High-tech start-ups are retooling college instruction, writes venture capitalist Reid Hoffman, co-founder of LinkedIn, in The New Republic. We need to “make certification faster, cheaper and more effective too,” he writes.
. . . a diploma is essentially a communications device that signals a person’s readiness for certain jobs.
But unfortunately it’s a dumb, static communication device with roots in the 12th century.
We need to . . . turn it into a richer, updateable, more connected record of a person’s skills, expertise, and experience. And then we need to take that record and make it part of a fully networked certification platform.
There’s a lot more to college than earning a diploma, responds Michael Gibson, who works for the anti-college Thief Foundation, in Forbes. To lower the debt to party ratio, we need to consider “all the friendships formed at school, the esprit de campus, all the networks.” What about beer pong?
College consists of: the clock tower, the stadium, the frat/sorority house and the admissions office, Gibson writes.
Taken together this is like an awful cable TV package. To get HBO, you also need to pay high prices for all those unwatchable stations like the Hallmark Channel. The future of higher education will involve unbundling this package and offering cheaper, higher quality substitutes.
The clock tower represents the amount of time spent studying a subject.
Classes are measured in hours per week; exams are given in hour length chunks; and students need some requisite number of hours in any subject to signal mastery. It is remarkable that we still use the hour as a substitute measure for learning to this day.
. . . we are on the cusp of having the technology to unbundle and decentralize this piece of the college puzzle. Coursera, Udacity, and other massively open online courses are only getting started in their effort to demolish the clock tower and provide the customized certification Reid Hoffman describes. What the fireplace, another medieval invention, is to the cold, the clock tower is to learning: proximity used to matter. And now it doesn’t. Central heating is better.
The stadium represents the tribal experience, which is very important to alumni. The frat house represents the friendships that lead to future networking. The admissions office confers status. These will be harder to replace than the clock tower, writes Gibson.
In the near future, the residential college experience will become a luxury item, I predict. Most people will decide it makes more sense to hang out with their friends, play beer pong, root for a professional football team and earn a low-cost career credential.
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.
When high school graduates need remedial classes in college, who pays? Mississippi and Maine may hold school districts responsible for the costs of teaching basic skills in community colleges, notes the Hechinger Report.
In Mississippi, more than 40 percent of community college students need remediation. Fifty percent take developmental classes at Maine community colleges.
New Hampshire, Missouri, and Oregon legislators have considered similar proposals over the last five years, but bills haven’t gotten far.
“High school students, when they get a diploma . . . they ought to be able to go to college,” said Mississippi Sen. Nancy Collins, R-Tupelo. “They should not have remediation.”
Nationwide, as many as 70 percent of new community college students are placed in remedial courses, Hechinger reports.
College remediation has long been a subject of debate: It costs the states nearly $4 billion annually, and opponents say remedial courses don’t even prepare students for college level work. In Mississippi, remedial courses currently cost the same as regular classes based on credit hour, so students must foot the bill for the extra classes. Fewer than 10 percent of these students end up graduating from community colleges within three years, according to Complete College America.
These arguments have prompted more than 20 states to cut funding for remedial education. Some community colleges have started to restrict admission to students who have at least a seventh-grade proficiency level, directing them to local adult basic education classes and saving on remediation costs.
High schools and community colleges need to work together on aligning curriculum, says Kay McClenny, the director of the Center for Community College Student Engagement at the University of Texas at Austin. “Ultimately, what we need to have is not finger pointing and rock throwing across the fence of various segments of education, but really much better collaboration,” she said.
High schools are under heavy pressure to raise graduation rates. If every graduate has to be ready for college work . . . It’s not a realistic expectation. Perhaps the introduction of new, higher standards will force states to adopt a college-ready diploma and a less-rigorous diploma.