SHEEO--- all about finance

State Higher Education Executive Officers – SHEEO

By Lloyd Smith

            Excellence in higher education systems nationwide is the goal of SHEEO. They serve the highest levels of a state’s coordinating and governing boards, such as THEC, TBR and the UT System in Tennessee. Their focus is in development and sustainment of higher education organizations throughout the United States. SHEEO researches and compiles useful links and data for the assessment of financial systems within higher education, and provide needed analysis of the current trends in financing postsecondary institutions.

            SHEEO answers critical questions for developing and sustaining the financial health of colleges and universities state and nationwide. Some of the key questions SHEEO addresses are: how much financial support is necessary and adequate to meet each state’s goals for higher education; how to distribute equally available state resource allocations for higher education among institutions’ purposes and priorities, current and emerging, fairly; what is an equitable formula for the amount a student must pay (sticker price) and the amount the state must provide (true cost) to keep the institution solvent, and what are the qualifications needed and amounts available to students from the state for their higher education. These are tough questions to answer, especially in today’s economy, and in the future. The complexity of these problems are exacerbated by the endless issues that arise when managing a college or university with limited state resources, and the need to increase productivity and efficiency at the institutional level.

            There are many projects SHEEO is currently involved in, and all are finance based projects. One project is the State Higher Education Finance (SHEF) Report, which is used as a tool to assist educators and policymakers with addressing public policy in higher education and the questions that arise with the policies. Another project is the “Survey of State Tuition, Fees, and Financial Assistance Policies”, which began in 1988. This project has been updated several times, and has recently published their 2010-2011 report this year. This report is a valuable tool not only for policymakers and educators, but for students involved in research initiatives within their educational programs. The last most current project SHEEO is working on is “Changing Direction: Integrating Higher Education Financial Aid and Financing Policy”. This project’s focus is in the examination of current financial aid structure and the financing policies and practices that will determine how students will participate in, have access to, and succeed in higher education. SHEEO’s mission is a leader in higher education finance and financial policy.

Information for SHEEO is retrieved from: www.sheeo.org/finance

The Leadership Foundation for Higher Education - UK

The Leadership Foundation for Higher Education (LFHE)

By Lloyd Smith

The education process in the United Kingdom (UK) and Europe have always been interesting to me. I lived in France many moons ago for a year as an exchange student, and being in the French school system I noticed markedly differences. The UK is similar. Both have stringent testing qualification requirements students must meet to move on to college. Not everyone has the chances as we Americans enjoy, but the UK has issues that require help, assistance, and research from entities like LFHE.

LFHE focuses their energies in the higher education college and university system of the empire as a dedication to the support and research-based information. This energy infusion helps to develop better leadership, management and governance within the higher education system. Like our nonprofit system in the US, the LFHE has to be approved, or “guaranteed”, and registered in the areas they serve. The LFHE is registered as a limited guaranteed company by the Parliament in England and Wales. A not-for-profit in the UK has to complete their nonprofit status by registration as a legitimate charity within their service area, and be approved. Their system is a little more intense that ours, but the nonprofit establishment rules and regulation in the US are nothing to laugh about. After all approvals were accepted and registered the LFHE now enjoys a lofty status as a leader in higher education.

They have a unique structure within their organization and scope of work. The LFHE operates under the direct guidance of a board of trustees. These trustees are responsible for all major issues in higher education, such as strategy, finance, and employment. The board members are appointed to the post, which I would think would make them very political post. The appointments are facilitated through direct, open competition. Once appointed the trustees represent the higher education sector in their registered area. This is a unique approach to higher education governance, but not unlike our TBR and UT systems; including the oversight of THEC.

LFHE has set up within its organization a Higher Education Academy, set up to support the increased quality of teaching, management and leader skills, and student experience, which enhances the system as a whole. It is interesting that the foundation uses “student experience” as an identifier of the varied services to the students, like remediation, articulation, graduation, retention, and financial issues. It sets a tone of refinement in their quest to improve the higher education system as a whole in England and Wales. The registered countries in the consortia within the UK are supported little by the government; a mere 20 percent. The other 80 percent of their funding comes from programs, events and membership fees.

Along with differing funding mechanisms, the Leadership Foundation (LFHE) does not have a brick-and-mortar headquarters. The foundation goes to the source of all issues, and sets up camp until there is some resolution. Their hiring practices are stringent and highly selective, which affords them well experienced, credentialed staff and associates. This controls their overhead and reduces costs, which leaves the government with little funding responsibilities. I think a profound look into their system could shed light on the costs disease in the US.

Information on the LFHE is retrieved from: http://www. lfhe.ac.uk  

NIH: NIH LRP Evaluation: Extramural Loan Repayment Programs, Fiscal Years 2003-2007

            The National Institutes of Health (NIH) is a part of the U.S. Department of Health and Human Services which is the nation’s medical research agency (NIH.gov, 2011).  The foundation for the NIH originated in 1887 in a laboratory in the Marine Hospital Service (NIH.org, 2011).  The NIH provides the largest source of funding for medicine in the world by funding scientists in higher education and research institutions in the U.S. and globe (NIH.org, 2011).  The NIH is composed of 27 institutes and centers which receive their funding from Congress (NIH.org, 2011).

            In 2009, the NIH produced a report entitled “NIH LRP Evaluation: Extramural Loan Repayment Programs, Fiscal Years 2003-2007,” which reviews programs aimed at attracting and retaining health professionals in research careers.  To help relieve the debt burden from student loans, the NIH offers an Extramural Loan Repayment Program (LRP) which provides individuals the opportunity to repay up to $35,000 per year of eligible educational debt in exchange for a two-year commitment (NIH, 2009).  Since 2001, the NIH has awarded more than $347 million in the LRP (NIH, 2009).  The report evaluates three areas: are LRPs attracting new researchers with high debt, do the LRPs positively affect career outcomes for participants, and how do LRPs compare to other NIH career development award programs (NIH, 2009)?

            Since 2003, the results show that new applicants (about 1,900) apply every year.  Programs from Pediatric and Clinical Research fund over 80% of new applicants (NIH, 2009).  Based on demographics of new PhD and MD classes, LRPs attracts more woman and minorities, however there is no gender difference in success rate.  The report indicates that LRPs are attracting early career researchers with 72% of applicants applying within six years of receiving their degree (NIH, 2009).  When it comes to retention, LRPs are losing women awardees (NIH, 2009).   Overall, the LRPs are attracting newer (earlier in research careers) applicants than the career program (K) for postdoctoral fellows (NIH, 2009).  Woman awardees from the K program were more likely to apply for subsequent NIH grant support and continue to be a part of the NIH extramural workforce than the LRPs (NIH, 2009).  Overall, the evaluation deemed the LRPs to be a successful model for attaining the program goals (NIH, 2009). 

            The report did not make any claims towards higher education debt accumulation.  It recognized the burden placed on career researchers in the field of health, but made no political statements.  The results showed that LRP awardees had more debt than recent doctoral graduates (NIH, 2009).   

National Institutes of Health (NIH). (2009). NIH LRP evaluation: Extramural loan repayment programs, fiscal years 2003-2007. Retrieved from http://www.lrp.nih.gov/pdf/LRP_Evaluation_Report_508final06082009.pdf

NIH.gov. (2011). About NIH. Retrieved from http://www.nih.gov/about/

Lumina Foundation

The Lumina Foundation

The Lumina Foundation for Education By. Lloyd Smith

Investing over $1 billion for education, especially higher education, the Lumina Foundation shares a ranking of one of the 40 most prestigious private philanthropic foundations in the nation with foundations such as the Bill and Melinda Gates Foundation. Founded by Jamie Merisotis, Lumina is an independent private foundation dedicated to increasing college completion rates to 60% by 2025, aka "The Big Goal". Holding the post of our country's largest private nonprofit foundation, Lumina was started in Indianapolis in August 2000. From their inception the foundation has focused on access to and success in higher education for the populace. From the general population of Americans the "Big Goal" concentrates their efforts towards socio-economically challenged, adult and minority students, and first-generation college students. The goal will increase the percentage of those holding postsecondary credentials and degrees of the highest quality.

Quality is the driving force behind founder, president, and CEO Meritosis' endless pursuit for the attainment of the "Big Goal". In order to reach this goal, the 46 staff members at Lumina pinpoint the necessary achievement of following critical outcomes: 1) preparing students academically, financially, and socially to become adept and succeed beyond high school or a GED; 2) attainment rates of students in higher education institutions that exceed the current statistics through improving the students' performance in order to obtain the skills and knowledge needed to meet the demands of a 21st century work-place, and 3) equipping postsecondary education administrators and faculty to become more efficient, effective, and productive. These critical outcomes can be met, according to Lumina, by the identification and support of practioners in higher education, effecting public policy intensely and positively, and using all their resources and assets to build the public will needed to effect change. This work is done through grants to colleges, universities, "peer" foundations, associations and organizations that actively improve student access and outcomes.

Lumina puts their money where their beliefs, and mouths, are. In 2010, the foundation approved around 100 grant proposals in amounts from $3,000 to $2.8 million. Their total grant commitment reached $43.4 million, proving that Lumina is a serious investor in the nation's economy, community, and future. The current workplace in the nation is ever-increasingly requiring high skill levels of their employees, and this will undoubtedly rise to 63 percent by 2018 as noted by labor economists. The rapidly growing divide in the have and have-nots, minority population expansion, and adult students returning to school to achieve greater skills and degrees all are telling signs that radical change is needed. Lumina wants to address these needs by achieving the "Big Goal" of 60 percent increases in matriculation, retention, articulation, and ultimately graduation rates by 2025.

Lumina Foundation fact sheet retrieved from: http://www.luminafoundation.org/about_us/

EPLC - The Education Policy and Leadership Center

Education Policy and Leadership Center – EPLC

by Lloyd Smith

            The EPLC is a Pennsylvania based; state-specific, nonprofit center dedicated to education policy and leadership initiatives. Through education policy advocacy, EPLC effects educational policy, while actively encouraging and supporting the development and implementation of improved student learning at the P-12 grades. Their objectives are to increase the effectiveness of school operations, as well as expand educational opportunities to Pennsylvanians of all age groups. These goals are enhanced by policy activities, which include: solidifying student academic success by reforming standards, assessments, and accountability; creating a Pennsylvanian statewide education financial system based on equity, predictability, and accountability in the most adequate and efficient means; build educational scaffolding to effect the learning capacity of every student, and secure a credentialed teacher in every classroom throughout the school day; training and recruiting the best leaders across the educational system in the state, who are responsible and effective in school management and governance; create policies within the state that ensures every child has access to quality pre-school and kindergarten instruction; guarantee all Pennsylvanians financial and physical access to higher education. The EPLC is uniquely dedicated to the education of all citizens in the state.

            This dedication is being achieved by three core strategies: 1) Information; 2) Leadership, and 3) Public advocacy. The commitment is a catalyst for education policy by initiating dialogue between the public and policymakers. The center acts as a source of comprehensive and reliable education research, and provides technical assistance, materials, and programs for policymakers and the general public. The center’s programs promote leadership activities, which build education awareness between the community leaders and policymakers. EPLC acts as a champion for education proliferation throughout the state. Bringing together over twenty organization’s representatives to facilitate education finance, the center supports a statewide system of financial governance affecting the 500 Pennsylvania school districts proactively.

            Because of their singular focus, the EPLC is able to effect education policy from a systematic and efficient position. Their standing in the state provides the center the opportunity to work with professional Pennsylvania education organizations, such as the Pennsylvania Association of School Administrators (PASA) and the Pennsylvania Association of School Business Officials (PASBO). Along with these organizations, the center is able to build bridges across the pre-, elementary, and secondary education to link them with statewide quality higher education institutions. EPLC’s advocates for the fluidity of educational attainment, and in the process effects state policy regarding education and higher education in the most positive way through many programs, like their Educational Finance Project and others.

EPLC – The Education Policy and Leadership Center information retrieved from: http://www.eplc.org/policy-programs-and-projects/policy-projects/education

SREB

The Southern Regional Education Board – SREB

by Lloyd Smith

“Nearly 3,000 students in the 16-state SREB region drop out of high school every school day.”                                                                                                                                        - SREB, 2011

            An estimated one in four high school students drops out of school every year without graduating; this is alarming. Another alarming fact is that those who do graduate are increasingly entering the job market or college bereft of adequate math, writing, and reading comprehension skills, even though our current economic state is extremely competitive for those holding these skills with degrees. Why do we need to know SREB? Who is SREB? What does SREB do? SREB is an educational organization committed to helping states solve these deficits in drop-out rates and lack of basic learning skills.  

            SREB is the nation’s interstate consortium for education of all levels. Founded in 1948 by consortia of 16 member institutions, SREB is a nonprofit and non-partisan organization laboring to vastly improve pre-K-12 and postsecondary schools in these and other areas. Directly working with state policy makers, educators, and schools from Texas to Delaware to improve and enhance teaching acumen, effective learning, and developing greater student achievement. Their work touches every level of education within the region, and acts as a catalyst for education advancement. This advancement started with no pre-K programs existing, as well as slender numbers of adults holding college degrees. Remarkably, SREB can now boast that their member states have the best pre-K programs in the nation and one in four adults now hold bachelor degrees. SREB has and is continuing to make a difference in the lives of people, communities, and states within the consortium.

            SREB (or the “board”) has an as ambitious mission as the Lumina foundation. The board looks to lead the nation in education attainment and progress. They provide the research and information needed to assist state leaders in making sound policies and effective actions in education across the region. SREB also gives reports on member state progress and student success, which boosts morale and achievement. The reports include data collected and analyzed in pre-K through year 20 in education, and SREB is able to do this in the field by working directly with schools, administration, faculty, and students. Along with these feats, the board enhances and advances leadership within member states’ institutions, and trains many thousands of educators annually. SREB is devoted to the future of the southern region.

            In the region the board effects online learning in all levels of education, and increases students’ access to online learning. This new wave of educational delivery is directed at the adult learner as well as the young. The adult student initiatives increase education attainment throughout the area. SREB goes further providing extensive resources for all areas of online learning for both student and teacher. The board reaches out as far as the doctoral level with their SREB-AGEP (Alliances for Education and the Professoriate) Doctoral Scholars Program through a grant from the National Science Foundation. The Southern Regional Education Board has an extended reach into all areas of educational systems throughout the nation. They are making a difference in the region’s attainment of education, and develop, implement, and sustain cost guidelines for member state’s virtual classrooms and schools. They are truly an educational technology cooperative, whose goal is to positively affect online education and educational cost disease.

SREB information retrieved from:

 http://www.sreb.org/page/1068-1359/data_library_higher_ed_finance

SREB report, “Cost guidelines for state virtual schools: development, implementation and

            sustainability”, August 2006. Retrieved from: www.sreb.org

ECS: No Time To Waste: The Vital Role of College and University Leaders in Improving Science and Mathematics Education

           In 1965, the Education Commission of the States (ECS) was created to help improve public education policy design amongst states and territories as a nonprofit organization (Esc.org, 2011).  The ECS is an interstate compact to improve education from elementary to higher education institutions by facilitating the exchange of ideas, information, and experiences from education leaders and policy makers (Esc.org, 2011).  The ESC is divided into three fields: Information Management and ECS Clearinghouse, Programs and State Services, and Policy Studies (Ecs.org, 2011).  A mixture of state fees and contracts, grants, and sponsorships fund the ECS (Ecs.org, 2011). 

This report, “No Time To Waste: The Vital Role of College and University Leaders in Improving Science and Mathematics Education”, was presented to the U.S. Department of Education, which received funding under a National Science Foundation grant (Sanders, 2004).  The results indicate that higher education leaders should become active advocates for improving mathematics and science education at all levels including improving teacher education as an institutional agenda objective (Sanders, 2004).  Teacher education must be improved by clinical practice and disciplined learning (Sanders, 2004).  Higher education institutions need to start a comprehensive review of the quality of their teacher education programs (Sanders, 2004).  For example, it is recommended that teachers master academic content, pedagogical principles, and technology impact and application in the classroom (Sanders, 2004).  Institutions need to improve recruitment efforts and transfer admissions among higher education colleges and universities (Sanders, 2004).  Graduates need to be mentored, supported, and tracked over time to ensure success in the work field (Sanders, 2004). 

The ECS gathers, analyzes and disseminates research to policymakers about current and emerging trends, information, and innovations (Ecs.org, 2011).  The ECS operates as a nonprofit nonpartisan organization (Ecs.org, 2011), which can help prevent political and social bias.  To what extent private and public donations affect the organization is unforeseen.  The ECS does publish its annual tax return on its website for public viewing and monitoring (Ecs.org, 2011).

Esc.org. (2011). “Helping state leaders shape education policy.” Retrieved from http://www.ecs.org/ecsmain.asp?page=/html/sponsors/WebsiteForumSponsors.asp

Sanders, T. (2011). “No time to waste: The vital role of college and university leaders in improving science and mathematics education.” Retrieved from http://www.ecs.org/html/Document.asp?chouseid=5480

GEAR UP: Grantee-level Performance 2004-2005 and 2005-2006 Report

           Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federal grant aiming to increase the number of low-income students in postsecondary educational institutions (Ed.gov, 2011).  The programs are designed to help students enter and succeed beginning in seventh grade and following progress into postsecondary setting by providing college scholarships (Ed.gov, 2011).  Participating states and partnerships provide outreach, mentoring, and supportive services to the students (Ed.gov, 2011).

            The GEAR UP Grantee-level Performance 2004-05 and 2005-06 report follows the progress of students awarded the grant during three different cohort years: 2001 at eight institutions, 2002 at 51 institutions, and 2005 at 245 institutions (Ed.gov (2), 2011).  The evaluation occurred during the academic school years of 2004-2005 and 2005-2006 (Ed.org (2), 2011).  The U.S. Education Department used three performance outcomes to measure success: academic performance and preparation for postsecondary education; rate of high school graduation and enrollment in postsecondary education; and students’/families’ knowledge, preparation, and financing options for pursuing postsecondary education (Ed.org (2), 2011).  Data was collected in the form of student/family surveys, student performance records, and grantee service characteristics (Ed.org (2), 2011).

            The study found the amount of students who spoke to school officials about higher education requirements exceeded the grant’s target goal (61% for 2004 and 64% for 2005) with 65% in 2004 and 66% in 2005 (Ed.org (2), 2011).  Students seeking information about financial aid availability increased from 54% in 2004 to 55% in 2005, which surpassed the target goal of 35% for 2004 and 37% for 2005 (Ed.org (2), 2011).  More than half the percentage of students reported that higher education was affordable and almost two-thirds of students expected to earn a four-year degree (Ed.org (2), 2011). 

            Unfortunately, the survey results about family participation with school officials declined.  The percentage of families who spoke to school officials about college entrance requirements decreased from 50% in 2004, with a target goal of 46%, to 32% in 2005 with a target goal of 47%, (Ed.org (2), 2011).  The families who spoke about financial aid possibilities decreased from 42% in 2004 to 32% in 2005 (Ed.org (2), 2011).  The proportion of families’ perceptions of higher education affordability declined slightly from 64% in 2004 to 63% in 2005 (Ed.org (2), 2011).

            The survey indicated that student achievement rose while participating in the grant program.  Students performing at or above grade level in English increased from 36% in 2004 to 49% in 2005 (Ed.org (2), 2011).  Math competency improved from 32% in 2004 to 44% in 2005 (Ed.org (2), 2011).  In 2004, the graduation rate was 80% while 37% of those students were enrolled in postsecondary institutions (Ed.org (2), 2011).

            The GEAR UP program values student success.  Although GEAR UP might not accomplish all its “target” goals, any amount of improvement is viewed as positive.  Future funding of the GEAR UP grant could depend more on results as federal funding is limited due to lack of funds. 

Ed.gov. (2011). GEAR UP. Retrieved from http://www2.ed.gov/programs/gearup/index.html

Ed.gov (2). (2011). Grantee-level Performance: 2004-05 and 2005-06. Retrieved from http://www2.ed.gov/programs/gearup/performance.html

Economic Policy Institute

The Economic Policy Institute is a non-partisan think tank developed in 1986 to discuss economic policy targeting low to middle income workers. They are proponents for fair wages, health care and retirement benefits for low to middle income workers (EPI, 2011). The proposed policies and programs are intended to improve the economic conditions of these workers. They are involved in research that crosses many different areas including education, labor interests, health care benefits and retirement. All issues are related to the low to middle income worker and how policy can positively or negatively impact them. They are involved in conducting research papers and policy analysis and are a voice at all levels of government (EPI, 2011).

Their interest on the education front involves leveling the playing field and closing the gap between low to middle income students.

An interesting report discusses the slow recovery and the economy and its impact on default rates and unemployment. The report indicates that graduates of color are facing larger numbers for unemployment (Austin, 2010). The paper, Graduate Employment Gap: Students of Color Losing Ground, indicates that high unemployment rates combined with large debt loads from attending college will impact the ability for building wealthy and for paying their debt back (Austin, 2010).

Another report indicates that students are earning less than they were ten years ago and yet the cost of education is constantly increasing (Shierholz, 2011).

I find this organization interesting because they are touching a lot of different research areas including education at both the secondary and post secondary levels. I like how they are tying in education and the current state of economy as they are both heavily intertwined.

Austin, A. (2010). A historically slow recovery. Retrieved from http://www.epi.org/news/a-historically-slow-recovery/.

Economic Policy Institute. (2011). About. Retrieved from http://www.epi.org/about/.

Shierholz, H. (2011). New college grads losing ground on wages. Retrieved from http://www.epi.org/publication/new_college_grads_losing_ground_on_wages/.

National Education Association

The National Education Association (NEA) was founded in 1857 in an effort to unite public education. They help to fight for educators and children. The core values of their organization include equal opportunity, a just society, democracy, professionalism, partnerships, and collective action; all in an effort to create more and better opportunities within public education (NEA, 2011). It is the largest professional employee organization  mad e up of elementary and secondary teachers, faculty, school administrators and students preparing to become teachers. (NEA, 2011).

Issues the National Education Association tackle include the No Child Left Behind Act, professional pay, education funding, minority community outreach and dropout prevention. They offer information relating to grant and award opportunities to educators and their students. In addition, they offer a variety of tools that educators may use in the classroom such as lesson plans and activities (NEA, 2011).

The National Education Association is involved in research efforts to address issues that are pertinent to public education. One such report is "The Effects of State Public k-12 Education Expenditures on Income Distribution" (NEA, 2011; Behr, Christofides & Neelakantan, 2004).  The study takes a look at education in the terms of human capital and the effects of income distribution and educational expenditures (Behr et al, 2004). The premise of the study focuses on the relationship between income distribution and the role of education level plays on income distribution. The results of the study indicate the following:

·         Public education expenditures per pupil have contributed to a decrease in income inequality

·         Public education expenditures caused decreases in income inequality across states by contributing to lower incomes than to higher incomes- more expenditures equal higher incomes

·         Increased incomes and lower inequality and reduced poverty rates lead to many benefits including reduced crime rates, and better quality of life (Behr, Christofides & Neelakantan, 2004).

Behr, T., Constantinos, C., Neelakantan, P. (2004). The effects of  state public k-12 education expenditures on income distibution. Retrieved from http://www.nea.org/assets/docs/HE/expenditures.pdf.

NEA. 2011. Vision, mission and values. Retrieved from http://www.nea.org/home/19583.htm.

Higher Education Research Institute (HERI)

The Higher Education Research Institute (HERI) is an organization that promotes institutional improvement and educational policy and its impact on college students (HERI, 2011). They work with higher education institutions, conduct research, provide tools that allow institutions to access research, train researchers and create partnerships with higher education organizations to promote excellence (HERI, 2011). They primarily focus on longitudinal studies.

Within HERI, the Cooperative Institutional Research Program (CIRP) conducts a variety of  national longitudinal surveys and has a running list of surveys targeted to Freshman. They have been offering the "Your First College Year" survey since 2000 and is the first national survey designed to analyze academic and personal development of a college student during their first year of college (HERI, 2011). They work with the Policy Center on the First Year of College at Brevard College and the results of the survey help institutions determine their focus for student learning, satisfaction and involvement. Lastly, they conduct an exit survey for graduating seniors and it focuses on degree plans, student-faculty interaction and student goals and values (HERI, 2011). 

The Higher Education Research Institute funds research and work with other organizations such as the Department of Education, Atlantic Philanthropies and the Diverse Learning Environment program. The following report is from the post Baccalaureate Experiences, Success, and Transition (BEST) project and helps to understand barriers for underrepresented minorities in certain fields such as math and science (HERI, 2011).

The report, Access to Resources, looks at underrepresented minority students in biomedical and behavioral sciences. The trend indicates that the numbers of interested underrepresented students is increasing and there is increased interest in programs such as biomedical and behavioral sciences. While there has been an increase of racial and ethnic minorities in higher education, they have remained underrepresented is such degree programs. There have been an increased number entering the degrees but the matriculation rates are low (Hurtado, Chang, Chang & Oseguera, 2005). The researchers theorize that this remains because of inequitable distribution of resources, anticipatory socialization and the social cognitive career theory (Hurtado et al, 2005). Their research was conducted based on the Cooperative Institutional Research Freshman survey with over 400,000 respondents at 720 institutions (Hurtado et al, 2005).  The survey found that high school interventions may increase interest within certain majors. The biomedical and behavioral sciences majors need to expand their programs to include underrepresented populations and lastly, financial support is needed for underrepresented students interested in the sciences.

While the Higher Education Research Institute does not specifically deal with financing of higher education they do find disparities within financing for certain majors and programs which helps colleges and universities to identify areas that may need additional funding.  

HERI. 2011. Mission statement. Retrieved from http://www.heri.ucla.edu/mission.php.

HERI. 2011. 2011 CIRP survey. Retrieved from http://www.heri.ucla.edu/cirpoverview.php.

HERI. 2011. 2012 Your first college year survey. Retrieved from http://www.heri.ucla.edu/yfcyoverview.php.

HERI. 2011.  2012 College senior survey. Retrieved from http://www.heri.ucla.edu/cssoverview.php.

HERI. 2011. HERI reports. Retrieved from http://www.heri.ucla.edu/cssoverview.php.

Hurtado, S., Chang, J., Chang, M., Osecguera, L. (2005). Access to Resources: pre-college characteristics and experiences of underrepresented minority students in the biomedical and behavioral sciences. [PowerPoint slides]. Retrieved from http://www.heri.ucla.edu/publications-brp.php.

Pell Institute

The Pell Institute conducts a variety of research and policy analysis in order to help improve educational opportunities for low-income, first generation, and disabled college students (Pell Institute, 2011).

The purpose of the Pell institute is to serve as a liaison between policymakers and practitioners through research and policy analysis, be a proponent for low income, first generation and disabled students who want to attend higher education and to build relationships with organizations at the state, federal and national level to maintain and maximize the Pell grant program (Pell Institute, 2011).

The organization was named after Senator Claiborne Pell, who was a strong proponent and who helped establish the Pell grant program.

The Pell Institute works on a variety of projects and publications. Some of their current projects include Transfer and Beyond, which studied six community colleges in Texas. The colleges were highly successful in transferring low-income and first generation college students to four- year institutions (Pell Institute, 2011).  The Travelers EDGE program is a corporate college access and success program which targets low-income students through academic programs such as mentoring and internships. Lastly, they are working on a Provisional Admission policy which allows students to enroll at a four year institution on a provisional or trial basis under specific conditions. The program is targeted at economically disadvantaged students (Pell Institute, 2011).

The Pell Institute is highly engaged in protecting programs that directly impact low-income and economically disadvantaged students. Through a variety of publications, they address issues that relate and impact students are deemed as such. They also conduct a variety of research on federal programs such as the Pell grant and TRIO programs. Lastly, they conduct policy analysis and research on attainment, retention and graduation rates. The report below is the most recent report and discusses President Obama's vision of increasing degree attainment. The report outlines President Obama's goal and provides recommendations that will help target low-income students (Pell Institute, 2011).

The report begins with President Obama's vision of degree attainment. The idea behind the goal is that the United States is struggling to remain competitive in today's economy. With globalizing constantly increasing, it is important for the United States to be competitive with other markets. "Many believe the nation's standing and competitiveness is being jeopardized as numerous countries begin and continue to surpass the United Sates in degree attainment" (Pell Institute, 2011). The United States is ranked fifth overall in degree attainment for adults aged 25 to 64 (Pell Institute, 2011). According to the Pell Institute, the ability to attain a degree is related to income inequality and inadequacies within our education system (2011).  The Pell Institute recommends that the Administration take a closer look at income-based inequalities in an effort to increase degree attainment. Their recommendations include:

·         Set and track goals to reduce income-based disparities on key educational outcomes related to the 2020 goal.

·         Funnel federal dollars, such as Title 1 funds to the low-income, underperforming students that need it most

·         Protect the Pell grant against cuts that will reduce college access for low-income students

·         Increase supplemental college access and support services for low-income students throughout the educational pipeline (Pell Institute, 2011).

The Pell Institute's is devoted to protecting the Pell grant program and assisting low-income, economically disadvantaged students. I believe their goals are a bit one-sided as there is a growing middle-class population that should be afforded the same protection and guidance.

Pell Institute. 2011. About Us. Retrieved from http://www.pellinstitute.org/about_us.shtml

Pell Institute. 2011. Current Projects. Retrieved from http://www.pellinstitute.org/current_projects.shtml.

Pell Institute. 2011. Developing 20/20 vision on the 2020 degree attainment goal: the threat of income-based inequality in education. Retrieved from http://www.pellinstitute.org/downloads/publications-Developing_2020_Vision_May_2011.pdf.

CSHEMA: The National Campus Safety and Security Project

          The Campus Safety Association, CSA, was founded in 1954 to address the unique safety challenges that higher education settings encounter (CSHEMA.org, 2011).  Environmental health and safety functions have become more integral to the overall success of higher education institutions.  From the highly technical aspects such as disposal of hazardous materials, general incineration of campus waste, proper handling of chemicals, and interpretation of federal regulations to the most basic of human concerns, like insuring a safe working environment for personnel and assuring safe fire exits from dormitories, colleges and universities increasingly rely on safety professionals.

In 1995, CSA changed its name to Campus Safety, Health, and Environmental Management Association, CSHEMA.  An independent non-profit organization, CSHEMA supports and drives its mission by educating and influencing society to adopt safety, health, and environmental policies, practices, and procedures through networking, training, and advocacy Efforts (CSHEMA.org, 2011).  Its membership includes more than 400 colleges and universities across the United States, including the University of Memphis (CSHEMA.org, 2011).

In 2008, CSHEMA sponsored a report, National Campus Safety and Security Project, along with eight other members.  The report was funded by a grant from a grant from Lilly Endowment Inc. (NACUBO, 2008).  It  was  distributed  by the National Association of College and University Business Officers (NACUBO), a strong affiliate of CSHEMA,  to  the  chief  business  officers  at  2,203  institutions.  The  National  Campus  Safety  and  Security  Project  was  launched  by  a  NACUBO led  consortium  of  leading  professional  organizations  committed  to  campus  safety  and  security  to  learn  more  about  specific  plans and  procedures  colleges  have  implemented  to  address  today’s  all‐hazards  state  of  campus  safety  and  security (NACUBO, 2008).  

The results indicate that after an emergency, campuses priority services are campus police (88.9 %), physical plant (82.2 %), and telecommunications (80.7 %) (NACUBO, 2008).  Emergency preparedness budget spending has increase in the past years for over two-thirds of respondents, however only 3% of institutions dedicate campus fees to campus safety and security (NACUBO, 2008).  Campuses receive additional funding from federal, state, local, corporations, and non-profit organizations (NACUBO, 2008).  A majority of institutions (71 %) lump their emergency preparedness into their public safety budget (NACUBO, 2008).  Overall, the survey results indicate that higher education institutions are both proactive and organized in addressing the four phases of emergency management: preparedness, response, recovery, and prevention (NACUBO, 2008).   

CSHEMA has increased awareness of environmental health and safety issues, while at the same time communicating and helping implement evolving government regulations on campus.  The organization creates literature that helps define the roles of campus administration when it comes to Environmental Health and Safety (EHS), especially in emergency situations.  With new political and social agendas promoting “environmentally friendly” programs, CSHEMA definitely has an initiative to project ideas and operations to further its mission.  In fact, the CSHEMA website offers a brochure on the “CSHEMA Corporate Connection: The Way to Higher Education Results” (2011) which details how an organization can integrate marketing and media services through CSHEMA membership.  Paid membership provides institutions with promotional vehicles (public relations, advertising, and marketing) at varying stages to reach a target audience (CSHEMA Association, 2011).  CSHEMA boasts over 1,000 members from more than 400 higher education institutions in eight countries who have the opportunity to “drive awareness and demand directly with decision makers” (CSHEMA Association, 2011, p.5).  This aggressive promotion of paid relationships does cause some alarm.  Perhaps their sponsored reports and surveys results are inflated in order to promote products and services sold by partnering members. 

CSHEMA website. (2011). Retrieved from http://www.cshema.org/

CSHEMA Association. (2011). Integrated marketing and media services. Retrieved from http://www.cshema.org/uploadedFiles/PUBLISHED/Membership/2011%20CSHEMA%20Corporate%20Connection_LOW_RES.pdf

NACUBO (2008). Results of the National Campus Safety and Security Project Survey. Retrieved from http://www.nacubo.org/Initiatives/Campus_Safety_and_Security.html

American College Personnel Association (ACPA) on Sustainability

The American College Personnel Association (ACPA) was founded almost 90 years ago and boasts 7,500 members from institutions of higher education in the United States and around the world.  They define themselves as "the leading comprehensive student affairs association that advances student affairs and engages students for a lifetime of learning and advocacy" (American College Personnel Association, 2011, para. 1).

ACPA's report on sustainability discusses some of the financial relief that can come from implementing sustainable practices and educating faculty, staff, and students about the efforts.  The report defines sustainability as using necessary resources for today without compromising the needs of subsequent generations.  Cost-saving sustainability measures possible for implementation on campuses nationwide include recycling, water conservation, and energy conservation.  By implementing these practices, institutions can be better equipped to respond to fluctuating energy prices and fluctuating funding (American College Personnel Association, 2008).


References

American College Personnel Association (2011).  About ACPA.  Retrieved from http://www2.myacpa.org/about-acpa

American College Personnel Association (2008).  Toward a Sustainable Future: The Role of Student Affairs in Creating Healthy Environments, Social Justice, and Strong Economics.  Retrieved from http://www2.myacpa.org/docs/publications/ACPA_Sustainability_Monograph.pdf

American Council on Education (ACE)

The American Council on Education (ACE) was founded in 1918.  The more than 1600 members include presidents and chancellors from all types of college and universities across the United States, including two and four year, public and private, and nonprofit and for-profit institutions (American Council on Education, 2011).  As part of ACE's strategic plan, the leaders of the organization strive to advocate for the members on key issues in higher education, increase non-traditional student college attendance, encourage diverse and substantial leadership at institutions, serve as a resource to its members, and endeavor to improve the efficiency and financial stability of the organization (American Council on Education, 2011).

ACE's 2010 Annual Report discussed their efforts regarding financial aid during that year.  In 2010, ACE provided details to membership so that they could be informed and have a unified front on many student financial aid issues in particular (American Council on Education, 2010).  ACE (2010) identified the achievements for higher education in 2010 to include an expansion of the Pell Grant, an extension of the tax credit for education, additional stimulus funding for research, and a seemingly easy transition to direct lending for students loans.

In response to President Obama's proclamation, "By 2020, American will once again have the highest proportion of college graduates in the world" (as cited in American Council on Education, 2010, p. 7), ACE encouraged increased discussion related to the Post-9/11 Veterans Educational Assistant Improvements Act of 2010.  ACE insists that this population, among others, are critical to reach in attaining President Obama's goal (American Council on Education, 2010).  For the same purpose, ACE worked to progress its GED 21st Century Initiative in an effort to assist the 39 million Americans who currently do not have high school diplomas.  Additionally, they forged partnerships with governors across the United States to assist in efforts to raise standards in K-12 schools and help those students have an easier track to colleges and universities (American Council on Education, 2010).



References

American Council on Education. (2011).  About ACE.  Retrieved from http://www.acenet.edu/AM/Template.cfm?Section=About_ACE

American Council on Education (2010).  Annual Report 2010: Ahead of the Curve.  Retrieved from http://www.acenet.edu/Content/NavigationMenu/About/AnnualReport/2010AnnualReport.pdf

1) Coalition of Higher Education Assistance Organizations (COHEAO)

The Coalition of Higher Education Assistance Organizations (COHEAO) was established in 1981. The organization consists of universities and organizations who work together to support campus based loan programs (i.e. the Perkins loan program) and other financial assistance programs. They work closely with Congress and the Administration in an effort to maintain appropriations for the Federal Perkins loan program. The COHEAO helps keep individuals informed and connected with what is happening in Washington and provide a venue to write to Congress to support potential regulations (COHEAO, 2011).

They provide an e-campus-based report that outlines school participants, borrowers in default, borrowers in repayment status and the total principal on outstanding loan debt. In addition, they outline appropriations for schools (COHEAO, 2011).

They provide an annual legislative and regulatory report that outlines the various regulations they will be reviewing, supporting and promoting.

http://www.coheao.com/wp-content/uploads/2011/04/2009-10-Perkins-Orange-Book3.pdf

http://www.coheao.com/resources/facts-figures/2011-12-campus-based-funding-by-state/

http://www.coheao.com/about-2/annual-reports/

http://www.coheao.com/

National Center for Academic Transformation

The National Center for Academic Transformation (NCAT), led by Dr. Carol A. Twigg, is noted as one of today’s leaders in reducing costs in education. NCAT is an independent nonprofit organization that works with colleges and universities to redesign course structures and learning environments in order to make more academically effective and viably efficient. 

Through NCAT’s proven approaches, students have been shown to excel in redesigned learning environments, while the colleges have an opportunity to amasses savings from the changes.

Two and four year colleges are afforded opportunities to use NCAT’s experience and information technology to create the Program in Course Design (PCD). Currently, there are more than 150 courses of successful redesign projects.

As NCAT has proven its abilities in reducing higher education costs, they are an opinion leader in the finance of higher education. 

References

National Center for Academic Transformation: http://www.thencat.org/

Graves W.H. and Twigg, C.A. 2006. The Future of Course Redesign and the National

Center for Academic Transformation: An Interview with Carol A. Twigg. Retrieved from: 
 http://innovateonline.info/pdf/vol2_issue3/The_Future_of_Course_Redesign_and_the_National_Center_for_Academic_Transformation-_An_Interview_with_Carol_A._Twigg.pdf

The United Negro College Fund

The United Negro College Fund (UNCF) is a philanthropic organization that was incorporated in 1944 by Dr. Frederick D. Patterson (former President of Historically Black Colleges and Universities.  Today, UNCF plays a critical role in assisting over 60,000 students with the opportunity to attend college in order to receive an education. Universally recognized by its motto, ”A mind is a terrible thing to waste,” UNCF assists students in their efforts of going to college by awarding 10,000 student scholarships, as well as, offer a wider population financial and career support through UNCF Internship Programs.

In addition to its direct efforts to assist students, UNCF also supports student and institutional cost by providing operating funds for its 38 member colleges, all of which are small and historically black, private institutions that offer a small-college experience.  All 38 college offer tuition to their students that is on average 30 percent less than those at comparable colleges and universities.

Beyond these efforts, the United Negro College Fund has become an opinion leader when comes to higher education finance by serving as the voice for the importance of a quality education for all citizens of America through its efforts to advocate for students of color and their plight of promise, access and persistence.   

References:

Rapson, R. 2011. What’s next: Philanthropy in an age of government retrenchment. Retrieved from: http://www.kresge.org/about-us/presidents-corner/what’s-next-philanthropy-age-government-retrenchment

United Negro College Fund:  http://www.uncf.org/

United Negro College Fund Public Service Announcement: My Son. 1991. Retrieved from: http://www.youtube.com/watch?v=7PRSN694UAs