Debt fears drive US youth away from college
By Hal Weitzman via FT.com
The cost of higher education in the US has soared in recent decades while median incomes have stagnated, pushing college increasingly further from the grasp of many Americans and limiting social mobility. Three-quarters of US repondents to a recent survey by the Pew Research Center said college was now too expensive for most Americans.
In the past decade, tuition rates at public universities have risen 5.6 per cent a year above inflation, while fees at private college have increased by 3 per cent a year, the College Board says.
The faster acceleration in fees at public universities is highly significant for those on median incomes. For students from wealthy backgrounds, college may still be affordable. Moreover, thanks to handsome endowment funds, colleges such as Harvard and Yale can afford to give generous financial aid to able-but-needy students.
However, public universities – many of which have been forced to raise fees in recent years because of dwindling support from cash-strapped states – have much less ability to offer financial assistance, even though they are now starting to charge fees comparable with their private-sector peers.
The increase in fees has not stemmed demand for higher education. Applications rose during the downturn, as more Americans deferred the search for scarce jobs and took the opportunity to get training – with what traditionally has been good reason. College graduates generally receive bigger salaries, on average earning $20,000 more a year than workers without higher education, according to the Census Bureau. That translates into career earnings of $1.4m for a worker with a bachelor’s degree – almost twice the $770,000 a non-college graduate can expect, according to Pew.
But there are signs that part of the equation is changing.
Average starting salaries for college graduates fell sharply in the downturn, from $30,000 in 2006-2008 to $27,000 in 2009-2010, according to Rutgers University research. And the combination of rising graduate debtloads and falling starting pay has renewed a debate in the US about whether college is still worth it.
Laurence Kotlikoff, an economist at Boston College, argues that if you take into consideration the higher income taxes that college graduates pay and the years of earnings they forgo while studying, a university education is less lucrative than it can seem.
The renewed debate has yielded some new initiatives.
The Thiel Foundation, an organisation set up by Peter Thiel, a libertarian venture capitalist who co-founded PayPal, the online payments hub, established a fellowship this year that offered 20 teenagers $100,000 each if they dropped out of college and pursued entrepreneurship instead.
One recipient, Dale Stephenson, 19, left university in Arkansas three months ago after becoming frustrated with the over-theoretical nature of his classes. He now lives in San Francisco, is working on a technology start-up and is promoting the social movement “UnCollege”, which is trying to change the notion that college is the only way to prosper. “College shouldn’t be the only path to success,” he says. “There’s a value in university. It teaches you how to follow directions and meet deadlines and work in groups. But it shouldn’t be the only way we learn.”
Jim O’Neill, head of the Thiel Foundation, sees a crisis in the making. “It’s very similar to what happened with housing,” he says. “Over the past 60 years, owning a house became part of the American Dream. People were told: ‘buy a house, don’t worry about the price, you’ll earn it all back later.’ Now it’s the same thing with college.”
Is Online Learning Better?
Via the Chronicle of Higher Education and Inside Higher Ed, a new study confirms some earlier findings about the efficacy of online learning in two-year colleges...
The report [PDF] concludes that “students who took at least one online course in the first fall term were more likely to withdraw entirely from their college career in the subsequent term than were those who took only face-to-face courses, a pattern that appears consistent regardless of developmental status.”
Students who took at least one online course faced a dropout rate of 34 percent, while students who took only face-to-face classes faced a dropout rate of 26 percent. The study also found that two-year students who took more online courses were less likely to transfer to a four-year institution. Students who took 8 percent of their classes online had a 54 percent chance of transferring; when that percentage of online classes jumped to 33 percent, the transfer rate dropped to 50 percent.
The study also noted that some students were more likely to take online courses than others:
Results indicate that in terms of both the first quarter and the first year, online courses were significantly more popular among females, English-fluent students, transfer students, students who were dual enrolled before entering college, those who applied and were eligible for financial aid, who never enrolled in remedial education, and who were more than 25 years old at college entry. In terms of ethnicity, Asian, African American, and Hispanic students were significantly less likely to take an online course both in the first quarter and first year than were White students, while American Indians and Pacific Islanders were less likely to take an online course only in the first year. In terms of socioeconomic status, highest-quintile SES students were significantly more likely to take an online course in the first year than were lowest-quintile SES students.
In terms of women, it seems likely women, especially parents, might find online courses to be more flexible to their work and child care schedules. Interestingly, white students seemed far more likely to take online courses than their non-white peers. I can only guess at this difference.
Overall, what this study points to is that even as many colleges, both for-profit and nonprofit, are boasting online courses that can give students increased flexibility, the outcomes aren’t matching up with face-to-face courses, especially during those students’ first semesters.
The Changing Rules of Education
Matthew Carpenter, age 10, has completed 642 inverse trigonometry problems at KhanAcademy.org.
Photo: Joe Pugliese“This,” says Matthew Carpenter, “is my favorite exercise.” I peer over his shoulder at his laptop screen to see the math problem the fifth grader is pondering. It’s an inverse trigonometric function: cos-1(1) = ?
Carpenter, a serious-faced 10-year-old wearing a gray T-shirt and an impressive black digital watch, pauses for a second, fidgets, then clicks on “0 degrees.” Presto: The computer tells him that he’s correct. The software then generates another problem, followed by another, and yet another, until he’s nailed 10 in a row in just a few minutes. All told, he’s done an insane 642 inverse trig problems. “It took a while for me to get it,” he admits sheepishly.
Carpenter, who attends Santa Rita Elementary, a public school in Los Altos, California, shouldn’t be doing work anywhere near this advanced. In fact, when I visited his class this spring—in a sun-drenched room festooned with a papercraft X-wing fighter and student paintings of trees—the kids were supposed to be learning basic fractions, decimals, and percentages. As his teacher, Kami Thordarson, explains, students don’t normally tackle inverse trig until high school, and sometimes not even then.
Read the rest at wired.com
Gamification: The future of Education
Gaming was once seen as evil, but it's quickly becoming apparent how powerful games can be for companies, ideas, and products. Some brilliant people will quickly see the opportunity and benefit of applying it in education, and many of the benefits are outlined here.


