Archive for the ‘postsecondary’ Category

Bankruptcy and Bad Behavior – The Real Moral Hazard: Law Schools Exploiting Market Dysfunction

July 9, 2015 Comments off

Bankruptcy and Bad Behavior – The Real Moral Hazard: Law Schools Exploiting Market Dysfunction
Source: American Bankruptcy Institute Law Review, Forthcoming (via SSRN)

The widespread discussion about the market for law graduates ignores an essential fact: it’s not a single market at all. Employment opportunities vary dramatically across schools, yet tuition prices fail to reflect those differences. As a consequence, many schools with the worst placement rates burden their students with the highest levels of educational debt. How is that possible?

The answer is market dysfunction. Current federal student loan and bankruptcy policies encourage all law school deans to maximize tuition and fill classrooms, regardless of their students’ job prospects upon graduation. This law school moral hazard combines with prelaw students’ unrealistic expectations about their legal careers to produce enormous debt for a JD degree that, for many graduates, does not even lead to a JD-required job.

This article proposes a way to identify three distinct law school submarkets. Using those submarkets, it offers a plan to create a more functional market that enhances law school accountability, encourages meaningful price differences among schools based on outcomes, and spurs innovation.

Snapshot Report – Contribution of Two-Year Institutions to Four-Year Completions

July 2, 2015 Comments off

Snapshot Report – Contribution of Two-Year Institutions to Four-Year Completions
Source: National Student Clearinghouse Research Center

In the 2013-14 academic year, 46 percent of students who completed a degree at a four-year institution were enrolled at a two-year institution at some point in the previous 10 years. This is a one percentage point increase over the comparable figure for degrees awarded in 2010-11. The prior two-year enrollment may have been brief (as little as a single course) and the two-year institution may or may not have been the first one the student attended. As shown below, 21 percent of students previously enrolled at two-year institutions were enrolled for only one term. In 14 states, more than half of four-year degree recipients were previously enrolled at a two-year institution.

2015 U.S. News/Raytheon STEM Index

July 1, 2015 Comments off

2015 U.S. News/Raytheon STEM Index
Source: U.S. News and Raytheon
From article:

While the number of jobs, types of degrees granted and level of student interest in the science, technology, engineering and mathematics fields continues to increase since 2000, the second-annual U.S. News/Raytheon STEM Index shows that mutli-million dollar efforts by both the public and the private sectors have failed to close gender and racial gaps in STEM.

The 2015 STEM Index, created with support from Raytheon, shows a slight uptick in STEM-related education and employment activity in the United States compared to last year. But the raw data show gaps between the men and women and between whites and minorities remain deeply entrenched — and, in some cases, have even widened.

With few exceptions, women lag behind men in the number of STEM degrees granted, exam scores and general interest in the STEM fields. White and Asian students and college graduates overwhelmingly outperformed black, Hispanic and American Indian students in all three metrics.

Understanding the Underserved Learner: The Condition of STEM 2014

June 30, 2015 Comments off

Understanding the Underserved Learner: The Condition of STEM 2014 (PDF)
Source: ACT
From email:

Understanding the Underserved Learner: The Condition of STEM 2014 is an ACT report that determines underserved students’ interest and their college and career readiness in math- and science-related areas. Students’ readiness in these areas could affect their STEM career opportunities and help address the national deficit of skilled STEM workers.

The report, released today, identifies underserved learners using student characteristics that are often related to a lack of access to high-quality educational and career planning opportunities and resources.

+ Underserved students make up a large portion of the potential STEM target group. Of the 899,684 students from the 2014 graduating class who reported an interest in STEM, more than 418,000 (47%) were underserved students.

+ Underserved graduates are just as likely as ACT-tested students overall to be interested in STEM—49 percent have an interest in STEM in each case.

+ Underserved students are far less prepared for success in college STEM coursework than are students overall. For example, only 25 percent of underserved STEM students met the ACT College Readiness Benchmark in science, compared to 59 percent of students who are not underserved. Erasing this readiness gap in science would help more than 140,000 students become ready for first-year college science coursework.

CGS Report Highlights Completion Trends of Underrepresented Minorities in STEM Doctoral Programs

June 29, 2015 Comments off

CGS Report Highlights Completion Trends of Underrepresented Minorities in STEM Doctoral Programs
Source: Council of Graduate Schools (CGS)

The Council of Graduate Schools (CGS) today released findings from the Doctoral Initiative on Minority Attrition and Completion (DIMAC), a 3-year study that examined patterns of degree completion and attrition among underrepresented minorities in Science, Technology, Engineering, and Mathematics (STEM) fields. Funded by the National Science Foundation (NSF #1138814), the project collected data from doctoral students at twenty-one universities in the United States, including universities affiliated with NSF’s Alliances for Graduate Education and the Professoriate (AGEP) program.

The most recent project in a series of CGS research studies on doctoral completion trends, DIMAC has resulted in the most comprehensive account of STEM doctoral completion and attrition for underrepresented minorities (URM) in the U.S. In the context of the study, URM includes U.S. students and permanent residents who self-identify as American Indian/Alaska Native, Black/African-American, and Hispanic/Latino.

The DIMAC report provides completion rates, attrition rates, times-to-degree and times-to-attrition of URM STEM doctoral students using data spanning academic years 1992/93 to 2011/12. There is some data to suggest that from the earliest cohort to the most recent, there have been slight improvements in completion outcomes.

A key finding of the data on student completion rates is that completion outcomes vary by student characteristics, with some of the most notable differences emerging in the analysis of race/ethnicity and field of study. Over a ten-year period, 54% of students completed a doctorate. Looking at ten-year completion data by student characteristics,

  • doctoral students in the life sciences completed at 63%, while candidates in physical &mathematical sciences experienced a rate of 45%.
  • Hispanic/Latinos completed at a rate of 58%, while Black/African Americans completed at a rate of50%.
  • women completed at a rate of 56%, while the ten-year completion rate for men was 52%.
  • ten-year completion was 57% for students with a prior master’s degree, and 52% for those withouta master’s.

National Academy of Inventors and Intellectual Property Owners Association Announce Top 100 Worldwide Universities Granted U.S. Patents Rankings

June 26, 2015 Comments off

National Academy of Inventors and Intellectual Property Owners Association Announce Top 100 Worldwide Universities Granted U.S. Patents Rankings
Source: National Academy of Inventors and Intellectual Property Owners Association

The National Academy of Inventors (NAI) and the Intellectual Property Owners Association (IPO) have announced the Top 100 Worldwide Universities Granted U.S. Utility Patents in 2014. The report, published annually since 2013, utilizes data obtained from the U.S. Patent and Trademark Office to highlight the important role patents play in university research and innovation.

The NAI and IPO compile the rankings each year by calculating the number of utility patents granted by the U.S. Patent and Trademark Office which list a university as the first assignee on the printed patent. The full report of the Top 100 Worldwide Universities Granted Patents in 2014 can be found at

The top 15 universities worldwide ranked include: The University of California System, Massachusetts Institute of Technology, Tsinghua University (China), Stanford University, University of Texas, California Institute of Technology, Wisconsin Alumni Research Foundation (WARF), Johns Hopkins University, Columbia University, University of Michigan, National Tsing Hua University (Taiwan), Korea Institute of Science Technology, University of South Florida, University of Pennsylvania, and the Institute of Microelectronics of Chinese Academy of Science.

Getting the Most Out of University Strategic Planning: Essential Guidance for Success and Obstacles to Avoid

June 17, 2015 Comments off

Getting the Most Out of University Strategic Planning: Essential Guidance for Success and Obstacles to Avoid
Source: RAND Corporation

Higher education institutions often find themselves in a competitive marketplace, looking to attract highly respected scholars, top-tier students, and donors, as well as to increase their visibility and reputation. In such an environment, strategic planning — which Crittenden defines as “attempt to systematize the processes that enable an organization to achieve goals and objectives” (2000) — can help universities maintain stability in a changing situation and respond constructively to increasing competition or external threats. Our experiences supporting universities in their strategic planning efforts, and literature that has influenced our practices, have identified factors that drive success — and create obstacles — in the planning process.


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