When parents, teachers, lawmakers and communities debate over which part of the American education system should receive the most scrutiny or support, adult education, specifically General Educational Development (GED), is rarely in contention. Conceptually adult education programs serve those who depart school without diplomas and are now seeking a credential to access the workforce or postsecondary opportunities.
Over the past couple of years the censoring of self-expression has been a hot topic on many campuses. Recently the media washed ashore a new wave of controversy concerning Hampton University’s business school policy that restricts MBA students from wearing their hair in locs (or what is more commonly referred to as “Dread-locs”). This comes on the heels of the brouhaha that developed following the implementation of a written dress code policy at Morehouse College.
In recent years the higher education community has focused more on the role institutions’ play in student success. For a long time the blame for failure has been laid squarely at the feet of students. If a student dropped out of college it was assumed that they were unmotivated, under-prepared, or lacked the aptitude required to be a college graduate. The fact that dropouts were admitted meant that they somehow fell through an admissions crack undetected.
Almost quadrupling in just a few months the number of students who attend summer courses is uncommon at any university.
For M. Christopher Brown II, the new president of Alcorn State University, a historically black public land-grant university in Mississippi, it wasn't quite good enough. In the past, the university enrolled about 500 students in summer courses. Brown set the provost a goal of 2,000, with a bonus offered for achieving it. They ended up with about 1,900, and as happy as Brown is about the increase, the provost isn't getting his bonus.
Minority students at community colleges are more likely to succeed when they have minority instructors, study finds. For white students, performance drops.
For some students with autism, the idea of operating in the social environment of a college classroom can be so debilitating as to derail the pursuit of higher education at all. For those who do enroll, their condition can make it difficult to succeed in a traditional classroom setting.
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