recentpopularlog in

robertogreco : kevincarey   4

Revised Data Shows Community Colleges Have Been Underappreciated - The New York Times
"In other words, Mr. Gunderson had it backward. The new measures suggest that community colleges are much more successful than for-profit colleges, not much less. They are also far cheaper and leave the average student with much less debt."

[via: http://2017trends.hackeducation.com/2017/12/16/more-for-profits ]
communitycolleges  highered  highereducation  2017  education  colleges  universities  kevincarey  forprofit 
january 2018 by robertogreco
Everything To Like About Kevin Carey’s #EndofCollege And Reasons to Pause — The Message — Medium
"If “The End of College” gives a little love to jobs, it does not give much love inequality. There isn’t a single discussion of any of higher education’s well-documentated fault lines in the entire book. That ommission undermines the arguments chosen to advance the major claim of what technology can do. Take for instance, Carey’s framing of higher education’s skyrocketing cost. He talks about high student loan debt and tuition. But debt and cost are relative. Despite impressive sounding aggregrate numbers about student loan debt the most vulnerable students are struggling with objectively small debt burdens. Making college cheaper by cutting out the expensive campus real estate arms race does not address the fact that cheap is not an absolute value. That is why race, class, gender, and citizenship status are ways to understand how much college costs: they map onto the relative nature of debt. If you don’t talk about why skyrocketing tuition is relative then you aren’t really talking about skyrocketing tuition. And if your argument is built on the claim that it counters skyrocketing tuition, then the slightest tug of the thread unravels the whole thing.

Let’s take another example of how the “End of College” argument talks about jobs. For Carey, the key to changing higher education is employers seeing online degrees as “official”. Becoming official could, indeed, change the game. We call it legitimacy and it is hard to earn, hard to keep but worth trying because legitimacy can turn a piece of paper into currency. If Mozilla badges become the preferred degree for jobs, we may be talking about a big deal. But, again, the challenge is not about quality of teaching or the skills people learn at online colleges. Colleges aren’t even the problem for online degrees’ quest to become official. The problem is that easy access to skills training is precisely what employers do not want. A labor market of all creeds and colors and cultures with objective skills is actually a nightmare for employers. Employers benefit when they can hire for fit and disguise it as skill. If the private sector were interested in skills over racism, sexism, and classism, it need not end college to end wage disparities. Employers could start by ending inequalities among the people they already employ. They don’t because politics makes it so they don’t have to. Carey overstates the private sector’s interest in skills and understates its interest in hiring for who we are as much as for what we know."



"The argument is well aware that political priorities and coalitions produce higher education crises. But what are those politics? The book never says. Of course, other books do say but there aren’t many references of them. A reader who picks up just this one book is going to know a lot more about technology and very little about the politics of how we live with technology.

Just once I would like a technological disruption to be tuned for the most fragile institutions, rather than the most well-heeled. Carey seems to aim for just that. Less well-funded colleges, especially those without the prestige to justify their tuition are squarely in Carey’s sights. The argument is that these schools cannot compete for the best; subsidizing them is throwing good money after bad; and, individuals are better left to their own devices. But even Carey’s choice of George Washington University does not represent the typical college in the U.S. or the diversity of colleges. There is no treatment of historically black colleges, Hispanic-serving colleges, or for-profit colleges. They are in the status competition race, too, with different stakes and different traditions with different importance for different reasons than Harvard or even George Washington University. The institutions, like the students they serve, just disappear in the future. The book is about the end of college but Carey’s higher education future only describes the end of some colleges.

All of that is also fine. Really, it is. Imagined futures can be useful thought experiments, although I admit a preference for those that do not erase people who look like me. But I’m selfish that way.

Thought experiments can be fun and edifying and useful abstractions. I like that about the tech sector’s approach to problem-solving. But in reality, these arguments can also suck the air out of the room precisely when we must make hard, political choices."
tressiemcmillancottom  education  highered  highereducation  2015  kevincarey  disruption  technology  class  inequality  race  politics  policy  meritocracy  future  endofcollege  forprofit  jobs  employment  legitimacy  badges  mozilla  credentials  debt  gender  tuition 
march 2015 by robertogreco
For Accomplished Students, Reaching a Good College Isn’t as Hard as It Seems - NYTimes.com
"And the real odds of success were even higher than 51 percent. The top students in the Parchment database applied to 2.6 elite colleges, on average. Flip a coin twice and, according to probability theory, you’ll get heads at least once 75 percent of the time. Sure enough, 80 percent of top students were accepted to at least one elite school.

Since there has never been a time when 100 percent of well-qualified students were successful in the college admissions market, the truism that elite colleges are far more difficult to crack than in years gone by can’t be correct: 80 percent is too close, mathematically, to nearly everyone."
colleges  universities  admissions  2014  kevincarey  highered  highereducation 
december 2014 by robertogreco
Welcome, Freshmen. You Do Not Deserve to Be Here. - The Chronicle of Higher Education
"A few weeks ago, I attended a conference at Stanford University. We finished in the late afternoon, and as I walked out into the sunlight I noticed groups of people, young and old, all streaming in the same direction. I decided to follow them. We came to a large courtyard where several thousand people were gathered in front of a stage. It was the university's 123rd freshman convocation.

Richard Shaw, dean of admission and financial aid, was at the podium, dressed in academic regalia, telling a story about an American Indian student who had gone from the reservation to Stanford and become a NASA scientist. Dean Shaw announced that the freshman class included students from 49 states—"We miss you, Arkansas"—and 66 countries.

Then he looked out across the crowd of students and parents and said, "We have made no mistakes about your admission." And, in a rising voice, "You all deserve to be here!"

The crowd burst into applause.

I wish he had said something else. Something like this:

I know this is an important day for all of you. You have spent years of your lives trying to get here. Driving into Stanford this morning must have seemed like living a long-imagined dream.

And yet, I know many of you are nagged by something. Here you are, at a moment of unambiguous success and promise, sitting in a campus that looks like an American Versailles, the very best place you could possibly be. But you can't quite let yourself enjoy it, not entirely, because part of you is wondering, "Do I really deserve to be here?"

Well, as dean of admissions, no one is more qualified to answer that question than I am. Let me tell you, definitively, so there is no confusion among us.

You do not deserve to be here. Not yet.

"Deserve" is a heavy word, freighted with a shared sense of obligation. It can be understood only in a context of ethics. It denotes merit earned from service—that's where the "serve" part comes from.

That means service to others. And no, the nonprofit you founded in high school to shelter abandoned ferrets does not count. We live in a society increasingly defined by winner-takes-all competition. You're the winners. And you won by serving yourself.

You had a lot of help, of course. That story I told about the American Indian rocket scientist is interesting because, and only because, it's unusual. Most of you came here from privileged places. It was hard to miss all of those late-model luxury cars lined up in front of the dorms this morning, disgorging your stuff. You've inherited financial and social capital that the average person can scarcely imagine.

And let me be the first to say that Stanford is no better. This was just another struggling private university until the federal government started flooding the valley around us with billions of Defense Department research dollars after World War II. This palace of learning was built by the labor of less fortunate people, as palaces always are. Our predecessors were smart and diligent and sometimes wise, but most of all they were in the right place at the right time.

So I worry about you. Fate has endowed you with gifts, and instead of becoming humble, you want reassurance that all you have was well earned.

It gets worse from here. You may have noticed that, out past the medical center and the golf course, the campus is bordered by something called Sand Hill Road. If you follow it west for a few miles, you'll come upon row after row of buildings full of money. Vast amounts of money. Even more money than we have here at Stanford. And that, believe me, is saying something.

The men in those buildings are investors, and they will trip over themselves trying to give some of their money to you. They will tell you that your idea for a smartphone app that sends a text message every time your pet ferret updates his Tumblr account is nothing less than a world-changing business plan, poised to sweep aside the tired and the old and replace it with a new generation of leaders. People with the guts and brains and vision to take on the establishment. People just like you.

They will say you deserve it, and I'm afraid you'll believe them.

It's customary during ceremonies such as these to welcome one and all to the university family. I'm not going to do that, either. Universities worthy of the name insist on integrity of meaning. The word "family" means something. You just arrived here today. You are strangers to us, and, in many ways, to yourselves.

Fortunately, you have a chance to think about yourself in a different way. Stanford is best known for extending the boundaries of human knowledge, for uncovering mysteries of science and technology, and for creating and discovering things never known before.

But there are also people here who think very seriously about other things. Human things, like ethics and obligation and desire. Some of them work in our departments of history, literature, and philosophy, while others can be found among our engineers and scientists, too. Their concerns are as old as civilization, always present, never resolved.

Talk to them. Learn from them. You have the rest of your life to create the future, but less time than you realize to create yourself.

Don't mistake my talk of service for an appeal to your selfless nature. That need you feel to deserve what you haven't earned? That is a craving that can't be filled. That kind of desire will consume you in the end. You can choose otherwise.

So I say to you, on this brilliant day, in this lovely place, that while you do not deserve to be here, you could, someday. And I hope that if Stanford accomplishes only one thing on your behalf over the next four years, it will be some small assistance in really understanding what that means.

It won't be easy, and some of you won't make it. But I believe—I have to believe—that some of you will.

When you deserve it, come back to us. Share your service with your peers and your children. Then you'll be part of our family. Then you'll truly belong."
stanford  2013  kevincarey  privilege  highered  highereducation  siliconvalley  history  humanities  meaning  business  education  purpose 
october 2013 by robertogreco

Copy this bookmark:





to read