As our students become more diverse in age, experience, and goals, we in the higher education community must take notice so that we can offer more diverse ways to serve and support them. Competency-based education (CBE) is one increasingly popular and promising delivery model for serving a wide range of students. These programs allow students to progress in their education based on mastery of skills and competencies, rather than simply hours spent in a classroom. Some competency-based programs have been shown to improve degree completion, reduce costs to students, and better align learning outcomes with the marketplace and society.
In July 2014, the Department of Education announced the Competency-Based Education experiment, which allowed institutions to access a new disbursement method for federal student aid in self-paced CBE programs. In September of this year, we issued extensive guidance for institutions participating in the experiment. Today, I am excited to announce an expansion of the Department’s Competency-Based Education experiment.
This modification of the original experiment is a response to feedback that we have heard from the field. Some institutions have indicated that they plan to go beyond charging tuition based on courses or even based on competencies, and instead charge tuition on a subscription basis. This means students can learn as quickly and as much as they are able to, without paying for additional courses in the same subscription period. This innovative model has tremendous potential to reduce costs and enable more students to access and succeed in higher education.
The expansion we are announcing today will permit more flexibility for subscription delivery models in which schools charge students a flat fee for a period of time, offering the benefits described above. Under this model, institutions would disburse Title IV aid based on the student’s anticipated enrollment for the subscription period rather than requiring completion of a specific number of competencies before subsequent disbursements are made. More details about this expansion are published in a notice in the Federal Register.
We hope that, with this expansion, the competency-based education experiment will provide even more opportunities, both for the field and for the wide range of students we aim to serve.
Ted Mitchell is U.S. Under Secretary of Education.
Postsecondary education is one of the most important investments students can make in their future. Yet the cost of this investment is higher than ever, creating a barrier to access for some students, particularly those from low-income families. Furthermore, students graduating from high school are not always sufficiently prepared for success in postsecondary education. They may not have had access to rigorous coursework that prepares them for college, or to the support structures that allow them to thrive in a college environment.
One model that is expanding opportunities for students to access and succeed in postsecondary education is dual enrollment, in which high school students enroll in academic programs offered by postsecondary institutions. Students who have attended a dual enrollment program are more likely to apply to, enroll in, and succeed at college. These students not only benefit from the academic experience of learning at a college level, but also often are more able to picture themselves in college, pursuing a postsecondary degree.
Today, we are announcing an experiment focused on dual enrollment. The experiment will enable high school students enrolled in dual enrollment programs that are offered by participating institutions to access federal Pell Grants. We hope that this experiment will help us understand the impact of Pell Grants on opportunities for students from low-income backgrounds to participate and succeed in dual enrollment programs. We also hope that the students we reach will be able to earn enough college credit to help them complete college more quickly, and with less debt. To help students succeed in these programs, we are seeking institutions offering structured programs that support students throughout the program.
This experiment builds on the Administration’s efforts to make college more affordable while strengthening community colleges—the institutions that offer the majority of dual enrollment programs. It also expands the Administration’s work to increase access for low-income students through the help of Pell Grants.
In the coming weeks, we will be publishing a notice in the Federal Register inviting postsecondary institutions that partner with secondary schools and LEAs to offer dual enrollment programs to submit letters of interest to participate in this experiment. We hope that this program will help make college more accessible and affordable for many students, and will better prepare students for college.
Ted Mitchell is U.S. Under Secretary of Education.
Higher education remains the most important investment any person can make in their future. In the several months I’ve been at the U.S. Department of Education, I have had a number of conversations with students and families that have inspired me to double down on our commitment to making college more affordable and accessible. A big part of our work toward that goal has been to increase both the quantity and quality of information that students, families, borrowers and the public have about higher education.
Today we are taking another step to increase transparency and accountability. We are releasing a list of colleges and universities that are on what we call Heightened Cash Monitoring. There were about 560 institutions on this list as of March 1. The list has been released to members of the press that requested it, and will be published on the Department website in the coming days and updated on a regular basis.
Heightened Cash Monitoring is a step that our Federal Student Aid office can take with institutions to provide additional oversight for a number of financial or federal compliance issues, some of which may be serious and others that may be less troublesome. Institutions may be on this list for a variety of specific reasons – for example, late financial statements, outstanding liabilities, accreditation issues, concerns about a school’s financial responsibility or possibly severe findings uncovered during a program review. For each institution that is on Heightened Cash Monitoring, we are also providing information as to why.
Heightened Cash Monitoring is not necessarily a red flag to students and taxpayers, but it can serve as a caution light. It means we are watching these institutions more closely to ensure that institutions are using federal student aid in a way that is accountable to both students and taxpayers.
Transparency and accountability are priorities for our entire Administration, and this Department and the Federal Student Aid office are no exceptions. We are taking a thoughtful approach to considering what data and information makes sense to provide publicly. Today’s decision follows our own discussions along with those we have had with multiple stakeholders, including news organizations.
From the start of the Obama Administration, we at the Department of Education have been committed to increasing transparency across the spectrum. We have worked to provide more – and better quality – data, including:
We have made enormous progress in providing information that helps students, families and borrowers. But we know we still have further to go, and we’re committed to pushing for greater transparency. Every single day we take seriously our commitment to doing more for students, and every action falls within that goal.
Earlier this week Dr. Jill Biden and I had the privilege of visiting Austin Community College (ACC), in addition to meeting with innovators at the SXSWedu education conference. Once again I was inspired by the tremendous collective effort to increase student success—from the students themselves to college leaders to technology entrepreneurs.
During our visit, Austin Community College student Jenny Bragdon allowed us to observe her work at the Learning ACCelerator lab. The school believes the lab to be the nation’s largest computer lab, and it combines computers—more than 600 — with faculty and tutors who help students when they need assistance.
When Jenny arrived at ACC, she was told she was prepared for college-level English courses, but needed to take some courses to get her ready for college-level math, since it had been over 20 years since her last math course. She enrolled in one of the classes that meet in the Learning ACCelerator, a developmental math class that allows students to reach college-level math in a self-paced environment.
In addition to the faculty and tutor assistance in the lab, Jenny’s professor, Prof. Vance, schedules optional small lessons in one of the adjoining conference rooms on subject areas where many students indicated they needed assistance. In one example, Prof. Vance offered a lesson on fractions, which was a topic Jenny had already moved beyond. But by attending the lesson, Jenny learned some helpful tips that reinforced her understanding. ACC has worked to build a model that integrates the best of technology-based and face-to-face teaching and learning on a large scale.
Jenny said that the impact of the developmental math class has been tremendous. She is on pace to finish three semesters worth of content in just one semester. And while she has always had the goal to teach, she is now considering teaching math, based on her rich experience in the math lab. Jenny, who has a young daughter, wants to encourage all young people—especially girls—to love math as much as she has come to.
The Austin Community College ACCelerator lab is just one example of innovative thinking by community college leaders, a strategic use of technology tools, and the hard work and dedication of students. My visits to the two community colleges and with technology entrepreneurs at SXSWedu underscored the importance of bringing all of these resources together to ensure student success.
At the Department of Education, we’re working to identify, support, and build the evidence base for these kinds of innovations. Our First in the World grant program will award $60 million in the upcoming competition for innovations to increase student success, and is currently inviting comments on its proposed priorities (due March 25). And our current round of Experimental Sites in Federal Student Aid includes a focus on competency-based education, to better support students in self-paced programs.
Our great thanks to the students, faculty, and leadership of ACC and those across the country working to increase student access and success.
Ted Mitchell is the U.S. Under Secretary of Education.
The media center at GHS was packed for “FAFSA Fill-in Day”. (Photo credit: U.S. Department of Education)
I wish all my mornings could be like this – visiting schools filled with excited students, as they explore their options and take action to turn their college dreams into realities.
Students, teachers and administrators packed the Media Center at Gaithersburg High School (GHS) in Gaithersburg, Maryland as they prepared for their “FAFSA Fill-in Day” to encourage seniors to complete the Free Application for Federal Student Aid (FAFSA) at school, and find out more information regarding other financial aid options, and scholarships. They’d been kind enough to ask a team of us from the Department to join them – and there was no way I was going to miss out on the experience!
School spirit filled the room. A sea of blue Gaithersburg apparel adorned the crowd in the Media Center, with the phrase “Blue Crew” emblazoned on shirts and sweaters. Multiple flags from around the world hung from the ceiling, celebrating the diversity of the Gaithersburg High School community.
In the crowd, a familiar face stood out to our Department of Education (ED) staff. GHS English Resource Teacher and former Teacher Ambassador Fellow, Ms. Jennifer Bado-Aleman, welcomed attendees and announced that Federal Student Aid representatives were on hand to answer questions about the application. As seniors began filling out their forms, I was invited to a roundtable where students described their experiences in using the FAFSA, shared their college and career aspirations, and even opened up about some higher education fears.
“I always knew I wanted to go to college. Unfortunately, I didn’t look into it until last year,” one senior explained. “We need to start a plan by our freshman year,” interjected another. When I asked about the college information they needed, some mentioned: information about which majors specific colleges offer, guidance on how much to emphasize extra-curricular activities on their college applications, and how much their average SAT scores would count in how colleges considered candidates. Others said they took a step further and first looked at careers they wanted to pursue, before narrowing down their list of schools with a strong focus in that field.
They were pleased to learn that ED had released our College Ratings framework. President Obama asked our Department to design a ratings system that will give parents and students more information about their college choices by recognizing institutions that focus on accessibility, affordability and completion. The students also offered their opinions on how and by which measures colleges should be rated, including the quality of their majors, their graduation rates, and the employment rates of their graduates. Others chimed in on ratings options as the conversation continued:
“Financial aid to students,” Blake volunteered.
“Internship placements,” added Joanne.
“Tuition rates,” said Hakeem.
Parker thought colleges should be rated on “freshman retention, and the employment of their graduates. [Colleges] need to consistently be living up to their expectation.”
Chatting about the FAFSA. (Photo credit: U.S. Department of Education)
I was glad to be able to share the many ED resources and tools that help students guide and focus their college search, like the College Navigator, which allows students to search for colleges based on majors, institution type and geography, and the College Scorecard, which gives students access to more information about a school’s affordability and value.
Paying for college was another important theme; and several students expressed fears about student debt. “My siblings all went to college and now struggle to pay their loans,” DJ noted. Blake told me he’d been considering out-of-state schools, but didn’t want to be saddled with years of loans to repay.
I’ve heard from many students who worry about how they will manage their student debt. That is why President Obama outlined a set of actions that can help borrowers better manage their student loan debt, including expanding his Pay As You Earn plan so more borrowers can cap monthly payments at 10 percent of their income. In addition, those that enter public service full-time may have their loans forgiven through the Public Service Loan Forgiveness program.
Since President Obama took office, our Department has made key investment in federal student aid such as creating the $2,500 American Opportunity Tax Credit, raising the maximum Pell Grant award by $1,000, and bringing millions of dollars back into the hands of students by eliminating billions of dollars of subsidies to banks.
The first step in receiving federal student aid is filling out the FAFSA, just like so many of the students I visited in Gaithersburg did. Getting help to pay for college is the best investment any student can make in their future. So, go for the green! Learn more and help us spread the word by visiting StudentAid.ed.gov.
Ted Mitchell is the U.S. Under Secretary of Education.
About three-quarters of college students in this country attend a community college or public university. President Obama understands the crucial role that community colleges play in helping students and our nation skill up for the challenges and opportunities of the 21st century. That’s why, in a recent speech on the economy, he called them “gateways to the middle class” – and it’s also why they’re a key part of his ambitious plan to improve higher education in America.
I recently had an opportunity to visit LaGuardia Community College in Long Island, New York where I was able to deliver some exciting news. During my visit, I announced that LaGuardia is among the 24 winners of our new $75 million First in the World (FITW) grant program, designed to fund innovation in higher education in ways that help keep the quality of a college education up, and the costs of a college education within reach, so more students of every background can fulfill their dreams of getting a degree.
As this award made clear, community colleges are often at the forefront of innovation. They also promote the dual goals of academics and career readiness. To learn more about how LaGuardia and countless other community colleges across the country support students, I sat down with a group of them to hear their stories.
Hassan Hasibul, a former cab driver and alumnus of LaGuardia’s Tech Internship Placement Program, explained how he learned to thrive in the workplace and gained new skills – skills that got him noticed. “My internship site hired me, and even gave me a portion of their stock,” he said.
One of the most exciting innovations at LaGuardia, which the FITW grant will support, is the development of an integrated set of tools to increase and enhance student success, including the use of ePortfolios, learning analytics, and outcome assessments. With the extra funding, LaGuardia will help students navigate their educational and career goals as they transfer to other institutions or join the workforce.
Faculty and staff aren’t the only ones helping students make academic and career decisions. Students are also helping other students plot out their courses and career trajectories. Jenny Perez shared her experience in helping her peers. “Even if they aren’t planning on transferring, I help them open their mind about the possibilities in their future,” she said.
For Enes “Malik” Akdemir, who came to the U.S. at age 18, without money or relatives, the LaGuardia faculty and students have become a huge, supportive family. After a year and a half in intense English immersion classes, he discovered his passion for aeronautics.
During a school tour, he stopped to admire a vintage picture of a plane flying over Manhattan. Pointing to the flight deck, I said, “Someday, you’ll be right there.”
“Someday,” he agreed.
Stories like those of Hassan, Jenny and Malik offer a glimpse of the great work happening every day in these incubators of innovation. They also serve as reminders of the clear role that community colleges play in ensuring that. America’s more than 1,100 community colleges are playing a major role in helping to ensure that our higher education system is once again, first in the world. And, every step of progress brings us closer to reaching our North Star Goal – to reclaim our place as the nation with the world’s highest proportion of college graduates.
Ted Mitchell is Under Secretary at the U.S. Department of Education.