Category: higher education

  • Surviving and thriving in HE professional services

    Surviving and thriving in HE professional services

    by GR Evans

    This blog was first published in the Oxford Magazine No 475 (Eighth Week, Hilary term, 2025) and is reproduced here with permission of the author and the editor.

    Rachel Reeds’ short but comprehensive book, Surviving and Thriving in Higher Education Professional Services: a guide to success (Routledge, 2025), is both an instruction manual for the ‘professionals’ it was written for and an illuminating account of what they do for the academics and students who benefit. However, Reeds is frank about what is sometimes described as ‘trench warfare’, a ‘tension’ between academics and ‘everyone else’, including differences of ‘perceived status’ among the staff of  ‘higher education providers’.

    Her chapters begin with a survey of the organisation of ‘UK higher education today’. Then comes a description of  ‘job or career’ in ‘professional services’ followed by a chapter on how to get such a post. Chapter 4 advises the new recruit about ‘making a visible impact’ and Chapter 5 considers ‘managing people and teams’. The widespread enthusiasm of providers for ‘change’ and ‘innovation’ prompts the discussion in Chapter 6.

    Reeds defines ‘Professional Services’ as replacing and embracing ‘terms such as administrators, non-academic staff or support staff’. In some providers there are not two but three categories, with ‘professional services’ sometimes described as ‘academic-related’ and other non-academics as ‘assistant’ staff. Some academics are responsible for both teaching and research but there may also be research-only staff, usually on fixed-term externally-funded contracts, which may be classified on the sameside of the ‘trench’ as academics. The ‘umbrella carriers’ of ‘middle management’ and ‘dealing with difficult things’ provide matter for Chapter 7. In Chapter 8 and the conclusion there is encouragement to see the task in broader terms and to share ‘knowledge’ gained. Each chapter ends with suggestions for further reading under the heading ‘digging deeper’.

    The scope of the needs to be met is now very wide. Government-defined ‘Levels’ of higher education include Levels 4 and 5, placing degrees at Level 6, with postgraduate Masters at 7 and doctorates at 8. The Higher Education and Research Act of 2017 therefore includes what is now a considerable range of ‘higher education providers’ in England, traditional Universities among them, but also hundreds of ‘alternative providers’. Some of these deliver higher education in partnership with other providers which have their own degree-awarding powers, relying on them to provide their students with degrees. These all need ‘professional services’ to support them in their primary tasks of teaching and, in many cases, also research.

    Providers of higher education need two kinds of staff: to deliver education and research and others to provide support for them. That was noticed in the original drafting of the Further and Higher Education Act of 1992 s.65, 2 (b) which approved the use of (the then significant) ‘block grant’ public funding for:

    the provision of any facilities, and the carrying on of any other activities, by higher education institutions in their area which the governing bodies of those institutions consider it necessary or desirable to provide or carry on for the purpose of or in connection with education or research.

    In what sense do those offering such ‘services’ constitute a Profession? The Professional Qualifications Act of 2022, awaiting consideration of amendments and royal approval, is primarily concerned with licence to practise and the arrangements for the acceptance of international qualifications. It is designed to set out a framework ‘whereby professional statutory regulatory bodies (PSRBs) can determine the necessary knowledge and experience requirements to work in a regulated profession (for example nursing or architecture)’. It will permit ’different approaches to undertaking’ any ‘regulatory activity’ so as ‘to ensure professional standards’This is not stated to include any body recognising members of the Professional Services of higher education.  Nor does the Government’s own approved list of regulated professions.

    The modern Professional Services came into existence in a recognisable form only in the last few decades.The need for support for the work of the ‘scholars’ got limited recognition in the early universities. When Oxford and Cambridge formed themselves as corporations at the beginning of the thirteenth century they provided themselves with Chancellors, who had a judicial function, and Proctors (Procuratores) to ensure that the corporation stayed on the right side of the law. The office of Registrar (Oxford) and Registrary (Cambridge) was added from the fifteenth sixteenth century to keep the records of the University such as its lists and accounts.

    The needs to be met expanded towards the end of the nineteenth century. Oxford’s Registrar had a staff of five in 1914. The Oxford and Cambridge Universities Commission which framed the Act of 1923 recommended that the Registrar’s role be developed. The staff of Oxford’s Registrar numbered eight in 1930 and forty in 1958. By 2016 the Registrar was manager to half the University’s staff.

    The multiplication of universities from the 1890s continued with a new cluster in the 1960s,  each with its own body of staff supporting the academics. A body of University Academic Administrative Staff created in 1961 became the Conference of University Administrators in 1993. The  resulting Association of University Administrators (AUA) became the  Association of Higher Education Professionals (AHEP) in 2023. CUA traced its history back to the Meeting of University Academic Administrative Staff, founded in 1961. Its golden jubilees was celebrated in 2011 in response to the changing UK higher education sector. It adopted the current name in 2023.

    This reflects the development of categories of such support staff not all of whom are classified as ‘Professional’.  A distinction is now common between ‘assistant staff’ and the ‘professionals’, often described as ’academic-related’ and enjoying a comparable status with the ‘academic’.

    The question of status was sharpened by the creation of a Leadership Foundation in Higher Education (LFHE) in 2004, merged with AdvanceHE in 2018.  This promises those in  Professional Services ‘a vital career trajectory equal to research, teaching and supporting learning’ and, notably, to ‘empower leaders at all levels: from early-career professionals to senior executives’ That implies that executive leadership in a provider will not necessarily lie with its academics. It may also be described as managerial.

    Reading University identifies ‘role profiles’ of four kinds: ‘academic and research’; ‘professional and managerial’; support roles which are ‘clerical and technical; ‘ancillary and operational support’. The ‘professional and managerial’ roles are at Grades 6-8. It invites potential recruits into its ‘Professional Services’ as offering career progression at the University. The routes are listed under Leadership and Management Development; ‘coaching and mentoring’ and ‘apprenticeships’. This may open a ‘visible career pathway for professional services staff’ and ‘also form part of succession planning within a team, department or Directorate or School where team members showing potential can be nurtured and developed’.

    Traditional universities tend to adopt the terminology of ‘Professional Services’. Durham University, one of the oldest, details its ‘Professional Services’ in information for its students, telling them that they will ‘have access to an extensive, helpful support network’. It lists eleven categories, with ‘health and safety’ specifically stated to provide ‘professional’ advice. York University, one of the group of universities founded during the 1960s, also lists Professional Services. These are ‘overseen by the Chief Financial and Operating Officer’ and variously serving Technology; Estates and Facilities; Human Resources; Research and Enterprise; Planning and Risk; External Relations; student needs etc. The post-1992 Oxford Brookes University also has its Professional Services divided into a number of sections of the University’s work such as ‘academic, research and estates’. Of the alternative providers which have gained ‘university title’ Edge Hill (2006) lists seven ‘administrative staff’, two ‘part-time’, one described as administration ‘co-ordinator’, one as a ‘manager’ and one as a ‘leader’.

    Reeds’ study draws on the experience of those working in a wide range of providers, but it does not include an account of the provision developed by  Oxford or Cambridge. Yet the two ancient English Universities have their own centuries-long histories of creating and multiplying administrative roles. The Colleges of Oxford and Cambridge similarly distinguish their ‘academic’ from their other staff. For example St John’s College, Oxford and Sidney Sussex College, Cambridge list more than a dozen ‘departments’, each with its own  body of non-academic staff.

    In Oxford the distinction between academics and ‘professional’ administrators is somewhat blurred by grading administrators alongside academics at the same levels. Oxford’s Registrar now acts ‘as principal adviser on strategic policy to the Vice-Chancellor and to Council’, and to ‘ensure effective co-ordination of advice from other officers to the Vice-Chancellor, Council, and other university bodies’ (Statute IX, 30-32). Cambridge’s Registrary is ‘to act as the principal administrative officer of the University, and as the head of the University’s administrative staff’ and ‘keep a record of the proceedings of the University, and to attend for that purpose’ all ‘public proceedings of the University’, acting ‘as Secretary to the Council.’

    The record-keeping responsibility continues, including ‘maintaining a register of members of the University’, and ‘keeping records of matriculations and class-lists, and of degrees, diplomas, and other qualifications’. The Registrary must also edit the Statutes and Ordinances and the Cambridge University Reporter (Statute C, VI). The multiplication of the Registrary’s tasks now requires a body offering ‘professional’ services. ‘There shall be under the direction of the Council administrative officers in categories determined by Special Ordinance’ (Statute c, VI).

    Oxford and Cambridge each created a ‘UAS’ in the 1990s. Both are now engaged in ‘Reimagining Professional Services’. Oxford’s UAS (‘University Administration and Services’, also known as ‘Professional Services and University Administration’) is divided into sections, most of them headed by the Registrar. These are variously called ‘departments’, ‘directorates’, ‘divisions’, ‘services’ and ‘offices’ and may have sub-sections of their own. For example ‘People’  includes Childcare; Equality and Diversity; Occupational Health; Safety; ‘Organisational Development’; ‘Wellbeing’ and ‘international Development’, each with its own group of postholders. This means that between the academic and ‘the traditional student support-based professional services’ now fall a variety of other tasks some leading to other professional qualifications, for example from the Chartered Institute of Personnel and Development, the Chartered Management Institute or in librarianship and technology.

    Cambridge’s UAS (Unified Administrative Service), headed by its Registrary and now similarly extensive and wide-ranging, had a controversial beginning. Its UAS was set up in 1996 bringing together the Financial Board, the General Board, and the Registry. Its intended status and that of its proposed members proved controversial. Although it was described as ‘professional’, the remarks made when it was proposed in a Report included the expression of concerns that this threatened the certainty that the University was ‘academic led’. This prompted a stock-taking Notice published on 20 June 2001 to provide assurance that ‘the management of the University’s activities, which is already largely in the hands of academic staff, must also continue to be academic-led’ and that the ‘role of the administration is to support, not to manage, the delivery of high-quality teaching and research’.  But it was urged that the UAS needed ‘further development both in terms of resourcing and of organization’. The opportunity was taken to emphasise the ‘professionalism’ of the service.

    With the expansion of Professional Services has gone a shift from an assumption that this forms a ‘Civil Service’ role to its definition as ‘administrative’ or ‘managerial’. ‘Serving’ of the academic community may now allow a degree of control. Reeds suggests that ‘management’ is a ‘role’ while ‘leadership’ is a ‘concept’, leaving for further consideration whether those in Professional Services should exercise the institutional leadership which is now offered for approval.

    In Cambridge the Council has been discussing ways in which, and with whom, this might be taken forward. On 3 June 2024 its Minutes show that it ‘discussed the idea of an academic leaders’ programme to help with succession planning by building a strong pool of candidates for leadership positions within the University’. It continued the discussion at its July meeting and agreed a plan which was published in a Notice in the Reporter on 31 July:

    to create up to six new paid part-time fellowships each year for emerging academic leaders at the University, sponsored by the Vice-Chancellor. Each fellow would be supported by a PVC or Head of School (as appropriate) and would be responsible for delivering agreed objectives, which could be in the form of project(s).

    ‘In addition to financial remuneration’, the Fellows would each receive professional coaching, including attendance on the Senior Leadership Programme Level 3. Unresolved challenge has delayed the implementation of this plan so far.

    The well-documented evolution and current review of Professional Services in Oxford and Cambridge is not included, but the story of Professional Services told in this well-written and useful book is illustrated with quotations from individuals working in professional services.

    SRHE member GR Evans is Emeritus Professor of Medieval Theology and Intellectual History in the University of Cambridge.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Community colleges are providing new opportunities for learning on the job in logging and oystering

    Community colleges are providing new opportunities for learning on the job in logging and oystering

    SHINGLETOWN, Calif. — On a cold morning in October, the sun shone weakly through tall sugar pines and cedars in Shingletown, a small Northern California outpost whose name is a reminder of its history as a logging camp in the 1800s. Up a gravel road banked with iron-rich red soil, Dylan Knight took a break from stacking logs.

    Knight is one of 10 student loggers at Shasta College training to operate the heavy equipment required for modern-day logging: processors to remove limbs from logs that have just been cut, skidders to pull logs out of the cutting site, loaders to stack and sort the logs by species and masticators to mulch up debris.

    For centuries, logging was a seasonal, learn-on-the-job trade passed down from father to son. But as climate change and innovations in the industry have changed logging into a year-round business, there aren’t always enough workers to fill jobs.

    “Our workforce was dying,” said Delbert Gannon, owner of Creekside Logging. “You couldn’t even pick from the bottom of the barrel. It was affecting our production and our ability to haul logs. We felt we had to do something.”

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.

    Around the country, community colleges are stepping in to run apprenticeship programs for heritage industries, such as logging and aquaculture, which are too small to run. These partnerships help colleges expand the workforce development programs central to their mission. The partnerships also help keep small businesses in small industries alive by managing state and federal grants and providing the equipment, courses and staff to train workers.

    As industries go, logging is small, and it’s struggling. In 2023 there were only about 50,000 logging jobs in the U.S., but the number of logging companies has been on the decline for several years. Most loggers are over 50, according to industry data, and older generations are retiring, contributing to more than 6,000 vacant positions every year on average. The median annual salary for loggers is about $50,000.

    Student logger Bryce Shannon operates a wood chipper at a logging site as part of his instruction at Shasta College in Redding, Calif. Credit: Minh Connors for The Hechinger Report

    Retirements have hit Creekside Logging hard. In 2018 Gannon’s company had jobs to do, and the machines to do them, but nobody to do the work. He reached out to Shasta College, which offers certificates and degrees in forestry and heavy equipment operation, to see if there might be a student who could help.

    That conversation led to a formal partnership between the college and 19 timber companies to create a pre-apprenticeship course in Heavy Equipment Logging Operations. Soon after, they formed the California Registered Apprenticeship Forest Training program. Shasta College used $3.5 million in grant funds to buy the equipment pre-apprentices use.

    Related: Apprenticeships are a trending alternative to college but there’s a hitch

    Logging instruction takes place on land owned by Sierra Pacific Industries lumber company — which does not employ its own loggers and so relies on companies like Creekside Lumber to fell and transport logs to mills.

    Each semester, 10 student loggers like Knight take the pre-apprenticeship course at Shasta College. Nearly all are hired upon completion. Once employed, they continue their work as apprentices in the forest training program, which Shasta College runs in partnership with employers like Gannon. State apprenticeship funds help employers offset the cost of training new workers, as well as the lost productivity of on-the-job mentors.

    For Creekside Logging — a 22-person company — working with Shasta College makes participation in the apprenticeship program possible.Gannon’s company often trained new loggers, only to have them back out of the job months later. It can cost tens of thousands of dollars to train a new worker, and Creekside couldn’t afford to keep taking the financial risk. Now Gannon has a steady flow of committed employees, trained at the college rather than on his payroll. Workers who complete the pre-apprenticeship know what they’re getting into — working outdoors in the cold all day, driving big machines and cutting down trees.

    Workers who complete the apprenticeship, Gannon said, are generally looking for a career and not just a seasonal job.

    Talon Gramps-Green, a student logger at Shasta College in Redding, Calif., shows off stickers on his safety helmet. Credit: Minh Connors for The Hechinger Report

    “You get folks that are going to show up every day,” Gannon said. “They got to test drive the career and know they like heavy equipment. They want to work in the woods. The college has solved that for us.”

    Apprentices benefit too. Workers who didn’t grow up around a trade can try it out, which for some means tracking down an elusive pathway into the work. Kyra Lierly grew up in Redding, about 30 miles west of Shingletown, and previously worked for the California Department of Forestry as a firefighter. She’s used to hard work, but when she looked into getting a job as a logger she couldn’t find a way in. Some companies had no office phone or website, she says. Jobs were given out casually, by word of mouth.

    “A lot of logging outfits are sketchy, and I wanted to work somewhere safe,” said Lierly, 25. She worked as an apprentice with Creekside Lumber but is taking a break while she completes an internship at Sierra Pacific Industries, a lumber producer, and gets a certificate in natural resources at Shasta College.

    “The apprenticeship made forestry less intimidating because the college isn’t going to partner with any company that isn’t reputable,” Lierly said.

    Related: In spite of a growing shortage in male-dominated vocations, women still aren’t showing up

    Apprenticeships, with their combination of hands-on and classroom learning, are found in many union halls but, until now, was not known to be common practice in the forested sites of logging crews.

    State and federally registered apprenticeships have gained popularity in recent years as training tools in health care, cybersecurity and telecommunications.

    Federal funding grew steadily from $145 million in 2018 to more than $244 million  during the last years of the Biden administration. That money was used to support apprenticeships in traditional building trades as well as industries that don’t traditionally offer registered apprenticeships, including teaching and nursing.

    The investment aims to address the shortage of skilled workers. The number of working adults in the U.S. doesn’t align with the number of skilled jobs, a disparity that is only slowly recovering after the pandemic.

    Labor shortages hit especially hard in rural areas, where trades like logging have an outsized impact on their local economies. For regional heritage trades like logging, just a few apprentices can make the difference between staying in business and shutting down.

    Lucas Licea, a student logger at Shasta College in Redding, Calif., operates a loader. Credit: Minh Connors for The Hechinger Report

    “There’s a common misconception of registered apprentices that they’re only in the building trades when most are in a variety of sectors,” said Manny Lamarre, who served as deputy assistant secretary for employment and training with the Labor Department during the Biden administration. More than 5,000 new occupations have registered with the department to offer apprenticeships since 2021, he said. “We can specifically support unique small occupations in rural communities where a lot of people are retiring.”

    Education Secretary Linda McMahon, who was confirmed earlier this month, said in her confirmation hearing that she supports apprenticeships. But ongoing cuts make it unclear what the new federal role will be in supporting such programs.

    However, “sharing the capacity has been an important way to get apprenticeships into rural and small employers,” said Vanessa Bennett, director at the Center for Apprenticeship and Work-Based Learning at the nonprofit Jobs for the Future. It’s helpful when employers partner with a nonprofit or community college that can sponsor an apprenticeship program, as Shasta College does, Bennett said. 

    Once Knight, the student logger, completes the heavy equipment pre-apprenticeship, he plans to return to his hometown of Oroville, about 100 miles south of Shingletown. His tribe — the Berry Creek Rancheria of Tyme Maidu Indians — is starting its own logging crew, and Knight will be one of only two members trained to use some of the most challenging pieces of logging equipment.

    “This program is awesome,” said Knight, 24. “It’s really hands-on. You learn as you go and it helps to have a great instructor.”

    Student logger Dylan Knight drives a masticator, which grinds wood into chips, as Shasta College instructor Chris Hockenberry looks on. Credit: Minh Connors for The Hechinger Report

    Across the country in Maine, a community college is helping to train apprentices for jobs at heritage oyster, mussel and kelp farms that have struggled to find enough workers to meet the growing demand for shellfish. Often classified as seasonal work, aquaculture jobs can become year-round careers for workers trained in both harvesting shellfish and planning for future seasons.

    “I love the farm work and I feel confident that I will be able to make a full-length career out of this,” said Gabe Chlebowski, who completed a year-long apprenticeship with Muscongus Bay Aquaculture, which harvests in Damariscotta, Maine. A farm boy from rural Pennsylvania, Chlebowski worked in construction and stone masonry after high school. When his parents moved to Maine, he realized that he wanted a job on the water. With no prior experience, he applied for an oyster farming apprenticeship and was accepted.

    “I was the youngest by five years and the only person who’d never worked on water,” said Chlebowski, 22. “I grew up in a landlocked state surrounded by corn fields. I had the work ethic and no idea what I was doing in boats.”

    Related: Modern apprenticeships offer path to career — and college

    The apprenticeship program was launched in 2023 by the Gulf of Maine Research Institute, which joined with the Maine Aquaculture Association and Educate Maine to create a yearlong apprenticeship with Southern Maine Community College. Apprentices take classes in shellfish biology, water safety, skiff driving and basic boat maintenance. Grants helped pay for the boots, jackets and fishing bibs apprentices needed.

    “The workforce here was a bottleneck,” said Carissa Maurin, aquaculture program manager for GMRI. New workers with degrees in marine biology were changing their minds after starting training at aquaculture farms. “Farms were wasting time and money on employees that didn’t want to be there.”

    Chlebowski completed the apprenticeship at Muscongus Bay in September. He learned how to repair a Yamaha outdoor motor, how to grade oysters and how to work on a 24-foot, flat-bottom skiff. He stayed on as an employee, working at the farm on the Damariscotta River — the oyster capital of New England. The company is known for two varieties of oysters: Dodge Cove Pemaquid and Wawenauk.

    Oyster farming generates local pride, Chlebowski said. The Shuck Station in downtown Damariscotta gives oyster farmers a free drink when they come in and there’s an annual summer shucking festival. But the company is trying to provide careers, Chlebowski said, not just high-season jobs.

    “It can be hard to make a career out of farming, but it’s like any trade,” he said, adding that there is work to do year-round. “Welding and HVAC have trade schools and apprenticeships. Why shouldn’t aquaculture?”

    Chlebowski’s apprenticeship turned into a career. Back in Shingletown, students in the logging program hope for the same result when they finish. 

    Until then, they spend Mondays, Wednesdays and Fridays in the woods learning how to operate and maintain equipment. Tuesdays and Thursdays are spent on Shasta College’s Redding campus, where the apprentices take three classes: construction equipment operation, introduction to forestry and wood products and milling.

    At the end of the semester, students demonstrate their skills at a showcase in the Shingletown woods. Logging company representatives will attend and scout for workers. Students typically get offers at the showcase. So far, 50 students have completed the pre-apprenticeship program and most transitioned into full apprenticeships. Fifteen people have completed the full apprenticeship program and now earn from $40,000 to $90,000 a year as loggers.

    Related: Some people going into the trades wonder why their classmates stick with college

    Mentorship is at the heart of apprenticeships. On the job, new workers are paired with more experienced loggers who pass on knowledge and supervise the rookies as they complete tasks. Pre-apprentices at Shasta College learn from Jonas Lindblom, the program’s heavy equipment and logging operations instructor.

    At the logging site, Lindblom watches as a tall sugar pine slowly falls and thuds to the ground. Lindblom’s father, grandfathers and great-grandfather all drove trucks for logging companies in Northern California.

    An axe sticks out of a freshly cut tree at a logging site used to train student loggers enrolled at Shasta College in Redding, Calif. Credit: Minh Connors for The Hechinger Report

    This is a good area for apprentices to “just be able to learn at their pace,” he said. “They’re not pushed and they can get comfortable in the machines without developing bad habits along the way.” 

    Lindblom, who studied agriculture education at Chico State University, spent all his breaks during college working as a logger. He works closely with the logging companies that partner with the program to make sure he’s teaching up-to-date practices. It’s better for new loggers to learn in this outdoor classroom, he said, than on the job.

    “The majority of these students did not grow up in logging families,” he said. “This is a great opportunity to pass on this knowledge and share where the industry is going.”

    Contact editor Christina A. Samuels at 212-678-3635 or [email protected].

    This story about learning on the job was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn't mean it's free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

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  • OPINION: Here’s why we cannot permit America’s partnership with higher education to weaken or dissolve

    OPINION: Here’s why we cannot permit America’s partnership with higher education to weaken or dissolve

    Abrupt cuts in federal funding for life saving medical research. Confusing and misleading new guidance about campus diversity programs. Cancellation, without due process, of hundreds of millions of dollars in federal grants and contracts held by a major university. Mass layoffs at the Education Department, undermining crucial programs such as federal student aid.

    All of this, and more, in the opening weeks of the second Trump administration.

    The president has made clear that colleges and universities face a moment of unprecedented challenge. The partnership the federal government forged with American higher education long ago, which for generations has paid off spectacularly for our country’s civic health, economic well-being and national security, appears in the eyes of many to be suddenly vulnerable.

    America must not permit this partnership to weaken or dissolve. No nation has ever built up its people by tearing down its schools. Higher education builds America — and together, we will fight to ensure it continues to do so.  

    Related: Tracking Trump: his actions on education    

    Some wonder why more college and university presidents aren’t speaking out. The truth is, many of them fear their institutions could be targeted next.

    They are also juggling immense financial pressures and striving to fulfill commitments to teaching and research.

    But the American Council on Education, which I lead, has always stood up for higher education. We have done it for more than a century, and we are doing it now. We will use every tool possible — including litigation, advocacy and coalition-building — to advance the cause.

    ACE is the major coordinating body for colleges and universities. We represent institutions of all kinds — public and private, large and small, rural and urban — with a mission of helping our members best serve their students and communities.

    Let me be clear: We welcome scrutiny and accountability for the public funds supporting student aid and research. Our institutions are subject to state and federal laws and must not tolerate any form of discrimination, even as they uphold freedom of expression and the right to robust but civil protest. 

    We also know we have much work to do to raise public confidence in higher education and the value of a degree.

    However, we cannot allow unwarranted attacks on higher education to occur without a vigorous and proactive response.

    When the National Institutes of Health announced on Feb. 7 a huge cut in funding that supports medical and health research, ACE joined with the Association of American Universities, the Association of Public and Land-grant Universities and a number of affected universities in a lawsuit to stop this action.

    ACE has almost never been a plaintiff in a lawsuit against the federal government, but the moment demanded it. We are pleased that a federal judge has issued a nationwide preliminary injunction to preserve the NIH funding.

    When the Education Department issued a “Dear Colleague” letter Feb. 14 that raised questions about whether campus programs related to diversity, equity      and inclusion would be permissible under federal law, ACE organized a coalition of more than 70 higher education groups calling for the department to rescind the letter.      

    We raised concerns about the confusion the letter was causing. We pointed out that the majority opinion from Chief Justice John Roberts in the Students for Fair Admissions case acknowledged that diversity-related goals in higher education are “commendable” and “plainly worthy.”    

     We invited the department to engage with the higher education community to promote inclusive and welcoming educational environments for all students, regardless of race or ethnicity or any other factors. We remain eager to work with the department. 

    Related: Fewer scholarships and a new climate of fear follow      the end of affirmative action

    Unfortunately, in recent days the administration has taken further steps we find alarming.

    ACE denounced the arbitrary cancellation of $400 million in federal grants and contracts with Columbia University. Administration officials claimed their action was a response to failures to adequately address antisemitism at Columbia, though it bypassed well-established procedures for investigating such allegations. (The Hechinger Report is an independent unit of Teachers College, Columbia University.)

    Ultimately, this action will eviscerate academic and research activities, to the detriment of students, faculty, medical patients and others.

    Make no mistake: Combating campus antisemitism is a matter of utmost priority for us. Our organization, along with Hillel International and the American Jewish Committee, organized two summits on this topic in 2022 and 2024, fostering important dialogue with dozens of college and university presidents.

    We also are deeply concerned about the letter the Trump administration sent to Columbia late last week that makes certain demands of the university, including a leadership change for one of its academic departments. To my mind, the letter obliterated the boundary between institutional autonomy and federal control. That boundary is essential. Without it, academic freedom is at risk.

    Meanwhile, layoffs and other measures slashing the Education Department’s workforce by as much as half will cause chaos and harm to financial aid and other programs that support millions of students from low- and middle-income families. We strongly urge the administration to change course and Congress to step in if it does not.

    Despite all that has happened in the past several weeks, we want President Trump and his administration to know this: Higher education is here for America, and ready to keep building. Colleges and universities have long worked with the government in countless ways to strengthen our economy, democracy, health and security. We cannot abandon that partnership. We must fortify it. 

    Ted Mitchell is president of the American Council of Education in Washington, D.C.

    Contact the opinion editor at [email protected].

    This story about academic freedom was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Whitman College – Edu Alliance Journal

    Whitman College – Edu Alliance Journal

    March 17, 2025, by Dean Hoke: This profile of Whitman College is the sixth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1859, Whitman College is a private liberal arts institution located in Walla Walla, Washington. Its 117-acre campus blends historic architecture with modern facilities, creating an inviting environment for academic pursuits and campus life. Originally established as a seminary, Whitman transitioned to a secular liberal arts institution in the early 1880s and has since garnered recognition for its academic rigor, liberal arts commitment, and tight-knit community.

    Whitman prides itself on a student-to-faculty ratio of 9:1, facilitating personalized education. Approximately 1,500 students from across the United States and internationally enroll at Whitman, attracted by its personalized instruction and strong emphasis on experiential learning.

    Curricula

    Whitman College offers over 45 majors and numerous minors spanning the arts, humanities, sciences, and social sciences. Popular disciplines include Environmental Studies, Political Science, Psychology, Economics, and Biology. The curriculum, deeply rooted in the traditional liberal arts, continues to evolve, notably introducing two new majors in Fall 2023: Brain, Behavior & Cognition (Neuroscience) and Ethics & Society, reflecting increasing student interest in neuroscience and applied ethics.

    One hallmark program at Whitman is Semester in the West, a unique field-based study experience where students engage directly with environmental and policy research across the American West. Additionally, Whitman’s Encounters Program forms a cornerstone of the first-year academic experience, promoting critical thinking and interdisciplinary learning.

    Graduate outcomes at Whitman are exceptional, with nearly 70% of alumni enrolling in graduate or professional programs within five years of graduation. The six-year graduation rate stands at an impressive 88%, among the highest for liberal arts colleges in the Pacific Northwest.

    Strengths

    • Strong Post-Graduate Outcomes: Over 91% of Whitman graduates secure employment or enroll in graduate programs within six months after graduation, highlighting the institution’s effectiveness in preparing students for professional success.
    • Experiential Learning: More than 80% of students participate in internships, research, or off-campus programs such as Semester in the West and the Whitman in China teaching fellowship, exemplifying Whitman’s commitment to hands-on learning experiences.
    • Prestigious Recognition: Whitman students consistently win competitive fellowships and awards, including Fulbright grants, Watson Fellowships, and NSF Fellowships. Since 2000, students have secured more than 600 awards.
    • Sustainability and Outdoor Leadership: Whitman’s Outdoor Program provides extensive opportunities for students to engage in activities like hiking, kayaking, skiing, and environmental stewardship, reflecting the institution’s emphasis on sustainability and outdoor leadership.
    • Financial Strength and Support: Despite its modest enrollment, Whitman maintains a substantial endowment nearing $800 million. This financial strength enables the college to offer robust financial aid packages, greatly reducing costs for middle-income families and improving access.

    Weaknesses

    • Geographic Isolation and Limited Visibility: Whitman’s location in Walla Walla presents both advantages and challenges. While the picturesque rural setting fosters a tight-knit community, the distance from major urban centers—roughly four hours from Seattle or Portland—can deter prospective students seeking metropolitan amenities. Consequently, Whitman must invest heavily in marketing and recruitment to attract students beyond the Pacific Northwest.
    • Dependence on Tuition Revenue: While Whitman is financially stable, its operating model remains heavily reliant on tuition, with endowment payouts currently covering around 40% of operational expenses. This reliance necessitates careful financial management and continued growth in the endowment.
    • Enrollment and Demographic Trends: Like many liberal arts colleges, Whitman faces a national decline in the traditional college-age population, coupled with increased competition for top-tier students. In response, Whitman has significantly expanded merit-based and need-based financial aid packages, currently averaging a tuition discount rate over 50%. To address demographic challenges, Whitman is actively broadening its applicant pool through partnerships with organizations such as the Posse Foundation and Matriculate.

    Economic Impact

    Whitman College is a significant economic driver in Walla Walla. It is among the largest employers in the region, accounting collectively for roughly 1,600 jobs in Walla Walla County​.

    Beyond direct employment, Whitman attracts thousands of students and visitors to the area each year, which boosts the local hospitality and retail sectors. Students spend on housing, groceries, dining, and entertainment in town, and their families visit for events like orientation, Family Weekend, and Commencement, filling hotels and restaurants​. The tourism bureau has even created guides for families visiting their “scholars” at Whitman, recognizing the economic benefit of college-related travel​.

    Whitman also fosters long-term regional economic growth through strategic partnerships. A key example is the Gateway Program, in collaboration with Walla Walla Community College, which encourages community college students—particularly first-generation and low-income students—to pursue four-year degrees at Whitman. These initiatives enhance local educational attainment and create a talent pipeline beneficial to the regional economy. Additionally, Whitman engages actively with the Confederated Tribes of the Umatilla Indian Reservation, supporting educational and cultural initiatives that enrich the local community.

    Enrollment Trends As of Fall 2024, Whitman enrollment is 1,561 students. Over the past decade, enrollment has slightly increased despite national declines in liberal arts college applications and the COVID crisis. To counteract demographic shifts, Whitman has expanded financial aid offerings and enhanced recruitment efforts in the Western U.S., international markets, and underrepresented student populations.

    Degrees Awarded by Major In the 2023 graduating class, ​Whitman College conferred degrees across various disciplines.

    Alumni

    Whitman College boasts a vibrant alumni network comprising over 18,000 graduates worldwide. Alumni connections are notably strong in the Pacific Northwest, California, and Washington, D.C., providing substantial networking opportunities through programs such as “Whitties Helping Whitties.” This network significantly aids in securing internships, job placements, and mentoring opportunities for current students.

    Notable Alumni

    • Adam West (Class of 1951) – Actor best known for portraying Batman in the 1960s television series.
    • William O. Douglas (Class of 1920) – U.S. Supreme Court Justice, serving from 1939 to 1975.
    • John W. Stanton (Class of 1977)- Chairman of the Board Trilogy Partners and majority owners of the Seattle Mariners.
    • Peter Adkison (Class of 1985) – Founder of Wizards of the Coast, publisher of Magic: The Gathering.
    • Dorothy Marie “Dottie” Metcalf-Lindenburger (Class of 1997) is a retired American astronaut. She was a high school science teacher when she was selected in 2004 as an educator mission specialist. 
    • Holly Brooks (Class 2004) – Winter Olympian in Nordic Skiing

    Endowment and Financial Standing

    As of 2024, Whitman College’s endowment is valued at nearly $800 million. While this places Whitman on solid financial footing, the college remains largely tuition-dependent. In the 2024–25 budget year, the endowment payout will cover over 40% of Whitman’s operating expenses, which significantly reduces reliance on tuition revenue.​

    Whitman College Endowment Growth:

    Whitman’s financial aid program has expanded in recent years, aiming to increase affordability and access for students from all economic backgrounds. Forbes 2023 Financial Health Evaluation gave Whitman a B+ grade and a financial grade of 3.345  out of 4.5. Whitman enters 2025 in a favorable financial position.​

    Why is Whitman College Important?

    • Academic Excellence: Whitman College maintains a challenging liberal arts curriculum that prepares students for a wide range of careers and graduate studies.
    • High Graduate Success Rates: With 91% of graduates employed or in graduate school within six months, Whitman produces competitive and well-rounded professionals.
    • Experiential Learning and Outdoor Leadership: Signature programs such as Semester in the West and the Outdoor Program allow students to engage in real-world learning.
    • Sustainability and Civic Engagement: Whitman plays a key role in environmental advocacy, sustainability, and community service.

    With its strong academic reputation, experiential learning opportunities, and commitment to sustainability, Whitman College remains a leading liberal arts institution in the Pacific Northwest.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. 

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  • OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    OPINION: The demographic cliff in higher education should be seen as an opportunity, not a crisis

    This spring, the number of high school graduates in the United States is expected to hit its peak. Starting in the fall, enrollment will likely enter a period of decline that could last a decade or more.

    This looming “demographic cliff” has been on the minds of education leaders for nearly two decades, dating back to the start of the Great Recession. A raft of college closures over the past five years, exacerbated by the pandemic, has for many observers been the canary in the coal mine.

    In the years to come, schools at all levels — reliant on per-pupil funding for K-12 and on tuition dollars for colleges and universities — will begin feeling the squeeze.

    The question now is whether to treat the cliff as a crisis or an opportunity.

    Related: Interested in innovations in the field of higher education? Subscribe to our free biweekly Higher Education newsletter.

    As they prepare for enrollment shortfalls, superintendents and college presidents are primarily focused on crisis management. With good reason, they’re spending the bulk of their time on the hard short-term decisions of cutting programs and personnel to meet looming budget shortfalls.

    In the precious few years before the situation becomes even more dire, the question is whether schools should just continue bracing for impact — or if they can think bigger in ways that could be transformative not just for the landscape of education, but for the economy more broadly. In my view, they should think about what it would look like to make a moment of crisis a real opportunity.

    Here are some ideas about how that could happen. The first involves blurring the lines between high school and college.

    Colleges today feel immense pressure because there aren’t enough high school graduates. High schools feel similar pressure because there are fewer young people around to enroll each year — not to mention the chronic absenteeism and disengagement that has persisted since the pandemic.

    What if the two worked more closely together — in ways that helped high schools keep students engaged while enabling colleges to reach a broader range of students?

    In many states, this is already happening. At last count, 2.5 million high schoolers took at least one dual-enrollment course from a college or university. But it’s not enough to just create tighter connections between one educational experience and another. Today’s students — and today’s economy — also demand clearer pathways from education to careers. It makes sense to blur the lines between high schools, colleges and work.

    So imagine taking these changes even further — to a world in which instead of jumping from high school to college, students in their late teens entered entirely new institutions that paid them for work-based learning experiences that would lead them to a degree and eventually a career.

    That’s a lofty goal. But it’s the kind of big thinking that both high schools and colleges may need to reinvent themselves for the country’s shifting demographics.

    Colleges have an opportunity right now to double down on creating and expanding job-relevant programs — and to think even bigger about who they serve. That could include expanding opportunities for adult learners who have gained skills outside the classroom through credit for prior learning and competency-based learning. It could also mean speeding up the development of industry-relevant coursework to better align with the needs of the labor market and leaning into short-form training programs to upskill incumbent workers.

    Related: The number of 18-year-olds is about to drop sharply, packing a wallop for colleges — and the economy

    Not every student is ready to invest four years of time and money to earn a bachelor’s degree. But they shouldn’t have to be — and colleges have a chance to expand their offerings in ways that give students more pathways into today’s fast-changing economy and further education if they so choose.

    Part of the problem with the current trajectory from high school to college is that the wrong things get incentivized. Both K-12 schools and colleges get money and support based on the number of students they enroll and (sometimes) the number of people who graduate — not on how well they do at helping people gain the skills to effectively participate in the economy.

    That’s not anyone’s fault. But it often boils down to a matter of policy. Which means that changing policy can create new incentives to tighten the connections between high school, college and work.

    States like Colorado are already taking the lead on this shift. Colorado’s “Big Blur” task force put out a report with recommendations on how to integrate learning and work, including by creating a statewide data system to track the outcomes of educational programs and updating the state’s accountability systems to better reflect “the importance of learners graduating ready for jobs and additional training.”

    If schools and policymakers stay the course in the decade to come, they already know what’s ahead: declining enrollment, decreased funding and the exacerbation of all the challenges that they’ve already begun to face in recent years.

    It’s not the job of the education system to turn the tide of demographic change. But the system does have a unique, and urgent, opportunity to respond to this changing landscape in ways that benefit not only students but the economy as a whole. The question now is whether education leaders and policymakers can seize that opportunity before it’s too late.

    Joel Vargas is vice-president of education practice at Jobs for the Future.

    Contact the opinion editor at [email protected].

    This story about demographic cliff in higher education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • How Trump is disrupting efforts by schools and colleges to combat climate change

    How Trump is disrupting efforts by schools and colleges to combat climate change

    This week I dug into how the Trump administration’s anti-climate blitz is hampering schools’ and colleges’ ability to green their operations, plus a new report on the California wildfires’ impact on students. Thank you for reading, and reply to this email to be in touch. — Caroline Preston

    LeeAnn Kittle helps oversee the Denver public school district’s work to reduce carbon emissions by 90 percent by 2050.

    In January, her job got a lot tougher. 

    Denver expected to receive tax credits via the Inflation Reduction Act for an additional 25 electric school buses. President Donald Trump attempted to freeze clean energy funds through the IRA in his first days in office. Kittle, the district’s executive director of sustainability, also considered applying for tax credit-like payments for energy-efficient heat pumps for the district’s older buildings that lack air conditioning. And she’d intended to apply this spring for a nearly $12 million grant through Renew America’s Schools, a Department of Energy program to help schools become more energy efficient. Staff working on that program have left and its future is uncertain.  

    “I think we’re all in shock,” said Kittle. “It’s like someone put us in a snow globe and shook us up, and now we’re asked to stand straight. And it’s like I don’t know how to stand straight right now.”

    Since January, the Trump administration has launched a broadside against efforts to reduce gases that cause climate change, including by freezing clean energy spending, slashing environmental staff and research, scrubbing the words “climate change” from websites, and rethinking decades of science showing the harms of global warming to human health and the planet. Experts and education leaders say those actions — some of which have been challenged in court — are disrupting, but not extinguishing, efforts by schools and colleges to curtail their emissions and reduce their toll on the planet.

    Related: Want to read more about how climate change is shaping education? Subscribe to our free newsletter.

    At the start of the year, the State University of New York was awarded $15 million to buy 350 electric vehicle charging stations. “We have yet to see the dollars,” said its chancellor, John B. King Jr. A webinar on the Department of Transportation grant program, which is funded by the bipartisan infrastructure act, was canceled. “It’s been radio silence,” said Carter Strickland, the SUNY chief sustainability officer. 

    The SUNY system, which owns a staggering 40 percent of New York State’s public buildings, had also planned to apply for IRA payments for a variety of projects to electrify campuses, reduce pollution and improve energy efficiency. In November, it applied for approximately $1.45 million for an Oneonta campus project that uses geothermal wells to provide heating and cooling. It still expects to get that money since the project is complete and the IRA remains law, but it can no longer count on payments for newer projects, King said. 

    “What the IRA did was turbocharged everything and gave many more players the ability to see themselves as part of a clean energy economy,” said Timothy Carter, president of Second Nature, a group that supports climate work in higher education. But the confusion that the Trump administration has sowed — even though the IRA has not been repealed — means both K-12 and higher education institutions are reconsidering clean energy projects. 

    There’s no count of how many colleges have sought funding through the IRA and bipartisan infrastructure act-funded programs, said Carter, but the work is spread across red and blue states, and some education systems have dozens of projects under construction. The University of California system, for example, filed applications for more than 70 projects, including a $1 billion project to replace UC Davis’s leaky and inefficient heating and cooling system and a project at UC Berkeley to phase out an old power plant and replace it with a microgrid. 

    “We remain hopeful that funding will be provided per the program provisions,” David Phillips, associate vice president for capital programs at the University of California, wrote in an email. 

    Sara Ross, co-founder of Undaunted K12, which helps school districts green their operations, said her group tells school leaders that for now, “energy tax credits are still the law of the land.” 

    But she expects those credits could be eliminated in the new tax bill that Congress is negotiating this year. 

    In the past, entities that begin construction on projects before any changes in a new law go into effect have been grandfathered in and still received that money, she said. “No promises,” Ross said, but historically that’s how such tax credit scenarios have worked. She said some school districts are speeding up projects to beat that possible deadline, while others are abandoning them.

    There is some political movement to preserve clean energy tax credits. Roughly 85 percent of the private-sector dollars that have gone into clean energy projects are in GOP-led districts, according to a report last year. Some GOP lawmakers have advocated for maintaining that funding, which has contributed to a surge in renewable energy jobs.  

    Steven Bloom, assistant vice president of government relations with the American Council on Education, said that gives supporters of the IRA some hope. But he said that many higher education institutions are facing so much pain and uncertainty from other Trump administration actions, like the National Institutes of Health’s plan to slash overhead payments and investigations into alleged antisemitism, that unfortunately “climate investments may get pushed down the ladder of priorities in the near term.” 

    Related: How colleges can become ‘living labs’ for combating climate change

    Another important vehicle for greening schools, the Renew America’s Schools grant program, was started in 2022 with $500 million for school districts. Many of the Department of Energy staff working on that effort have left, Ross said, and some school districts have not heard back about the status of funding for their projects.    

    In Massachusetts, the Lowell school district won a prize through the Renew America program that could unlock up to $15 million to help the district improve its aged facilities. The district’s facilities for the most part lack air conditioning and schools have been closed on occasion due to high temperatures.

    Katherine Moses, the city of Lowell’s sustainability director, wrote in an email that the district had so far pocketed $300,000 that it is using for energy audits to identify inefficiencies and lay the groundwork for a larger investment. It’s unclear what could happen beyond that and if the district will receive more money. She said Lowell is proceeding according to the requirements of the grant “until we hear otherwise from DOE.” 

    More than 3,400 school districts have applied for money through programs created under the bipartisan infrastructure law and the IRA to electrify school buses. After a federal judge ruled against the administration’s freeze on clean energy spending, grants through those programs appear to have been unfrozen and districts have been able to access payments, said Sue Gander, director of the electric school bus initiative with the nonprofit World Resources Institute. 

    But rebates for electric buses are still stalled, she said. Districts are submitting forms to receive rebates, she said, “but there’s no communication coming back to them through the system about the status of their award or any indication that any payment that may have been requested is being provided.”  

    The Transportation and Energy departments and the Environmental Protection Agency, which runs the Clean School Bus Program, did not respond by deadline to requests for comment for this article.  

    King, of SUNY, noted that climate change is already negatively affecting young people and contributing to worsening disasters like floods and fires. For some faculty, staff and students, the backtracking from climate action at the federal level is stirring disappointment and fear, he said. “There is this very intense frustration that as a society we are stopping efforts to deal with what is truly an existential threat.” 

    Contact Caroline Preston at 212-870-8965, on Signal at CPreston.83 or via email at [email protected]. 

    This story about clean energy was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our climate and education newsletter.

    What I’m reading:

    My colleague Neal Morton traveled to northwest Colorado for a story on how phasing out coal-powered plants affects school budgets and career prospects for graduates. School districts haven’t done enough to plan for those changes or prepare students for alternate careers, he writes, and renewable energy projects are not popping up fast enough to smooth the financial pain.  

    Some 725,000 students at more than 1,000 schools faced school closures during the California wildfires in January, according to a new report from Undaunted K12 and EdTrust. The fire had a disproportionate impact on students living in poverty and from underrepresented backgrounds, the report says: Three-quarters of the affected students came from low-income households, and 66 percent were Hispanic. 

    The U.S. Coast Guard Academy removed the words “climate change” from its curriculum, reports Inside Climate News. The academy falls under the purview of the Department of Homeland Security, whose new director, Kristi Noem, issued a directive in February to “eliminate all climate change activities and the use of climate change terminology in DHS policies and programs.”

    Schools with satisfactory heating systems reduce student absences by 3 percent and suspensions by 6 percent, and record a 5 percent increase in math scores, according to a study by researchers at the University at Albany, State University of New York. Schools with satisfactory cooling systems see an increase of 3 percent in reading scores. 

    Contact editor Caroline Preston at 212-870-8965, on Signal at CPreston.83 or via email at [email protected].

    This story about clean energy was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our climate and education newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Online college courses are popular, why do they still cost so much?

    Online college courses are popular, why do they still cost so much?

    Emma Bittner considered getting a master’s degree in public health at a nearby university, but the in-person program cost tens of thousands of dollars more than she had hoped to spend.

    So she checked out master’s degrees she could pursue remotely, on her laptop, which she was sure would be much cheaper.

    The price for the same degree, online, was … just as much. Or more.

    “I’m, like, what makes this worth it?” said Bittner, 25, who lives in Austin, Texas. “Why does it cost that much if I don’t get meetings face-to-face with the professor or have the experience in person?”

    Among the surprising answers is that colleges and universities are charging more for online education to subsidize everything else they do, online managers say. Huge sums are also going into marketing and advertising for it, documents show.

    Universities and colleges “see online higher education as an opportunity to make money and use it for whatever they want to make money for,” said Kevin Carey, vice president of education and work at the left-leaning think tank New America.

    Online higher education is projected to pass an impressive if little-noticed milestone this year: For the first time, more American college students will be learning entirely online than will be learning 100 percent in person.

    Bittner’s confusion about the price is widespread. Eighty percent of Americans think online learning after high school should cost less than in-person programs, according to a 2024 survey of 1,705 adults by New America.

    After all, technology has reduced prices in many other industries. And online courses don’t require classrooms or other physical facilities and can theoretically be taught to a much larger number of students, creating economies of scale.

    While consumers complained about remote learning during the pandemic, online enrollment has been rising faster than was projected before Covid hit.

    Yet 83 percent of online programs in higher education cost students as much as or more than the in-person versions, an annual survey of campus chief online learning officers finds. About a quarter of universities and colleges even tack on an additional “distance learning fee,” that survey found.

    In addition to using the income from their online divisions to help pay for the other things they do, universities say they have had to pay more than they anticipated on advising and support for online students, who get worse results, on average, than their in-person counterparts.

    Bringing down the price of a degree “was certainly a key part of the appeal” when online higher education began, said Richard Garrett, co-director of that survey of online education managers and chief research officer at Eduventures, an arm of the higher education technology consulting company Encoura.

    “Online was going to be disruptive. It was supposed to widen access. And it would reduce the price,” said Garrett. “But it hasn’t played out that way.”

    Related: Interested in more news about colleges and universities? Subscribe to our free biweekly higher education newsletter.

    Today, online instruction for in-state students at four-year public universities costs $341 a credit, the independent Education Data Initiative finds — more than the average $325 a credit for face-to-face tuition. That adds up to about $41,000 for a degree online, compared to about $39,000 in tuition for a degree obtained in person.

    Two-thirds of private four-year universities and colleges with online programs charge more for them than for their face-to-face classes, according to the survey of online managers. The average tuition for online learning at private universities and colleges comes to $516 per credit.

    And community colleges, which collectively enroll the largest number of students who learn entirely online, charge them the same as or more than their in-person counterparts in 100 percent of cases, the survey of online officers found (though Garrett said that’s likely because community college tuition overall is already comparatively low).

    Social media is riddled with angry comments about this. A typical post: “Can someone please explain to me why taking a course online can cost a couple $1000 more than in person?”

    Online education officers respond that online programs face steep startup costs and need expensive technology specialists and infrastructure. In a separate survey of faculty by the consulting firm Ithaka S+R, 80 percent said it took them as much time, or more, to plan and develop online courses as it did in-person ones because of the need to incorporate new kinds of technology.

    Online programs also need to provide faculty who are available for office hours, online advisors and other resources exclusively to support online students, who tend to be less well prepared and get worse results than their in-person counterparts. For the same reasons, many online providers have put caps on enrollment, limiting those expected economies of scale.

    “You still need advisers, you still need a writing center, a tutoring center, and now you have to provide those services for students who are at a distance,” said Dylan Barth, vice president of innovation and programs at the Online Learning Consortium, which represents online education providers.

    Related: The number of 18-year-olds is about to drop sharply, packing a wallop for colleges — and the economy

    Still, 60 percent of public and more than half of private universities are taking in more money from online education than they spend on it, the online managers’ survey found. About half said they put the money back into their institutions’ general operating budgets.

    Such cross subsidies have long been a part of higher education’s financial strategy, under which students in classes or fields that cost less to teach generally subsidize their counterparts in courses or disciplines that cost more. English majors subsidize their engineering classmates, for example. Big first-year lecture classes subsidize small senior seminars. Graduate students often subsidize undergrads.

    “Online education is another revenue stream from a different market,” said Duha Altindag, an associate professor of economics at Auburn University who has studied online programs.

    Universities “are not trying to use technology to become more efficient. They’re just layering it on top of the existing model,” said New America’s Carey, who has been a critic of some online education models.

    “Public officials are not stopping them,” he said. “They’re not coming and saying, ‘Hey, we’re seeing this new opportunity to save money. These online courses could be cheaper. Make them cheaper.’ This is just a continuation of the status quo.”

    Another page that online managers have borrowed from higher education’s traditional pricing playbook is that consumers often equate high prices with high quality, especially at brand-name colleges and universities.

    “Market success and reputation can support higher prices,” Garrett said. It’s not what online courses cost to provide that determines the price, in other words, but how much consumers are willing to pay.

    Related: Apprenticeships are a trending alternative to college — but there’s a hitch

    With online programs competing for customers across the country, rather than for those within commuting distance of a campus or willing to relocate to one, universities and colleges are also putting huge amounts into marketing and advertising.

    An example of this kind of spending was exposed in a review by the consulting firm EY of the University of Arizona Global Campus, or UAGC, which the university created by acquiring for-profit Ashford University in 2020. Obtained through a public-records request by New America, the report found that the university was paying out $11,521 in advertising and marketing for every online student it enrolled.

    The online University of Maryland Global Campus committed to spending $500 million for advertising to out-of-state students over six years, a state audit found.

    “What if you took that money and translated it into lower tuition?” asked Carey.

    The online University of Maryland Global Campus is spending $500 million to market and advertise to out-of-state students over six years.

    While they’re paying the same as or more than their in-person counterparts, meanwhile, online students get generally poorer success rates.

    Online instruction results in lower grades than face-to-face education, according to research by Altindag and colleagues at American University and the University of Southern Mississippi — though they also found that the gap is narrowing. Students online are more likely to have to withdraw from or repeat courses and less likely to graduate on time, these researchers found, which further increases the cost.

    Another study, by University of Central Florida Institute of Higher Education Director Justin Ortagus, found that taking all of their courses online reduces the odds that community college students will ever graduate.

    Lower-income students fare especially poorly online, that and other research shows; scholars say this is in part because many come from low-resourced public high schools or are balancing their classes with work or family responsibilities.

    Students who learn entirely online at any level are less likely to have graduated within eight years than students in general, who have a 66 percent eight-year graduation rate, data from the National Center for Education Statistics shows.

    Graduation rates are particularly low at for-profit universities, which enroll a quarter of the students who learn exclusively online. In the American InterContinental University System, for example, only 11 percent of students graduated within eight years after starting, federal data shows, and at the American Public University System, 44 percent. The figures are for the period ending in 2022, the most recent for which they have been widely submitted.

    Several private, nonprofit universities and colleges also have comparatively lower eight-year graduation rates for students who are online only, the data shows, including Southern New Hampshire University (37 percent) and Western Governors University (52 percent).

    Related: Some colleges aim financial aid at a declining market: students in the middle class

    If they do receive degrees, online-only students earn more than their entirely in-person counterparts for the first year after college, Eduventures finds — perhaps because they tend to be older than traditional-age students, researchers speculated. But that advantage disappears within four years, when in-person graduates overtake them.

    For all the growth in online higher education, employers appear to remain reluctant to hire graduates of it, according to still other research conducted at the University of Louisville. That study found that applicants for jobs who listed an online as opposed to in-person degree were about half as likely to get a callback for the job.

    How strongly consumers feel that online higher education should cost less than the in-person kind was evident in lawsuits brought against universities and colleges that continued to charge full tuition even after going remote during the Covid-19 pandemic.

    Students had part of their payments refunded under multimillion-dollar settlements with the University of Chicago, Pennsylvania State University, Rensselaer Polytechnic Institute, the University of Maine System and others.

    Yet students keep signing on. For all the complaining about remote learning at the time, its momentum seems to have been speeded up by the pandemic, which was followed by a 12 percent increase in online enrollment above what had been projected before it hit, according to an analysis of federal data by education technology consultant Phil Hill.

    Online students save on room and board costs they would face on residential campuses, and online higher education is typically more flexible than the in-person kind.

    Sixty percent of campus online officers say that online sections of classes tend to fill first, and nearly half say online student numbers are outpacing in-person enrollment.

    There have been some widely cited examples of online programs with dramatically lower tuition, such as a $7,000 online master’s degree in computer science at the Georgia Institute of Technology (compared to the estimated nearly $43,000 for the two-year in-person version), which has attracted thousands of students and a few copycat programs.

    There are also early signs that prices for online higher education could fall. Competition is intensifying from national nonprofit providers such as Western Governors, which charges a comparatively low average $8,300 per year, and Southern New Hampshire, whose undergraduate price per credit hour is a slightly lower-than-average (for online courses) $330.

    Related: Fewer students and fewer dollars mean states face closing public universities and colleges

    Universities have started cutting their ties with for-profit middlemen, called online program managers, who take big cuts of up to 80 percent of revenues. Nearly 150 such deals were canceled or ended and not renewed in 2023, the most recent year for which the information is available, the market research firm Validated Insights reports.

    Another thing that could lower prices: As more online programs go live, they no longer require high up-front investment — just periodic updating.

    “It is possible to save money on downstream costs if you offer the same course over a number of years,” Ortagus said.

     A student studies on her laptop. The number of college students who learn entirely online will this year surpass the number who take all their classes in person.

    While that survey of online officers found a tiny decline in the proportion of universities charging more for online than in-person classes, however, the drop was statistically insignificant. And as their enrollments continue to plummet, institutions increasingly need the revenue from online programs.

    Bittner, in Texas, ended up in an online master’s program in public health that was just being started by a private, nonprofit university, and was cheaper than the others she’d found.

    Her day job is at the national nonprofit Young Invincibles, which pushes for reforms in higher education, health care and economic security for young Americans. And she still doesn’t understand the online pricing model.

    “I’m so confused about it. Even in the program I’m in now, you don’t get the same access to stuff as an in-person student,” she said. “What are you putting into it that costs so much?”

    Contact writer Jon Marcus at 212-678-7556 or [email protected].

    This story about the cost of online higher education was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for our higher education newsletter. Listen to our higher education podcast.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • IES, the Institute of Education Sciences, is in disarray after layoffs

    IES, the Institute of Education Sciences, is in disarray after layoffs

    President Donald Trump promises he’ll make American schools great again. He has fired nearly everyone who might objectively measure whether he succeeds.

    This week’s mass layoffs by his secretary of Education, Linda McMahon, of more than 1,300 Department of Education employees delivered a crippling blow to the agency’s ability to tell the public how schools and federal programs are doing through its statistics and research branch. The Institute of Education Sciences (IES) is now left with fewer than 20 federal employees, down from more than 175 at the start of the second Trump administration, according to my reporting. It’s not clear how the institute can operate or even fulfill its statutory obligations set by Congress. 

    IES is modeled after the National Institutes of Health and was established in 2002 during the administration of former President George W. Bush to fund innovations and identify effective teaching practices. Its largest division is a statistical agency that dates back to 1867 and is called the National Center for Education Statistics (NCES), which collects basic statistics on the number of students and teachers. NCES is perhaps best known for administering the National Assessment of Educational Progress, which tracks student achievement across the country. The layoffs  “demolished” the statistics agency, as one former official characterized it, from roughly 100 employees to a skeletal staff of just three. 

    “The idea of having three individuals manage the work that was done by a hundred federal employees supported by thousands of contractors is ludicrous and not humanly possible,” said Stephen Provasnik, a former deputy commissioner of NCES who retired early in January. “There is no way without a significant staff that NCES could keep up even a fraction of its previous workload.”

    Related: Our free weekly newsletter alerts you to what research says about schools and classrooms.

    Even the new acting commissioner of education statistics, a congressionally mandated position, was terminated with everyone else on March 11 after just 15 days on the job, according to five former employees. Chris Chapman replaced Biden-appointee Peggy Carr, who was suddenly removed on Feb. 24 without explanation before her congressionally designated six-year term was to end in 2027. It was unclear who, if anyone, will serve as the commissioner after Chapman’s last day on March 21. (Chapman did not respond to an email for comment.) Meanwhile, the chief statistician, Gail Mulligan, was put on administrative leave until her early retirement on April 1.* There is apparently no replacement to review the accuracy of figures reported to the public.  

    Two offices spared

    Only two IES offices were untouched by this week’s layoffs: the National Center for Special Education Research, an eight-person office that awards grants to study effective ways to teach children with disabilities, and the Office of Science, a six-person office that reviews research for quality, accuracy and validity. It was unclear why they were spared. Other areas of the Education Department that fund and oversee education for children with disabilities also had relatively lighter layoffs.

    A draft of an executive order to eliminate the Education Department was prepared in early March, but Trump hadn’t signed it as of this week. Instead, McMahon said on Fox News that she began firing employees as a “first step” toward that elimination. Former department employees believe that McMahon and her team decided which offices to cut. Weeks before her confirmation, about a half dozen people from McMahon’s former think tank, the right-wing America First Policy Institute, were inside the department and looking at the bureaucracy, according to a former official at the Education Department. The Education Department did not respond to my email queries.

    The mass firings this month were preceded by a Feb. 10 onslaught, when Elon Musk’s Department of Government Efficiency terminated much of the work that is overseen by these education research and statistics units. Most of the department’s research and data collections are carried out by outside contractors, and nearly 90 of these contracts were canceled, including vital data collections on students and teachers. The distribution of roughly $16 billion in federal Title I aid to low-income schools cannot be calculated properly without this data. Now, the statisticians who know how to run the complicated formula are also gone. 

    ‘Five-alarm fire’

    The mass firings and contract cancellations stunned many. “This is a five-alarm fire, burning statistics that we need to understand and improve education,” said Andrew Ho, a psychometrician at Harvard University and president of the National Council on Measurement in Education, on social media.  

    Former NCES Commissioner Jack Buckley, who ran the education statistics unit from 2010 to 2015, described the destruction as “surreal.” “I’m just sad,” said Buckley. “Everyone’s entitled to their own policy ideas, but no one’s entitled to their own facts. You have to share the truth in order to make any kind of improvement, no matter what direction you want to go. It does not feel like that is the world we live in now.”

    The deepest cuts

    While other units inside the Education Department lost more employees in absolute numbers, IES lost the highest percentage of employees — roughly 90 percent of its workforce. Education researchers questioned why the Trump administration targeted research and statistics. “All of this feels like part of an attack on universities and science,” said an education professor at a major research university, who asked not to be identified for fear of retaliation. 

    That fear is well-founded. Earlier this month the Trump administration canceled $400 million in federal contracts and grants with Columbia University, blaming the university’s failure to protect Jewish students from antisemitism during campus protests last year over Israeli attacks on Gaza. Among them were four research grants that had been issued by IES, including an evaluation of the effectiveness of the Federal Work-Study program, which costs the government $1 billion a year. That five-year study was near completion and now the public will not learn the results. (The Hechinger Report is an independent news organization at Teachers College, Columbia University.) 

    Related: Tracking Trump: His actions on education

    Tom Brock, executive director of the Community College Research Center at Teachers College, Columbia University, said he had been cautiously optimistic that he could successfully appeal the cancellation of his $2.8 million in education research grants. (He planned to argue that Teachers College is a separate entity from the rest of Columbia with its own president and board of trustees and it was not affected by student protests to the same degree.) But now the IES office that issued the grants, the National Center for Education Research, has lost its staff. “I’m very discouraged,” said Brock. “Even if we win on appeal, all the staff have been laid off. Who would reinstate the grant? Who would we report to? Who would monitor it? They have completely eliminated the infrastructure. I could imagine a scenario where we would win on appeal and it can’t be put into effect.”

    Active contracts

    Many contracts with outside organizations for data collection and research grants with university professors remain active. That includes the National Assessment of Educational Progress, which tracks student achievement, and the Integrated Postsecondary Education Data System (IPEDS), which collects data on colleges and universities. But now there are almost no employees left to oversee these efforts, review them for accuracy or sign future contracts for new data collections and studies. 

    “My job was to make sure that the limited public dollars for education research were spent as best as they could be,” said one former education official who issued grants for the development of new innovations. “We make sure there’s no fraud, waste and abuse. Now there’s no watchdog to oversee it.” 

    The former official asked to remain anonymous as did more than a dozen other former employees whom I talked to while reporting this story. Some explained that the conditions of their termination, called a “reduction in force” or “RIF,” could mean losing their severance if they talked to the press. The terminated employees are supposed to work from home until their last day on March 21, and they described having limited access to their work computer systems. That is stymying efforts to wind down their work with their colleagues and outside contractors in an orderly way. One described how she had to take a cellphone picture of her termination notice on her laptop because she could no longer save or send documents on it. 

    Related: DOGE’s death blow to education studies

    So far, there has been no sign of protest among congressional Republicans, even though some of the cuts affect data and research they have mandated. A spokesman for Sen. Bill Cassidy, Republican of Louisiana and chairman of the Senate committee on Health, Education, Labor and Pensions, directed me to Cassidy’s statement on X. “I spoke to @EDSecMcMahon and she made it clear this will not have an impact on @usedgov ability to carry out its statutory obligations. This action is aimed at fulfilling the admin’s goal of addressing redundancy and inefficiency in the federal government.”

    Following the law

    In theory, a skeletal staff might be able to fulfill the law, which is often “ambiguous,” said former NCES commissioner Buckley. For example, the annual report to Congress on the condition of education could be as short as one page. Laws mention several data collections, such as ones on financial aid to college students and on the experiences of teachers, but often don’t specify how often they must be produced. Technically, they could be paused for many years without running afoul of statutes.

    The remaining skeleton crew could award contracts to outside organizations to do all the work and have them “supervise themselves,” said Buckley. “I’m not advocating that oversight be pushed out to contractors, but you could do it in theory. It depends on your tolerance for contracting out work.”

    NAEP anxiety

    Many are anxious about the future of NAEP, also known as the Nation’s Report Card. Even before the firings, William Bennett, Education Secretary under President Ronald Reagan, penned an open letter along with conservative commentator Chester Finn in The 74, urging McMahon to preserve NAEP, calling it “the single most important activity of the department.” 

    Colorado Gov. Jared Polis, a Democrat who chairs the National Governors Association, is especially concerned. In an email, Polis’ spokesman emphasized that Polis believes that “NAEP is critical.” He warned that “undercutting data collection and removing this objective measuring stick that helps states understand and improve performance will only make our efforts more difficult.” 

    Though much of the test development and administration is contracted out to private organizations and firms, it is unclear how these contracts could be signed and overseen by the Education Department with such a diminished staff. Some officials suggested that the National Assessment Governing Board (NAGB), which sets NAEP policy, could take over the test’s administration. But the board’s current staff doesn’t have the testing or psychometrics expertise to do this. 

    Related: Former Trump commissioner blasts DOGE education data cuts

    In response to questions, board members declined to comment on the future of NAEP and whether anyone in the Trump administration had asked them to take it over. One former education official believes there is “apparently some confusion” in the Trump administration about the division of labor between NAGB and NCES and a “misunderstanding of how work gets done in implementing” the assessment.

    Mark Schneider, a former IES director who is now a senior fellow at the American Enterprise Institute, said he hoped that McMahon would rebuild NCES into a modern, more efficient statistical agency that could collect data more cheaply and quickly, and redirect IES’s research division to drive breakthrough innovations like the Defense Department has. But he conceded that McMahon also cut some of the offices that would be needed to modernize the bureaucracy, such as the centralized procurement office. 

    So far, there’s no sign of Trump’s or McMahon’s intent to rebuild. 

    * Clarification: An earlier version of this story said that Mulligan had been terminated, but she revised a social media post about her status after publication of this story to clarify that she was not subject to the “reduction in force” notice. 

    Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or [email protected].

    This story about the Institute of Education Sciences was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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  • Gettysburg College – Edu Alliance Journal

    Gettysburg College – Edu Alliance Journal

    March 10, 2025, by Dean Hoke: This profile of Gettysburg College is the fifth in a series presenting small colleges throughout the United States.

    Background

    Founded in 1832, Gettysburg College is a private liberal arts institution located in Gettysburg, Pennsylvania. The 225-acre campus is steeped in history, having served as a field hospital during the Battle of Gettysburg​. An alumnus (David Wills, Class of 1851) invited President Abraham Lincoln to deliver the Gettysburg Address in 1863, tying the college to this pivotal moment in American history​. Gettysburg’s historical significance (from its Civil War connections to President Dwight D. Eisenhower’s post-presidency involvement on its Board of Trustees) contributes to its distinctive identity.​

    The college is known for its rigorous academics, close faculty-student mentorship, and emphasis on leadership development. Gettysburg maintains a 10:1 student-to-faculty ratio, ensuring personalized instruction. It enrolls approximately 2,200 students from across the country and abroad, fostering a diverse and engaged learning community.

    Curricula

    Gettysburg College offers more than 40 majors and 40 minors, spanning the arts, humanities, sciences, and social sciences. Popular programs include Business, Political Science, Economics, Psychology, and Health Sciences. The college is home to the Eisenhower Institute provides students with opportunities to engage in public policy and leadership development, while the Civil War Era Studies minor leverages the college’s historical location for in-depth academic exploration. Five years after graduation (as of Fall 2021), 45 percent of this graduating class had received and/or were enrolled in a graduate/professional degree program five years after graduating from Gettysburg. Graduation rates have remained high. The latest 6-year graduation rate was 83%

    Strengths

    • Strong Post-Graduate Outcomes: 98% of graduates are employed or enrolled in graduate school within a year of graduation.
    • Experiential Learning: Over 78% of students complete at least one internship, and 55% participate in faculty-mentored research.
    • Leadership Development: Programs such as the Eisenhower Institute provide hands-on training in policy and governance.
    • Historical and Civic Engagement: The college’s proximity to the Gettysburg Battlefield and its Civil War Era Studies program offer students a unique educational experience.

    Weaknesses

    • Financial Resources: Gettysburg’s endowment is moderate compared to some peer institutions, affecting the availability of internal funding for scholarships and program expansion.
    • Enrollment Challenges: The college has seen a gradual decline in student enrollment over the past decade, from a peak of over 2,700 students in 2013 to approximately 2,207 in 2024. Gettysburg’s rural location and relatively small town setting may also be a hurdle in recruiting students who prefer an urban environment or a more expansive social scene.
    • Diversity Initiatives: About 21% of undergraduates are domestic students of color, and 14% are international. While improving, the college’s domestic student diversity (21%) lags behind national averages.

    Economic Impact

    Gettysburg College serves as a major economic engine in its local and regional economy. As one of the largest employers in Adams County, the college provides hundreds of jobs for faculty, administrators, and staff, injecting substantial income into the community through payroll and benefits. The college also attracts thousands of visitors annually for events like Orientation, Family Weekend, Homecoming, and Commencement, as well as academic conferences and cultural events at its facilities (such as the Majestic Theater, a college-owned performing arts center). Also, Gettysburg College’s investment in revitalizing downtown Gettysburg through projects like the Majestic Theater restoration and its support of local internships/service programs help strengthen the social and economic fabric of the area.

    Broader economic analyses highlight the significant spillover effects of colleges like Gettysburg. Many graduates remain in or return to Pennsylvania, joining the workforce and paying taxes. (Statewide data from the Association of Independent Colleges & Universities of PA suggests that if ~57% of one graduating class stays in Pennsylvania to work, that cohort would add about $1.5 billion to the state economy over their careers.​

    Enrollment Trends

    As of Fall 2024, Gettysburg College enrolls approximately 2,207 students. Over the past five years, undergraduate enrollment has declined from a peak of 2,500 to 2,200. The shift is attributed to demographic changes and increasing competition among liberal arts colleges. Efforts to stabilize enrollment include enhanced recruitment strategies and expanded financial aid options.

    In the Fall of 2022, Gettysburg College launched and began offering classes for its first part-time master’s degree program, the Master of Arts in American History, in partnership with the Gilder Lehrman Institute of American History. This fully online, 30-credit program is designed for K-12 educators, district supervisors, librarians, museum professionals, and National Park Service employees affiliated with the Gilder Lehrman Institute. It is growing; new graduate programs are in the process of being offered.

    Degrees Awarded by Major

    In the 2023 graduating class, Gettysburg College conferred degrees across the various disciplines.

    Alumni

    According to the college, Gettysburg College has an alumni network of over 32,000 graduates. Approximately 25% of alumni reside in Pennsylvania, with a significant concentration in the greater Washington, D.C., and Philadelphia areas. The college’s alumni are well-represented in fields such as business, law, government, education, and the arts. Career services and networking opportunities ensure that graduates remain engaged and professionally supported.

    Notable Alumni

    • Michael Bishop (Class of 1957): Nobel Prize-winning biomedical researcher in virology and cancer research.
    • Fred Fielding (Class of 1961): 9/11commissioner and White House Council for President Ronald Regan and  George W. Bush.
    • Carol Bellamy (Class of 1963): Former Executive Director of UNICEF and Peace Corps Director.
    • Bruce S. Gordon (Class of 1968): Former President of the NAACP.
    • Kathryn Wolford (Class of 1979: Former President of the McKnight Foundation and Past President of Lutheran World Relief.
    • Carson Kressley (Class of 1991): Television personality, fashion expert, and actor.

    Endowment and Financial Standing

    As of 2023, Gettysburg College’s endowment stands at approximately $380–$400 million. While this represents growth over the past five years, the college remains tuition-dependent, with about 80% of its operating budget coming from student fees. Gettysburg College is stable but budget-conscious. Forbes’ 2023 financial health evaluation gave Gettysburg an approximate “B–” grade, with a financial GPA of around 2.71 on a 4.5 scale, indicating that while the college is not financially distressed.

    Why is Gettysburg College Important

    • Academic Excellence: The college provides a strong liberal arts foundation with small class sizes and individualized instruction.
    • High Graduate Success Rates: With 98% of graduates employed or in graduate school within a year, Gettysburg’s outcomes are among the best for liberal arts colleges.
    • Leadership Development: Programs such as the Eisenhower Institute and Center for Public Service prepare students for civic engagement and public service careers.
    • Historical Significance and Cultural Impact: Its Civil War connections and Lincoln’s legacy make it a unique institution with a strong civic mission. Also Gettysburg College plays a key role in supporting local businesses, employment, and tourism in Gettysburg and beyond.

    With its strong commitment to liberal arts education, leadership development, and historical legacy, Gettysburg College remains a distinguished institution that prepares students for success in an ever-changing world.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy, and a Senior Fellow with the Sagamore Institute. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean, along with Kent Barnds, are co-hosts for the podcast series Small College America. Season two begins on March 11, 2025.

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  • Math can be a path to success after prison

    Math can be a path to success after prison

    Hancy Maxis spent 17 years incarcerated in New York prisons. He knew that he needed to have a plan for when he got out.

    “Once I am back in New York City, once I am back in the economy, how will I be marketable?” he said. “For me, math was that pathway.”

    In 2015, Maxis completed a bachelor’s degree in math through the Bard Prison Initiative, an accredited college-in-prison program. He wrote his senior project about how to use game theory to advance health care equity, after observing the disjointed care his mom received when she was diagnosed with breast cancer. (She’s now recovered.)

    When he was released in 2018, Maxis immediately applied for a master’s program at Columbia University’s Mailman School of Public Health. He graduated and now works as the assistant director of operations at Montefiore Medical Center in the Bronx. He helped guide the hospital’s response to Covid.

    Maxis is one of many people I’ve spoken to in recent years while reporting on the role that learning math can play in the lives of those who are incarcerated. Math literacy often contributes to economic success: A 2021 study of more than 5,500 adults found that participants made $4,062 more per year for each correct answer on an eight-question math test.

    While there don’t appear to be any studies specifically on the effect of math education for people in prison, a pile of research shows that prison education programs lower recidivism rates among participants and increase their chances of employment after they’re released.

    Hancy Maxis spent 17 years incarcerated in New York prisons. He now works as the assistant director of operations at Montefiore Medical Center in the Bronx. Credit: Yunuen Bonaparte for The Hechinger Report

    Plus, math — and education in general — can be empowering. A 2022 study found that women in prison education programs reported higher self-esteem, a greater sense of belonging and more hope for the future than women who had never been incarcerated and had not completed post-secondary education.

    Yet many people who enter prison have limited math skills and have had poor relationships with math in school. More than half (52 percent) of those incarcerated in U.S. prisons lack basic numeracy skills, such as the ability to do multiplication with larger numbers, long division or interpret simple graphs, according to the most recent numbers from the National Center for Educational Statistics. The absence of these basic skills is even more pronounced among Black and Hispanic people in prison, who make up more than half of those incarcerated in federal prisons.

    In my reporting, I discovered that there are few programs offering math instruction in prison, and those that do exist typically include few participants. Bard’s highly competitive program, for example, is supported primarily through private donations, and is limited to seven of New York’s 42 prisons. The recent expansion of federal Pell Grants to individuals who are incarcerated presents an opportunity for more people in prison to get these basic skills and better their chances for employment after release.

    Alyssa Knight, executive director of the Freedom Education Project Puget Sound, which she co-founded while incarcerated, said that for years, educational opportunities in prison were created primarily by people who were incarcerated, who wrote to professors and educators to ask if they might send materials or teach inside the prison. But public recognition of the value of prison education, including math, is rising, and the Pell Grant expansion and state-level legislation have made it easier for colleges to set up programs for people serving time. Now, Knight said, “Colleges are seeking prisons.”

    Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.

    Jeffrey Abramowitz understands firsthand how math can help someone after prison. After completing a five-year stint in a federal prison, his first post-prison job was teaching math to adults who were preparing to take the GED exam.

    Fast forward nearly a decade, and Abramowitz is now the CEO of The Petey Greene Program, an organization that provides one-on-one tutoring, educational supports and programs in reading, writing and now math, to help people in prison and who have left prison receive the necessary education requirements for a high school diploma, college acceptance or career credentials.

    The average Petey Greene student’s math skills are at a fourth- or fifth-grade level, according to Abramowitz, which is in line with the average for “justice-impacted” learners; the students tend to struggle with basic math such as addition and multiplication.

    “You can’t be successful within most industries without being able to read, write and do basic math,” Abramowitz said. “We’re starting to see more blended programs that help people find a career pathway when they come home — and the center of all this is math and reading.”

    Abramowitz and his team noticed this lack of math skills particularly among students  in vocational training programs, such as carpentry, heating and cooling and commercial driving. To qualify to work in these fields, these students often need to pass a licensing test, requiring math and reading knowledge.

    The nonprofit offers “integrated education training” to help  students learn the relevant math for their professions. For instance, a carpentry teacher will teach students how to use a saw in or near a classroom where a math teacher explains fractions and how they relate to the measurements needed to cut a piece of wood.

    “They may be able to do the task fine, but they can’t pass the test because they don’t know the math,” Abramowitz said.

    Math helped Paul Morton after he left prison, he told me. When he began his 10.5 years in prison, he only could do GED-level math. After coming across an introductory physics book in the third year of his time in prison, he realized he didn’t have the math skills needed for the science described in it.

    He asked his family to send him math textbooks and, over the seven years until his release, taught himself algebra and calculus.

    The recent expansion of federal Pell Grants to individuals who are incarcerated presents an opportunity for more people in prison to get these basic skills and better their chances for employment after release. Credit: Helen H. Richardson/The Denver Post via Getty Images

    “I relentlessly spent six hours on one problem one day,” he said. “I was determined to do it, to get it right.”

    I met Morton through the organization the Prison Mathematics Project, which helped him develop his math knowledge inside prison by connecting him with an outside mathematician. After his release from a New York prison in 2023, he moved to Rochester, New York, and is hoping to take the actuarial exam, which requires a lot of math. He continues to study differential equations on his own.

    Related: It used to be a notoriously violent prison. Now it’s home to a first-of-its-kind higher education program

    The Prison Mathematics Project delivers math materials and programs to people in prison, and connects them with mathematicians as mentors. (It also brings math professors, educators and enthusiasts to meet program participants through “Pi Day” events; I attended one such event in 2023 when I produced a podcast episode about the program, and the organization paid for my travel and accommodations.)

    The organization was started in 2015 by Christopher Havens, who was then incarcerated at Washington State Penitentiary in Walla Walla. Havens’ interest in math puzzles, and then in algebra, calculus and other areas of mathematics, was ignited early in his 25-year- term when a prison volunteer slid some sudoku puzzles under his door.

    “I had noticed all these changes happening inside of me,” Havens told me. “My whole life, I was searching for that beauty through drugs and social acceptance … When I found real beauty [in math], it got me to practice introspection.”

    As he fell in love with math, he started corresponding with mathematicians to help him solve problems, and talking to other men at the prison to get them interested too. He created a network of math resources for people in prisons, which became the Prison Mathematics Project.

    The group’s website says it helps people in prison use math to help with “rebuilding their lives both during and after their incarceration.”

    Related: How Danielle Metz got an education after incarceration

    But Ben Jeffers, its executive director, has noticed that the message doesn’t connect with everyone in prison. Among the 299 Prison Mathematics Project participants on whom the program has data, the majority — 56 percent — are white, he told me, while 25 percent are Black, 10 percent are Hispanic, 2 percent are Asian and 6 percent are another race or identity. Ninety-three percent of project participants are male.

    Yet just 30 percent of the U.S. prison population is white, while 35 percent of those incarcerated are Black, 31 percent are Hispanic and 4 percent are of other races, according to the United State Sentencing Commission. (The racial makeup of the program’s 18 female participants at women’s facilities is much more in line with that of the prison population at large.)

    “[It’s] the same issues that you have like in any classroom in higher education,” said Jeffers, who is finishing his master’s in math in Italy. “At the university level and beyond, every single class is majority white male.”

    He noted that anxiety about math tends to be more acute among women and people of any gender who are Black, Hispanic, or from other underrepresented groups, and may keep them from signing up for the program. 

    Sherry Smith understands that kind of anxiety. She didn’t even want to step foot into a math class. When she arrived at Southern Maine Women’s Reentry Center in December 2021, she was 51, had left high school when she was 16, and had only attended two weeks of a ninth grade math class.

    “I was embarrassed that I had dropped out,” she said. “I hated to disclose that to people.”

    Related: ‘Revolutionary’ housing: How colleges aim to support a growing number of formerly incarcerated students 

    Smith decided to enroll in the prison’s GED program because she could do the classes one-on-one with a friendly and patient teacher. “It was my time,” she said. “Nobody else was listening, I could ask any question I needed.”

    In just five months, Smith completed her GED math class. She said she cried on her last day. Since 2022, she’s been pursuing an associate’s degree in human services — from prison — through a remote program with Washington County Community College.

    In Washington, Prison Mathematics Project founder Havens is finishing his sentence and continuing to study math. (Havens has been granted a clemency hearing and may be released as early as this year.) Since 2020, he has published four academic papers: three in math and one in sociology. He works remotely from prison as a staff research associate in cryptography at the University of California, Los Angeles, and wrote a math textbook about continued fractions.

    Havens is still involved in the Prison Mathematics Project, but handed leadership of the program over to Jeffers in October 2023. Now run from outside the prison, it is easier for the program to bring resources and mentorship to incarcerated students.

    “For 25 years of my life, I can learn something that I wouldn’t have the opportunity to learn in any other circumstances,” Havens said. “So I decided that I would, for the rest of my life, study mathematics.”

    Contact editor Caroline Preston at 212-870-8965 or [email protected].

    This story about math in prison was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger higher education newsletter.

    The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers. But that doesn’t mean it’s free to produce. Our work keeps educators and the public informed about pressing issues at schools and on campuses throughout the country. We tell the whole story, even when the details are inconvenient. Help us keep doing that.

    Join us today.

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