Tag Archives: For-Profit Colleges

My Take On K-12 & Higher Education & Corporatism

08 Monday Oct 2012

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Movies, New York City, Politics, Pop Culture, race, Youth

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Pink Floyd–The Wall (1982), February 16, 2012. (http://free-education.info). Qualifies as fair use under US Copyright laws – low res and related to blog subject.

We often treat K-12 education and higher education as if they have nothing in common, as if they possess completely separate values and have developed in complete isolation from each other. But in this age where the American technocratic and the plutocratic elites want to privatize everything, there are clear connections behind and between emerging trends in corporatized K-12 education reform and with the rise of for-profit colleges and universities. These trends and connections aren’t good ones for the mass of American students, particularly for those who are poor and of color.

It’s pretty simply really. Both public education and postsecondary education have been under attack from profiteers and the politicians who do their bidding for at least a quarter century. In particular, the issues have been how to improve public schools so that poor Black and Latino kids can graduate high school on the one hand, and how to modify higher education so that the adult version of these kids can obtain a serviceable certificate or degree on the other. With these changes comes the theme of a watered-down education for the poorest twenty-five percent of Americans. It’s the new pathway to a sub-living wage job and tens of thousand of dollars of student loan debt.

A better way of presenting this reality, though, would be to overlay my own educational journey as a poor African American growing up in Mount Vernon, New York onto this corporatized educational insanity. I would’ve gone to public school to be sure. But instead of the SRA exam test that I took every year between third and sixth grade (not a high-stakes test evaluating teaching effectiveness, by the way), I would’ve seen some sort of comprehensive reading/mathematics test from at least second grade on.

Overcrowded classroom (with DOE Chancellor Joel Klein) with two teachers, PS 189, Brooklyn, NY, September 16, 2009. (Craig Warga/NY Daily News). Qualifies as fair use – blog subject with no comparable picture.

Given where I grew up, instead of having a group of veteran Black teachers for most of elementary schools, I would’ve ended up with some teachers from Teach for America or The New Teacher Project. For the technocrats surely would’ve held my teachers responsible for the sixty-percent poverty rate at my elementary schools, um, I mean, the low test scores. Teachers from these alternate certification programs tend to be well-meaning, perhaps even extremely smart, but not passionate or fully trained teachers. Certainly not like the highly dedicated African American teachers I had at Nathan Hale (now Cecil Cooper) and William H. Holmes Elementary, who held us all to high enough standards to prepare me for a gifted-talented magnet school program known as Humanities.

Of course, given the resources devoted to high-stakes testing, and the constant practice tests, there would’ve been the virtual elimination of music, art, PE, and creative writing. With that shift, there wouldn’t have been a Humanities Program, just a few classes for the best and brightest students. Instead, the option of a private charter school or a KIPP program may have been a possibility. With an average cost of $10,000, however, I doubt a $1,000 or $2,500 voucher would’ve made it possible for me to attend the one, and with KIPP schools being all about discipline, I would’ve thrived there about as much as fish thrive in the desert.

I would’ve moved on to middle school and high school, received algebra in ninth or tenth grade (if at all), struggled to enhance my reading, writing, science, math and other skills, and otherwise would’ve goofed my way to a high school diploma. Would I have taken an AP class, or had a Meltzer as a history teacher, or taken the PSAT or SAT? I’m not sure, but highly unlikely. Still, I would’ve graded with a diploma, with proof that my education was the equivalent of an average ninth or tenth grader’s, confirmed by a decade of standardized state tests!

Then, after three to five years of struggling to find full-time work above minimum wage, or after several years in the military, I’d make the choice between  a University of Phoenix, Kaplan University, DeVry University or some other for-profit college. I’d discover quite quickly that I was wholly unprepared for even the most watered-down online college curriculum, taking courses in a four, six or eight-week format (instead of the typical ten or sixteen-week semester format).

Romanian Army POWs from Battle of Stalingrad, February 3, 1943. (http://ww2incolor.com).

There would’ve been no agonizing choice between Columbia University and the University of Pittsburgh, no switch of majors from computer science to history, no big moment in my development as a person. All because I wouldn’t have had the kind of earth-shattering experience that attending college full-time and in-person often can be.

Somehow, if I’d somehow survived the first semester or first year, I might’ve eventually graduated, albeit with a degree that will be of limited use in obtaining a good living wage. And with $70,000 in student loan debt and a degree from a disreputable for-profit college, forget about me going to graduate school to be a professor.

That’s what this K-16 system will lead to. Money flowing into the hands of illegitimate technocrats, testing companies, charter schools and for-profit institutions. Money and influence flowing from entities like the Bill & Melinda Gates Foundation and Teach for America. A permanent, if slightly better educated, low-wage underclass. That’s the now and future construction of K-16 education if we allow these trends to continue.

College Isn’t For Everyone

07 Thursday Jun 2012

Posted by in 1, Academia, Boy @ The Window, culture, Eclectic, Politics, race

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Sterling Memorial Library (cropped), Yale University, New Haven, CT, September 3, 2008. (Ragesoss via Wikipedia). Permission granted via licenses with GFDL and Creative Commons cc-by-sa-2.5.

In May ’05, I attended a conference in DC hosted by the Council for Opportunity in Education on college access and college success. Jay Mathews, an education columnist with The Washington Post, was a guest speaker. Mathews spent most of his talk telling educators that the public doesn’t care for our extensive analysis of what does and doesn’t work in K-16 education reform. “Readers only care about two things,” Matthew said — testing, and “how can I get my kid into Harvard, Yale or Princeton?”

I certainly didn’t like Mathews’ smug and dismissive talk, but he was right about one point, however inadvertent on his part. That most Americans don’t think about education news unless it either confirms their worst fears — that public education is a waste of taxpayer dollars — or confirms their highest hopes — that an Ivy League school (or the near equivalent) accepts Tyler or Courtney as students. Little else matters for most of the American reading public, because columnists, reporters and editors like Mathews have long since abandoned the idea that education is a playing-field leveler for most people. “College isn’t for everyone,” is the common refrain in Mathews’ world, and in the world of most right-thinking Americans.

What does go unreported and underreported, though, is that most Americans with the money and knowledge to give their kids every advantage possible, and do so in a rather ruthless fashion. All while denying other kids in their community similar opportunities, deliberately or otherwise. Over the past thirty-five years, property taxes and other taxes that cover the costs of a public education have been slashed, as taxpayers revolted in places like California and New York in the 1970s and 1980s.

That alone has meant two things: the contributions of the federal government to public education increased to make up for these long-term tax cuts, and the ability of most American school districts to provide all of the necessary resources for students has gone down. This opened the door for the politicized hammering of teachers unions as too powerful, and the growth of the testing mandate since the early 1990s, further weakening public education. Need I even mention public charter schools as the suggested alternative for Americans of lower-income?

Gated community, Houston, TX area [but virtual gates in education for years], February 13, 2012. (Chelsea Lameira via http://www.houstonagentmagazine.com)

But that’s only part of the story. There are plenty of parents who take even more advantage of loopholes based on money and knowledge. They hold their kids out of school a full year before kindergarten, giving them an extra twelve months to become proficient readers before they’ve ever stepped into a classroom. They pay for tutors and Kumon early on, but not because their kids are struggling with reading, writing and math. No, these parents pay for this extra help to give their students the ability to score in the top percentiles on tests that will label their children as “gifted.”

Some parents even transfer their children to different schools within a district with the “right” demographic mixtures to ensure their student’s success and their ability to be noticed. Some parents will begin the process of preparing their kids for the SATs and for AP courses via Kaplan or Princeton Review as early as fifth and sixth grade. And all to ensure that, in the end, their kids will have the post-high school choice of an Ivy League school, or at least, an equivalent elite school, like a Stanford or Georgetown.

These parents, the majority of Americans who would only readily agree with Mathews’ worldview on education news, aren’t evil. But, then again, we all know what the road to Hell is paved with. And in this case, these advantages on the one end point to the severe disadvantages on the other end, no matter how rare it is for the likes of Mathews to write about.

I’m not talking about poverty from birth to eighteen per se, although I could go there in detail. No, it’s the end result, the young adult or over-the-age-of-twenty-five person who finally decides after years of educational neglect to take advantage of the twenty-first century, to go to college after struggling to finish elementary, middle and high school. Most of these students never knew a tutor, never had a parent who understood the loopholes in public education of which to take advantage.

These adult students come into college — often a for-profit institution like University of Phoenix, a

University of Maryland University College administrative offices, Largo, MD, July 2, 2010. (Donald Earl Collins).

community college or a public institution like the one in which I teach now in University of Maryland University College — as raw and unpolished. These students are often long on enthusiasm, yet short on the skills and especially knowledge they need for success. And they have a sharp learning curve in order to get there. One in which these students have to learn in a year or what it took the most advantaged Americans eighteen or nineteen years to learn. The graduation rates of these institutions illustrate how difficult it is for most adult students to climb Mount Everest in their shorts, and all in the middle of a blizzard.

“College isn’t for everyone,” I hear Mathews and millions of other smug Americans say. Of course it isn’t. Especially when you make sure that it isn’t, through money, knowledge and cunning politics.

When Will Apple Come Out With Its iCollege App?

27 Thursday Oct 2011

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Modified image of Apple iPad 2 with college cap, tassle and diploma, October 27, 2011. (http://digitaltrends.com/Donald Earl Collins). Qualifies as fair use under US Copyright laws because of the low resolution, alterations and subject of this blog post.

When I attended the Center for American Progress’ two-hour conference on Anya Kamenetz’s Gates Foundation-funded ebook The Edupunks Guide to a DIY Credential last month (see my recent post “Education Incorporated“), there was one thing that the experts on the panel kept bringing up. All of them agreed that the Information Age and the possibilities of online education are so great that the days of the traditional university are numbered. Like the dismantling of the traditional newsroom model of newspapers and magazines over the past fifteen years, the traditional university model was within ten years of becoming obsolete, at least according to this not-so-objective group of commentators.

Student loan debt the equivalent of an American house in 1980, questions about the usefulness of a four-year degree in the world of work, and the relevance of academic coursework to the “real world” will be the biggest reasons for why hundreds of higher education institutions could be out of business by the 2020s.

Despite my background, I am not some apologist for the state of American higher education today. There are quite a few things wrong with the current model, especially for standard state and regional public institutions, historically-Black colleges and universities, and most two- and four-year community colleges. But, for a variety of reasons, I’m not completely sold on the brave-new world of online education, currently dominated by for-profit colleges and technical postsecondary schools either. Like University of Phoenix, most charge as much for tuition as traditional four-year institutions, minus the academic and social supports necessary to retain and graduate students.

Still, this doesn’t mean that there won’t be a new kind of higher education for those millions of us who won’t have the grades and/or can’t afford to attend an elite or near elite institution. You know, somewhere between

Apple iPhone 3G, January 13, 2009. (Apple via Wikipedia). Qualifies as fair use via Creative Commons 3.0.

Harvard, UC Berkeley and the University of Pittsburgh. I think, ultimately, that ten years from now, going to college will be as simple as clicking on the iCollege or iUniversity app on your iPhone, iPad, iTV, or whatever Apple, Inc. comes up with next.

Of University of Phoenix, DeVry Institute, Kaplan University, Capella University and ITT Technical Institute, and I picked Apple? Why, pray tell? Because, believe it or not, Apple has the history of collaboration, technical expertise, and innovative vision — even without the great Steve Jobs — to pull off the moving of the higher education platform to an accredited application that even Harvard, Yale, Princeton and Oxford couldn’t thumb their noses at (though they may have to hold their noses, at least at first). After all, Apple has moved into the mainstream music arena and into the land of Hollywood and made it work to their advantage. Not to mention, to our advantage as consumers. Why not higher education?

How would this work? For starters, Apple could work with a slew of professors and teachers in fields as varied as astronomy, construction engineering, history, medicine, psychology and theater arts to put together adaptive virtual classrooms. The key word here is adaptive. It would be like EA Sports’ Madden NFL ’12,where each teacher or professor would be put in a lab with sensors attached to them and a classroom full of students asking every possible question and providing every possible answer to a given topic or series of topics that would add up to a course. And Apple would do this over and over again for, say, the 3,000 or so possible courses that an undergraduate student would take, not only in the US, but anywhere in the world.

That alone would make this a decent idea. But combining it with Apple’s ability to negotiate contracts and agreements — in this case, with accrediting agencies and with major universities across the country — will make iCollege or iUniversity a great idea. Because of these deals, iCollege or iUniversity students could transfer their credits to a UC Berkeley, Harvard or University of Maryland if they so chose. More

Star Trek: TNG Holodeck Screen Shot, October 26, 2011. The ultimate expression of a virtual classroom (Donald Earl Collins).

importantly, since acting in a play, shooting film projects or doing a laser light show can’t necessarily be done online, deals with schools, technical institutes and even major corporations would make it possible for any student’s iCollege or iUniversity experience to be well-rounded and tailored to their needs.

What’s more, once Apple makes the $100 or $200 million investment to set this up, they can put up reasonable prices for postsecondary credentials. For an industry or job-related certificate: $5,000. For a two-year or associate’s degree: $10,000. For a four-year degree: $30,000. The extra costs for the degrees would cover technical changes, the consulting fees for using professors and teachers as part of the iCollege or iUniversity app, and to cover the costs of students taking face-to-face courses as part of the process. But with five million, ten million, even a hundred million students enrolled around the world, Apple could make $50 billion in profits from such an app. Every single year.

Yet I know there are numerous faculty and administrators in academia who’d throw a fit upon reading this (or any similar) idea. The fact is, we’ve had a corporatized sort of education at the college level for at least fifty years now. Our scientific and engineering communities are fully entrenched in the military-industrial complex. Even history professors fight for endowed chairs. Between capital campaigns, as well as corporations and dying CEOs investing in schools and having buildings named after them, we’re past the point of no return. We in higher education need to get ahead of the tide before being drowned by it. For once.