By Jamie Gumbrecht, CNN
(CNN) - After President Barack Obama announced last week the release of a "College Scorecard," there was a small explosion on Twitter and perhaps in the minds of college applicants deep in the weeds of school selection.
Isn't there enough of this already?
Jeff Solnet (@jfsolnet) February 13, 2013
Is this going to do anything better?
scorecards and shopping sheets. Noble ideas but you have to ensure you are comparing apples to apples and not apples to pomegranates #edsotu—
Eric Nichols (@enichols679) February 13, 2013
Is this scorecard even a good idea?
Hopefully the new college scorecard will focus on quality and affordability. #sotu2013—
Randi Weingarten (@rweingarten) February 13, 2013
Michael Harris (@MichaelS_Harris) February 13, 2013
President Obama just destroyed the liberal arts education that built him with his higher-Ed report card. Why pull the ladder up behind you?—
Gary Stager, Ph.D. (@garystager) February 13, 2013
The College Scorecard is not the same as U.S. News and World Report, Kiplingers, Fiske or most other college rankings and guides out there. It's not going to say if a school is among the 10 best anything, whether the students are cute or brilliant, if the dorms are swanky or if a school's mascot would win in a wrestling match - if you even believe rankings can reflect that.
During the State of the Union address, Obama said the College Scorecard would show "where you can get the most bang for your educational buck." It's a nod toward how tough it is to find a school and figure out how to pay for it. Its creators say it was built to reveal value, to show whether a school is worth the money - if you even believe numbers can reflect that.
It pulls together data already sprinkled around government reports and individual schools’ websites. It answers questions like, how much do students and their families pay? How much do students borrow? After all that, do students actually get degrees, and jobs?
Go to whitehouse.gov/scorecard, and type in the name of a school. Or scout one by location, area of interest or type of college, like distance education, campus setting or size. Click to choose one, and what comes back are graphics that depict the average net price: an estimate of the average amount it actually costs to attend, minus scholarships and grants.
Consider Occidental College in Los Angeles, the college young Obama attended after graduating high school in Hawaii. The College Scorecard says it costs $27,846 per year on average, which puts Oxy in the high-cost range. Families of its 2,125 students typically borrow $18,020 in federal loans for an undergrad to attend, and the loan payment would be about $207.37 per month over 10 years. The scorecard also says that about 83.5% of full-time Oxy students earned a bachelor’s degree within six years, and 12.8% transferred to another institution, like Obama, who went on to graduate from Columbia University in New York. There's a space on the scorecard to explain what types of jobs students get after graduation, but nothing is listed there. Sara Gast, a U.S. Department of Education press officer, said they expect to add the info within a year.
Any Oxy applicant is likely to notice the price. It's about $30,000 less than the price listed on Oxy’s website: $57,028 per year for tuition, room and board and fees. That "sticker price" could make potential students cross Oxy off the list immediately, even if they might qualify for tens of thousands in financial aid, even if the true, typical price is far lower. There's a sticker price, and then there's the price paid after deals are offered, negotiations attempted, loans approved and rewards claimed.
By David L. Kirp, Special to CNN
Editor's note: David L. Kirp, professor of public policy at the University of California at Berkeley, is the author of "The Sandbox Investment" and the forthcoming book "Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America's Schools."
(CNN) - Kudos to the president - his call for preschool for every 4-year-old, in the State of the Union address, is a bold and visionary idea. It’s what those who understand the power of early education to unlock children’s minds have been urging for years. It’s what I promoted when I served on the 2008 presidential transition team. But - and it’s a very big but - whether universal prekindergarten really makes a difference in children’s lives or turns out to be a false hope depends entirely on the quality of what’s being offered.
The plus-side first: It takes nothing away from the president’s boldness to note that early education, which used to be derided as baby-sitting, now enjoys widespread popularity. Scientists have learned how rapidly the brain develops during the first years and how much those early experiences build a foundation for later learning. “Skill begets skill,” as Nobel Prize-winning economist James Heckman puts it, and studies of marquee prekindergarten programs show its potential for lifelong impact. Economists have calculated that every dollar invested in high-quality preschool returns $7 - a figure that would make Warren Buffett envious - with greater educational achievement, higher earnings, fewer unwanted pregnancies, lower welfare costs, even lower crime rates.
Parents get it. They are voting with their feet by increasingly enrolling their toddlers in preschool. Voters get it, too. Polling done by First Focus, a bipartisan advocacy organization for children, shows that conservatives as well as liberals support early education. The biggest naysayers are the Republicans on Capitol Hill, but as with immigration reform, gun control, marriage equality and raising the minimum wage, they’re on the wrong side of history.
But expanding preschool isn’t enough. The research shows that if it’s going to have an impact, preschool must be good. Quality costs money, though, and lawmakers have often been loath to underwrite it.
By Sally Holland, CNN
Washington (CNN) - Changing the way schools are funded would help to close the achievement gap between students who live in affluent neighborhoods and those in high poverty areas, according to a report released Tuesday by a congressionally-mandated education committee.
"There is disagreement about exactly how to change the system, but there is complete agreement that achieving equity and excellence requires sufficient resources that are distributed based on student need and that are efficiently used," says "For Each and Every Child," a report by the Equity and Excellence Commission.
A primary source of funding for public schools is local property taxes. The problem: If the school is in a high poverty area, the property taxes tend to be low, and that means less money for the school, and less money to pay teachers.
“Whether a state uses property taxes or not is no excuse for the responsibility a state has to deliver more equitable financing,” said Mariano-Florentino Cuéllar, co-chairman of the commission and a professor at Stanford Law School.
The report cites spending disparities as wide as $7,306 per pupil in Tennessee to $19,520 in Wyoming, with adjustment for student poverty, regional wage variation, school district size and density. There are disparities across districts, too - excluding the top 5% of districts in California, spending ranged from $6,032 to $18,025 per pupil there in 2009.
Editor’s note: Antonio Villaraigosa is the 41st mayor of the city of Los Angeles.
By Antonio R. Villaraigosa, Special to CNN
(CNN) - My story began like far too many people across this country. My father left when I was 5 years old. My mother, sometimes working two jobs, raised four children on her own in East Los Angeles. She was always my touchstone, the person who taught me my core values. It was her quiet grace, strength in the face of adversity and unflinching will that served me so well in life.
However, despite everything she poured into our family, we kids didn’t always make it easy for her. By age 16, I was kicked out of the Catholic school she had worked so hard to send me to.
I found myself at the local public high school, Roosevelt. It was a “drop-out factory.” I was put into remedial classes, which I found boring and unchallenging after my previous education. But even worse than that, I felt like the school had given up on me. So, I gave up on myself and dropped out.
My story could have ended there.
I could have become one of my many peers who didn’t graduate. But my mother would not accept that fate for me, and a Roosevelt teacher named Herman Katz took an interest in me. They saw my potential and fought for me. They pushed me back into school. They pushed me to finish what I started - and I did, graduating in 1971.
From there, I went to East Los Angeles Community College and transferred to UCLA, one of the finest institutions in the world. At UCLA, I was the beneficiary of affirmative action. Some would say I walked in through the back door. But one thing’s for sure, I went out the front. I had a diploma in hand, a future ahead of me and my head held high.
For me, public education really was the great equalizer.
That’s why I believe education is the civil rights issue of our time. As a high school dropout, I see a part of myself in every kid who wants to give up because they think the system has failed them. Sadly, the United States now enjoys less economic mobility than Canada and most of Western Europe. Those born into poverty in America lack genuine opportunities to change their fate because they lack access to great public schools.
By Fareed Zakaria, CNN
(CNN) - Arguably the most important and innovative idea proposed by President Obama in his State of the Union address on Tuesday night was his call for high-quality, universal pre-school education.
“Every dollar we invest in high-quality early childhood education can save more than seven dollars later on, by boosting graduation rates, reducing teen pregnancy, even reducing violent crime,” Obama said. “In states that make it a priority to educate our youngest children…studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own.”
He’s right. Most Americans would be surprised to learn that the United States now does worse in terms of social mobility than many European countries – especially those in Scandinavia – as well as Canada. What does this mean in practice? It means that a poor child born in the United States is much more likely to remain poor than one born in Canada or Denmark.
The Pew Charitable Trust’s Economic Mobility Project found last year, for example, that “more than 40 percent of Americans raised in the bottom quintile of the family income ladder remain stuck there as adults, and 70 percent remain below the middle.” OECD research, meanwhile, found that while “at least 40 percent of the economic advantage that high-earnings fathers have over low-earnings fathers is transmitted to their sons,” the comparable figure for Nordic countries, Canada and Australia was less than 20 percent.
The main reason for this, I believe, is that many of the countries with higher mobility invest a great deal in children of all backgrounds, early in their lives, in terms of daycare, nutrition and education. And what the research increasingly shows is that if a child has missed out in the first few years of life in terms of nutrition, in terms of attention that adults pay to them, in terms of cognitive stimulation, then it is very difficult for them to catch up because they have been so disadvantaged – some of them neurologically. Countries with strong programs for the very young, in contrast, tend to have an advantage.
Editor’s note: Ray Salazar is a National Board Certified English teacher in the Chicago Public Schools. He writes about education and Latino issues on the White Rhino blog. Follow him on Twitter @whiterhinoray.
By Ray Salazar, Special to CNN
(CNN) - During Tuesday’s State of the Union address, President Barack Obama spoke about gun violence, and he continues the discussion in Chicago today. He recognized in his speech, “our actions will not prevent every senseless act of violence in this country.”
As a high school teacher in Chicago, I want to hear more than an acknowledgment that shootings are happening, that young people are dying violently and unfairly. I want to hear his determination to push through Second Amendment politics and assure us his leadership will make our streets safer. We might not be able to prevent every senseless act, but we must decrease the desensitization that encourages only one-word reactions to shootings: “Again?”
My first teaching job in 1995 focused on troubled teens at an alternative high school on Chicago’s Southwest side. I grew up in this neighborhood, but only knew gun violence in Little Village as a distant reference - until one of my students got shot in the middle of the day, about one mile from the school, about one block from my house.
Sergio had returned to school in 1996 after dropping out. He slouched and wore a black, dusty hoodie. He struggled. His spelling was so bad that all I could do was rewrite his crooked sentences so he could then rewrite them correctly. He never complained. He sat, mostly silent, usually working. One day, his parole officer met with me and said his spelling was getting better. In 1997, he was shot and died.
He became the first person I knew killed by being shot. A couple of years later, someone shot a gang banger in front of my house while I dozed off to “Saturday Night Live.” A few years after that, my wife and I were shot at near our home as we returned from a wedding. Despite my anger, my disappointment, my fear, I felt all I could do was call 911.
In 2012, Chicago reached 500 homicides. So far this year, Chicago has at least 42 murder victims, one of them a high school student who performed at events around Obama's inauguration.
We've explored controversial issues in my classes, but we never took on gun violence, perhaps because it wasn’t controversial. There is only one side to it - it should not exist. I didn’t know how to push students into a deeper conversation or meaningful debate about this.
It was after the Sandy Hook shooting, however, I felt obligated to engage my students in conversations about guns. Gunshots, because of Colorado, Arizona and Connecticut, finally captured people's attention beyond Little Village. I knew my students would hear perspectives on the news, online, on Facebook. What would they say? What would they do? They needed to know the vocabulary, the history, the rhetoric to challenge closed minds and respond to open-ended questions in ways that represented their individual reality. We needed to join the national discussion.
These, after all, are the experiences that show students how the writing in their notebooks matters outside of our classroom.
(CNN) - For a second straight day, President Barack Obama touted proposals from his State of the Union address at a campaign-style event outside of Washington, this time visiting a Georgia preschool where youngsters still on winter break showed up to mimic a regular day.
Obama's visit to the College Heights Early Childhood Learning Center, in the city of Decatur just outside Atlanta, followed his call in Tuesday night's speech to Congress for investments in high-quality early childhood education programs.
The president spent time in a classroom where he hugged some students - who told him they saw him on television - and praised the teachers he said were giving their students a boost into the educational system.
"This isn't baby-sitting," he said. Children who take prekindergarten classes are more likely to read at their grade level, graduate from high school and hold a job down the road - but fewer than 30% of 4-year-olds are enrolled in prekindergarten programs like those at College Heights, he said.
"Hope is found in what works. This works. We know it works," he said. "If you are looking for a good bang for your educational buck, this is it right here. That's why, even in times of tight budgets, states like Georgia and Oklahoma have worked to make a preschool slot available for nearly every parent who is looking for one for their child."
By Jamie Gumbrecht, CNN
(CNN) - To guess the education plans in Barack Obama's State of the Union speech Tuesday night, look no further than the guests in first lady Michelle Obama's box.
Obama's action points often reflected their stories: an undocumented college student who took part in Obama's "deferred action" plan; a 16-year-old winner of the 2012 Intel International Science and Engineering Fair; a recent community college graduate who now works on wind turbines; a young machinist who laid the foundation for his manufacturing career at his Kentucky high school; a first-grade teacher from Sandy Hook Elementary School in Newtown, Connecticut; an early childhood educator from Norman, Oklahoma, and a NASA Mars Curiosity rover team member who volunteers to mentor students in FIRST robotics.
Yes, another rating system: the "College Scorecard"
There was talk of money-crunching "scorecard" last year, but Obama announced during his speech that it would be released Wednesday - it's up now at whitehouse.gov/scorecard. The "College Scorecard" will show which schools offer the best value, "where you can get the most bang for your educational buck," he said. That wasn't all: Obama also asked Congress to change the Higher Education Act to attach schools' federal aid to their "affordability and value."
Preschool for all kids
Obama said investing in high-quality early childhood education saves money later, boosts graduation rates and reduces teen pregnancy and violent crime. “I propose working with states to make high-quality preschool available to every child in America," he said.
He gave a shout-out to Georgia and Oklahoma, states he said make early childhood education a priority. Obama will be visiting a pre-Kindergarten school in Georgia this week, and Susan Bumgarner, an early childhood educator from Oklahoma City, watched the speech with Michelle Obama.
Higher rewards for high-tech education
Some states and schools have discussed charging students less to pursue majors in science, technology, engineering and math fields, and more for majors like English or anthropology. Obama wasn't so specific, but he said he wants to "resdesign America's high schools" to gear-up grads for a high-tech economy.
“We’ll reward schools that develop new partnerships with colleges and employers, and create classes that focus on science, technology, engineering, and math – the skills today’s employers are looking for to fill jobs," Obama said.
By Sally Holland, CNN
Washington (CNN) - Republicans and Democrats in the Senate agreed Thursday that they would prefer a reauthorized education bill that updates school standards, instead of allowing more waivers for states to bypass No Child Left Behind.
The 2001 No Child Left Behind act required that all students meet ambitious reading and math standards by 2014; schools that didn't would be subject to reforms or slashed funding. The standards have gotten tougher over the years and schools are struggling to keep up, or failing entirely. A reauthorized bill would set goals states see as more attainable.
“The bottom line is that it expired in 2007 except for a provision that says if Congress didn’t act, it would continue," said Sen. Lamar Alexander, R-Tennessee, the ranking Republican on the Senate Health, Education, Labor and Pensions Committee. "Congress didn’t act so it’s continuing. That’s our fault. That’s on us."
In 2011, the White House announced states could apply for waivers that would relieve them from provisions of the Elementary and Secondary Education Act, or No Child Left Behind, while still giving them access to federal education funding. To get a waiver, they would have to meet standards laid out by the U.S. Department of Education.
The waivers have been controversial among Republicans who object to the stipulations the Obama administration puts onto many states before they're awarded.
"This simple waiver authority has turned into a conditional waiver with the secretary basically having more authority to make decisions that, in my view, should be made locally by state and local governments," Alexander said.
By Sally Holland, CNN
Washington (CNN) - Congressional Republicans are seeking more details on President Barack Obama's plan to reduce gun violence in schools.
In letters to members of Obama's Cabinet, they requested information about the president's time frame and funding plans for the implementation of 23 executive actions on gun control enacted in mid-January in response to the elementary school massacre in Newtown, Connecticut, in December.
Additionally, they want to know how the president's Congressional proposals will relate to mental health programs currently in place for students.
The leaders of the House Committee on Education and the Workforce sent letters to Attorney General Eric Holder, Education Secretary Arne Duncan and Housing and Health and Human Services Secretary Kathleen Sebelius.
"While we agree we cannot stop every senseless act of violence, we share the president's commitment to reviewing the facts and evaluating proposed and existing policies and programs intended to help teachers, principals, and parents protect their children," the letter to Holder says.