What Happens When You Remake Academia? Rick Hess Looks Your Way

Rick Hess is an amusing guy-- witty banter, fun to have drinks with-- and always pushing buttons. I dig that, even though we rarely agree on policy issues.

What I like most about him is that he takes seriously the idea that academics should bring their research to the public, and in an effort to prod that along, last year he began ranking us. He uses a set of metrics that even he admits are pretty darned flawed, but are at least an ATTEMPT in the right direction. I like it not because I'm ranked (ok, I like that too) but rather because Hess is a prominent guy doing whatever he can to provide incentives to professors to do more than what tenure requires of them. He wants us to use all 5 tools in our work--"disciplinary scholarship, policy analysis and popular writing, convening and quarterbacking collaborations, providing incisive media commentary, and speaking in the public square." And that I can appreciate.

So here are the rankings this year. And here's the methodology.

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The Education Buzz

The latest edition of the Education Buzz, hosted by the blog Bellringers (like us, another Washington Post best for 2010), is now available. Bellringers is the brainchild of Carol Richtsmeier, a high school teacher and former Dallas Morning News reporter.

The next edition is posted on October 13th -- submissions due on October 9. So if you're an education blogger who wants to share your posts with a wider audience, consider submitting to the Education Buzz.

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The Ugliness of For-Profits

Cross-posted from Brainstorm

I admit it. I have a chip on my shoulder when it comes to for-profit providers of higher education. Until now, I wasn’t entirely sure why. After all, I generally like competition and think that more options for students is a good thing.

But I grew nauseous reading this Reuters article, which summarizes President Obama’s American Graduation Initiative and concludes (with a nearly audible sigh of relief) that it doesn’t present a threat to the for-profit sector. Specifically, while “analysts said the program for community colleges could make them more competitive against firms such as Apollo Group Inc, Corinthian Colleges, ITT Educational Services Inc and Lincoln Educational Services Corp….the amount of money earmarked for the program would result in only a marginal increment in budgets for community colleges and have a small impact on these companies in the short term.”

Oh, well thank goodness. Because we wouldn’t want our efforts to increase degree completion rates in this country to hurt your bottom line—god forbid. Lest we forget for one moment that America is in the business of education, an analyst from Wedbush Morgan Securities states “"We would be more cautious on the market-funded sector had President Obama added another zero to the proposed $12 billion targeted for community colleges."

My goodness, yes—good thing the feds didn’t give too much money to the colleges serving the widest swath of Americans. Then you for-profits might really have to compete on a level playing field.

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A Question of Place

Cross-posted from Brainstorm

While working on a grant application recently, I had the opportunity to spend some time thinking about settings, the places where students (hopefully) learn. Settings are typically thought of as the environments in which individuals experience life, where developmental processes take place. This led me to wonder, in today's world what constitutes a “setting” in postsecondary education?

While in the past, college attendance was for a select group only—those who could afford to live at school and enroll in classes with little time devoted to work—this is no longer the case. The fastest growing enrollment is at nonresidential 2-year colleges, where students mix class attendance with heavy work schedules and participate in student activities only to a limited extent. Research at the widely attended, less-selective 4-year state colleges reveals that such behaviors are increasingly common there as well (for example, check out ethnographies by Nathan and Clydesdale). In addition, a substantial number of students now enroll at multiple colleges—switching between them, combining attendance, and cycling in and out (for more, see my research on this in the 2006 and 2009 editions of Sociology of Education). In this new postsecondary environment, what constitutes the “setting” in which college takes place? Is “college” anything more than a time period partly characterized by some (intermittent) periods of schooling beyond high school?

I really don't know. But I was intrigued to read on the New York Times website this morning about Student Union 34, a new website that purports to bring together the 34 Philadelphia colleges and their students. The motto: "34 colleges, 1 city: College life in Philadelphia."

Is there such a thing as a "life"? Probably not. But I really like the idea of an attempt to connect students from so many different kinds of colleges and universities-- not to mention Philadelphia Community College. As a Penn alum, I can attest that Philadelphia is an absolutely fantastic place to get an education. Forget the classroom and go wander Baltimore Avenue in West Philly, or spend time volunteering in North Philly (in my case, at a needle-change and condom distribution program). Explore the many locally-owned BYO restaurants, the vibrant concert scene, and the neighborhoods full of folks who've lived there for lifetimes. The sociologist in me was in pig heaven. I miss the place tremendously.

As life goes on outside campus, academic studies tend to continue an emphasis on institutional effects (despite not finding them particularly strong predictors of student outcomes) and interventions to enhance college life continue to proliferate (see, for example, the widespread use of learning communities). This should make us wonder: to what extent can these on-campus efforts be effective for students who experience college in “momentary and marginal ways” because of factors that lie beyond the characteristics or practices of the college itself (the quote is from Nathan, 2005)? Should we instead focus on helping students construct lives in other, meaningful ways?

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No Money Left Behind

Cross-posted from Brainstorm

The U.S. Department of Education has finally announced some concrete plans to reduce the complexity of the Free Application for Federal Student Aid (FAFSA). After years of debate that largely focused on whether to kill the beast entirely (ditching the form and using IRS data instead) or cutting off some of its limbs (cutting some of questions but keeping the form), ED is starting with a middle-of-the-road approach. In spring they’ll pilot a program to use IRS data to populate forms for students who elect to go that route, and in the meantime cut back on asking questions about assets.

While most consumers agree that simple is best, and easy, transparent programs are notably more effective in reaching the families who need aid the most, these steps are not popular with everyone. Complex forms require specific knowledge, and those who specialize in them are nearly assured of keeping their jobs. Reduce the complexity, and paper-pushing jobs can be eliminated entirely. Increase the number of aid applicants, and financial aid officers worry about the increased workload on their end. Furthermore, some states and institutions are concerned that they will not have enough information from a simplified FAFSA with which to tailor their programs. There’s also the potential (unlikely, based on calculations by Sue Dynarski and Judy Scott-Clayton) that fewer criteria will mean that need-based aid will be only slightly less targeted.

But if our goal is to make sure that scarce resources are used efficiently and effectively, FAFSA simplification is one step in the right direction. Set aside the issue of targeting for the moment, and let’s consider how much financial aid money is currently left on the table. Each year, the American Council for Education estimates that each year more than one million students are Pell Grant-eligible but don’t get that money because they do not file a FAFSA. While some people like to blame individuals for inaction, and claim those who don’t file forms don’t “deserve” the money, there are many PhDs who themselves find the FAFSA overwhelming and would agree the time it takes to complete one is well-beyond what’s available in a working-class family’s day.

Ultimately there is no excuse for allocating resources and then not doing everything we can to make sure people can access them. We could do so much more. Right now, there are many programs available to help low-income students build human capital, but they are poorly coordinated or worse yet work at cross-purposes. Welfare reform (TANF) effectively took money for college off the table for poor women, at a time when tax credits for higher education were expanded and we were all implored to attend college. The Workforce Investment Act currently utilizes a byzantine system that makes accessing education and training, particularly at community colleges, harder than ever. Many states and institutions make money available to poor kids, but as they disburse it via the aid package they substitute it for existing resources. Did you know that if your kid gets a Rotary scholarship, their college will likely reduce the institutional aid they’re offering by a similar amount?

Better coordination of existing resources and a simpler, more transparent system – the best would be no application process at all—these things are essential to achieving the President’s goal of more college graduates. ED is going in the right direction—now let’s hope that conversations with Department of Labor and Health & Human Services are coming soon.

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The College Payoff

Cross-posted from Brainstorm...

One reason I was so excited to join Brainstorm was that it presented a chance to go toe-to-toe once in awhile with my colleague and friend, Kevin Carey. Over the years I’ve read Kevin’s work frequently, and often found myself respectfully disagreeing with him. What’s the best is that our points of disagreement are always worth arguing over—as we are both so clearly interested in seeing major changes when it comes to equity and educational attainment.

This past week presented an illustration. I wrote a critique of an American Enterprise Institute report Kevin co-authored, and he responded with a post taking on some of my points. Since I have plenty to say in turn, and since I think this is a discussion very much worth having, I want to continue the debate here.

My main point in the original post was that the AEI authors jumped to conclusions I don’t find particularly helpful. They want to do something about low graduation rates, but prematurely conclude the solutions lie in changing institutional practices. Kevin replied with “colleges make a difference” and who would want to argue otherwise?

Well, in some sense—me. To put a finer point on it, I argue they individually make a difference, but mainly on the margins and for uncomfortable reasons.

Here's the outline of what I'm thinking. First, I emphatically believe that there’s an economic payoff to years of college, and credentials in particular, and that most students learn at least something during the time they spend in college. I also buy the research of Jennie Brand & Yu Xie (and others) who find that students least likely to attend college are in fact most likely to benefit from attending. This is why I'm for greater equity in access and completion. Second, I definitely do not believe that the sources of observed differentials in student outcomes among colleges—things like levels of student engagement, graduation rates, and returns to the degree—are about institutional policies and practices of the kind Kevin's referring to. Why? Since at least to some degree, most of our colleges select kids for admission based on evidence that they will be engaged and “able to benefit” from the experience--and they do this in different ways and to differing degrees-- then variation in graduation rates is clearly going to result.

So that's why colleges themselves probably only matter on the margins. And here comes the "uncomfortable" part. We have to recognize that (like it or not) the primary functions of our colleges and universities are (1) facilitating the creation of social networks and (2) credentialing. We go to college to hang out with people who will later be our friends, spouses, colleagues, and Facebook buddies-- and these people will help us find jobs and make good connections throughout our lives. We also go so that future employers will find us more desirable-- whether or not they should.

Ultimately, I don’t think that detracts from the importance of higher education, and in particular from the goal of broadening access to higher education. It’s a gatekeeper, and more people need to get in. But it does—and should- detract from the sense that some colleges “do a better job” than others. What does that really mean when what they "do" is help you meet your socially advantaged counterparts and send smoke signals to employers? If that’s what you’re buying, and you understand that, ok. I don't think most people do.

Now back to Kevin’s points. Sure, some colleges have high dropout rates and that’s a shame. Part of the reason is that they’re enrolling students who—a decade or two ago—wouldn’t have attended college. Now, in a college for all culture, they go. Some get a degree- and in this sense, opening doors is serving them well. Others suffer enormous personal costs, financial investments and feelings of personal failure. These things are hard to measure, but are undoubtedly affecting the numbers we observe. We hardly pay attention to (or measure) important factors like individuals’ health and development, and yet we assume that any remaining variation in outcomes (e.g. engagement or graduation rates) not accounted for by observable factors can be credited to college practices—instead of attributing the variation to the vast array of important predictors of individual functioning that we just don’t measure. Why?

If we want to make better policies to increase attainment and close gaps we need to get a better handle on what the real problems are. What if the differences in graduation rates are explained by differences in how mentally and physically prepared students at different colleges are for postsecondary education? Right now, that doesn’t show up in the data. So Kevin says the remaining variation is in the colleges’ domain. Yet if, based on that, we direct policy interventions at the colleges when the real problem is health, we’ll fail to generate change. That’s simply not useful, and potentially a waste of money. Why wait for research? This is why. We need more numbers, and less conjecture.

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How College Gets Under Your Skin

Cross-posted from Brainstorm, over at the Chronicle of Higher Ed.

I’ve been preoccupied by sleep lately. Not sleeping— though as I approach the end of my first trimester I sure could use some— but sleep itself. What it means to sleep a little or a lot, how it affects your daily interactions with others, etc. This is something I know a tiny bit about, having spent a solid year sleep-deprived after the birth of my first child, but not something I’ve devoted my academic time to.

Until now. I just spent two full days at the Cells to Society (C2S) Summer Biomarker Institute. C2S is also known as the Center on Social Disparities and Health at Northwestern University. It’s directed by developmental psychologist Lindsay Chase-Lansdale, and has additional star power in folks like Thom McDade, Emma Adam, and Chris Kuzawa. These are social science researchers who have mastered the hard sciences as well, and are using medical tools to get at how social practices and environments “get under the skin.”

What does that mean? Well, to explain I’ll tell you why I’m thinking about sleep. It all begins with an attempt to understand the reasons why so many low-income kids drop out of college. A big problem, to be sure— and one that we still don’t know enough about. I’m thinking that has to do with the limited number of ways in which we’ve approached the problem. It’s primarily treated as an educational issue, one we tackle with a combination of college practices and individual-level incentives like money.

But what if, in fact, higher rates of dropout had something to do with poorer mental or physical health? What if the conditions in which low-income kids experience college actually make them less healthy? We all understand stress, and most of us think it’s a regular part of life everyone deals with. But we have differing types and degrees of stress, and in turn differing responses and reactions. Some of us think being stressed out is about trying to fit in an optional French class to our busy schedules, because we’d like to hang out with that cute French boy. Others feel stressed because they do not have enough money to pay for lunch, and are working 2 jobs on top of 4 classes to try and make ends meet.

Looking at sleep patterns, and sleep quality, is one way to try and quantify the effects of college— and policies associated with college-going — on health. I have Emma Adam to thank for getting me to really start think of this as a research topic— one I plan to pursue. When you wake up well-rested your cognitive functioning is improved, and you can go out and learn. When you’ve been in bed for very few hours, or tossed and turned all night, it can be hard to drive to school, let alone master the material in class. At some point, you may just give up.

Lest anyone read this to mean that I think genetic differences underlie social class differences in college attainment— stop right there. Not at all. But there are complex ways in which one’s social environment can alter the biological state, even temporarily, which in turn affects academic achievement. I think it’s about time we start thinking, then, about how college gets under our skin.

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Hitting the Big Leagues

It's with quite a bit of trepidation that I share the news... I have joined the Chronicle of Higher Education's Brainstorm. Starting today you can check me out over there and over here too, of course.

This assistant professor mommy didn't really need more on her plate, but what can I say? I guess I'm just a girl who can't say no... (I hope you all hear the Oklahoma theme music in the background.) G'nite!

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