Why shouldn’t higher education be free for everyone?
Higher education is not a commodity. It is a social good. It’s increasingly necessary to get a good, middle-class job. A more highly educated workforce can be more adaptable and make the country more competitive. So why shouldn’t it be free for everyone?
Fortunately, some policy makers seem to know this, though there are differences between the most popular ideas for how to best fix the broken system.
The differences between the plans largely revolve around one of the six principles behind the debt-free higher education movement: “Is the aid distributed progressively—investing most in those who may not attend or complete college, or not maximize their participation in the economy after college, due to student debt?”
In a political reality in which there have been massive cuts to funding for public higher education, with teaching jobs turned into precarious, low-wage work that makes it hard for teachers to teach, it makes sense to allocate student financial aid based on need as a way of leveling the playing field. Those who truly can afford to pay out of pocket should do so. This way, programs maintain funding and quality, while everyone is provided equal access to the public resource of higher education.
Or maybe funding for tuition-free higher education can come from a small tax on financial transactions on Wall Street, so everyone can go for free.
The point is that everyone should have the opportunity to access high-quality public higher education regardless of how much money their families have or don’t have. This isn’t just a moral argument, it’s an economic one: the more educated a workforce, the better off the economy is. Even workers with less education benefit from “education externalities.”
So let’s think big—how do we ensure every single person who wants to get an education can? That’s a challenge every candidate must answer.
This blog originally appeared in aflcio.org on February 9, 2016. Reprinted with permission.
Sarah Ann Lewis, esq., Senior Lead Researcher, Policy.
The Detroit Federation of Teachers joined with some parents Thursday to sue the school district over conditions in the schools and call for the dismissal of state-appointed Emergency Manager Darnell Earley.
“Asking a child to learn or a teacher to instruct with steam coming from their mouth due to the cold in the classroom, in vermin infested rooms, with ceiling tiles falling from above, with buckets to catch the rain water falling from above, or in buildings that are literally making them sick is more than what is legally or constitutionally tolerable,” the lawsuit says.
The complaint also alleges that Earley, who was appointed by Gov. Rick Snyder and has sweeping powers, has neglected his duties and made the district’s financial problems worse. Officials have said DPS is in danger of running out of cash in April or May.
The plaintiffs are asking a judge to remove Earley and restore local control to the school district. They also want the district to be ordered to fix the building problems, promptly investigate complaints and create a long-term capital plan.
Trying to silence teachers by threatening to take away their jobs is childish and unfair to my education. When you have lost these teachers, how will you replace them? Who wants to work in a school district where ceilings fall on student’s heads, and mushrooms grow in the hallways? I did not have an English teacher for the first
four months of school, and last year I did not have a French teacher the whole first semester. With a history of all these vacancies, how will firing 23 teachers help your case at all. […]
Legislators, the Emergency Manager and others have said that teachers are hindering our education by doing these sickouts, but the reality is that none of you live in Detroit, and none of you have children who go to a DPS school. None of you have to come to school every day and share books (if we even have books), or be in the middle of doing work and the lights cut off. None of you have to worry about your safety everyday of your life, or walk past mushrooms growing in the hallway. None of you have to skip lunch every day because the food is moldy, and the milk is old. None of you experience what we experience, and until you have, you have no right to speak on anything happening in our district. Our teachers are doing what is best for us, and my education is not being hindered any more than it was when I went a whole Semester without a French/English teacher.
When you’re talking about kids facing unsanitary conditions and hunger and being deprived of a chance at an education, you find the money to fix it. Just like you don’t poison a city’s water supply. Except if you’re Michigan Gov. Rick Snyder and his cadre of emergency managers, apparently.
This blog originally appeared in dailykos.com on January 28, 2016. Reprinted with permission.
Laura Clawson has been a Daily Kos contributing editor since December 2006 and Labor editor since 2011.
The term “vocational education,” which means preparing students for a certain trade, such as auto repair or beauty school, initially began in 1917 to reduce unemployment and improve wages, and in the 1940s and 1950s, vocational education expanded to other subjects beyond agriculture and industrial work such as science, math and foreign language education.
At some point, however, vocational education earned a reputation as something reserved for “those students,” experts say. From 1982 to 1994, there was a decline in enrollment in vocational education for most groups of students, but the portion of black, non-Hispanic students and Asian/Pacific Islander students stayed about the same while the percentage of students with disabilities increased, according to the National Center for Education Statistics (NCES).
Since 1990, students enrolled in vocational education has declined from an average 4.2 credits to 3.6 credits in 2009, according to NCES data analyzed by the National Education Association. Meanwhile, enrollment in academic credits increased from 23.5 to 26.9 during the same period.
Hillary Clinton said it is necessary to change attitudes about how we see vocational education and that it is critical to support and develop the nation’s community colleges “and get back to really respecting vocational and technical work.” She also supported the idea of apprentice work, saying at a campaign event in South Carolina last month that there should be a tax credit for businesses that hire and train apprentices.
Vocational education is changing, but many still see it as something only low-income, mostly minority students are pushed into and an option that upper class students and white students wouldn’t be encouraged to take. As academics and authors on national education trends point out, when our society devalues anything that isn’t academic prep work and a pathway to a four-year university, it’s easy to see why people are suspicious of vocational education, which encourages students to gain practical, hands-on skills in a certain industry, versus learning about economic theories in a lecture format.
In many cases, there is good reason for that suspicion. Anthony Greene, assistant professor with the African American studies program at the College of Charleston found that racial-ethnic minority students are disproportionately placed into lower-level academic courses, and subsequently enroll in vocational courses. Even within vocational education, students of color, especially women of color, aren’t tracked into professions that earn as much money over time. Greene wrote a 2014 paper on racial trends in vocational education in the International Journal of Educational Studies.
“Think for a second on the ‘workers’ at colleges and universities across the country. In the vast majority of cases, women, particularly black and Latino, often are regulated to cook and cleaning staffs. Latino men are often regulated to grounds keeping, but white males tend to be in maintenance and heating and lighting and electrical,” Greene said. “Each one of these jobs come with a level of prestige accompanied by a variation of pay. I argue that these pathways in occupations begin in high school vocational programs.”
Jose Vilson, a middle school math educator in the Inwood/Washington Heights neighborhood and author of This Is Not A Test: A New Narrative on Race, Class, and the Future of Education, said he says similar patterns at his school.
“Usually the language is kind of coded like, ‘This kid isn’t really into academics,’ or ‘This kid doesn’t come to class a lot,’ or ‘Based on the way they volunteer, they seem to be very good with their hands,” Vilson said. “Who are we to say they aren’t good with academics? Maybe we haven’t given them the proper environment for them to succeed in an academic setting, and this isn’t just from white teachers. This comes from people who look like the kid.”
Vilson doesn’t oppose vocational training but would rather see more of an effort from educators to make sure they are encouraging students to follow their actual interests and make an informed choice on whether or not they want to take vocational education classes. Part of the problem, Vilson said, is that the professions we associate with vocational training, such as becoming an electrician or a plumber, are often devalued even though they make good money and are perfectly legitimate career options.
“I find there’s another element there too, in terms of what do we see as a professional job. You look at a plumber, for example, and they could be making money hand over fist, and people can denigrate the plumbing profession and make it into something that isn’t a profession in of itself. There just needs to be a certain set of skills that every American is entitled to,” Vilson said. “For the last 13 years, there has been a decline in having those types of skills in academic courses, like home economics and workshop. My focus is always going to be on students and allowing them to make a choice.”
Vocational training may typically lead people to envision beauty school and carpentry, but vocational programs are expanding to new subjects, and some programs, such as Denver Public Schools’ vocational education program, are much more modern. The district offers an engineering and energy pathway, biomedicine, engineering, and advanced manufacturing, said Laurent Trent, manager of strategic partnerships at Denver Public Schools at the school’s office of college and career readiness.
“Often, a student doesn’t realize they’re in a career and technical education class until they get in it and really like it and say, ‘Oh I’m going to take the next one.’ They don’t hold a lot of the stigma that their parents and other adults hold,” Trent said. “So, business partners and parents — in the best-case scenario, they don’t know — and in the worst, they do know and they associate it with vocational education of decades past, so we definitely wanted to signal that this is a new day.”
They’re also trying to reenvision some of the more traditional kinds of vocations, such as automotive work, to be more compatible with the modern workforce, Trent said.
“We’re thinking about that now, to take more old school programs and reimagine them into career pathways, so we’re thinking about how you take traditional construction and woodworking classes and change the structure so it aligns with a high-demand advanced manufacturing pathway. Certainly many of our investments are in other areas. Auto – for instance – does auto have a place in the engineering pathway? We’re still thinking through how that works,” she said.
To decide which programs reflect relevant growing industries, the school partners with the Office of Economic Development in Denver, to analyze data on which fields are developing rapidly. The school also received a “Youth CareerConnect” grant. Students are also doing job shadows and getting connected with mentors in their fields. Trent said the district is currently working with three universities on a preferential admissions agreement for students in the vocational education classes.
Philip Zelikow, co-author of America’s Moment: Creating Opportunity in the Connected Age, and White Burkett Miller Professor of History at the University of Virginia, said the best way to provide vocational education would be to integrate elements of vocational education into the rest of the academic curricula. He pointed to Camden County High School where you learn the theory in order to use the skills, such as learning how to investigate a crime scene and using instruments and writing up reports for actual hands-on skills.
“You unite theory and practice, which is actually a very interesting way to learn the theory and makes it much more accessible.” Zelikow said.
He argued that a child choosing one vocation early on in their high school career may be too rigid, since students often change their minds sometime in high school, if not college.
“They say, ‘We don’t expect these kids to get these academic subjects,’ and in effect, they’re tracking them since they’re 15. They’ve ended up spending their whole high school career to prepare to be an aircraft repairperson, but that may be too rigid and confining,” Zelikow said. “One of the advantages of the mainstreaming approach is that it builds up soft skills, basic literacy and numeracy, and the context in which you build up that literacy and numeracy isn’t all that important.”
When you separate vocational education from academic work, you emphasize class differences, Zelikow said, instead of helping all students build skills they will need in the future.
“You reinforce the problem of two Americas with this kind of educational system, which is duplicating the kind of class educational system you would have encountered in America in the 1850s, where a small number of students of a particular class would go to certain schools and everyone else was assumed to be good for nothing but farmwork,” Zelikow said. “In the period between 1880 and 1940, there was the universal high school movement and radical changes in college. These changes now look anachronistic, but they were a major overhaul of the system. It’s time for another overhaul.”
This blog was originally posted on Think Progress on July 21, 2015. Reprinted with permission.
About the Author: The author’s name is Casey Quinlan. Casey Quinlan is an education reporter for ThinkProgress. Previously, she was an editor for U.S. News and World Report. She has covered investing, education crime, LGBT issues, and politics for publications such as the NY Daily News, The Crime Report, The Legislative Gazette, Autostraddle, City Limits, The Atlantic and The Toast.
“David Vitale, we don’t recognize you as the board chairperson… You’re fired!”
Thus Jitu Brown, education organizer at the Kenwood Oakland Community Organization on Chicago’s South Side, began today’s protest rally of about 400 students, parents and community members outside the downtown headquarters of Chicago Public Schools (CPS), where Chicago Board of Education president Vitale and the rest of the board were holding their monthly meeting.
Activists like Brown have been incensed by unpopular board decisions like the recent 50 school closures and massive budget cuts, and students haven’t been happy at the changes, either. Today, dozens boycotted school to join community organizations from around the city at the rally.
The protesters demanded that the school board be directly elected by Chicagoans, rather than appointed by the mayor, to make the body accountable to community needs.
“We have jumped through every hoop CPS has said to jump through, and still, they make the same decisions over and over again that have damaged schools in our communities,” Brown said. “We need an elected school board!”
“You have a disagreement [about school closings]? The court has spoken to that. You don’t like something? There’s another way to speak of it. Do not take the kids out of school and harm them and their future,” Emanuel said.
No boycott organizers or union officials knew the exact number of students who participated in today’s boycott. But the number of students skipping class for today’s rally was far below Civil Rights-era CPS boycotts, like the one in 1963 protesting extreme racial segregation and miserable conditions in the city’s schools. According to community and teachers union staff, most schools continued business as usual.
However, the clamor for an elected board seems to be growing.
Standing in the middle of the crowd with her three children participating in the day’s boycott, Mae McLeninen, a janitor at Curie High School on the South Side, said she kept her elementary-age kids out of school to join the effort against Emanuel and the board.
“We’ve gotta get rid of the mayor, but not just him. We have to hold them accountable through an elected school board,” McLeninen says.
“TIF money is our money. We should be able to tell them to put that money into schools,” says McLeninen, referring to tax increment financing (TIF) dollars—public funds initially designed to alleviate blight that critics say have taken resources away from schools and have become a giant slush fund for the mayor to dole out giveaways to corporations like MillerCoors and the Chicago Mercantile Exchange.
The Chicago Teachers Union did not officially endorse the day’s boycott, though CTU staffers and members in red T-shirts could be seen throughout the crowd.
“We can’t ask kids not to go to school, but if parents think that’s the best thing for their children, we fully support them,” says Kristine Mayle, the CTU’s financial secretary.
Mayle says she understands the frustration of many parents at massive class sizes in many schools throughout the district and the failure to deliver promised items like iPads and air conditioning to sweltering classrooms during a Midwestern heat wave this week.
“The reports we’re getting from schools are that the promises the district gave them are not being kept, so it’s understandable they want to fight,” Mayle says.
As I reported for Al Jazeera America last week, many CPS parents were worried before the school year began on Monday that schools would not be able to meet students’ basic needs, thanks to budget cuts of $162 million and teacher layoffs throughout the district, as well as school closings and consolidations in neighborhoods of color on the South and West Side.
That worry has come true, according to several of the day’s speakers. After the protesters marched from the school board headquarters to city hall, Jamie Adams, a sophomore at Roosevelt High School in the Albany Park neighborhood, told the crowd that her school saw $1.6 million in budget cuts and layoffs of six teachers and counselors, leading to overcrowding.
“We’re literally fighting over desks. Some of us are sitting on the floor,” Adams said.
Adams joined a group of about 20 students affiliated with the newly-formed Chicago Students Union, who say they will be waging a campaign for a seat on the city’s school board for students.
At the Board of Education meeting this morning, parents, teachers, union officials, and community organization representatives denounced the board’s actions during the public comment period, in a scene that has become routine in this city. Lane Tech parent Adenia Linker promised parents will keep fighting “until this board is history.”
The beginning of last year’s school year saw the Chicago Teachers Union walk out in a historic strike. With several hundred parents and students marching on the third day of school, a growing campaign to end mayoral control of the city’s school board, and rising anger among parents and students over austerity measures, the new school year promises to be just as contentious.
About the Author: Micah Uetricht is an In These Times contributing editor. He has written for Salon, The Nation,The American Prospect, Jacobin, and the Chicago Reader. Most importantly, he is also a proud former In These Times editorial intern. Follow him on Twitter @micahuetricht or contact him at micah.uetricht [at] gmail.
In November McDonald’s saw a 2.5 percent increase in November sales. This is after the fast food giant saw a decrease in sales of 2.2 percent in October. So why was there increase in sales? Was the pork-like substitute McRib back? Was there a shortage of Ore-Ida french fries in your local grocer’s freezer causing a run on McDonald’s across the country?
Nope, none of the above; the corporate overlords at McDonald’s urged franchisees to be open on Thanksgiving day, a day that most franchise stores are closed. A Nov. 8 memo from McDonald’s USA Chief Operating Officer Jim Johannesen stated,
“Starting with Thanksgiving, ensure your restaurants are open throughout the holidays. Our largest holiday opportunity as a system is Christmas Day. Last year, [company-operated] restaurants that opened on Christmas averaged $5,500 in sales.”
On Dec. 12 Mr. Johannesen doubled down and sent out another memo to franchise owners stating that average sales for company-owned restaurants, which compose about 10 percent of its system, were “more than $6,000” this Thanksgiving. That adds up to be about $36 million in extra sales.
So with all those extra sales one must ask if employees are reaping any benefits from being open on the holidays. The answer is dependent on the franchise owner; however, in the case of company owned stores the answer is a big fat no. According to McDonald’s spokesperson Heather Oldani, “when our company-owned restaurants are open on the holidays, the staff voluntarily sign up to work. There is no regular overtime pay.”
It is bad enough that McDonald’s pays crap wages but then they turn around and refuse to pay overtime for employees who volunteer to give up their holidays so that McDonald’s can make several million dollars. I am also willing to bet that most staff does not readily volunteer to work on Christmas day. This just gives me one more reason to not eat at the Golden Arches.
This post was originally posted on December 18, 2012 at The Daily Kos. Reprinted with Permission.
About the Author: Mark E. Andersen is a 44 year old veteran, lifelong Progressive Democrat, Rabid Packer fan, Single Dad, Part-time Grad Student, and Full-time IS worker. Find me on facebook my page is “Kodiak54 (Mark Andersen)”
(Plaintiffs limited their challenge to racial discrimination in public education.)
The court said that a black applicant could seek adoption of a constitutionally permissible race-conscious admissions policy only through the “lengthy, expensive, and arduous process” of amending the state constitution. On the other hand, someone wishing to change any other aspect of a university’s admissions policy has four options – lobby the admissions committee, petition the leadership of the university, seek to influence the school’s governing board, or initiate a statewide campaign to alter the state’s constitution.
“The existence of such a comparative structural burden undermines the Equal Protection Clause’s guarantee that all citizens ought to have equal access to the tools of political change.”
Seven judges wrote five DISSENTING opinions. Six said that the majority relied on two US Supreme Court cases that “have no application here,” and one said that the majority relied on “an extreme extension” of those cases. The cases are Hunter v. Erickson, 393 US 385 (1969), and Washington v. Seattle Sch Dist, 458 US 457 (1982).
This post was originally posted on Law Memo on November 16, 2012. Reprinted with permission.
About the Author: Ross Runkel is Professor of Law Emeritus at Willamette University College of Law. He has spent 35 years specializing in employment law, employment discrimination, labor law, and arbitration.
We sat down and had a conversation with our good friend Jeff Herzberg at Prairie Lakes Area Education Agency (PLAEA) about ROWE and education. We trained PLAEA’s pilot team through a Beyond Telework Workshop and recently brought selected PLAEA employees through our Training Certification program. Those certified internal trainers will now lead the entire agency into a ROWE! PLAEA is an organization that assists over 33,000 students and supports 3,500 educators and 200 administrators in central Iowa. Some of Jeff’s stories are going to be featured in the new book, Why Managing Sucks and How to Fix It, so we wanted to share some of that conversation with all of you today.
I’ve been really pleased and surprised with how ROWE has resonated with educators and the effort to not just reform education, but reimagine it, as Jeff says in the interview.
Below is part of our conversation with Jeff and a clip of the interview, which you can watch in full here if you’re interested in learning more. And of course you can pre-order your copy of Why Managing Sucks to read more about ROWE in education. We’re really excited about Jeff’s chapter!
Cali: What made you crazy enough to be the Results-Only Work Enviornment pioneer in education?
Jeff: Besides the fact that you two were so convincing, after we read the book and had some conversation, it just made sense. School is not working for everyone, everyone knows it but no one was willing to do anything about it. I knew it was the right thing to do and just went right ahead.
Jody:Teachers can’t be ROWE! What do you say when people push back?
Jeff:Is what we’re doing working today with all kids? If we’re all honest and willing to risk saying it, then the answer is: Absolutely not, it’s not working for today’s kids. Everyone is working so hard–parents, teachers, kids, administration. The system’s broken. It doesn’t need reforming, but reinventing.
Cali: Companies are freaked out about being first in their industry, when it comes to big changes like ROWE. What has changed for you?
Jeff: In Iowa, we got rid of seat time. We don’t want to focus on time as the constant. We want to make extended, high-quality learning the constant. Our current system worked 100 years ago when we were preparing kids for assembly lines. We’re moving toward competency-based education.
Jody:What were some of the challenges to adopting ROWE?
Jeff: We’re still experiencing them as we expand from our 50-person pilot to implementing throughout the agency of 240 employees. The big question is, how do we define results that we’ll be held accountable for? I want to shoot for something bigger than standardized test scores. Look at the big picture, not just all the activities that we’re doing. Like your new book says, we want to manage the work, not the people.
Our showstopper when people challenge what we’re doing is to say: “You don’t want to focus on results?”
Cali: Do people look at you like you’re crazy?
Jeff: People are polite and say “That’s nice” and they stand back and see if it’s going to work for us.
For the first time in my career we’re getting to have multiple conversations about employees really talking about the work. There’s a lot of excitement internally, but some fear like “what if it doesn’t work?”
Cali:It’s about waking people up to be accountable and really own the job.
Jeff: Most people want to be accountable and responsible. Recent Gallup study: only 11% of workers report being “engaged” in their work. If education workers are following that trend, well no wonder we’re not getting good outcomes! We’re talking about unleashing the potential of our employees. Stop doing things that are a waste of time, and start doing things that will really have an impact.
This article was originally posted on ROWE on November 11, 2012. Reprinted with permission.
About the Authors: Cali Ressler and Jody Thompson are the Founders of CultureRx and creators of the Results-Only Work Environment (ROWE). Their first book, Why Work Sucks and How to Fix It, was named “The Year’s Best Book on Work-Life Balance” by Business Week. They have been featured on the covers of BusinessWeek, Workforce Management Magazine, HR Magazine, Hybrid Mom Magazine, as well as in the New York Times, TIME Magazine, USA Today, and on Good Morning America, CNBC and CNN.
Cutbacks in public technical school and university programs have created new opportunities for for-profit colleges, which have skillfully used public money to churn displaced workers and other students through their machinery, leaving them worse off than before, according to the findings of a two-year investigation of 30 for-profit colleges released this week by Sen. Tom Harkin (D-Iowa).
The report from Harkin, chair of the Senate’s Health, Education, Labor, and Pensions (HELP) Committee, confirms what Michael Rosen, president of American Federation of Teachers (AFT) Local 212 at Milwaukee Area Technical College, has been witnessing in recent years. Laid-off workers desperate for a new career, Iraq and Afghanistan war veterans hoping to re-start their lives, and recent high school graduates have all been frustrated by long waiting lines for programs at public technical schools and universities. Rosen has been a passionate critic of public technical-college cutbacks, the distortion of technical education as it falls under increasing corporate influence, and the growth of for-profit colleges like the University of Phoenix, Kaplan and others.
“The losers are students who are paying four to five times as much for a public education, but wind up with an inferior education that doesn’t help them in today’s job market,” Rosen says. “In this economy, we are seeing layoffs in every occupation—whether flight attendants or factory workers—so the number of people looking for training has increased, but the funding for technical schools has decreased. This leaves some people out [unable to find the program they want in public institutions], and these people are preyed upon by for-profit colleges.”
And Rosen notes it’s not only the students who are losing out, but also U.S. taxpayers. “The for-profit schools get over $32 billion or 80% of their revenue from federal funds via student loans and grants,” Rosen says. “They cash in on up to 25% of federal financial aid, but account for just 13% of college students.”
The HELP report makes for a thorough indictment of the for–profit college industry, which has expanded exponentially over the last few years. Enrollment more than tripled from 1998 to 2008 to about 2.4 million students. Fully three-quarters are enrolled at colleges owned by huge publicly traded companies with a mission of maximizing profit. Increasingly, private equity firms are buying into the industry.
Among its appalling findings, Harkin’s investigation revealed:
FEDERAL FUNDING THE FOUNT OF PROFITS: Over 80% of the for-profit colleges’ revenue comes from taxpayers. Since veterans’ benefits do not count against a 90% ceiling on federal funding, veterans have become a target for for-profit college recruiters.
PROFITS EXCEED INSTRUCTIONAL COSTS: “Among the 30 companies, an average of 22.4 percent of revenue went to marketing and recruiting, 19.4 percent to profits and 17.7 percent to instruction,” reported Tamar Lewin in an excellent New York Times piece on the report.
FIND ‘EM AND FORGET ‘EM: The for-profit schools also have an extraordinarily miserable record in retaining and educating their students: “the majority of students they enroll leave without a degree, half of those within four months,” Lewin wrote.
And recruiting practices—until some recent reforms—stressed enlisting students without regard to their suitability for the schools, with recruiters formerly paid on a “piecework”-style basis for each student they recruited, Rosen points out. The 30 for-profits studied have roughly a 9-1 ratio between recruiters and support staff to assist the students in planning their careers.
“Enrolling students,” wrote Lewin, “and getting their federal financial aid is the heart of the business, and in 2010, the report found, the colleges studied had a total of 32,496 recruiters, compared with 3,512 career-services staff members.”
Meanwhile, according to the AFT’s Rosen, the quality of teaching in the for-profits is generally abominably low.
“For students in medical fields like nursing, they don’t work under an instructor and actually have direct patient contact,” says Rosen. “The education is just in the classroom environment, and even there, they don’t even have the proper equipment. For the relatively small percentage of students who manage to graduate from for-profit schools, they discover soon that their degree is generally not taken seriously by prospective employers.”
ULTRA-COSTLY FOR STUDENTS: The report found that associate-degree and certificate programs at for-profit colleges averaged about four times the cost of those at community colleges and public universities.
“And tuition decisions seem to be driven more by profit-seeking than instructional costs,” Lewin wrote. An internal memo from the finance director of a Kaplan nursing program in Sacramento, for example, recommended an 8 percent increase in fees, saying that “with the new pricing, we can lose two students and still make the same profit.”
The students who drop out are left to make loan payments without having gained any credentials. It is not surprising, then, that former students of for-profit schools account for 45% of college loan delinquencies.
Despite the overwhelming evidence amassed by the investigation, Republican members of the HELP Committee claimed that the study showed antipathy to the sacrosanct “free market” (as if an industry that gets more than 80% of its funding is part of the “free market”!). They also objected to the inclusion of some testimony and documents damaging to the industry. As Lewin noted:
The Republicans on the Senate committee criticized the Democrats’ investigation for including testimony from Steve Eisman, the hedge fund manager who was one of the first to compare for-profit colleges to the subprime mortgage industry; for making public the internal company documents that the committee gathered; for refusing to broaden the investigation to include abuses by nonprofit colleges; and for being what they said was a hostile partisan effort.
The Republicans’ unwillingness to confront the industry’s corruption—enabled by the clear misuse of taxpayer dollars—is more testimony to the GOP’s slavish servitude to corporate donors and lobbyists. But the for-profit schools’ loyal protectors have been drawn from both parties. As David Halperin pointed out,
There is stalemate in Washington on holding this industry accountable, because the big money that it spends on lobbying, lawyering, and campaign contributions has bought the allegiance of many congressional Republicans and Democrats and has thwarted federal regulations.
And so, for the forseeable future, the for-profit schools’ hustle will continue to squeeze earnings out of America’s most vulnerable citizens—displaced workers, recently discharged veterans, and naive high school graduates—with an assist from U.S. taxpayers.
About the Author: Roger Bybee is a Milwaukee-based freelance writer and progressive publicity consultant whose work has appeared in numerous national publications, including Z magazine, Dollars & Sense, Yes!, The Progressive, Multinational Monitor, The American Prospect and Foreign Policy in Focus. His e-mail address is [email protected]
This year’s students are the workers of five or 10 or 15 years from now. There’s an obvious statement for you, but it’s one that is too rarely considered in discussions of education policy as hedge funders and corporate billionaires try to claim the mantle of doing what’s right for kids, implying or saying straight out that teachers are too self-interested to represent kids and should be left out of the discussion altogether. The fundamental question is this: If you don’t trust Wall Street or the Walton family to do what’s in your best interest as an adult in the American workforce, why would you trust them to do what’s in the best interest of the next generation of workers?
School, from the first day we set foot in a classroom to graduation from the highest level of education we achieve, trains us to be workers not only by teaching us math and grammar but by teaching us how to respond to instructions, orders, or discipline. It teaches us how to sit still, how to show that we’re making the kind of effort our superiors want to see from us, how to work toward socially approved goals. For many jobs and careers, school gives us training or credentials we need. The level and quality of education we get to a great extent determines what jobs we’ll be considered for, how likely we are to be unemployed, how much money we’ll earn.
So the structure of education in our country trains kids for what to expect as adults and says a lot about how we envision work and people’s access to good jobs. Deprive schools of funding and you’re creating a generation that doesn’t have the education needed to succeed. Or, you’re creating a big chunk of a generation that doesn’t have the education needed to succeed—some kids’ families will be able to buy them a better education directly, some kids will live in well-to-do areas where the schools remain well-funded or where wealthy parents can subsidize public schools heavily.
This then sets up the conditions to justify not hiring people. Already we hear about how there just aren’t enough skilled workers and that companies want to hire, honest they do, they just can’t find trained workers to do the skilled jobs for which they’re offering to pay a pittance. Or we hear how companies have to move jobs overseas, because, again, American workers just can’t hack it in the information economy. It’s mostly an excuse anyway, but you think that’s going to get any better in 20 years if our public education system is gutted now?
If you create a class of schools that, while theoretically public, can effectively exclude homeless kids or disabled kids or kids whose first language isn’t English, and leave all those excluded kids in the public schools you’re telling everyone are second best, you send a message about who’s desirable as students and who will remain desirable as workers. If a state happens to funnel its entire school maintenance budget to that separate class of schools, the message is reinforced again. If you tell everyone that the new class of schools is better (even if in fact the evidence suggests otherwise), but there aren’t enough spaces for everyone, you send the message starting ever earlier in kids’ lives that they are disposable, that some of them will be left behind no matter what. Public schooling should send the opposite message—that all kids deserve a good education, an equal education, that the government is invested in all of them and that they can all succeed.
Then there’s higher education, where at the same time as a college degree becomes a near-requirement for entry into the middle class, per-student government spending is at a 25-year low and the number of administrators, and their pay, has shot up, while the number of faculty who actually teach students, and their pay, has lagged behind the administrators. As public higher education becomes a more difficult option, for-profit colleges step in to fill the void, not by being cheaper or better but by marketing themselves more aggressively despite abysmal results. Students, meanwhile, are forced to take on more and more loan debt to get that college degree, meaning they enter the workforce already desperate, to the benefit of employers who can capitalize on that desperation to keep workers who might otherwise move on or fight back.
So while I believe that teachers are important—important because they are the ones in the classrooms every day, doing an incredibly difficult job for not very much money and because they are an important part of a middle class that Republicans are trying to wipe out of existence—I understand and write about education as a labor issue not just because Mitt Romney’s top education priority is to break teachers unions, but because Mitt Romney’s next education priority, one he can only get to after breaking the unions, is to privatize public education, weakening it as a public good that serves everyone close to equally and instead bringing profit in, creating more and more unequal outcomes. I write about education as a labor issue because when Romney tells teachers class size doesn’t matter, even though he sent his own sons to a school with an average class size of 12, that’s class warfare from above in a nutshell. Class size only matters if you can pay for it to be small. If you can’t, screw you, your kids will be in the swollen classes that result from firing their teachers.
Similarly, Romney slashed higher education funding while governor of Massachusetts, pushing more students into debt—not something his own trust fund babies ever had to worry about. I use Romney as an example, but of course it’s not just him, it’s his party. Rep. Todd Akin, running for Senate from Missouri, referred to federal involvement in student loans as “the stage three cancer of socialism.” Rep. Paul Ryan, who paid for college with Social Security benefits, wants to cut Pell Grants for a million students. Rep. Virginia Foxx has “little tolerance” for people with student loans, but champions the for-profit college industry that owes its existence to, and relentlessly seeks to maximize, those loans. And so on.
Education is a labor issue because it’s how we train children to someday be workers, determining many of the conditions under which young adults enter the workforce. It’s a labor issue because school funding represents an investment, or a failure to invest, in the mass of people. Abandoning them as children, whether by underfunding the schools they attend or putting corporate profits first, is basically a guarantee they’ll face worse as adults.
This blog originally appeared in Daily Kos Labor on July 8, 2012. Reprinted with permission.
About the Author: Laura Clawson is labor editor at Daily Kos. She has a PhD in sociology from Princeton University and has taught at Dartmouth College. From 2008 to 2011, she was senior writer at Working America, the community affiliate of the AFL-CIO.
In 1989 I gave my first Commencement Speech at the University of Puget Sound. Even though I wasn’t asked to speak to graduates this year, I decided to not let that hold me back. Actually the speech below is much less for the graduates and really directed at the corporations that seem to value these graduates so highly—much too highly. Without further ado…
Dear Graduates—after wandering the halls of academe for 16, or more years, congratulations. The good news, no more homework. The bad news, say goodbye to summer, your ten-month year is about to come to an end.
My undergraduate years were a valuable time for me. I learned how to do my own laundry, how to drink Jell-o shots, how to use a cafeteria tray as a sleigh, how to kiss with one leg on the floor, how to cram all night for a test and how to forget everything the moment that the test was over—all helpful skills to possess.
Okay, I did learn a few things along the way. Unfortunately none immediately leap to mind. (Lest I seem like a total slacker, Dear Reader, what information do you remember from your college years?)
Which is exactly my point. I think that all graduates deserve congratulations. But this is not about you. I’m concerned that far too many corporations hold the lack of a college education against employees who want to get into management.
Just last week I talked to a woman who had run an office for two U.S. Senators, been a successful entrepreneur and was currently thriving in an entirely new career. She accomplished all of this without a college degree. Yet, there are many jobs that she cannot apply for.
This isn’t coming from a place of envy. I not only have a B.S. degree (a perfect description of my undergraduate years). But I also have a Masters of Business Administration (and isn’t that what the business world needs today, more administrators?). And I’ve served as an Adjunct Professor to MBA students on four separate occasions (in case you are wondering, “Adjunct” is Latin for “poorly paid”).
So my criticism comes from a person who has “paid his dues.” I’ve got the degrees. And I think college is a totally B.S. test for how you’ll perform in today’s workplace. There is nothing wrong with a college education. To use a dessert analogy, the degree is the icing, the cake is the person’s other experiences, expertise and insight.
That does leave us with a problem. If we are going to level the playing field in terms of those with, and those without a college education, how will we decide who is the better person to hire? We’ll have to look at the person and not use a convenient, and inappropriate, yardstick.
A few considerations: What has the person accomplished at work? How do the people they’ve worked with feel about their contributions? Has the person traveled abroad? Have they done volunteer work? Do they speak another language? Do they know what’s going on in the world? Do they understand your industry and its competitors? I would argue that all of these are more reliable measures of what a person can contribute to your organization than a tired, old piece of sheepskin.
Don’t get me wrong, I don’t have a beef with college. I just believe that the life experiences and minds of many who have not graced the hallowed halls of academia is a terrible thing to waste. So enjoy your degree. Just don’t look down on people who don’t have one. Heck, you just might be able to learn something from them.
About The Author: Bob Rosner is a best-selling author and award-winning journalist. For free job and work advice, check out the award-winning workplace911.com. Check the revised edition of his Wall Street Journal best seller, “The Boss’s Survival Guide.” If you have a question for Bob, contact him via [email protected]