Going broke by degree

Alas a book upon my shelf for an age, revealed why it sat unread for so long- dry uninspired reading full of statistical analyses. Richard Vedder's Going Broke By Degree: Why College Costs Too Much covers an interesting topic. His 230 page analysis is not an easy read. For a decent summation, the last chapter does a good job of summarizing the text.

College has increased in cost far faster than the rate of inflation, sometimes by as much as three times the rate of inflation. The portion of average family income needed to pay for college has dramatically risen as well. In the 50's it took 57 days of income. At the time the book was written (2004) it had increased to over 150 days. According to USA facts, the median household income in 2018 was $38,640. Tuition for the 2019-2020 year (not room board and other assorted fees) for a public institution averages $11,260 and $41,426 for a private institution (according to US News). That amounts to 106 days of income for a public institution and 391days (yes, more than a year) for a private institution. Again, that only accounts for tuition not the entire bill. It is no wonder Americans are concerned about the cost of college. Especially when the value is variable- students who graduate in 4 years with a technical degree like engineering or education earn considerably more over their lifetime than students with only a high school diploma. If you talk about liberal arts degrees, however, that assurance is far from guaranteed.

What drives the cost? The one that has been clear to me is in the uptick in "luxuries"- things like Wi-Fi all over campus, in room cable, doubles rather than quads for accommodations, lower students/bathroom ratios, and hugely improved food choices and quality in dining halls. As I explored campuses with my daughter I learned of other costly extras like multiple smartboards in every classroom, on campus tech support, free laundry, movies, and entrance to sporting events, and smaller student/ teacher ratios.

While he mentions the relationship between supply and demand- more students (parents) want a college degree so the cost of said degree can rise- he does not include it in the main reasons for increased cost. The author cites four main reasons for the increase in costs:

1. impact of third party payments- governments and donors provide funds such that consumers are less concerned about the price
2. price discrimination- the more money you have, the less sensitive you are to increased costs. Discounts in the form of need based financial aid or scholarships. (If you can get into Harvard- you owe nothing if your household income is less than $110,000.)
3. cross-subsidization- divert costs from instruction to other things- primarily research and luxuries.
4. lack of financial discipline- they have no incentive to be thrifty. Administration has increased in number of staff and budget at a significantly higher rate than faculty. Faculty teach relatively few  classes. Nontenure track staff (lecturers and adjunct professors) is increasing to take over teaching load. (p. 214)

Of important note is the rationale for the government aid to colleges. The oft cited reason is that it increases economic value of the community. One of the most interesting statistics Dr. Vedder presented was contrary to this conclusion. There appears to be an inverse relationship between a state's economic status and its investment in higher education. I would love to look into this phenomenon as it is contrary to our assumptions.  I would also like to see him reanalyze the data in terms of today. A decade and a half on, some of his predictions are surely proven out. Some of his predictions about ways to address the situation have been tried. Seeing an update would be valuable- but he should consider doing the presentation in a more reader friendly version.

GIfted advocacy

The June 2020 edition of Parenting for High Potential includes many essays and quotes by students who are gifted. They tell a remarkable tale of young people trying to make a difference. What struck me, however, is that they are from places where gifted programs are in place. They speak of being challenged, wanting diverse representation, and struggling to make friends. It is wonderful that these students find themselves in a personally and academically productive place. I would have liked to have heard from places where these programs do not exist. I would love to hear their voices in advocacy for programs designed to meet their needs.

Throughout the edition they talk about the value of having a group of peers of similar abilities. Many educators discount the importance of having ability peers. They fail to see the way these kids thrive when surrounded by other high ability peers. There is a belief that they will do fine in heterogenous groups. That they can really learn the material by teaching it to their struggling peers. That the only virtue is in learning to get along with others of varying abilities.

My child did not need to be bored through instruction because all kids were in the same group. She did not need to go over the test she scored a 99 on for a day. She did not need to practice skills she had before the year began. She is not trained to be a teacher and deserves to have a chance to learn, not just share what she knows. She lives in a house with a brother on the spectrum- she gets diversity. She longs for her peers- not age peers but intellectual peers. People who, as she says, "think as fast as [she] does."

The edition showcases some wonderful success stories of gifted programs. We just need more of them.

Graduate School

In New York State, where I live, a masters degree is required in order to teach beyond five years. As such masters of education programs are relatively simple to get into. This is not the case for every major or every state. My daughter is half way through her bachelor's degree and it seemed appropriate to start thinking about how graduate programs would be different for her than it was for me. I purchased, Dave G. Mumby's ebook Graduate School: Winning Strategies for Getting In, 2nd Edition. The book addresses many aspects of the process of  graduate school application. Dr. Mumby is a professor who serves on graduate admission committees and has completed research around this topic.

The book is a quick read, but one that a student could frequently go back through during the process. One of the first thing that is addressed in the book is the idea that most good (B) students can get into a graduate school. In order to accomplish the feat, he makes several recommendations. First is picking the right school. Highly selective schools are probably going to automatically eliminate students lacking superior grades. That being said, many other programs are available. He recommends clarifying personal career and research goals in order to pursue entrance to programs that fit nicely within a university's program and more specifically a researcher's area of interest.

He goes on to describe the time needed to carefully craft the various components of the application. This includes tips on how to select and request letters of recommendation, how to write a personal statement and cover letter, and how to make positive first impressions. He wraps up with a description of various types of financing available to pay for the program.

The test is a useful framework for getting ready to move forward. Dr. Mumby's experience in selecting graduate students shines through the text and his advice is solid, practical and well- Students should have an easy time following the guidelines he puts forth. I have sent the book on to my daughter to read during this summer so that she has a good idea of the process needs to follow as she moves on to the next stage of her education.

Teaching students to drive their brains

All that is old is new again. Decades ago, when I was in college, we talked about the importance of metacognition. The concept faded from the forefront of attention and is now coming back. Donna Wilson and Marcus Conyers' book Teaching Students to Drive their Brains: Metacognitive Strategies, Activities and Lesson Ideas, holds metacognition up as a critical component of learning.

Metacognition is thinking about your thinking. The authors breakdown teaching metacognition into a series of assets:

• Understanding metacognition
• exhibiting metacognition
• understanding neuroplasticity
• optimism
• establishing clear intent
• systematic planning
• selective attention
• working memory
• self-monitoring
• cognitive flexibility
• understanding others' points of view
• learning from experience
• finishing power

These are closely related and aligned with executive function skills. In fact, some authors I have read include metacognition in their list of executive function skills. The authors include many short vignettes about teaching these assets to students and the impact it has on the students. The book includes activities and sample lessons for students of a range of ages in order to introduce and teach these skills.

One place the authors take it up a notch is where they highlight how those skills are useful in teaching. It would be interesting if they had included some sample activities for teachers to do to practice and develop their skills.

Some segments of the book could be used to teach students to self-monitor reading while teaching about brain function. Giving students a couple of paragraphs to read and highlight the words/concepts that they are not familiar with and then going over them would be a good strategy. The first two paragraphs of chapter 2 (p. 24-5) explains some principles of neuroplasticity. The vocabulary is fairly intense. Once students have read it a first time, they can reread in groups or partners and see if rereading and discussion helps them to understand the passage. Then reread a third time in a whole group. Perhaps model using a dictionary to identify word meaning, word root analysis or context clues to help understand difficult words. Then hold a group discussion about the passage to figure out what it means and why it is important. Using a passage in this way both develops reading skills and knowledge of concepts that will enhance their learning throughout their life.

One thing the authors stress is the importance of students knowing why they are learning things. Much has been written about this topic. Their answer is different from that of many professionals and echoes an idea I fell in love with years ago. You are learning this to develop your brain and thinking skills. (The example I heard years ago was that you are learning this math to exercise your brain. You are correct- you may never be asked to factor an equation after you leave high school. You will, however, constantly be asked to systematically solve problems in your life using logical pathways.)

Throughout the text the authors use the metaphor of metacognition is like learning to drive. In order to be a good driver there are things you need to do- plan where you are going, make sure your equipment is in good condition, pay attention to what is going on around you, and address problems as they arise (things in the road, construction, etc.). Secondary students will definitely be able to connect with this metaphor, but so might elementary students. Or instead of driving a car, use riding a bike or skateboard. We know that metaphors are powerful tools for helping students understand and connect with material and it is a good one.

Degrees of Difference

If I was teaching a course on social justice, I would consider using Degrees of Difference: Women of Color on Graduate School, edited by Kimberly D. McKee and Denise A. Delgado. The text is a series of essays by women of color in graduate school programs , mostly in the liberal arts. The book was to highlight different voices and give advice to women of color as they proceed through graduate school. While some essays are useful productive statements, others seem to wallow in victimization.

One area that most authors commented on was the limited number of women of color in graduate school and working as professors. Aeriel Ashlee says, "none of the eleven scholars representing my new academic community- five doctoral students and six faculty members- look like me" (p. 135). She goes on to state that, "Not seeing myself represented in the scholars of my academic program at new student orientation was just one of many racial microaggressions I have endured in my graduate education" (p. 135). The theme of microaggressions carries out throughout the volume. The problem as I see it is that if there is no affront intended to view it all as an aggression and oppression is a heavy mantle. Amongst the 11 people in her program were there any blind people? Is that a microaggression against the visually impaired? In a group that small, people would be hard pressed to include a representation from all. The US census includes six groups- white, black or African American, Native American or Alaskan Native, Asian, Native Hawaiian or Pacific Islander, or other.  Even getting representation from all of these broad and limited groups would be challenging in a group of eleven.

The concept of microaggressions includes the idea that unintended or perceived slights are act of aggression.  I think this takes things too far. There are enough outright aggressive acts to worry about. Putting unequal racial representation in a graduate program on the same level as mocking a person's accent (as one author does) is ridiculous. Saying that someone asking where you are from, in a graduate program is the same as adding work load because of the color of someone's skin makes the argument less strong. My daughter- a white girl- attends school in Georgia. She is frequently asked where she is from. This is not an affront or attempt to show that she does not belong. If we see ourselves as victims, we perceive the actions of others as hurtful independent of the intent.

It cannot be denied that women and people of color are discriminated against. While affirmative action has made some changes into the landscape of the professional world, it has also sparked backlash that representatives are not as good as others and only included because of quotas. This minimizes their contributions and continues the wall of prejudice. We need to hold a high bar for all people. Diversity is important and strengthens an organization, but we need to work toward diverse workplaces and learning places that foster respect for all.

The authors do offer excellent advice about finding mentors and support people who can help navigate the waters of a challenging academic program. They highlight the fallacy that a woman can do it all- raise a family, go to school, take care of the home- equally well; at times each task will take precedence and others need to be brought in to help. In the Epilogue the editors offer the following seven suggestions that apply to everyone:

1. "Be comfortable with sharing your writing early and often.
2.  Writing groups are critical.
3. External funding is not you against the world.
4. The job market is not for the faint of heart.
5. Collegiality is key.
6. Building networks with one another is critical.
7. Don't be afraid to discuss rejection." (p. 170)

This advice is pertinent to any graduate student and in the professional world, any employee.

A book that made me think about how I interact with others. Not an easy read- it was written as components of many graduate level publishing requirements. It does shine a light on white privilege that is worth considering.

Fun-Tastic Activities round 2

Going through my shelves I picked up Fun-Tastic Activities for Differentiating Comprehension Instruction Grades 2-6 by Sandra K. Athans and Denise Ashe Devine. I picked up the book in 2014 and blogged about it here where I pulled the ideas to secondary topics. Since then I have spent more time with elementary students and would like to comment on the application of their ideas there.

They present Literacy Bins as a component of a guided activities. Using the bins to reinforce content area information and strategy use, the students get to use choice to help develop their skills. They use a tic-tack-toe framework to present ideas. More modern approaches might call it a choice board and computerize it. Certainly adding additional technology based activities would be possible.

One idea they have is fact or fiction where they ask students to sort cards as presenting facts or fiction and using available resources to check their responses. Having students manipulate cards can be motivating. Self-check responses could be established. This concept would be useful to reinforce both the ELA goal and the social studies goal around identifying facts and providing evidence to support a claim. They present many drama, music and art ideas to inspire students. Using this sort of activity would require regular presentation time so that students could share what they learn.

The text presents many bin ideas, but then it also presents rubrics on how to assess success. These rubrics are both for teachers to assess student work and for students to assess their own progress. Since many personalized learning approaches stress both choice and self-reflection, this book can inform both areas.

An easy read that remains relevant. Enjoy.

Empire Builders

Years ago a friend gave me a pile of books that I am now working my way through. Burton W. Folsom, Jr.'s book Empire Builders: How Michigan Entrepreneurs Helped Make America Great is a text that could easily be used in high schools. The overarching message is an economic one- private ownership trumps government run business. A great set of case studies that could be placed side by side by others to look at that concept in an economics course.

The chapter that I really enjoyed, however, was on John Jacob Astor, a man I had never heard of, who was the richest man in the country at one point in his life. He created a fur trading empire that successfully competed with the federal government. John C. Calhoun worked against him. The Bureau of Indian Affairs was involved. It is an interesting snapshot of what was going on in the "wilderness" of the territory of Michigan. Both a cautionary tale and a rags to riches tale, it might inspire some students to pursue entrepreneurialship.

I would not be surprised to hear that people running Trump's 2016 campaign are referring to the text with their slogan- Make America Great Again. It definitely positively paints the ultra-wealthy businessmen as the path to greatness for a region. This would be an interesting enrichment project for a student looking to go into greater depth.

The book is an easy read. Each chapter stands well on its own. It offers a very positive glimpse of wealth in America. Sections would be an interesting contrast to the writings of Henry James or political cartoons from the Gilded Age.

If you can find the book, an interesting read.