Under investigation for falsifying job placement rates, for-profit Corinthian Colleges will sell 85 campuses and close 12 others. The national company runs Everest, WyoTech and Heald career colleges.
So I was reading an article this morning about how U.S. Teachers have it so much worse than most of the rest of the world. This conclusion is drawn on the basis of a survey:
Now we have international evidence about something that has a greater effect on learning than testing: Teaching. The results of the Teaching and Learning International Survey (TALIS), released last week by the Organization for Economic Cooperation and Development (OECD), offer a stunning picture of the challenges experienced by American teachers, while providing provocative insights into what we might do to foster better teaching — and learning — in the United States.
The article is interesting, as far as it goes — though one might quibble with the jump that gets made from “teachers think they have harder jobs” (which is what the survey actually measures) to “teachers have harder jobs.” I’m certainly open to the idea that at least public school teachers have a raw deal in this country in terms of their working conditions and the sort of bureaucratic structures in which they are forced to operate.
There were two things in this article in particular that caught my eye. The first was an almost casual reference to something rare and wonderful.
Along with these challenges, U.S. teachers must cope with larger class sizes (27 versus the TALIS average of 24). They also spend many more hours than teachers in any other country directly instructing children each week (27 versus the TALIS average of 19). And they work more hours in total each week than their global counterparts (45 versus the TALIS average of 38), with much less time in their schedules for planning, collaboration, and professional development. This schedule — a leftover of factory-model school designs of the early 1900s — makes it harder for our teachers to find time to work with their colleagues on creating great curriculum and learning new methods, to mark papers, to work individually with students, and to reach out to parents.
The emphasis is mine. What sort of wonderful world would we live in where we depended on the teachers themselves to design the curriculum (or curricula)? But isn’t that exactly what everyone seems hell-bent on killing these days?
A seocnd thing that jumped out at me was this statistic:
Nearly two-thirds of U.S. middle-school teachers work in schools where more than 30 percent of students are economically disadvantaged. This is by far the highest rate in the world, and more than triple the average TALIS rate.
That seems like an awful lot. Unless *all* the disadvantaged kids are smashed into schools with insanely high student:teacher ratios (not an entirely implausible notion), that means that there are a LOT of disadvantaged students to go around. I can’t do the math without knowing the student:teacher ratio data, but just intuitively it would seem that you’d need somewhere between 40 and 50% of students to be disadvantaged.
I suspect this has something to do with response bias. But when I tried to go into the survey itself and see the data (here) I was unable to either export a working data file or to find the United States’ results on the webpage. It seems much more trouble than it’s worth for a blog post.
If anyone has more success, please leave notice in the comments!
Community colleges provide easy access — to failure and debt, argues a new book by remedial English instructors. Poorly prepared students have little hope of success, they write. Raising admissions requirements would strengthen academic classes for prepared students and redirect the unprepared to short-term job training that might help them improve their lives.
The Boomerang Kids Won’t Leave home, predicts the New York Times Magazine. With college loans and low-paying jobs, they can’t afford to pay rent.
One in five people in their 20s and early 30s is currently living with his or her parents. And 60 percent of all young adults receive financial support from them. That’s a significant increase from a generation ago, when only one in 10 young adults moved back home and few received financial support.
. . . Those who graduated college as the housing market and financial system were imploding faced the highest debt burden of any graduating class in history. Nearly 45 percent of 25-year-olds, for instance, have outstanding loans, with an average debt above $20,000. . . . And more than half of recent college graduates are unemployed or underemployed, meaning they make substandard wages in jobs that don’t require a college degree.
The photographer, who lives at home and freelances, was graduated from an art college with $120,000 in debt.
Alexandria Romo, 28, also a Loyola graduate, earned an economics degree but says she “had no idea what I was doing when I took out those loans” at the age of 18. She borrowed $90,000. Romo wishes she’d been taught about student loans, math and finance before borrowing at 12.5 percent interest. Romo lives at home in Austin and works at a security-guard company. Her dream is to be an environmentalist.
Here’s the percentage of Bachelor’s degrees conferred to women, by major (1970-2012) courtesy of Randal S. Olson.
More than 80 percent of degrees in health and public administration are earned by women, he notes. Nearly 80 percent of education and psychology degrees also go to women. In biology, women earn 58 percent of degrees.
Even in math, statistics and physical sciences, women earn more than 40 percent of degrees. Business is close to 50-50.
He flips the chart to show that men are lagging in everything but engineering, computer science, physical science, math and statistics. Women are close to parity in everything but engineering and computer science.
In Switzerland, which has one of the strongest economies in the world, 70 percent of high school students are in their vocational education system, while only 20 percent prep for universities. All vocational students spend part of their time in multi-year apprenticeships.
For $200 a month, anyone who’s mastered high school math can earn an online NanoDegree in programming in six to 12 months and qualify for an entry-level job at AT&T. The company created the new credential with Udacity, which is working on more industry-linked NanoDegrees.
By next year, 17 states will require all 11th graders in public school to take the ACT, reports the Chronicle of Higher Education. Minnesota, Mississippi, Missouri, and Wisconsin have jumped on the bandwagon. ACT scores are used to judge college readiness — and to encourage more students to apply to college.
ACT, which has passed SAT as the most commonly used college admissions test, will provide more information to students on their readiness.
Starting next year, test results will include a “STEM Score,” representing a student’s performance on the mathematics and science portions of the exam, and an “English Language Arts Score,” which will combine the student’s performance on the English, reading, and writing sections.
A new indicator will show whether a student is likely to be able to understand college-level texts.
Another will assess career readiness — applied math and reading for information — for students who take the ACT and ACT’s WorkKeys tests. Illinois and Michigan require 11th graders to take both exams.
ACT also is modifying the optional writing test. Essays will be scored on ideas and analysis, development and support, organization, and language use.
Graduation rates vary by type of college, because different colleges recruit different types of students. Pew Research looks at how students are doing six years after enrolling in college.
The for-profit colleges enroll older, less-capable students who are much less likely to complete an academic degree, but much more likely to complete a two-year-or-less vocational credential. Community colleges, which also enroll many high-risk students, offer low-success academic programs and higher-success job training.