Job training is job one for the fast-growing Louisiana Community and Technical College System, reports Community College Week. The state is rebuilding its economy, says Monty Sullivan, the new president of LCTCS.
“We have an economy that is growing faster than nearly anywhere else in the country, which means our workforce needs are greater than ever,” says Sullivan.
“We need to link the needs of employers with our educational institutions,” Gov. Bobby Jindal told the Associated Press. “I think our big challenge this session is getting ready for this manufacturing expansion.”
Only 27.9 percent of Louisiana’s working-age adults hold a two- or four-year college degree, well below the national average of 38.7 percent.
A number of states are stressing workforce development, according to the Education Commission of the States.
In Alabama, Gov. Robert Bentley wants to create a Statewide Workforce Council of business and industry leaders to advise colleges on workforce needs. In Georgia, Gov. Nathan Deal has called for a Governor’s High Demand Career Initiative to bring together education officials, industry leaders and economic development officials to identify workforce needs. In Idaho, Gov. C.L. Otter wants to improve a workforce grant program to better target individual businesses and industry sectors.
Louisiana is investing hundreds of millions of dollars in training facilities and workforce “centers of excellence” linked to their regional economies.
Baton Rouge Community College, for example, is planning a center that will focus on transportation and logistics; its home city is the ninth-largest port in the United States. Delgado Community College, in New Orleans, is home to a culinary arts and hospitality center of excellence.
Industry partners supply at least 20 percent of the funding.
At Fletcher Technical Community College, the Deepwater Center for Workforce Excellence will train oilfield engineers and technicians. BP America Inc. contributed $4 million to pay for state-of-the-art equipment.
Kent State University wants to start awarding two-year degrees to students on their way to four-year degrees, reports the Columbus Dispatch. Students who earn 60 credit hours could qualify for the associate degree, which would “provide a fallback” for those who never complete a bachelor’s degree — and increase state funding.
Of the money that Ohio sets aside for four-year public schools, a greater share this year is tied to the number of degrees that schools grant. That includes associate degrees, even though they traditionally have been a specialty of community colleges and the regional campuses of four-year universities.
That could be a boon for Kent State but take a toll on other schools –– the state sets aside only a certain amount of money for colleges, so more for Kent State means less for others.
Community college presidents are wary of competition. “It’s gaming the system,” said Karen E. Rafinski, interim president of the Ohio Association of Community Colleges.
All four-year colleges should award associate degrees to students who finish two years of higher education, argues Stephen Joel Trachtenberg, president emeritus of George Washington University, in an Inside Higher Ed commentary.
He imagines two brothers. One goes to community college, earns an associate degree and finds a job. The other goes to a university but drops out in his third year. Without a credential, he can’t find an entry-level job.
Three years of college study but no earned degree is worth less in the market place than two years of college that culminates in an associate degree. If that is so, then why not award the A.A. to students who successfully complete two years of study but don’t make it to the finish line at traditional four-year institutions?
An associate degree in no particular field of study isn’t worth much in the workforce. The dropout brother would do better to reverse transfer to a community college and pick a field of study that lets him use some of his old credits.
In What Excellent Community Colleges Do, Josh Wyner describes what he’s learned running the Aspen Institute’s awards for community college excellence.
The best colleges have improved graduation rates, learning, workforce success and equity, even as they struggle with inadequate funding, Wyner writes.
Valencia College in Florida, an Aspen winner, eliminated late registration — few latecomers will pass the class — but provided late-start sections of popular classes.
The best colleges don’t blame students for not knowing the “unwritten rules of how to navigate higher education,” adds Matt Reed, the Community College Dean.
Colleges develop “guided pathways, targeted advising, mandatory counseling, student success courses” and the like to make clear the rules of the game, writes Reed.
“Wyner is quite good on outlining some of the policy-based dilemmas that community colleges face,” he writes. “Most of the colleges he examines face many of the same fiscal and policy constraints as everyone else, but they’ve managed to find ways to move forward anyway.”
Worried about a shortage of skilled workers, some states are considering free community college tuition, reports NPR.
In Tennessee, Republican Gov. Bill Haslam wants to use lottery money to create a free community college program for high school graduates. The state wants 55 percent of Tennesseans to have a college degree by 2025, up from 32 percent now.
In Oregon, a state commission will look at whether free tuition is feasible.
However, Oregon and Tennessee legislators aren’t sure that middle-class students should pay nothing. A Mississippi bill passed the state House, but then failed in the Senate.
“I think everybody agrees that with a high school education by itself, there is no path to the middle class,” said State Sen. Mark Hass, who is leading the no-tuition effort in Oregon. “There is only one path, and it leads to poverty. And poverty is very expensive.”
Hass said free community college and increasing the number of students who earn college credit while in high school are keys to addressing a “crisis” in education debt. Taxpayers will ultimately benefit, he said, because it’s cheaper to send someone to community college than to have him or her in the social safety net.
Nationwide, the average annual cost of community college tuition is about $3,300, not counting books and fees.
California’s community colleges were free until the mid-1980s. (Even now, students don’t pay “tuition.” They pay “fees.”)
“What is exciting to us about the idea is that it signals that the state understands there needs to be significant reinvestment in community colleges in some way, shape or form,” said Mary Spilde, the president of Lane Community College in Eugene, Ore., where in-state students pay $93 per credit hour. Back in 1969-70, baby boomers paid $6 per credit hour — about $37 in today’s money, adjusted for inflation.
Tennessee and Oregon may adopt the “last-dollar in” model: The state would fund tuition not covered by other forms of aid, such as Pell Grants. That means state money would pay primarily for middle-class families, said Kay McClenney, director of the Center for Community College Student Engagement at the University of Texas. “And is that your best use of dollars within the public interest?”
Molly Corbett Broad, president of the American Council on Education, said students are more likely to be successful if they have “skin in the game” and pay something toward their education.
College presidents “agree that their institutions should be reporting much more information about the career and other outcomes of their graduates,” but they’re wary of federal involvement, according to Inside Higher Ed‘s new survey of college presidents.
Three-quarters of presidents say their institutions should be reporting the debt levels, job placement rates and graduate school enrollment rates of recent graduates, for instance (though fewer say they are doing so now). But just half of campus leaders agree that it is “appropriate for the federal government to collect and publish data on career and other outcomes of college graduates” (with public and for-profit college leaders much more likely to say so than their private nonprofit peers), and just 13 percent believe the government has a “good chance” of collecting such data accurately.
Higher education leaders aren’t happy about President Obama’s plans to create a federal ratings system of “college value,” notes Inside Higher Ed.
In a poll of college presidents late last year, only 2 percent plan believed the ratings plan would be “very effective” at making higher education affordable.
Only a third of private non-profit college leaders.think it’s appropriate for the government to collect and publish outcomes data. By contrast, more than 60 percent of community college, public university and for-profit college leaders accept a federal role.
Few in any sector believed the federal government will do a good job of tracking higher ed outcomes.
Asked if the government has a “good chance” of collecting and reporting accurately on higher education outcomes, 9 percent of private nonprofit presidents (on the low end) and 16 percent of public university leaders (on the high end) answered positively.
. . . prospective college students need to know not just about accessibility/selectivity (average GPA, SAT/ACT scores), but also about affordability (net price by income tier, average student loan debt, ability to repay loans) and accountability (graduation rates by race and by income). The information should be sortable by location (to aid place-bound students) and by institution type (two-year, four-year, public, private) for students to compare side by side.
. . . we must change the federal calculation of graduation rates as soon as possible to account for part-time and transfer students, and we must collect and report institutional Pell Grant recipient graduation rates as part of the federal data system (IPEDS). Over the long term, we should also find a valid way to assess workforce outcomes for students.
Get the system up and running quickly, writes Warick. Then “we can turn to the more complex and politically difficult question of how to use federal financial aid dollars to incentivize better institutional outcomes.”
Eleven percent of business leaders strongly agree that today’s college graduates have the skills and competencies their companies need, according to a new Gallup/Lumina poll. Yet, in a Gallup/Inside Higher Ed survey, 96 percent of university officers believe that they’re effectively preparing students for success in the workplace.
“Something is very wrong when you see the academic leaders of higher education giving themselves an A+ on this while business leaders give them an F,” said Brandon Busteed, executive director of Gallup Education.
Just 16 percent of business leaders strongly agree that jobs at their business require a post-secondary degree or credential to be successful; 38 percent strongly disagree.
Business leaders were asked what talent, knowledge or skills will prepare graduates for success in the workforce. The most popular response was that higher education institutions should provide internships and practical, on-the-job experience. In addition to experience, business leaders most want to hire people with strong communication skills, including writing and speaking skills.
I’ve had conversation after conversation with leaders in manufacturing, healthcare, insurance, government, retail and other industries, and the song remains the same. The skills sets that matter across all of these sectors are too often missing from their entry-level employees, whether they have degrees or not. These include hard skills — such as producing an extended piece of writing or interpreting information contained in graphs and charts — and soft skills — such as negotiating with others to settle conflicts and disputes.
To produce job-ready graduates, colleges and universities “must teach and hone skills through learning activities that mimic real-world scenarios rather than testing students on abstract principles,” writes Alssid.
Competency-based, project-based education can narrow the skills gap, argues College for America.
Mississippi’s special education students must pass regular courses and four exams to earn a high school diploma. Many settle for an “occupational” diploma or a certificate of completion. But the occupational diploma limits college and job training options, write Jackie Mader and Sarah Butrymowicz on the Hechinger Report.
In the 12 years since the “occupational track,’’ was developed, Mississippi’s 15 community college have wavered on admitting alternate diploma graduates into academic tracks. Susan Molesworth, director of special education for the Long Beach School District, said the occupational diploma was never meant to be a college prep curriculum.
“Some of the [occupational diploma] kids that were coming into junior colleges weren’t able to do it,” Molesworth said. “They were failing.”
Only seven of the state’s community colleges accept alternate diploma students into academic programs.
Hinds Community College, which runs five campuses, decided in December to to stop accepting the occupational diploma for academic classes. Occupational grads can enroll only in certain career programs, such as office systems technology and meat merchandising.
Pearl River Community College does not accept occupational diplomas for financial reasons, said Scott Alsobrooks, vice president for economic and community development. The federal government doesn’t view the “occupational diploma’’ as equivalent to the GED or a high school diploma, so students can’t get federal grants or student loans.
Special ed students meet much lower academic expectations in high school, report Mader and Butrymowicz. At Brandon High School, students on the occupational track might take Employment English, Job Skills Math, Life Skills Science and Career Preparation.
A ninth grader is taught to “distinguish between odd and even numbers” and “determine, count, and make change in solving problems” in math.
In a 12th-grade occupational math class, seniors were reviewing vocabulary words about checks, such as “memo line” and “void.”
Still, only 28 percent of special ed students earn an occupational diploma, while 61 percent leave with a certificate of completion. The certificate, designed for severely disabled students, doesn’t qualify students for anything.
If students can’t meet academic standards in high school, it’s no surprise they can’t meet academic standards in college. But the “occupational” diploma should prepare students for success in job training programs.
Community college tuition could be free to high school graduates in Tennessee, Mississippi and Oregon.
Tennessee Gov. Bill Haslam proposed making two years of a community or technical college education free in his State of the State address. “Net cost to the state, zero. Net impact on our future, priceless.”
“We just needed to change the culture of expectations in our state,” the governor told the New York Times. “College is not for everybody, but it has to be for a lot more people than it’s been in the past if we’re going to have a competitive work force.”
Community college costs only $3,800 a year in Tennessee, just above the national average. With help from Pell Grants, most students pay little or nothing in tuition and fees. However eliminating tuition would enable lower-income students to use their Pell aid to pay for books, supplies, transportation and living expenses.
The “Tennessee Promise” will have a psychological impact, Haslam predicted. Many people don’t realize community and technical colleges are affordable. “If we can go to people and say, ‘This is totally free,’ that gets their attention.”
The plan would cover Tennessee’s 13 community colleges, which grant academic degrees, and 27 technical colleges, which provide job training. The technical system is nationally known for high success rates.
The net cost to the state isn’t really zero, but Haslam estimated diverting lottery revenue would cover the $34 million a year.
Mr. Haslam also called for Tennessee’s public colleges to make a new effort to recruit the state’s nearly one million adults who have some college credits but ended their educations without earning degrees or professional certificates. And he proposed expanding a program that gives particular help to struggling high school students so they can go to college without needing remedial classes that do not earn college credit; studies have shown that students who take remedial courses are far less likely to graduate.
High school graduates in Mississippi could attend community college for free for two years under a bill being considered in the Legislature, reports the Clarion-Ledger. Scholarships would be available to students younger than 21 who enroll full-time and maintain a 2.5 grade point average.
The idea started at Meridian Community College, which began offering what it calls a “tuition guarantee” in fall 1996, using privately donated money.
Oregon legislators also may study whether it’s feasible to let high school graduates attend community college for free. “If we get this right, I think we can unleash a tremendous amount of motivation within these young people, giving them the motivation to stay in school, to get a certificate, to achieve that additional learning that can make a difference in terms of their economic success,” Gov. John Kitzhaber told the Senate Education and Workforce Development Committee.
Leaders of California’s three state higher education systems met this week with Gov. Jerry Brown to pledge cooperation, especially in helping community college students transfer to state universities, reports the Los Angeles Times.
In a rare gathering, University of California President Janet Napolitano, California State University Chancellor Timothy P. White and California Community Colleges Chancellor Brice W. Harris said they want to break through some of the walls set up by the state’s 1960 Master Plan for Higher Education, which established different roles and student enrollment criteria for each sector. Yet they also said they want to maintain the plan’s basic tenets.
“Transfer should be as streamlined as possible and as transparent as possible,” said Napolitano, as the three leaders appeared together at the UC regents meeting in San Francisco.
The challenge for the three systems, White said, is to strengthen the master plan “for the new economy for the next 50 years.”
The master plan, among other things, gave UC control over doctoral degrees and professional schools, allowed open access to community colleges and set higher admissions standards at Cal State and UC. Although many educators speak of it reverently, Brown described it as the result of a political deal in need of updating.
Napolitano pledged at the White House summit to improve diversity at the University of California by admitting more transfers from community colleges that “enroll large numbers of underrepresented and low-income students but send relatively few on to UC.”
Currently, only 20 percent of transfers are Latino or black compared to 24 percent of first-year students, points out Robert Shireman, director of California Competes. Latinos and African Americans make up 42 of the state’s population. CSU campuses are developing transfer pathways with the community colleges. UC has not participated.
California needs a new higher education plan and a statewide coordinating agency, concludes California Competes in Charting a Course for California’s Colleges. The California Postsecondary Education Commission was defunded in 2011. Since then, the state has no system of coordinated higher education leadership.
“For California’s continued economic growth, we must graduate 5.5 million degree and technical certificate holders who can succeed in the high-skilled labor market by 2025,” said Shireman. The state will fall short by 2.3 million, including one million four-year college graduates, without “consistent and coordinated leadership for our colleges and universities.”
The report recommends creating an autonomous coordinating agency “independent from political influence, informed by data, focused on outcomes and effective in articulating its goals, and able to work with policymakers.”
“We can’t just transplant” a higher education governance model from another state, said Lande Ajose, author of the report and a deputy director of California Competes. But California could learn from Ohio, Washington, Illinois, Texas, Florida and other states, the report suggests.
Last year, Gov. Jerry Brown called for the University of California and California State University systems to begin reporting performance outcomes, but it wasn’t clear who would collect and analyze the data, notes California Competes. The governor signed a bill calling for the state to develop postsecondary education goals, “but there was no guidance on who would monitor progress toward those goals.”
Speaker John A. Pérez, who serves as a UC Regent and a CSU Trustee, has introduced a bill establishing a new state oversight and coordinating body for higher education. AB 1348 passed the Assembly last year and will be considered by the Senate this year.
California’s higher education system is just average, concludes the Campaign for College Opportunity in Average Won’t Do.
Tuition (known as fees) at community colleges and state universities is relatively low: Community college fees are only 42 percent of the national average and many students pay nothing. Student loan debt averages a relatively low $20,269 per borrower. But fees and student loan amounts are rising rapidly.
California is below average on college readiness, according to the report. Only 68 percent of high school students earn a diploma in four years. Thirty-eight percent have passed college-prep courses that qualify them for state universities.
The college-going rate is relatively high, but the completion rate is average at state universities and well below average for community colleges.
“Stackable” short-term vocational certificates can help young people find good jobs, then go back to college for even better jobs, reports Community College Daily.
Westmoreland County Community College (WCCC) in Pennsylvania is working closely with industry partners. “Instead of coming out of college with $50,000 in debt, the goal should be to come out with a $50,000 income,” says Doug Jensen, WCCC associate vice president for workforce education and economic development.
With ArcelorMittal, local high schools and Career and Technical Centers (CTCs) of Pennsylvania, WCCC participates in Steelworker for the Future. The program includes college courses and a paid professional internship.
“When students walk across the stage on graduation day, they get their high school diploma, they get their CTC credentials and they get a certificate from WCCC in applied industrial technology,” says Jensen. High school graduates with Steelworker for the Future credentials can start at up to $27 an hour and make close to $80,000 a year with overtime and bonuses.
Other community colleges participating in Steelworker for the Future include Ivy Tech in Indiana, Moraine Valley Community College and Prairie State College in Illinois, West Virginia Northern Community College and Cuyahoga Community College and Lakeland Community College in Ohio.