Failure by Colleges and Government to Bridge Inequality

<Click here to download entire commentary from NY Times.>

Sobering commentary in NY Times on the initial promise of college as levelor of inequality through GI Bill and early years of federal financial aid programs and subsequent failure to keep up the financial commitment to the majority in society without the social capital of the priveledged classes.  Following is a short excerpt from the commentary.  Be sure to read some of the comments to the article (as of the moment, they number more than 250).

"When the G.I. Bill of Rights of 1944 made colleges accessible to veterans regardless of socioeconomic background, Robert Maynard Hutchins, the president of the University of Chicago, worried that it would transform elite institutions into “educational hobo jungles.” But the G.I. Bill was only the first of several federal student aid laws that, along with increasing state investment in public universities and colleges, transformed American higher education over the course of three decades from a bastion of privilege into a path toward the American dream.

Something else began to happen around 1980. College graduation rates kept soaring for the affluent, but for those in the bottom half, a four-year degree is scarcely more attainable today than it was in the 1970s. And because some colleges actually hinder social mobility, what increasingly matters is not just whether you go to college but where.  The demise of opportunity through higher education is, fundamentally, a political failure. Our landmark higher education policies have ceased to function effectively, and lawmakers — consumed by partisan polarization and plutocracy — have neglected to maintain and update them. . . ." <Click here to continue reading.>

New Publication: Understanding the Peer Assisted Learning Model

Since 2006, the PAL program at the University of Minnesopta has contributed to improved academic performance of participating PAL students in rigorous introductory-level college courses.The program is built upon best practices from previous international peer learning models like Supplemental Instruction, Peer-led Team Learning, Emerging Scholars Program, and others.  PAL is also guided by learning theories such as Universal Design for Learning to make the model more culturally-sensitive and embedded within the courses to increase its effectiveness for all students.  Both quantitative and qualitative studies of PAL validate its effectiveness for increasing academic success of participating students and fostering development of personal and social skills.  In addition to benefits for the participants, the PAL experience benefits PAL facilitators through deeper mastery of rigorous course material, increased confidence in public speaking and small group management skills, and encouragement to pursue a teaching career.  While the PAL program was started to address the achievement gap in courses, it has bloomed into one that also enhances personal and professional skills for all that are involved.Built upon principles identified by other academic support programs and innovations of its own creation, PAL is an integral part of UMN’s overall academic support efforts.

Arendale, D. R. (2014). Understanding the Peer Assistance Learning model: Student study groups in challenging college courses. International Journal of Higher Education, 3(2), 1-12. doi:10.5430/ijhe.v3n2p  Retrieved from http://www.sciedu.ca/journal/index.php/ijhe/article/view/4151/2498

<Click on this link to download the article>

Postsecondary Peer Cooperative Learning 2014 Annotated Bibliography

Postsecondcary Peer Cooperative Learning 2014 Annotated Bibliography. Compiled by David Arendale.

<Click on this web link to download the document.>

I just updated my annotated bibliography on peer learning programs.  The bibliography is 160,000 words and 340 pages in length.  It features every article or report published on six of the major peer learning programs in higher education:  Accelerated Learning Groups (developed by Sydney Stansbury at University of Southern California), Emerging Scholars Program (developed by Uri Treisman at UC-Berkeley), Peer-led Team Learning (developed at City Univeristy of New York), Structured Learning Assistance (developed at Ferris State University), Supplemental Instruction (developed at the University of Missouri-Kansas City), and Video-based Supplemental Instruction (developed at UMKC as well).

Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas throughout education at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors integrating this approach into postsecondary classrooms in diverse ways. Increased attention has been placed on this practice due to claims by some programs that carefully coordinated and managed learning programs with specific protocols can increase student persistence rates towards graduation, supporting both student goal aspirations as well as bolstering institutional revenues..

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that share a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them.

The six student peer learning programs included in this bibliography meet the following characteristics: (a) the program must have been implemented at the postsecondary or tertiary level; (b) the program has a clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) the program intentionally embeds learning strategy practice along with review of the academic content material; (e) the program outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature six programs emerged: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

<Click on this web link to download the document.>

Senators Consider Changes in TRIO and Gear Up College-Prep Programs

I read with interest this article from the Chronicle of Higher Education.  It is not a surprise that too often policymakers think that just throwing more money at a problem/challenge is all that is needed. Reading the statements from some of those at the meeting, it appears they think just providing larger Pell grants is all that is needed. And an option is to kill off TRiO and GEAR Up to find more money. Who said it, "simple solutions to complex problems are almost always wrong." Having additional financial aid does not provide mentoring, tutoring, encouragement, counseling, and all the other resources needed for timely college completion. One of the problems is that our policymakers had lots of social capital, are 2nd or 3rd generation college-goers, family members who provided financial support to eliminate need for lots of college part/full-time jobs, and the rest. While they may think life was hard, it is no comparison to the students served by TRiO and GEAR UP. What students need is not a more generous ATM to dispense money, but a full-featured package to support their success. But that kind of answer does not fit the mold for a simple solution. -- David

Senators Consider Changes in TRIO and Gear Up College-Prep Programs By Andy Thomason

While President Obama was urging college presidents on Thursday morning to follow through on their new commitments to improve access for low-income students, lawmakers on Capitol Hill dusted off some older promises for examination.  The U.S. Senate's Health, Education, Labor, and Pensions Committee met for a special "round table" to discuss changes in two federal programs that aim to improve access by helping needy and minority students prepare for college—TRIO and Gear Up. The hearing was part of the coming reauthorization of the Higher Education Act. 

Consistent with past reauthorization hearings' focus on simplifying federal higher-education policy, some senators on Thursday questioned whether the two programs were still relevant.  Sen. Lamar Alexander of Tennessee, the committee's senior Republican, asked a group of five panelists if the budgets for TRIO and Gear Up, which each encompass several separate programs, would be better spent on more Pell Grants.  Members of the panel giving testimony largely defended the programs' benefits, saying they offer one-on-one counseling and support that many students cannot get anywhere else, among other things.  Tallie Sertich, director of the Climb Upward Bound program at Hibbing Community College, in Minnesota, said many students who received Pell Grants "still need the academic preparation that the TRIO program provides on the front end."

But senators and panel members agreed that simplifying federal student aid was in order. Senator Alexander alluded to past testimony that recommended shortening the main federal-student-aid application and informing students during their junior year of high school how much aid they will receive, among other changes.  Ron Haskins, a senior fellow at the Brookings Institution who testified on Thursday, said such simplification "has been a great idea for years," and the committee should ask the Department of Education why it has not happened.  Other panel members stressed that simplification was only part of the solution. "We need a bunch of big strategies to make a big dent" in the access problem, said Douglas N. Harris, an associate professor of economics at Tulane University.

Senators and panel members also focused on how to improve elementary and secondary education in order to increase college access. "Kids from low-income families come to the K-12 system already seriously behind," Mr. Haskins said, adding that "the K-12 system makes them further behind."  Sen. Elizabeth A. Warren, a Massachusetts Democrat, widened the discussion, asking panel members to suggest ways to drastically increase the number of degree holders over the next several years. Members of the panel suggested more spending on TRIO and Gear Up, along with a greater focus on community colleges and precollege education.  Sen. Tom Harkin, Democrat of Iowa and chairman of the committee, concluded the hearing by suggesting that the way forward for TRIO and Gear Up may be "incentivizing states to come up and support" the programs.

Study finds key criteria that determine college success for low-income youth

<Click on this link to download this report.>

A five-year study by UC researchers that included a survey of California youth and interviews with more than 300 young adults about their interactions with educational institutions has identified the five key issues that matter most for understanding and improving college success for low-income students.  The $7.5 million study, “Pathways to Postsecondary Success: Maximizing Opportunities for Youth in Poverty,” spotlights the importance of student voices, an understanding of student diversity, asset-based approaches to education, strong connections between K–12 and higher education, and institutional support for students.  The study was funded by the Bill and Melinda Gates Foundation and was issued by the University of California’s All Campus Consortium on Research For Diversity (UC/ACCORD) at UCLA’s Graduate School of Education and Information Studies (GSE&IS).

“Our study began in 2008, at the onset of a critical economic downturn—the Great Recession—which impacted education and the labor market in considerably complex ways,” said UC/ACCORD director Daniel Solórzano, co-principal investigator on the study and a professor of social sciences and comparative education at GSE&IS. “It was clear the recession had an effect on both colleges and students. Budget cuts slashed enrollments at campuses and decreased the resources for those already enrolled. Many low-income students faced even greater financial instability from the scarcity of work or sudden unemployment of family members.  Therefore, at a time when students’ required additional support to stay on the path through college, the supports and conditions that are vital to their success were disappearing or overburdened on campuses.”

While “Pathways” reports on national data, the study focused on California, which has the largest number of community colleges (112). The vast majority of low-income students in California who pursue post-secondary education begin at community colleges.

Principal findings from the study include:

• Student voices matter: Education is a powerful force in the lives of low-income youth, and hearing what students say about their experiences is essential to understanding their educational pathways and outcomes. Financial difficulties, lack of available classes, transportation problems and a lack of availability of child care are obstacles to many low-income students’ success. Yet students reported that when they experienced caring educators and high-quality instruction in high school or college, this made a difference in their engagement and success in college.
• Diversity matters: Low-income youth are a diverse group, and understanding the similarities and differences in this student population enables administrators to better plan college success initiatives. In California, students of color make up the majority of community college enrollment, and many are the first in their family to attend college. Almost half (46 percent) of community college students are older, 54 percent work full-time and 16 percent are parents. “Common understandings of traditional college students may be less relevant as we plan for the growing number of community college students who are working full-time, raising families and have many responsibilities outside of school,” said Amanda L. Datnow, co-principal investigator on the study and a professor of education at UC San Diego. “These students are quickly becoming the majority, and we need to orient around their needs.”
• Assets matter: Report findings indicate that an asset-based approach helps education administrators tap into and foster students’ strengths in order to support college success. Low-income students enroll and often persist in college, although not always in traditionally defined ways. They arrive with high aspirations to do well and either finish their certificate program or transfer to a four-year college. Successful programs at the colleges affirm and tap into these assets.
• Connections between K–12 and higher education matter: High-quality K–12 schooling, combined with college preparatory resources, helps ensure college-going success for students. Nationally, 78 percent of low-income youth do not complete a college-preparatory curriculum in high school. In California, 85 percent of community college students require remediation in math and English to complete coursework they should have been taught in high school. Therefore, to ensure college readiness, better articulation between high schools and colleges needs to occur, and students need accurate information about enrollment practices and assessment procedures.
• Institutional supports and conditions matter: While funding cuts have resulted in reductions in mentoring programs and supports for students, financial difficulties, transportation problems and a lack of child care also frustrate many low-income students’ attempts to fulfill their goals. Low-income students are particularly dependent on financial aid to attend college, and information about resources—including academic and other services—must be integrated and streamlined to make the existing process less complicated and easier to access.

The multi-method study included the development of a monitoring tool to track educational opportunities for low-income youth. It also identified a set of indicators at the organizational level of community college campuses that support student success.

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.>