New report by American Council on Education argues many college efforts to attract minority students employ race-neutral strategies that aren't as controversial as those that receive considerable attention.
It’s been a little over a year since Michelle Obama brought school counselors and the important work they do into the spotlight as never before. Speaking before the annual meeting of the American School Counselor Association, Mrs. Obama brought attendees to their feet when she recognized the important role school counselors play in the lives of students, and the impossible demands placed on their time.
In sharing her Reach Higher initiative, Mrs. Obama also announced a new directive from the Department of Education, encouraging school administrators to offer more relevant professional development to counselors immediately, because “our secretary of education knows that every school counselor in this country should have quality, relevant professional development opportunities, end of story.”
Other components of the Reach Higher initiative -- College Decision Day and the Counselor of the Year celebration at the White House -- are off to an impressive start, but efforts to create new course work and professional development have stalled. No state met Secretary Arne Duncan’s call for increased professional development for current school counselors by last September.
In addition, a 2012 report from Harvard University states “Although graduate course work varies by state … specific course work in higher education or college counseling is rarely required, if even offered.” Less than 10 percent of counselor graduate programs currently offer specific course work in college counseling, as identified by the National Association for College Admission Counseling, and the number of new programs adding such a course in the last year is less than a dozen.
Some counselor educators -- those charged with training school counselors -- have responded to this call by insisting a course focused on college counseling is unnecessary. As long as the essential college counseling skills are taught at some point in graduate school, they argue, what’s the value of a focused course?
Those making this argument are unaware of the pressures school counselors are facing in today’s high schools, and in today’s job market. To begin with, a good number of counselor training programs aren’t teaching essential skills in college counseling at any point in their programs. College Board surveys show a clear majority of school counselors report the college counseling training they received in graduate school was inadequate. Combined with surveys of recent high school graduates showing deep dissatisfaction with the college advice their counselors had to offer, the time is now for graduate programs to find ways to emphasize the importance of college counseling in counselor training, since more is being expected from school counselors in this vital area.
Counselors feel particularly undertrained in essential areas such as advising students on how to pay for college, prepare for college tests like the ACT and SAT, develop a rigorous high school schedule that builds college readiness, and complete the basic elements of a college application, including college essays. They also want a greater awareness of the wide array of college options available to students, such as colleges where students take one class at a time, colleges that don’t require any test scores as part of the admission process and colleges that have a proven track record of supporting students with unique talents and needs. Given the increased competition for entrance into many colleges, and the increased financial resources families are devoting to college completion, a graduate course for counselors focused on the rudimentary components of college counseling is no longer a luxury -- it is a must.
An additional consideration for a required course in college counseling lies with the new importance of a credential in this field. More school administrators are looking at alternative ways of offering college advising to students and families, including hiring independent college counselors and college success coaches as independent contractors. Many of these college experts do not have the credentials necessary to be school counselors, but do have transcripts and certificates of completion in college counseling programs to verify their training in college counseling -- something most high school counselors don’t have. In some cases, they also have a track record of success in turning around college counseling programs at private or charter schools.
It’s certainly true that certified school counselors generally have more training in the mental health aspects of school counseling than do college coaches. But when demand for help with college advising is at an all-time high, how can school counselors with no evidence of training in college counseling hope to compete for jobs with independent contractors whose college advising credentials are stronger, and whose services often come at a significantly lower price? These factors almost require school administrators consider reassigning the role of college advising to an independent contractor, reducing the number of school counselors available to assist students with noncollege needs. That change not only hurts a potential school counselor; it hurts the profession.
Far beyond the arguments for a professional credential, a focused course offers particular benefits to counselors working with low-income students in urban and rural areas. Often the only counselor in the building, these professionals lack access to the professional development their suburban counselors are more likely to enjoy, and their higher caseloads leave them even less time to learn the essentials of effective college advising on the job. If for no other reason, a foundation course in college counseling is essential in advancing the efforts of school counselors to advance the college dreams of low-income students, advancing society’s goal of greater social justice.
The goals of the Reach Higher initiative, combined with the demands of students and parents and the realities of the college counseling marketplace, make it clear that an unfocused approach to training school counselors in college counseling is no longer the answer, if in fact it ever was. As Mrs. Obama’s celebration of school counselors reaches its one-year anniversary, it’s time for policy makers and counselor educators to join the party, and give school counselors the skills, and credentials, they desperately need and deserve.
Patrick O’Connor is a past president of the National Association for College Admission Counseling, and associate dean of college counseling at Cranbrook Kingswood School, in Michigan.
The most pressing challenge to undergraduate education in the United States is arguably its sharply rising cost. In a 2013 Bloomberg News article, Michelle Jamrisko and Ilan Kolet assert that tuition expenses have increased 538 percent since 1985, compared with a 286 percent jump in medical costs and a 121 percent gain in the Consumer Price Index. Jamrisko and Kolet further write that “the ballooning charges have generated swelling demand for educational loans while threatening to make college unaffordable for domestic and international students. The ‘skyrocketing’ increases exacerbate income inequality by depriving those of less means of the schooling they need to advance….”
The rising cost of higher education in the U.S. is clearly about more than learning; it reaches into the very definition of American society and severely limits fulfillment of the long-touted and distinguishing claim of this country that accessible education rivals hereditary privilege as the path to achievement.
Colleges and universities have tried numerous strategies to contain or reduce tuition so that their institutions are more accessible -- increased fund-raising for financial assistance, online learning, sharp discounting of tuition, a three-year degree, community college articulation agreements to four-year institutions and radical reductions in tuition. None of these strategies have prevented escalation of college costs.
Relying on fund-raising places the university on a never-ending treadmill of solicitation that, pursued too vigorously, alienates alumni and varies in success with the economic conditions out of the colleges’ control. Online learning remains a highly debatable option for the 18- to 21-year-old undergraduate. Discounting has its limits when the discount no longer provides the funds necessary to operate the institution. A three-year degree raises questions about the ability of sufficient academic coverage of courses of study and potentially eliminates time for those activities valued in an American education -- out-of-class activities. And in every case so far in which a college or university has radically reduced tuition, the expected results were not forthcoming, and in most cases, the charges in a few years were quietly adjusted back to their escalating rates.
There is, however, a highly viable alternative that is not often discussed broadly in the United States -- certainly not by the U.S. college and university establishment itself, as it would lead to its own disadvantage, nor by high school counselors, as the option is not yet common practice. The need for options is all the more critical as colleges and universities in marginal financial condition close (Sweet Briar College being a recent example) and students seek alternatives that are affordable. I am talking about an undergraduate degree at one of the 123 British universities -- well beyond the historic focus on only Oxford, Cambridge and St. Andrew’s -- for a limited number of U.S. students in the know.
Annual tuition for British undergraduate degrees averages well below the expense of well-considered private colleges in the U.S. and about the same as that of an out-of-state public flagship university. By only taking three years to complete, however, British degrees stand in striking contrast to American four-year degrees that confront students and their families in the United States with severe, lingering financial challenge. For example, the cost per year for a B.B.A. (honors) degree in Business and Entrepreneurship at Bath Spa University, recently judged one the U.K.’s most creative universities, is, if fully charged, $26,000, or the equivalent of $19,500 per year for a four-year education in the United States.
Savvy Americans are clearly noticing this option. A recent British Council Report entitled “U.S. undergraduates choosing U.K. for their studies” states the following:
“New HESA [Higher Education Statistics Agency] data shows a 28 percent increase in Americans pursuing their full undergraduate degrees at British universities over the past four years, and UCAS [Universities and Colleges Admissions Service] data reveals an 8 percent increase in U.S. applicants for courses starting 2014-15.”
What is fueling this trend? The British Council in the above report identifies several factors:
1. The strong reputation of the British higher education system.
2. The shorter length of the degrees.
3. Increased competitiveness on the job market, where an international experience of duration arguably counts as positive and distinguishing.
4. American students’ ability to use their U.S.-backed government loans to complete full degrees abroad, when scholarships are not available.
While I previously spent my entire professional career working for U.S. education institutions -- nonprofit and for-profit -- I am currently in a position to gain particular insight into Britain as a destination for university-bound American students. Through a private/public joint venture between Shorelight Education (Boston) and Bath Spa University (England), I have become founding dean of the School of Business and Entrepreneurship (SBE) in Bath. The three-year B.B.A. (honors) degree invites young entrepreneurial minds from all over the world to gain a mastery of fundamental business skills and pursue their interests in one of four distinct concentrations -- enterprise innovation, design management, social entrepreneurship or emerging technology.
What I have learned in a short period of time is that a British university education can be most appealing and cost efficient to an American student who is sufficiently adventuresome and mature to defy inherited expectations of a distinctively American education and embrace another way of doing things, and he or she can achieve the same results as an American education. It is not for everyone, but it is certainly a viable option for more students than are currently taking advantage of it.
For example, British universities have numerous opportunities for students to participate in club or intramural athletics, but the big-time university experience -- packed stadiums, mascots, tailgating parties, athletic scholarships, halftime shows and marching bands -- simply is not available. British universities also have abundant clubs for student engagement outside of class -- at the university or in the local community -- but again, the students find their way to these activities independently, although often through peer encouragement, and without the engagement of the elaborate and somewhat massive student life staff that exist at American colleges and universities.
The U.K. undergraduate curriculum also commences in a more focused manner than the initial exploratory curricula in the U.S. (To be accepted to a British university, students must demonstrate in a variety of ways the ability to have already been successful at university-level work -- this necessity attributable to entering British students being a year or two older than most American high school graduates.) To a certain degree there is the assumption that students already have a good idea of their course of study, and they delve deeply into it in a concentrated manner.
What is of particular interest to me is the three-year degree. Only a few years ago on this very site, my co-author, Neil Weissman, and I launched into a vigorous denunciation of such a degree. Here in part is what we said:
“It may be that we can no longer afford the four-year standard for an undergraduate education. If economic realities push against our current model, so be it. But before we fast-forward college in the name of affordability, let's at least be honest about what is being lost. Three is usually not more than or equal to four. Not all results -- especially in education, where widgets are not the product -- are available at lower price and the same quality. Perhaps we can ‘get undergraduates through’ in three years. However, what we may have to alter to achieve that end might severely compromise what we hope to accomplish for our students, particularly in areas vital to a thriving 21st-century democracy and economy.”
We identified several aspects of value to a distinctively American education for the 21st century if a three-year degree were the norm for all students, as advocates were demanding at the time (the three-year degree has historically always been available for those who have advanced academic standing and can discover the option’s availability -- colleges and universities are usually not forthcoming, as at least a year of tuition is thereby lost): global perspective, interdisciplinarity, complexity, choice, creativity, democracy, meaning and technology.
I still stand by our argument against the comprehensive adoption of the three-year degree in the U.S. for all the reasons cited at the time. But just as we left room for advanced placement students who had the necessary credits and the desire and discipline for a shorter undergraduate degree, I believe that those students with a desire to embrace early a global commitment through education, and thus prepare for a later life of global engagement quite fitting the demands of the century, and who do not need or desire the trappings of American education but desire something different that still results in the same accomplishment, should readily seek a British undergraduate education as alternative.
Objections to obtaining an undergraduate degree in Britain are historically numerous, but all inconsequential. Some worry about the distance from the U.S. Of course, a flight from the East Coast of the U.S. to London is in duration about the same as that to Los Angeles. Others are concerned about perceived inability to ever return for graduate studies or a job in the United States. This is a most provincial and U.S.-centric comment, as British-educated people obviously work all over the world, and U.S. citizens educated in the U.K. have returned to the U.S. without difficulty to further education and work. The positive employability of U.K. university graduates in the U.S. is presented in a December 2011 report (“U.S. Employers’ Perceptions of U.K. University Degrees Earned in the United Kingdom”) conducted by Ipsos Public Affairs for the British Council:
“Most employers in the United States consider degrees earned in the United Kingdom to be the same as or better than those earned in the U.S.”
The report notes that all U.K. universities profit for the “halo effect” of those prestigious institutions known to American employers, such as Oxford and Cambridge. That said, the report urges that other U.K. universities engage efforts to make themselves known in the U.S. to enhance even further their graduates’ employability. This is no different, of course, from U.S. colleges and universities with specific name recognition challenges internationally if they are not the likes of Harvard, Princeton, Yale, Stanford or MIT. Even the most prestigious liberal arts colleges in the U.S., as well as many other universities, are abstractions globally.
And the transition for American undergraduates at U.K. universities back to the U.S. for advanced education is being further promoted by articulation agreements between U.K. universities and American graduate and professional schools. I personally am currently engaged in negotiations with numerous American graduate schools to provide just such a transition in the form of “early screening” agreements, whereby in the second year of study in the U.K., the American students submit an unofficial application to the U.S. institution. Other arrangements will follow, to include what I call “integrated degrees” -- a U.K. bachelor’s degree extended to contain course work jointly designed and overseen by U.S. graduate schools with the awarding of “merged” degrees -- that is, a bachelor’s/master’s degree from both institutions. Students holding such degrees arguably signal that they are prepared to operate in a globally engaged world.
Centuries ago, of course, an emerging American higher education was often complemented by study at a European university. The international university fulfilled a need to offer what the U.S. at that time could not provide, for example, medicine and other scientific fields of study. The U.S. today is having a difficult time providing an affordable education. The solution may well be to recommit to this historic international interdependency, embrace a multiplicity of place for education and prepare as a by-product a graduate who is informed and prepared for the globally complex world that surely awaits them.
William G. Durden is dean of the School of Business and Entrepreneurship at Bath Spa University and a professor (research) in the School of Education at Johns Hopkins University.
National poll gives low marks to the college selection process, with parents saying institutions aren't doing enough to place graduates in jobs and the value of degrees has dropped sharply over the past decade.
NACAC releases annual survey results, which show that most colleges let in most applicants -- and that increases in applications may not translate into more students. Interest in transfer applications is up.
As media response and alumnae outrage grew after last week’s announcement that Sweet Briar College will soon close its doors, the focus of the debate centered around whether the college leadership was courageous in seeing a dismal future and responding promptly, or precipitous in abandoning hope before it was truly necessary. No matter the answer, it seems obvious to an outside observer that Sweet Briar could have taken greater advantage of fundamental marketing principles and more effective student recruitment strategies as administrators considered this decision.
Only independent research, both quantitative and qualitative, can provide a true road map for success. It’s hard to know what kind of research the college had about students, parents and alumnae -- and how to attract their engagement and support. I do know that as recently as 2010, Forbes put the college near the top of a list of higher ed institutions facing financial problems, based primarily on successive years of operating loss. (The college’s PR man at the time dismissed the analysis as “selective and unscientific.") The numbers weren’t lying, and a five-year window is sufficient to explore a lot of alternatives.
Sweet Briar, and colleges like it, must accept what research is telling them. And then use every tool in the toolbox to improve appeal, value, reach and yield.
A number of colleges have been and are being successful in the market conditions Sweet Briar leadership articulated as those that required its closing. The Seven Sisters colleges remain highly selective, boast exceptional alumnae support and continue to invent their way into a vital future while maintaining, for the most part, their single-sex character. Many liberal arts colleges -- Grinnell and Kenyon spring immediately to mind, as do Bowdoin, Beloit and College of the Ozarks -- don’t let their rural locations inhibit their success.
But Sweet Briar came to the conclusion that the writing on the wall said, “Enough!” What data drove this decision? What futures were imagined -- and researched -- that led to an inescapable conclusion that closing was the only option? With the level of alumnae outrage -- signaled by more than $2 million in pledges as of this writing -- greater transparency around the data that drove the decision would benefit both the college and its stakeholders.
What research indicated that going coed was unfeasible?
Given the choice, would alumnae prefer that the college go coed or go out of business?
Were new majors and/or focus areas considered that would have built on Sweet Briar’s existing engineering program in order to increase its appeal to young women who wanted more “direct to market” degrees? What was the cost of developing those programs?
Could the college have sold part of its 3,250-acre campus in order to invest the proceeds of that sale in program development, scholarship support for female valedictorians and other high-potential students, or other repositioning programs?
Would a name change -- perhaps coupled with the development of coed options or new programs -- have triggered the kind of awareness and visibility that would give the college a near-term boost and strengthen its position in the marketplace?
A name change is no panacea, but it can bring attention to the authentic character of an institution whose name is problematic. A decade ago, our agency helped Western Maryland College (quick quiz: public or private? What part of the state?) change its name to McDaniel College. While there was some consternation at the time, the college’s board was able to document the need for the change based on 20 years of market research that showed clearly that the name was creating confusion in the marketplace, and make the courageous decision to rename the college. Renaming brought it new attention and gave the new McDaniel a platform to reassert its role as a quality private liberal arts college on the outskirts of Baltimore -- an extremely helpful outcome.
In another instance, Lipman Hearne was brought in to assess the name of an institution in the American Southwest and was able to document that its name was creating problems. In this case, the board had to balance the concerns of alumni -- who were resistant to the change -- and of prospective students, who expressed real confusion about the nature and character of the institution based on its “misdirection” name. The board chose not to change, and the institution must explain itself anew to a new crop of prospects to this day. While this may have been the right decision, it’s a costly one, in that recruitment and enrollment efforts have to start by saying, “No, we’re not that” before they can commence saying what they truly are.
Would a name change, by itself, have solved Sweet Briar’s problems? Probably not. But a name change coupled with a revisioning process, the development of new programs and/or institutional profile, a rebranding of the institution, and a commitment to transparency by volunteer and administrative leadership could have provided sufficient leeway for the college to redefine itself -- profitably -- into the future. Because whether they are for-profit or not, higher ed institutions must respond to market and business realities, and adapt accordingly.
Whatever Sweet Briar does going forward, it faces one transcendent imperative: do right by your students. They are experiencing a traumatic change at a time when they thought they'd be focused on their own futures and opportunities. If there’s room in the unrestricted endowment, or in scholarship endowment, use those funds to underwrite tuition and other costs through to graduation at the schools these young women choose to attend. In that way, the authentic brand identity of Sweet Briar -- a college that cares for the women it takes into its family -- will be sustained after the college’s passing.
Robert M. Moore is president and chief executive officer of Lipman Hearne.