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Closures speak volumes about a university's priorities and about academe's priorities, writes Jeffrey R. Di Leo.

The conclusion that remedial education has failed is based on flawed interpretations of data and unsupported assertions, write Hunter R. Boylan and Alexandros Goudas.

The Education Department's system for identifying the most expensive colleges is misleading and creates the wrong incentives for institutions, write Robert B. Archibald and David H. Feldman.

Steve Cohen writes that interactive online education, not MOOCs, may be the real challenge for traditional higher ed.

It's easy for academics to scoff at the entrepreneur who tells students they don't need college degrees, but he's raising important issues (even if he isn't offering the right solutions), writes Ryan McIlhenny.

When college administrators talk constantly about their efforts to attract non-white professors, the supposed beneficiaries of these policies are marginalized, writes one such faculty member.

The test defines legal education too narrowly and shouldn't be a requirement for accreditation, writes Jay Conison.