The rate at which Latino high school graduates enrolled in college reached a record high in 2012, and it exceeded that of Whites for the first time, a new Pew Research Center analysis has revealed.
…The Pew Hispanic Center reports that 69 percent of Latino high school graduates in the class of 2012 enrolled in college compared to 67 percent of Whites, a jump from 49 percent of Latinos graduating in 2000. Continue reading
By Michael S. Roth
My Coursera course, “The Modern and the Postmodern,” might have been labeled “course least likely to become a MOOC.” In many ways, it is an old-fashioned “great books” course, although I prefer to call it a “good-enough books” course, and in the 20 years I’ve been teaching it, it has always relied heavily on student interaction in the classroom….I was surprised that almost 30,000 people enrolled in the course, but I also found the number intimidating. I was used to facing a room full of eager faces, and we usually came to enjoy one another’s company as we studied together. Continue reading
Secretary Duncan has said that we cannot rest until all schools are schools we would be proud to send our own children. Unfortunately, for too many schools across our country, this imperative is not yet a reality.
However, in schools like Lee High School in Houston, TX, things are beginning to change dramatically. As you will see in this video about the improvement story at Lee, too many parents were “scared” to send their children to school. Too many students said things like, “I never thought I would actually go to college.” Continue reading
by B. Denise Hawkins
In the past decade, the rate of growth in online enrollments has been “extremely robust,” but holding steady, according to the report, Changing the Course: Ten Years of Tracking Online Education in the United States. When the Babson Survey Research Group of Babson College, a private institution in Massachusetts, and the College Board released the report in January, close to 70 percent of administrators surveyed said that online education was critical to the future of their institution. In 2002, that number was less than half.
March 21, 2013, 10:28 am
By Guest Writer
The following is a guest post by Madeleine F. Green, a senior fellow at Nafsa: the Association of International Educators and a senior program consultant at the Teagle Foundation.
For many, if not most, institutions, “success” in internationalization is a bit of a numbers game. It is defined by the number of students going abroad, the number of international students and the amount of revenue they generate, and the number of campuses abroad or courses offered with an international focus.
But what do these numbers mean for student learning? Although many colleges and universities cite producing “global citizens” as a goal, few have a clear set of learning outcomes associated with this label, a map of the learning experiences that will produce this learning, or an assessment plan in place to determine what students are actually learning and what that means for curricular improvement. Clearly, institutional performance and the student-learning perspectives can be related to each other, but one cannot assume causality in either direction. As anyone who has tried to assess student learning knows, a given set of institutional activities or the participation rates in various courses or programs does not tell you anything about what knowledge students are obtaining.