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When State Oversight Ceases

July 2, 2008

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Around this time last year (July 6, to be exact), Inside Higher Ed published an article about the expiration of a California law regulating the state's 400,000-student, for-profit college sector -- and a seemingly intractable impasse over what could replace it.

Déja vu, anyone?

Even the temporary legislative fix finally pushed through then -- a stopgap bill that provided a system through which proprietary colleges could voluntarily agree to comply with the lapsed regulatory system -- has now expired, running out at midnight on Tuesday. A bill that would have put a new regulatory system in place, Senate Bill 823, failed this week to muster the two-thirds majority needed to enact it on an urgency basis, leaving the state without a regulatory system, it seems, at least through January. (The bill garnered 41 yeas, a slight majority in the 80-member Assembly, and 33 nays.)

Democratic Senate President Pro tem Don Perata’s SB 823 probably will come up again for a majority vote, needed to enact it in January on a non-urgency basis. But many in the for-profit sector remain adamantly opposed, decrying the complex and prescriptive approach of the very detailed 125-page statute. Meanwhile, the consumer advocates describe 823 as a watered-down, but still acceptable, solution to a stalemate. Some of the major criticisms levied by the for-profit sector against the bill in the last go-round, last summer and fall, have been stripped -- including a broad right of private action granted to students to sue problem schools.

Students can still sue colleges under general California consumer laws, however. And the most overarching criticism, concerning the bill’s unwieldiness, still applies, opponents say.

“The fact is, even though the private right of action provisions were taken out, there remain ample opportunities for private litigation and other litigation to be brought about based on 100+ pages of vague, contradictory and in some cases unintelligible requirements,” said Mark Pelesh, executive vice president for legal and regulatory affairs at Corinthian Colleges, a for-profit chain with more than 100 campuses in Canada and the U.S., including in California.

“We still consider the bill to be flawed.”

To convey a sense of the depth of disagreement, this is a case where even seeming concessions are contentious. SB 823, for instance, no longer includes a requirement in the old, now-expired legislation stipulating that career colleges show 60 percent completion rates and 70 percent job placement rates. But it does require extensive disclosures, both orally and in writing, of such facts and others (like license examination passage rates, the cost of attendance, and information on loan obligations).

But even what's described as compromise made from the consumer advocates' side (eliminating the completion and job placement thresholds) isn't seen as a compromise in the for-profit sector, where there's concern about liability in having to communicate a strict sequence of information in written and oral form -- the latter, they say, potentially opening colleges to liability ("he said, she said.")

In a news release Monday, Senator Perata’s office described the colleges as “again defeat[ing]” a "bill to require consumer protections." In a statement, the Senate leader said, “Students attend these schools to better their lives -- to get an education that leads to a decent-paying job and greater support for themselves and their families. With no regulation for these schools, many students find themselves tens of thousands of dollars in debt with no job and no recourses.”

“I think the schools have felt that they have just a huge amount of leverage. They got out from any regulation,” said Betsy Imholz, special projects director for Consumers Union. “They’re screaming about this compromise; it’s just infuriating.”

“The really protective thing for the students and for the state of California, frankly -- and for federal fiscal integrity [through the student loan program] -- would have been to pass this bill and have something in place immediately,” said Imholz.

“For students who are defrauded tomorrow, or subject to misrepresentation, they’re not going to have anywhere to go.”

Who is watching out for those students? Few are saying the sky is falling, and all the accredited institutions still have their accreditors to report to; that hasn't changed. But there are broad concerns about student protections in absence of state oversight.

The Department of Consumer Affairs, which previously housed the regulatory apparatus for monitoring for-profit colleges and, more recently, had the ability to seek the voluntary compliance agreements with the institutions, has no enforcement authority, and in fact, no law to enforce, at this point.

And, because it hasn’t had the ability to collect fees from institutions for a year now, the Student Tuition Recovery Fund it manages -- a safety net for students who attend colleges that close down -- is nearly exhausted.

“We’re hopeful that the colleges will continue to comply with the law even though it doesn’t exist anymore," said Russ Heimerich, a department spokesman.

The department, however, opposes Senate Bill 823 for its duplicative, confusing and, "in some cases, overly burdensome" requirements. “We’ve always hoped for a bill that schools would be able to understand so that they know what their responsibilities are, that students would be able to understand so that it would be very clear what their rights were and, frankly, so it would be clear for the regulators," Heimerich said.

"The Department of Consumer Affairs, which is supposed to implement the bill, came out in opposition to the bill on the basis that they couldn’t implement it. If they couldn’t implement it, how could we comply with it?” said Robert Johnson, executive director of the California Association of Private Postsecondary Schools. “One of our schools identified over 200 issues with the bill.”

Assemblyman Roger Niello, a Republican, had introduced an alternative bill, first floated by Republican Governor Arnold Schwarzenegger's office last year, which the for-profits said they could live with and the consumer advocates despised. Niello's bill died in the appropriations committee this year. He pledged to fight against passage of Perata's bill if it comes up for a majority (as opposed to two-thirds) vote, describing it as overly prescriptive and including onerous requirements of colleges. “If that bill does come back again, I would work pretty aggressively against the simple majority [vote] because I believe that strongly that his approach is so bad that no approach would be preferable in the interim," Niello said.

Yet, from a perspective from outside Sacramento, Alan L. Contreras, administrator of the Office of Degree Authorization of the Oregon Student Assistance Commission, described California's current "complete absence of an oversight structure" as "a very bad situation."

“They’ve got to do something. I don’t think they should sit around forever. I think this bill is worth trying in its current form," Contreras said. "Politics is an imperfect art, and you’re going to get an imperfect bill. The question is if you get a bill that people can live with for a couple of years.”

Good question.

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Comments on When State Oversight Ceases

  • two-tiered postsecondary education
  • Posted by Glen S. McGhee , Dir., at Florida Higher Education Accountability Project on July 2, 2008 at 7:40am EDT
  • We should not lose sight of the fact that while proposed legislation such as this would regulate the for-profit institutions, it leaves the public colleges protected by powerful guilds, with a whole host of special privileges and concessions not available to the for-profits.

    Historically, this inequity has its roots in the earlier emergence of the higher ed institutions in California, and their ability to garner governmental support and other resources for their vocational and technical monopolies at the start of the previous century. (The two-year college system in California is a example of this prior history.)

    The more recent proprietary schools emerged in the 1970s in the wake of Congressional moves to include *all* post-secondary schooling under Title IV, thereby making financial benefits equally available to everyone, not just those going to academic colleges.

    The gap between these two-tiers of postsecondary ed has also produced a two-tiered regulatory apparatus. Congress' insistence that opportunity and Title IV financial aid be made available across the spectrum leaves unaddressed this underlying contradiction, with the states trying to fill the gap.

  • Oversights in the oversight discussion?
  • Posted by Russell Kitchner on July 2, 2008 at 9:15am EDT
  • The participants in the CHEA Workshop in DC last week were reminded once again that consumer protection in matters of higher education is inherently complex, with the responsibilities of the consumer being one of the factors least recognized, much less codified or quantified. While I would not presume to suggest that the debate focusing on consumer protection legislation in California has failed to consider this factor, public discussions generally seem to have been silent in this regard.
    Moreover, why is consumer protection limited to the for-profit sector? Admittedly, the blatant charade of diploma and degree mills is a for-profit issue, but the shameful recruitment of students to academic pursuits for which the employment prospects are woeful at best is not limited to the for-profit sector. On the contrary, many legitimate, regionally accredited, for-profit institutions have succeeded precisely because they have the organizational dexterity to respond to emerging vocations and professional opportunities, while not being obliged to support (and promote) entrenched programs in which they have invested heavily in personnel, buildings and other resources.
    In making these comments, it is not my intention to diminish the importance of the efforts in California to strive for a meaningful degree of educational accountability; Rather, I am suggesting that the discussion be sufficiently broadened to reflect 1) individual responsibility for due diligence, and 2) the realization that not-for-profit institutions (particularly those that are publicly subsidized) should be held equally accountable to comparable standards of consumer protection.

  • Meaningful legislation for STUDENTS
  • Posted by Bob on July 2, 2008 at 9:50am EDT
  • "...many legitimate, regionally accredited, for-profit institutions have succeeded precisely because they have the organizational dexterity to respond to emerging vocations and professional opportunities, while not being obliged to support (and promote) entrenched programs in which they have invested heavily in personnel, buildings and other resources."

    It is true that traditional colleges do not add, retract or change programs at the same pace as many for profits. Of course part of the reason for that is that traditional colleges are teaching traditional academic degrees, e.g. History, Sociology, etc, vs. various lab tech degrees, etc so it is really an unfair comparison of apples and oranges. The nature of the degree associated with the respective body of knowledge makes such comparisons irrelevant because they generally have different missions.

    Further, changes in a traditional program are more deliberative in nature as opposed to figuring out what the flavor of the day might be for certain prospective students. Technology changes so fast that what was once the hot degree is now obselete at many career schools. Remember when dictophone and typeing skills were part of a secretarial certificate?

    Again, we are back to the difference between education and training. Curiously, it is just the heavy investment in the traditional model which leads to fewer abuses, or perhaps stated in the positive, some career schools have taken that administrative dexterity and turned it into "fly by night" administration, and that is why many consumer protections have been needed for career school students.

    Having said that, I don't have a problem extending the same protections to students at traditional schools, but it will still be an apples to oranges comparison.

  • Better Understanding of the Cost Differences
  • Posted by Robert Tucker , President at InterEd, Inc. on July 2, 2008 at 10:40am EDT
  • McGhee & Kitchner's comments are noteworthy. There is an ethical imperative to level the playing field for all providers of higher education, irrespective of how their "profits" are managed.

    If for no other reason than the vast difference in numbers, the not-for-profits mistreat far more students (and their money) than do the for-profits. Paradoxically, regulators display an inability to reason ethically when they consider broken promises less blameworthy when made by an institution that depends on taxpayers for its existence.

    I would correct Kitchner on one implication. Taxpayers support all not-for-profit institutions of higher education, and the differences in the level of support are relatively small between state institutions and independents. Our research (For-profit Higher Education, Sperling & Tucker), found that the taxpayer burden of a citizen acting as a free agent (in economic terms) is around $6,000 annually if the citizen chooses to attend an independent college and around $7,000 annually if the citizen chooses to attend a state supported institution. If, instead, that citizen chooses to attend the University of Phoenix, Argosy, Capella, DeVry or one of the other successful for-profits, the burden to the taxpayer is negative $1,500 (taxpayers are paid $1,500). While these numbers have not been updated in awhile, I am confident that the ratios are similar today, although one might expect the declines in state stupport to reduce the margin between the state and independent colleges.

    With an average net annual difference of $8,000 associated to the unregulated decision to attend a for-profit or a not-for-profit institution, I can only believe that taxpayers would exert greater pressure on the regulators: (a) were they aware of how students' decisions affect their pocketbooks and (b) how the regulators turn a deaf ear to the mistreatment of students in not-for-profit institutions, especially state institutions. I see no ethical basis for differential treatment simply because one institution lacks the ability to sustain itself in the marketplace and another is good enough that its customers will pay the full costs of the education, including a profit margin for the investors. God save us from those who would regulate us based on imputed motives.

  • Diploma Mills -- Please!!
  • Posted by Senior Professor on July 2, 2008 at 11:10am EDT
  • Aren't we supposed to be folks who reason from evidence? There are approximately 3,600 regionally accredited colleges and universities. (I'm leaving the career colleges for a separate discussion). Notwithstanding the email spam where you can get a meesters degree for $50 dolla, how many true diploma mills are out there? Name and count them! I am aware of a very small number of regionally unaccredited schools that deliver education of largely unknown quality (i.e., not much different than accredited schools in terms of opacity). Those schools of which I am aware want to become regionally accredited and are working on obtaining accreditation. The last time I searched for true diploma mills, I was able to find around five, the exact count depending on the selection criteria. Most of them were in California. Let's say there are 25. That would be 0.7 percent of the defined market. Based on what I know about the regionally accredited colleges, three times that number are substantially failing to deliver on basic commitments to students due to extreme financial distress (usually because they can't manage and deliver a product that the market wants). Are these colleges, almost always church affiliated, diploma mills? The diploma mill construct is a shibboleth. Let’s drop it in favor of facts and good conceptual analysis.

  • Posted by Private Citizen on July 2, 2008 at 11:45am EDT
  • “The Department of Consumer Affairs, which is supposed to implement the bill, came out in opposition to the bill on the basis that they couldn’t implement it. If they couldn’t implement it, how could we comply with it?” said Robert Johnson, executive director of the California Association of Private Postsecondary Schools. “Couldn't implement” or wouldn't implement Robert? Perhaps SB 823 is overly "complex and prescriptive" because the Department failed to adequately and appropriately implement the former statute (evidenced by the absence of any regulations it was mandated to provide for the purpose of protecting the public, as opposed to protecting predatory institutions).

    With regard to a comment made in response to this article about “public colleges protected by powerful guilds” I suggest that many of those “guilds” also protect the private postsecondary institutions. When the private institutions decide to charge $20 per credit for tuition or much less than $80,000 for a bachelor degree that reaps a minimum wage job at best, it will be only then that this discussion should include the “publics.”

    This state also needs something in place to provide education to the public about the differences between an “unnaccredited” institution and a “dipoma mill.” These terms are often used in the same breath and it is not appropriate to do so. Those concerned about the “unaccredited” institutions are reminded that many are quite good but cannot afford the high cost of belonging to a “guild” (“accreditation”). Those concerned about “diploma mills” are also reminded that students typically know that they are paying for a questionable degree that will not be transferaberable or given any credibility amongst their peers. The impetus for these students is the time, effort, and money to buy the diploma as well as the incentives (e.g. salary/promotions) provided by employers or an unaware public (e.g. perks from using the “Ph.D.” after their name for the purpose of consulting, publishing, or worse). SB 823 at least provides some oversight to the “unaccredited” which currently have no review (peer or otherwise) to establish a foundation from which to apply for a “guild” membership and a mechanism for outreach about the sector.

    Finally, the institutions hollering the loudest are the same ones that do not want any regulation at all (unless it regulates their competition). Any legislation will probably have to wait until there is sufficient political will to protect those constituents that cannot afford high paid lawyers and well-heeled lobbyists that contribute to campaign coffers.

  • Brace yourself Senior Professor . . .
  • Posted by Russell Kitchner on July 2, 2008 at 11:55am EDT
  • With regard to what you term "facts and good conceptual analysis," I'm guessing that John Bear and Alan Contreras are prepared to provide you with a good deal of both. The fact that your research yielded modest numbers is a reflection of your methodology, not the population. They are out there, and there are some scary figures that reflect the extent of their reach. The number of Federal employees whose advancement has been a function of having acquired one or more bogus degrees is itself alarming, and not so much for its apparently significant size, but its potential impact.

  • Considering "all in" costs and more on diploma mills
  • Posted by Senior Professor on July 2, 2008 at 12:45pm EDT
  • While I am largely in agreement with his or her points, I would remind the public citizen that there are no credits that cost $20 per hour. The credits awarded by independent colleges and state institutions cost more than those awarded by the reputable for-profits. The difference is that the for-profits pay their way whereas the taxpayers pay in a variety of ways for the majority of the costs of credits at non-for-profits.

    As for diploma mills, I am specifically excluding those entities to which one can make a payment and obtain a piece of paper (or PDF file) that says you have a degree from Sneaky Falls University. These entities can no more be stopped than can SPAM. Consumers do not need protection from these entities. It is the specific consumer’s intent that contains an element of fraud. My core conception of a diploma mill (too much detail to fully explicate in this forum) is an institution that executes the form and style of legitimate education but truncates the substance to an unacceptably low level. In such an institution one might attend an accounting course and receive a passing grade but would not be required to understand even the most modest fundamentals of accounting to receive that grade. A case can be made that the public needs some form of protection with respect to these institutions – although I remain unconvinced that the protection needs to be as extensive as many whose wont is to “protect” us would propose.

  • Problems with the Diploma Mill construct
  • Posted by Glen S. McGhee , Dir., at FHEAP on July 2, 2008 at 1:25pm EDT
  • By far the most important idea here is that "The diploma mill construct is a shibboleth. Let’s drop it in favor of facts and good conceptual analysis."

    Senior Prof is more right than he knows: it should not surprise us that diploma mills are what the *accreditors* say they are.

    However, with the recognized quality problems with dual enrollment, on-line classes, and underqualifed TAs and adjuncts, and out-of-field teaching, it soon becomes clear that even individual classes at accredited institutions fall below the level of diploma mills.

    California has in place a model quality control program for its public community colleges in this regard (see ED 481537 at Eric.ed.gov , "Minimum Qualifications for Faculty and Administrators in California's Community Colleges"), although no one knows how effective it is because there have not been any outside studies to determine its effectiveness.

    This kind of analysis, by the way, was one of the provisions of the defeated legislation -- a study of the effectiveness of accreditation regarding educational quality. No independent study of this kind, to my knowledge, has been conducted.

  • Economics not the only issue.
  • Posted by Bob on July 2, 2008 at 2:45pm EDT
  • Senior Professor,

    Could you lay out the methodology please behind the figures. I am having trouble understanding how a career school can "contibute" to the tax base, especially when for profit students graduate owing large amounts of student loans (tax payer based) and are major consumers of all other forms of Title IV Financial Aid. Have credits earned at a public institution accepted in transfer figured into the results? I imagine the results are being acheived by selective means.

  • Mea Culpa
  • Posted by Bob on July 2, 2008 at 2:45pm EDT
  • That last message should be for Mr. Tucker.

  • Unregulated? The student? or the for Profit?
  • Posted by Bob on July 2, 2008 at 2:50pm EDT
  • "With an average net annual difference of $8,000 associated to the unregulated decision to attend a for-profit or a not-for-profit institution,..."

    I am unclear as to who you are referring to as unregulated? From your use of the king's english it sounds like your saying students decisions need to be regulated, but I am pretty sure you are not suggesting that. Nonprofit, publics, etc are heavily regulated which might be part of the cause for the "high" per taxpayer contribution. The only group that is unregulated for sure are the For Profits in Calif. I imagine quite a few of those schools will now proceed to have record profits.

  • Tax Contributions and Tax Waivers
  • Posted by Robert Tucker , President at InterEd, Inc. on July 2, 2008 at 3:40pm EDT
  • Bob raises reasonable questions for a first-time inquiry. Unfortunately, the devils alluded to by Bob’s questions lie in the details of the analyses which were laid out and vetted over a period of 13 years in the book I referenced. (If Bob will send me an email, I’ll dig out relevant portions of a chapter or two and forward to him.) I’m on my way out of town but, quickly, here is a short list of the differences in no particular order of importance. First, my comments are directed largely at regionally accredited institutions, as my examples depict. Not-for-profits do not pay: property tax, sales tax, income tax, use taxes, licenses, and more. They do receive a variety of grants, loan forgiveness, free land, development subsidies and other financial incentives because, presumably, we as a society deem their mission worth subventing. For-profits (notice they have the same missions if regionally accredited) pay all of the above referenced taxes including, if they are profitable, 40+ percent tax on net income (federal, state, local). Students obtain federally guaranteed loans at all Title IV eligible institutions so one way of looking at this economic issue is that it is a wash with respect to the distinction under discussion. There are other ways of looking at it as well. For one, the regionally accredited for-profits generally have very low default rates. These low rates owe not to their superior financial management (although they are superior financial managers) but to the differences in their student bodies (largely working adults). Among the regionally accredited institutions, taxpayers underwrite bad student loans most at community colleges and least at large for-profits. The real issues are complex, I agree, but the irrational biases against the for-profits are more complex. I believe that an objective examination of all the issues will convince most of us that the not-for-profits (especially state institutions) are getting a free ride that they don’t deserve in today’s society and economy. They are largely unaccountable and often arrogant with respect to their public duty and trust.

  • Economics
  • Posted by Bob on July 2, 2008 at 5:15pm EDT
  • Thank you for your response Mr. Tucker, but I think I have figured out how your model is able to do it so cheaply. You are talking about online courses, no bricks and morter infrastructure with low paid faculty.

    I found this quote on your website: "the reluctance of higher educationsâ governors÷an elite professorate (Mandarin class)÷ to change a system that serves their interests over those of the learners.

    So you remove the investment made by the professoriate to develop and maintain knowledge in order to train students, so someone is paying for this! Is it not in the best interest of the student to have a well educated, well paid professoriate? After all, the same argument is made to give CEO's millions in Salary for their knowledge in running a company. A professors "corporation" is their knowledge base.

    By your argument, if we took the million dollar salaries away from all of the ceo's in the country we could have every product and service in existance "cost" much less. Think of the savings in comparison to higher education where the salaries of the workers are so much less.

    There is always a cost, Mr. Tucker, you just shifted it onto the backs of the professoriate (workers). I am sure that in keeping with your model, you are taking a low salary at your company.

  • Posted by Dennis Ruhl on July 3, 2008 at 9:35pm EDT
  • If it ain't broke don't fix it. California's previous system of licensing private post-secondary schools was probably one of the best in the country. It was broad enough in scope to allow schools to be very innovative and yet had many measures to protect the public. No non-USDOE or non-CHEA accreditation could be claimed and unaccredited schools had to have a disclaimer in reference to acceptance by regulators and other schools.

    Of the 14 current applicants for DETC (Distance Education) accreditation 9 are from California. I think the public is well served by having choices and the State of California has profited by developing an education business out of scale for its size.

    I would hesitate to call any of the former California Approved schools degreemills. If anyone was aware of specific information, reporting it to the BPPVE would have resulted in investigation and action. Just where is the demand for more regulation coming from? I doubt it is from the public. Should I assume it's from the non-profit sector that is ticked off at having to compete.

    Diversity in education is a wonderful thing. Just don't throw the baby out with the bathwater.