Tenured and tenure-track faculty members at the College of Southern Nevada voted 263 to 126 to form a union affiliated with the American Association of University Professors, they announced Monday. The college said in a statement that its looks "forward to moving ahead with the collective bargaining process."
Los Angeles Mayor Eric Garcetti last week said the city would help finance a newly announced program to offer one year of free community college to graduates of the Los Angeles Unified School District.
The announcement, which Garcetti made Thursday during his 2016 State of the City address, includes a $1.5 million fund-raising commitment from the city, the Los Angeles Timesreported. The program's initial cost will be $3 million, and the K-12 district will pick up the other half of that amount. (Closing the price gap in California is fairly affordable, given the two-year system's low tuition prices.)
"Los Angeles will become the largest city in the nation to commit ourselves to a new goal: every hardworking student who graduates from LAUSD will receive one free year of community college," Garcetti said in the written version of his speech.
Wright Career College, a small, Kansas City-based career college chain, closed its five campuses last week and filed for bankruptcy. The college said in a written statement it had sought to bring in an outside group to gradually phase out the campuses, but that effort failed. Wright emailed its students about the closure on Thursday night, The Kansas City Starreported.
The chain included campuses in Kansas, Nebraska and Oklahoma. It enrolls about 1,400 students, according to federal data.
“We are saddened by these events,” said John Mucci, Wright's president. “From our beginning in 1921 until our closure, we have always operated with the focus of putting the interests of our students first. It is unfortunate our students cannot complete their programs at Wright Career College. I would like to thank our employees for their tireless dedication and commitment in helping our students achieve their educational and career goals.”
The University of California at Berkeley announced Friday that Claude Steele would be stepping down as provost and joining the faculty of the psychology department. Steele became provost in 2014 and his tenure has been controversial at times, with some faculty members and others questioning whether he was sufficiently communicative and whether he was strong enough in acting against those accused of sexual harassment. The Berkeley announcement made no mention of those issues, and said that Steele was stepping down because his wife is facing serious health issues.
A recent Inside Higher Edarticle about the analysis of state performance funding formulas by Seton Hall University researchers Robert Kelchen and Luke Stedrak might unfairly lead readers to believe that such formulas are driving public colleges and universities to intentionally enroll more students from high-income families, displacing much less well-off students. It would be cause for concern if institutions were intentionally responding to performance-based funding policies by shifting their admissions policies in ways that make it harder for students who are eligible to receive Pell Grants to go to college.
Kelchen and Stedrak’s study raises this possibility, but even they acknowledge the data fall woefully short of supporting such a conclusion. These actions would, in fact, be contrary to the policy intent of more recent and thoughtfully designed outcomes-based funding models pursued in states such as Ohio and Tennessee. These formulas were adopted to signal to colleges and universities that increases in attainment that lead to a better-educated society necessarily come from doing a much better job of serving and graduating all students, especially students of color and students from low-income families.
Unfortunately, Kelchen’s study has significant limitations, as has been the case with previous studies of performance-based funding. Most notably, as acknowledged by Kelchen and Stedrak, these studies lump together a wide variety of approaches to performance-based funding, some adopted decades ago, which address a number of challenges not limited to the country’s dire need to increase educational attainment. Such a one-size-fits-all approach fails to give adequate attention to the fact that how funding policies are designed and implemented actually matters.
For example, the researchers’ assertion that institutions could possibly be changing admissions policies to enroll better-prepared, higher-income students does not account for differential effects among states that provide additional financial incentives in their formulas to ensure low-income and minority students’ needs are addressed vs. those states that do nothing in this area. All states are simply lumped together for purposes of the analysis.
In addition, the claim that a decrease in Pell dollars per full-time-equivalent student could possibly be caused by performance-based funding fails to account for changes over time in federal policy related to Pell Grants, different state (and institutional) tuition policies, other state policies adopted or enacted over time, changes in the economy and national and state economic well-being, and changes in student behavior and preferences. For example, Indiana public research and comprehensive universities have become more selective over time because of a policy change requiring four-year institutions to stop offering remedial and developmental education and associate degrees, instead sending these students to community colleges.
If any of these factors have affected states with newer, well-designed outcomes-based funding systems and other states with rudimentary performance-based funding or no such systems at all, as I believe they have, then there is strong potential for a research bias introduced by failing to account for key variables. For example, in states that are offering incentives for students to enroll in community colleges, such as Tennessee, the average value of Pell Grants at public bachelor’s-granting institutions would drop if more low-income, Pell-eligible students were to choose to go to lower-cost, or free, community colleges.
I agree with Kelchen and Stedrak that more evaluation and discussion are needed on all forms of higher education finance formulas to better understand their effects on institutional behavior and student outcomes. Clearly, there are states that had, and in some cases continue to have, funding models designed in a way that could create perverse incentives for institutions to raise admissions standards or to respond in other ways that run contrary to raising attainment for all students, and for students of color in particular. As the Seton Hall researchers point out, priority should be given to understanding the differential effects of various elements that go into the design and implementation of state funding models.
The HCM Strategists’ report referenced in the study was an attempt by us to inform state funding model design and implementation efforts. There needs to be a better understanding of which design elements matter for which students in which contexts -- as well as the implications of these evidence-based findings for policy design and what finance policy approaches result in the best institutional responses for students. There is clear evidence that performance funding can and does prompt institutions to improve student supports and incentives in ways that benefit students.
Analysis under way by Research for Action, an independent, Philadelphia-based research shop, will attempt to account for several of the existing methodological limitations correctly noted by Kelchen and Stedrak. This quantitative and qualitative analysis focuses on the three most robust and longest-tenured outcomes-based funding systems, in Indiana, Ohio and Tennessee.
Factors examined by Research for Action will include the type of outcomes-based funding being implemented, specifics of each state’s formula as applied to both the two- and four-year sectors, the timing of full implementation, changes in state policies over time, differences in the percentages of funding allocated based on outcomes such as program and degree completion, and differences in overall state allocations to public higher education. And, for the first time, Research for Action will move beyond the limitations of analyses based primarily on federal IPEDS data by incorporating state longitudinal data, which give a more complete picture.
As states continue to implement various approaches to funding higher education, it is essential to understand the effects on institutional behavior and student outcomes. Doing so will require more careful analyses than those seen to date and a more detailed understanding of policy design and implementation factors that are likely to affect institutional responses. Broad-brush analyses such as Kelchen and Stedrak’s can help to inform the questions that need to be asked but should not be used to draw any meaningful conclusions about the most effective ways to ensure colleges and universities develop and maintain a laser focus on graduating more students with meaningful credentials that offer real hope for the future.
Martha Snyder is a director at HCM Strategists, a public policy advocacy and consulting firm.
A group of professors known as Faculty Against Rape has deep concerns about the American Association of University Professors’ recent draft report arguing that some interpretations and applications of Title IX of the Education Amendments of 1972, which prevents sex-based discrimination in education, threaten academic freedom. “As it stands, we are troubled by much of the framing, content, unrepresentative nature of, and failures of accuracy within, the draft report,” reads an open letter from the group to the AAUP.
“The overall impression given by the report is that the Department of Education’s Office [for] Civil Rights is ‘overreaching’ in its mandated mission of providing guidance to universities and ‘abusing’ Title IX; this, despite the fact that there is broad underreporting of campus sexual assault by universities,” the letter says. “While we would ordinarily join with the AAUP in resisting the corporatization of institutions of higher learning, we are deeply concerned that the AAUP’s analysis of this issue as it pertains to Title IX, by pitting student concerns for campus safety against faculty interests, reinforces the symptoms instead of addresses the problem.”
Faculty Against Rape says it does support the report’s recommendation for more funding for programs and departments that “analyze how sex, gender, power and advantage operate,” but it requests that AAUP not release draft reports to the media before seeking broader input from its members and subject matter experts. It also includes a number of suggestions for improving the report, including by ceasing -- in the group’s view -- to conflate “the actions of the [civil rights office] with specific university actions in a few specific cases, while ironically, ignoring the much more frequent retaliation against students, staff and faculty as sexual assault survivors, allies and advocates.”
Faculty Against Rape plans on sending its letter to AAUP today. Risa Lieberwitz, a professor of law at Cornell University and chair of the AAUP report committee, said via email, "We welcome all comments on the AAUP draft report and will carefully consider those submitted by [Faculty Against Rape]. As the AAUP draft report explains, universities should effectively address and prevent problems of sexual harassment while fully protecting academic freedom and due process. We do not argue that speech can never create a hostile environment, nor that all speech is protected, only that matters of speech in the university always require attention to academic freedom. The report criticizes both the OCR and university administrations for failing to adequately protect academic freedom and due process. The report also offers recommendations for developing, through shared governance, fair and effective policies that pertain to sexual harassment."
A transgender adjunct professor of English is suing Saginaw Valley State University for sex discrimination for allegedly taking away her administrative position after she began presenting as a woman. According to the suit, filed this month in a Michigan federal court, Charin Davenport has taught at the university since 2007, when she was still presenting as a man. She took on a second, part-time job as coordinator of academic tutoring services in 2011 and was named assistant director of academic programs support in 2012, reporting to Ann Coburn-Collins, director of academic programs support.
Davenport received strong performance reviews, the suit says, until 2013, when she informed the university that she was undergoing a gender transition and intended to dress as a woman from then on. She asked her colleagues for support, but Coburn-Collins made negative comments and told Davenport that she must have had too much free time on her hands, according to the suit.
Coburn-Collins stopped talking to Davenport and two months later informed her that her administrative job was being eliminated for budgetary reasons, the complaint says. When Davenport tried to talk to her former supervisor about what had happened, Coburn-Collins allegedly called her a liar and threw an unspecified object at her, and said that Davenport disgusted her.
Davenport says she lost the job in retaliation for her transition, not budgetary reasons, as stated, and she is seeking an unspecified amount in damages and lost wages. Neither Coburn-Collins nor a Saginaw Valley State spokesperson immediately responded to requests for comment, but the university told The Daily Beast, “We are aware of the lawsuit and we are confident that we will prevail in court, as all the facts come out. SVSU does not tolerate discrimination of any kind. … We support all our students, faculty and staff, including those who are members of the LGBT community. We have a Pride Center on campus to serve those individuals and to contribute toward an inclusive campus environment.”
The University of California will pay $4.75 million to the family of a UC Berkeley football player who died after a strenuous training drill in 2014. As part of the settlement, the university will also review workout and conditioning plans, provide education on sickle cell trait to players and staff, and ban "high-risk physical activity" as punishment. Berkeley previously admitted negligence in the player's death.
Earlier this year, the University of Rhode Island settled a similar lawsuit with the family of a baseball player who died during a team workout in 2011.
Iraq and Afghanistan Veterans of America and several other veterans' groups held a rally on Capitol Hill Thursday to protest a proposed cut to a benefit included in the Post-9/11 GI Bill.
The veterans, who were joined by several Democratic members of Congress, were pushing back against a provision in a bill the U.S. House of Representatives passed last month. The bill included a 50 percent cut in the housing stipend for dependents of a military or veteran parent who had transferred the benefit to them. The U.S. Senate is considering a similar version of the bill.
"It is embarrassing that we have to come here and beg our elected officials not to steal from the pockets of our military, veterans and their families," said IAVA founder and CEO Paul Rieckhoff in a written statement. "As we stand in front of the U.S. Capitol, men and women are fighting in a prolonged war in Afghanistan and ongoing conflicts in the Middle East, earning this very benefit. We are once again seeing the impact of a growing civilian-military divide in this country. It is national disgrace that some members of Congress are willing to use veterans' benefits as a piggy bank to pay for other programs."