operate and with those----the donors set the agenda of the schools. What we are seeing is this online format fueled by private education corporations filling curricula and we will see the same systemic frauds in these online operations as we did the brick and mortar for-profits.
IT IS ALL SIMPLY TRASH AND IT WASTES VITAL FEDERAL TAXPAYER MONEY FOR HIGHER EDUCATION. THEY DO NOT WANT HIGHER EDUCATION---THEY WANT VOCATIONAL TRAINING ONLY AS WE SEE IN THE NEXT ARTICLE.
Funding Cuts Put HBCUs On The Chopping Block
May 13, 200912:00 PM ET
The Obama Administration unveiled its education budget last week. In it, there were a number of cuts including a program providing historically black colleges and universities (HBCUs) an extra $85 million dollars in federal funding. United Negro College Fund President and CEO Michael Lomax explains what these cuts mean for black colleges and their students.
MICHEL MARTIN, host:
We go now from the high court to higher education. President Obama has unveiled his proposed education budget. It calls for increased funding for a number of programs, but overall there were cuts in funding for historically black colleges and universities or HBCUs. A two-year-old program providing $85 million to black colleges and universities was eliminated by the White House. The tribal colleges also sustained a cut.
The funding was designed to be temporary, but leaders of these schools say they are going to challenge the Obama administration on this. Here to talk about what this might mean is Michael Lomax, the president and CEO of the United Negro College Fund. Welcome, sir, thank you for joining us.
Mr. MICHAEL LOMAX (President and Chief Executive Officer, United Negro College Fund): Thank you, it's a pleasure to be here.
MARTIN: What is this money used for?
Mr. LOMAX: Well, first of all let's just recognize that it was about $500 million in additional aid given to minority-serving institutions two years ago as part of the College Cost Reduction Act. When the Pell Grant was raised two years by the new Democratic Congress, they also, in their wisdom, decided that institutions which have a disproportionately large number of low-income and minority students needed additional support to be able to meet the needs of those students by keeping their costs down.
And so $85 million was given to historically black colleges for two years, so for $170; $200 million for Hispanic-serving institutions, $60 million for tribal colleges. And that all added up to about 500 million. It was a two year sunset, and at that time, Senator Obama supported this vigorously. And this enabled these institutions, which have a disproportionately large number of low-income students, students who come to them academically not as well prepared.
They had the resources to better support them and to keep their costs down, and that's what these dollars are used for.
MARTIN: But traditionally, funding has flowed to the students, not to the institutions. This particular kind of funding mechanism is considered unusual…
Mr. LOMAX: No, that's not accurate because, you know, we've had Title IIIb, which supports institutions, historically black colleges, for decades. And this is funding which has been made available to these institutions to be used at the discretion of the president to ensure the academic and institutional integrity of the…
MARTIN: What exactly was the money used for, and what impact do you think this cut will have if it is sustained?
Mr. LOMAX: Well, you know, the cost of higher education is great, and institutions are experiencing increases in everything from light bills to compensating faculty. And so that's what these dollars are used for. They're used to keep the costs down and to ensure high academic standards at the institutions.
Pell Grants, which we have increased and which the president supported and we are very appreciative of, really that's access money for the individual -student. That student can take those dollars anywhere he or she chooses to attend.
MARTIN: There are those who would argue that perhaps the taxpayers aren't getting their money's worth. There was an Associated Press study earlier this year that looked at the graduation rates for 83 federally designated, four-year HBCUs and found that they had an average graduation rate of just 37 percent. And with statistics like that, there are those who would argue, is this really…
Mr. LOMAX: Well, the average graduation rate is about 43 percent, so that of the ones selected for the AP story, they were about six percentage points below, on average.
MARTIN: But that's well below the overall graduation rate.
Mr. LOMAX: That's an overall, five-year graduation rate, yes. We have institutions, historically black colleges, which have 80-percent graduation rates. And UNCF's position is that these institutions have been historically underfunded. They have a disproportionate percentage of low-income students who come to them academically not well-prepared. And that what this administration we hope will do is say that these are institutions, which if invested in more significantly, can perform at a higher level.
We need to invest in them, hold them accountable to increase their graduation rates and make sure that they're helping to produce the college graduates that this country…
MARTIN: To be continued, an important discussion. Michael Lomax is the president and CEO of the United Negro College Fund. He was kind enough to join us from our studios in New York. Thank you, Mr. Lomax.
Here Obama is making clear any Federal funding will come with proven results by students and schools. Only, Obama never reformed or held the worst offenders for a $1 trillion dollars in fraud----responsible. These for-profit education fraudsters many coming out of California---and often neo-conservative Stanford----home of all that is corporate education---are the face of wasted Federal education funding and the $1 trillion student loan debt-----and Obama and Clinton neo-liberals have not been interested in any justice in this----they are simply using this abuse of bad education with no job afterwards to make cuts all around---and especially to universities and degrees not tied to STEM.
Now, as with health care costs also soaring because of health industry frauds-----the education sector must become financially efficient----and nothing says CHEAP like online lessons and degrees.
Remember, Obama and Wall Street came to office with deregulating, consolidating, privatizing, and globalizing health care and education especially. THAT IS ALL THESE POLICIES ARE ABOUT---IT HAS NOTHING WITH MAKING EDUCATION QUALITY OR WITH GOOD RESULTS.
This is where you see Morgan State University being moved to MOOC and Coppin State being made mostly connected to online education....and it will all become vocational-----not strong 4 year degrees.
Since the only jobs being created in a stagnant economy are STEM-----you see where liberal arts and humanities is being sold down the river by Clinton neo-liberals!
EVERYONE AND THEIR GRANDMOTHERS KNOW THE COSTS OF EDUCATION ARE TIED TO FOR-PROFIT EDUCATION FRAUD AND PROFITEERING AT CORPORATE UNIVERSITIES. Yet, it will be the universities that really want to help underserved students that are cut and closed.
August 22, 2013 by Megan O'Neil
Keep in mind Obama's 'GAINFUL EMPLOYMENT RULE' for Federal education funding mirrors Clinton's WELFARE TO WORK. Clinton installed all those global market policies knowing US corporations would move overseas and leave high unemployment in the US at the same time he pretended we needed to get Welfare people to work---ONLY THERE WAS NO WORK. This Gainful Employment by Obama comes again, as a giant economic crash is coming that will have US economy stagnant for a decade---so there will be no gainful work outside of poverty jobs and the community college job training classes they are tying all higher education funding to.
This will continue to push HBCUs to cheaper and cheaper education outlets until they are simply closed altogether in a few years. If you do not care about HBCUs -----this scenario will be happening to all universities---and the only ones left operating will be the product mill corporate universities like Hopkins and University of Maryland College Park and UMMS which are taking more and more of a percentage of wealthy foreign students and will have growing tuitions.
August 22, 2013
Obama Plan to Tie Student Aid to College Ratings Draws Mixed Reviews
Jewel Samad, AFP, Getty Images
In a speech at the University at Buffalo, President Obama said, it's "time to stop subsidizing schools that are not producing good results, and reward schools that deliver for American students and our future."
By Kelly Field
[Updated (8/22/2013, 10:32 p.m.) with more detail, analysis, and reaction.]
President Obama continues his three-campus "college cost" bus tour on Friday, promoting his plans to make college more affordable through a mix of carrots and sticks.
The heart of the proposals is a controversial plan to rate colleges based on measures of access, affordability, and student outcomes, and to allocate aid based on those ratings. Under the plan, students attending higher-rated institutions could obtain larger Pell Grants and more-affordable loans.
The Obama administration and its supporters say the ratings would empower consumers with fresh information and would pressure colleges to keep costs down. They describe a "datapalooza," in which prospective students would be able to compare institutions on measures such as debt levels, graduation and transfer rates, and graduates' earnings.
"We need much greater transparency for the public. … We have to get them better information," Secretary of Education Arne Duncan told reporters traveling with the president on Thursday to Buffalo, N.Y., on Air Force One. "You want to see the good actors be rewarded. You want to see them get more resources."
Mr. Obama outlined the proposal in a speech on Thursday at the University at Buffalo, part of the State University of New York, and he planned to follow up with appearances on Friday at another SUNY campus, Binghamton University, and at Lackawanna College, in Pennsylvania.
F. King Alexander, president and chancellor of Louisiana State University, said it was "about time" the federal government linked some student aid to outcomes.
"If we don't do anything, we won't have Pell Grants anymore because we give them to anybody and everybody, whether they're good or bad," he said in an interview.
The federal government provides $150-billion each year for federal student aid, while states collectively spend $70-billion more. Most of that money is allocated on the basis of the number and financial need of students who enroll, rather than how well they do and whether they graduate.
In his speech on Thursday, Mr. Obama said it was "time to stop subsidizing schools that are not producing good results, and reward schools that deliver for American students and our future."
A 'Shame List' But skeptics worried about the unintended consequences of the president's plan, predicting that colleges would seek to improve their ratings by turning away at-risk students or by dumbing down their standards. They urged the administration to use caution in choosing the measures it will use to judge colleges.
"You have to think about the consequences of your shame list," said David H. Feldman, chair of the economics department at the College of William & Mary. "They have to be really careful that they don't provide perverse incentives for schools to discriminate against the kinds of students" they are trying to help.
Other critics warned that some of the data the administration is proposing to use in its ratings is missing or incomplete. Federal graduation rates include only first-time, full-time students (though a more-inclusive rate is being developed), and data on graduates' earnings aren't currently available.
The Education Department plans to publish earnings information this fall, as part of its "College Scorecard," but the data are likely to be limited to student-aid recipients because Congress has barred the agency from creating a "unit record" system to track students more broadly.
"If you want to condition the receipt of student aid on this information, you have an obligation to have perfect data," said Terry W. Hartle, senior vice president for government and public affairs at the American Council on Education.
Gloria Nemerowicz is president of the Yes We Must Coalition, which represents 33 small private colleges where at least 50 percent of the students are needy enough to be eligible for Pell Grants. She said she appreciates that the president's plan would compare like institutions. But she's uneasy about efforts to rate colleges based on the earnings of their graduates.
Many of Yes We Must's member colleges are small regional institutions whose graduates serve their communities as social workers, as teachers, and in other careers that don't pay well. It's not fair to penalize colleges for that pattern, she said.
"That's not their fault," she said, "that's the social order's fault."
'Washington Needs to Be Careful' White House aides say Mr. Obama is mindful of the risks that come with rating systems and will take the time to develop the measures in consultation with colleges. The penalties and rewards wouldn't kick in until 2018. In a call with reporters on Thursday, the aides argued that the president's plan would discourage cherry-picking by providing bonuses to colleges that graduate large numbers of Pell Grant recipients.
The proposed rating system would build upon a pair of failed presidential proposals: the Perkins Loan expansion and the "gainful employment" rule. In the first case, Mr. Obama has argued (unsuccessfully) for awarding additional Perkins Loan money to colleges that keep tuition down, provide "good value," and serve low-income students effectively.
In the second case, he issued a rule that would have ended aid to career-oriented programs whose graduates carry high debt-to-income ratios and low loan-repayment rates, only to have it overturned in court. The Education Department is reopening negotiations over the rule this fall.
The new proposal is broader than either of those plans, covering all colleges and incorporating a larger range of ways to measure success. While the administration can rate colleges on its own, linking the ratings to federal aid would require Congressional approval. In news releases issued shortly after the speech, Democrats in Congress largely embraced the idea, while Republicans worried about imposing federal price controls.
Sen. Lamar Alexander of Tennessee, the top Republican on the Senate education committee and a former education secretary, said that while performance-based financing may work for states like his, "Washington needs to be careful about taking a good idea for one state and forcing all 6,000 institutions of higher education to do the exact same thing."
In conversations with reporters, White House officials said they were confident their ideas would receive bipartisan support, noting that some states that have adopted performance-based formulas are led by Republicans. They cited the recent compromise over student-loan interest rates as a sign that cooperation was still possible.
"This should be absolutely nonpolitical," Secretary Duncan told reporters. "We should be able to work together."
Jane V. Wellman, the former longtime head of the Delta Cost Project, said she disagreed with some of the proposals but hoped that colleges and members of Congress wouldn't "cynically" dismiss them all out of hand. She said she hoped the president's speech would serve, instead, as a catalyst for states, trustees, colleges, and Congress to work together to tackle the complicated cost problem.
'A Powerful Incentive' Amy Laitinen, deputy director for higher education at the New America Foundation, said that even if Mr. Obama could not persuade Congress to tie student aid to the ratings, the lists would still have an impact.
"It will be a powerful incentive for institutions to pay attention to outcomes," she said. "Just having an alternative to the U.S. News & World Report rankings based on access, affordability, and outcomes is really important."
In addition to the ratings system, the president's plan includes penalties for colleges with high dropout rates. To encourage students to complete college on time, the plan would require them to finish a certain percentage of their classes before receiving continued student-aid funds.
Mr. Obama's plan also offers incentives to states and colleges to experiment with cost-containment strategies. Like the president's past three budgets, it calls for $1-billion for "Race to the Top"-style grants to states and $260-million more for a "First in the World" innovation competition for nonprofit organizations and colleges.
To receive the money, states would have to sustain their spending on higher education, or seek a waiver, as they were under the 2009 federal stimulus law.
Mr. Alexander of Louisiana State University credits that law's "maintenance of effort" provision with preventing deeper cuts in state higher-education budgets, noting that 20 states dropped their education spending to just above the threshold for penalties.
Whether such a provision in the proposed "Race to the Top" program would prove equally effective in forestalling cuts would depend in part on how much money, if any, Congress provided for it. The idea didn't get any traction the first two times Mr. Obama proposed it. This year Senate appropriators included $250-million for the program—welcome money, but probably not enough to influence state behavior, President Alexander said.
Getting House Republicans to agree to a "Race to the Top" for higher education may be difficult as well. While Republicans supported a similar program for elementary and secondary education in 2009, some are unhappy with how that money has been spent.
The final piece of the agenda focuses on making debt manageable for borrowers. It repeats Mr. Obama's proposal to expand the "Pay as You Earn" income-based repayment plan, allowing all borrowers to cap their federal student-loan payments at 10 percent of monthly income. That plan might prove popular with Congress, but budget constraints, including the continued sequestration of federal funds, make its passage unlikely.
The White House said it would also do more to promote the program, by requiring the Education Department to contact struggling borrowers to make sure they are aware of their options. Some 1.6 million borrowers are enrolled in income-driven repayment plans, but experts estimate that many more are eligible for them.
The For-Profit Higher Education Industry, By the Numbers
by Suevon Lee
ProPublica, Aug. 9, 2012, 9:24 a.m.
The for-profit higher education industry was the target of a bruising report issued last week. Based on a two-year effort, the report detailed high rates of loan default, aggressive recruiting, higher than average tuition, low retention rates, and little job placement assistance. It was spearheaded by Sen. Tom Harkin, D-Iowa, a longtime critic of the industry. (ProPublica has written a number of pieces looking more closely at the explosive growth sector, including questionable recruiting and marketing.)
The report has provoked some pushback. The Association of Private Sector Colleges and Universities, a membership organization composed of accredited for-profit schools, issued a statement criticizing what it saw as "continued political attacks" on the for-profit sector. Saying the report "twists the facts to fit a narrative," it went on to challenge several figures.
It didn't contest the following numbers.
766,000 number of students enrolled in for-profit higher education schools in 2001 2.4 million number of students enrolled in for-profit higher education schools in 2010 225 percent by which enrollment at for-profit colleges grew between 1998 and 2008 31 percent by which enrollment in all degree-granting higher-ed institutions grew in same time frame (schools awarding an associate or higher degree) Cost of education
$35,000 average cost of a two-year associate's degree at a for-profit college $8,300 average cost of an associate's degree at comparable community college $63,000 average cost of a four-year bachelor's degree at a for-profit college $52,500 average cost of a four-year bachelor's degree at state flagship university (Note: Such schools, of course, often benefit from significant taxpayer subsidies) $19,806 average cost of a certificate program at a for-profit college $4,250 average cost of a certificate program at a comparable public college Loan — and debt
$32,700 median debt with which average student at for-profit college graduates $24,600 median debt with which average student at a private non-profit college graduates $20,000 median debt with which average student at a public college or university graduates 96 percent of those enrolled in for-profit schools who take out student loans 57 percent of those enrolled in four-year private, non-profit colleges who take out student loans 48 percent of those enrolled in public colleges who take out student loans 13 percent of students at community colleges who take out student loans $1.1 billion amount of federal Pell grants given to for-profit colleges in 2000-01 school year $1.5 billion amount of federal Pell grants given to non-profit private institutions in 2000-01 school year (Source: 2000-2001 Title IV/Federal Pell Grant Program End of Year Report, U.S. Department of Education) $5.4 billion amount of federal Pell grants given to public institutions in same year (same source as above) $7.5 billion amount of federal Pell grants given to for-profit colleges in 2009-10 school year $3.9 billion amount of federal Pell grants given to non-profit private institutions in 2009-10 school year (Source: 2009-2010 Title IV/Federal Pell Grant Program End of Year Report, U.S. Department of Education) $18.4 billion amount of federal Pell grants given to public institutions in same year (same source as above) Recruitment and lobbying
$4.2 billion amount the for-profit education industry spent on marketing, recruiting and admissions staffing in fiscal year 2009 $78 million amount Apollo Group Inc. agreed to pay in December 2009 to settle a whistleblower lawsuit for tying University of Phoenix recruiters' pay to student enrollment 35,202 number of recruiters hired by 30 for-profit higher education companies in 2010 — roughly, one recruiter per 49 students enrolled at a for-profit college 3,512 number of career services staff employed by for-profit schools in 2010 Executive compensation
$7.3 million average compensation of CEOs at for-profit higher education companies in 2009 $3 million average compensation of five highest-paid presidents of non-profit colleges and universities in 2009 $1 million average compensation of five highest-paid leaders of large public universities in 2009 Academic progress
$2,050 average amount publicly traded for-profit higher education companies spent on instruction per student in 2009 $7,239 expense spent on instruction per full-time student at public institution in 2009-10 (Source: The Condition of Education 2012, National Center for Education Statistics) $15,321 expense spent on instruction per full-time student at private non-profit school in 2009-10 (Source: The Condition of Education 2012, National Center for Education Statistics) 20 percent of students who completed bachelor's degree within four years at for-profit schools, matriculating in 2004 (Source: National Center for Education Statistics) 31 percent of students who completed bachelor's degree within four years at public institutions, matriculating in 2004 (Source: National Center for Education Statistics) 52 percent of students who completed bachelor’s degree within four years at non-profit private schools, matriculating in 2004 (Source: National Center for Education Statistics)
Now, I do not want to belittle Morgan State University but it is a small local university that serves mostly students from low-income neighborhoods-----no doubt, alumni go up the economic ladder. Below you see why Morgan State has been right there with Johns Hopkins and Baltimore Development-----pushing all the worst corporate policy-----silencing all public policy debate and political candidates that are not Clinton Wall Street global corporate neo-liberals or Hopkins neo-cons----
There is Hash----Baltimore Development et al tying MECU to the worst of development deals----all Wall Street, global corporations-----for a small Historically Black University. This is what would change under a REAL progressive labor and justice appointing university leadership----this reflects O'Malley.
If this board worked for the citizens of Baltimore especially from the majority low-income communities----it would be shouting for that for-profit education fraud that drained funding in Maryland-----they would have been out en-force fighting this privatization of education and the suspension of Equal Opportunity and Access education and housing that is Baltimore Development using schools as development tools. But O'Malley filled the board with players----and this is what must change. A Mayor of Baltimore would make that clear!
Board of Directors---Morgan State University
Mr. Willie E. Lanier Sr.,Chair
The Lanier Group, LLC
Mr. Bert J. Hash, Jr., Vice Chair
Chair, Audit Committee
Municipal Employees Credit Union (MECU)
Mr. Carl L. Hairston, Treasurer
Chair, Finance Committee
Regional Manager/Capitol Region Business Banking
Mr. Larry E. Jennings, Jr.
Chair, Investment Committee
Senior Managing Director
Mr. Carl W. Turnipseed
Chair, Development Committee
Executive Vice President, Financial Services Group (Retired)
Federal Reserve Bank of New York
Mrs. Allison M. Dunn-Wilson
Mr. Kevin L. Hawkins
Protiviti Government Services, Inc.
Mrs. Jacqueline L. Lawson
Morgan State University National Alumni Association
Mr. Christopher R. Ludeman
President, Global Capital Markets
Mr. Omar S. McIntosh
Perennial Construction, LLC
Ms. Joelle A. Murchison
Enterprise Diversity and Inclusion
The Traveler's Companies, Inc.
Ms. Alice G. Pinderhughes, Esq.
Attorney at Law
Alice G. Pinderhughes, P.A.
Mr. Joseph S. Simms, III
Vice President, Human Resources, US Retail & Commercial Sales
Stanley, Black & Decker, Inc.
Ms. Roslyn L. Smith
Manager, Human Resources (Retired)
Northrop Grumman Corporation
Mr. Tyrone D. Taborn
Chairman and CEO
Career Communications Group, Inc. (CCG)
Mr. Ivory E. Tucker
Northrop Grumman Corporation