When I read the press release that the Georgetown Center on Education and the Workforce had issued another report, I eagerly downloaded “The College Payoff: More Education Doesn’t Always Mean More Earnings.”
Perhaps it was Rebecca Natow’s article in The Chronicle of Higher Education Review titled “Why Haven’t More Colleges Closed?”. Maybe it was Allison Salisbury’s article in Forbes titled “Building Equitable Upskilling Programs: It’s Not Degree Vs. Short Credentials – It’s Both.” Also, it could be the hundreds — if not thousands — of articles and books about the pending changes in higher ed that have been written and published over the past two decades. Clearly, the most recent two articles cited triggered my motivation to pen this article.
Finding a website rich in data is a dream for a quantitative-oriented person. In my recent article about Texas 2036, I wrote that the organization’s mission is “to enable Texans to make policy decisions through accessible data, long-term planning and state-wide engagement.” I reviewed the Texas 2036 site further and found a number of interesting data reports.
Opportunity America, a Washington, DC think tank and policy shop, issued a report last week that reimagines the role of community colleges. The JPMorgan Chase Foundation and the Lumina Foundation sponsored the initiative, which included assembling a group of educators and policy makers across the U.S. in 2019. The group met with guest speakers to discuss the current status of community colleges and how they might adapt in line with the future changes in the workforce due to technology innovations.
In a recent opinion piece published in USA Today, Rick Hess, Director of Education Policy Studies at the American Enterprise Institute, questions the value of attending a selective college if you’re watching online lectures from your parents’ home. Dr. Hess writes that many elite colleges market the irreplaceable experiences of living on campus and if campuses are closed in the fall, those experiences and the reasons for attending go away.
When I read that Georgetown’s Center on Education and the Workforce had issued another report about the value of certificates and associate degrees, I assumed that the research related to the database utilized to generate its analysis about the ROI of a college degree, which I critiqued in an initial, and follow-up, post. I was surprised when the paper revealed a different research basis.
I recently wrote about the Georgetown University Center on Education and the Workforce’s new report, the ROI of Liberal Arts Colleges, which was generated from the database created for their broader report, A First Try at ROI: Ranking 4,500 Colleges. Despite experiencing a liberal arts education through my undergraduate history major at Duke University, something about the report bothered me. Ultimately, I understood what was causing my consternation.
The researchers at Georgetown University’s Center on Education and the Workforce recently released a report, the ROI of Liberal Arts Colleges. Anthony Carnevale, Ban Cheah, and Martin Van Der Werf used the findings from their broader study, A First Try at ROI: Ranking 4,500 Colleges, to create a report focused specifically on liberal arts colleges. Since I previously wrote about the methodology behind the latter report, I will only reiterate those thoughts I deem relevant to the new one.