If this hypothesis is correct, our findings suggest that Promise-style policies, and other policies focused on making higher education more affordable, may be usefully supplemented by helping students better understand how their behavior affects their future. Subsidies for higher education may have a greater impact on student achievement and behavior if students understand the link between their behavior and work habits and their GPA, and the link between their GPA and the future rewards offered by programs like the Promise.
Showing 460 posts tagged college
The NMC Horizon Report: 2014 Higher Education Edition report, launched on 3 February 2014, assesses emerging technologies for their potential impact on and use in teaching and learning within universities.
Students with learning disabilities often go undiagnosed and are ill-served by institutions of higher education.
Today, some 800 of the roughly 3,000 four-year colleges and universities in America make SAT or ACT submissions optional. But before a new study released Tuesday, no one had taken a hard, broad look at just how students who take advantage of “test-optional” policies are doing: how, for example, their grades and graduation rates stack up next to their counterparts who submitted their test results to admissions offices.
With many students entering college ill prepared to succeed, states and districts are increasingly offering transitional coursework for high schoolers who need extra help.
The 'Pay It Forward' tuition plan would allow students to go through college without paying, but give a portion of income for years after graduating.
Half wish they’d gotten more work experience while still in school.
Read more. [Image quinn.anya/Flickr]
Students at top tier universities in the U.S. might find themselves kicked out because their school’s immediate reaction to their mental health crisis is not to treat - it’s to expel. A Newsweek expose by Katie JM Baker.
Online education and MOOCs can deliver on academics, but addressing the personal networking, social and interactive sides of learning is a priority.
With President Obama calling for greater access to college, it is more important than ever for the public to understand the issue is not just getting students into college, but keeping them there. In a recent article in the New York Times, David L. Krip, professor of public policy at the University of California, Berkeley, discussed the Accelerated Study in Associate Program (ASAP) at the City University of New York (CUNY). Designed for community college students, it provides a package of comprehensive financial resources, student support systems, and a variety of other personalized approaches that are designed to increase student retention.
Without ASAP, only 27 percent of CUNY students graduate on time.
Technology is swiftly assuming a dominant role in classrooms, and in students’ lives. Many observers have raised doubts about whether schools of education are providing future teachers with the skills they need to address blended learning, and whether they’re using digital tools to improve instruction.
The National Association of State Boards of Education, in Alexandria, Va., released a report in 2012 that cast a critical eye on teacher colleges’ performance in building digital skills. It said that the training of teachers “too often has not kept pace with advances in technology or new ways of learning,” and asserted that educators were not being prepared to use technology to personalize learning or shape students’ analytical skills.
The advent of the college exit test is being driven largely by parents, legislators, and others intent on making sure they’re getting their money’s worth from universities and colleges — and by employers who complain that graduates arrive surprisingly ill-prepared.
“There is a groundswell from the public about whether a college degree is worth what people are paying for it,” said Stephanie Davidson, vice chancellor for academic affairs at the University System of Ohio. “People are asking for tangible demonstrations of what students know.”
image via flickr:CC | shaghaghi
Exit testing? Who out there thinks this is a good idea?
An interesting longitudinal study of high school sophomores 10 years later was just released by the Ed.gov. Some findings on their college career:
- 19% were both working for pay and taking postsecondary courses
- 5% were taking postsecondary courses only
- 63% were working for pay only
- 13% were neither working for pay nor taking post secondary courses
10 years later, 24% were still taking college classes!
Read more about graduation rates, college loan amounts, job rates, and living arrangements.