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Category Archives: Education

Educated Consumers

26 Oct

The White House announced a new program (last year) to ease student debt.  The plan (to start in 2012) would allow graduates to pay 10% of their discretionary income for 20 years.  Any remaining student debt would be “forgiven.”

The amount and proliferation of student debt has grown to ridiculous proportion.  But why in the world should we address this after the fact?  Why are students incurring debt that might have to be forgiven in 20 years?  Either they accrued too much debt, or they accrued too much debt for their chosen profession.  I suggest educating the consumer is a much more effective solution than debt forgiveness.  Like the mortgage crisis, many are buying a product incompatible with their means and needs.

Imagine how easy it is to get caught up in the college selection frenzy at 16 or 17.  It is often also difficult for adolescents to consider shades of gray in decision making.  There will always be more than one way for them to accomplish their educational goals.  If I may, I’d like to offer a little food for thought:

  • Transfer, transfer, transfer.  Two years in a community college (particularly one with a reciprocal agreement with a prestigious university in the area) will save almost 50% in costs.  The degree from the 4 year school (attended for the last 2 years of study) will be exactly the same as the one given to 4 year students.
  • Stick to your own kind.  Do not attend state schools in other states.  State colleges and universities can be wonderful.  They can also be as expensive as a private school for out of state residents.
  • Live at home.  I’m not interested in hearing about the missed social experiences of dormitory life.  That’s not the goal of education.  If money is an issue, would you rather the person living in their childhood room, a college student or a 30 year old trying to pay off a student loan?
  • Consider your major.  I know it’s hard to think ahead as a teenager.  But teens can be savvy consumers.  What kind of degree is worth the associated cost?  A B.F.A. for a total of $40K might be a better choice (for some) than a B.F.A. for $200K.  Better yet, a B.A. for $40K with an Arts major, may be the best investment.
  • Know what you’re buying.  Does the college/university have a robust alumni network or career services?  How is their reputation in your chosen major?  What leadership or research opportunities are available at the school?

Forgiving debt is not sustainable and does nothing to ensure that people are getting the best education they can afford.  The skyrocketing cost of higher education aside, student debt exists in the same realm as consumer or housing debt.  I’m not suggesting a cash only society, but debt should always be incurred thoughtfully and judiciously.  During a time of economic uncertainty and high unemployment, when the next generation is not guaranteed a better standard of living than the one before them, attention must be paid.

 
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Posted by on October 26, 2011 in Education

 

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Mind The Gap

19 Oct

As the college visit tours wind down and collected brochures, flashdrives, t-shirts are filed, many family’s thoughts turn towards next steps.  Never before have so many high school seniors had so many choices.  For all our national bemoaning of the flaws of higher education, we have in fact an embarrassment of riches.  I have no doubt that the majority of ambitious and motivated teens will find themselves just where they need to be.

But what of those teens who may not have much support, and/or exposure to a world larger than their own?  Across this country there are teens; in foster care, in chaotic homes, in shelters, in insular communities and in survival mode.  What’s to become of them?  Four centuries of public education in this country, speaks to a collective consensus that educating our society is a good idea.  Most of us would agree that a high school degree is not what it used to be (either in substance or in currency.)  And despite the plethora of college choices and amounts of students attending, it is still its own unique experience.  Being a college student is actually quite different from being a high school student.  The choices alone are mind boggling.  What school?  What major?  Where to live?  How to pay?

As daunting as these choices are to many, they are a luxury that teens in survival mode rarely have.  We have all heard or seen stories of the teacher, case manager, caring adult, who intervenes and changes a teenager’s life.  It happens, it does.  But the reason these stories make for (potentially) compelling television or film, is their rarity.  We do not have a national systemic approach to caring/mentoring/guiding teenagers post-high school.

So what if we instituted a national mentoring system?  Adults could volunteer to be trained and then serve as mentors.  The “corps” would be comprised of; financial advisers, education experts, life-skill advisers, counselors.  (I picture a “peace corps” experience for retirees.)  Identifying at-risk teenagers is a bit more challenging.  Certainly high schools would be a good place to start.  Like anything, the earlier we catch the problem, the better.  But mimicking our military should not be ruled out.  Clearly we already have a national program that has mastered outreach to a segment of our young population.

Politics aside, we really can’t afford to have any ‘child left behind.’  For every teen who ages out of our current support system, there is potentially one less adult contributing.  The waste of human potential and the implied economic toil should not be acceptable.  Most health insurance policies now cover dependent children until age 26.  What I propose is not that much different and potentially much more impactful. Done in a thoughtful manner, this “gap” program would draw attention to inequities and systemically combat them.  It might not be the sexiest of administrative programs, but I believe it could change our world.

 
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Posted by on October 19, 2011 in Education

 

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Home Economics 2.0

06 Sep

Recently I’ve wondered what has become of Home Economics.  Not the actual classes I was subjected to (more on that later) but the concept itself.  I’ve tossed the query out to various friends and acquaintances and have received murmurs of “budget cuts” in reply.  Hardly empirical data I know, but today’s opinion piece provides confirmation of our suspicions.

Now I would never extol the virtues of tedious sewing projects which only resulted in tears and an ancient teacher so frustrated by my stellar ineptitude, she used the my arm as a pincushion in an attempt to make her point.  I would never suggest someone else endure the humiliation of laboring over one simple skirt for an entire semester while the rest of the class created the equivalent of the Spring Line of Thomas Jefferson Junior High School.  I would never wish upon anyone the hollow sense of accomplishment that comes with an end of year unveiling of a skirt that no longer fit.

But cooking, and nutrition?  Well that’s a horse of a different color.

I think we can all agree, we’ve got a little weight issue in this country.  There is nothing like learning about the origin of food, nutrition, and cooking to aid in the decision process involved in eating.  If that weren’t reason alone to re-imagine Home Economics classes, consider for a moment the inherent math and science lessons to be had in growing and preparing food.  Chlorophyll, banana cultivation, baking chemistry, weights and measures…Years of lesson plans are just waiting to be delivered in the most entertaining (BAM!) delicious ways.

There has never been a better time to consider this curriculum.  My family (of origin) sat down to dinner together every single night.  Lunches were consumed at home, or were packed in a brown bag (note: mashed banana and peanut butter on whole wheat really needs the protection of a proper lunchbox) weekend breakfasts were a family affair.  There was no junk food (except for birthday celebrations) and nutrition was often discussed.  Again, without any scientific proof, I’m willing to say that the majority of children are not experiencing their meals in this manner today.

Unlike technology in the classroom (we’ll save debating the return on investment of teaching students power point, for another day) the teaching of Home Economics need not be an astronomical financial investment.  Yes, the title “Home Economics” is a bit cloying, and does conjure apron-y imagery.  But with the modern interpretation of say; Domestic Engineering, we can begin to imagine how making education (specifically math and science) personal, makes all the sense in the world.

 
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Posted by on September 6, 2011 in Education

 

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With envelopes, size matters

20 Aug

Acceptance/Rejection: How to Make Sense of it all (and not take it too personally)

It is that magical time of year (for some,) the time of college application completion, and for a select few, the arrival of Early Acceptance letters.   There has never been a time (historically) in which more people were involved in a single applicant’s road to higher education.    While there is still an absurd inequality in K-12 and higher education opportunities in this country, there are few middle class teenagers  who are left to navigate the road to baccalaureate success alone.   We will not argue the merits of this phenomenon in and of itself, but acknowledge that having an audience alters the experience somewhat.
So (with the whole world watching) how does the average 17 year-old both process what it means to be “accepted” and “rejected” but also determine what next steps are best for them?
For some, the decision is a clear cut monetary one.  Which college offers the best financial package (through tuition, grant, scholarship, three-year options, work-study, etc.)  For some, the decision has been made for them by receiving only one acceptance letter (you’d be surprised how many people only apply to one school!)  But for most, the decision is a little more complicated and one adolescents might feel ill-equipped to make.
In my estimation, this may be the one decision that 17 year-olds are actually BEST equipped to make.  Our role as (caring) adults is to guide them through the process without influencing their decision.  The following steps might be helpful in that process:

  • “I’ve been rejected!”  No, actually it is your application that has been rejected, not you.  Being accepted or rejected from a college is not personal.  How could it be?  These people don’t know you!  Have you ever made a collage?  You know, those hodge-podge displays of imagery?  Well, all the photos do not make the cut.  That isn’t because they’re not great photos, but because in creating a collage you need to create (your) perfect artistic balance.  Well, college admissions officers do the same thing.  They are not pitting one student against another, they are creating their vision of a perfect collage of an incoming class.  The fact that you did or didn’t make the cut is not personal.
  • “I didn’t get into my first choice!”  You’re allowed to brood for a bit.  But not too long.  This whole thing is a process, you must remember that.  There is no one perfect choice.  There are millions of choices along the way that lead to wondrous possibilities.  So it’s now time to review your acceptance letters and pick your new first choice.
  • The Prestige Pressure.  There’s no escaping it, is there?  You know where your friends (and enemies) are going.  The college/university brands are being bandied about like designer labels.  Does the most famous school mean it is the best choice for you?  Maybe.  Maybe not.
  • “There are too many factors!”  You’re right, there are.  Get used to it.  No one’s life was ever made worse for too many options.  Choice is a privilege. Not helpful?  Okay, let’s eliminate the things that don’t matter:
    • My boy/girlfriend is going to school X.  (Go ask your parent’s friends and see if anyone who chose a school based on dating is now pleased with that decision)
    • The school has an awesome climbing wall.  (Unless you plan to study physical education, you may be making the wrong choice)
    • The school is close/far from home.  (The only time this should matter is if someone needs support.  If there are family members or you who need the support of home, by all means make this choice to stay close, all others are just being silly)
    • The school has an awesome ‘fill in the blank’ team. (Unless you are an athlete being scouted for said team, don’t be ridiculous)
  • Things that do matter:
    • What is the R.O.I. (return on investment) of the school.  This can be determined by calculating the following:
      • How strong is the department/major of my choice?
      • What are the research opportunities for undergraduates?
      • What is the alumni network like?
      • What is the career placement services?
      • Is there enough diversity (whatever that means to you) for me to expand my experience?
    • Is this a party school.  (Wasn’t expecting that, huh?)
      • Are there the right non-academic options for me (religious, artistic, athletic, Greek system, etc.)
    • How do I feel on campus
      • If you haven’t already, you must go and visit.  There is simply no substitute, virtual or otherwise.
    • Is it the right size for me
      • If you are considering a university, is the college of your choice the right size?  Are there internal transfer options?
      • If you are considering a college, does it feel just slightly too large (which is good?)

In the end, there is no one better equipped to make this choice.  It is important to remember that it is just that, a choice.  You can always change your mind (that’s why transfers were invented.)Wih

 
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Posted by on August 20, 2011 in Education

 

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