Community colleges are a boon to the economy and to their students, according to Where Value Meets Values, a report by the American Association of Community Colleges (AACC).
In 2012 alone, the net total impact of community colleges on the U.S. economy was $809 billion in added income, equal to 5.4 percent of GDP. Over time, the U.S. economy will see even greater economic benefits, including $285.7 billion dollars in increased tax revenue as students earn higher wages and $19.2 billion in taxpayer savings as students require fewer safety net services, experience better health, and lower rates of crime.
Students also see a significant economic benefit. For every one dollar a student spends on his or her community college education, he or she sees an ROI of $3.80.
Associate-degree holders average $41,900 per year in mid-career, about $10,700 more than someone with just a high-school diploma, the report estimated.
Community colleges deliver a negative return on investment to taxpayers – though a positive return to students –because of the high dropout rate, an October report found. The earlier report focused more narrowly on tuition costs and post-graduation salaries, observes the Chronicle of Higher Education.
An author of that report, Mark S. Schneider, a vice president of the American Institutes for Research and president of College Measures, thinks the AACC report exaggerates the societal benefits. The AACC researchers “didn’t acknowledge that students who attend college are already less likely to pose risks or added costs to society,” he told the Chronicle. “It assumes that if you didn’t graduate from a community college, you’re going to be a fat, smoking criminal, which is just not true.”
Overweight and obese girls earn lower grades and are less likely to go to college, concludes a new study. That’s the primary reason educated adults are slimmer and healthier, the researchers concluded. It’s not that “higher education confers lifelong social, economic, and psychological benefits that help adults” make healtheir choices.
Sixty-six percent of dual enrollment students who started college in 2007 completed a credential in six years, according to the National Student Clearinghouse’s new report. That compares to a 54 percent completion rate for those who didn’t take any college-level courses in high school. However, because dual enrollment may draw more motivated students, it’s not clear the program raises graduation rates.
Dual enrollment is expanding rapidly: 47 states and the District of Columbia let high school students take college courses,reports Education Commission of the States. The number of states making students and their families primarily responsible for the costs of dual enrollment is dropping, from 22 in 2008 to 11 in 2013.
For degree seekers who started college in 2007, six-year completion rates ranged from 40 percent for those who started at community colleges, 63 percent who started at public universities and 73 percent for students who started at four-year private nonprofit institutions.
While completion rates were low at four-year for-profit colleges, two-year for-profit colleges, which focus on job training, once again did better than community colleges. Sixty-two percent of two-year for-profit students completed a credential.
Figure B. Six-Year Outcomes by Starting Institution Type
Seventeen percent of community college starters completed a four-year degree, the study found. A majority had not first received an associate degree.
Overall, one in four completers had moved to another college or university.
Completion rates were higher for women and for traditional-age students.
Collegebound students must dream the affordable dream, writes Michael Alcorn in the Arvada (Colorado) News. A music and fitness instructor, he’s the father of three children, including a daughter in 12th grade who wants to study nursing.
Me, the “life coach” parent, wants her to dream as big as the sky and the stars. . . .
Me, the “teacher” parent, really believes in education and higher education and the value of learning for learning’s sake . . .
But me, the “financial advisor” parent, looks at the average of $26,000 student loan debt for graduates, looks at one in three college graduates living in their parents’ basements, looks at 45-percent dropout rates and 40-percent graduate underemployment . . . This part of me loves the idea of two years of community college to get the general ed. out of the way, transferring all those credits to the great, local private university with the great nursing program, and finding a way to get her into life without crippling debt.
Only 20 percent of jobs require bachelor’s degrees, according to the Department of Labor, writes Alcorn. About 30 percent of adults are college graduates. “One hundred percent of high school students in any suburban school are told . . . they’re a failure if they don’t go to college.”
The three parents in his head keep arguing, but the one who says “debt be damned!” probably isn’t going to win, he concludes.
Portlandia parents tell their preschooler to fear growing up to attend community college. It’s humor.
Studying at a U.S. community college is an affordable option for foreign students, says Dr. Joel Ericson in a U.S. Embassy video.
International students at most U.S. colleges and universities are charged the “sticker price” to help pay for tuition discounts for U.S. students.
President Obama’s visit to Brooklyn’s P-Tech spotlighted the idea of combining high school, community college and job training, reports the New York Times. After six years at P-Tech, graduates are “first in line” for jobs at IBM, which helped create the school. Some have earned an associate degree.
Is P-Tech the wave of the future? asks the Times‘ Room for Debate blog.
Very few U.S. students attend “high-quality vocational programs tightly aligned with industry needs,” she writes.
In Switzerland, Norway and Denmark, vocational students spend half to three-quarters of their schooling in work placements.
That kind of vivid experience helps kids see into the future; they can connect the dots between what they are doing in school and how interesting their lives can be.
. . America abandoned vocational high schools for good reason, decades ago: too many were second-rate warehouses for minority and low-income kids. But now that all decent jobs require higher-order skills, there’s an opportunity to get this right. American employers want higher-order skills, and American teenagers want more interesting work. The sooner they get together, the better.
“Aiming at a moving target like the job market is dangerously short-sighted,” warns Zachary Hamed, a computer science student at Harvard.
IBM’s Stan Litow calls for P-Tech-like options for students on the Shanker Blog.
“Young people who enter the workforce with only a high school diploma are expected to earn no more than $15 per hour, and many will earn less,” he writes. Yet only 25 percent of high school graduates who enroll in community college complete a degree in six years.
IBM analyzed a community college freshman class. “Nearly 100 percent of community college freshmen who required two remedial courses—with one of them being math—failed to complete even one postsecondary semester,” Litow writes. A majority of these students dropped out of college within two months.
President Obama talked about controlling college costs in a speech at the University of Buffalo last week. Buffalo students and parents worry about paying for college and finding a job afterwards, reports the Chronicle of Higher Education.
Over at Kenmore West High School, home of the Blue Devils, David Coates was meeting with students to finalize their class schedules. Since the recession began, the college counselor has heard plenty of doubts. . . . More students choose to attend local universities and live at home. More have enrolled at community colleges, with plans to transfer to a four-year college, an option that once held more of a stigma, he said.
Mr. Coates has seen parents’ expectations for college change, too. “More are viewing it as vocational training rather than subscribing to that old adage about becoming a problem solver and creative thinker,” he said. . . .
Parents are less focused on liberal arts, said Jane S. Mathias, director of guidance at Nardin Academy. “They want to know, What job is there?” This fall, she’ll offer a financial-aid session for students and parents. “She wants the prospective college-goers to think harder about what it would be like to have $40,000 in debt,” reports the Chronicle.
As the president was speaking at University of Buffalo, Mike Kushner, a freshman, was moving into his dorm with help from his mother, Wendy Kushner, and his sister, Amy.
Ms. Kushner, a widow, said she had saved as much as she could for college, hoarding savings bonds and recycling soda cans. “I feel bad,” she said, “that he’s going to have to take out loans.”
“For a piece of paper,” her daughter said.
Amy had enrolled at Buffalo after high school. She worked at restaurants on the campus, preparing food and making change. “For all the talk about how the foundation of our country is education, as a student you feel like you’re being taken advantage of,” she said. “Tuition, books, all these fees. A lot of things just feel like a scam.”
Nearly all parents want their child’s school to provide a strong core curriculum in reading and math and stress science and technology, concludes a new Fordham study. They want their children to learn good study habits, self-discipline, critical thinking skills and speaking and writing skills. But, after that, parents have different priorities, concludes What Parents Want.
Pragmatists (36 percent of K–12 parents) assign high value to schools that, “offer vocational classes or job-related programs.”
Jeffersonians (24 percent) value “instruction in citizenship, democracy, and leadership,” Test-Score Hawks (23 percent) look for a school with “high test scores,” Multiculturalists (22 percent) want their children to learn “to work with people from diverse backgrounds,” Expressionists (15 percent) stress art and music instruction and Strivers (12 percent), who are far more likely to be African American and Hispanic, prioritize getting into a top-tier college.
In a few years, high school graduates in North Carolina will earn diplomas showing their readiness for university, community college or careers, reports the Raleigh News & Observer. Each seal requires a minimum 2.6 grade point average, basically a C+.
To earn the community college readiness seal, graduates must have completed Algebra II or integrated math III.
In February, the community college board decided graduates with a minimum 2.6 GPA can skip placement tests and start in college-level courses. The system’s research showed that 20 percent of students placed in remedial courses could have succeeded at the college level. High school grades are the best predictor of college success, the study concluded.
To earn the career readiness seal, students must
take four career/technical courses, score well on ACT’s WorkKeys exam, or have an industry-recognized credential, such a car repair certificate, Microsoft suite certification, or SAS programmer credentials.
College graduates’ skills don’t match the available jobs, said participants in a community forum in Fort Collins, Colorado, reports The Coloradoan.
Matt Dinsmore, co-owner of Wilbur’s Total Beverage in Fort Collins, said he employs three people with masters’ degrees, including a beer stocker with a physics degree.
Martin Shields, a Colorado State University economics professor, said a college degree is an important investment, but the first four to five years after college are “tougher than they’ve ever been.”
Dawn Putney, CEO of design and marketing firm Toolbox Creative, most four-year graduates don’t have the job skills she needs. Young people are encouraged to go for a university degree, not to explore alternatives such as community colleges, she said.
Jim Neubecker, a member of the Governor’s Workforce and Small Business Development Council, said union electricians, pipe-fitters and plumbers can work 40 hours per week while attending school two nights per week, learning skills while avoiding debt. Community colleges often partner with unions to get students certified on otherwise prohibitively expensive equipment, Neubecker said.
The push for a $10,000 bachelor’s degree has come to California, reports the Sacramento Bee.
With the cost of going to college already more than $30,000 a year at many California campuses, is it possible to earn a bachelor’s degree for just $10,000 – total?
Assemblyman Dan Logue, R-Marysville, hopes so.
Borrowing an idea being promoted by Republican governors in Texas and Florida, the GOP assemblyman has introduced a bill that would create a pilot program in California for what he’s billing as a $10,000 bachelor’s degree.
Assembly Bill 51 calls for high schools, community colleges and California State University campuses to develop a low-cost degree path in STEM (science, technology, engineering or math) majors in Chico, Long Beach and Turlock.
High school students would earn college credit through Advanced Placement classes and dual enrollment in community college courses, Logue envisions. Community college students would be encouraged to enroll full time.
The $10,000 would include textbooks, but not room and board. Currently CSU students spend $5,472 a year on tuition and another $2,000 annually.