On September 12, 2015, the White House released its long-awaited College Scorecard and, much like other ranking and comparison tools available for use by students, the Scorecard came up short in representing all institutions fairly. While it may have been created with the latest mobile technology to allow for easier access, its data do not accurately portray many institutions, including those serving non-traditional students or where most students do not use federal student aid (FSA) to cover the cost of tuition.
In the clamor for increasing graduation and persistence rates, are we ignoring the student at risk factors and student characteristics?
In the early days of online education, a commonly discussed phenomenon was the low completion rates of students. Some chose to explain the departure of students using characteristics such as lack of social integration and academic integration for students matriculating in online programs as identified by Vincent Tinto and others. As technologies utilized in the classroom improved and subsequently, online teaching techniques, student persistence improved as well, but not close to the levels sustained by some of the best face-to-face programs.
In March 2000, the heads of state of the European Union (EU) nations set an ambitious goal for themselves: to make the EU “’the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion’” by 2010. Known as the Lisbon Agenda, this program aimed to revitalize the nations of the EU that had collectively experienced economic stagnation in the years preceding the agreement.