Who pays for Remedial Education?

Written by
Mike Robinson

In 1994-1995 taxpayers paid 51% of the cost of educating a full time student in a public institution (IHE, 2003) and 76% of cost of educating a community college student (Palmer,1996). Many taxpayers are extremely upset about their tax dollars going to pay for students to take remedial courses in community colleges, in order to improve their basic skills, which should have mastered during K-12. While taxpayers are double paying, students and their families are paying a hefty price for remedial education as well. As many institutions are experiencing an increase in expenditures and a decrease in revenues, when this occurs the cost is passed on to the student in tuition and fees, (IHE, 1999). Tuition for public universities average $3,321 per year, while public colleges averaged $2,778 and public two-year colleges tuition averaged $1,735 (The College Board, 2002).

Questions Confronting Community Colleges

Written by
Mike Robinson

The landscape in higher education has transformed and from its conversion a highly competitive and innovative environment is forging. In this new environment, public community colleges are facing a myriad of social and economic factors that for many impeded their ongoing mission to provide comprehensive educational opportunities to their community. The need, expectation, and capability of postsecondary education to provide a product of quality, accessibility and affordability is anticipated to grow dramatically over the next decade.

The demands for higher education are greater than ever before among the citizenry and as a result the pursuit of postsecondary education is no longer institutionally driven, but is now both economically and market driven, primarily as a result of increase global competition impacting the economies of all nations (Pusser, Breneman, Gansneder, Kohl, Levin, Milam, & Turner, 2007). The question confronting community college leaders today is can they compete effectively in the heavily competitive market of higher education? And if so, what strategies have they implemented to increase and sustain their position as a provider of quality postsecondary education?

Levin (2001) suggested community colleges are impacted by the affects of globalization in the domains of economic, cultural and technological areas. He believes the most significant of the three domains as it relates to the landscape of community colleges is the economic domain. In this area community colleges face risk of allocation reductions and increase regulations or policy initiates whenever the economic stability of their state is threaten by global forces. Bailey (2002) identified seven factors challenging the role of community colleges and their ability to provide services to a demanding population of learners need for higher education in the 21 century. Two of those factors identified by Bailey were globalization and the growth and for-profit institutions. Globalization is the involvement of a growing worldwide interdependence of resources, supplies, product markets, and business competition (Schermerhorn, Hunt & Osborn, 2000).

Friedman (2005) in his book, The World is Flat suggested America’s place in the global economy is not secure and if America hopes to be a competitive nation it must aspire to send every citizen to college. A sizable task when no more than 30 percent of the adult population have a bachelor’s degree (Gallagher, 2005). Intellectual prowess will be the new currency throughout the globe, as it is expected over the next twenty years more than 12 million jobs in America will require postsecondary education (Pusser, et. al, 2005). Increase job creation will therefore precipitate a need for postsecondary as a necessity, the expectation that of the 12 million jobs to developed over the next twenty years a much as 60 percent will require some form of postsecondary training or experience (Gallagher, 2005).

In the context of higher education, globalization is a process of opening closed or semi-closed and expanding markets for educational services (Douglass, 2005).The affect of globalization on higher education according to Levin (2001) as cited in Townsend and Twombly has required community colleges respond to globalization by situating themselves closer to the marketplace.

THE AMERICAN GRADUATION INITIATIVE: STRONGER AMERICAN SKILLS THROUGH COMMUNITY COLLEGES

THE AMERICAN GRADUATION INITIATIVE:

STRONGER AMERICAN SKILLS THROUGH COMMUNITY COLLEGES

"Now is the time to build a firmer, stronger foundation for growth that will not only withstand future economic storms, but one that helps us thrive and compete in a global economy. It’s time to reform our community colleges so that they provide Americans of all ages a chance to learn the skills and knowledge necessary to compete for the jobs of the future."

– President Barack Obama

In an increasingly competitive world economy, America’s economic strength depends upon the education and skills of its workers. In the coming years, jobs requiring at least an associate degree are projected to grow twice as fast as those requiring no college experience. To meet this economic imperative, President Barack Obama asks every American to commit to at least one year or more of higher education or career training and set a new national goal: by 2020, America will once again have the highest proportion of college graduates in the world.

Today, at Macomb Community College in Michigan, he outlined his plan to reform our nation’s community colleges, calling for an additional 5 million community college graduates by 2020 and new initiatives to teach Americans the skills they will need to compete with workers from other nations. He outlined new initiatives to increase the effectiveness and impact of community colleges, raise graduation rates, modernize facilities, and create new online learning opportunities. These steps -- an unprecedented increase in the support for community colleges -- will help rebuild the capacity and competitiveness of America’s workforce.

The announcement comes a day after the Council of Economic Advisers released a report describing how the U.S. labor market is expected to grow and develop in the coming years. The CEA described an expected shift toward jobs that require workers with greater analytical and interactive skills and summarized the attributes of a well-functioning education and training system designed for the jobs of the future.

THE AMERICAN GRADUATION INITIATIVE

Fifty years ago, President Harry Truman called for a national network of community colleges to dramatically expand opportunities for veterans returning from World War II. Today, faced with rapid technological change and global competition, community colleges are needed more than ever to raise American skills and education levels and keep American businesses competitive. President Barack Obama called for an additional 5 million community college degrees and certificates by 2020 and new steps to ensure that those credentials will help graduates get ahead in their careers. Together, these steps will cost $12 billion over the next decade. The administration will pay for them as part of a package that cuts waste out of the student loan program, increases Pell Grant scholarships, and reduces the deficit.

Community colleges are the largest part of our higher education system, enrolling more than 6 million students, and growing rapidly. They feature affordable tuition, open admission policies, flexible course schedules, and convenient locations, and they are particularly important for students who are older, working, need remedial classes, or can only take classes part-time. They are also capable of working with businesses, industry and government to create tailored training programs to meet economic needs such as nursing, health information technology, advanced manufacturing, and green jobs, and of providing customized training at the worksite.

Business and industry play an important role in training the workforce of the future and meeting the on-going demands of the marketplace. Many community colleges are already working with businesses to develop programs and classes ranging from degrees to certified training courses for retraining and on-going training for enhancing skills. For example, Cisco’s Networking Academy is working with community colleges to train students throughout the country on technology-based jobs and it is expanding this platform to train for broadband infrastructure and health care information technology.

The American Graduation Initiative will build on the strengths of community colleges and usher in new innovations and reforms for the 21st century economy. It will:

• Call for 5 Million Additional Community College Graduates: In February, President Obama called for America to once again lead the world in college degrees by 2020. Affordable, open-enrollment community colleges will play a critical role in meeting that goal. Today, he set a complementary goal: an additional 5 million community college graduates by 2020, including students who earn certificates and associate degrees or who continue on to graduate from four-year colleges and universities.
• Create the Community College Challenge Fund: Too often community colleges are underfunded and underappreciated, lacking the resources they need to improve instruction, build ties with businesses, and adopt other reforms. Under President Obama’s plan, new competitive grants would enable community colleges and states to innovate and expand proven reforms. These efforts will be evaluated carefully, and the approaches that demonstrate improved educational and employment outcomes will receive continued federal support and become models for widespread adoption. Colleges could:
• Build partnerships with businesses and the workforce investment system to create career pathways where workers can earn new credentials and promotions step-by-step, worksite education programs to build basic skills, and curriculum coordinated with internship and job placements.
• Expand course offerings and offer dual enrollment at high schools and universities, promote the transfer of credit among colleges, and align graduation and entrance requirements of high schools, community colleges, and four-year colleges and universities.
  Improve remedial and adult education programs, accelerating students’ progress and integrating developmental classes into academic and vocational classes.
• Offer their students more than just a course catalog, through comprehensive, personalized services to help them plan their careers and stay in school

To read more on this story click the link below

Community Colleges

Why You Should Consider a Community College First: Written by: Brie Hart

Let's face it. Community colleges don't get the respect they deserve: They're short in comparison to the tall ivy league colleges; they won't ever make prom king or queen; and a community college will never be able to fit into its skinny jeans. So why should you still consider a community college first?

* For starters, community colleges are cheaper. Local taxpayers partly fund them, so students can get a cost-effective education, a higher paying job and contribute back into the community.

* Many community colleges have "rolling admissions." What does that mean? That means you can be admitted and register during any semester. They even take last-minute admissions, assuming your paperwork is in order.

* Many community colleges also offer remedial courses like pre-algebra, English writing and grammar if a potential student has been out of school for a long time, or who didn't make the honor roll in high school. Many universities and four-year public or private colleges don't offer remedial courses.

* Didn't take the SAT or ACT? No problem! You don't need them to get into most community colleges. Their standards aren't as rigorous as private or ivy-league colleges because most of them have an open-door policy. As long as you can produce a high-school diploma or GED, you're in.

* If you're an older student, you'll be in good company because many older adults attend community colleges because of their flexible schedules like night and weekend classes.

* Smaller class sizes are a plus at most community colleges. Each student can get the attention that he or she deserves.

* Community colleges are convenient. Most people have them near their homes, so they are easy to get to and are very accessible.

* The educational quality at a community college is comparable to a private college or university. Professors have to meet certain standards to become professors in the first place. In fact, some professors are professionals themselves, still in the business of their craft, and teach part-time.

* As an incentive, many community colleges have daycare facilities on the premises for students with children because many students are commuter students; they live at home and not in the dorms.

* Community colleges have a variety of degree offerings, not just a few obscure majors that no one has ever heard of. They have to keep up with the times, adding and eliminating skills to prepare students for the workplace.

* Sports are available at some community colleges too, so they can work on team spirit. Athletic teams--football or basketball--and even Olympic-size swimming pools, like at the community college I went to, are at these colleges.

If you're still skittish about going to a community college first, don't be. Many successful people start out at such colleges. Also, if you decide to transfer to a four-year college afterwards, the name of the college where you received your bachelor's degree will be reflected on your diploma.

Granted, a community college might not have the bells and whistles of the ivy's, but ask yourself, 'What am I really paying for?'

About the Author:

Brie Hart is the editor-in-chief of http://www.studentsover30.com/ - The Ultimate Resource Guide for Nontraditional Students

Article Source: ArticlesBase.com - Why You Should Consider a Community College First

Are Community Colleges Prepared For Competition From the For-Profit Colleges?

Thomas Friedman (2005) suggested the demand and need for higher education will reach an all time high and necessity. In the flat world according to Friedman societies will be built on the power of knowledge and their ability to increase knowledge among its citizens. It appears that time has arrived!?

Atkinson (2001) stated lifelong learning has gained in importance in the last 30 years. Employees must now continually reinvent themselves throughout their working lives. In many cases, the responsibility for getting the education and training has shifted from the company to the individual. The nation’s colleges and universities are being asked not only to educate new high school graduates, but to also teach returning students. Acquiring the needed skills and demonstrating adaptability has become the new job security. Thus suggesting the variety of knowledge providers are finding a thriving student market, despite tough economic times. This is perhaps exhibited best by the significant enrollment demands occurring at community colleges and for-profit colleges and universities all across America.

What Does This Mean for Community Colleges

For the past ten years, experts in the field of higher education have written about the re-emergence of for-profit institutions, career universities or propriety schools. For-profit institutions have been discussed as a valid and legitimate force transforming higher education, especially community colleges for over a decade. Once considered well outside the mainstream of America’s education system, for-profit degree granting institutions have emerged as an integral and increasingly influential part of the higher education system (Kelly, 2001).

In a recent review on graduation rates of institutions conferring associate degrees by the Community College Week (CCW) it was stated “While proprietary schools make up nearly one-third of all institutions in number they confer fewer than one-eighth of the degrees conferred” (Community College Week, p. 13, 2009). It widely suggested by the staff at Education: The Natural Bridge that those public institutions offering Associate Degrees take a deeper examination of the data. The data presented by CCW identified the top two institutions awarding Associate Degrees in all disciplines to non-minority students were proprietary colleges; the University of Phoenix and American Intercontinental University Online (CCW, 2009). A closer analysis showed an increase of 290% in associate degrees conferred by the University of Phoenix’s from 2006-2007 to 2007-2008. University Phoenix’s jump in associate degree graduates climbed from 1,464 in 2006-2007 to 5,706 in 2007-2008. This is a significant gain in an area less than three years ago not considered of interest for the University of Phoenix. However, with its creation of Axia College, the University of Phoenix signaled it was going after a niche which has for decades been the private recruitment ground of America’s Community Colleges.

The domain of associate seeking students has not gone unnoticed by other for-profit institutions. According to the same data presented by CCW, American Intercontinental University Online is the number two provider of associate degrees to non-minority students in all disciplines. Their ranking as the number two provider is even more impressive when you consider a 16% drop in the number of associate degrees conferred by American Intercontinental University Online occurred between 2006-2007 and 2007-2008. In 2006-2007, American Intercontinental University Online had a total of 2,989 associate degrees conferred, but in 2007-2008 that number dropped to 2,496. The report presented by CCW did not discuss any factors contributing to the decline.

A review of specific associate degree disciplines revealed that the for-profit sector is competitive in the associate degree field:

• Associate Degrees (all disciplines) African American: 3 of the top 10 institutions are 4-year for-profit institutions
  
• Associate Degrees (all disciplines) Asian American: 1 of the top 30 institutions is a 4-year for-profit institution
  
• Associate Degrees (all disciplines) Hispanic: 1 of the top 15 institutions is a 4-year for-profit institutions
  
• Associate Degrees (Business, Management, Marketing, and Related Support Services)
  5 of the top 15 institutions are 4-year for-profit institutions
  The total number of Associate Degree conferred (13,400)
  
• Associate Degrees (Computer and Information Sciences and Support Services)
  9 of the top15 institutions are for-profit institutions
  8 of the top 15 institutions are 4-year for-profit institutions
  1 of the top 15 institution is a 2-year institution
  
• Associate Degrees (Criminal Justice)
  5 of the top15 institutions are for-profit institutions
  4 of the top 15 institutions are 4-year for-profit institutions
  1 of the top 15 institutions is a 2-year institution
  
  

Two of the top five institutions that awarded associate degrees were for-profit institutions. The University of Phoenix awarded 12,119 while American Intercontinental University Online conferred 4,482.

Final Thoughts

As workforce demands increase so has the need for postsecondary education. In 2000, 51 % of the workforce was expected to use a computer on a regular basis for functions such as math and reading. By the year 2010 it is estimated that 80 % of the jobs in America will require some form of postsecondary education (McCabe, 2000). The for-profit sector has capitalized on the need and demand for a skilled workforce, which is motivated by the desire of the populace to be financially successful in today’s knowledge and information based global economy. It may unwise for community colleges to ignore the efforts of the for-profit sector to recruit students traditionally served by community colleges.

Seven Principles for Training a Culturally Responsive Faculty: A Three Part Series

Written by: Dr. Christine Johnson McPhail and Dr. Kelley L. Costner (2004)

Many community colleges are struggling to find ways to train faculty to work with their diverse student populations. However, many institutions continue to employ traditional modes of faculty development and may be inadvertently creating potentially harmful learning environments for all students, and particularly for African-American learners.

While many community colleges offer a session on diversity and culture during faculty-development days or promote African-American scholars and literature during Black History Month, some community colleges have not integrated culture into the curriculum at a meaningful level. To include all learners, community colleges must do much more to assist faculty in recognizing the importance and the connection between culture, teaching, and learning. A one- or two-day workshop is not enough to put new structures and attitudes in place.

The Seven Principles for Training a Culturally Responsive Faculty were designed to shift from the student-deficit model to exploring the need for the institutions to change the way they facilitate learning. These principles were carefully developed based on the responses of community college faculty noted on the modified Teaching African-American Students Survey (Costner, 2003). Culturally responsive professional development principles promote the inclusion of culture into faculty's pedagogical methods and curriculum, a step that has been proven to help African-American students succeed.

Principle 1: Structure Professional Development Activities That Focus on Cultural Responsiveness

In conducting presentations and training sessions, one of the first questions we ask of participants is, “Do you notice the race of your students when they walk into the classroom?” The response is consistent: Ninety to 95 percent of the participants proudly exclaim, “No!”. Before moving on, we ask you, the reader, “Do you notice the race of your students when they walk into the classroom?”

Professional development activities should train educators to place students and their cultures at the center of learning, and to acknowledge, respect, and build on the knowledge, beliefs, and experiences that students bring with them to the classroom (McPhail & McPhail, 1999).

Community colleges can offer professional development to help faculty place culture at the center of learning; and to identify their concerns about working with diverse learning, creating an environment where all stakeholders feel comfortable dealing with diversity, and institutionalizing a commitment to inclusion of diversity at all levels within the institution.

Questions to Ponder

1. Do the professional development initiatives at your institution train faculty members to place the students' culture at the center of learning? How?
2. Do the professional development initiatives at your institution allow for an open and honest discussion about race? How?
3. Are professional development initiatives at your institution an ongoing and continuous effort?
4. Do the professional development initiatives at your institution train faculty members how to effectively teach African-American learners?

Principle 2: Ensure That All Faculty Respect the Culture of Their Students

Once faculty members become comfortable acknowledging the race of their students and accept their cultural differences, faculty members are better equipped to teach African-American learners. Community colleges can use professional development to provide an avenue that allows faculty members to assess their attitudes and beliefs toward teaching African-American learners. Institutions may administer instruments or hire a consultant to facilitate the administration of this type of assessment. Once this assessment is complete, strategies can be developed to train faculty to become more culturally responsive. Colleges can also provide professional development initiatives that educate faculty about the culture of the African American, including, for example, learning styles, cultural heritage, norms, beliefs, and practices. Providing meaningful professional development programs to help faculty deal with their beliefs and attitudes about teaching diverse learners will help to ensure that the learning needs of all learners are addressed.

Questions to Ponder

1. Do your professional development activities provide faculty with a means to evaluate their own attitudes, beliefs, and perceptions about African Americans? How?
2. Do you acknowledge your students' racial identities? Are you comfortable doing so?
3. Do you think that acknowledging the race of your students makes you racist or prejudice you in some way? Why?

Part two of this three part series will be posted on July 13, 2009.

Community Colleges: A Viable Option to a College Degree

Parents did you know by 2010 over 85% of all jobs will require some form of postsecondary education (McCabe, 2001). Also a recent report released by the Bureau of Labor Statistics claimed more than 46% of the jobs today did not exist in 2004. The need for an educated workforce, skilled to meet the demands and challenges of an ever changing technological society will be required if countries, states, local municipalities and individuals hope to remain competitive in the 21st century.

There is an ever increasing demand from business and industry for an educated workforce. Their demands comes on the heel of reduced funding from federal and states to support financial aid programs for students who aspire to attend college. As a resutl parents and students will need to develop strategies to ensure college does not become unaffordable. One such strategy has been for students to attend community Colleges.

Community colleges educate over 11.5 million Americans in more than 1,200 institutions located throughout the United States. In the state of Maryland there are 16 community colleges. These institutions have an enrollment of over 500,000 students annually (Maryland Community College Fact, 2009). The Maryland Community Fact guide also indicates that more college bound Maryland students opt to attend a local community college over state colleges and universities.

Community colleges offer an institution that is responsive, adaptive and growing according to Kenneth Walker (2007). These three factors combined with a myriad of others have position the community college to offer the necessary postsecondary credentials needed to effectively prepare students to compete in world that is driven by globalization.

Community colleges are an affordable option for parents and students. Tuition at community colleges can be thousands of dollars less than most public and private 4-year institutions. They are also significantly less expensive than for-profit/career colleges such as Strayer University, University of Phoenix and Sanford Brown. Kristen Watson a student at Clemson University explains the benefit of attending a community college, "It makes no sense to take a summer course here at Clemson due to the high tuition. It makes more sense to go to a technical college and pay a few hundred dollars instead of a thousand dollars here at Clemson" (Tiger.com, 2009).

So exactly what are the advantages of attending a community college? In my opinion, there are at least 15 advantages to attending a community college:

• Four out of ten college students nationwide begin their education career at a local community college (College Board, 2009).
• Community colleges are open access (accepting all that apply)
• Attending a community college can help a student to boast their GPA
• An affordable optiona. Enrolling at a community college prior to completing your degree at a 4-year institution has the potential to save thousands of dollars in tuition cost (American Association of Community Colleges, 2009).
• Attending a community college can prepare a student for the rigors of postsecondary education
• Community colleges offer two year degree programs and vocational programs with certification, such as Carpentry, Automobile Technician, Nursing and HVAC
  Many of the academic and vocational programs are supported by local business and industry, increasing potential for employment placement upon completion of an enrolled program
• Community colleges have articulation agreements with most state 4-year public and private institutions, this makes it easier to transfer credits earned at a college to an institution of choice
• Most credits earned at a community college can be transferred to most accredited 4-years institutions throughout the United States
• Community Colleges are accredited, thus ensuring state, regional and federal standards of operations
• Close to home
• An effective way to transition from high school to postsecondary education
  An opportunity to take all General Education courses
• Smaller classes
• State of the art technology