funding / grants

Is College Worth It? [Fry, Braga, & Parker]

On 06/03/2024, in business side of he, colleges, community colleges, cost of getting a degree, dangers of the status quo, Daniel S. Christian, funding / grants, future of higher education, game-changing environment, higher education, learning ecosystem, lifelong learning, parents/guardians, United States, universities, by Daniel Christian

Is College Worth It? — from pewresearch.org by Richard Fry, Dana Braga, and Kim Parker
As economic outcomes for young adults with and without degrees have improved, Americans hold mixed views on the value of college

From DSC:
I post items like this in the hopes that those working within the world of higher education will lower the price of obtaining a degree while moving much more aggressively to offer more affordable ways of learning throughout one’s life.

A relevant addendum on 6/6/24:

Universities Try 3-Year Degrees To Save Students Time, Money — from the74million.org by Elaine S. Povich
As states explore shorter degrees, some faculty say they undercut students’ education.

With college costs rising and some students and families questioning the return on investment of a four-year degree, a few pioneering state universities are exploring programs that would grant certain bachelor’s degrees in three years.

The programs, which also are being tried at some private schools, would require 90 credits instead of the traditional 120 for a bachelor’s degree, and wouldn’t require summer classes or studying over breaks. In some cases, the degrees would be designed to fit industry needs.

OPINION: Americans need help paying for new, nondegree programs and college alternatives [Diemand-Yauman & Taber Staehelin]

On 05/21/2024, in career development, colleges, community colleges, cost of getting a degree, credentialing, funding / grants, higher education, learning ecosystem, Learning from the Living [Class] Room, reinvent, society, staying relevant, student-related, surviving, United States, universities, vocational / trades, by Daniel Christian

OPINION: Americans need help paying for new, nondegree programs and college alternatives — from hechingerreport.org by Connor Diemand-Yauman and Rebecca Taber Staehelin
Updating the Pell Grant program would be an excellent way to support much-needed alternatives

Janelle’s story is all too familiar throughout the U.S. — stuck in a low-paying job, struggling to make ends meet after being failed by college. Roughly 40 million Americans have left college without completing a degree — historically seen as a golden ticket to the middle class.

Yet even with a degree, many fall short of economic prosperity.

Why children with disabilities are missing school and losing skills [Turner]

On 05/21/2024, in Bias | Diversity Equity & Inclusion (DE&I), education, funding / grants, K-12 related, legislatures / government / legal, parents/guardians, special needs, student-related, United States, by Daniel Christian

Why children with disabilities are missing school and losing skills — from npr.org by Cory Turner

The fact that a district could struggle so mightily with special education staffing that students are missing school – that’s not just a Del Norte problem. A recent federal survey of school districts across the U.S. found special education jobs were among the hardest to staff – and vacancies were widespread. But what’s happening in Del Norte is extreme. Which is why the Lenovers and five other families are suing the school district, as well as state education leadership, with help from the Disability Rights Education and Defense Fund.
…
The district sits hidden away like a secret between Oregon, the frigid Pacific and some of the largest redwood trees in the world. It’s too isolated and the pay is not competitive enough, Harris says, to attract workers from outside Del Norte. Locally, these aides – like the one Emma requires – earn about as much as they would working at McDonald’s.

Colleges are now closing at a pace of one a week. What happens to the students? — from hechingerreport.org by Jon Marcus
Most never finish their degrees, and alumni wonder about the value of degrees they’ve earned

About one university or college per week so far this year, on average, has announced that it will close or merge. That’s up from a little more than two a month last year, according to the State Higher Education Executive Officers Association, or SHEEO.
…
Most students at colleges that close give up on their educations altogether. Fewer than half transfer to other institutions, a SHEEO study found. Of those, fewer than half stay long enough to get degrees. Many lose credits when they move from one school to another and have to spend longer in college, often taking out more loans to pay for it.
…
Colleges are almost certain to keep closing. As many as one in 10 four-year colleges and universities are in financial peril, the consulting firm EY Parthenon estimates.

Students who transferlose an average of 43 percentof the credits they’ve already earned and paid for, the Government Accountability Office found in the most recent comprehensive study of this problem.

Also relevant:

Making your campus neurodivergent friendly — from timeshighereducation.com
How to create a university where neurodivergent staff and students feel welcome and thrive in the classroom, in the lab and throughout campus

Neurodivergent students and staff think about, interact with and see the world differently from their neurotypical peers and colleagues. Universities that adopt inclusive practices to welcome people with ADHD, autism, dyslexia, dyspraxia and other disabilities to campus also foster their distinct strengths and talents in the classroom, labs, boardrooms and social spaces. This collection of resources offers advice for teachers, researchers, PhD supervisors and administrators for supporting neurodiversity in higher education.

Some Colleges Will Soon Charge $100,000 a Year. How Did This Happen? — from nytimes.com by Ron Lieber; via Ryan Craig
Some Vanderbilt students will have $100,000 in total expenses for the 2024-25 school year. The school doesn’t really want to talk about it.

It was only a matter of time before a college would have the nerve to quote its cost of attendance at nearly $100,000 a year. This spring, we’re catching our first glimpse of it.

One letter to a newly admitted Vanderbilt University engineering student showed an all-in price — room, board, personal expenses, a high-octane laptop — of $98,426. A student making three trips home to Los Angeles or London from the Nashville campus during the year could hit six figures.

This eye-popping sum is an anomaly. Only a tiny fraction of college-going students will pay anything close to this anytime soon, and about 35 percent of Vanderbilt students — those who get neither need-based nor merit aid — pay the full list price.

But a few dozen other colleges and universities that reject the vast majority of applicants will probably arrive at this threshold within a few years. Their willingness to cross it raises two questions for anyone shopping for college: How did this happen, and can it possibly be worth it?

‘Running Out of Road’ for FAFSA Completion — from insidehighered.com by Liam Knox
The number of students who filled out the federal aid form is down nearly 30 percent. The ramifications for access and enrollment could be devastating.

And that’s probably an optimistic estimate, said Bill DeBaun, NCAN’s senior director of data and strategic initiatives; if the pace of completion doesn’t pick up, the decline could be closer to 700,000 students. That could translate to up to a 4 percent drop in college-goers come fall, DeBaun said, which would be the largest enrollment drop since the COVID-19 pandemic—and one that’s likely to be made up primarily of low-income and first-generation students.

Study: Nearly 40 Percent of Students Started, Never Finished College — from insidehighered.com by Kathryn Palmer
Federal researchers followed the post-secondary outcomes of 23,000 students for 12 years.

Only 60 percent of students who enrolled in college earned a degree or credential within eight years of graduating high school.

That’s one of the biggest takeaways from a new report the National Center for Education Statistics released Monday that analyzed the enrollment, completion and financial aid outcomes of students.

The researchers tracked the postsecondary educational outcomes of roughly 23,000 students beginning in 2009 when they were freshman in high school through 2021, when the cohort was eight years out from graduating high school.

Race to the Finish | The rise of faster bachelor’s degrees raises the question: What is college for? — from chronicle.com by Kelly Field; from Jeff Selingo

Taken together, the two recent decisions illustrate a blurring of the lines between the two- and four-year sectors that is taking place not just in Idaho, but nationwide, as colleges struggle to overcome enrollment declines and skepticism about the value of a bachelor’s degree.

“It’s pretty clear that higher education is in a funk,” said Robert M. Zemsky, a University of Pennsylvania professor, who has been advocating for three-year programs for more than 15 years. “There’s a sense that we have to do something to make the product better, more relevant, and less costly to students.”

Excerpt from Next — from/by Jeff Selingo

Bottom line: While critics of a shorter degree see it as a lesser replacement for the four-year baccalaureate degree, advocates see it as another option for students who might not be interested in college at a time when enrollment is falling.

“We need to use this opportunity to redesign and do things better,” Carrell said. “That means that we all need to stay curious. We need to be a learning enterprise…and learn from the evidence we produce.”

Job-Ready on Day One — from the-job.beehiiv.com by Paul Fain

The U.S. faces a serious shortage of workers in the skilled trades—fields like HVAC, plumbing, electrical, solar, and construction. And those labor gaps are likely to widen as the federal government spends billions on infrastructure projects.

Employers in these industries are desperate for hires, says Doug Donovan, the founder and CEO of Interplay Learning. Yet the “challenge is not employer demand for workers,” he says, “but rather ensuring that learners learn about skilled trades careers and pursue them.”

The Austin-based Interplay offers online and VR training for workers in the skilled trades. The company was founded in 2016 with a focus on upskilling the hands-on worker. Even before the pandemic exacerbated labor shortages, Donovan says companies in these trades needed to hire workers who didn’t have all the skills required for jobs.

Interplay’s online courses and 3D, interactive simulations get close to what a learner is going to see on the job, says Donovan. “We aren’t trying to replace hands-on, instructor-led training,” he says. “We are trying to deliver tools that enhance that hands-on time or make it more efficient.”

Gifting articles and/or learning modules should be quick and easy — with benefits for several of the parties involved! [Christian]

On 12/07/2023, in 24x7x365 access, adult learning, business side of he, changing business models, cloud-based computing / apps / other cloud-related, colleges, communities of practice, community colleges, content development, aggregation, repositories, Daniel S. Christian, experimentation, faculty, funding / grants, future of higher education, higher education, ideas, Learning from the Living [Class] Room, lifelong learning, marketing/social marketing, marketplaces, microlearning, new business models, online learning, online media, platforms, United States, universities, vendors, vision/possibilities, by Daniel Christian

From DSC:
Wouldn’t it be nice to be able to gift someone an article or access to a particular learning module? This would be the case whether you are a subscriber to that vendor/service or not. I thought about this after seeing the following email from MLive.com.
.

MLive.com's gift an article promotion from December 2023; one must be a subscriber though to gift an article

.

Not only is this a brilliant marketing move — as recipients can get an idea of the services/value offered — but it can provide concrete information to someone.

Perhaps colleges and universities should take this idea and run with it. They could gift courses and/or individual lectures! Doing so could open up some new revenue streams, aid adult learners in their lifelong learning pathways, and help people build new skills — all while helping market the colleges and universities. Involved faculty/staff members could get a percentage of the sales. Sounds like a WIN-WIN to me.

More colleges are resetting tuition. Does the strategy work? [McLean]

On 10/18/2023, in business side of he, changing business models, colleges, community colleges, cost of getting a degree, funding / grants, higher education, new business models, parents/guardians, student-related, surviving, by Daniel Christian

More colleges are resetting tuition. Does the strategy work? — from highereddive.com by Danielle McLean
Some institutions have seen short-term enrollment gains from slashing their sticker prices, but the strategy doesn’t guarantee a turnaround.

But as more colleges take the tuition reset plunge, questions around the effectiveness of strategy remain. Some colleges have seen immediate and long-term benefits from the practice, with surging enrollments and applications. However, for many colleges, that growth tapered off over the next few years. And the resets were not enough to turn around the financial fortunes of every college.

“For some schools, they did it and maybe they were too far gone,” said Lucie Lapovsky, an economist and higher education consultant who’s worked with colleges on tuition resets. “Most of our private colleges in this country are challenged right now. It’s not easy.”

Student loan repayments have resumed. Here’s 4 charts that break down American educational debt — from cnn.com by Alex Leeds

As student loan payments resume this month, more than 43 million Americans carrying that debt saw the end of more than three years of relief from monthly payments. But the financial landscape in which they resume payments has shifted.

Researchers are still working to understand the impact that the pause had on borrowers’ finances, said Jonathan Glater, a professor at Berkeley Law and co-founder of the Student Loan Law Initiative.

“People who are precarious at the outset…will also be financially more precarious when the payment obligations resume,” Glater said.

Since 2003, student debt has been the fastest-growing form of household debt, increasing more than 500% over the two decades, far more than increases in mortgage and auto debt that occurred over the same period, according to data from the New York Federal Reserve Bank.

Regional Colleges Saw Biggest Application Gains After Tuition Resets — from insidehighered.com by Kathryn Palmer
A new report compared post-reset application growth at nationally known and regional institutions.

Dozens of colleges and universities have dropped their sticker prices for tuition over the past decade, even as research has shown that tuition resets have a nominal influence on long-term enrollment increases. But a report released this week shows that regional colleges were more likely than nationally known institutions to see increases in applications after a reset.

“Students are more focused now on return on investment than they used to be,” said Devon McGee, a principal at Kennedy & Company, the higher education consulting firm that produced the report. Compared to bigger-name colleges, “A lot of these regional institutions are great liberal arts–type institutions, but they are less associated—fairly or unfairly—with preparing students for a job.”

Why hybrid learning needs hybrid faculties — from timeshighereducation.com by An Jacobs & Norma Rossi
Online courses should be integrated into everyday faculty functions to improve remote and in-person classes as well as the overall student experience

DC: Sounds like a team-based appt to me; something I’ve long advocated for. https://t.co/qkQhl98bQI

— Daniel Christian (he/him/his) (@dchristian5) October 13, 2023

Citing Significant Budget Deficits, Several Colleges Face Cuts [Lederman] + other HE-related items

On 10/09/2023, in business side of he, change, changing business models, colleges, community colleges, funding / grants, future of higher education, higher education, parents/guardians, student-related, trends, United States, universities, by Daniel Christian

US Higher Education Needs a Revolution. What’s Holding It Back? — from bloomberg.com by Tyler Cowen
Not only do professors need to change how they teach, but universities need to change how they evaluate them.

When the revolution in higher education finally arrives, how will we know? I have a simple metric: When universities change how they measure faculty work time. Using this yardstick, the US system remains very far from a fundamental transformation.

But today’s education system is dynamic, and needs to become even more so. There is already the internet, YouTube, and a flurry of potential innovations coming from AI. If professors really are a society’s best minds, shouldn’t they be working to improve the entire educational process, not just punching the equivalent of a time clock at a university?

Such a change would require giving them credit for innovations, which in turn would require a broader conception of their responsibilities.

Citing Significant Budget Deficits, Several Colleges Face Cuts — from insidehighered.com by Doug Lederman
The affected institutions include Christian Brothers, Delta State, Lane Community College, Miami University, St. Norbert and Shepherd.

Numerous colleges and universities, public and private, announced in recent days that they face significant budget deficits that will require cuts to programs and employees.

Many of the institutions appear to have been motivated by fall enrollment numbers that did not meet their expectations, in most cases representing a failure to recover from record low enrollments during the pandemic. Others cited the lingering effects on enrollment and budgets from COVID-19, exacerbated by the end of federal relief funds.

How universities can adopt a lifelong learning mindset: Lifelong learning that will last — from timeshighereducation.com by various authors
How the traditional university degree can be reimagined as a lifelong educational journey, enabling students to upskill and reskill throughout their lives

The rapid evolution of the workplace and changing skills demands are driving calls for better lifelong learning provision. For universities, this means re-examining traditional teaching practices and course design to ensure that students can benefit from continuing education throughout their careers. It requires more flexible, accessible, bite-sized learning that can be completed in tandem with other professional and personal commitments. But how can this be offered in a coherent, joined-up way without sacrificing quality? From Moocs to microcredentials, these resources offer advice and insight into how lifelong learning opportunities can be developed and improved for future generations.

The College Backlash Is Going Too Far — from theatlantic.com by David Deming; via Matthew Tower who also expresses his concerns re: this article from The Chronicle
Getting a four-year degree is still a good investment.

American higher education certainly has its problems. But the bad vibes around college threaten to obscure an important economic reality: Most young people are still far better off with a four-year college degree than without one.

Historically, analysis of higher education’s value tends to focus on the so-called college wage premium. That premium has always been massive—college graduates earn much more than people without a degree, on average—but it doesn’t take into account the cost of getting a degree. So the St. Louis Fed researchers devised a new metric, the college wealth premium, to try to get a more complete picture.

But the long-term value of a bachelor’s degree is much greater than it initially appears. If a college professor or pundit tries to convince you otherwise, ask them what they would choose for their own children.

From DSC:
David’s last quote here is powerful and likely true. But that doesn’t mean that we should disregard trying to get the cost of obtaining a degree down by 50% or more. There are still way too many people struggling with student loans — and they have been for DECADES. And others will be joining these same financial struggles — again, for DECADES to come.

Johns Hopkins aims to address teacher shortage with new master’s residency option — from hub.jhu.edu ; via Matthew Tower

The School of Education’s TeachingWell program will provide professional, financial support for applicants looking to start long-term careers in teaching

Students in TeachingWell will earn the Master of Education for Teaching Professionals in four semesters at Johns Hopkins and gain Maryland state teacher certification along with real-world teaching experience—all made stronger by ongoing mentoring, life design, and teacher wellness programs through the university.

“We will focus on teacher well-being and life-design skills that address burnout and mental health concerns that are forcing too many teachers out of the profession,” says Mary Ellen Beaty-O’Ferrall, associate professor at the School of Education and faculty director of TeachingWell. “We want teachers with staying power—effective and financially stable educators with strong personal well-being.”

How to Build Stackable Credentials — from insidehighered.com by Lindsay Daugherty , Peter Nguyen , Jonah Kushner and Peter Riley Bahr
Five actions states and colleges are taking.

Stackable credentials are a top priority for many states and colleges these days. The term can be used to mean different things, from college efforts to embed short-term credentials into their degree programs to larger-scale efforts to rethink the way credentialing is done through alternative approaches, like skills badges. The goals of these initiatives are twofold: (1) to ensure individuals can get credit for a range of different learning experiences and better integrate these different types of learning, and (2) to better align our education and training systems with workforce needs, which often require reskilling through training and credentials below the bachelor’s degree level.S

Challenging ‘Bad’ Online Policies and Attitudes — from insidehighered.com by Susan D’Agostino
Academic and industry leaders spoke with conviction at the SXSW EDU conference this week about approaches that impede educational access to motivated, capable learners.

Excerpts:

“It’s driven by artificial intelligence,” Barnes said of IBM’s training and reskilling effort. “It’s a Netflix-like interface that pushes content. Or an employee can select content…
…
The leaders discussed the ways in which colleges, policymakers, and employers might work together to help more Americans find or advance in viable employment, while also addressing the workforce skills gap. But some “bad” policies and attitudes about online learning undermine their efforts to work together, expand access and deliver outcomes to motivated, capable learners.

“Employers were saying, ‘We have job openings we can’t fill, and we want to work with the education system, but it is so unbelievably frustrating because they’re very rigid, and they don’t want to customize to our needs,’” Hansen said. These employers sought workforce training that could produce a pipeline of learners-turned-employees, and Hansen said they told him, “If you can do that, I’ll pay you.”

The Broken Higher Education System: Addressing Stakeholder Needs for a More Adaptive Model — from educationoneducation.substack.com

Excerpt:

Higher education Chief Academic Officers (CAOs) must shift their perspective and strive to increase customer satisfaction to ensure the highest quality of educational products. A recent survey by Higher Education found that only 25% of customers were satisfied with the results higher education provided, contradicting the satisfaction differences of 99% of CAOs. Clearly, a disconnect exists between what higher education leaders deliver and what students, employers, and the changing labor market requirements are. To bridge this gap, higher education must develop products focusing on stakeholder feedback in product design, job requirements, and practical skills development.

From DSC:
So in terms of Design Thinking for reinventing lifelong learning, it seems to me that we need much more collaboration between the existing siloes. That is, we need students, educators, administrators, employers, and other stakeholders at the (re)design table. More experiments and what I call TrimTab Groups are needed.

But I think that the culture of many institutions of traditional higher education will prevent this from occurring. Many in academia shy away from (to put it politely) the world of business (even though they themselves ARE a business). I know, it’s not fair nor does it make sense. But many faculty members lean towards much more noble purposes, while never seeing the mounting gorillas of debt that they’ve heaped upon their students’/graduates’ backs. Those in academia shouldn’t be so quick to see themselves as being so incredibly different from those working in the corporate/business world.

The following quote seems appropriate to place here:

Along the lines of other items in the higher education space, see:

New Data Shows Emergency Pandemic Aid Helped Keep 18 Million Students Enrolled — from forbes.com by Edward Conroy

Excerpt:

The Department of Education (ED) has released new data showing that 18 million students were helped by emergency aid for colleges and universities throughout the height of the COVID-19 pandemic, more than half of which was used to provide emergency grants to students. These funds were provided through three rounds of Higher Education Emergency Relief Funds (HEERF) In total, $76.2 billion was provided, with half of those funds going to support students directly. Unusually for funding in higher education, the money was not heavily means-tested, and was distributed very quickly.

The report indicates that the funds were used for several essential purposes, including student basic needs, keeping staff employed, and helping keep students enrolled. For example, students used funds to cover things like food and housing at a time when employment was drying up for many students, ensuring that the Pandemic did not plunge students who already had limited funds deeper into basic needs insecurity.

Flagships prosper, while regionals suffer — from chronicle.com by Lee Gardner
Competition is getting fierce, and the gap is widening

Excerpts:

Some key numbers are moving in the right direction at the University of Oregon. The flagship institution enrolled 5,338 freshmen in the fall of 2022, its largest entering class ever. First-year enrollment increased 16 percent over 2021, which was also a record year. Meanwhile, Western Oregon University, a regional public institution an hour’s drive north, just outside Salem, lost nearly 7 percent of its enrollment over the same period.
…
In 28 states, flagships have seen enrollment rise between 2010 to 2021, while regionals have trended down, according to a Chronicle analysis of U.S. Education Department data. Across all states, enrollment at 78 public flagships rose 12.3 percent from 2010 to 2021, the most recent year for which data is available. Enrollment at 396 public regional universities slumped more than 4 percent during the same period.

A Chronicle analysis of federal data showed, for example, that in Michigan, a state being hit hard by demographic shifts and with no central higher-ed authority, the flagship University of Michigan at Ann Arbor saw undergraduate enrollment rise 16 percent between 2010 and 2020. Over the same period, it fell at 11 of the state’s 12 other four-year public campuses.

Making Change: How America’s Workforce is Responding to Rising Costs [guildeducation.com]

On 02/21/2023, in adult learning, business, corporate / business world, corporate universities / corporate training, economics, funding / grants, future, reinvent, society, staying relevant, surviving, United States, workplace, by Daniel Christian

Making Change: How America’s Workforce is Responding to Rising Costs — from insights.guildeducation.com

Taken together, the results show an American workforce focused on the long-term. Workers are managing to costs, but more than that, they’re making down payments on their future. This is a workforce motivated more than ever by a path to career growth and economic stability.

What the workforce wants in 2023 -- looking for more education, training, and long-term stability

Why Many Early Childhood Educators Can’t Afford to Retire [Tate Sullivan]

On 02/14/2023, in career development, Emotion, funding / grants, future, workplace, by Daniel Christian

Why Many Early Childhood Educators Can’t Afford to Retire — from edsurge.com by Emily Tate Sullivan

Excerpt:

It’s a bitter contradiction that spans the field: The job is a difficult one to do into old age, yet few who stick with it are able to set aside enough money to enjoy a traditional retirement.
…
For child care providers to come away with even the slimmest of profit margins, they are often already charging families the maximum they can afford to pay, explains Powell. And that’s before providers have built in a buffer to cover an emergency fund, health insurance and retirement savings.

At a certain age, you’re not going to catch up. You won’t own a home. You won’t have retirement savings.

— Anna Powell

“Even by the time they’re in their 50s, they may not be able to start a savings account,” Powell says. “They’re still hitting that ceiling of what parents can afford to pay.”

What can work colleges teach the rest of higher ed? [Spitalniak]

On 02/07/2023, in adjunct faculty, career development, colleges, cost of getting a degree, experimentation, faculty, funding / grants, higher education, passions, real-world assignments, reinvent, skills, strategy, student-related, by Daniel Christian

What can work colleges teach the rest of higher ed? — from highereddive.com by Laura Spitalniak
Amid high worries about higher ed’s value in the job market, work colleges offer lessons on integrating classroom learning with employment opportunities.

Excerpt:

To qualify as a work college, an institution must be nonprofit, offer four-year degrees and provide students with employment through a work-learning-service program that will contribute to their education.
…
It found work colleges’ strengths — reduced or free tuition, job experience and mentorship from college faculty and staff — address student concerns over the cost and real-world applicability of a college degree. Work colleges can also make adult learners’ lives logistically easier by combining academics and work, the report found.

The intentional connection of learning, work and service is the most compelling part of the model, according to Louis Soares, chief learning and innovation officer at ACE and one of the report’s authors.

Closing the digital divide in Black America — from mckinsey.com
Five steps could help to bring broadband and digital equity to every Black household in the United States—urban and rural—while bolstering efforts to create a more inclusive economy.

Excerpt:

But broadband access is only part of a much bigger picture. Ensuring all Americans can fully participate in civic life and the digital economy requires affordable subscriptions, internet-enabled devices, applications, digital skills, and high-quality technical support. For example, while smartphone and tablet penetration are approximately equal among White, Black, and Hispanic and Latino adults in the United States, only 69 percent of Black Americans and 67 percent of Hispanic Americans have desktop or laptop computers, compared with 80 percent of White Americans (Exhibit 1).5 A 2020 OECD survey found that roughly half of Black workers had the advanced or proficient digital skills needed to thrive in our increasingly tech-driven economy, compared with 77 percent of White workers.6

Learning Ecosystems

Is College Worth It? [Fry, Braga, & Parker]

A $100,000 per year degree + other items re: the higher education learning ecosystem

Gifting articles and/or learning modules should be quick and easy — with benefits for several of the parties involved! [Christian]

“Regional Colleges Saw Biggest Application Gains After Tuition Resets” [Palmer] + “Why hybrid learning needs hybrid faculties” [Jacobs & Rossi]

Challenging ‘Bad’ Online Policies and Attitudes [D’Agostino]

Making Change: How America’s Workforce is Responding to Rising Costs [guildeducation.com]

Why Many Early Childhood Educators Can’t Afford to Retire [Tate Sullivan]

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