A College Considerator: Factors to Weigh in Contemplating College Affordability

This report offers a framework for considering potential costs of higher education

The Real Value of What Students Do In College: College Completion Series: Part One

This report takes a look at how government officials have pressed college accreditors to focus more on "student outcomes" -- quantifiable indicators of knowledge acquired, skills learned, degrees attained, and so on. It then argues that it is not these enumerated outcomes that are the best way to hold colleges accountable, but rather the evidence of student engagement in the curriculum -- their papers, written examinations, projects, and presentations -- that holds the most promise for spurring improvement in higher education. Furthermore, this engagement is also a key factor in keeping students in school all the way to graduation. The report concludes that reformers seeking to enhance college performance and accountability should focus not on fabricated outcome measures but instead on the actual outputs from students' academic engagement, the best indicators of whether a college is providing the quality teaching, financial aid, and supportive environment that make higher learning possible, especially for the disadvantaged.This report is the first of a series from The Century Foundation, sponsored by Pearson. The views and opinions expressed in this paper are those of the authors and do not necessarily reflect the views or position of Pearson. The series grew out of an August 2014 conference at which researchers and several university presidents were exploring new paths to diversity in higher education in light of emerging legal constraints on race-based affirmative action. As participants discussed ideas to ensure access for low-income and minority students, university leaders were equally concerned about how to improve rates of college graduation by disadvantaged students

Denied: Community College Students Lack Access to Affordable Loans

Highlights the racial/ethnic gaps in community college students' access to federal loans, and outlines various loan terms. Addresses the fear of defaults and consequent sanctions that has caused some community colleges to opt out of the federal program

Redundancy in a community corrections network : testing the role of service-provider redundancy in Missouri's community correction implementation network

Title from PDF of title page (University of Missouri--Columbia, viewed on April 1, 2011).The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.Thesis advisor: Dr. Sean Nicholson-Crotty.M.A. University of Missouri--Columbia 2010.Implementation networks are composed of policy service providers that are continually changing in the winds of differing implementation adjustments. Service provider redundancy has been observed by scholars as a possible solution to improving the effectiveness and reliability of the services provided. This research provides new insights into implementation, network, and corrections literatures by illuminating evidence that suggests a re-appraisal of the limitation of the benefits redundant services can provide.Includes bibliographical reference

Consensus guidelines for the use and interpretation of angiogenesis assays

The formation of new blood vessels, or angiogenesis, is a complex process that plays important roles in growth and development, tissue and organ regeneration, as well as numerous pathological conditions. Angiogenesis undergoes multiple discrete steps that can be individually evaluated and quantified by a large number of bioassays. These independent assessments hold advantages but also have limitations. This article describes in vivo, ex vivo, and in vitro bioassays that are available for the evaluation of angiogenesis and highlights critical aspects that are relevant for their execution and proper interpretation. As such, this collaborative work is the first edition of consensus guidelines on angiogenesis bioassays to serve for current and future reference

Straight Talk on Student Loans

The federal government provides student loans for college and graduate school in two ways: by guaranteeing bank loans, and by lending directly to students. In the guaranteed loan program, banks lend students money and profit from the interest payments while the government guarantees the loans against default and makes subsidy payments to the banks. In the direct loan system, the government provides low-interest loans directly to students, using borrower interest payments to help cover the costs of the program. There have been numerous audits and investigations of both the direct and guaranteed student loan programs, and in every case the auditors have agreed: Direct lending is much more cost effective. Switching completely to direct lending would save billions of dollars a year. Congress should move all campuses to direct lending and turn the savings over to colleges and states for programs that ensure that all Americans have access to higher education

"Rigorous Courses" and Student Achievement in High School

Holding schools accountable for student achievement can only work if the goals are clear. California's school standards are well-regarded nationally for their clarity and their rigor, but it is not clear what courses students are expected to take beyond the minimum graduation requirements. The paper discusses the relatively successful efforts to encourage students to take higher-level courses in high school in two states, Indiana and Texas; it outlines potential stumbling blocks in these efforts; and it suggests three options for California: (1) Do not focus specifically on higher-level course-taking; (2) Propose legislation to raise the minimum courses required for graduation; and (3) Use the bully pulpit to encourage higher-level course-taking in high school