Cornell Given $350 Million to Build NYC Science School

Mayor Michael Bloomberg has announced that Cornell University has been selected to build a high-tech graduate school, to be operated with Technion-Israel Institute of Technology, in New York City, writes Richard Perez-Pena at the New York Times.

The $350 million gift that comes with it will be critical in building the graduate school on Roosevelt Island. The donor is Atlantic Philanthropies, whose founder, Charles F. Feeney, is a Cornell alumnus.

“This is a once-in-a-generation opportunity to create economic and educational opportunity on a transformational scale,” Mr. Feeney said.

This comes after Stanford University announced that they were out of the running to establish a New York City based campus.

Stanford was Cornell’s biggest rival in getting the contract, but days before the announcement was made Stanford President John Hennessy declared his university was out of the race.

“The university could not be certain that it could proceed in a way that ensured the success of the campus,” a university statement said.

Julie Wood, city deputy press secretary, issued a statement:

“This competition is about changing the future of the city’s economy, and we are thrilled that we have a number of proposals that we believe will do exactly that. We are in serious negotiations with several of the other applicants, each of whom has a game-changing project queued up.”

Bloomberg, along with officials, announced the $2 billion plan, which will include math and science education support for 10,000 city children.

“Today will be remembered as a defining moment,” Mr. Bloomberg said.

“In a word, this project is going to be transformative.”

The project will also stimulate jobs in the city. Building the campus is expected to create 20,000 construction jobs. Bloomberg and his officials also predict that this will lead to 600 new businesses over the next generation, creating 30,000 more jobs and as much as $1.4 billion in tax revenue.

“New York City is positioned to become the new technology capital of the world,” said David J. Skorton, the Cornell president.

Mr. Bloomberg declined to cite specifics when asked about Stanford’s decision to drop out of the race.

Though Bloomberg did confirm that he had spoken to president Hennessy, and indicated that while Stanford may well have a future in the city, this project just wasn’t right.

“The program that we want may not exactly fit what they want,” he said.

Seven proposals from 17 institutions were submitted for the project. City officials pored through over 10,000 pages of documents over two months, but for Bloomberg there was only one clear winner.

Mr. Bloomberg picked the Cornell-Technion plan because it was “far and away the boldest and most ambitious” and had an “incredibly aggressive schedule,” he said.

Michael MacDowell: College Education Provides the Best Cushion in a Poor Labor Market

Many people around the country are questioning the value of a college education nowadays due to unemployment persistently hovering between 8 and 9 percent nationally. It is natural for the students and parents who are spending their hard-earned money on a college degree to question its value when many are not seeing an immediate return on their investment.

Overall, the general public seems to be at odds in this ongoing debate. The Pew Research Center found this year that 75 percent of the public wondered if the cost of a college education was worth it. That same poll, however, showed that 86 percent of college graduates believed their college education was a good investment for them.

In the long run, returns on a college education remain significant and have not changed for many years. On average, people with an undergraduate college degree earn more than $1 million more over their lifespan than those without one. Some people, though, have pointed out that these estimates are based on historical trends and such trends do not a future make. For instance, for many years a house was considered a good investment, but recently that has not been the case.

The fact of the matter is that investment in human capital, such as an education, is a different kind of investment than consumer goods, like a home. We buy refrigerators, automobiles and houses to improve the quality of our lives, but we should not consider them as investments. In fact, if houses in general had been considered a consumer product rather than an investment from 2002-2008, the housing bubble we experienced might not have occurred.

Let me explain. Clearly, no one anticipates a car or a dishwasher to accrue in value over the years. Many individuals, though, have anticipated that housing prices would increase forever because the overall demand for it has continued to rise since the end of World War II. Over the long-run, though, the price for housing has fluctuated. In fact, housing bubbles can be traced back to the early 1700s when over-speculation on housing in European capitals such as London and Paris led to a financial panic that eventually spread to the United States.

Unlike automobiles and houses though, an education is a much more marketable product. A highly educated individual is a more productive worker and tends to produce greater returns over time than does an investment in consumer goods. Those returns accrue to the individual by way of higher salaries.

Of course not all college degrees have the same rate of return. Returns on degrees in the health sciences, as well as the sciences and engineering, are significantly higher than they are for majors such as counseling, psychology, and English. Today, a petroleum engineer can expect to earn $120,000 a year. A counseling or psychology graduate can expect to earn about $29,000 a year.

Regardless of the major, students should not be left on their own when it comes to making an investment in themselves. Colleges and universities should also assume some of the risk that the students and families undertake. Over the years, Misericordia University has found that students who engage in internships and mentoring relationships develop marketable personal skills above and beyond the technical expertise and the general knowledge they acquire from a college education, which in turn gives them a much better chance of finding a good job.

That is why these specific skills that enhance employability of all majors at Misericordia are offered through the Insalaco Center for Career Development.

Misericordia students who participate in the Insalaco Center’s well-structured and rigorous programs and maintain a 3.0 grade point average can take advantage of the University’s Guaranteed Placement Program (GPP). Simply stated, the GPP guarantees students a paid internship in their field of study if they are not able to find employment or are not enrolled in graduate school six months after graduation. The six-month paid internship almost always leads to a job.

Higher education is not an inexpensive undertaking. Students and families often find themselves in debt after graduation. Misericordia University has the least expensive tuition of any traditional, private four-year institution in the region, but we also believe that risk-sharing is important, hence our Guaranteed Placement Program.

Signs of relief from the nation’s worst recession since the 1930s are on the horizon, but nobody should believe that the difficult economic circumstances we face will be gone tomorrow. The best way to cushion the impact of a poor labor market on the individual is with a college education. The college itself should accept some responsibility for providing that cushion. The Guaranteed Placement Program does just that.

Columbia University Launches Occupy Wall Street Class

Columbia University is set to offer a new course for its juniors, seniors, and graduate students based on the Occupy Wall Street Movement, writes CBS New York.

Starting next semester, the Occupy Wall Street class will send students into the field. They will become involved with the Occupy movement outside of the classroom while also doing class work at Columbia’s Morningside Heights campus.

The anthropology department course will be taught by Dr. Hannah Appel, a “veteran” and vocal proponent of the Occupy movement.

The “Occupy the Field: Global Finance, Inequality, Social Movement” syllabus states:

“The course offers training in ethnographic research methods alongside a critical exploration of the conjunctural issues in the Occupy movement: Wall Street, finance capital, and  inequality; political strategies, property and public  space, and the question of anarchy; and genealogies  of the contemporary moment in global social movements.

“Class requirements will be divided between seminar at Columbia and fieldwork in and around the Occupy movement. In addition to scheduled seminar, this class will meet offcampus several times, and students will be expected to be involved in ongoing OWS projects outside of class.”

Appel was a leading member of the movement that began in September last year:

“It is important to push back against the rhetoric of ‘disorganization’ or ‘a movement without a message’ coming from left, right and center,” she said.

While her allegiance and involvement in Occupy Wall Street will have some effect in the way she teachers the material, it will not prevent Appel from being an objective teacher, she claims.

This comes after dozens of occupiers were arrested shortly before midnight on New Year’s Eve as they tore down barricades surrounding New York City’s Zuccotti Park.

Zuccotti Park used to be the home of their encampment until it was dismantled several weeks ago. Around 500 protesters gathered in the park for New Year’s Eve, chanting “We are the 99 percent.” But after some protesters began to tear down the barricades that blocked off the evicted Occupy Wall Street area, police moved in.

The New York Police Department announced that a total of 68 people were arrested, with charges varying from trespassing to disorderly conduct and reckless endangerment, while one person was accused of assaulting a police officer with scissors.

US Department of Ed Looks for Advice on College Completion

As part of the effort to keep students in postsecondary education, the Department of Education invited members of the higher education community to discuss and share best practices that have been proven to help students successfully complete their studies.

Continuing its commitment to helping America lead the world in college graduates, the Department of Education gathered some of the leading researchers at the “Evidence-Action-Innovation” college symposium to develop a toolkit for institutions to reference.

Around 50 of the nation’s leading researchers, policy experts and practitioners from postsecondary institutions convened at the symposium.

The discussions focused on best practices that support students’ academic transitions through accelerated programs, learning communities and bridge programs, as well as advising, coaching and mentoring.

Speaking at the college completion symposium, U.S. Education Secretary Arne Duncan said:

“Our task now is to brainstorm more creative ideas and scale up those practices that are most successful in making sure that all students – regardless of income, race or background – are crossing the finish line.”

U.S. Under Secretary of Education Martha Kanter also spoke:

“We know that answers for improving quality and completion will come from professors, deans, and leaders in the field who have first-hand knowledge about what works to keep students in school and help them succeed.

“Our goal is to highlight strategies that have had the greatest impact on students’ success without saddling them with unnecessary costs or debt.”

The Department published a notice in the Federal Register which calls for information about promising practices that keep more students in college, with an emphasis on the quality of what students learn and timely attainment of degrees or certificates. The Department will then post material that has been submitted on the site.

This comes after Obama’s State of the Union address, in which the President set out his blueprint for keeping college affordable and reiterated that keeping college within reach of all Americans is vital to achieving the 2020 goal.

Missouri Legislators Warned Over College Fee Difficulties

Public university presidents have told the House committee this week that Missouri is rapidly out-pricing students from low to moderate-income households from a college education.

Administrators warn that despite tuition increases having been limited over the last several years, next year’s 12.5 percent shrink of state funds, proposed by Gov. Jay Nixon, cannot be counteracted by administrative savings alone, writes Virginia Young at STL Today.

“I could fire every administrator I have and I couldn’t come up with $15 million,” says Missouri State University interim President Clifton Smart, referring to the amount of money the university is required to recoup.

However, the University of Central Missouri, Warrensbury has already stabilized tuition increases to an average of 1.4 throughout the last three years by means of a hiring freeze and slaying of eight academic departments.

However, should legislators assent to Nixon’s proposal, state appropriations will allocate less than 40 percent of schools’ funding, “a fundamental threshold, moving us to the edge,” of insuring college affordability, says President Chuck Ambrose.

While legislators are under no delusions that the state’s $500 million budget shortfall will render them unlikely to offer significant relief, but they have expressed their want to ease Nixon’s blows to the budget.

“It’s sad,” said Committee Chairman Mike Lair, R-Chillicothe.
“I wish it were not this way.”

Kenneth Dobbins, president of South-eastern Missouri State University, says the difficulty is that “it’s a sum-zero game. If you give to someone, you’ve got to take from someone else.”

However, given that Missouri’s aim is to increase their number of college graduate residents, alongside insuring college accessibility to qualified students.

Smart said:

“It appears to me there is a disconnect between what we say is important — our collective intent — and our collective actions.”

He later added that a tax credit overhaul could generate $200 million for state coffers, as several of the college presidents illustrated that Nixon’s proposed motion would result in state cuts of 24.5 percent during the last three years.

John Jasinskin, president of Northwest Missouri State University, questioned legislators on the kind of messages being sent if the state contributes more towards the imprisonment of non-violent offenders, while the University of Central Missouri has to turn down the thermostat at 5:15pm every day because Nixon’s reductions would result in an overall loss of $14.6 million in the course of three years.

Administrators have tallied more ways in which they have handled previous cuts, including postponing building works, promoting early retirement, shrinking scholarships and increasing enrollment, but if Nixon’s cuts are as significant as suggested, university reserves will have to be dipped into as well as having to increase tuition, with some classes only made available at scattered intervals.

“But we’re at the point now where we’ll have to have a significant increase,” Smart said.

Graduates Sue Law Schools Over Misrepresentation of Job Data

Various law schools across the country – including the John Marshall Law School in Chicago and the Maurice A. Deane School of Law at Hofstra University – are being sued by a group of former students who allege that they misrepresented employment data.

About 15 law schools nationwide have been sued by more than 73 law school graduates over allegations that the schools falsely inflated graduate employment rates and salary statistics to recruit and retain students, writes Sophia Pearson and Phil Milford at Bloomberg.

Many believe that they are leaving the colleges with nothing but debt and scant employment prospects.

In a statement, David Anziska, an attorney for the plaintiffs, said:

“We believe that some in the legal academy have done a disservice to the profession and the nation by saddling tens of thousands of young lawyers with massive debt for a degree worth far less than advertised.”

This comes after the news that a full credit loan has passed $8,000 per year, with total outstanding student loan debt passing the $1 trillion mark, more than Americans owe in credit card debt.

Last year, the American Bar Association adopted two resolutions asking for more assistance for student loans and urging schools to provide more detailed employment data.

Many schools say that they are sticking to employment data guidelines set by the American Bar Association and the National Association for Law Placement.

Connie Mayer, Albany Law School’s interim president and dean, said:

“We have documentation that supports the accuracy of our data.

“Students are well aware of the realities of today’s economy and we believe the information we provide during the admission process does not mislead our applicants.”

The DePaul University law school in Chicago has been accused of engaging in “Enron- style” accounting techniques to manipulate its employment statistics, at the Cook County Circuit Court.

The plaintiffs say this is:

“Far from giving their graduates ‘a competitive edge,’ and placing them in good, secure, well-paying jobs.”

The university is being sued by eight former students.

“DePaul consigns the majority of them to years of indentured servitude, saddling them with tens of thousands of dollars in crushing, non-dischargeable debt that will literally take decades to pay off.”

Similar allegations were lodged against law schools across the country, including the Brooklyn Law School (78472MF) and Albany Law School of Union University in New York and the DePaul University law school and the Chicago-Kent College of Law at the Illinois Institute of Technology. Similar cases have been brought in California, Florida and New Jersey.

Princeton Review Publishes Best Value Colleges for 2012

The Princeton Review has released its annual list of “Best Value Colleges” in the country, with the University of North Carolina coming out top of the pile of public colleges and Williams College being ranked best private college.

The “Best Value Colleges” ranking was launched in 2004 in an attempt to identify America’s top undergraduate schools by rating their academics, financial aid, and cost of attendance.

The 2012 list includes 150 undergraduate schools: 75 public and 75 private institutions. California is the state with the most colleges recognized (19).

This year the number one “Best Value Public College” is the University of North Carolina at Chapel Hill, while Williams College (Williamstown, MA) is voted the number one “Best Value Private College.”

Said Robert Franek, Princeton Review’s SVP/Publisher and lead author of The Best Value Colleges, said:

“We recommend these extraordinary colleges as our ‘best buys’ for 2012 and salute them for all they are doing to keep costs down and / or offer generous aid to applicants with financial need.

“We appreciate the deep concerns families have about affording college: among the 12,000 teen and parent respondents to our 2011 ‘College Hopes & Worries Survey,’ 86% reported financial aid would be ‘very necessary’ for them to pay for college.”

The Princeton Review “Top 10 Best Value Public Colleges for 2012″ include SUNY Binghamton, the University of Florida and the College of William and Mary, while the “Top 10 Best Value Private Colleges for 2012″ include Ivy stalwarts Princeton, Harvard and Yale, as well as the smaller Swarthmore and Hamilton Colleges. For a full list, please visit Princeton Review.

The Top Online College Universities

Kaplan University

This university is one of the largest accredited colleges. It also has a wide range of fields and subjects for students to study.

University of Phoenix

The University of Phoenix is the largest private University. They have over 200 college Campuses and have their online campus especially. Their degree programs are specifically designed for academic and industry to ensure the quality for whichever the student may choose.

Ivy Bridge College

This online college offers degrees in many areas. Some of these degrees are accounting, healthcare, computer technology, criminal justice, and many others. This school is perfect for students who need great support form their peers and teachers.

Post University

Post University is said to be the best school for obtaining a higher education. Post University offers accredited fast online degree programs and is a must for someone that wants a school experienced in this area, as they have been doing it for over a decade.

What is an MBA?

In MBA is, in short, a Masters Degree in Business Administration. This college course is, contrary to popular belief, one of the most popular that business students take all over the planet. Getting an MBA is actually viewed as a large step towards your business career and is required for a very successful business management career. Having an MBA is as important to business as doctors are for medicine, you NEED people with a Masters Degree in Business Administration in order to have a successful business. This is why an MBA is one of the most sought after degrees in the world today. There are many MBA programs in the world today, making it easy to obtain if you are able to put in the effort to obtain this degree. You can obtain a masters in business administration from online colleges and traditional college campuses.

Brown Mackie College

The Brown Mackie College family of schools has a long history that began with the opening of the Kansas Wesleyan School of Business on September 12, 1892.

In 1938, the school was incorporated as The Brown Mackie School of Business under the ownership of former Kansas Wesleyan School of Business instructors Mr. Perry E. Brown and Mr. A.B. Mackie.

In following years, this school and others that were to become part of the Brown Mackie College family of schools were operated by numerous organizations and eventually were united under the parent company of American Education Centers (AEC), founded in 1993 and headquartered in Fort Mitchell, Kentucky.

In 2003, AEC was acquired by Education Management Corporation, operating out of Pittsburgh, Pennsylvania. The family of schools was renamed Brown Mackie College the following year and includes schools formerly know as Southern Ohio College in Ohio and Kentucky, Asher School of Business in Georgia, Commonwealth Business College in Indiana and Illinois, Michiana College in Indiana, RETS Institute of Technology in Kentucky, and AEC Texas Institute.

Since 1892 the Brown Mackie College family of schools has grown, and now has more than 25 schools in 15 states all across the United States.

About Post University

Since 1890, Post University has been a student-focused, career-driven institution committed to helping students reach their personal and professional goals. Through Post University Online’s Accelerated Degree Program, you can complete your undergraduate or graduate degree from an accredited, traditional four-year university – all at a time and place that’s convenient for you. Our highly interactive online programs are taught by professors who not only have advanced degrees, but are seasoned professionals in the fields they teach and experts at combining theory and practice.

Post University is licensed by the State of Connecticut through the Department of Higher Education (DHE). The purpose of licensure by the State of Connecticut is to ensure that any new institutions, and its academic programs (traditional classroom and online), comply with the quality standards required to begin operations in the state. The regulations and standards used by DHE can be found at: www.ctdhe.org.

In addition to licensure, the State of Connecticut also ensures through its accreditation process that Post University continues to meet the quality standards established by the state. Post University's accreditation by the State of Connecticut carries with it authorization to award specified degrees.

About Walden University

At Walden, we believe that knowledge is most valuable when put to use in organizations, communities, and families. We offer over 60 online degree programs with more than 300 specializations and concentrations, all designed to help professionals gain the knowledge they need to have a real impact in their lives and the lives of others.

Our program areas include:

• Counseling
• Education
• Health Sciences
• Human Services
• Management
• Nursing
• Psychology
• Public Administration
• Public Health

Walden is distinguished by high academic standards, experienced faculty, and a rigorous curriculum. Our advanced degrees are intended to advance the quality of life not just for the Walden graduate, but for everyone he or she encounters. Our programs help students achieve personal enrichment and career advancement.

Walden graduates, in turn, enrich and advance the lives of countless others they serve.

As an accredited institution with over 40 years of experience, Walden has graduated more than 49,500 alumni, all of whom now have the credentials and desire to make a real difference and be a force for good.

Find information on costs, occupation types, completion rates, and median loan debt for these programs at http://waldendisclosures.com.

About Ashford University

Earn the Associate’s, Bachelor’s, or Master’s degree you’ve always wanted. The Ashford University experience provides:

Engaging curricula

Pursue a course of study that covers the full spectrum of modern knowledge – from eMarketing and Cognitive Studies to Sustainable Enterprise Management.

Modern digital tools

Many courses offer ways to study, learn, and share from a suite of digital materials. Plus you can keep in touch with professors and classmates while you’re on-the-go with the Ashford Mobile app.

Vibrant community

The Ashford student body is a diverse family where everyone is welcome. Students, faculty, and alumni interact and support each other from across the country and the world. Social media allows everyone in the Ashford community to connect and network whenever you wish.

Cherished tradition

Ashford University is the perfect blend of tradition with 21st century vision. Commencement ceremonies are one important tradition at Ashford, when the campus in Clinton, Iowa welcomes thousands of students from across the country to receive their diplomas in person.

Help define the modern college experience. Join Ashford University. Enroll today.

For more information about our graduation rates, the median debt of students who completed each program, and other important information, please visit our website at www.AshfordDisclosures.com.

Ashford University does not currently accept students in Arkansas, Kentucky, Minnesota or Mississippi.

About Kaplan University

As one of the largest online universities with a widely recognized name, Kaplan University offers a myriad of campus and online programs for both full-time and part-time students looking to efficiently advance their career.

Kaplan University provides special support services for our military students, including a flexible deployment policy and consideration of military training experience and prior coursework for college credit.* The undergraduate tuition rate has been reduced up to 55 percent per quarter credit hour for active-duty servicemembers and reservists. For veterans, undergraduate tuition is reduced up to 38 percent per quarter credit hour. Kaplan University also offers reduced tuition rates on graduate programs and for military spouses.

Kaplan University participates in the Yellow Ribbon Program and is a member of the Servicemembers Opportunity Colleges Consortium (SOC).

About Tiffin University

Established in 1888, Tiffin University is a private, independent coeducational learning institution, highly regarded and recognized nationally for its accredited on-campus and online courses. Tiffin has also differentiated itself among other colleges and universities for its quality, professionally focused, student-centered approach–one that allows its students to successfully balance the many commitments they face as working adults.

Depending on the program you choose, you may have the flexibility to attend exclusively online, or choose to meet on-campus, in person on evenings or weekends.

Where you're pursuing your master's degree or completing your bachelor's degree, you'll find that the faculty of Tiffin University is dedicated to scholarship and the pursuit of education–as well as to your personal commitments and needs as a Tiffin student.

In turn, their valuable insights can be immediately applied to the practical situations you are likely to encounter in the everyday workplace. And because of Tiffin's emphasis on networking and teamwork, you will have the added opportunity to build up your share of connections as a student–which you can later rely on, throughout your career.

As a graduate of Tiffin University, you may decide to continue your studies at the doctoral level or purse leadership roles from an informed and strategic perspective.

Harvard Study Suggests Ways to Develop Leadership Skills

A new study that aims to “plot a pathway from childhood experiences to adult leadership” which takes into account factors like the parental influence, motivational drive, intelligence, social skills and personality traits, has claimed to have identified the key characteristics of a child most likely to become a leader in adult life.

The research, which highlights behaviors like embracing novel experiences and supporting peers, may also help educators encourage leadership once they know what to look for and support, writes Laura Pappano at Harvard Education Letter.

The research was even able to identify characteristics in children as young as two years old.

As Allen Gottfried, director of the Fullerton Longitudinal Study, says – how a child initially responds to a novel situation involving new foods, people or situations is important.

“Some hold off, some withdraw, some engage,” he said.
Those who engage, “tend to become more extroverted, socially engaging and become everyday leaders.”

Researchers also found that the most demanding children are often the most likely to be leaders as adults.  In their want to join or do activities contained the emergence of a quest to acquire new skills and knowledge, says Pappano.

“It also mattered that a child invested in and committed to the new activity if permitted to pursue it.”

The Harvard researchers also found parent involvement equaling important, noting that the same issues arise in the classroom as well as at home.

“It doesn’t mean you say yes to everything the kid wants,” said Gottfried.
But if a child “shows a genuine interest” in something, that support can be essential to fostering a key leadership quality—the drive to take on a challenge and pursue it until they find mastery or success, he says.
“That quality is very relevant because when you are a leader you have to delve into a world that is uncharted,” said Gottfried.

Revealingly, the data also found that stronger motivation trumped higher IQ in winning top roles in games.

“The motivationally gifted were significantly more likely to be the leaders,” said Gottfried.

Carol S. Dweck, psychology professor at Stanford and author of Mindset: The New Psychology of Success, doesn’t find the results of the study surprising.

The study offers a strong argument for schools “to do things fundamentally differently,” she said.
“We have fallen into a culture that tests and labels—and we need to be creating people who are visionaries, who are risk takers, who know how to adopt a challenge and pursue it over time.”

Tim Magner, executive director of the Partnership for 21st Century Skills, believes that schools must become “intentional and purposeful” in creating opportunities for students in light of the study.

Students need time and experience connecting with real-world experiences, need to fail and pick themselves up, and to connect with passions they can pursue and master.

“What this study seems to be indicating is that there are what I would call ‘make or break skills’ that come on top of the three Rs,” he says.

Capella University

University mission & leadership

Read the Capella University mission statement and the biographies of key administrators and board members.

Diversity Mission Statement

We believe that a diverse learning community is vital to achieving our mission of supporting learner success.

As an online university serving a diverse society, we create a learning community made up of individuals representing a rich mixture of identities, experiences and beliefs, including different genders, ages, racial-ethnic backgrounds, languages, economic strata, religious beliefs and practices, sexual orientations, abilities and disabilities, national and geographical origins and locations, political beliefs and values.

Capella is committed to a set of guiding values that are employee and learner centric. Rooted in our value of human potential, we are dedicated to an inclusive culture that supports our employees and our learners in achieving their fullest potential. We believe that diversity strengthens our organization by drawing on the varied perspectives and life experiences of an array of talented people. Additionally, we strive to be a culturally competent organization (as reflected in our mission, practices and policies) in order to effectively serve our global society.

Fulfilling our Commitment to Diversity and Inclusion

It is our intent to achieve our mission in the following ways:

• Creating a collaborative working and learning community that is respectful, inclusive and valuing of diverse perspectives, experiences, and backgrounds.
• Recruiting and retaining faculty and staff members with diverse perspectives, experiences, and backgrounds, and by utilizing creative and equitable processes to support them.
• Recruiting and retaining learners with diverse perspectives, experiences, and backgrounds; and by providing services which support them in successful degree completion and the attainment of their professional goals.
• Promoting the transformative exchange of ideas in a high-quality professional curriculum infused with multicultural competencies, which prepares graduates to be effective in a multicultural society.

Learning & Career Outcomes

We develop degree programs based on professional standards and employer recommendations so that from the beginning, your program delivers what you need to succeed in your field. Measuring learning outcomes and career accomplishments lets you see exactly how others have benefitted from their Capella education.

Our accreditation

Capella is an accredited university. Learn more about our accreditation and our accrediting body.

Awards & Recognitions

See a list of the awards, accreditations, designations, state approvals, and certifications Capella has received from a variety of highly regarded organizations.

Meet our faculty

Watch the recording of this webinar to learn about Capella and online learning from a few of our faculty members.

Commencement ceremonies

Capella University holds commencement ceremonies twice each year: in Minneapolis each August, and in another major U.S. city each February or March. We also provide live and archived webcasts of the ceremony for graduates, family, and friends who are unable to attend in person.

News

Our news section contains information for media and those interested in learning more about Capella University. Resources include news releases, fact sheets, feature stories, social media, blogs, and research about Capella, our learners, and online education.

Expense, completion, and career information

Learn more about our degree programs, including total cost, expected time to complete, on-time completion rates, and the types of careers our graduates pursue.

Consumer Information

Capella University provides important consumer information on topics such as admissions, financial aid, graduation rates, and the Family Educational Rights and Privacy Act (FERPA). View Capella Consumer Information

Capella University Policies

Capella university policies are the approved written rules, regulations, and courses of action that guide university decision making and behavior relevant to the university community and that are necessary for accomplishing the mission, goals, and initiatives of the university. Access the Capella University portfolio.

Capella Education Company

Capella University is owned by Capella Education Company, a publicly traded company.

History of Capella University

The founders of Capella University envisioned a new kind of university that adult learners could attend from any location. Today, more than 35,000 adult professionals attend Capella University online.

Capella in your city

Find out when Capella University is visiting a city near you. We participate in many academic, community, and professional events throughout the country.

Strayer University

Why Strayer?

Strayer University recognizes how important it is for adult students to balance the many responsibilities of their busy lives. We strive to make earning your degree as convenient as possible, while providing an affordable, quality education in a supportive environment.
At Strayer University, we've been helping working adults continue their education to advance their careers since 1892. Our programs make it possible for you to manage all of the different facets of your life while you achieve your educational goals.
Strayer University is a place where you’ll feel comfortable because you will be with classmates who share your real-world perspective and enrich your studies with their professional and life experiences. The average age of a Strayer University student is 34, and virtually all of them are working full time while continuing their education. When you enroll at Strayer University, you’ll join more than 60,000 students from across the United States and around the world who attend classes at one of 92 convenient campus locations or take classes online.

Affordability

At Strayer University, we know that continuing your education is an investment worth making. We will help you determine your eligibility for a wide range of tuition financing options.
Visit the Business Office for information about federal grants and loans, private loans, payment plans and scholarships.
Strayer University offers a military scholarship and can advise you about current requirements and regulations for Veterans’ Benefits. In addition, many companies provide tuition benefits to their employees. From grants and scholarships to low cost loans, we’ll help you find a way to finance your education, which may be more affordable than you think.  Learn more about Financial Support.

Convenience

After 115 years of educating working adults, Strayer University has become the expert in helping students like you continue your education by giving you many choices regarding when, where, and how to take your classes.
Flexible class schedules make it easy to fit education into even the busiest day.
We schedule our campus classes during evening and weekend hours to make continuing education possible for hard-working professionals.
Convenient campuses let you attend classes near home or work.
Our campuses are strategically located close to major roads, with some in the city and others in the suburbs. So, whether you’re headed to the office or you’re on the way home, chances are you will find a Strayer University campus that is convenient for you.
Online learning options let you keep up at home or on the road.
A lot of things can come between you and attending classes on campus. Which is why, in addition to campus classes, we also offer online courses that you can keep up with no matter where you need to be. That means you can take some of your classes on campus and some online, in real time or any time.

Quality

At Strayer University, we’ve put together strong curricula with courses relevant to today’s working professional. Whether you’re interested in accounting, business, criminal justice, management, education, economics, marketing, information systems, or public administration, you’ll find a program that will give you the education you need to advance your career.
Course work and lectures are presented by experienced faculty members who have first-hand knowledge of the workplace. You’ll find that classroom discussions are geared toward common, real-world work challenges, so you can begin using your education immediately on the job. Additionally, all of our staff is supportive, professional, and dedicated to helping you achieve your goals.
The value of a degree or certification is only as high as the standards of the university that confers it. Since our founding in 1892, Strayer University has consistently met and exceeded the highest standards when it comes to the quality of our instructors and curriculum.

A Strayer University education is:
 

Accredited.

Strayer University is accredited by the Middle States Commission on Higher Education (3624 Market Street, Philadelphia, PA 19104. 267-284-5000), which is one of the six regional accrediting bodies in the United States. The Commission is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. To find out more, visit the Middle States Commission web site at www.msche.org.

Approved and Licensed.

Strayer University is appropriately approved and licensed according to the standards of each state in which we have campus locations. The University is licensed by the District of Columbia Education Licensure Commission, the Florida Department of Education, the South Carolina Commission of Higher Education, the Kentucky Council on Post-Secondary Education, and the New Jersey Commission on Higher Education. The University is authorized to operate in Delaware by the Delaware Department of Education, in Georgia by the Georgia Nonpublic Postsecondary Education Commission, in Tennessee by the Tennessee Higher Education Commission, in Virginia by the State Council of Higher Education for Virginia, and in West Virginia by the West Virginia Higher Education Policy Commission. The University is approved by the Maryland Higher Education Commission, the North Carolina Board of Governors, and the Pennsylvania Department of Education. Strayer University is licensed to do business in Alabama by the Alabama Department of Postsecondary Education and its courses have been approved by the Alabama Commission on Higher Education. Strayer University is exempt from registration with the Division of Consumer Protection of the Utah Department of Commerce because of its regionally accredited status. Strayer University is approved by the Ohio State Board of Career Colleges and Schools. Certificate of registration numbers: 08-09-1877B, 08-09-1878B, 08-09-1978B and 08-09-1880B. Certificate of Authorization received from the Ohio Board of Regents.
Those programs offered by Strayer University in Arkansas have been certified by the Arkansas Higher Education Coordinating Board. Arkansas Higher Education Coordinating Board certification does not constitute an endorsement of any institution or program. Such certification merely indicates that certain criteria have been met as required under the rules and regulations implementing institutional and program certification as defined in Arkansas Code §6-61-301.
Strayer University is currently licensed by the Board of Regents of the State of Louisiana. Licenses are renewed by the State Board of Regents every two years. Licensed institutions have met minimal operational standards set forth by the state, but licensure does not constitute accreditation, guarantee the transferability of credit, nor signify that programs are certifiable by any professional agency or organization.
Strayer University is legally authorized to operate and grant degrees in Texas as an exempt institution under the rules of the Texas Higher Education Coordinating Board.

Honored.

The quality of a Strayer University education is such that it is approved for the education of veterans, members of the selective reserve and their dependents, for the rehabilitation of handicapped students, and by the United States Citizenship and Immigration Services (USCIS) to accept international students. Strayer University is a member of Service members Opportunity Colleges (SOC) and participates in Associate’s and Bachelor’s degree programs for active duty military personnel.

Support

At Strayer University, we’re here to help and encourage you to succeed from the moment you first walk in the door until the day you graduate, and beyond.

Our Admissions Officers help you get started.

Our Admissions Officers are specially trained to help working professionals like you get the information and one-on-one support you need to submit your application as quickly as possible. Plus, they can help you transfer credits from other institutions, gain advanced standing in degree and diploma programs, or get credit for life experiences.

Our Academic Advisors help you put together a program.

Our Academic Advisors will help you navigate your way through the many choices in core and specialized curricula to create a course of study that will meet your career goals.

Our Business Office helps you find a way to finance your education.

Visit the Business Office for information regarding the diverse array of financing options, such as federal grants and loans, private loans, payment plans, and scholarships.  Federal financial aid is available for those who qualify.

Our Learning Resources Center helps you succeed in class.

Whether you’re writing a paper or putting together a presentation, you’ll find everything you need to research, write and perfect your project and class work at the LRC. You’ll have access to the Internet as well as a vast library of books, CDs, periodicals, and examples of Directed Research Projects. If you need one-on-one help, you can get it from one of our LRC specialists or arrange to have a tutor help you do your best in challenging classes.

Our Career Development Center helps you on your career path.

Here, you’ll find assistance with career essentials such as writing a great resume, improving your interviewing skills, and maximizing networking opportunities. If your career goals include finding another job, our career fairs and job postings can help put you in touch with local employers.

Liberty University

Liberty University - the largest non-profit institute among online universities
You dont have to fit life around your education but instead, with Liberty University Online, you can fit your education around your life. This means that you can earn an accelerated, accredited degree when and where you are no night classes, no commuting. Its simple, flexible and of course, Christian. If you want to make a difference in your life, but not interrupt it, Liberty's program is perfect for you!

Liberty University Online is ranked in the top 10 for two years in a row by the Online Education Database for 2009. Liberty University Online has over 65,000 students enrolled. We are committed to providing students with core values and the highest quality education in a distinctly Christian environment.  Liberty online has over 45 degrees and 100 specializations.

Liberty University Online is:

Flexible access to your education 24 hours a day, seven days a week, from anywhere in the world.
 
Affordable tuition rates among the lowest in the country when compared to other similar online programs.
 
Reputable accredited regionally and nationally, ensuring that you receive the highest quality education possible.
 
Ethical built upon a foundation of Christian values, our educational programs give you the ethical standards that many employers look for today.

University of Phoenix

At University of Phoenix, you learn from a curriculum designed by experts in your field of study, whether you're earning your associate's, bachelor's, master's or doctoral degree. Our curriculum is developed in collaboration with our faculty and industry professionals to ensure that it is up-to-date and relevant. This means our programs aren't wasting your time; instead, you're gaining knowledge one day that you can use at work the next. Program availability varies by location and learning format.

ITT Tech

Who we are

The ITT Technical Institutes are a leading private college system focused on technology-oriented programs of study. There are over 140 ITT Technical Institutes in 38 states. The ITT Technical Institutes predominantly offer career-focused, degree programs to over 70,000 students. The ITT Technical Institutes have been actively involved in the higher education community in the United States since 1969.

What we offer

The seven schools of study at the ITT Technical Institutes [i.e., the School of Information Technology, the School of Drafting and Design, the School of Electronics Technology, the School of Business, the School of Criminal Justice, the School of Health Sciences and the Breckinridge School of Nursing] teach skills and knowledge that can be used to pursue employment opportunities in today's world.¹

Most campus-based ITT Technical Institute programs of study² blend traditional academic content with applied learning concepts, with a significant portion devoted to practical study in a lab environment. Advisory committees, comprised of representatives of local businesses and employers, help each ITT Technical Institute periodically assess and update curricula, equipment and laboratory design.

The ITT Technical Institute at 9511 Angola Court, Indianapolis, IN, offers distance education programs of study online over the Internet. With ITT Technical Institute's online programs of study, a quality education is now available when and where it is convenient for the student.

Possibilities

Students attend classes year-round with convenient breaks provided throughout the year. Class sessions are typically available in the day and evening, depending on student enrollment.

¹ Not all ITT Technical Institutes have all seven schools of study. Please refer to the school catalog of the specific ITT Technical Institute for the schools of study at that particular institute.

² Not all ITT Technical Institutes offer Bachelor degree programs, and not all ITT Technical Institutes that offer Bachelor degree programs offer all of the Bachelor degree programs. Not all ITT Technical Institutes offer all of the Associate degree programs. Please refer to the particular ITT Technical Institute's school catalog for a complete listing of the programs of study offered at that institute.

Westwood University

Our mission

Westwood College is an institution of higher learning dedicated to providing quality, career-focused undergraduate and graduate programs that prepare students with the knowledge, skills, and credentials needed to launch, enhance, or change careers. The College offers broad access to education and serves a diverse, multicultural body of students in an environment that promotes pride, respect, and teamwork. The College's programs are designed to empower students to pursue their individual career goals.

Who we are

Headquartered in Denver, Colorado, Alta College, Inc. (Alta) is the parent organization for Westwood College.  Since its inception, Alta has been a leader in career-focused education, meeting workforce needs for in-demand employment fields. As occupational challenges and opportunities are recognized, Alta develops new programs in cooperation with industry leaders to meet the needs of our students and graduates and of employers, as well.

Westwood College

Westwood College is an institution of higher learning founded in Denver, Colorado in 1953. Today, Westwood has 14 campuses across California, Colorado, Georgia, Illinois and Virginia and an online campus.* Westwood offers a unique hands-on, career-focused curriculum providing three-year bachelor’s degrees in high-growth fields. We have more than 13,000 students enrolled in one of our degree programs in business, design, technology, industrial services, justice and healthcare. To date, over 24,000 Westwood graduates have transformed their lives by obtaining the skills, tools, experience and connections necessary to achieve meaningful careers.

DeVry University

Begin your academic journey with the ultimate goal in mind — your career. Since 1931, DeVry University has been preparing students in the classroom to excel in the business world. With our year-round academic calendar that allows you to complete a four-year degree program in as few as three, on campus and online classes and professional-development resources, achieving your dream career can become a reality. Discover education working at DeVry University.

Career-focused education for real-world results.

We work closely with industry leaders to build market-driven degree programs. This ensures DeVry University graduates from our five distinguished colleges of study, as well as DeVry University's Keller Graduate School of Management, are prepared to meet the challenges of today's global marketplace.

Outstanding faculty develops exceptional graduates.

To further your development, we select professors with relevant, real-world experience who are passionate about both their professions and teaching. In our small, focused classrooms you'll receive individualized attention and instruction, hard to find in other academic institutions.

A quality education that's flexible and affordable.

At DeVry University, we understand your time and money are valuable. So whether you need to study days, nights or even weekends, we can help you design a schedule that will work for you. You can earn your degree at one of our 90+ locations, online, or through a mix of both. However you choose to do it, you can achieve your goals with our affordable tuition, numerous available scholarships, and other financing options for qualifying students.

We're with you, from start to finish.

When you're a student at DeVry University, you'll find support every step of the way. Our dedicated team of professors and academic advisors will help you stay on track to meet your educational and career goals. And when you're ready, there are Career Services experts to guide your employment search. With our career fairs and on campus employment interviews, we'll help connect you with sought-after companies and today's fastest growing careers.

An accredited institution of higher learning.

DeVry University provides quality education that employers respect, and is accredited by The Higher Learning Commission of the North Central Association (ncahlc.org), the same organization that accredits many other well-known public and private schools.

Five Colleges of Study

College of Management & Business

Corporations need business leaders. DeVry University provides them. You can earn a bachelor's degree in Business Administration with a specialization in Accounting, Finance, Project Management, Human Resources, or any of nine other areas. Or you can graduate with a degree in Management or Technical Management. Whether you're working towards your bachelor's or master's degree, you'll gain knowledge from top professors with hands-on experience in the field.

College of Engineering & Information Sciences

Careers in engineering, science and technology are rapidly evolving. To develop skills for creating innovative solutions, DeVry University's College of Engineering & Information Sciences prepares you with comprehensive degree programs. We offer the latest lab degree programs that include Electronics & Computer Technology. Computer Information Systems and Networking, Computer Engineering Technology and more.

College of Health Sciences

With a shortage of certified personnel in business- and technology-related healthcare fields, DeVry University's College of Health Sciences offers degree programs in some of the most in-demand specialties. Each degree program is designed with input from leading hospitals and professionals active in the healthcare industry. As a result, our degree programs provide hands-on training that will prepare you for success in your field.

College of Liberal Arts & Sciences

Valuable life lessons are taught in the classroom. DeVry University's College of Liberal Arts & Sciences is home to the foundational courses that provide your general education requirements, including social sciences, math and communication. Offered to students across all Colleges, these courses ensure you'll earn a well-rounded education and develop career-focused talents.

College of Media Arts & Technology

Digital capabilities are driving today's economy. Be prepared to enter this thriving field with DeVry University's College of Media Arts & Technology. Our degree programs include Web Graphic Design & Development, enabling you to specialize in areas ranging from graphic media design to computer animation to web site development.

Asian-American Claims Harvard, Princeton Denied Admission Based On Race

The U.S. Education Department’s Office of Civil Rights is investigating Harvard and Princeton after receiving a complaint from an Indian-American student last August claiming that both Ivy League universities discriminated against him during the college admissions process because he was Asian, according to a report published on Bloomberg’s website.

A spokesman for the Office of Civil Rights told the Washington Post the complaint was “accepted for investigation” on Jan. 11 under allegations of “discrimination against Asian-Americans on the basis of race/national origin with respect to the university’s admissions process.”

The student, whose named has not been released, filed complaints against Harvard and Princeton after being rejected by both universities last year, according to Bloomberg. His father told the paper that his son was among the top students in his California high school’s graduating class.

The same student also filed a complaint against Yale, but later withdrew the allegation.

Jeff Neal, a spokesman for Harvard, told Bloomberg the school could not comment on pending investigations but that the school “does not discriminate against Asian-American applicants.”

For the 2010-2011 academic year, 16 percent of Harvard undergraduates were Asian, according to Harvard’s website.

A spokesman for Princeton, where Asian students comprise nearly 18 percent of the undergraduate student body, also denied the allegations.

It’s not the first time Ivy League universities have been the subject of discrimination complaints filed by Asian-American students.

Both Bloomberg and the Washington Post noted a high-profile case from 2006 in which Jian Li, a Chinese American student who has perfect scores on the SAT and a number of AP subject tests, filed a complaint against Princeton University alleging the school rejected him because of his race.

Despite schools’ claims that they do not discriminate applicants on the basis of race, a number of studies have suggested that Asian students do in fact face harsher standards for college admission than peers of different races.

For his 1997 book “No Longer Separate, But Equal,” Princeton sociologist Thomas Espenshade reviewed admissions data from 10 elite colleges and found that, on average, Asian applicants needed to score 140 points higher on standardized test than white students to compete for the same spot.

Admissions counselors at elite colleges have also confirmed that Asians face a tougher time during college admissions. Writing for the Boston Globe, Kara Miller shared her experience working as a reader for Yale’s Office of Undergraduate Admissions:

…It became immediately clear to me that Asians – who constitute 5 percent of the US population – faced an uphill slog. They tended to get excellent scores, take advantage of AP offerings, and shine in extracurricular activities. Frequently, they also had hard-knock stories: families that had immigrated to America under difficult circumstances, parents working as kitchen assistants and store clerks, and households in which no English was spoken. But would Yale be willing to make 50 percent of its freshman class Asian? Probably not.

As a result, many Asian students applying to elite universities are choosing not to identify their race on college applications, according to the Associated Press.

“As someone who was applying with relatively strong scores, I didn’t want to be grouped into that stereotype,” Amalia Halikias, a Yale Freshman whose mother is Asian, told the AP. “I didn’t want to be written off as one of the 1.4 billion Asians that were applying.”

Not surprisingly, there is a much higher percentage of Asians students at schools that can’t consider race in admissions, like public California universities, which are legally prohibited from considering race in admissions. At the University of California Berkeley, for example, 40 percent of undergraduate students are Asian, according to the AP.

“[Top colleges] could fill their entire freshman class twice over with qualified Asian students or white students or valedictorians,” Rosita Fernandez-Rojo, a former college admissions officer who is now director of college counseling at Rye Country Day School outside of New York City, told the AP.

Colleges going deep in the heart of ‘Texas studies’

Gene Young hovered in the half-light of a flickering black-and-white depiction of small-town Texas.

On-screen, in the opening scene of The Last Picture Show, the wind whistled through a lonesome streetscape, empty of everything save dust and desolation. As a teenage boy peered through the splintered windshield of a rusty pick-up, an unmistakable voice wailed on the radio.

“I remember this song coming from my brother’s Philco radio. That’s Hank Williams – the real Hank Williams – singing Why don’t you love me like you used to? ,” said Young, as the camera panned to reveal a deserted main street seemingly set in the middle of nowhere. “It really captures that country up there. What never stops is the wind.”

The students in Young’s “Texas Crossroads” course gazed silently at the cinematic imagining of Texas as a place of thwarted dreams and forlorn horizons. The week before, they had viewed a completely different portrayal of the Lone Star State: a scene from the 1956 epic Giant, which paints Texas as the “mighty colossus of the southwest, a land of infinite variety and violent contrasts.”

‘Idea of Texas’

This semester, the Sam Houston State University class will also watch snippets of Urban Cowboy and Hollywood iterations of the Alamo, read iconic Texas writers like Cormac McCarthy and Larry McMurtry, see performances by Cajun musicians and cowboy singers, and take a field trip to the Texas Independence Day celebration.

The “idea of Texas”- in literature, culture, politics and even food – is the focus of courses in college campuses around the state.

In classrooms from Huntsville to Houston, Abilene to Austin, students are alternately studying, skewering and celebrating the enduring notion of the Lone Star State as a land of mythic proportions and mighty individualists.

Another Sam Houston class, “Texas History 398,” deconstructs the concept of “Texceptionalism.” A Rice University course, “Kickin’ It in Small Town Texas,” explores the cultural nuances of life “beyond the hedges.”

At Texas A&M, which offers 10 Texas-flavored courses covering everything from anthropology to art history, a freshman seminar is devoted to the intricacies of Texas barbecue.

The University of Texas-Austin’s course list includes “Writing Texas,” which dissects the “premise that Texas is both a place lived in reality and a cultural phenomenon,” and “Texas State of Mind,” an interdisciplinary examination of geography, journalism, music, high school football and death row.

McMurry University in Abilene recently introduced the “Texas Semester,” promoted as a chance to “study abroad – in Texas.” In the program, students immerse themselves in the study of the state’s vastness and diversity,” culminating with a three-week road trip. “Those who finish it will have earned their spurs – and their swagger,” the school’s website promises.

“The state and the business community have invested a lot of money into creating that myth, and we’ve bought into the message that Texans are romantic larger-than-life rugged individualists,” said Frank de la Teja, a Texas State University history professor who served as state historian from 2007 to 2009. “It’s almost impossible to run into any kind of depiction of Texas that is realistic as a result.”

That aggrandized image, propagated in everything from beer and truck commercials to movies and political campaigns, provides plenty of fodder for academic analysis, debate and discussion.

In Ty Cashion’s “Texas History” class, the Sam Houston professor delights in puncturing traditional history that views the only true Texans as, in the words of historian T.R. Fehrenbach, “men who wrested the land from the wilderness, the Indians, and the Mexicans” – a view Cashion says paints most of the population as “enemies of the state.”

Other courses examine the intersections of the state’s rich cultural traditions: the food, music and front porches. As students in Texas A&M’s “Texas Barbecue” class learn about the different woods used to smoke meat, they also uncover the history of different regions of the state, said Jeffrey Savell, the meat science professor who has taught the class for three years.

In Rice’s “Kickin’ It in Small Town Texas,” one of the school’s student-taught classes, Daniel Willis leads his class through a survey of towns where life revolves around kolaches, chicken-fried steak and the Sonic Drive-In.

In a recent session, Willis treated his students to barbecued brisket, potato salad and Dr Pepper, with a Shiner beer “Family Reunion” 6-pack propped on his desk as a visual aid.

In “Texas Crossroads,” Gene Young wants his students to burrow into the lore and the lure of Texas, to untangle the mystery of what it means to be Texan.

With his sandy hair, furrowed face and West Texas twang, Young is both the embodiment of the Texas trope and a refutation of facile stereotypes.

A folksy storyteller who laces his lectures with jokes, tall tales and lyrics from Lyle Lovett songs, Young tosses off encyclopedic tidbits of history, geography, literature, film studies and musical knowledge.

The breadth of the course appealed to Jon Schreiber, 22, a criminal justice major from Windthorst. So did the chance to explode some myths about his home state.

“People up north think we all ride horses everywhere. Well, I ride a motorcycle. The real Texas is an incredible melting pot, so much of the old, so much of the new,” said Schreiber. “It’s not like anywhere else.”

Dept of Ed to Waiver States: Do More

Nearly every state that applied for a waiver from No Child Left Behind has been criticized for either not setting enough high goals for all student groups or for having failed to create sufficient incentives to close the achievement gap, says the Department of Education.

The concerns were outlined in letters sent last December by the administration to the 11 states that have applied for a waiver, writes the Associated Press.

While all 11 states were criticized, Indiana was cited for its “inattention” to certain groups, like students still learning the English language, while New Mexico’s plan was tagged for not including accountability and interventions for student subgroups based on factors like achievement and graduation rates.

The department also criticized Florida, as its plan may overlook some groups of minority students.

Daren Briscoe, a department spokesman, said:

“Our priority is protecting children and maintaining a high bar even as we give states more flexibility to get more resources to the children most in need, even if that means the process takes a little longer than we anticipated.”

Jack Jennings, president of the Center on Education Policy, said:

“The current law means that each group of kids, whether they are children with a disability, or African-American, or poor kids, have attention paid to them, because the schools are accountable for each and every group.

“But what the states are asking is that they all be lumped together.”

Minnesota was criticized for “the lack of incentives to improve achievement for all groups of students and narrow achievement gap between subgroups.”

Sam Kramer, federal education policy specialist for the Minnesota Department of Education, said most of that criticism was focused on graduation rates that the state did not take into account.

Kramer said he thinks Minnesota will be better able to meet the requirements after switching to a system that will take into account how subgroups of students did in meeting those graduation targets.

“No Child Left Behind was very good at diagnosing the problem,” Kramer said.

“It was very good at shining a light on the differences between subgroups.

“We are going to be able to go in and be flexible and reactive to the specific needs of those subgroups.”

However, Pedro Noguera, an education professor at New York University, said believes that the struggle to lift the performance of different groups won’t be solved by waivers.

“We need to make sure the districts and schools feel some pressure to make sure that all the students they are responsible for are being educated,” he said.

“However, they need to focus on different kinds of evidence, and not merely performance on a standardized test. That’s where they don’t get it.”

US Averages Grade of C in 2012 State Science Standards

After awarding the nation an average C grade in the State of State Science Standards 2012, the Fordham Institute has concluded that science performance across the country is lagging.

As the economy struggles to keep up with the advancing demands of science instruction, states are failing to keep standards of science lessons high, says the study that evaluated standards from every state and the District of Columbia.

The majority of states earned Ds or Fs in the report, while only 5 states and the District of Columbia received an A- or above. Three-quarters of states received a C or lower, with 10 of those states receiving failing grades.

States struggled the most with “vagueness and an overemphasis of ‘inquiry-based learning’ instruction”, while “overwhelmingly failing to clearly convey the crucial connection between math and science.”

Stan Heffner, Ohio superintendent for public instruction, said their “B” grade demonstrated how clear, thorough and academically demanding the state’s science standards are, writes Margo Rutledge Kissell at the Dayton Daily News.

Heffner said:

“Fordham’s assessment of Ohio’s science standards reinforces our commitment to preparing Ohio’s children to pursue careers and compete and win against anyone, anytime and anywhere in the world.

“Rigorous expectations, especially in the STEM subjects, are essential to restoring Ohio’s economic standing.”

While the researchers note an improvement in the instruction of evolution since Fordham’s last assessment of state science standards in 2005, many states are still judged to have inadequately taught the topic.

Achieve, Inc. is working with struggling states to produce multi-state Next Generation Science Standards over the coming year. 26 states have teamed up with the organization so far to create “key scientific practices, concepts and ideas that all students should learn by the time they complete high school.”

David Lawrence, principal and chief academic officer of the Dayton Regional STEM School in Kettering, believes that Ohio is a trailblazer in developing STEM initiatives.

The 10-school Ohio STEM Learning Network also offers students internships with key partners like Wright-Patterson Air Force Research Lab, Miami Valley Research Park and Wright State University.

“We blur the lines between the real world and the STEM world.

“That is the next frontier of STEM education — not just that you have a STEM program but that students are immersed in it from a work setting and an academic setting.”

Catholic Schools to Replace Textbooks with New Technology

Catholic high schools across the country are increasingly looking towards the possibilities of iPads and other wireless digital devices as a way to expand educational opportunities and teach students to use 21st-century technology.

John Fedko, president of Vincentian Academy in McCandless, thinks high-tech devices are so important that within 10 years paper textbooks will disappear, writes Eleanor Chute at the Pittsburgh Post-Gazette.

“We’re already finding some of the textbook companies will not allow us to order textbooks too far into the future,” Fedko said.

Officials at Vincentian Academy, which is currently testing 35 iPads and 35 laptops, aren’t going to stop using print textbooks soon. But Fedko would like to see them phased out within the next five years.

87 freshmen at Canevin Catholic High School in Oakwood were given iPads to use at school and at home. 23 students from feeder Catholic schools who are taking accelerated math and science at Canevin are also being given the devices.

Keeping up with technology is a challenge in Catholic schools where fundraising and budgets are constant concerns, writes Chute.

This comes after the announcement that financial pressures and a dwindling student body are forcing the Roman Catholic Archdiocese of Philadelphia to seriously consider closing 44 elementary schools and four high schools across Philadelphia.

As part of the recommendations made by a commission created by the diocese a year ago to address issues facing its schools, the nation’s sixth-largest Catholic diocese is set to see its number of elementary schools fall to 112 from 156, while the number of high schools would contract to 13 from 17.

Enrollment in the Philadelphia Catholic diocese has fallen more than 70% to about 68,000 currently from about 250,000 in 1961. This is thought to have been a huge factor in the recommendations, which proposes one of biggest rounds of school closings in the history of the diocese.

Canevin principal Kenneth Sinagra revealed that the iPad program has cost the school $70,000, including some money from a federal technology grant, state textbook money and an anonymous gift.

By next fall Sinagra wants to see the entire school of 394 students on iPads.

“The pilot has gone so well, and our other students are a little bit envious,” he said.

To do this, the school is currently seeking a $150,000 grant.
Fedko is also looking to expand the technological opportunities at the Vincentian Academy. He wants to install a wireless network and purchase more devices.

“We have every intention of getting iPads and/or [notebook computers] into all of our students’ hands as early as next year,” he said.

However, to make this happen the school expects to pay between $150,000 and $250,000.

Obama to Push Schools on Digital Textbooks

While President Obama has called for greater technological literacy among young people in the country, Federal Communications Commission Chairman Julius Genachowski and Education Secretary Arne Duncan recommended to industry and education officials that state legislation must change to allow K-12 schools to use taxpayer funding once reserved for printed books on iPads, Kindles and software.

It is thought that Obama’s goal is have an e-textbook in the hand of every student by 2017, writes Greg Toppo at USA Today.

Online resources are being promoted by the Administration as a way to help students learn more efficiently and give teachers real-time information on how well kids understand material.
Genachowski said:

“We spend $7 billion a year on textbooks, and for many students around the country, they’re out of date.”

In five years, he predicts, “we could be spending less as a society on textbooks and getting more for it.”
While tablet computers may be expensive, moving from paper to digital “saves a ton of money” in the long run.

“We absolutely want to push the process.”

The transition is essential, says Matt MacInnis, founder and CEO of the e-textbook company Inkling.

“There is no future for American education unless we figure this out. There’s no segment of any industry anywhere in the world anymore that doesn’t rely on technology to get its job done.”

The Core Knowledge Foundation promotes a “coherent, cumulative and content-specific core curriculum,” and Robert Pondiscio, a spokesman from the nonprofit organization, says that he’s dubious that just shifting material platforms would improve schools significantly.

“I wish there was even 10% as much thought as to what is going to come through these devices as in getting them into kids’ hands,” he says.
“It’s not a magic bullet. We need to worry about what is on these tablets while they’re sitting in kids’ laps.”

Karen Cator, the U.S. Department of Education’s technology director, believes that the move from paper to devices like tablets gives students the ability to do research, check their work and get feedback from teachers.

“One of the opportunities to extend the school day is by providing students with interactive and engaging environments outside of school,” she says.

Crowder on Dolphins GM Ireland: ‘He’s not a good person’

INDIANAPOLIS — Channing Crowder is ready to return to football after a one-season sabbatical, but he made it clear to me Wednesday he’s not interested in a reunion with his former team.

Crowder, 28, abruptly retired in August, 10 days after being cut by the Dolphins. He said then it was because his heart wasn’t in the game anymore, but he said Wednesday on Radio Row that his wife being 37 weeks pregnant at the time of his release played the biggest role in his decision to step away from the game.

Asked if there was interest in returning to the Dolphins to play under linebackers coach George Edwards — who returned to Miami on Monday after a two-year stint as defensive coordinator in Buffalo — Crowder delivered his harshest criticism yet of Dolphins general manager Jeff Ireland.

“I wouldn’t go on a team with Jeff Ireland. I’m not very confident in him,” said Crowder, who has been hosting his Miami-based radio show from Indy all week. “He doesn’t know what he’s doing in my opinion. He’s real disrespectful, he doesn’t know how to deal with people and the whole Dez Bryant (situation) kind of showed to the world what he’s about, but guys in the building know what he’s really about.”

(In case you forgot, Ireland asked Bryant during a pre-draft interview if his mother once was a prostitute. The GM later apologized.)

“He’s not a good person,” Crowder added. “He has no class, and I wouldn’t choose to go back and play there. And I would have to say it’s the only team I don’t want to play for.”

Ordinarily, willfully limiting your options would be considered a poor career move when trying to make an NFL comeback. But Crowder obviously has his own principles.