Source: James E. Rydeen, American School and University, June 1, 2008
1950s-’60s schools: Obsolescence or longevity?
Forty-three percent of existing public schools were built in the 1950s-’60s era. This era seems to have gained the reputation of cheap, energy-inefficient buildings that were not intended to last more than 30 years.
A study at one school district estimated it would cost $2.1 billion to fix its aging buildings. Many buildings were well-kept and clean, but their mechanical, electrical and plumbing systems were old and inefficient; the food-service equipment needed replacing; and the facilities did not comply with the Americans with Disabilities Act. Most of the buildings are only 30 to 50 years old and are showing signs of water damage, and wear and tear.
Experience has proven that public schools must be designed for long-term use — much longer than 30 years.
Many institutions keep up with most of their annual facility maintenance, but not with replacing major systems and equipment because annual budgets cannot cover the costs. Avoiding such dilemmas requires planning, scheduling and budgeting for the eventual upgrades.
Source: Chronicle of Higher Education, July 18, 2008
The results of The Chronicle of Higher Education’s survey of Great Colleges to Work For are based on responses from more than 15,000 administrators, faculty members, and staff members at 89 colleges and universities.
Each was asked to submit a list of employees randomly selected across three categories: administration, faculty, and professional support staff. The sample size, either 400 or 600, was based on the number of employees in those categories. Of the more than 15,000 respondents, 4,003 identified themselves as administrators, 5,840 as faculty members, and 4,262 as professional support-staff members. All were asked to respond to 70 statements using a five-point scale. The questionnaire also asked respondents to rate their satisfaction with 15 different benefits; respond to two open-ended questions; and answer 14 demographic questions relating to gender, age, ethnicity, marital status, salary, tenure status, and other job issues. ModernThink’s survey is based on an assessment tool used in over 55 “Best Places to Work” programs with more than 4,000 organizations.
Source: Michael P. Shields, IZA Discussion Paper No. 3569, June 2008
This paper is a preliminary look at the benefits to states in the US of subsidizing college education. The benefits studies are the external benefits of college education on the earnings of both college graduates and those who have not graduated from college. In completing a college education individuals earn more. In addition, if there are positive external benefits others will also earn more because the average level of college graduates in the state has risen. This study confirms the existence of these positive externalities for the US in 2000 in estimates using the Current Population Survey. Furthermore, these external benefits are large enough that if confirmed in more complete studies would suggest that states invest too little in college education.
Source: Brooke DeRenzis, Martha Ross, and Alice Rivlin, Brookings Institution, May 2008
From the summary:
In most cities around the country, community colleges play a critical role in providing training for “middle skill” jobs, those that require less than a four-year degree but more than a high school diploma; helping students transfer to four-year baccalaureate programs; and serving adults who want to upgrade their skills. Community colleges are accessible to residents through open admissions and affordable tuition rates. They serve a diverse student body from all social and economic backgrounds with flexible schedules and offerings. Community colleges offer a wide array of academic and occupationally-focused certificate and associate programs tied to the regional labor market. Associate degree programs have clear articulation agreements with four-year degree programs to facilitate transfers. Community colleges also provide strong developmental courses for students without the reading, writing, or math skills required for college-level coursework, as well as support and guidance services to help students succeed. They often forge strong links with public high schools and adult literacy programs. Additionally, community colleges serve regional employers by working closely with them to develop curricula and programs to prepare a pool of skilled and qualified workers.
This brief lays out three options for creating a community college in the District: (1) Create a community college within UDC; (2) create a freestanding community college from an incubator institution; or (3) create a community college network that strengthens and ties together sub-baccalaureate offerings at UDC and other institutions in the city and suburbs. None of these options are easy or cheap, and all would require substantial commitment from city leaders and major new investments in higher education. If the city is not willing to make a large and long-term investment, it cannot expect much in return. While each option has benefits and limitations, we believe that the most viable, effective, and sustainable option is the creation of a freestanding community college that starts within an incubator institution.
Why Washington Needs a Community College
Source: Alice M. Rivlin, Walter Smith, Brookings Institution, July 6, 2008
Source: Midwestern Higher Education Compact
The events of April 16, 2007, were followed by a flurry of activity on campuses across the nation as colleges and universities conducted internal reviews of emergency procedures, notification systems, and policies related to student behavior. Many campuses have implemented new or enhanced processes and technologies to improve communications and the mobilization of emergency resources and first responders. The shootings also spurred renewed discussion and debate about gun safety and weapons regulation, mental health counseling, and the often difficult balance between student privacy and the need to share certain information with parents, medical professionals, and law enforcement agencies.
Subsequent shootings at Delaware State University, Louisiana Technical College, and Northern Illinois University have raised further questions about how such crimes can be prevented and whether colleges and universities are sufficiently prepared to respond to incidents of violence and other emergency situations. This report provides a snapshot of how colleges and universities are addressing these issues and the changes that have resulted from safety and security audits conducted at institutions across the country.
Full report (PDF; 1.6 MB)
Source: Rockefeller Institute of Government
From press release (PDF; 32 KB):
A new Rockefeller Institute of Government study has found that the utilization of two-year community colleges varies widely among the states, from a high of 47 percent of higher education students attending community colleges in Wyoming to a low of less than 8 percent in Vermont.
According to the new analysis, the first of its kind comparing utilization rates in the 50 states, the national average of community college utilization is 27.7 percent of higher-education enrollees. The study examined data from 2000 to 2005.
Full report (PDF; 292 KB)
Source: Communities for Quality Education, 2008
From the press release:
A new report from Communities for Quality Education (CQE) analyzes State of the State gubernatorial addresses between 2004-2008 and highlights specific education policy trends. The report shows that between 2004 and 2007, every governor who delivered a State of the State address stressed the importance of education to economic growth. In fact, no issue surrounding education has been focused on as much by governors in their State of the State addresses as the link between education and economic prosperity.
• Governors’ Statements
Source: U.S. Census Bureau, Housing and Household Economic Statistics Division,
Education & Social Stratification Branch, May 08, 2008
From the press release:
A national-level update of characteristics of the nation’s more than 75 million students. Eight tables include number of students by attributes such as age, sex, race, Hispanic origin, family income, type of college and vocational course enrollment. This Internet-only release comes from data collected each October as part of the Current Population Survey. The full report with analysis of the details is expected later this summer.
Source: American Association of State Colleges and Universities and SunGard Higher Education
Member institutions of the American Association of State Colleges and Universities are witnessing measurable success in identifying and implementing cost containment strategies in order to reduce operating costs. Nearly all survey respondents at AASCU institutions place high importance on cost containment, with most having implemented cost control strategies in multiple operational areas. As a result, a majority of the state colleges and universities participating in this study indicated sufficient satisfaction with their cost containment efforts.
Institutions rely more on support and business functions in their cost control efforts than on core academic functions. Energy management and consortium purchasing are the two most common areas of focus for cost containment. Although responding AASCU members’ cost containment efforts have chiefly focused on support functions and business operations, the large majority of respondents are willing to consider any area of operation for potential cost containment opportunities. Breadth is key: Institutions witness greater satisfaction with their cost containment efforts to the degree they achieve savings in a broad range of operations and services.
Despite progress made to date, the data suggest there remains significant opportunity for AASCU members to benefit further from implementing additional cost containment strategies. While three-fourths of responding institutions indicated satisfaction with their cost containment activities, a quarter indicated some dissatisfaction, pointing to a desire for increased progress and accomplishment in realizing cost savings. Data suggest that institutional investment in identifying and implementing cost containment initiatives could be increased, producing an even greater return on investment at more colleges and universities.
Full report (PDF; 842 KB)
Source: American Association of University Professors
After a short-lived recovery in 2006-07, faculty salaries are lagging behind inflation again this year. Yet the salaries paid to head football coaches, presidents, and other top administrators do not seem to reflect an economic downturn. Over the past three decades, the ranks of contingent faculty, nonfaculty professionals, and administrators have swelled while the number of tenured and tenure-track faculty stagnated. These are the central findings of Where Are the Priorities? The Annual Report on the Economic Status of the Profession, 2007-08, released by the American Association of University Professors (AAUP) today. The AAUP’s annual report has been an authoritative source of data on faculty salaries and compensation for decades.
Here are some of the highlights:
• Overall average salaries for full-time faculty rose 3.8 percent this year, the same as the increase reported last year. But with inflation at 4.1 percent for the year, the purchasing power of faculty salaries has declined for the third time in four years.
• Long-term salary trends also indicate a widening differential between the average salaries of faculty members at private colleges and universities and the average salaries of their colleagues at public institutions. When public institutions struggle to attract (and keep) the best faculty, our nation faces the risk of creating separate but unequal systems of higher education.
• The salaries paid to head football coaches at Division I-A universities are ten times as high as the salaries of senior professors. What does this say about the priorities of these universities?
• The gap between faculty salaries and salaries paid to administrators continues to grow. What does that tell us about institutional priorities? This year’s report builds on previous discussions of presidents’ salaries by including data for other top administrators.
• Over three decades, employment patterns in colleges and universities have been radically transformed. While the number of tenured and tenure-track faculty has grown 17 percent, the ranks of contingent faculty (both part and full time) and full-time nonfaculty professionals have each tripled, and the count of administrators has doubled.
Full Report (PDF; 1.2 MB)
Appendix I State tables (for specific institutions) (PDF; 233 KB)
Appendix II Two-Year Institutions without Academic Ranks (PDF; 52 KB)