Source: Kevin Carey and Chad Aldeman, Education Sector, December 2008
From the press release:
New report describes the current condition of state higher education accountability and provides a set of guidelines for designing a model system.
Today’s colleges and universities are plagued by a host of problems: low graduation rates, high tuition rates, and poor student performance. But higher education has surprisingly few incentives to address these problems and to provide an affordable, high-quality education to all students. Funding is based on how many students enroll, not how many graduate. Prestige is tied to how smart students are when they begin as freshmen, not how much they learn before they leave. As a result, policymakers who want to fix the problems of American higher education need to create stronger accountability systems.
Source: Laura G. Knapp, Janice E. Kelly-Reid, Scott A. Ginder, U.S. Department of Education, NCES 2009-154, December 2008
This report presents information from the Winter 2007-08 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2007 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2007-08 by length of contract/teaching period, academic rank, gender, and average salaries.
Source: NASULGC Discussion Paper, November 2008
This purpose of this paper is to promote a discussion, especially within the public research university community, about tuition, the relationship of tuition to cost and program quality, the nature of university funding, and the prospects for controlling both tuition increases and program quality in the future.
Source:The National Center For Public Policy and Higher Education, 2008
Measuring Up 2008 is the most recent in the series of national and state-by-state report cards for higher education that was inaugurated in 2000. The key findings this year reveal that the nation and most of the 50 states are making some advances in preparing students for college and providing them with access to higher education. However, other nations are advancing more quickly than the United States; we continue to slip behind other countries in improving college opportunities for our residents.
– State Print Report Cards
– Online State Report Cards
Source: Stephen G. Katsinas, Terrence A. Tollefson, and Becky A. Reamey, American Association of Community Colleges, 2008
Changing state revenues have prompted heightened concern about the immediate short- and long-term future and stability of state investments in higher education. Just what is going on in the field in terms of access, funding, and overall support for community colleges? These are the questions that originally spurred the need for a formal survey of funding issues in U.S. community colleges. This report summarizes the perceptions gleaned from community college state directors (or their designees) during the third administration of the survey in 2007. It is offered as a barometer of the current situation and future prospects for community college funding and access.
Source: Norman Oder, Library Journal, November 11, 2008
As compensation for municipal services, Worcester, MA, city officials are considering funneling money from area colleges to the public library as branches prove the largest allure for drawing people to the downtown area.
City officials in Worcester, MA, may have come up with a novel way to support public libraries in a time of shrinking municipal budgets: ask local colleges. The presence of several tax-exempt colleges in the city has prompted perennial debate about requiring the institutions to provide compensation for municipal services via payments in lieu of taxes (PILOTs). Now, according to the Worcester Telegram & Gazette, there may be a middle ground, via the libraries.
Source: Jeffrey J. Williams, Dissent, Vol. 55 no. 4, Fall 2008
College student loan debt has revived the spirit of indenture for a sizable proportion of contemporary Americans. It is not a minor threshold that young people entering adult society and work, or those returning to college seeking enhanced credentials, might pass through easily. Because of its unprecedented and escalating amounts, it is a major constraint that looms over the lives of those so contracted, binding individuals for a significant part of their future work lives. Although it has more varied application, less direct effects, and less severe conditions than colonial indenture did (some have less and some greater debt, some attain better incomes) and it does not bind one to a particular job, student debt permeates everyday experience with concern over the monthly chit and encumbers job and life choices. It also takes a page from indenture in the extensive brokerage system it has bred, from which more than four thousand banks take profit. At core, student debt is a labor issue, as colonial indenture was, subsisting off the desire of those less privileged to gain better opportunities and enforcing a control on their future labor. One of the goals of the planners of the modern U.S. university system after the Second World War was to displace what they saw as an aristocracy that had become entrenched at elite schools; instead they promoted equal opportunity in order to build America through its best talent. The rising tide of student debt reinforces rather than dissolves the discriminations of class, counteracting the meritocracy. Finally, I believe that the current system of college debt violates the spirit of American freedom in leading those less privileged to bind their futures.
Source: William J Hussar and Tabitha M. Bailey, National Center for Education Statistics, NCES 2008078, September 17, 2008
From the summary:
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2017. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2017. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Source: Inside Higher Ed, October 3, 2008
In choosing between the new and old educational benefit programs, veterans have many variables to consider. Here’s a primer.
Source: Jessica Davis and Kurt J. Bauman, U.S. Census Bureau, P20-559, August 2008
From the press release:
Enrollment in two- and four-year colleges and universities in the U.S. reached 20.5 million in 2006, up 3 million since 2000. This included 17.1 million undergraduates and 3.4 million students in graduate or professional schools.
These statistics are from the U.S. Census Bureau’s School Enrollment in the United States: 2006, a report that describes the characteristics of the nation’s 79 million students in 2006.
This is the first school enrollment report from the Census Bureau to use data from both the Current Population Survey (on which previous reports have been based) and the American Community Survey. Incorporating these data result in new state-by-state comparisons of enrollment characteristics while preserving the historical comparisons of school enrollment.
In 2006, there were more students in college and high school, but fewer in nursery school, kindergarten and elementary school, than in 2000. This change reflects the composition of school enrollment by age in the United States for that time period.
– Detailed tables