In an article titled NYU Is Top-Ranked – In Loans That Alumni and Parents Struggle to Pay, Wall Street Journal reporters Melissa Korn and Andrea Fuller open with a story about an NYU public health school graduate who borrowed $131,000 and sold her biological eggs to a fertility clinic for $50,000 to cover her tuition and expenses.
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.”
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.”
Over the weekend, tweets from higher ed academics and critics were circulating about a recently published article by Jon Marcus in The Hechinger Report. The article, “Most college students don’t graduate in four years, so colleges and the government count six years as ‘success,’” claimed that colleges have moved the finish line to give themselves credit for success if students graduate in six years. Sometimes, that standard may even be eight years, which is what consumers find reported on the College Scorecard.
In my last article, I reviewed recommendations for instructional spending policies from The Century Foundation, Third Way and Connecticut Democrat senator Chris Murphy. For this article, I will discuss the Veterans Education Project white paper, referenced in a recent Inside Higher Ed article about the limits of instructional spending tests for college accountability.
Alexis Gravely’s recent Inside Higher Ed article, “The Debate Over Instructional Spending Policies,” reports on a Veterans Education Project white paper detailing the limitations of instructional spending tests for college accountability.
Institutions of higher education are often compared and judged based on their graduation rates, but it often provides an incomplete picture of institutional success. In this podcast, Dr. Bjorn Mercer and I discuss various metrics used to compare institutions and the many variables that affect those metrics.
I have heard for years that physicians borrow a lot of money to attend medical school. I have also heard that high debt levels are okay because medical doctors make enough money to repay their student loans. Based on the data reported by the Wall Street Journal, I’m not so sure.
After reviewing and writing about the data available for law school graduates in the Wall Street Journal tool, I planned to review the data for medical school graduates and write a similar report. While reviewing the medical school data, I paused when I reached the colleges whose names begin with the letter “D.” At that point, I realized that one of my alma maters, Duke University, was not listed.