Effects of Inequality and Poverty

Effects of Inequality and Poverty vs. Teachers and Schooling on America’s Youth by David C. Berliner <http://www.tcrecord.org/Content.asp?ContentID=16889>

Background/Context: This paper arises out of frustration with the results of school reforms carried out over the past few decades. These efforts have failed. They need to be abandoned. In their place must come recognition that income inequality causes many social problems, including problems associated with education. Sadly, compared to all other wealthy nations, the USA has the largest income gap between its wealthy and its poor citizens. Correlates associated with the size of the income gap in various nations are well described in Wilkinson & Pickett (2010), whose work is cited throughout this article. They make it clear that the bigger the income gap in a nation or a state, the greater the social problems a nation or a state will encounter. Thus it is argued that the design of better economic and social policies can do more to improve our schools than continued work on educational policy independent of such concerns.

Purpose/Objective/Research Question: The research question asked is why so many school reform efforts have produced so little improvement in American schools. The answer offered is that the sources of school failure have been thought to reside inside the schools, resulting in attempts to improve America’s teachers, curriculum, testing programs and administration. It is argued in this paper, however, that the sources of America’s educational problems are outside school, primarily a result of income inequality. Thus it is suggested that targeted economic and social policies have more potential to improve the nations schools than almost anything currently being proposed by either political party at federal, state or local levels.

Research Design: This is an analytic essay on the reasons for the failure of almost all contemporary school reform efforts. It is primarily a report about how inequality affects all of our society, and a review of some research and social policies that might improve our nations’ schools.

Conclusions/Recommendations: It is concluded that the best way to improve America’s schools is through jobs that provide families living wages. Other programs are noted that offer some help for students from poor families. But in the end, it is inequality in income and the poverty that accompanies such inequality, that matters most for education.

Higher education officials tout the need for developmental education

LJWorld.com,  November 28, 2013  Sometimes state leaders complain about providing remedial education to college students, but a recent report says that basic instruction is crucial to the progress of thousands of Kansans and the state in general.  For many, remedial or developmental education provides a path to higher education and out of poverty, said Brian Inbody, president of Neosho County Community College.  "It is at the heart of the community college mission," Inbody recently told the Kansas Board of Regents.  "If you are ready to make a change in your life, we are going to meet where you are in your life. And if you can prove yourself, you can move on," he said.

Developmental education refers to coursework offered at a post-secondary institution that usually involves intermediate algebra, fundamentals of English or reading. Students usually enroll in the classes to prepare for more rigorous college-level courses.  In academic year 2010-2011, the most recent for which statistics are available, 38 percent of first-time, degree-seeking students attending Kansas community colleges enrolled in developmental courses during their first year at college. Seventeen percent of university students enrolled in developmental courses during their first year. The most common remedial course taken is math.

Developmental education is crucial for student success, Inbody said.  A typical community college class may include a mixture of recent high school graduates, older adults who haven't been in a classroom in more than 15 years, and students who scored low on the ACT.  Inbody said many students in community colleges are struggling to overcome poverty and haven't had the family supports that other college students have had.  "The idea of setting a goal of five years down the road to get into college is a foreign concept to a lot of families," he said.

Regents agreed with the need of developmental education to help increase the number of Kansans who have a post-secondary credential or degree.  "Too many people think developmental education is a dirty word. It's not," said Regents Chairman Fred Logan  Community college officials are planning a more in-depth study of developmental education needs to be completed by June.  "If there are policy issues that need to be changed, please bring them forward," Regent Kenny Wilk told Inbody.  Regents President and Chief Executive Officer Andy Tompkins said developmental education is key to helping people succeed. It would be easy to write off some of these students, but he said that wouldn't be right.  "We have set this system up where we do have a place where you can get into post-secondary education," he said.

Originally published at: http://www2.ljworld.com/news/2013/nov/28/higher-education-officials-tout-need-developmental/

Opportunity Makers: Influencing Opportunity for Low-Income Students

OPPORTUNITY MAKERS:  Caroline M. Hoxby & Sarah E. Turner.  Two of the people identified by the Chronicle of Higher Education as making a difference during 2013.

Caroline M. Hoxby and Sarah E. Turner have devised an inexpensive way to get high-achieving, low-income students to consider selective colleges, an idea that has received widespread attention this year.  They're opening doors for low-income students

In a phenomenon called "undermatching," such students usually end up at places with fewer resources, less-prepared classmates, and lower graduation rates.  Ms. Hoxby, a professor of economics at Stanford University, and Ms. Turner, a professor of economics at the University of Virginia, devised an experiment in which they mailed college information to high-school students whose family incomes were in the bottom 25 percent and whose test scores were in the top 10 percent.

In the randomized trial, the professors sent one group of students general college-search information, another group information on college costs after financial aid, a third group application-fee waivers, and a fourth group all of those. A control group got nothing. The mailings cost only $6 per student.

And they worked. Students who received the combined information—and remembered getting it—submitted 48 percent more applications than did those in the control group. They applied to colleges that had a 17-percent higher graduation rate and an 86-point higher median SAT score. And the students enrolled in colleges that were 46 percent more likely to be places where their classmates were equally prepared.  Getting students to go to certain colleges wasn't really the goal, Ms. Hoxby told The Chronicle this past spring. It was to help them choose. "To not make decisions well simply because you don't know what's out there," she said, "that's sad."

Now she and Ms. Turner, both 47, are collaborating with the College Board to expand their work. Already packets based on the economists' experiment have been sent to 28,000 high-school seniors, and the College Board plans to email them, too. It also expects to expand the outreach to younger students. About 35,000 high-achieving, low-income students graduate from high school each year, and very few apply to any of the country's 230 or so most selective colleges, according to a previous study by Ms. Hoxby and another researcher.

At least one state, Delaware, is also joining the effort, announcing this fall that it would collaborate with the College Board and send information to an additional 2,000 students.  While the researchers have found that families are wary of information from colleges themselves, Harvard University has said it will conduct similar outreach, encouraging students to consider it and other selective institutions.  It's been a big year for the idea of undermatching: White House officials met with college presidents to discuss it, and it underpins Michelle Obama's recent focus on expanding college access.

Still, not everyone is sold on the solution. Catharine Bond Hill, president of Vassar College and an economist, argued in a letter to The New York Times that as long as many selective colleges "reject talented low-income applicants because of students' financial need," then without extra aid, "getting more low-income students to apply to top colleges will just result in more rejections. Of course, students could be rejected from selective colleges for any number of reasons. But nobody goes to one without applying first.

MOOCs Don't Work for Academically Underprepared Students by Udacity Founder

Much has been written about MOOCs (Massive Open Online Courses) as an important advance for making college accessible and inexpensive for students worldwide. Frankly, I have never seen an instructional technology drawn such high visibility from popular and professional media, embraced so quickly, and universal claims made about its efficacy, with little to no evidence. As a technology geek, I would be happy to read of MOOC success with students. But the walls are being to crack in this success story. The following report published in the Chronicle of Higher Education (based on interview through another publication), reveals that even one of the founders of the MOOC movement admitting that MOOCs may not work for academically underprepared students. MOOCs may favor the better prepared and also the more affluent. Does this mean that MOOCs would not be effective with TRiO students? No, there are many TRiO students that may be low-income or first-generation for college that might benefit from MOOCs. But for those that are academically underprepared, caustion is warranted. Watch for more reports on the efficacy of MOOCs. carefully read the reports to see for whom the MOOCs are effective. Time will tell.

The Chronicle of Higher Education: Sebastian Thrun, the Udacity founder calls his company’s massive open online courses a “lousy product” to use for educating underprepared college students. Mr. Thrun reflected on the discouraging results of an experiment at San Jose State University in which instructors used Udacity’s online platform to teach mathematics. Some of the students were enrolled at the university, and some at a local high school. “We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don’t educate people as others wished, or as I wished. We have a lousy product,” Mr. Thrun told the reporter, Max Chafkin. “It was a painful moment.”

But academics who have studied online education for longer than a few years were not surprised by the Udacity founder’s humbling. “Well, there it is folks,” wrote George Siemens, a researcher and strategist at Athabasca University’s Technology Enhanced Knowledge Research Institute, on his blog. “After two years of hype, breathless proclamations about how Udacity will transform higher education, Silicon Valley blindness to existing learning research, and numerous articles/interviews featuring Sebastian Thrun, Udacity has failed.” “Thrun seems to have ‘discovered’ that open-access, distance-education students struggle to complete,” wrote Martin Weller, a professor of educational technology at the Open University, in Britain. “I don’t want to sound churlish here, but hey, the OU has known this for 40 years.”

Beyond schadenfreude, Mr. Thrun’s humbling has left some academics wondering who MOOCs are good for, if not underprivileged students in California. Researchers at the University of Pennsylvania recently noted that the students taking MOOCs from Penn on Coursera, another major MOOC platform, tend to be well educated already. “The individuals the MOOC revolution is supposed to help the most—those without access to higher education in developing countries—are underrepresented among the early adopters,” wrote the researchers.

In a blog post this week, Mr. Thrun responded to the fallout from the Fast Company profile by citing data from Udacity’s summer pilot with San Jose State, whose pass rates compared more favorably to the traditional versions offered on the campus. But he neglected to mention that Udacity had, by then, stopped focusing on underprivileged students. More than half of the students in the summer trial already had a college degree. “Thrun’s cavalier disregard for the SJSU students reveals his true vision of the target audience for MOOCs: students from the posh suburbs, with 10 tablets apiece and no challenges whatsoever—that is, the exact people who already have access to expensive higher education,” wrote Rebecca Schuman, a Slate columnist and adjunct professor at the University of Missouri at St. Louis.

Advanced Placement Courses and Historically-Underrepresented College Students

From the New York Times.  ORLANDO, Fla. — Every year, more than 600,000 academically promising high school students — most of them poor, Latino or black — fail to enroll in Advanced Placement courses, often viewed as head starts for the college-bound. 

Some of them do not know about these courses, which offer an accelerated curriculum and can lead to college credit. Others assume they will be too difficult. But many are held back by entrenched perceptions among administrators and teachers, whose referrals are often required for enrollment, about who belongs in what has long served as an elite preserve within public schools.

“Many teachers don’t truly believe that these programs are for all kids or that students of color or low-income kids can succeed in these classes,” said Christina Theokas, director of research at the Education Trust, a nonprofit group. Ms. Theokas said that if those underrepresented students had taken A.P. courses at the same rate as their white and more affluent peers in 2010, there would have been about 614,500 more students in those classes.

In an effort to overcome those obstacles, an increasing number of school districts, including Boston, Cincinnati and Washington, have recently begun initiatives to expand Advanced Placement course offerings and enroll more black and Hispanic students, children from low-income families and those who aspire to be the first in their generation to go to college. In the spring, lawmakers in Washington State passed legislation encouraging all districts to enroll in advanced courses any student who meets a minimum threshold on state standardized tests or the Preliminary SAT exam.

While some critics say A.P. classes are little more than another round of test prep, supporters say they can foster a culture of learning. Humberto Fuentes, a senior here at Freedom High School taking his first A.P. classes, in English literature and economics, said they were the first time he had been around peers who enjoyed school.

“In regular classes, people are trying to distract you with music videos or saying, ‘Hey, look at this cat playing a piano’ on their phones,” said Humberto, 17, who emigrated with his parents from Ecuador when he was an infant and hopes to be the first in his family to attend college. “Whereas in an A.P. class, they will show you something from the text and say, ‘Hey, this is fun.’ ”

<Click on this link to read the rest of the article from the New York Times.>

15 to Finish: Why don't college students enroll in 15 or more credits?

There has been quite a storm of reaction to the recent article in the Chronicle of Higher Education, "Redefine 'full time" so students can graduate on time, paper suggests."  Complete College America is holding their annual conference and released another policy brief that endorsed the solution to the college completion problem is to simply make students take 15 credits every semester till they get done.  They do an excellent job of stating the obvious:

• Most college students (69%) not enrolled in a schedule that leads to on-time graduation, even if they never changed majors, failed a course, or took a class they didn’t need
• Even among “full-time” students, most (52%) actually taking fewer than 15 hours, standard course load that could lead to on-time graduation
• At most two-year colleges, less than a third “full-time” students taking 15 or more hours
• At four-year colleges, typically only 50 % or fewer “full-time” students enrolled in 15 hours.

Then they state the obvious consequences of such actions:

• Taking 12 credits per term instead of 15 can add a year to a four-year degree or half a year to a two-year degree, even if students never fail a course, change majors, or take a class beyond their degree requirements.
• Students, parents, and public financial aid programs paying more for a degree when students have to enroll in more semesters.
• Students lose out on a year of employment and income if they spend an additional year in school.
• Fewer students served by institutions with limited capacity—advising, parking, dormitories, etc.
• Dropout rates are higher for students who take fewer credits.  In the 2004/2009 BPS study, 17% of students who completed 30 credits their first year dropped out without a degree by the end of six years, compared to 23% of students who completed 24-29 credits.(The difference in completion rates is even bigger, since the low-credit students are also more likely to remain enrolled without a degree.)

The simple solution, everyone takes 15 or more hours.  Or else.  From the CCA website, "Incentives [for enrollment in 15 or more credits] can be as simple as preferred parking on campus and as substantial as financial aid policies that reward credit accumulation.”  So if you don't keep up, give more financial aid to the students who are taking 15 or more and financially punish those that do not.  I looked through the CCA website and never read anything that explained why students would be so foolish to not enroll in 15 or more credits.  Readers of the article in the Chronicle provided the nuanced answer.  <Click here for a sample of their responses and my posting to a email listserv on this topic.>   Students don't have time due to working multple part-time jobs to pay for rising tuition, students bring to college credits earned elsewhere, students have family obligations, and the list goes on.  The answer is a lack of "time" and the students are smart to limit their course load to a level they can accomplish. 

I decided to dig deeper and went to the research studies the CCA was citing.  the 15 to Finish website, http://www.15tofinish.com/ contains the reports from a community college in Hawaii that has studied this issue.  <Click on this link for one of their research studies.>

Research Objective:  Impact of enrolling 15 or more credits on student performance.  First-time freshmen for the UG Community College campuses Fall 2009, 2010, 2011  Only 7.4% of the 17,960 freshmen took 15 or more credit hours in their first semester.  The average credit hour load was 10.6 hours.  Students divided into two groups:  took less than 15 or enrolled in 15 or more hours..  Each group organized by academic preparation, demographics, and academic success.

Findings of students who took 15 or more hours:

• Higher average Compas placement test scores.
• Were younger, tended to be recent high school graduates, and had a higher percentage with financial need met, and less likely to be an ethnic minority.
• Performed better as measured by first semester GPA, percentage with a “B” or “C+” or higher grade average, credit completion ration above 80%, and persistence.
• Students with higher academic preparation scores performed better academically 

The Research Study Conclusion:  “First-time students at the UH Community Colleges can successfully carry 15 credit hours.  Student success varies by academic preparation, with those students scoring higher on academic preparation preforming better…  Students taking 15 or more credits outperformed students taking fewer than 15 credits across all levels of academic preparation.  The fact that students taking 15 or more credits persist at higher rates may indicate greater student engagement.  The more important question is why so few students at the UH Community Colleges take 15 or more credits.  Analysis indicates that academic preparation is not the limiting factor.  The low percentage of students taking the higher credit load may indicate that 12 credits has become the culturally accepted norm for full-time enrollment.” 

Too bad they didn't ask the students why they did not take 15 or more.  More than half of the report are data tables that carefully document their findings.  But they did not analyze number of hours worked, number of jobs worked, and a host of other factors that help explain why students do not have time to enroll in 15 or more.  The study said the 15 or more students were younger.  I wonder about relationship status and number of dependents between the two groups.  Younger, academically prepared students with full financial aid probably do not have the financial needs and time obligations of the others.  And those that take less than 15 hours.  They number over 90 percent of the student body.  Would you not want to understand WHY?  This is the research the CCA cites as proof the answer is simple, make everyone take 15 or more credits without concern why they behave the way they do. 

It is obvious CCA is displeased with the federal government's definition of full-time status to receive Pell Grants is 12 credits.  Here is my question for the CCA, how long until you begin to lobby for raising the minimum credits to 15 to receive a Pell Grant?  It is only a matter of time.  It is such a simple answer.  Supposedly H. L. Mencken said, "For every complex problem there is an answer that is clear, simple, and wrong."

Tactics That Engage Community-College Students Get Few Takers, Study Finds

"Most community colleges have begun using a suite of expert-approved strategies to get more students to graduation. But those programs are often just window dressing, as relatively few students participate in them.  Read more: http://www.insidehighered.com/news/2013/10/17/community-college-completion-strategies-lack-scale-report-finds#ixzz2hzE3Mnqe  at Inside Higher Ed

That’s the central finding of a new report from the Center for Community College Student Engagement. And Kay McClenney, the center’s director, places blame for the shallow adoption of “high impact” completion practices squarely on colleges and their leaders, rather than on students.  “Requiring students to take part in activities likely to enhance their success is a step community colleges can readily take,” McClenney said in a written statement. “They just need to decide to do it.”  The study draws from three national surveys that seek to measure student engagement at community colleges that collectively account for 80 percent of the sector’s enrollment. One is the center’s flagship survey -- the Community College Survey of Student Engagement (CCSSE)....The 13 strategies include the use of academic goal-setting, student orientation, tutoring, accelerated remedial education tracks and student success courses (see box for full list). While experts and faculty members might not agree on whether all of the practices work well, there is an emerging body of evidence that they help boost completion rates.

For example, 84 percent of two-year colleges offer student success courses, which are designed to help new students navigate college and get off to a good start. The courses are particularly helpful to large numbers of lower-income, first-generation college students who attend community college, and who rarely get the support of family members who know the skinny on how college works.  Yet only 20 percent of surveyed students took a success courses during their first term, according to the report.  The other 12 practices showed similar gaps between being offered and being used. Take tutoring, which has obvious benefits to struggling students. Fully 99 percent of the surveyed colleges offer some form of tutoring, but the report found that only 27 percent of students had taken advantage of it during the current academic year."

Asking students to volunteer for service will not work.  They don[t want to face stigma for doing so, they don[t have time for activities that conflict with their two or three part time jobs they have to pay for tuition, and for all the others commitments in their life.  The solution is Universal Design for Learning where essential services and support are built directly into classes and required for all students.