In my recent post about Opportunity America’s paper recommending higher education accountability measurements, I noted that the framework proposed by the Opportunity America research panel needed a lot more substance before I could support it. I was particularly troubled by the notion of using “completion” as a required tool to hold institutions accountable without any definition of completion. In particular, there should be more specific indications of which students are included in the denominator and which students are included in the numerator.
Last week, Washington think tank Opportunity America released a white paper, “Accountability in Higher Education: For-Profit Colleges and Beyond.”
Mr. Bloomberg, former mayor of New York City and former candidate for U.S. president, notes that before the pandemic, about two-thirds of U.S. students were not reading at grade level and that the trend is getting worse.
I’ve written before that I subscribe to "The Economist" because it provides a neutral perspective on life in the United States. Earlier this summer, I wrote about the success of states that have reverted to teaching phonics in order to enable students to read better. The article that inspired my phonics post was published by "The Economist." In the November 6 edition, "The Economist" called attention to America’s abysmal performance teaching math in an article titled “The Maths Wars.”
A few weeks ago, I wrote a review of "The Great Upheaval." Written by Arthur Levine and Scott Van Pelt, the book provided an excellent explanation why an industry that has not changed for hundreds of years will be forced to transform itself or die.
I spent nearly two decades serving McDonogh, the private school where I served as a Board member or Board committee member. During those two decades, the school’s financial picture improved as McDonogh transformed itself.
With the growth in McDonogh’s student enrollment initially stimulated by the addition of a kindergarten in 1992, the Finance Committee continued to refine its operating model. The Committee also continued communications to the Board about the school’s finances and how some of the strategic needs should be funded.
As I discussed in my previous article about student enrollment, McDonogh’s Lower and Middle Schools had a fixed structure for staffing, based on the number of primary sections assigned to each grade. There were specialty teachers in Art, Music, and Shop for each of the schools, and the Lower School had teaching assistants for each of the kindergarten sections.
As we developed the 10-year operating projections for The McDonogh School, it was important to communicate and, in some cases, educate the Board members on the interrelationships between the various operating and financial components.