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Here’s how educators can help students keep up.","publishDate":1704679258,"format":"standard","headTitle":"The job market is changing. Here’s how educators can help students keep up. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"What is the link between college and getting a job? According to researcher and former high school teacher Keith Benson, teachers need to talk more about hiring practices.","status":"publish","parent":0,"modified":1712196156,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1243},"headData":{"title":"The job market is changing. Here’s how educators can help students keep up. | KQED","description":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"What's the link between college and getting a job? Researcher teacher Keith Benson, says we need to talk to kids more about hiring practices."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of each year, researcher and adjunct professor Keith Benson used to pose a question to his high school students in Camden, New Jersey: “Why are you here?” They usually answered with a predictable chorus: to get an education and get a good job. However, the pathway from education to career may not be so straightforward. According to Benson’s\u003c/span>\u003ca href=\"https://www.mdpi.com/2227-7102/12/5/357\">\u003cspan style=\"font-weight: 400\"> research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which analyzes historical trends, policies and reforms in education, high schools do not adequately prepare students for the realities of tomorrow’s workplaces. Schools emphasize to students that if you get a diploma or degree, “there will be occupational opportunities awaiting you on the other side,” said Benson, who taught high school social studies for 13 years in Camden City School District before becoming an adjunct professor at Rutgers University-Camden. Benson added that it’s common for recent college graduates to end up working in positions that do not require a degree. According to the New York Federal Reserve,\u003c/span> \u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:underemployment\">\u003cspan style=\"font-weight: 400\">40% of recent graduates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> were employed in roles that do not typically require a college degree in 2023. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the \u003c/span>\u003ca href=\"https://ed.buffalo.edu/black-history-ed/programs/conference.html\">\u003cspan style=\"font-weight: 400\">Teaching Black History Conference\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> hosted by the University at Buffalo last summer, Benson brought attention to shortcomings in the current approach to college and career preparation, notably its failure to adequately prepare Black and Latino students for an often unpredictable job market. He said that being real with students about workplace discrimination and economic trends can better prepare young people for their futures after high school. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Discuss workplace discrimination\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">If schools aim to prepare students for today’s workplace, they need to discuss racism and discrimination in hiring practices, according to Benson, who pointed out that there has been almost \u003c/span>\u003ca href=\"https://news.northwestern.edu/stories/2023/01/racial-discrimination-in-hiring-remains-a-persistent-problem-northwestern-study/?fj=1\">\u003cspan style=\"font-weight: 400\">no change in job discrimination since 1968\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Black and Latino students are likely to face challenges in the job market that limit their access to social networks, opportunities and promotions. “Job discrimination, racial bias — it exists throughout the hiring process, even down to details like your name and address, irrespective of your educational achievements,” Benson said. \u003c/span>\u003ca href=\"https://hbswk.hbs.edu/item/minorities-who-whiten-job-resumes-get-more-interviews\">\u003cspan style=\"font-weight: 400\">One study by Harvard Business School\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that Black and Asian students who “whitened” their resumes by taking out references to their race were twice as likely to get interview callbacks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While workplaces need to be pushed to address discriminatory hiring practices, Benson said that high school teachers have a role to play as well. He implored educators to cover the reality of workplace discrimination in their classrooms or college and career centers by sharing recent research. “What we can’t do is ignore it and not be honest with students about what to expect and where the problems lie going forward,” Benson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ana Homayoun, an early career development expert and author of \u003c/span>\u003ca href=\"https://anahomayoun.com/erasing-the-finish-line/\">\u003ci>\u003cspan style=\"font-weight: 400\">Erasing the Finish Line: The New Blueprint for Success Beyond Grades and College Admission\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that educators can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400\">support students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from marginalized identities by proactively providing resources and support. “Our role as sponsors is really important,” said Homayoun. “That’s a term that I use to describe this idea of creating opportunities for economic growth.” She added that sponsorship includes identifying students that might be facing barriers and leveraging one’s network to give them a leg up.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Prepare students to navigate an unpredictable job market\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even though educational attainment in the U.S. has \u003c/span>\u003ca href=\"https://www.statista.com/statistics/184260/educational-attainment-in-the-us/#:~:text=In%202021%2C%20about%2037.7%20percent,population%20had%20graduated%20from%20college.\">\u003cspan style=\"font-weight: 400\">risen significantly in the past decade\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, recent college graduates are \u003c/span>\u003ca href=\"https://www.washingtonpost.com/business/2023/11/19/college-grads-unemployed-jobs/\">\u003cspan style=\"font-weight: 400\">more likely to be unemployed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The \u003c/span>\u003ca href=\"https://www.newyorkfed.org/research/college-labor-market#--:explore:unemployment\">\u003cspan style=\"font-weight: 400\">latest data from the Federal Reserve Bank of New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that recent graduates’ unemployment rate is 4.4%, which is higher than the overall joblessness rate and almost double the rate for all college graduates. According to Benson, one contributing factor is that hiring has been undercut by \u003c/span>\u003ca href=\"https://www.cnbc.com/2023/05/05/why-some-remote-jobs-are-disappearing-while-others-are-hiring-like-crazy.html\">\u003cspan style=\"font-weight: 400\">corporations seeking cheaper labor abroad\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “The profit margins are far greater offshore due to a more deregulated economy, allowing for significantly lower labor costs. Environmental regulations, which impact profit, are also less stringent,” he explained. This trend isn’t confined to blue collar jobs. Technology companies, such as IBM, \u003c/span>\u003ca href=\"https://www.seattletimes.com/business/ibm-shifts-center-of-gravity-half-a-world-away-to-india/\">\u003cspan style=\"font-weight: 400\">have moved\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skilled technology jobs overseas to access cheaper labor. Benson urged educators to include topics like offshoring, automation and artificial intelligence in their high school curriculum. For example, students should know that researchers estimate that \u003c/span>\u003ca href=\"https://www.gao.gov/blog/which-workers-are-most-affected-automation-and-what-could-help-them-get-new-jobs#:~:text=Researchers%20estimate%20that%20anywhere%20from,automation%20will%20affect%20the%20workforce.\">\u003cspan style=\"font-weight: 400\">9% to 47% of jobs could be lost to automation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the future. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">STEM has often been touted as a surefire path to jobs after college, and the \u003c/span>\u003ca href=\"https://www.statista.com/statistics/828915/number-of-stem-degrees-awarded-in-the-us-by-degree-level/#:~:text=In%20the%20school%20year%202020,technology%2C%20engineering%2C%20and%20mathematics.\">\u003cspan style=\"font-weight: 400\">number of students majoring in STEM has risen in response\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. However, U.S. universities produce more STEM graduates than \u003c/span>\u003ca href=\"https://issues.org/stem-workforce-shortage-data-hira/\">\u003cspan style=\"font-weight: 400\">the number of new jobs projected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in those fields over the next ten years. \u003c/span>\u003ca href=\"https://cew.georgetown.edu/about-us/staff/nicole-smith-2/\">\u003cspan style=\"font-weight: 400\">Nicole Smith\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a research professor and chief economist at the Georgetown University Center on Education and the Workforce who co-authored a 2023 \u003c/span>\u003ca href=\"https://cew.georgetown.edu/cew-reports/projections2031/\">\u003cspan style=\"font-weight: 400\">report on job projections through 2031\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, said that while STEM jobs may be contracting, on average STEM graduates make more money than other majors. Smith cautioned against chasing the highest paying industry because things are always changing. “The challenge is to figure out not only what you like and what you’re good at, but what is in demand for the marketplace,” she said. She added that jobs that require a human touch, like doctoring, teaching, nursing and psychiatry are unlikely to be outsourced or automated.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Redefine why college is important\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given uncertain job prospects, young people may wonder if college – and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62829/government-efforts-to-erase-student-loan-debt-have-now-reached-3-6-million-borrowers\">\u003cspan style=\"font-weight: 400\">the debt that often comes with it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – is worth it. Smith acknowledged that a person can do well in today’s labor market with only a high school diploma. “We have a very tight labor market that’s sucking up as much labor as it can,” she said. But that won’t always be the case. “The moment that momentum slows, then the first out are those who don’t have the postsecondary education and training… You don’t want to be left without a chair when the music stops.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The report that Smith co-authored projects that 72% of jobs will require postsecondary education or training and 42% of all jobs will require at least a bachelor’s degree. For example, an auto mechanic might have only needed a high school diploma 30 years ago, but today’s auto mechanics likely need more. “When the check engine light comes on, it’s a computer that tells you what’s up,” said Smith. Keeping up with those updates requires training and certifications.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson also said that college debt can be worthwhile. “We have been conditioned to reduce everything down to a monetary value,” said Benson. “College gives students more time to understand themselves, their thinking and other people’s perspectives.” He added that these skills enable young adults to navigate the world better, understand their agency, and contribute to a larger democracy. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators can reshape conversations about career readiness by openly discussing challenges students may face, proactively providing resources, and incorporating economic and industrial changes into the curriculum. “The workforce has always been unpredictable,” said Smith. “It’s our responsibility as an older generation, having seen several booms and slumps and sudden recessions in this economy, to warn kids about that.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up","authors":["11721"],"categories":["mindshift_21445","mindshift_21357","mindshift_21504","mindshift_21694"],"tags":["mindshift_21844","mindshift_1023","mindshift_20818","mindshift_21261","mindshift_21189","mindshift_21305","mindshift_21811","mindshift_21810","mindshift_733","mindshift_146","mindshift_68","mindshift_21700","mindshift_21522","mindshift_21817"],"featImg":"mindshift_62915","label":"mindshift"},"mindshift_62724":{"type":"posts","id":"mindshift_62724","meta":{"index":"posts_1591205157","site":"mindshift","id":"62724","score":null,"sort":[1699873234000]},"guestAuthors":[],"slug":"professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors","title":"Professors say high school math doesn’t prepare most students for their college majors","publishDate":1699873234,"format":"standard","headTitle":"Professors say high school math doesn’t prepare most students for their college majors | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The typical ambitious high school student takes advanced algebra, trigonometry, pre-calculus and calculus. None of that math may be necessary for the vast majority of undergraduates who don’t intend to major in science or another STEM field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But those same students don’t have many of the math skills that professors think they actually do need. In a survey, humanities, arts and social science professors say they really want their students to be able to \u003ca href=\"https://www.kqed.org/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students\">analyze data, create charts and spreadsheets and reason mathematically\u003c/a> – skills that high school math courses often skip or rush through.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We still need the traditional algebra-to-calculus curriculum for students who are intending a STEM major,” said Gary Martin, a professor of mathematics education at Auburn University in Alabama who led the team that conducted this survey of college professors. “But that’s maybe 20%. The other 80%, what about them?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said that the survey showed that high schools should stress “reasoning and critical thinking skills, decrease the emphasis on specific mathematical topics, and increase the focus on data analysis and statistics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This damning assessment of the content of high school math comes from a survey of about 300 Alabama college professors who oversee majors and undergraduate degree programs at both two-year and four-year public colleges in the humanities, arts, social sciences and some natural sciences. Majors that require calculus were excluded. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2021 survey prompted Alabama’s public colleges and universities to allow more students to meet their math requirements by taking a statistics course instead of a traditional math class, such as college algebra or calculus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues later realized that the survey had implications for high school math too, and \u003c/span>\u003ca href=\"https://conference-handouts.s3.amazonaws.com/2023-ncsm-washington-dc/files/0930_0_Martin_3111.pdf\">\u003cspan style=\"font-weight: 400\">presented these results at an Oct. 26, 2023 session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the National Council of Teachers of Mathematics annual conference in Washington D.C. Full survey results are slated to be published in the winter 2024 issue of the \u003c/span>\u003ca href=\"https://amatyc.org/page/MathAMATYCEducator\">\u003cspan style=\"font-weight: 400\">MathAMATYC Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a peer-reviewed journal of the American Mathematical Association of Two-Year Colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, professors were asked \u003c/span>\u003cspan style=\"font-weight: 400\">detailed questions\u003c/span>\u003cspan style=\"font-weight: 400\"> about which mathematical concepts and skills students need in their programs. Many high school math topics were unimportant to college professors. For example, most professors said they wanted students to understand functions, particularly linear and exponential functions, which are used to model trends, population changes or compound interest. But Martin said that non-STEM students didn’t really need to learn trigonometric functions, which are used in satellite navigation or mechanical engineering. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College professors were more keen on an assortment of what was described as mathematical “practices,” including the ability to “interpret quantitative information,” “strategically infer, evaluate and reason,” “apply the mathematics they know to solve everyday life, society and the workplace,” and to “look for patterns and relationships and make generalizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are so focused on covering all the topics that they don’t have time to do the practices when the practices are what really matters,” said Martin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding statistics was high on the list. An overwhelming majority of college professors said students in their programs needed to be familiar with statistics and data analysis, including concepts like correlation, causation and the importance of sample size. They wanted students to be able to “interpret displays of data and statistical analyses to understand the reasonableness of the claims being presented.” Professors say students need to be able to produce bar charts, histograms and line charts. Facility with spreadsheets, such as Excel, is useful too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Statistics is what you need,” said Martin. “Yet, in many K-12 classrooms, statistics is the proverbial end-of-the-year unit that you may or may not get to. And if you do, you rush through it, just to say you did it. But there’s not this sense of urgency to get through the statistics, as there is to get through the math topics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the survey took place only in Alabama and professors in other states might have different thoughts on the math that students need, Martin suspects that there are more similarities than differences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mismatch between what students learn in high school and what they need in college isn’t easy to fix. Teachers generally don’t have time for longer statistics units, or the ability to go deeper into math concepts so that students can develop their reasoning skills, because high school math courses have become bloated with too many topics. However, there is no consensus on which algebra topics to jettison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging high school students to take statistics classes during their junior and senior years is also fraught. College admissions officers value calculus, almost as a proxy for intelligence. And college admissions tests tend to emphasize math skills that students will practice more on the algebra-to-calculus track. A diversion to data analysis risks putting students at a disadvantage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thorniest problem is that revamping high school math could force students to make big choices in school before they know what they want to study in college. Students who want to enter STEM fields still need calculus and the country needs more people to pursue STEM careers. Taking more students off of the calculus track could close doors to many students and ultimately weaken the U.S. economy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said it’s also important to remember that vocational training is not the only purpose of math education. “We don’t have students read Shakespeare because they need it to be effective in whatever they’re going to do later,” he said. “It adds something to your life. I felt that it really gave me breadth as a human being.” He wants high school students to study some math concepts they will never need because there’s a beauty to them. “Appreciating mathematics is a really intriguing way of looking at the world,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues don’t have any definitive solutions, but their survey is a helpful data point in demonstrating how too few students are getting the mathematical foundations they need for the future. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors/\">\u003ci>\u003cspan style=\"font-weight: 400\">high school math\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"In a survey, non-STEM professors said they really want their students to be able to analyze data, create charts and spreadsheets and reason mathematically.","status":"publish","parent":0,"modified":1699647717,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1100},"headData":{"title":"Professors say high school math doesn’t prepare most students for their college majors | KQED","description":"In a survey, non-STEM professors said they really want their students to be able to analyze data, create charts and spreadsheets and reason mathematically.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In a survey, non-STEM professors said they really want their students to be able to analyze data, create charts and spreadsheets and reason mathematically."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62724/professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The typical ambitious high school student takes advanced algebra, trigonometry, pre-calculus and calculus. None of that math may be necessary for the vast majority of undergraduates who don’t intend to major in science or another STEM field. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But those same students don’t have many of the math skills that professors think they actually do need. In a survey, humanities, arts and social science professors say they really want their students to be able to \u003ca href=\"https://www.kqed.org/mindshift/58326/could-data-science-diversify-the-stem-field-why-courses-designed-this-century-feel-so-relevant-to-all-students\">analyze data, create charts and spreadsheets and reason mathematically\u003c/a> – skills that high school math courses often skip or rush through.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We still need the traditional algebra-to-calculus curriculum for students who are intending a STEM major,” said Gary Martin, a professor of mathematics education at Auburn University in Alabama who led the team that conducted this survey of college professors. “But that’s maybe 20%. The other 80%, what about them?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said that the survey showed that high schools should stress “reasoning and critical thinking skills, decrease the emphasis on specific mathematical topics, and increase the focus on data analysis and statistics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This damning assessment of the content of high school math comes from a survey of about 300 Alabama college professors who oversee majors and undergraduate degree programs at both two-year and four-year public colleges in the humanities, arts, social sciences and some natural sciences. Majors that require calculus were excluded. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The 2021 survey prompted Alabama’s public colleges and universities to allow more students to meet their math requirements by taking a statistics course instead of a traditional math class, such as college algebra or calculus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues later realized that the survey had implications for high school math too, and \u003c/span>\u003ca href=\"https://conference-handouts.s3.amazonaws.com/2023-ncsm-washington-dc/files/0930_0_Martin_3111.pdf\">\u003cspan style=\"font-weight: 400\">presented these results at an Oct. 26, 2023 session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of the National Council of Teachers of Mathematics annual conference in Washington D.C. Full survey results are slated to be published in the winter 2024 issue of the \u003c/span>\u003ca href=\"https://amatyc.org/page/MathAMATYCEducator\">\u003cspan style=\"font-weight: 400\">MathAMATYC Educator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a peer-reviewed journal of the American Mathematical Association of Two-Year Colleges.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the survey, professors were asked \u003c/span>\u003cspan style=\"font-weight: 400\">detailed questions\u003c/span>\u003cspan style=\"font-weight: 400\"> about which mathematical concepts and skills students need in their programs. Many high school math topics were unimportant to college professors. For example, most professors said they wanted students to understand functions, particularly linear and exponential functions, which are used to model trends, population changes or compound interest. But Martin said that non-STEM students didn’t really need to learn trigonometric functions, which are used in satellite navigation or mechanical engineering. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">College professors were more keen on an assortment of what was described as mathematical “practices,” including the ability to “interpret quantitative information,” “strategically infer, evaluate and reason,” “apply the mathematics they know to solve everyday life, society and the workplace,” and to “look for patterns and relationships and make generalizations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Teachers are so focused on covering all the topics that they don’t have time to do the practices when the practices are what really matters,” said Martin.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understanding statistics was high on the list. An overwhelming majority of college professors said students in their programs needed to be familiar with statistics and data analysis, including concepts like correlation, causation and the importance of sample size. They wanted students to be able to “interpret displays of data and statistical analyses to understand the reasonableness of the claims being presented.” Professors say students need to be able to produce bar charts, histograms and line charts. Facility with spreadsheets, such as Excel, is useful too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Statistics is what you need,” said Martin. “Yet, in many K-12 classrooms, statistics is the proverbial end-of-the-year unit that you may or may not get to. And if you do, you rush through it, just to say you did it. But there’s not this sense of urgency to get through the statistics, as there is to get through the math topics.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though the survey took place only in Alabama and professors in other states might have different thoughts on the math that students need, Martin suspects that there are more similarities than differences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The mismatch between what students learn in high school and what they need in college isn’t easy to fix. Teachers generally don’t have time for longer statistics units, or the ability to go deeper into math concepts so that students can develop their reasoning skills, because high school math courses have become bloated with too many topics. However, there is no consensus on which algebra topics to jettison.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Encouraging high school students to take statistics classes during their junior and senior years is also fraught. College admissions officers value calculus, almost as a proxy for intelligence. And college admissions tests tend to emphasize math skills that students will practice more on the algebra-to-calculus track. A diversion to data analysis risks putting students at a disadvantage. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The thorniest problem is that revamping high school math could force students to make big choices in school before they know what they want to study in college. Students who want to enter STEM fields still need calculus and the country needs more people to pursue STEM careers. Taking more students off of the calculus track could close doors to many students and ultimately weaken the U.S. economy.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin said it’s also important to remember that vocational training is not the only purpose of math education. “We don’t have students read Shakespeare because they need it to be effective in whatever they’re going to do later,” he said. “It adds something to your life. I felt that it really gave me breadth as a human being.” He wants high school students to study some math concepts they will never need because there’s a beauty to them. “Appreciating mathematics is a really intriguing way of looking at the world,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Martin and his colleagues don’t have any definitive solutions, but their survey is a helpful data point in demonstrating how too few students are getting the mathematical foundations they need for the future. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors/\">\u003ci>\u003cspan style=\"font-weight: 400\">high school math\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62724/professors-say-high-school-math-doesnt-prepare-most-students-for-their-college-majors","authors":["byline_mindshift_62724"],"categories":["mindshift_21504","mindshift_21694"],"tags":["mindshift_276","mindshift_998","mindshift_21846","mindshift_21261","mindshift_21189","mindshift_21403","mindshift_21446","mindshift_68","mindshift_392","mindshift_21845","mindshift_47"],"featImg":"mindshift_62725","label":"mindshift"},"mindshift_62094":{"type":"posts","id":"mindshift_62094","meta":{"index":"posts_1591205157","site":"mindshift","id":"62094","score":null,"sort":[1690797646000]},"guestAuthors":[],"slug":"as-tuition-discounts-skyrocket-college-aid-is-not-equitably-distributed","title":"As tuition discounts skyrocket, college aid is not equitably distributed","publishDate":1690797646,"format":"standard","headTitle":"As tuition discounts skyrocket, college aid is not equitably distributed | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">The bottom line on college tuition is that there is no bottom line. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At most four-year institutions, admitted students are quoted all sorts of different prices. Often masquerading as “merit aid” or “scholarships,” the discounts are aimed at persuading students to attend, much like online retailers dangle coupons to persuade you to purchase the items in your shopping cart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The college coupons are a lot larger than what you might get at Target – sometimes knocking off $30,000 or more from the published “sticker” price. The discounts are tailored by commercial algorithms that use each prospective family’s circumstances to find the right number that will tempt a student to enroll. That’s why college students on today’s campuses are paying different prices for their degrees, just like we pay different prices for our airplane seats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition discounts have been escalating in recent years, according to Department of Education data released in July 2023. More students are getting even more money knocked off their college bills. At the same time, colleges are distributing these tuition discounts unequally. White and Asian students were much more likely to receive this institutional aid than Black and Hispanic students, the data shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At private, nonprofit colleges and universities, where discounting is most prevalent, a whopping 57% of undergraduates received institutional aid in 2019-20, unchanged from the previous financial aid survey data in 2015-16. But the average tuition discount that each student received grew to $20,800 from $16,200 during this time period. At public four-year institutions, more than a third of all undergraduate students received institutional aid in 2019, up 3 percentage points from 30% in 2015. And the average discount grew to $5,200 from $4,900.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png\" alt=\"\" width=\"1456\" height=\"1046\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png 1456w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-1020x733.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-768x552.png 768w\" sizes=\"(max-width: 1456px) 100vw, 1456px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The percentage of students who are getting discounts, grants or scholarship aid from institutions has skyrocketed,” said Robert Massa, a retired college admissions and enrollment director who is now a research associate at the Center for Enrollment Research, Policy and Practice at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges need to fill seats and maximize revenue. And a college can increase revenue when it discounts tuition because an enrolled student is still paying the remainder of a sticker price that keeps rising. From a college’s perspective, collecting reduced tuition from an enrolled student is better than collecting nothing from an empty seat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling those seats is not a problem for the most selective institutions but those elite universities represent only a tiny portion of colleges. Many other schools struggle to reach their enrollment goals. That’s where the discounts come in. The less likely a student is to enroll in a college, the more discount the enrollment algorithm suggests to woo the student. “These are not-for-profit institutions, but like private businesses, they’re competing against each other on price,” Massa said. “If another college is giving $35,000 per student, I’m going to have to go there too to compete.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Public universities have also been aggressively discounting since the 2008 recession, when states decreased public funding for higher education. To offset the shortfall, public universities looked to out-of-state students, who pay higher tuition. Tuition discounts help lure these students to attend. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fewer students received tuition discounts at for-profit schools, down from 25% in 2015-16 to 21% of undergraduates in 2019-20. But the size of the average discount has grown from $2,750 to over $3,300 among students who got them. Far less discounting occurs at two-year community colleges, where posted tuition prices are much lower.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This institutional aid data comes from the \u003c/span>\u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023466\">\u003cspan style=\"font-weight: 400\">2019-20 National Postsecondary Student Aid Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which the Department of Education conducts every three to four years. More than 80,000 undergraduates and 2,000 colleges and universities were surveyed. In addition to a published report of tables, additional data was released on the National Center for Education Statistics’s \u003c/span>\u003ca href=\"https://nces.ed.gov/datalab/\">\u003cspan style=\"font-weight: 400\">DataLab website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that is where I retrieved the institutional aid data for this story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers combine both need-based and merit aid granted by colleges and universities. No one is actually transferring funds to students to pay their tuition bills, but the aid does reduce a student’s bill from the published sticker price. The final cost – after discounts – is often referred to as net tuition price.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian and white students were more likely to receive tuition discounts or be awarded larger amounts. At private non-profit four-year institutions, 62% of Asian, 59% of white, 53% of Hispanic and 51% of Black students received institutional aid. For those who received these discounts, the average amounts were $26,500 for Asian students, $20,900 for Hispanic students, $20,700 for Black students and $19,700 for white students. At public four-year institutions, 39% of Asian, 35% of white, 31% of Black and 30% of Hispanic undergraduates received institutional aid. The average amounts were about $5,400 for white students, $5,200 for Asian students, $5,000 for Black students and $4,800 for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at merit aid alone – subtracting out need-based aid – the sizes of the discounts rose sharply at private non-profit colleges, while the share of students getting them jumped at public colleges. “Put merit in quotation marks,” USC’s Massa said. “It’s really not about rewarding students for their wonderful performance in high school, as much as it is trying to change that student’s enrollment decision.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png\" alt=\"\" width=\"1392\" height=\"1036\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png 1392w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-800x595.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-1020x759.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-160x119.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-768x572.png 768w\" sizes=\"(max-width: 1392px) 100vw, 1392px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explaining why merit aid has been rising is easier than explaining why there are big racial and ethnic disparities. Massa’s hypothesis is that Black and Hispanic students are disproportionately lower income, while the algorithms target merit aid to students who aren’t needy but have the means to pay. From a business perspective, enrolling a low-income student is riskier because they are more likely to drop out of college, and then the college has to recruit a new student to replace his or her tuition revenue. A wealthier student is more likely to pay tuition for four to five years straight. Wooing students who are more likely to graduate also raises the possibility of more state funding for some public universities whose budget is partly based on student success metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The algorithms also target prestige, Massa explained. \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">\u003cspan style=\"font-weight: 400\">White and Asian students have historically posted higher SAT and ACT scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which has been an important component of U.S. News & World Report’s influential college rankings. High rankings attract future applicants, which bodes well for future enrollment and revenue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Need-based aid has increased, too. This is the aid that colleges give to students whose families cannot reasonably be expected to afford tuition, even after federal and state subsidies. At private colleges, 31% of students received tuition discounts because of financial need and the average discount was over $17,200, sharply up from $12,500 in 2015-16. Asian students were more likely to receive it and to receive larger amounts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jill Desjean, a senior policy analyst at the National Association of Student Financial Aid Administrators, a Washington D.C.-based lobbying group, said need-based aid has climbed sharply because colleges keep hiking their sticker prices. “Say you get a $20,000 scholarship,” she said. “If the tuition goes up by $2,000 the next year, it’s not likely that the college is going to assume that the family can afford to spend $2,000 more. So they increase the scholarship to $22,000.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png\" alt=\"\" width=\"1406\" height=\"992\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png 1406w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-800x564.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-768x542.png 768w\" sizes=\"(max-width: 1406px) 100vw, 1406px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desjean couldn’t explain why there might be racial and ethnic differences in who gets need-based tuition discounts. Only a \u003c/span>\u003ca href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/schools-that-meet-full-financial-need-with-no-loans\">\u003cspan style=\"font-weight: 400\">few dozen colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are able to provide enough need-based aid so that students don’t have to take out loans. Clearly, colleges have a lot of discretion on which needy students they want to support and by how much.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a widespread feeling that discounting has gotten out of control. But no single university can stop it without hemorrhaging students. And a collective compact to curtail discounts could run afoul of the Department of Justice’s antitrust rules, said Jerry Lucido, a professor of practice and executive director of the USC Center for Enrollment Research, Policy and Practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result, according to Lucido, is that giving discounts to students who could actually pay more often means a bigger debt burden for less wealthy students. The companies that create the sophisticated algorithms, he says, pitch “revenue enhancement” to colleges while the purported mission of educating students from all walks of life can seem like an afterthought. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"http://https//hechingerreport.org/proof-points-surprising-patterns-in-who-gets-merit-and-need-based-aid-from-colleges/\">\u003ci>\u003cspan style=\"font-weight: 400\">tuition discounts\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Colleges use commercial algorithms to determine what tuition discounts will entice students to enroll. The likelihood a student will enroll for four years can trump financial need in an institution's offer.","status":"publish","parent":0,"modified":1690596471,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1526},"headData":{"title":"As tuition discounts skyrocket, college aid is not equitably distributed | KQED","description":"Colleges use commercial algorithms to determine what tuition discounts will entice students to enroll.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Colleges use commercial algorithms to determine what tuition discounts will entice students to enroll."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62094/as-tuition-discounts-skyrocket-college-aid-is-not-equitably-distributed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">The bottom line on college tuition is that there is no bottom line. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At most four-year institutions, admitted students are quoted all sorts of different prices. Often masquerading as “merit aid” or “scholarships,” the discounts are aimed at persuading students to attend, much like online retailers dangle coupons to persuade you to purchase the items in your shopping cart. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The college coupons are a lot larger than what you might get at Target – sometimes knocking off $30,000 or more from the published “sticker” price. The discounts are tailored by commercial algorithms that use each prospective family’s circumstances to find the right number that will tempt a student to enroll. That’s why college students on today’s campuses are paying different prices for their degrees, just like we pay different prices for our airplane seats.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition discounts have been escalating in recent years, according to Department of Education data released in July 2023. More students are getting even more money knocked off their college bills. At the same time, colleges are distributing these tuition discounts unequally. White and Asian students were much more likely to receive this institutional aid than Black and Hispanic students, the data shows.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At private, nonprofit colleges and universities, where discounting is most prevalent, a whopping 57% of undergraduates received institutional aid in 2019-20, unchanged from the previous financial aid survey data in 2015-16. But the average tuition discount that each student received grew to $20,800 from $16,200 during this time period. At public four-year institutions, more than a third of all undergraduate students received institutional aid in 2019, up 3 percentage points from 30% in 2015. And the average discount grew to $5,200 from $4,900.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62100\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png\" alt=\"\" width=\"1456\" height=\"1046\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1.png 1456w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-1020x733.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image1-1-768x552.png 768w\" sizes=\"(max-width: 1456px) 100vw, 1456px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The percentage of students who are getting discounts, grants or scholarship aid from institutions has skyrocketed,” said Robert Massa, a retired college admissions and enrollment director who is now a research associate at the Center for Enrollment Research, Policy and Practice at the University of Southern California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Colleges need to fill seats and maximize revenue. And a college can increase revenue when it discounts tuition because an enrolled student is still paying the remainder of a sticker price that keeps rising. From a college’s perspective, collecting reduced tuition from an enrolled student is better than collecting nothing from an empty seat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Filling those seats is not a problem for the most selective institutions but those elite universities represent only a tiny portion of colleges. Many other schools struggle to reach their enrollment goals. That’s where the discounts come in. The less likely a student is to enroll in a college, the more discount the enrollment algorithm suggests to woo the student. “These are not-for-profit institutions, but like private businesses, they’re competing against each other on price,” Massa said. “If another college is giving $35,000 per student, I’m going to have to go there too to compete.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Public universities have also been aggressively discounting since the 2008 recession, when states decreased public funding for higher education. To offset the shortfall, public universities looked to out-of-state students, who pay higher tuition. Tuition discounts help lure these students to attend. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fewer students received tuition discounts at for-profit schools, down from 25% in 2015-16 to 21% of undergraduates in 2019-20. But the size of the average discount has grown from $2,750 to over $3,300 among students who got them. Far less discounting occurs at two-year community colleges, where posted tuition prices are much lower.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This institutional aid data comes from the \u003c/span>\u003ca href=\"https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023466\">\u003cspan style=\"font-weight: 400\">2019-20 National Postsecondary Student Aid Study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which the Department of Education conducts every three to four years. More than 80,000 undergraduates and 2,000 colleges and universities were surveyed. In addition to a published report of tables, additional data was released on the National Center for Education Statistics’s \u003c/span>\u003ca href=\"https://nces.ed.gov/datalab/\">\u003cspan style=\"font-weight: 400\">DataLab website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and that is where I retrieved the institutional aid data for this story.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The numbers combine both need-based and merit aid granted by colleges and universities. No one is actually transferring funds to students to pay their tuition bills, but the aid does reduce a student’s bill from the published sticker price. The final cost – after discounts – is often referred to as net tuition price.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian and white students were more likely to receive tuition discounts or be awarded larger amounts. At private non-profit four-year institutions, 62% of Asian, 59% of white, 53% of Hispanic and 51% of Black students received institutional aid. For those who received these discounts, the average amounts were $26,500 for Asian students, $20,900 for Hispanic students, $20,700 for Black students and $19,700 for white students. At public four-year institutions, 39% of Asian, 35% of white, 31% of Black and 30% of Hispanic undergraduates received institutional aid. The average amounts were about $5,400 for white students, $5,200 for Asian students, $5,000 for Black students and $4,800 for Hispanic students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Looking at merit aid alone – subtracting out need-based aid – the sizes of the discounts rose sharply at private non-profit colleges, while the share of students getting them jumped at public colleges. “Put merit in quotation marks,” USC’s Massa said. “It’s really not about rewarding students for their wonderful performance in high school, as much as it is trying to change that student’s enrollment decision.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62102\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png\" alt=\"\" width=\"1392\" height=\"1036\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3.png 1392w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-800x595.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-1020x759.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-160x119.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image3-768x572.png 768w\" sizes=\"(max-width: 1392px) 100vw, 1392px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Explaining why merit aid has been rising is easier than explaining why there are big racial and ethnic disparities. Massa’s hypothesis is that Black and Hispanic students are disproportionately lower income, while the algorithms target merit aid to students who aren’t needy but have the means to pay. From a business perspective, enrolling a low-income student is riskier because they are more likely to drop out of college, and then the college has to recruit a new student to replace his or her tuition revenue. A wealthier student is more likely to pay tuition for four to five years straight. Wooing students who are more likely to graduate also raises the possibility of more state funding for some public universities whose budget is partly based on student success metrics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The algorithms also target prestige, Massa explained. \u003c/span>\u003ca href=\"https://www.brookings.edu/articles/sat-math-scores-mirror-and-maintain-racial-inequity/\">\u003cspan style=\"font-weight: 400\">White and Asian students have historically posted higher SAT and ACT scores\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which has been an important component of U.S. News & World Report’s influential college rankings. High rankings attract future applicants, which bodes well for future enrollment and revenue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Need-based aid has increased, too. This is the aid that colleges give to students whose families cannot reasonably be expected to afford tuition, even after federal and state subsidies. At private colleges, 31% of students received tuition discounts because of financial need and the average discount was over $17,200, sharply up from $12,500 in 2015-16. Asian students were more likely to receive it and to receive larger amounts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jill Desjean, a senior policy analyst at the National Association of Student Financial Aid Administrators, a Washington D.C.-based lobbying group, said need-based aid has climbed sharply because colleges keep hiking their sticker prices. “Say you get a $20,000 scholarship,” she said. “If the tuition goes up by $2,000 the next year, it’s not likely that the college is going to assume that the family can afford to spend $2,000 more. So they increase the scholarship to $22,000.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-full wp-image-62101\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png\" alt=\"\" width=\"1406\" height=\"992\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3.png 1406w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-800x564.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-1020x720.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-160x113.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-3-768x542.png 768w\" sizes=\"(max-width: 1406px) 100vw, 1406px\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Desjean couldn’t explain why there might be racial and ethnic differences in who gets need-based tuition discounts. Only a \u003c/span>\u003ca href=\"https://www.usnews.com/education/best-colleges/paying-for-college/articles/schools-that-meet-full-financial-need-with-no-loans\">\u003cspan style=\"font-weight: 400\">few dozen colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are able to provide enough need-based aid so that students don’t have to take out loans. Clearly, colleges have a lot of discretion on which needy students they want to support and by how much.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a widespread feeling that discounting has gotten out of control. But no single university can stop it without hemorrhaging students. And a collective compact to curtail discounts could run afoul of the Department of Justice’s antitrust rules, said Jerry Lucido, a professor of practice and executive director of the USC Center for Enrollment Research, Policy and Practice. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result, according to Lucido, is that giving discounts to students who could actually pay more often means a bigger debt burden for less wealthy students. The companies that create the sophisticated algorithms, he says, pitch “revenue enhancement” to colleges while the purported mission of educating students from all walks of life can seem like an afterthought. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"http://https//hechingerreport.org/proof-points-surprising-patterns-in-who-gets-merit-and-need-based-aid-from-colleges/\">\u003ci>\u003cspan style=\"font-weight: 400\">tuition discounts\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62094/as-tuition-discounts-skyrocket-college-aid-is-not-equitably-distributed","authors":["byline_mindshift_62094"],"categories":["mindshift_21504","mindshift_21694"],"tags":["mindshift_21728","mindshift_21261","mindshift_21305","mindshift_21306","mindshift_68","mindshift_21730","mindshift_21726","mindshift_21727","mindshift_21729","mindshift_21590"],"featImg":"mindshift_62097","label":"mindshift"},"mindshift_62061":{"type":"posts","id":"mindshift_62061","meta":{"index":"posts_1591205157","site":"mindshift","id":"62061","score":null,"sort":[1690192842000]},"guestAuthors":[],"slug":"high-schoolers-account-for-nearly-1-in-5-community-college-students","title":"High schoolers account for nearly 1 in 5 community college students","publishDate":1690192842,"format":"standard","headTitle":"High schoolers account for nearly 1 in 5 community college students | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When you think of a college student, you might imagine a young adult leaving home, moving into a dorm, navigating a campus and maybe attending a fraternity party. That’s an outdated image. We’ve written a lot about how older adults with jobs and children are a giant group on campus. But a more surprising species is spreading through the college registrar’s rolls: teenagers living at home, taking yellow buses to high school and maybe scrambling home before curfew.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of high schoolers taking college classes has been surging for more than two decades. In what is called dual enrollment, students simultaneously earn high school and college credits from a single class. These advanced college-level courses are no longer just for gifted students who have exhausted the high school course catalog. Now they’re a tool to encourage more Americans to enroll in college by giving them an early taste of post-secondary education and a head start with a few credits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dual enrollment students were estimated at more than 1.4 million in the fall of 2022, and account for almost one out of five community college students. That’s according to estimates from the National Student Clearinghouse Research Center. Some scholars believe the total number could be much higher, perhaps 2 million students, when spring 2023 course taking is included. Dual enrollees appear to far outnumber the \u003c/span>\u003ca href=\"https://reports.collegeboard.org/ap-program-results/class-of-2022\">\u003cspan style=\"font-weight: 400\">1.1 million high school graduates in the class of 2022 who took at least one Advanced Placement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s meteoric,” said Brian An, a sociologist at the University of Iowa. “When I first started working in dual enrollment research in the mid 2000s, it was nowhere near these numbers. If you had told me 10 years ago that 20% of all community college students would be dual enrollment, I would have said that’s crazy talk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Community colleges oversee roughly 70% of dual enrollments with four-year colleges running the remaining 30%. Students often don’t pay any college tuition for dual enrollment classes. In \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2019/2019176.pdf\">\u003cspan style=\"font-weight: 400\">most cases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, high schoolers never step foot on a college campus; the class is taught in a high school classroom by a high school teacher. English composition and college algebra are popular.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62062\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62062\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg\" alt=\"\" width=\"780\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-768x768.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students 17 years old and under enrolled in a community college course increased sharply in the past 10 years. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are flocking to these courses because they perceive that it’s easier to earn college credits through dual enrollment than through Advanced Placement, said University of Iowa’s An. With Advanced Placement, students have to score high enough on an exam to earn college credit. With dual enrollment, a passing grade is sufficient.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sharp growth in dual enrollment has raised a lot of questions about course content and whether students are really producing college-level work. John Fink, an expert in dual enrollment at the Community College Research Center, acknowledged that quality is uneven. That’s not surprising when 80% of high schools are now offering these courses and there’s decentralized oversight among thousands of colleges around the country. But colleges that oversee these courses are trying to improve quality, Fink said. (The Community College Research Center is a unit of Teachers College, Columbia University. The Hechinger Report is also an independent news organization based at Teachers College, but the two entities are not affiliated.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62064\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62064\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png\" alt=\"\" width=\"1600\" height=\"955\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-800x478.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1020x609.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-160x96.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-768x458.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1536x917.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">More high school students are taking dual enrollment classes, and fewer traditional students are attending community colleges. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite concerns about course rigor, research points to better outcomes for students. Between similar students with comparable grades and family backgrounds, the student who takes a dual enrollment class is more likely to graduate high school, enroll in college and earn a college degree, many studies have found. In 2017, the What Works Clearinghouse, a unit of the Department of Education that reviews education research, gave dual enrollment its stamp of approval with a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/671\">\u003cspan style=\"font-weight: 400\">strong level of evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In qualitative research interviews, students described how dual enrollment courses taught them how to take notes or study for a test, helping them feel more prepared for college. Much of the benefit may be in boosting a student’s confidence and soft skills, and not necessarily in teaching academic content, University of Iowa’s An explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A big downside to dual enrollment is that \u003c/span>\u003ca href=\"https://cherp.utah.edu/_resources/documents/publications/research_priorities_for_advancing_equitable_dual_enrollment_policy_and_practice.pdf\">\u003cspan style=\"font-weight: 400\">students of color are underrepresented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s an ironic outcome given that advocates, including the Bill & Melinda Gates Foundation, pushed the expansion of these programs to help promote college going and attainment among Black and Hispanic students. Only one fifth of high schools have managed to enroll Black and Hispanic students in dual enrollment classes at the same or higher rates as white students, Fink said. \u003c/span>\u003cspan style=\"font-weight: 400\">(The Gates Foundation is among the many funders of The Hechinger Report.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the rapid expansion of dual enrollment may be financial. Dual enrollment courses are money losers for many community colleges, according to Fink at the Community College Research Center. That’s because colleges receive a discounted per-pupil allotment for each high schooler who signs up. Each state funds dual enrollment differently, often through a combination of state and school district budgets. Sometimes families need to contribute too, but it tends to be a lot cheaper than a usual college course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But colleges can turn dual enrollment programs into a modest money maker when they serve more students, according to a \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/community-colleges-afford-dual-enrollment-discount.pdf\">\u003cspan style=\"font-weight: 400\">February 2023 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Community College Research Center. Once fixed costs are covered, each additional student means an increase in revenues. For example, adding an additional high school teacher to an existing instructor training program isn’t very costly and could open up dozens more student slots, each generating income that flows to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason that dual enrollments have become such a big slice of community colleges’ offerings is not only because more high school students are taking these courses, but also because fewer traditional students want to attend community colleges. When the pandemic hit in 2020, there were shocking double digit drops in enrollment at community colleges. Dual enrollment classes at many high schools temporarily shut down too, but they dramatically rebounded in 2022-23. Meanwhile, traditional students haven’t been returning to community colleges in large numbers, thanks to a strong job market. High school students even make up the \u003c/span>\u003ca href=\"https://hechingerreport.org/the-reckoning-is-here-more-than-a-third-of-community-college-students-have-vanished/\">\u003cspan style=\"font-weight: 400\">majority of students at 31 community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my colleague Jon Marcus found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Precise numbers on exactly how many high schoolers are taking dual enrollment classes are hard to come by. The best data is from the National Student Clearinghouse, which receives enrollment data from most colleges in the country. But colleges report only the ages of their students and not whether they have finished high school. The estimates for dual enrollees are based on students 17 years and under and cross-checked against high school records available to the National Student Clearinghouse. We should get a clearer picture next year when the Department of Education is expected to release a more accurate report on the numbers, broken down by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-high-schoolers-account-for-nearly-1-out-of-every-5-community-college-students/\">\u003ci>\u003cspan style=\"font-weight: 400\">dual enrollment classes\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Dual enrollment far exceeds the popularity of Advanced Placement courses.","status":"publish","parent":0,"modified":1690044632,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1264},"headData":{"title":"High schoolers account for nearly 1 in 5 community college students | KQED","description":"Dual enrollment far exceeds the popularity of Advanced Placement courses.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Dual enrollment far exceeds the popularity of Advanced Placement courses."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62061/high-schoolers-account-for-nearly-1-in-5-community-college-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When you think of a college student, you might imagine a young adult leaving home, moving into a dorm, navigating a campus and maybe attending a fraternity party. That’s an outdated image. We’ve written a lot about how older adults with jobs and children are a giant group on campus. But a more surprising species is spreading through the college registrar’s rolls: teenagers living at home, taking yellow buses to high school and maybe scrambling home before curfew.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of high schoolers taking college classes has been surging for more than two decades. In what is called dual enrollment, students simultaneously earn high school and college credits from a single class. These advanced college-level courses are no longer just for gifted students who have exhausted the high school course catalog. Now they’re a tool to encourage more Americans to enroll in college by giving them an early taste of post-secondary education and a head start with a few credits. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dual enrollment students were estimated at more than 1.4 million in the fall of 2022, and account for almost one out of five community college students. That’s according to estimates from the National Student Clearinghouse Research Center. Some scholars believe the total number could be much higher, perhaps 2 million students, when spring 2023 course taking is included. Dual enrollees appear to far outnumber the \u003c/span>\u003ca href=\"https://reports.collegeboard.org/ap-program-results/class-of-2022\">\u003cspan style=\"font-weight: 400\">1.1 million high school graduates in the class of 2022 who took at least one Advanced Placement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> exam.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s meteoric,” said Brian An, a sociologist at the University of Iowa. “When I first started working in dual enrollment research in the mid 2000s, it was nowhere near these numbers. If you had told me 10 years ago that 20% of all community college students would be dual enrollment, I would have said that’s crazy talk.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Community colleges oversee roughly 70% of dual enrollments with four-year colleges running the remaining 30%. Students often don’t pay any college tuition for dual enrollment classes. In \u003c/span>\u003ca href=\"https://nces.ed.gov/pubs2019/2019176.pdf\">\u003cspan style=\"font-weight: 400\">most cases\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, high schoolers never step foot on a college campus; the class is taught in a high school classroom by a high school teacher. English composition and college algebra are popular.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62062\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62062\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg\" alt=\"\" width=\"780\" height=\"780\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment.jpg 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/enrollment-768x768.jpg 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The number of students 17 years old and under enrolled in a community college course increased sharply in the past 10 years. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are flocking to these courses because they perceive that it’s easier to earn college credits through dual enrollment than through Advanced Placement, said University of Iowa’s An. With Advanced Placement, students have to score high enough on an exam to earn college credit. With dual enrollment, a passing grade is sufficient.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sharp growth in dual enrollment has raised a lot of questions about course content and whether students are really producing college-level work. John Fink, an expert in dual enrollment at the Community College Research Center, acknowledged that quality is uneven. That’s not surprising when 80% of high schools are now offering these courses and there’s decentralized oversight among thousands of colleges around the country. But colleges that oversee these courses are trying to improve quality, Fink said. (The Community College Research Center is a unit of Teachers College, Columbia University. The Hechinger Report is also an independent news organization based at Teachers College, but the two entities are not affiliated.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_62064\" class=\"wp-caption aligncenter\" style=\"max-width: 1600px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62064\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png\" alt=\"\" width=\"1600\" height=\"955\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-800x478.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1020x609.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-160x96.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-768x458.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-2-1536x917.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">More high school students are taking dual enrollment classes, and fewer traditional students are attending community colleges. \u003ccite>(Source: Community College Research Center, January 2023)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite concerns about course rigor, research points to better outcomes for students. Between similar students with comparable grades and family backgrounds, the student who takes a dual enrollment class is more likely to graduate high school, enroll in college and earn a college degree, many studies have found. In 2017, the What Works Clearinghouse, a unit of the Department of Education that reviews education research, gave dual enrollment its stamp of approval with a \u003c/span>\u003ca href=\"https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/671\">\u003cspan style=\"font-weight: 400\">strong level of evidence\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In qualitative research interviews, students described how dual enrollment courses taught them how to take notes or study for a test, helping them feel more prepared for college. Much of the benefit may be in boosting a student’s confidence and soft skills, and not necessarily in teaching academic content, University of Iowa’s An explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A big downside to dual enrollment is that \u003c/span>\u003ca href=\"https://cherp.utah.edu/_resources/documents/publications/research_priorities_for_advancing_equitable_dual_enrollment_policy_and_practice.pdf\">\u003cspan style=\"font-weight: 400\">students of color are underrepresented\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That’s an ironic outcome given that advocates, including the Bill & Melinda Gates Foundation, pushed the expansion of these programs to help promote college going and attainment among Black and Hispanic students. Only one fifth of high schools have managed to enroll Black and Hispanic students in dual enrollment classes at the same or higher rates as white students, Fink said. \u003c/span>\u003cspan style=\"font-weight: 400\">(The Gates Foundation is among the many funders of The Hechinger Report.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another reason for the rapid expansion of dual enrollment may be financial. Dual enrollment courses are money losers for many community colleges, according to Fink at the Community College Research Center. That’s because colleges receive a discounted per-pupil allotment for each high schooler who signs up. Each state funds dual enrollment differently, often through a combination of state and school district budgets. Sometimes families need to contribute too, but it tends to be a lot cheaper than a usual college course.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But colleges can turn dual enrollment programs into a modest money maker when they serve more students, according to a \u003c/span>\u003ca href=\"https://ccrc.tc.columbia.edu/media/k2/attachments/community-colleges-afford-dual-enrollment-discount.pdf\">\u003cspan style=\"font-weight: 400\">February 2023 analysis\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the Community College Research Center. Once fixed costs are covered, each additional student means an increase in revenues. For example, adding an additional high school teacher to an existing instructor training program isn’t very costly and could open up dozens more student slots, each generating income that flows to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The reason that dual enrollments have become such a big slice of community colleges’ offerings is not only because more high school students are taking these courses, but also because fewer traditional students want to attend community colleges. When the pandemic hit in 2020, there were shocking double digit drops in enrollment at community colleges. Dual enrollment classes at many high schools temporarily shut down too, but they dramatically rebounded in 2022-23. Meanwhile, traditional students haven’t been returning to community colleges in large numbers, thanks to a strong job market. High school students even make up the \u003c/span>\u003ca href=\"https://hechingerreport.org/the-reckoning-is-here-more-than-a-third-of-community-college-students-have-vanished/\">\u003cspan style=\"font-weight: 400\">majority of students at 31 community colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, my colleague Jon Marcus found.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Precise numbers on exactly how many high schoolers are taking dual enrollment classes are hard to come by. The best data is from the National Student Clearinghouse, which receives enrollment data from most colleges in the country. But colleges report only the ages of their students and not whether they have finished high school. The estimates for dual enrollees are based on students 17 years and under and cross-checked against high school records available to the National Student Clearinghouse. We should get a clearer picture next year when the Department of Education is expected to release a more accurate report on the numbers, broken down by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-high-schoolers-account-for-nearly-1-out-of-every-5-community-college-students/\">\u003ci>\u003cspan style=\"font-weight: 400\">dual enrollment classes\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62061/high-schoolers-account-for-nearly-1-in-5-community-college-students","authors":["byline_mindshift_62061"],"categories":["mindshift_21504","mindshift_21694"],"tags":["mindshift_912","mindshift_913","mindshift_21305","mindshift_20966","mindshift_21723","mindshift_68"],"featImg":"mindshift_62067","label":"mindshift"},"mindshift_62014":{"type":"posts","id":"mindshift_62014","meta":{"index":"posts_1591205157","site":"mindshift","id":"62014","score":null,"sort":[1689588057000]},"guestAuthors":[],"slug":"american-confidence-in-higher-education-hits-a-new-low-yet-most-still-see-value-in-a-college-degree","title":"American confidence in higher education hits a new low, yet most still see value in a college degree","publishDate":1689588057,"format":"standard","headTitle":"American confidence in higher education hits a new low, yet most still see value in a college degree | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Americans’ confidence in the nation’s colleges and universities has \u003c/span>\u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">\u003cspan style=\"font-weight: 400\">plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a new Gallup poll. If that lack of support continues, it could have long-term ramifications for both higher education and the U.S. economy as a whole. Fewer educated workers could stymie innovation, aggravate labor shortages and hinder social mobility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But complicating our understanding of this poll, which was released on July 11, 2023, are several other more sanguine Gallup surveys. Even as confidence in institutions of higher education seems to be in free fall, Americans continue to feel that a college degree is valuable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Marken, a partner at Gallup who oversees its research in education, describes the conflicting polls as an “interesting juxtaposition.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our theory is that people generally believe that higher education will get them a better job or a higher wage,” said Marken, “and yet they feel like the system of higher education is flawed in a rather significant way that’s impacting their confidence in that institution.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup called a thousand adults across the nation between June 1 and 22, and asked them how much confidence they had in a list of institutions, from the military to Congress. Only \u003c/span>\u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">\u003cspan style=\"font-weight: 400\">36% said they had a “great deal” (17%) or “quite a lot” (19%) of confidence in higher education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Marken said it’s been a “precipitous” decline since 2015, the first time Gallup included higher education in its confidence surveys. Back then, 57% expressed confidence in higher education. That fell to 48% in 2018 before the current drop to 36% in 2023. At the same time, the number of Americans who say they have “very little confidence” in higher education – the lowest category – has more than doubled from 9% in 2015 to 22% in 2023.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1.png\" alt=\"\" width=\"780\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1-768x354.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, Republicans have been publicly criticizing college professors and administrators for being too left-leaning and confidence in higher education among Republicans sank the most. But confidence also dropped among independents and Democrats. Marken said news stories about higher education have taken a toll. President Biden’s controversial student loan cancellation plan reminded Americans of the high cost of college. The 2019 \u003c/span>\u003ca href=\"https://www.npr.org/2023/01/04/1146837418/rick-singer-sentenced-varsity-blues-college-admissions-bribery-scandal\">\u003cspan style=\"font-weight: 400\">Varsity Blues scandal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which revealed how wealthy parents cheated and schemed to get their kids into elite schools, also tainted the sector. (Click \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/07/Screen-Shot-2023-07-13-at-4.03.01-PM.png\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for more detailed opinions by political party, education, gender and age.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People “feel like the system is unaffordable and rigged against most Americans,” said Marken.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be sure, American confidence in all institutions is deteriorating. Even though the loss of confidence in higher education is notably large, higher education still ranks fourth in confidence behind small business, the military and the police – the same place it had in 2018. Congress, by contrast, ranks dead last.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, several Gallup polls show that Americans still value a college degree. More than two-thirds of currently enrolled college students (71%) said that they strongly agree or agree that the degree they are pursuing is \u003c/span>\u003ca href=\"https://news.gallup.com/poll/505727/americans-value-college-education-despite-barriers.aspx\">\u003cspan style=\"font-weight: 400\">worth the cost\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That survey was conducted in the spring of 2023 and released in June. Another recent survey, conducted in 2022, found that three-quarters of currently enrolled college and prospective college students report that a college education is \u003c/span>\u003ca href=\"https://news.gallup.com/poll/505727/americans-value-college-education-despite-barriers.aspx\">\u003cspan style=\"font-weight: 400\">at least as or more important than it was 20 years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup has been asking Americans about the\u003c/span>\u003ca href=\"https://news.gallup.com/poll/1612/Education.aspx\">\u003cspan style=\"font-weight: 400\"> importance of a college education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 45 years. And while the numbers go up and down, they are strong. In 1978, 82% said a college education was very (36%) or fairly (46%) important. In 2019, the most recent time Gallup asked this question, 88% said it was very (53%) or fairly (35%) important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup’s Marken likens the contradictory opinions about higher education to what we see in consumer banking. “People are very negative about big banks, but I still have a checking account. It’s the only system I have,” she said. “Post-secondary education is one of the only levers we have for social mobility. They’re still annoyed that that’s not available to more Americans or that it’s not more affordable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The crisis in confidence doesn’t appear to be affecting college enrollment yet, Marken said. (Enrollment has been dropping for other reasons, including a strong job market and a declining teenage population in some regions of the U.S.) But Marken worries that a consistent decline in confidence could lead to fewer students wanting to attend college in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cost of college is the principal reason that people are losing confidence in higher education, according to Marken. Popular perceptions are partly to blame. Rising sticker prices among a few elite colleges get a lot of media attention, she said, while net prices (after individual discounts from grants or scholarships) are confusing. Community colleges may be affordable, but Americans generally aren’t thinking of them when they respond to surveys about college, Marken said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, tuition hikes are real too. “If we don’t really address the root cause of cost,” she said, “we will continue to operate in this environment where people are really frustrated with this system.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-american-confidence-in-higher-education-hits-a-new-low-yet-most-still-see-value-in-a-college-degree/\">\u003ci>\u003cspan style=\"font-weight: 400\">confidence in higher education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Americans’ confidence in the nation’s colleges and universities has plummeted, according to a new Gallup poll.","status":"publish","parent":0,"modified":1689431401,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":935},"headData":{"title":"American confidence in higher education hits a new low, yet most still see value in a college degree | KQED","description":"Americans’ confidence in the nation’s colleges and universities has plummeted, according to a new Gallup poll.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Americans’ confidence in the nation’s colleges and universities has plummeted, according to a new Gallup poll."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62014/american-confidence-in-higher-education-hits-a-new-low-yet-most-still-see-value-in-a-college-degree","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Americans’ confidence in the nation’s colleges and universities has \u003c/span>\u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">\u003cspan style=\"font-weight: 400\">plummeted\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to a new Gallup poll. If that lack of support continues, it could have long-term ramifications for both higher education and the U.S. economy as a whole. Fewer educated workers could stymie innovation, aggravate labor shortages and hinder social mobility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But complicating our understanding of this poll, which was released on July 11, 2023, are several other more sanguine Gallup surveys. Even as confidence in institutions of higher education seems to be in free fall, Americans continue to feel that a college degree is valuable.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Marken, a partner at Gallup who oversees its research in education, describes the conflicting polls as an “interesting juxtaposition.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our theory is that people generally believe that higher education will get them a better job or a higher wage,” said Marken, “and yet they feel like the system of higher education is flawed in a rather significant way that’s impacting their confidence in that institution.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup called a thousand adults across the nation between June 1 and 22, and asked them how much confidence they had in a list of institutions, from the military to Congress. Only \u003c/span>\u003ca href=\"https://news.gallup.com/poll/508352/americans-confidence-higher-education-down-sharply.aspx\">\u003cspan style=\"font-weight: 400\">36% said they had a “great deal” (17%) or “quite a lot” (19%) of confidence in higher education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Marken said it’s been a “precipitous” decline since 2015, the first time Gallup included higher education in its confidence surveys. Back then, 57% expressed confidence in higher education. That fell to 48% in 2018 before the current drop to 36% in 2023. At the same time, the number of Americans who say they have “very little confidence” in higher education – the lowest category – has more than doubled from 9% in 2015 to 22% in 2023.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62016\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1.png\" alt=\"\" width=\"780\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/07/image2-1-768x354.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For years, Republicans have been publicly criticizing college professors and administrators for being too left-leaning and confidence in higher education among Republicans sank the most. But confidence also dropped among independents and Democrats. Marken said news stories about higher education have taken a toll. President Biden’s controversial student loan cancellation plan reminded Americans of the high cost of college. The 2019 \u003c/span>\u003ca href=\"https://www.npr.org/2023/01/04/1146837418/rick-singer-sentenced-varsity-blues-college-admissions-bribery-scandal\">\u003cspan style=\"font-weight: 400\">Varsity Blues scandal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which revealed how wealthy parents cheated and schemed to get their kids into elite schools, also tainted the sector. (Click \u003c/span>\u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/07/Screen-Shot-2023-07-13-at-4.03.01-PM.png\">\u003cspan style=\"font-weight: 400\">here\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for more detailed opinions by political party, education, gender and age.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">People “feel like the system is unaffordable and rigged against most Americans,” said Marken.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be sure, American confidence in all institutions is deteriorating. Even though the loss of confidence in higher education is notably large, higher education still ranks fourth in confidence behind small business, the military and the police – the same place it had in 2018. Congress, by contrast, ranks dead last.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the same time, several Gallup polls show that Americans still value a college degree. More than two-thirds of currently enrolled college students (71%) said that they strongly agree or agree that the degree they are pursuing is \u003c/span>\u003ca href=\"https://news.gallup.com/poll/505727/americans-value-college-education-despite-barriers.aspx\">\u003cspan style=\"font-weight: 400\">worth the cost\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That survey was conducted in the spring of 2023 and released in June. Another recent survey, conducted in 2022, found that three-quarters of currently enrolled college and prospective college students report that a college education is \u003c/span>\u003ca href=\"https://news.gallup.com/poll/505727/americans-value-college-education-despite-barriers.aspx\">\u003cspan style=\"font-weight: 400\">at least as or more important than it was 20 years ago\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup has been asking Americans about the\u003c/span>\u003ca href=\"https://news.gallup.com/poll/1612/Education.aspx\">\u003cspan style=\"font-weight: 400\"> importance of a college education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for 45 years. And while the numbers go up and down, they are strong. In 1978, 82% said a college education was very (36%) or fairly (46%) important. In 2019, the most recent time Gallup asked this question, 88% said it was very (53%) or fairly (35%) important. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gallup’s Marken likens the contradictory opinions about higher education to what we see in consumer banking. “People are very negative about big banks, but I still have a checking account. It’s the only system I have,” she said. “Post-secondary education is one of the only levers we have for social mobility. They’re still annoyed that that’s not available to more Americans or that it’s not more affordable.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The crisis in confidence doesn’t appear to be affecting college enrollment yet, Marken said. (Enrollment has been dropping for other reasons, including a strong job market and a declining teenage population in some regions of the U.S.) But Marken worries that a consistent decline in confidence could lead to fewer students wanting to attend college in the future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The cost of college is the principal reason that people are losing confidence in higher education, according to Marken. Popular perceptions are partly to blame. Rising sticker prices among a few elite colleges get a lot of media attention, she said, while net prices (after individual discounts from grants or scholarships) are confusing. Community colleges may be affordable, but Americans generally aren’t thinking of them when they respond to surveys about college, Marken said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, tuition hikes are real too. “If we don’t really address the root cause of cost,” she said, “we will continue to operate in this environment where people are really frustrated with this system.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-american-confidence-in-higher-education-hits-a-new-low-yet-most-still-see-value-in-a-college-degree/\">\u003ci>\u003cspan style=\"font-weight: 400\">confidence in higher education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62014/american-confidence-in-higher-education-hits-a-new-low-yet-most-still-see-value-in-a-college-degree","authors":["byline_mindshift_62014"],"categories":["mindshift_21694"],"tags":["mindshift_21261","mindshift_21305","mindshift_20677","mindshift_68"],"featImg":"mindshift_62015","label":"mindshift"},"mindshift_61762":{"type":"posts","id":"mindshift_61762","meta":{"index":"posts_1591205157","site":"mindshift","id":"61762","score":null,"sort":[1686132006000]},"guestAuthors":[],"slug":"what-does-it-look-like-when-higher-ed-takes-climate-change-seriously","title":"What does it look like when higher ed takes climate change seriously? ","publishDate":1686132006,"format":"standard","headTitle":"What does it look like when higher ed takes climate change seriously? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is here, now, lapping at the walls of higher education — quite literally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nathalie Saladrigas is an undergraduate at Miami Dade College, where her off-campus housing regularly floods. “You can’t even leave your car in the parking lot because it will get flooded — I mean up to your knees flooded,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And 1,400 miles northeast, the campus of the State University of New York at Stony Brook has also flooded, thanks to Hurricane Ida, a \u003c/span>\u003ca href=\"https://www.cnn.com/2021/08/30/weather/hurricane-ida-climate-change-factors/index.html#:~:text=Hurricane%20Ida%20was%20a%20prime,more%20than%201%20million%20residents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 storm strengthened by climate change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that cut across the continent all the way from the Gulf Coast to the Northeast. Maurie McInnis, president of SUNY-Stony Brook, vividly remembers the stresses of that fall semester’s opening. “A big rainstorm, and all of a sudden we had to find beds for 400 students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher ed is a massive, diverse sector with roughly 20 million students in the U.S. alone and a major physical and carbon footprint in all 50 states. Universities, for decades, have expanded society’s knowledge of \u003ca href=\"https://www.kqed.org/mindshift/tag/climate-change\" target=\"_blank\" rel=\"noopener\">climate impacts and climate solutions\u003c/a>. But some leaders argue it’s time for these institutions to remake themselves wholesale for this rising tide of rapid change. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two announcements last month indicate potential ways forward. SUNY-Stony Brook will anchor \u003c/span>\u003ca href=\"https://www.nyc.gov/content/getstuffdone/pages/climate-exchange\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a brand-new, $700 million campus on Governors Island in New York. And, This Is Planet Ed, an initiative of the Aspen Institute, launched a \u003c/span>\u003ca href=\"https://www.aspeninstitute.org/news/higher-ed-climate-action-launch/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Higher Ed Climate Action Task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> force, uniting university leaders and other stakeholders like Saladrigas, a climate activist, to make recommendations for action across the sector. (Full disclosure, I’m a senior advisor to This Is Planet Ed.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61763\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61763\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-800x479.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1020x611.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-768x460.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1536x920.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-2048x1227.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1920x1150.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A 3-D rendering of The New York Climate Exchange campus shows planned buildings that are solar-powered and recycle wastewater. \u003ccite>(Photo provided by SOM/Brick Visual)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">John King, the new chancellor of the State University of New York system as well as the co-chair of This Is Planet Ed, just appointed the system’s first-ever chief sustainability officer and executive director of climate action at SUNY. The appointment reflects King’s belief that colleges and universities can’t afford to engage with climate solely on an intellectual level, or as a narrowly focused topic in the sciences; they must also walk the walk, by rapidly decarbonizing their own infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is my hope that more higher education systems will see SUNY’s efforts and recognize the potential for system-wide climate action, to reduce our emissions, prepare the clean workforce, advance equity and environmental justice, spur innovation, and empower the next generation to lead a sustainable future,” said King, a former secretary of education under President Barack Obama.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite a to-do list, but what does that look like on the ground? McInnis of Stony Brook has a vision. The New York Climate Exchange, she said, won’t put shovels to earth until 2025. But its leaders have already established a thriving matrix of partnerships among groups that don’t always naturally speak the same language — from fellow institutions like Georgia Tech, Pace University and Pratt Institute, to corporations like IBM, to environmental justice nonprofits like WE ACT in Harlem, to the New York State Iron Workers. Among other initiatives, the iron workers union will have input into a job-training program affiliated with the campus that will be \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\" target=\"_blank\" rel=\"noopener\">readying the necessary workers\u003c/a> to rip out thousands and thousands of oil- and natural gas-burning boilers, the better to convert New York City’s buildings to clean energy. In fact, green job trainees will, it’s planned, outnumber traditional students on the campus by 10 to 1. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day, McInnis said, elementary school students will arrive by electric ferry for field trips, observing “living laboratories” that model “new ways of building, powering, treating coastlines.” Four hundred thousand square feet of buildings will be powered by clean energy with backup battery storage. The campus will capture and reuse gray water, and keep 95% of the trash it generates out of landfills. It will be filled with undergrads, grad students and professors from Stony Brook and partner institutions, some visiting for a “domestic study abroad.” And one day, she said, the campus will welcome leaders from around the world. “With time we hope to host major convenings of groups of other people who want to talk about climate change and how cities need to respond,” McInnis told me. “We want to be a global convener for the important conversations we all need to have on the most critical issue of our time.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61767\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61767\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Stony Brook, N.Y.: The main entrance to the Stony Brook University West Campus is shown on January 5, 2022. \u003ccite>(Photo by John Paraskevas/Newsday RM via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every university president probably dreams of becoming a “global convener” in one way or another, and of winning $150 million in philanthropic funds to do so, as this initiative did. (The city will also contribute, but much of the projected $700 million price tag is still to be raised). But, it might seem a strange time for such boosterism, considering that enrollment in higher education is plummeting nationwide and is \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">down 20 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the last decade at SUNY colleges and universities, half of which occurred during Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Alexander is a higher education futurist whose latest book,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Universities on Fire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about colleges’ responses to the climate crisis. He sounds a note of muted optimism around the New York Climate Exchange vision. “On the one hand it’s very exciting to see the state commit so much funding,” he said. Yet, he added, “the idea of starting a new campus from scratch is interesting and also very risky.” Especially in New York State, which, he noted, already has quite a bit of aging higher ed infrastructure, like McInnis’s flood-prone dorms back on Long Island, which date to the 1960s and 1970s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, he said that universities have historically executed big cultural pivots by establishing greenfield campuses where new norms of collaboration, learning and knowledge production can be set forth. And when it comes to climate change, that’s exactly what’s required: “This is an all-hands-on-deck moment,” Alexander said. “This is a moment of civilizational transformation and we can’t be left out of it. Every aspect of academia gets to play a role.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was a common sentiment at the first \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed Higher Ed Task Force listening session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in early May, presided over by \u003c/span>\u003cspan style=\"font-weight: 400\">Kim Hunter Reed, \u003c/span>\u003cspan style=\"font-weight: 400\">the commissioner of higher education for Louisiana, and Mildred García, the president of the American Association of State Colleges and Universities. Essentially two dueling messages emerged: It’s a really difficult time for higher education to take on a new, major, paradigm shift, what with funding crunches, political headwinds in red states, and post-Covid enrollment syndrome; and, there’s no choice but to act big and fast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are certainly contributing to that sense of urgency. A great deal of climate action at universities has been driven by student activism. And students today see climate as joined with other urgent struggles for justice. “As a low income person of color, I know a lot of communities like mine are directly impacted by climate change,” said Saladrigas. “It’s a lot of intersectional issues. And learning about climate change is inaccessible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To Saladrigas, the political environment in Florida feels particularly discouraging to climate learning; she plans to transfer out of state as soon as she can. “If you don’t have resources,” she said, “you can’t allow for students to learn more about how to make a change.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A new $700 million ‘climate solutions center’ spearheaded by the State University of New York at Stony Brook offers an example of system-wide climate action in higher education.","status":"publish","parent":0,"modified":1686004587,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1436},"headData":{"title":"What does it look like when higher ed takes climate change seriously? | KQED","description":"A new $700 million ‘climate solutions center’ spearheaded by the State University of New York at Stony Brook offers an example of system-wide climate action.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new $700 million ‘climate solutions center’ spearheaded by the State University of New York at Stony Brook offers an example of system-wide climate action."},"nprByline":"Anya Kamenetz, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61762/what-does-it-look-like-when-higher-ed-takes-climate-change-seriously","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Climate change is here, now, lapping at the walls of higher education — quite literally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Nathalie Saladrigas is an undergraduate at Miami Dade College, where her off-campus housing regularly floods. “You can’t even leave your car in the parking lot because it will get flooded — I mean up to your knees flooded,” she told me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And 1,400 miles northeast, the campus of the State University of New York at Stony Brook has also flooded, thanks to Hurricane Ida, a \u003c/span>\u003ca href=\"https://www.cnn.com/2021/08/30/weather/hurricane-ida-climate-change-factors/index.html#:~:text=Hurricane%20Ida%20was%20a%20prime,more%20than%201%20million%20residents\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">2021 storm strengthened by climate change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that cut across the continent all the way from the Gulf Coast to the Northeast. Maurie McInnis, president of SUNY-Stony Brook, vividly remembers the stresses of that fall semester’s opening. “A big rainstorm, and all of a sudden we had to find beds for 400 students,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher ed is a massive, diverse sector with roughly 20 million students in the U.S. alone and a major physical and carbon footprint in all 50 states. Universities, for decades, have expanded society’s knowledge of \u003ca href=\"https://www.kqed.org/mindshift/tag/climate-change\" target=\"_blank\" rel=\"noopener\">climate impacts and climate solutions\u003c/a>. But some leaders argue it’s time for these institutions to remake themselves wholesale for this rising tide of rapid change. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two announcements last month indicate potential ways forward. SUNY-Stony Brook will anchor \u003c/span>\u003ca href=\"https://www.nyc.gov/content/getstuffdone/pages/climate-exchange\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a brand-new, $700 million campus on Governors Island in New York. And, This Is Planet Ed, an initiative of the Aspen Institute, launched a \u003c/span>\u003ca href=\"https://www.aspeninstitute.org/news/higher-ed-climate-action-launch/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Higher Ed Climate Action Task\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> force, uniting university leaders and other stakeholders like Saladrigas, a climate activist, to make recommendations for action across the sector. (Full disclosure, I’m a senior advisor to This Is Planet Ed.)\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61763\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61763\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-800x479.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1020x611.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-768x460.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1536x920.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-2048x1227.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/Kamenetz-govisland02-1920x1150.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A 3-D rendering of The New York Climate Exchange campus shows planned buildings that are solar-powered and recycle wastewater. \u003ccite>(Photo provided by SOM/Brick Visual)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">John King, the new chancellor of the State University of New York system as well as the co-chair of This Is Planet Ed, just appointed the system’s first-ever chief sustainability officer and executive director of climate action at SUNY. The appointment reflects King’s belief that colleges and universities can’t afford to engage with climate solely on an intellectual level, or as a narrowly focused topic in the sciences; they must also walk the walk, by rapidly decarbonizing their own infrastructure. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is my hope that more higher education systems will see SUNY’s efforts and recognize the potential for system-wide climate action, to reduce our emissions, prepare the clean workforce, advance equity and environmental justice, spur innovation, and empower the next generation to lead a sustainable future,” said King, a former secretary of education under President Barack Obama.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s quite a to-do list, but what does that look like on the ground? McInnis of Stony Brook has a vision. The New York Climate Exchange, she said, won’t put shovels to earth until 2025. But its leaders have already established a thriving matrix of partnerships among groups that don’t always naturally speak the same language — from fellow institutions like Georgia Tech, Pace University and Pratt Institute, to corporations like IBM, to environmental justice nonprofits like WE ACT in Harlem, to the New York State Iron Workers. Among other initiatives, the iron workers union will have input into a job-training program affiliated with the campus that will be \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\" target=\"_blank\" rel=\"noopener\">readying the necessary workers\u003c/a> to rip out thousands and thousands of oil- and natural gas-burning boilers, the better to convert New York City’s buildings to clean energy. In fact, green job trainees will, it’s planned, outnumber traditional students on the campus by 10 to 1. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day, McInnis said, elementary school students will arrive by electric ferry for field trips, observing “living laboratories” that model “new ways of building, powering, treating coastlines.” Four hundred thousand square feet of buildings will be powered by clean energy with backup battery storage. The campus will capture and reuse gray water, and keep 95% of the trash it generates out of landfills. It will be filled with undergrads, grad students and professors from Stony Brook and partner institutions, some visiting for a “domestic study abroad.” And one day, she said, the campus will welcome leaders from around the world. “With time we hope to host major convenings of groups of other people who want to talk about climate change and how cities need to respond,” McInnis told me. “We want to be a global convener for the important conversations we all need to have on the most critical issue of our time.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_61767\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61767\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/06/GettyImages-1363124360-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Stony Brook, N.Y.: The main entrance to the Stony Brook University West Campus is shown on January 5, 2022. \u003ccite>(Photo by John Paraskevas/Newsday RM via Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every university president probably dreams of becoming a “global convener” in one way or another, and of winning $150 million in philanthropic funds to do so, as this initiative did. (The city will also contribute, but much of the projected $700 million price tag is still to be raised). But, it might seem a strange time for such boosterism, considering that enrollment in higher education is plummeting nationwide and is \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">down 20 percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> over the last decade at SUNY colleges and universities, half of which occurred during Covid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bryan Alexander is a higher education futurist whose latest book,\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\"> Universities on Fire\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, is all about colleges’ responses to the climate crisis. He sounds a note of muted optimism around the New York Climate Exchange vision. “On the one hand it’s very exciting to see the state commit so much funding,” he said. Yet, he added, “the idea of starting a new campus from scratch is interesting and also very risky.” Especially in New York State, which, he noted, already has quite a bit of aging higher ed infrastructure, like McInnis’s flood-prone dorms back on Long Island, which date to the 1960s and 1970s. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, he said that universities have historically executed big cultural pivots by establishing greenfield campuses where new norms of collaboration, learning and knowledge production can be set forth. And when it comes to climate change, that’s exactly what’s required: “This is an all-hands-on-deck moment,” Alexander said. “This is a moment of civilizational transformation and we can’t be left out of it. Every aspect of academia gets to play a role.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That was a common sentiment at the first \u003c/span>\u003ca href=\"https://www.democratandchronicle.com/story/news/politics/albany/2021/10/19/suny-enrollment-new-york/8500926002/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">This Is Planet Ed Higher Ed Task Force listening session\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in early May, presided over by \u003c/span>\u003cspan style=\"font-weight: 400\">Kim Hunter Reed, \u003c/span>\u003cspan style=\"font-weight: 400\">the commissioner of higher education for Louisiana, and Mildred García, the president of the American Association of State Colleges and Universities. Essentially two dueling messages emerged: It’s a really difficult time for higher education to take on a new, major, paradigm shift, what with funding crunches, political headwinds in red states, and post-Covid enrollment syndrome; and, there’s no choice but to act big and fast. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Students are certainly contributing to that sense of urgency. A great deal of climate action at universities has been driven by student activism. And students today see climate as joined with other urgent struggles for justice. “As a low income person of color, I know a lot of communities like mine are directly impacted by climate change,” said Saladrigas. “It’s a lot of intersectional issues. And learning about climate change is inaccessible.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To Saladrigas, the political environment in Florida feels particularly discouraging to climate learning; she plans to transfer out of state as soon as she can. “If you don’t have resources,” she said, “you can’t allow for students to learn more about how to make a change.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This opinion column about \u003ca href=\"https://hechingerreport.org/column-what-does-it-look-like-when-higher-ed-actually-takes-climate-change-seriously/\" target=\"_blank\" rel=\"noopener noreferrer\">climate solutions in higher ed\u003c/a> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. \u003c/i>\u003ci>Sign up for the\u003c/i>\u003ci> \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61762/what-does-it-look-like-when-higher-ed-takes-climate-change-seriously","authors":["byline_mindshift_61762"],"categories":["mindshift_21508","mindshift_21579"],"tags":["mindshift_21124","mindshift_21463","mindshift_68","mindshift_21661"],"featImg":"mindshift_61764","label":"mindshift"},"mindshift_61606":{"type":"posts","id":"mindshift_61606","meta":{"index":"posts_1591205157","site":"mindshift","id":"61606","score":null,"sort":[1684144842000]},"guestAuthors":[],"slug":"inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","title":"Inside the perplexing study that’s inspired colleges to drop remedial math","publishDate":1684144842,"format":"standard","headTitle":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","status":"publish","parent":0,"modified":1684275524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1964},"headData":{"title":"Inside the perplexing study that’s inspired colleges to drop remedial math | KQED","description":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A study found that skipping remedial math classes and going straight into a college course can actually help students graduate more often and make more money after graduation."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Alexandra Logue served as the chief academic officer of the City University of New York (CUNY) from 2008 to 2014, she discovered that her 25-college system was spending over $20 million a year on remedial classes. Nationwide, the cost of remedial education exceeded\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0272775716304605\" target=\"_blank\" rel=\"noopener\"> $1 billion \u003c/a>annually; many colleges operated separate departments of “developmental education,” higher-education’s euphemistic jargon for non-credit catch-up classes. “Nobody could tell me if we were doing it the right way,” Logue said.\u003c/p>\n\u003cp>She suspected they weren’t. More than \u003ca href=\"https://nces.ed.gov/pubs2016/2016405.pdf\" target=\"_blank\" rel=\"noopener\">two-thirds of all community college students and 40 percent of undergraduates\u003c/a> in four-year colleges had to start with at least one remedial class, according to a statistical report from the U.S. Department of Education. The majority of these students dropped out without degrees.\u003c/p>\n\u003cp>An experimental psychologist by training, Logue designed an experiment. She compared remedial math classes to the alternative of letting ill-prepared students proceed straight to a college course accompanied by extra help. The early results of her randomized control trial were so extraordinary that her study influenced not only CUNY in 2016 but also\u003ca href=\"https://www.ppic.org/blog/ensuring-all-students-benefit-from-landmark-community-college-reform/#:~:text=What%20does%20the%20new%20law,actually%20enroll%20in%20those%20courses.\" target=\"_blank\" rel=\"noopener\"> California lawmakers in 2017\u003c/a> to start phasing out remedial education in their state.\u003c/p>\n\u003cp>Over the seven years of Logue’s study, which took place at three of CUNY’s seven two-year community colleges, the results kept getting better. Students who started with college math were successfully passing the course at a fraction of the cost of remediation, getting their math requirements out of the way, earning their degrees faster and earning thousands more in the labor market. Many public colleges, from Nevada and Colorado to Connecticut and Tennessee, have followed suit, \u003ca href=\"https://www.ecs.org/50-state-comparison-developmental-education-policies/\" target=\"_blank\" rel=\"noopener\">phasing out remedial ed\u003c/a>.\u003c/p>\n\u003cp>Other \u003ca href=\"https://completecollege.org/wp-content/uploads/2021/04/CCA_NoRoomForDoubt_CorequisiteSupport.pdf\" target=\"_blank\" rel=\"noopener\">data analyses\u003c/a> have also shown benefits to bypassing remedial education, but this was one of the only real-life experiments, like a clinical trial, and so it carried a lot of weight. Most importantly, it studied math, often an insurmountable requirement for many students to complete their college degrees. This study has arguably been one of the most influential attempts to use experimental evidence to change how higher education operates and is now affecting the lives of millions of college students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s a great feeling of satisfaction,” said Logue, now a research professor at CUNY’s Graduate Center, “because it isn’t just CUNY. It’s across the country, using this really great evidence to help make things better.”\u003c/p>\n\u003cp>The third and final chapter of this long-term study was \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0013189X221138848\" target=\"_blank\" rel=\"noopener\">published in the January/February 2023 issue of the journal Educational Researcher\u003c/a>, and as I pored over this body of research, I became confused about what it proved. The study could be seen as evidence against remedial education, but it could equally be seen as evidence for letting college students meet their math requirements without taking algebra.\u003c/p>\n\u003cp>The confusion stems from the study design. Instead of testing remedial versus college algebra, which would be a direct test of remedial education, the study compared remedial algebra to college statistics, a sort of apples to oranges comparison. In the experiment, CUNY randomly assigned almost 300 students who failed the algebra portion of a math placement test to an introductory statistics course. In tandem with this college class, students attended an extra two-hour workshop each week where a college classmate who had already passed the class tutored them. Researchers then compared what happened to these stats students with a similar group of almost 300 students who were sent to remedial algebra, the traditional first step for students who fail the algebra subtest. Logue had the same teachers teach sections of both courses – remedial algebra and college stats – so that no one could argue instructional quality was different. Also, only students who struggled with algebra, but not arithmetic, were part of this experiment; students with more severe math difficulties, as measured by the freshman placement test, weren’t asked to attempt the college course and were excluded from the control group.\u003c/p>\n\u003cp>By all measures, the students who went straight to college stats did better. More than half of the students who bypassed remedial algebra passed the stats class and earned college credit. Ultimately, these students finished their degrees a lot faster than those who started off in remedial algebra. They were 50 percent more likely to complete a two-year associate’s degree within three years and, according to the latest chapter of this seven-year study, they were twice as likely to transfer to a four-year institution and complete a bachelor’s degree within five years. Seven years after bypassing remedial ed, students were earning $4,600 more a year in the workplace, on average, than those who started in remedial math.\u003c/p>\n\u003cp>“What we can say is, for students who have been assigned to remediation, put them into statistics with extra help, and you will get a good result,” said Logue.\u003c/p>\n\u003cp>Some researchers argue that the shift to statistics might have made the difference.\u003c/p>\n\u003cp>“That switch from algebra to stats is a big one for a lot of students,” said Lindsay Daugherty, a senior policy researcher at the RAND Corporation who has studied remedial education and efforts to reform it. She said all the other studies that have looked at replacing remedial classes with college courses plus extra support haven’t produced better graduation rates. “This CUNY study is the only one,” said Daugherty.\u003c/p>\n\u003cp>The only other randomized control trial of remedial education is Daugherty’s Texas experiment to \u003ca href=\"https://www.tandfonline.com/doi/full/10.1080/19345747.2021.1932000\" target=\"_blank\" rel=\"noopener\">replace remedial English courses\u003c/a> with college courses plus extra support. Going straight to college courses helped more students earn college credits in English but that didn’t help them get through college. Dropout rates were the same for students in both the remedial and the “corequisite” courses, as the college plus extra help version is often called.\u003c/p>\n\u003cp>“We know that the way that we did it before with these standalone [remedial] courses was not helping students, and most states and colleges have made a change and are moving towards corequisites,” said Daugherty. “But the evidence does not suggest that these corequisite courses are the magic potion that is going to change completion and persistence. It’s going to take a lot more and a lot of other support.”\u003c/p>\n\u003cp>What we don’t know from this study is how to help students who are behind in math learn college algebra, a course that is similar to intermediate high school algebra, which remains a requirement for many business, health and engineering majors. All the students in this landmark CUNY study had intended to major in non-STEM fields that didn’t require algebra, such as criminal justice and the humanities, and for which college statistics would fulfill their math requirements.\u003c/p>\n\u003cp>Logue originally sought to conduct a simpler, cleaner study of only algebra, comparing the remedial prerequisite to the college course plus tutoring support. But she ran into problems with the algebra faculty. (There were too many different versions of college algebra for different majors and across different colleges at CUNY, each covering different topics, she said, and it was impossible to test one version of a basic college algebra course.) Meanwhile, the statistics department was open to the experiment and their introductory courses were very similar from professor to professor.\u003c/p>\n\u003cp>It’s unclear from this study how essential the weekly tutoring sessions were to helping students pass the statistics course. The experiment didn’t test whether students could pass the normal college stats class without peer tutoring.\u003c/p>\n\u003cp>The good news is that the switch from remedial algebra to college stats didn’t seem to harm anyone. Indeed, the students in the statistics group were just as likely to complete advanced math courses, along the algebra-to-calculus track, as students who started with remedial algebra, according to co-author Daniel Douglas, director of social science research at Trinity College in Hartford, Connecticut, who led the data analysis. In the final number crunching, the stats students were just as likely to complete math-intensive degrees that required college algebra. Starting with stats didn’t thwart students from changing their minds about their majors and returning to an algebra-to-calculus track, Douglas said.\u003c/p>\n\u003cp>The bad news is that a lot of community college students still fell through the cracks. Although there was a 50 percent boost to the number of students who completed an associate’s degree within three years, only a quarter of the statistics students hit this milestone. Almost three-quarters didn’t. And though bypassing math remediation and heading straight to college stats led to a 100 percent increase in the number of bachelor’s degrees, only 14 percent of the statistics students earned a four-year degree.\u003c/p>\n\u003cp>The main benefit of allowing students to bypass remedial classes is speed, according to Douglas. Over the course of seven years, the students who started in remedial algebra eventually caught up and hit many of the same milestones as the students who started with statistics. “At the end of our data collection in the fall of 2020, their degree completion – the elementary algebra group and the stats group – they’re not that different,” said Douglas. As those students enter the workforce and gain experience, it’s quite possible that their wages will catch up too.\u003c/p>\n\u003cp>A CUNY spokesperson told me that their college system stopped placing new students into remedial classes in the fall of 2022. For students who are behind in math, there are now “corequisite” math classes, where the extra support is more costly and differs from the tutoring that was tested in this study I am writing about here. Now the college-level course is two hours longer each week, blurring the lines between regular instruction and extra help support, and entirely taught by instructors, not peer tutors. Many instructors who used to teach remedial courses now teach these corequisite courses.\u003c/p>\n\u003cp>For students who are significantly behind — struggling not only in algebra, but also in basic arithmetic — CUNY operates a separate pre-college program, called CUNY Start, where students take only remedial classes. These students haven’t yet matriculated at the college and don’t pay tuition, and so CUNY doesn’t count them as students. And the numbers of students in this \u003ca href=\"https://www1.cuny.edu/sites/cunystart/resources/how-are-we-doing/\" target=\"_blank\" rel=\"noopener\">pre-college remedial program had been swelling before the pandemic.\u003c/a>*\u003c/p>\n\u003cp>\u003ca href=\"https://www1.cuny.edu/sites/cunystart/wp-content/uploads/sites/51/2021/03/CUNYStartWorkingpaper_rev.pdf\">Students did better in these newer pre-college remedial classes\u003c/a> than those who took traditional remedial classes, according to a separate 2021 study that Logue was also involved in. But these students aren’t necessarily doing better in college and earning more credits, unless they get a lot more advising and counseling support during their college years. Helping more young adults get through college isn’t going to be easy or cheap.\u003c/p>\n\u003cp>\u003ci>*Clarification: This paragraph has been modified to reflect that the CUNY Start program dates to 2009 and the number of students in it grew during the 2010s. Enrollment in CUNY Start has decreased in recent years, mirroring the general drop in enrollment at community colleges. An earlier version implied that the CUNY Start program was new and that the number of students in it is still increasing. \u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">remedial math in college\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61606/inside-the-perplexing-study-thats-inspired-college-to-drop-remedial-math","authors":["byline_mindshift_61606"],"categories":["mindshift_21504"],"tags":["mindshift_276","mindshift_21261","mindshift_20966","mindshift_68","mindshift_392","mindshift_381","mindshift_47","mindshift_391"],"featImg":"mindshift_61626","label":"mindshift"},"mindshift_61408":{"type":"posts","id":"mindshift_61408","meta":{"index":"posts_1591205157","site":"mindshift","id":"61408","score":null,"sort":[1681725641000]},"guestAuthors":[],"slug":"grad-plus-loans","title":"No-limits federal borrowing for graduate school pushed prices up for all","publishDate":1681725641,"format":"standard","headTitle":"No-limits federal borrowing for graduate school pushed prices up for all | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In a 1987 opinion piece in The New York Times, William Bennett, former President Ronald Reagan’s Secretary of Education, explained how he thought federal policy was partly to blame for rising college tuition. Under the headline “\u003c/span>\u003ca href=\"https://www.nytimes.com/1987/02/18/opinion/our-greedy-colleges.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Our Greedy Colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Bennett wrote that “increases in financial aid in recent years have enabled colleges and universities blithely to raise their tuitions, confident that Federal loan subsidies would help cushion the increase … Federal student aid policies do not cause college price inflation, but there is little doubt that they help make it possible.” In other words, Bennett argued, when colleges are aware that students have easy access to cheap loans to pay their bills, they’re more likely to hike prices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This theory became known as the “Bennett Hypothesis.” Since then, as Uncle Sam created and expanded direct student lending programs, the Bennett Hypothesis has been hotly debated. Now, a team of economists has found evidence that subsidized loans have been a major reason why tuition has soared in one sector of higher education: graduate school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The federal government limits how much it loans undergraduates. But in 2006, the Republican-controlled Congress effectively eliminated all limits on loans for graduate school with the creation of the Graduate PLUS loan program. Students could borrow as much as their graduate programs cost, including fees, books, supplies and living expenses. The idea was to help more middle- and low-income Americans afford graduate programs, ranging from master’s degrees in education and social work to professional degrees in law, business and medicine. Doctoral students generally receive tuition waivers and stipends, but funding has always been far more limited for professional degrees and many graduate students previously relied on expensive loans from private banks. Advocates argued that the prospect of these bank loans kept many low-income Americans from pursuing a graduate degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borrowing for graduate school has since soared. Graduate students constitute only 16% of postsecondary students, but they received \u003c/span>\u003ca href=\"https://research.collegeboard.org/media/pdf/trends-in-college-pricing-student-aid-2022.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost half of the $95 billion in new federal student loans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> issued in 2021-22, according to the most recent data available. And when you look at the entire stock of $1.6 trillion in outstanding federal student loan debt, it’s estimated that \u003c/span>\u003ca href=\"https://www.cbo.gov/system/files/2020-11/56706-student-loans.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">40% of it was used to pay for graduate school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The numbers are big because graduate students take out big loans. It’s not uncommon for a medical student to borrow more than $100,000. Almost \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/07/pdflooneytextfallbpea.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">two-thirds of Americans with the largest student loan balances\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, exceeding $50,000, borrowed to attend graduate school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A team of three economists from Columbia, Vanderbilt and Brigham Young universities had access to a trove of data in Texas and they calculated how the universities in that state charged more tuition when students were able to borrow more from the federal government. The posted cost of attendance (also known as list price or sticker price) increased one dollar for every dollar that students borrowed in Grad PLUS loans. But that overstates the loan-driven inflation because, at the same time, admissions offices were ramping up their practice of price discrimination, wooing some students by slashing their bills with grant and “merit aid” offers. The actual net price that many students paid was considerably lower than the posted tuition price. Factoring that in, the inflationary effect of unlimited graduate student loans was actually more modest, a 64-cent increase in net price of attendance for every dollar borrowed. For every additional $1,000 that a graduate student borrowed from the federal government, the university effectively took $640 of it for itself.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Overall, our results demonstrate that schools do in fact respond to increased loan access by increasing tuition,” the researchers wrote in a draft study, “\u003c/span>\u003ca href=\"https://lesleyjturner.com/GradPLUS_Feb2023.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">PLUS or Minus? The Effect of Graduate School Loans on Access, Attainment and Prices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a preliminary draft version of the study, dated February 2023, which was publicly posted online by one of the authors. The authors revised their calculations in April 2023 and I am using their latest figures here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition certainly would have increased even without federal loans. To disentangle how much of the tuition hikes could be attributed to the availability of easy and cheap student loans after 2006, the economists essentially divided all the universities in Texas, both public institutions such as the University of Texas and private institutions such as Rice University, into two groups. One group included universities that served a higher share of graduate students who were already borrowing as much as they could from the federal government before 2006 (roughly $18,500 a year in Stafford loans). The second group included institutions that primarily served graduate students who were borrowing less. Some graduate programs charged less than $18,500 a year and students generally didn’t need to borrow more. In theory, their students should be unaffected by the ability to take out unlimited loans because they already had room to borrow more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before 2006, both groups of universities had hiked tuition at the same pace. But after 2006, there was a schism. There were much larger tuition hikes at the more expensive universities where many students had been at their borrowing limit. These institutions raised their prices more and their students borrowed more to pay these bills. By contrast, there were much smaller tuition hikes at the second group of universities where fewer students had been maxing out their federal loans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors contend that the universities had “captured” some of the additional federal funds for themselves. Students who were already saddled with the most debt had to take on more debt to pay higher bills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The economists looked to see if there were other benefits from unlimited graduate school loans. Unfortunately, they didn’t find any. The policy didn’t increase the number of students enrolled in graduate programs in Texas universities. It didn’t improve the demographic composition of new graduate student cohorts. There were the same percentages of Black, Hispanic and Native American students after the 2006 policy change as there were before. Gender composition was the same too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to pay college bills didn’t help more students complete their graduate degrees; graduation rates stayed the same. There was little evidence that students’ earnings in the workplace were any higher after graduate school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One major caveat is that the researchers analyzed only graduate programs that existed before the policy change to document how they changed afterwards. We don’t know from this study if new graduate programs significantly increased access to graduate school or diversified their student ranks. This study ended with students who entered graduate school in 2009-10; it’s possible that the hoped-for benefits of unlimited lending kicked in afterwards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The saddest part of this analysis is how the availability of loans saddled students with more debt, and there are hints that this burden was especially borne by Black students. In the study, the authors documented how universities used grant aid to woo prospective graduate students and there are indications that very little of this aid was targeted to Black students. That left many Black graduate students taking out larger loans to pay higher tuition bills than their white, Asian American and Hispanic peers. White and Asian American students effectively had the lowest tuition increases. Hispanic students fell in between. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well-intentioned policies can backfire. Access to cheaper loans was supposed to create more opportunities for Americans. But this study found that this didn’t happen in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Texas study looked only at loans to graduate students. The results are very different for undergraduates. In their \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27658\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the authors of this study found that the increase in undergraduate loan limits had been very helpful to students. They documented significantly higher rates of college graduation and post-college earnings in the workplace. Several studies have found that federal lending has helped community college students. Access to credit can make a positive difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But just because a policy works in one area of higher education, undergraduate degrees, doesn’t mean it will work for all areas. Education financing is complicated. As policy makers in Washington debate extending \u003c/span>\u003ca href=\"https://www.highereddive.com/news/short-term-pell-congressional-support-undecided-details/646704/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more financial aid for non-degree certifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – short-term programs in a professional field – they would be well-served to read this study and think through whether or not it is likely to be another example of the Bennett Hypothesis.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about graduate school loans was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The Graduate PLUS loan program was intended to make graduate degrees more accessible. Instead it drove up tuition, according to a Texas study.","status":"publish","parent":0,"modified":1681694583,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1477},"headData":{"title":"No-limits federal borrowing for graduate school pushed prices up for all | KQED","description":"The Graduate PLUS loan program was intended to make graduate degrees more accessible. Instead it drove up tuition, according to a Texas study.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61408/grad-plus-loans","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In a 1987 opinion piece in The New York Times, William Bennett, former President Ronald Reagan’s Secretary of Education, explained how he thought federal policy was partly to blame for rising college tuition. Under the headline “\u003c/span>\u003ca href=\"https://www.nytimes.com/1987/02/18/opinion/our-greedy-colleges.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Our Greedy Colleges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Bennett wrote that “increases in financial aid in recent years have enabled colleges and universities blithely to raise their tuitions, confident that Federal loan subsidies would help cushion the increase … Federal student aid policies do not cause college price inflation, but there is little doubt that they help make it possible.” In other words, Bennett argued, when colleges are aware that students have easy access to cheap loans to pay their bills, they’re more likely to hike prices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This theory became known as the “Bennett Hypothesis.” Since then, as Uncle Sam created and expanded direct student lending programs, the Bennett Hypothesis has been hotly debated. Now, a team of economists has found evidence that subsidized loans have been a major reason why tuition has soared in one sector of higher education: graduate school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The federal government limits how much it loans undergraduates. But in 2006, the Republican-controlled Congress effectively eliminated all limits on loans for graduate school with the creation of the Graduate PLUS loan program. Students could borrow as much as their graduate programs cost, including fees, books, supplies and living expenses. The idea was to help more middle- and low-income Americans afford graduate programs, ranging from master’s degrees in education and social work to professional degrees in law, business and medicine. Doctoral students generally receive tuition waivers and stipends, but funding has always been far more limited for professional degrees and many graduate students previously relied on expensive loans from private banks. Advocates argued that the prospect of these bank loans kept many low-income Americans from pursuing a graduate degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Borrowing for graduate school has since soared. Graduate students constitute only 16% of postsecondary students, but they received \u003c/span>\u003ca href=\"https://research.collegeboard.org/media/pdf/trends-in-college-pricing-student-aid-2022.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost half of the $95 billion in new federal student loans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> issued in 2021-22, according to the most recent data available. And when you look at the entire stock of $1.6 trillion in outstanding federal student loan debt, it’s estimated that \u003c/span>\u003ca href=\"https://www.cbo.gov/system/files/2020-11/56706-student-loans.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">40% of it was used to pay for graduate school\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The numbers are big because graduate students take out big loans. It’s not uncommon for a medical student to borrow more than $100,000. Almost \u003c/span>\u003ca href=\"https://www.brookings.edu/wp-content/uploads/2016/07/pdflooneytextfallbpea.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">two-thirds of Americans with the largest student loan balances\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, exceeding $50,000, borrowed to attend graduate school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A team of three economists from Columbia, Vanderbilt and Brigham Young universities had access to a trove of data in Texas and they calculated how the universities in that state charged more tuition when students were able to borrow more from the federal government. The posted cost of attendance (also known as list price or sticker price) increased one dollar for every dollar that students borrowed in Grad PLUS loans. But that overstates the loan-driven inflation because, at the same time, admissions offices were ramping up their practice of price discrimination, wooing some students by slashing their bills with grant and “merit aid” offers. The actual net price that many students paid was considerably lower than the posted tuition price. Factoring that in, the inflationary effect of unlimited graduate student loans was actually more modest, a 64-cent increase in net price of attendance for every dollar borrowed. For every additional $1,000 that a graduate student borrowed from the federal government, the university effectively took $640 of it for itself.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Overall, our results demonstrate that schools do in fact respond to increased loan access by increasing tuition,” the researchers wrote in a draft study, “\u003c/span>\u003ca href=\"https://lesleyjturner.com/GradPLUS_Feb2023.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">PLUS or Minus? The Effect of Graduate School Loans on Access, Attainment and Prices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a preliminary draft version of the study, dated February 2023, which was publicly posted online by one of the authors. The authors revised their calculations in April 2023 and I am using their latest figures here.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tuition certainly would have increased even without federal loans. To disentangle how much of the tuition hikes could be attributed to the availability of easy and cheap student loans after 2006, the economists essentially divided all the universities in Texas, both public institutions such as the University of Texas and private institutions such as Rice University, into two groups. One group included universities that served a higher share of graduate students who were already borrowing as much as they could from the federal government before 2006 (roughly $18,500 a year in Stafford loans). The second group included institutions that primarily served graduate students who were borrowing less. Some graduate programs charged less than $18,500 a year and students generally didn’t need to borrow more. In theory, their students should be unaffected by the ability to take out unlimited loans because they already had room to borrow more.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before 2006, both groups of universities had hiked tuition at the same pace. But after 2006, there was a schism. There were much larger tuition hikes at the more expensive universities where many students had been at their borrowing limit. These institutions raised their prices more and their students borrowed more to pay these bills. By contrast, there were much smaller tuition hikes at the second group of universities where fewer students had been maxing out their federal loans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The authors contend that the universities had “captured” some of the additional federal funds for themselves. Students who were already saddled with the most debt had to take on more debt to pay higher bills. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The economists looked to see if there were other benefits from unlimited graduate school loans. Unfortunately, they didn’t find any. The policy didn’t increase the number of students enrolled in graduate programs in Texas universities. It didn’t improve the demographic composition of new graduate student cohorts. There were the same percentages of Black, Hispanic and Native American students after the 2006 policy change as there were before. Gender composition was the same too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability to pay college bills didn’t help more students complete their graduate degrees; graduation rates stayed the same. There was little evidence that students’ earnings in the workplace were any higher after graduate school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One major caveat is that the researchers analyzed only graduate programs that existed before the policy change to document how they changed afterwards. We don’t know from this study if new graduate programs significantly increased access to graduate school or diversified their student ranks. This study ended with students who entered graduate school in 2009-10; it’s possible that the hoped-for benefits of unlimited lending kicked in afterwards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The saddest part of this analysis is how the availability of loans saddled students with more debt, and there are hints that this burden was especially borne by Black students. In the study, the authors documented how universities used grant aid to woo prospective graduate students and there are indications that very little of this aid was targeted to Black students. That left many Black graduate students taking out larger loans to pay higher tuition bills than their white, Asian American and Hispanic peers. White and Asian American students effectively had the lowest tuition increases. Hispanic students fell in between. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Well-intentioned policies can backfire. Access to cheaper loans was supposed to create more opportunities for Americans. But this study found that this didn’t happen in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Texas study looked only at loans to graduate students. The results are very different for undergraduates. In their \u003c/span>\u003ca href=\"https://www.nber.org/papers/w27658\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">previous research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the authors of this study found that the increase in undergraduate loan limits had been very helpful to students. They documented significantly higher rates of college graduation and post-college earnings in the workplace. Several studies have found that federal lending has helped community college students. Access to credit can make a positive difference. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But just because a policy works in one area of higher education, undergraduate degrees, doesn’t mean it will work for all areas. Education financing is complicated. As policy makers in Washington debate extending \u003c/span>\u003ca href=\"https://www.highereddive.com/news/short-term-pell-congressional-support-undecided-details/646704/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">more financial aid for non-degree certifications\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – short-term programs in a professional field – they would be well-served to read this study and think through whether or not it is likely to be another example of the Bennett Hypothesis.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about graduate school loans was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\" target=\"_blank\" rel=\"noopener\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61408/grad-plus-loans","authors":["byline_mindshift_61408"],"categories":["mindshift_21504"],"tags":["mindshift_21305","mindshift_21306","mindshift_20611","mindshift_68","mindshift_21376","mindshift_21591","mindshift_21590"],"featImg":"mindshift_61411","label":"mindshift"},"mindshift_61263":{"type":"posts","id":"mindshift_61263","meta":{"index":"posts_1591205157","site":"mindshift","id":"61263","score":null,"sort":[1679502992000]},"guestAuthors":[],"slug":"garbology-is-the-study-of-trash-this-is-why-students-love-it","title":"Garbology is the study of trash. This is why students love it","publishDate":1679502992,"format":"standard","headTitle":"Garbology is the study of trash. This is why students love it | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>What makes humans different from other species? To environmental engineer and Santa Clara University professor Stephanie Hughes, it’s the fact that we produce things that can’t be used again in nature. We break the cycle. Professor Hughes doesn’t even like to use the word, “waste.”\u003c/p>\n\u003cp>“I’m not very pleased with that terminology because really, humans are the only ones that have waste streams,” Hughes says. “In the rest of the world, this planet operates cyclically: Waste from one animal becomes nutrients for another.”\u003c/p>\n\u003cp>For many Americans, throwing something away means that it’s gone forever. But Professor Hughes wants students to learn that this is not always the case. Hughes has taken her students to tour a paper recycling plant, sewage treatment plant and household hazardous waste facility.\u003c/p>\n\u003cp>By training, Hughes is a chemical and environmental engineer with a particular love for sewage. She’s known for cruising around campus on her bike and lending her worms to students she’s inspired to start composting.\u003c/p>\n\u003cp>“I was kind of like a worm dealer,” says Gabby Farrer, a recent grad and former teaching assistant. “Stephanie was giving me the worms, and I was giving them to my friends for their compost bins.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Farrer, studying environmental science came with a side of deep existential dread. After spending the first few post-grad months applying for jobs, she now works at the California Academy of Sciences. Each day, she thinks about the future of the planet. She tries her best to live sustainably, but doesn’t think we can compost our way out of this.\u003c/p>\n\u003cp>While the U.S. is four percent of the global population, it accounts for 12% of all trash produced worldwide, according to a \u003ca href=\"https://environmentamerica.org/articles/how-much-trash-does-america-really-produce/\">2021 report\u003c/a> from the advocacy organization Environment America.\u003c/p>\n\u003cp>“That is unfair to everybody because we send our trash overseas a lot of times, especially our recyclables.”\u003c/p>\n\u003cp>Before going to college, Farrer used to bring certain types of recycling to her high school, because she knew that not all types could be recycled at home. In taking Garbology, she learned that the system didn’t work as well as she thought it did.\u003c/p>\n\u003cp>Plastic is hard to recycle because there are so many different types, and many of them can’t be melted together. Paper can only be recycled\u003ca href=\"https://archive.epa.gov/wastes/conserve/materials/paper/web/html/papermaking.html#:~:text=It%20is%20generally%20accepted%20that,useable%20in%20new%20paper%20products.\"> five to seven times\u003c/a>, according to the EPA.\u003c/p>\n\u003cp>“In the past I viewed it a lot as an individual effort and everybody should be doing their part,” Farrer says. “And then, learning more, I realized that the best thing that I could be doing is probably making less trash. I feel hopeless at times. I feel sad. I feel frustrated. Lost. Definitely angry, but sometimes hopeful.”\u003c/p>\n\u003cp>Right now, our planet is in the midst of the\u003ca href=\"https://www.worldwildlife.org/stories/what-is-the-sixth-mass-extinction-and-what-can-we-do-about-it#:~:text=Unlike%20previous%20extinction%20events%20caused,been%20converted%20for%20food%20production.\"> sixth mass extinction\u003c/a>, as a large portion of distinct species are dying off. She thinks that even if humans wipe ourselves out, life will spring back. At least, that’s what happened after the five previous mass extinctions.\u003c/p>\n\u003cp>“There is going to be life on this planet in the future. I just won’t be here to see it thrive,” Farrer says.\u003c/p>\n\u003cp>But before we just accept that as fate, things can be done in the here and now. At the individual level – people aren’t great at recycling correctly. Professor Hughes has seen diapers, greasy pizza boxes and unrinsed yogurt cups in recycling bins. Most plastics, like those clamshells that berries come in, aren’t even recyclable in many cities.\u003c/p>\n\u003cp>“All of this reduces the quality of the contents of those recycling bins,” Hughes says. “And sometimes those just have to go right to trash.”\u003c/p>\n\u003cp>Claire Parchem graduated from Santa Clara University in 2016 but still remembers a project where she found menstrual pads to be worse for the environment than tampons – due to the amount of materials they use. After taking the class, she was hooked on waste and got an internship with Waste Management. Today, she’s a manager at startup AMP Robotics, which programs AI-driven robots that sort waste from recycling.\u003c/p>\n\u003cfigure id=\"attachment_61265\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61265 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1536x1026.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Robots can sort trash from recycling and vice versa, September 2021. \u003ccite>(AMP Robotics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s like this triangle with a suction cup on it,” says Parchem. “It moves almost like a spider. It’s so quick in how it attacks the recycling and puts it into the different boxes.”\u003c/p>\n\u003cp>Despite the temptation to be pessimistic about the future of the environment, students say that Professor Hughes keeps things exciting and positive.\u003c/p>\n\u003cp>“It feels like a mountain of dread,” says Oli Branham-Upton, a junior who took Garbology in 2022. “But I think classes like this, that are specific enough to cover a certain dimension of stuff that we can control within the climate crisis, are important.”\u003c/p>\n\u003cp>After graduating, Branham-Upton hopes to work at the intersection of racial and environmental justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“By the end of the course, I want students to be uplifted,” Hughes says. “I want them to know that there are visions out there to move us towards a cyclical society.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Garbology+is+the+study+of+trash.+This+is+why+students+love+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage. Sometimes, they even make a career out of it. ","status":"publish","parent":0,"modified":1690807834,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":909},"headData":{"title":"Garbology is the study of trash. This is why students love it | KQED","description":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A professor lends worms to students, takes them to sewage processing plants and encourages them to answer their own questions about garbage."},"nprByline":"Claire Murashima","nprImageAgency":"Stephanie Hughes","nprStoryId":"1160896402","nprApiLink":"http://api.npr.org/query?id=1160896402&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/03/22/1160896402/garbology-is-the-study-of-trash-this-is-why-students-love-it?ft=nprml&f=1160896402","nprRetrievedStory":"1","nprPubDate":"Wed, 22 Mar 2023 10:10:00 -0400","nprStoryDate":"Wed, 22 Mar 2023 06:01:13 -0400","nprLastModifiedDate":"Wed, 22 Mar 2023 10:10:01 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What makes humans different from other species? To environmental engineer and Santa Clara University professor Stephanie Hughes, it’s the fact that we produce things that can’t be used again in nature. We break the cycle. Professor Hughes doesn’t even like to use the word, “waste.”\u003c/p>\n\u003cp>“I’m not very pleased with that terminology because really, humans are the only ones that have waste streams,” Hughes says. “In the rest of the world, this planet operates cyclically: Waste from one animal becomes nutrients for another.”\u003c/p>\n\u003cp>For many Americans, throwing something away means that it’s gone forever. But Professor Hughes wants students to learn that this is not always the case. Hughes has taken her students to tour a paper recycling plant, sewage treatment plant and household hazardous waste facility.\u003c/p>\n\u003cp>By training, Hughes is a chemical and environmental engineer with a particular love for sewage. She’s known for cruising around campus on her bike and lending her worms to students she’s inspired to start composting.\u003c/p>\n\u003cp>“I was kind of like a worm dealer,” says Gabby Farrer, a recent grad and former teaching assistant. “Stephanie was giving me the worms, and I was giving them to my friends for their compost bins.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Farrer, studying environmental science came with a side of deep existential dread. After spending the first few post-grad months applying for jobs, she now works at the California Academy of Sciences. Each day, she thinks about the future of the planet. She tries her best to live sustainably, but doesn’t think we can compost our way out of this.\u003c/p>\n\u003cp>While the U.S. is four percent of the global population, it accounts for 12% of all trash produced worldwide, according to a \u003ca href=\"https://environmentamerica.org/articles/how-much-trash-does-america-really-produce/\">2021 report\u003c/a> from the advocacy organization Environment America.\u003c/p>\n\u003cp>“That is unfair to everybody because we send our trash overseas a lot of times, especially our recyclables.”\u003c/p>\n\u003cp>Before going to college, Farrer used to bring certain types of recycling to her high school, because she knew that not all types could be recycled at home. In taking Garbology, she learned that the system didn’t work as well as she thought it did.\u003c/p>\n\u003cp>Plastic is hard to recycle because there are so many different types, and many of them can’t be melted together. Paper can only be recycled\u003ca href=\"https://archive.epa.gov/wastes/conserve/materials/paper/web/html/papermaking.html#:~:text=It%20is%20generally%20accepted%20that,useable%20in%20new%20paper%20products.\"> five to seven times\u003c/a>, according to the EPA.\u003c/p>\n\u003cp>“In the past I viewed it a lot as an individual effort and everybody should be doing their part,” Farrer says. “And then, learning more, I realized that the best thing that I could be doing is probably making less trash. I feel hopeless at times. I feel sad. I feel frustrated. Lost. Definitely angry, but sometimes hopeful.”\u003c/p>\n\u003cp>Right now, our planet is in the midst of the\u003ca href=\"https://www.worldwildlife.org/stories/what-is-the-sixth-mass-extinction-and-what-can-we-do-about-it#:~:text=Unlike%20previous%20extinction%20events%20caused,been%20converted%20for%20food%20production.\"> sixth mass extinction\u003c/a>, as a large portion of distinct species are dying off. She thinks that even if humans wipe ourselves out, life will spring back. At least, that’s what happened after the five previous mass extinctions.\u003c/p>\n\u003cp>“There is going to be life on this planet in the future. I just won’t be here to see it thrive,” Farrer says.\u003c/p>\n\u003cp>But before we just accept that as fate, things can be done in the here and now. At the individual level – people aren’t great at recycling correctly. Professor Hughes has seen diapers, greasy pizza boxes and unrinsed yogurt cups in recycling bins. Most plastics, like those clamshells that berries come in, aren’t even recyclable in many cities.\u003c/p>\n\u003cp>“All of this reduces the quality of the contents of those recycling bins,” Hughes says. “And sometimes those just have to go right to trash.”\u003c/p>\n\u003cp>Claire Parchem graduated from Santa Clara University in 2016 but still remembers a project where she found menstrual pads to be worse for the environment than tampons – due to the amount of materials they use. After taking the class, she was hooked on waste and got an internship with Waste Management. Today, she’s a manager at startup AMP Robotics, which programs AI-driven robots that sort waste from recycling.\u003c/p>\n\u003cfigure id=\"attachment_61265\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61265 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg\" alt=\"\" width=\"800\" height=\"535\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-800x535.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1020x682.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-768x513.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395-1536x1026.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/insidecage_cortextandem_01_20211_custom-5c2ff4e92758822937ce6e31d9669d23fd8f41a0-scaled-e1679538002395.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Robots can sort trash from recycling and vice versa, September 2021. \u003ccite>(AMP Robotics)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s like this triangle with a suction cup on it,” says Parchem. “It moves almost like a spider. It’s so quick in how it attacks the recycling and puts it into the different boxes.”\u003c/p>\n\u003cp>Despite the temptation to be pessimistic about the future of the environment, students say that Professor Hughes keeps things exciting and positive.\u003c/p>\n\u003cp>“It feels like a mountain of dread,” says Oli Branham-Upton, a junior who took Garbology in 2022. “But I think classes like this, that are specific enough to cover a certain dimension of stuff that we can control within the climate crisis, are important.”\u003c/p>\n\u003cp>After graduating, Branham-Upton hopes to work at the intersection of racial and environmental justice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“By the end of the course, I want students to be uplifted,” Hughes says. “I want them to know that there are visions out there to move us towards a cyclical society.”\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Garbology+is+the+study+of+trash.+This+is+why+students+love+it&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61263/garbology-is-the-study-of-trash-this-is-why-students-love-it","authors":["byline_mindshift_61263"],"categories":["mindshift_21508","mindshift_193"],"tags":["mindshift_21124","mindshift_21261","mindshift_21059","mindshift_21573","mindshift_68","mindshift_21572","mindshift_21574"],"featImg":"mindshift_61264","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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