Shining (a little) Light on Net Price

I must admit, I got a little excited when I (virtually) opened the Chronicle this morning and saw that the Department of Education had published its own personal scarlet letter list of the colleges and universities charging the highest net price. Finally, the government did what government can do best-- draw our attention to important national trends that make our local (personal) problems into national (public) ones.

I was also psyched about the list because it's another step towards helping change the deeply entrenched public perception that the sticker price listed by colleges is the actual price people pay. It's not-- since almost everyone get some kind of discount-- but that fact is so little known that some of us are pretty convinced that sticker shock exerts effects on the decisions made by families with little information.

But as I read about this list, I deflated. First of all, it's clearly obtuse. It's got 54 lists made up of 6 variables and 9 sectors. 54 lists. Come on...most of this country still thinks USA Today is a good, thorough read. And the thing is, some of the smarter government guys know it's too much-- but hey, Congress said so, so here we are (look at the quote by professor and NCES chief honcho Jack Buckley, who is far too polite when he says "this definition of net price is far from perfect." If only I were so diplomatic...).

There we are--getting it done, but not getting it done right.

Moreover, in talking about the power of the list, some officials clearly want to take this too far, suggesting the list tells us something about institutional "performance." Um, no-- not at all. Net price tells us nothing about the impact the institution has on students--only about the price it charges.

All that to say-- this is a decent step in the right direction but we can and must do more. This is prime time for higher education, we've got a growing cadre of smart folks paying attention to the national problems of affordability and degree completion and we need to develop metrics that deliver the kind of information parents and students can use (sorry, I refuse to call people "consumers") in a manner in which those who need it most can find it accessible. How about tweeting the highlights of the list for starters? Arne? David? Jack? You up for it?

Postscript: More coverage of this story, including a quote from me, here on Marketplace on NPR.

Fit to Lead

UW-Madison has a new interim chancellor and it's a person of great integrity, intellect, and experience. David Ward has led Madison before, and is exactly the right kind of person to lead us through the current high waters.

My opinion of David is based on many things, including:

-- His decision to found the Wisconsin Center for the Advancement of Postsecondary Education with gifts he received when completing his term as chancellor. This was an effort to let more flowers bloom in higher education research and policy, and it led to the creation of several faculty lines including one I occupy.

-- His leadership on the Board of the Fund for Wisconsin Scholars, the state's largest private need-based financial aid program. Again, in full disclosure, it's the program I have spent the last three years studying. I've watched David interact on this board, asking tough questions of us researchers, and offer sage advice. He's fully capable of making thoughtful decisions informed by rigorous evidence.

-- His prior term as Chancellor of UW-Madison, during which time he showed great respect for shared governance and solid choices in selecting staff.

-- His work as president of the American Council on Education.


This, ladies and gents, is the power of a System. President Kevin Reilly has installed just the kind of leader we need at this moment, someone who has not been embroiled in rancorous campus politics, and can come and steer us onto calmer seas.

Trust me, given their druthers, it's not whom "Bascom" would've appointed.

Rock on.

Wake Up and Smell Scott Walker's Plans for UW-Madison

Biddy Martin is moving on to Amherst. Sadly, UW Madison is stuck with the Martin/Walker, Walker/Martin plan for public authority-- and Scott Walker still seems hell-bent on pushing for it.

Make no mistake about it, this fight ain't over. Rest up this summer, and while you're recuperating, please do some reading on what Walker and his ALEC cronies think is "best" for public higher education. That is, privatize the heck out of it.

That's the plan folks, mark my words. If you thought this was Biddy's bright idea, think again. In her effort to save us from financial disaster, she walked us right into the lion's den. That's the "hand we were dealt" of course, a "reality" handknit for us by the corporate elites determined to ensure that big business rules, no matter what the cost to the working people of Wisconsin.

Get ready. We have work to do. RECALL WALKER. Save Wisconsin public higher education.

Making Our Investments Count

In a few weeks my research team will release findings from our ongoing study of need-based financial aid, as we host a conference on Affordability and Attainment in Wisconsin Public Higher Education. Preparing for this event has given me the chance to think more about the things colleges and universities might do to maximize the substantial investments federal and state governments--and taxpayers--make in college students.

In particular, I propose that institutions begin to leverage their existing resources-- namely, their faculty-- to support the neediest students, those who enter with a low probability of success. While some might argue those students simply shouldn't be admitted, I take a different stance: given the labor market returns to college degrees and the widespread ambitions for college, it's incumbent upon higher education institutions to get "student-ready" -- rather than simply demanding that students get "college-ready."

I hope to begin writing about this concept of "student-ready" colleges from time to time over the coming months, but let's start with two ideas for how it could work.

(1) The Chronicle of Higher Education today highlights a program that assigned retired faculty to mentor first-generation students. Love this-- it's a win-win for all involved. Students without college-educated parents gain the benefits of having a college-educated "grandparent" of sorts who has not only attended but succeeded in college and worked at one!

(2) Here's an idea of my own. Policymakers should experiment with a new program to provide colleges and universities with incentives to place Pell Grant recipients in contact with faculty. Student-faculty interactions have been shown to enhance retention rates, and they are less common among low-income, first-generation students. A work-study type program could be a starting approach, but typical work-study jobs are located in cafeterias and libraries where students cannot form new connections with their educators. This approach should enhance the effectiveness of financial aid by supplementing it with increased faculty interaction. The federal government could begin with a trial effort using funds from the Trade Adjustment Assistance Act. The effort should be rigorously evaluated and used to inform future revisions of financial aid programs.

For sure, many faculty are overworked as it is. These kinds of things won't work everywhere and under all conditions. But let's say we tried them at four-year universities first. I'm willing to bet that even with uneven quality of mentoring, the effects on some students would be large enough as to raise persistence rates. The mentors will also benefit, and perhaps become advocates for these students and the programs that serve them. Student contact reminds us why we got into this biz in the first place, energizes us, and grounds us. We should be urged and rewarded for focusing that contact where it's most needed.

NO to subjects and NO to requirements

I have been spending a great deal of time in Europe lately, where the talk is about what to do about the awful governments that countries like Italy, Greece and Spain seem to be saddled with. (I am not saying the U.S. Is any better, maybe it is even worse -- I am simply reporting what I am hearing.)

In the course of one of these conversations, the talk turned to education, as it tends to do when I am around. The suggestion was made that schools should require students to learn about how government works, or maybe how it should work, in order to help citizens make better choices about who governs them and to be better at it when they are actually part of the government.

I replied that this was a fine idea, especially if we let students run simulated governments rather than simply learning political theory. Feeling emboldened, a woman who had raised a family and who, I think, felt that she hadn’t done such a good job, asked if maybe some courses in child raising shouldn’t also be required.

I certainly agree with this as well. I tried to convince the developmental psychologists at Columbia, when I was building Columbia on line, to do exactly that but they, of course, wanted to teach about research.

Whenever there is a roomful of people talking reasonably about education there are many reasonable suggestions. The problem is, that soon enough, well meaning people would wind up designing a system that looks a lot like the one we already have in place.

No one ever agrees to eliminate history and all agree that mathematics must be useful even if it never has been useful to them. This goes on and on until students, in the hypothetical system being thought about by intelligent people, is as awful as the one we have now.

At some point people, and by this I mean school boards, governments, universities, and average citizens have to get over the idea that there should be any requirements at all in school.

Now I realize that this is a radical idea. Do I mean students would not be required to learn to read or write or do basic arithmetic? No. I mean after these skills have been mastered, students should be let alone, or rather enticed, to find an interesting path for themselves. The schools ought to be constantly and diligently teaching students to think clearly and should not be trying to tell them what to think about.

We will never change education as long as we hold on to our favorite subjects and insist that they be taught. Everyone has a favorite subject, or has an axe to grind, or has a stake in something not being eliminated. Soon enough it is all sacred and school is deadly boring and irrelevant.

Anyone who has ever been part of a curriculum committee in a university knows what I am talking about. Everyone fights for their subjects.

NO to subjects and NO to requirements. Let students learn to do what they want to learn to do. Schooling should be about helping students find a path and succeed at what they have chosen to do.

Things That Make You Go Hmmmm...

Twitter is such an amazing resource. For those following Chancellor Biddy Martin's departure from the University, I thought you might enjoy some of these recent tweets about her statements at Amherst today.

Marx: "Welcome to Amherst, @Biddy_Martin." Another standing ovation.less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "I just feel the urge to get here and find out who all of you are."less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "I think people exaggerate the difference between private and public institutions, and even small and large institutions."less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "I need first to learn from the faculty ... staff ... students" about college's challenges and aspirations.less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "Every part of the community is critical to the success of the community."less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "Things can always be made better, no matter how great they are. ... But we'll want to do that together."less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Martin: "You can count on me always to want to discuss things."less than a minute ago via web Favorite Retweet ReplyAmherstCollege
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Turn, Turn, Turn

I've been asked by some readers for my thoughts on the resignation of Chancellor Biddy Martin, and her pending move to Amherst College.

My general sense is this: Martin's making the move that is right for her. There is a place and time for everything, and she must've had a sense that her time here might not last much longer when she entered the search at Amherst last fall. She had more knowledge of the full dynamics at play in these Wisconsin debates than anyone, since she was allowed into more conversations with more players. She was looking ahead.

The job at Amherst is an enviable one. The past-president, Tony Marx, is one of the most thoughtful leaders of higher education in the nation. His efforts at value-driven decision-making have challenged traditions--traditions that favor institutional interests over student and state interests. I am especially impressed by his efforts to promote socioeconomic diversity by not only offering enormous amounts of financial aid but also practicing class-based affirmative action. Many institutions do only the former but not the latter since it's the latter that makes the distribution of aid much more expensive. He used the advantages that come with being at an elite private institution to challenge the privileges the elites try to keep for themselves. Those are big shoes to fill.

Looking to the future I fervently hope that the search for a new UW-Madison chancellor will identify someone who thinks about both the institutional and student interests (and by students I mean all potential students not only those currently or previously enrolled) as well as the state's interests, and how those often conflict. I hope we will be led by someone who understands and is fully committed to the unique values, qualities, and challenges facing public higher education-- and who embraces its difficulties as opportunities, rather than resenting them. Public institutions should be recognized for the uncommon goods that they are, rather than treated like a dying breed that cannot be saved.

On Wisconsin!