Tag: college

  • DOJ targets college access for undocumented students in 6th lawsuit

    DOJ targets college access for undocumented students in 6th lawsuit

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    Dive Brief:

    • The U.S. Department of Justice has sued six states over laws that allow in-state tuition rates and scholarships for students regardless of their immigration status. The latest legal challenge was filed Thursday against California for its “California Dream Act.”
    • The lawsuit seeks to enjoin California laws that allow state residents to receive in-state tuition regardless of immigration status. The lawsuits — also filed against Minnesota, Texas, Kentucky, Illinois and Oklahoma — could impact tuition for dual enrollment, adult education, and career and technical education training programs. 
    • “Federal law prohibits aliens illegally present in the United States from receiving in-state tuition benefits that are denied to out-of-state U.S. citizens,” the Justice Department said in its lawsuit, which is challenging the states under the supremacy clause. “There are no exceptions.” 

    Dive Insight:

    The lawsuits come in light of a February executive order prohibiting federal resources for undocumented immigrants and as the U.S. Department of Education has implemented the order to restrict education-related programs

    As part of those restrictions, which were part of a coordinated effort across agencies, students could be required to undergo a citizenship and immigration status check to qualify for tuition for dual enrollment and similar early college programs for high-schoolers. 

    According to the Trump administration, that’s “because those programs provide individualized payments or assistance beyond that of a basic public education.” 

    The administration’s implementation of the executive order also restricted Head Start, the federal early childhood education program meant to level the playing field for low-income families, to “American citizens.” That policy change was successfully challenged in court in multiple lawsuits and is currently on pause in states that sued the government.

    However, other program areas impacted by the Education Department’s enforcement of the order are still in effect in some places, including high school students’ eligibility for college-level and career courses.

    “California is illegally discriminating against American students and families by offering exclusive tuition benefits for non-citizens,” said U.S. Attorney General Pamela Bondi in a Thursday statement, adding that her department “will continue bringing litigation against California until the state ceases its flagrant disregard for federal law.”

    California Gov. Gavin Newsom’s office, however, called the DOJ’s efforts “meritless, politically motivated lawsuits.” 

    “Good luck, Trump,” said Marissa Saldivar, Newsom’s spokesperson, in an email to K-12 Dive. “We’ll see you in court.”

    The office maintains that its tuition exemption applies to all residents who meet the criteria, regardless of where they were born, and it is not discriminating against U.S. citizens. 

    Out of the states sued so far, Texas and Oklahoma have complied, with Texas suddenly ending a 24-year-old law within hours of the Justice Department filing a lawsuit in June. 

    Prior to the Justice Department’s lawsuits, 25 states and the District of Columbia allowed in-state tuition for undocumented students, according to the Higher Ed Immigration Portal, which tracks the issue. That number has fallen to 22 in addition to Washington, D.C.

    There are an estimated 620,000 undocumented K-12 students in the United States, with most states home to thousands of such students, according to 2021 data from Fwd.us. 

    According to federal data, nearly 2.5 million high school students were enrolled in at least one dual enrollment course from a college or university in 2022-23.

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  • Higher Education Inquirer : America’s Creepiest College Presidents

    Higher Education Inquirer : America’s Creepiest College Presidents

     Across the United States, a quiet but unmistakable chill has settled over many college campuses. It isn’t the weather. It’s the behavior of a particular class of leaders—the college presidents whose decisions, priorities, and public personas have begun to feel, for lack of a better word, creepy. Not criminal, necessarily. Not always abusive in the legal sense. Just profoundly unsettling in ways that undermine trust, erode shared governance, and push higher education further into the shadows of authoritarianism and corporate capture.

    This piece introduces criteria for what makes a college president “creepy,” highlights examples of the types of leaders who fit the mold, and invites reader feedback to build a more accountable public record.


    Criteria for a “Creepy” College President

    “Creepy” here is not about personality quirks. It’s about behavior, power, and material consequences. Based on the reporting and analysis at HEI, we propose the following criteria:


    1. First Amendment Hostility

    Presidents who suppress speech, restrict student journalism, punish dissent, or hide behind overbroad “time, place, and manner” rules fall squarely into this category. The creepiness intensifies when universities hire outside PR firms or surveillance contractors to monitor campus critics, including students and faculty.

    2. Student Rights Violations

    Presidents who treat students as risks rather than people, who hide data on assaults, who enable over-policing by campus security, or who weaponize conduct codes to silence protest movements—from Palestine solidarity groups to climate activists—fit the profile.

    3. Civil Rights Erosion

    Administrators who undermine Title IX protections, retaliate against whistleblowers, protect abusive coaches, or ignore discrimination complaints are not just negligent—they’re institutionally creepy. Their public statements about “inclusion” often ring hollow when compared with their actions behind closed doors.

    4. Worker Rights Suppression

    Union busting. Outsourcing. Wage stagnation. Anti-transparency tactics. Presidents who preach community while crushing collective bargaining efforts, freezing staff pay, or firing outspoken employees through “restructuring” deserve a place on any such list.

    5. Climate Denial or Delay

    Presidents who sign glossy climate pledges yet continue fossil-fuel investments, partner with extractive corporations, or suppress environmental activism on campus epitomize a uniquely twenty-first-century creepiness: a willingness to sacrifice future generations to maintain donor relationships and boardroom comfort.


    Examples: The Multi-Modal Creep Typology

    Rather than name only individuals—something readers can help expand—we outline several recognizable types. These composites reflect the emerging patterns seen across U.S. higher education.

    The Surveillance Chancellor

    Obsessed with “campus safety,” this president quietly expands the university’s security apparatus: license plate readers at entrances, contracts with predictive-policing vendors, facial recognition “pilots,” and backdoor relationships with state or federal agencies. Their speeches emphasize “community,” but their emails say “monitoring.”

    The Union-Busting Visionary

    This leader talks the language of innovation and social mobility while hiring anti-union law firms to intimidate graduate workers and dining staff. Their glossy strategic plans promise “belonging,” but their HR memos rewrite job classifications to avoid paying benefits.

    The Donor-Driven Speech Regulator

    Terrified of upsetting trustees, corporate sponsors, or wealthy alumni, this president cracks down on student protests, bans certain speakers, or manipulates disciplinary procedures to neutralize campus activism. They invoke “civility” while undermining the First Amendment.

    The DEI-Washing Chief Executive

    This president loves diversity statements—for marketing. Meanwhile, they ignore racial harassment complaints, target outspoken faculty of color, or cut ethnic studies under the guise of “realignment.” Their commitment to equity is perfectly proportional to the next accreditation review.

    The Climate Hypocrite

    At Earth Day, they pose with solar panels. In the boardroom, they argue that divesting from fossil fuels is “unrealistic.” Student climate groups often face administrative smothering, and sustainability staffers are rotated out when they ask uncomfortable questions.


    Why “Creepiness” Matters

    Creepy leaders normalize:

    • an erosion of democratic rights on campus,

    • the quiet expansion of surveillance,

    • the targeting of vulnerable students and workers, and

    • a form of managerial governance that undermines the public purpose of higher education.

    Higher education is supposed to be a refuge for inquiry, dissent, creativity, and collective imagination. Presidents who govern through fear—whether subtle or overt—pose a deeper threat than those who merely mismanage budgets. They hollow out the civic core of academic life.


    A Call for Reader Feedback

    HEI is building a more comprehensive and accountable registry of America’s Creepiest College Presidents, and we want your help.

    • Who on your campus fits these criteria?

    • Which presidents (past or present) deserve examination?

    • What specific stories, patterns, or documents should be highlighted?

    • What additional criteria should be added for future reporting?

    Send your confidential tips, analyses, and suggestions. Together, we can shine light into administrative corners that have remained dark for far too long.

    Higher Education Inquirer welcomes further input and encourages readers to share this article with colleagues, student groups, labor organizers, and university newspapers.

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  • Powering college readiness through community partnerships

    Powering college readiness through community partnerships

    Key points:

    Texas faces a widening gap between high school completion and college readiness. Educators are already doing important and demanding work, but closing this gap will require systemic solutions, thoughtful policy, and sustained support to match their efforts.

    A recent American Institutes for Research report shows that just 56.8 percent of Texas’ graduating seniors met a college-readiness standard. Furthermore, 27 percent of rural students attend high schools that don’t offer Advanced Placement (AP) courses. This highlights a significant gap in preparedness and accessibility.

    This summer, distinguished K-12 educators and nonprofit leaders discussed how to better support college-bound students.

    The gap widens

    Among them was Saki Milton, mathematics teacher and founder of The GEMS Camp, a nonprofit serving minority girls in male-dominated studies. She stressed the importance of accessible, rigorous coursework. “If you went somewhere where there’s not a lot of AP offerings or college readiness courses … you’re just not going to be ready. That’s a fact.”

    Additional roundtable participants reminded us that academics alone aren’t enough. Students struggle considerably with crucial soft skills such as communication, time management, and active listening. Many aspiring college-bound students experience feelings of isolation–a disconnect between their lived experiences and a college-ready mentality, often due to the lack of emotional support.

    Says Milton, “How do we teach students to build community for themselves and navigate these institutions, because that’s a huge part? Content and rigor are one thing, but a college’s overall system is another. Emphasizing how to build that local community is huge!”

    “Kids going to college are quitting because they don’t have the emotional support once they get there,” says Karen Medina, director of Out of School Time Programs at Jubilee Park. “They’re not being connected to resources or networking groups that can help them transition to college. They might be used to handling their own schedule and homework, but then they’re like, ‘Who do I go to?’ That’s a lot of the disconnection.”

    David Shallenberger, vice president of advancement at the Boys & Girls Club of Greater Dallas, indicates that the pandemic contributed to that soft skills deficit. “Many students struggled to participate meaningfully in virtual learning, leaving them isolated and without opportunities for authentic interaction. Those young learners are now in high school and will likely struggle to transition to higher education.”

    Purposeful intervention

    These challenges–academic and soft skills gaps–require purposeful intervention.

    Through targeted grants, more than 35,000 North Texas middle and high school students can access college readiness tools. Nonprofit leaders are integrating year-round academic and mentorship support to prepare students academically and emotionally.

    Latoyia Greyer of the Boys & Girls Clubs of Greater Tarrant County introduced a summer program with accompanying scholarship opportunities. The organization is elevating students’ skills through interview practice. Like ours, her vision is to instill confidence in learners.

    Greyer isn’t alone. At the Perot Museum of Nature and Science, Development Officer Elizabeth Card uses the grant to advance college readiness by strengthening its high school internship program. She aims to spark students’ curiosity, introduce rewarding career pathways, and foster a passion for STEM. She also plans to bolster core soft skills through student interactions with museum guests and hands-on biology experiments.

    These collaborative efforts have clarified the message: We can do extraordinary things by partnering. Impactful and sustainable progress in education cannot occur in a vacuum. Grant programs such as the AP Success Grant strengthen learning and build equity, and our partners are the driving force toward changing student outcomes.

    The readiness gap continues to impact Texas students, leaving them at a disadvantage as they transition to college. School districts alone cannot solve this challenge; progress requires active collaboration with nonprofits, businesses, and community stakeholders. The path forward is clear–partnerships have the power to drive meaningful change and positively impact our communities.

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  • Notes on the Complete College America Conference

    Notes on the Complete College America Conference

    Having returned to the community college world after a two-year sojourn, I wasn’t sure what to expect at my first large-scale higher ed–themed conference. That was especially true given that the conference in question, Complete College America’s Next, was new to me and included both two-year and four-year schools. It was in Baltimore, so it wasn’t a rough drive.

    It was gratifying to see that I hadn’t been entirely forgotten. Thanks to everyone who took a moment to yell “Matt!” from behind as I wandered the hallways. I needed that.

    I attended as part of a delegation from Westmoreland, which is in its second year with CCA. In that role, I tried to glean whatever insights I could to bring back to campus. Some highlights:

    • At a panel on using course scheduling as a retention tool, I came away with one insight, one statistic and one phrase. The insight was that schedule optimization works best at scale; the smaller the scale, the less room to move. That’s especially true at multicampus or multilocation institutions. As the rep from Ad Astra put it, “It’s not helpful to offer things partway.”

    That’s a real challenge when you’re trying to be within driving distance of a lot of people in a sparsely populated area. The statistic was that the major jump in retention occurs among students who take at least 18 credits per year. Lower than that and retention drops precipitously; higher than that and the gains are incremental. Eighteen seems to be the magic number. Finally, someone (my notes fail me) termed some students whose courses were at inaccessible times or locations “unintentionally part-time.” I think the same could be said of many workers; there’s something there.

    • A panel on the impact of academic policies on student retention brought home to me how much context matters. The presenters, Daphne Holland and Debbie Connor, were both from Coastal Carolina University. As they tell it, CCU is a four-year public institution that’s mostly residential, rapidly growing and chock-full of full-time, out-of-state students. I stayed anyway, on the theory that students are students and the struggles are largely the same everywhere.

    And that seemed true at first; they mentioned that the most common reason for students leaving is finances. From there, they outlined changes to their academic probation policy, including an intermediate status called “academic advisory” for students who are passing, but not by much. (Students on advisory are required to check in with success coaches a few times per semester.) When I asked how changes to an academic policy would affect finances, they responded that the finances in question were HOPE scholarships that would be lost below a certain GPA. Alas, though interesting, it wasn’t as relevant to my world as I had hoped.

    • Naturally, I attended the panel on higher ed reporters. That one was more of a personal interest. It was great to finally meet Scott Carlson from The Chronicle and Johanna Alonso from IHE. I hadn’t known of Kirk Carapezza, who hosts the College Uncovered podcast, but immediately added it to my podcast feed.
    • Chike Aguh gave the afternoon keynote, focusing on higher ed and the future of work. The talk was largely about AI and the need to prepare students for the world as it’s taking shape. (The theme of “AI is changing everything, get over it” pervaded the conference—AI skepticism was regarded as passé, if not self-indulgent.)

    He noted that in America, “we treat college like marriage,” acting as if the initial choice is irrevocable and life-determining. That’s not true in the community college world, but I have seen 17-year-olds look at a college decision that way. Instead, he proposed a “war college of technology,” in which professionals would take an education break every five years or so to get up to speed on the latest technology. Politically, I suspect that’s dead on arrival, but a version of that could be a useful way to package continuing ed.

    • I was much more engaged by the panel on Scalable Student Success Strategies in a Shifting Political Landscape. Carrie Hodge, from CCA, and Julia Raufman, from the Community College Research Center, led a delicate but necessary discussion on ways to improve student success when certain words, resources and tactics have been ruled out of bounds by the current political climate. I’ll respect the sensitivity of the discussion by leaving it at that, other than to thank Hodge and Raufman for a badly needed conversation.
    • Finally, the panel on workforce pathways in Texas had a similar alternate-universe feel to the earlier CCU panel. In the case of Texas, Daniel Perez and Shawnda Floyd reported that the performance funding system to which community colleges are subjected is not zero-sum. In other words, if everybody does better, everybody gets more funding. The colleges aren’t competing with each other, so they don’t have to divert resources to competing with each other.

    You could hear gasps in the room, including my own. Floyd, from Dallas College, reported that they use philanthropic funding to cover the cost of tests for industry certifications for both students and instructors, which struck me as an excellent idea. In response to a question about reducing the benefits of higher education to income, Perez agreed that they go far beyond that but cautioned against “going down the rabbit hole of positive externalities” with legislators. In the short term, he’s obviously right about that, but it’s still disheartening.

    Of course, as with many conferences, many of the highlights came from hallway conversations. Reconnecting with old friends and former colleagues is good for the soul.

    Even when my immediate reaction to hearing about programs in some places was a variation on “must be nice …” it’s still useful to be reminded that some of the dilemmas we face aren’t inevitable. If 2025 has taught us anything, it’s that the old adage about change happening first slowly and then all at once is true. The key is to push the change in the right direction. Kudos to CCA for doing exactly that.

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  • Decoding College Student Motivational Data:

    Decoding College Student Motivational Data:

    Two institutions, The College of New Jersey (TCNJ) and SUNY Morrisville, shared their experiences implementing the College Student Inventory (CSI) during a webinar I hosted. Both institutions found the CSI valuable for identifying at-risk students, gauging their willingness to accept help, and connecting students with relevant campus resources. The CSI’s value lies in its ability to identify students at risk, gauge their receptivity to assistance, and facilitate immediate connections to campus resources.  

    The College of New Jersey (TCNJ)

    Jamel T. Johnson, director of the office of mentoring, retention, and success programs, spearheaded a campuswide implementation of the CSI in 2025, building on their previous use within the Educational Opportunity Fund program. Johnson aimed to increase completion rates from approximately 70% to 100%. They achieved a remarkable 93.7% completion rate and are now analyzing the data to inform targeted interventions and partnerships across campus. Johnson’s focus is on understanding the data gleaned from the CSI to inform broader campus initiatives, signaling an ongoing process of implementation and refinement. As Johnson stated, “We’re excited about what we have seen, and we’re excited about where we’re going to be going with the assessment.” 

    The CSI’s Overall Risk Index showed Johnson that there was concern with commuter students. He was able to get this data in front of a team within their student affairs division whose core task is to support commuter students. “We’ve met with them and now they’re deploying different efforts to meet the needs based upon what we have seen.” Johnson is set to administer the Mid-Year Student Assessment (MYSA) and will use the data to help further their efforts for their commuter students.

    When asked, “What types of early intervention strategies have you found to be most effective when guided by?” Johnson used two words “conversation versus correction”. Again, emphasizing that the CSI is not an aptitude test. Johnson did not want correction and score talk to be the first interaction his students had with his staff.

    Johnson emphasized the importance of stakeholders seeing themselves reflected in the data when discussing campus collaboration. When a campus fosters collaboration and effectively utilizes its data, the positive impact on students becomes evident.

    SUNY Morrisville

    Morrisville State University of New York

    Brenda Oursler-White, director of assessment and accreditation and interim dean for the School of Liberal Arts, Science, and Society, implemented the CSI in fall 2023 to improve first-time, full-time student retention rates. There was a significant increase in completion rates, rising from 73% in fall 2024 to 85.3% in fall 2025. Oursler-White attributes this success to student engagement, clear messaging about the benefits of the assessment, and connecting students to resources based on their results.  

    SUNY Morrisville’s success was partly driven by showcasing the tangible benefits of completing the CSI, specifically the increased likelihood of returning for the spring semester compared to those who didn’t participate. Oursler-White stated, “The College Student Inventory isn’t like magic wand, meaning if you complete it, you’re going to be successful. They still have to put in the work.” With a target to improve first-time, full-time student retention rates, she expressed that a key challenge was securing buy-in from faculty, staff, administration, and students.

    When asked, “What types of early intervention strategies have you found to be most effective?” Oursler-White’s response was similar to Johnson’s. She put an emphasis on using the word ranking rather than score and working with the student to interpret their results. The student saw 65% and thought of it as a letter grade. When in reality they were above the national norm and at the 65th percentile. It was important to have clear communication and to allow the student to learn more about themselves while building a relationship and a sense of belonging. Oursler-White took it upon herself to hand out over 600 student reports, meeting within the classroom to work with students hand-in-hand with their results and next steps.

    Boost student success through motivational assessment

    We are grateful to these two campuses for sharing their experiences to assist others with understanding how the data can best be utilized on campus. If you are interested in learning more, download the webinar recording.

    To explore next steps and discover how the College Student Inventory (CSI) can impact retention and student success efforts, ask for a walkthrough or please reach out to me via email.

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  • How College Readiness Works in Three Parts — and How CounselMore Supports Each Stage

    How College Readiness Works in Three Parts — and How CounselMore Supports Each Stage

    Comprehensive College Counseling Package

    🧭 Individualized College List Creation

    We develop a college list based on your student’s academic profile, personal preferences, and financial parameters.

    Included Tools: Our exclusive Student & Parent Portals offer advanced college search capabilities unavailable anywhere else.

    📅 Application Strategy & Planning

    We guide students through deadlines, requirements, and priorities unique to each school.

    Included Tools: Our proprietary App Tracker maps every task by college to keep you on pace and fully informed.

    ✍️ Personal Statements & Essays

    We provide structured support for brainstorming, drafting, revising, and polishing personal statements and supplemental essays.

    Included Tools: A collaborative Google Drive folder gives us a shared workspace for timely feedback and revision support.

    💰 Financial Aid & Scholarships

    We go beyond the FAFSA, helping you navigate institutional aid, merit scholarships, and cost-conscious strategies.

    Guiding Principle: The best way to afford college is to choose wisely—and we’ll help you do just that.

    🎤 Interviews & Academic Profiles

    Students will be prepared for college interviews, resume creation, and academic profiles that highlight strengths and achievements now and in the future.

    Included Tools: We help students document activities and skills in ways that support their applications and future goals.

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  • MacKenzie Scott’s recent college gifts top $700M. See who got funding.

    MacKenzie Scott’s recent college gifts top $700M. See who got funding.

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    Billionaire philanthropist MacKenzie Scott is on another donation spree, giving more than $740 million total to over a dozen historically Black colleges and universities, as well as at least one tribal college since mid-October.

    In 2019 — the same year Scott and her ex-husband, Amazon founder Jeff Bezos, divorced — she pledged to give away most of her wealth. Scott’s fortune is estimated to be worth $38.7 billion, according to Bloomberg.

    On Thursday, Little Priest Tribal College, in Nebraska, said it received a $5 million donation from the billionaire philanthropist. The institution — the first tribal college to publicly announce a gift from Scott during her latest donation blitz — said it would use the gift to accelerate plans to develop a new 10-acre campus.  

    Only two days earlier, Xavier University of Louisiana, a HBCU, announced it had received a $38 million unrestricted donation from Scott. 

    So far, Howard University, in Washington, D.C., has garnered the largest among Scott’s recent gifts to colleges. Earlier this month, the philanthropist donated the research university $80 million, earmarking $17 million of that amount for its medical college. 

    Most of the colleges have received gifts from Scott before. 

    Scott has made mass donations to higher education institutions in previous years — by 2021, she had given at least $1.5 billion total to roughly six dozen institutions. Her other rounds of donations have likewise focused on minority-serving institutions, such as Hispanic-serving institutions and HBCUs. 

    Below, we’re rounding up colleges that have received gifts from Scott in her latest donation spree. Let us know if we’ve missed any announcements.

    Scott has given over $700M to colleges in latest donation spree

    The gifts higher education institutions have received from Scott in recent months

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  • College Students Want Work-Based Learning Experiences

    College Students Want Work-Based Learning Experiences

    The economy is uncertain, but eight in 10 undergraduates somewhat or strongly agree that their college is preparing them with the skills, credentials and experiences they need to succeed in today’s job market. At the same time, most students are stressed about the future. Their biggest stressors vary but include not being to afford life after graduation, not having enough internship or work experience to get a job, and feeling a general pressure to succeed. That’s all according to new data from Inside Higher Ed’s annual Student Voice survey of more than 5,000 two- and four-year students with Generation Lab.

    What can colleges do to help? The No. 1 thing Student Voice respondents want their institution to prioritize when it comes to career readiness is help finding and accessing paid internships. No. 2 is building stronger connections with potential employers. Colleges and universities could also help students better understand outcomes for past graduates of their programs: Just 14 percent of students say their college or university makes this kind of information readily available.

    About the Survey

    Student Voice is an ongoing survey and reporting series. Our 2025–26 cycle, Student Voice: Amplified, gauged students’ thoughts on trust, artificial intelligence, academics, cost of attendance, campus climate, health and wellness, and campus involvement.

    Some 5,065 students from 260 two- and four-year institutions, public and private nonprofit, responded to this main annual survey about student success, conducted in August. Explore the data captured by our survey partner Generation Lab here and here. The margin of error is plus or minus one percentage point.

    Shawn VanDerziel, president and CEO of the National Association of Colleges and Employers (NACE), said there’s “no doubt that the college experience equips students with a lifelong foundation for the general job market,” so it’s “heartening to hear” they have confidence that their academic programs are setting them up to succeed.

    The challenge, however, “often becomes putting that learning and experience into the job market context—translating and articulating the experience that is meaningful to employers,” he added.

    Beyond helping students frame what they’ve learned as competencies they can clearly communicate to prospective employers (who are increasingly interested in skills-based hiring), colleges also need to scale experiential learning opportunities. NACE has found that paid internships, in particular, give students a measurable advantage on the job market, and that Gen Z graduates who took part in internships or other experiential learning opportunities had a more favorable view of their college experience than those who didn’t. These graduates also describe their degree as more relevant to their eventual job than peers who didn’t participate in experiential learning.

    While paid internships remain the gold standard for experience, student demand for them vastly outstrips supply: According to one 2024 study, for every high-quality internship available, more than three students are seeking one. Other students can’t afford to leave the jobs that fund their educations in order to take a temporary internship, paid or unpaid; still others have caring or other responsibilities that preclude this kind of experience. VanDerziel said all of this is why some institutions are prioritizing more work-based learning opportunities—including those embedded in the classroom.

    Many institutions are “working toward giving more of their students access to experiential learning and skill-building activities—providing stipends for unpaid experiential experiences and ensuring that work-study jobs incorporate career-readiness skills, for example,” he said. “There is positive movement.”

    One note of caution: Colleges adding these experiences must ensure that they have “concrete skill-building and job-aligned responsibilities in order to maximize the benefits of them for the students,” VanDerziel added.

    Here are the career readiness findings from the annual Student Voice survey, in five charts—plus more on the experience gap.

    1. Program outcomes data is unclear to students.

    Across institution types and student demographics, a fraction of respondents (12 percent over all) say they know detailed outcomes data for their program of study. A plurality of students say they know some general information. Just 14 percent indicate this information is readily available.

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    View online

    1. Students remain lukewarm on career services.

    Similar to last year’s survey, students are more likely to describe career services at their institution as welcoming (31 percent) than effective (17 percent), knowledgeable about specific industries and job markets (15 percent), or forward-thinking (9 percent). Career centers across higher education are understaffed, which is part of the reason there’s a push to embed career-readiness initiatives into the curriculum. But those efforts may not be made plain enough, or come across as useful, to students: Just 8 percent of respondents this year indicate that career services are embedded in the curriculum at their institution. Double that, 16 percent, say that career services should be more embedded in the curriculum. Three in 10 indicate they haven’t interacted with career services, about the same as last year’s 30 percent.

    1. Students still want more direct help finding work-based learning opportunities.

    Also similar to last year, the top thing students want their institution to prioritize regarding career readiness is help finding and accessing paid internships. That’s followed by stronger connections with potential employers and courses that focus on job-relevant skills. A few differences emerge across the sample, however: Adult learners 25 and older are less likely to prioritize help finding internships (just 26 percent cite this as a top need versus 41 percent of those 18 to 24); their top want is stronger connections with potential employers. Two-year college students are also less likely to prioritize help finding internships than are their four-year peers (30 percent versus 41 percent).

    1. Most students are worried about life after college, but specific stressors vary.

    Just 11 percent of students say they’re not stressed about life postgraduation, though this increases to 22 percent for students 25 and older and to 17 percent among community college students. Top stressors vary, but a slight plurality of students (19 percent) are most concerned about affording life after college. Adult learners and community college students are less likely than their respective traditional-age and four-year counterparts to worry about not having enough internship or work experience.

    1. Despite their anxiety, students have an underlying sense of preparation for what’s ahead.

    Some 81 percent of all students agree, strongly or somewhat, that college is preparing them with the skills, credentials and experiences they need to succeed in today’s job market. This is relatively consistent across institution types and student groups, but the share decreases to 74 percent among students who have ever seriously considered stopping out of college (n=1,204).

    The Widening Experience Gap

    Students increasingly need all the help they can get preparing for the workforce. For the first time since 2021, the plurality of employers who contributed to NACE’s annual job outlook rated the hiring market “fair,” versus good or very good, on a five-point scale. Employers are projecting a 1.6 percent increase in hiring for the Class of 2026 when compared to the Class of 2025, comparable to the tight labor market employers reported at the end of the 2024–25 recruiting year, according to NACE.

    Economic uncertainty is one factor. Artificial intelligence is another. VanDerziel said there isn’t meaningful evidence to date that early-talent, professional-level jobs are being replaced by AI, and that even adoption of AI as a tool to augment work remains slow. Yet the picture is still emerging. One August study found a 13 percent relative employment decline for young workers in the most AI-exposed occupations, such as software development and customer support. In NACE’s 2026 Job Outlook, employers focused on early-career hiring also reported that 13 percent of available entry-level jobs now require AI skills.

    The August study, called “Canaries in the Coal Mine? Six Facts about the Recent Employment Effects of Artificial Intelligence,” frames experience as a differentiator in an AI-impacted job market. In this sense, AI may be widening what’s referred to as the experience gap, or when early-career candidates’ and employers’ expectations don’t align—a kind of catch-22 in which lack of experience can limit one from getting the entry-level job that would afford them such experience.

    Ndeye Sarr, a 23-year-old engineering student at Perimeter College at Georgia State University who wants to study civil and environmental engineering at a four-year institution next fall, believes that her studies so far are setting her up for success. Earlier this year, she and several Perimeter peers made up one of just 12 teams in the country invited to the Community College Innovation Challenge Innovation Boot Camp, where they presented RoyaNest, the low-cost medical cooling device they designed to help babies born with birth asphyxia in low-resource areas. The team pitched the project to a panel of industry professionals and won second-place honors. They also recently initiated the patenting process for the device.

    Ndeye Sarr, a young Black woman wearing a black head scarf and a pink blouse under a dark jacket.

    Ndeye Sarr

    “This has helped me have a bigger vision of all the problems that are happening in the world that I might be able to help with when it comes to medical devices and things like that,” Sarr said, adding that faculty mentorship played a big role in the team’s success. “I think that’s what we’re most grateful for. Perimeter College is a pretty small college, so you get to be in direct contact with most of your mentors, your professors, which is very rare in most settings. We always get the support we need it anytime we’re working on something, which is pretty great.”

    RoyaNest was born out of a class assignment requiring students to design something that did not require electricity. Sarr said she wishes most courses would require such hands-on learning, since it makes class content immediately relevant and has already helped put her in touch with the broader world of engineering in meaningful ways. This view echoes another set of findings from the main 2025 Student Voice survey: The top two things students say would boost their immediate academic success are fewer high-stakes exams and more relevant course content. And, of course, there are implications for the experience gap.

    Sometimes you can even be in your senior year, and you will be like, ‘I don’t think I have all these skills!’ Even for an entry-level job, right?”

    —Student Ndeye Sarr

    “Mostly it’s like you go to class, and they will give you a lecture because you have to learn, and then you go do a test,” Sarr said of college so far. “But my thinking is that you can also do those hands-on experiences in the classroom that you might have to do once we start getting into jobs. Because when you look at the job descriptions, they expect you to do a lot of things. Sometimes you can even be in your senior year, and you will be like, ‘I don’t think I have all these skills!’ Even for an entry-level job, right?”

    This challenge also has implications for pedagogy, which is already under pressure to evolve—in part due to the rise of generative AI. Student success administrators surveyed earlier this year by Inside Higher Ed with Hanover Research described a gap between the extent to which high-impact teaching practices—such as those endorsed by the American Association of Colleges and Universities—are highly encouraged at their institution and widely adopted (65 percent versus 36 percent, respectively). And while 87 percent of administrators agreed that students graduate from their institution ready to succeed in today’s job market, half (51 percent) said their college or university should focus more on helping students find paid internships and other experiential learning opportunities.

    In addition to the national innovation challenge, Sarr attended the Society of Women Engineers’ annual conference this year, where she said the interviewing and other skills she’s learned from Perimeter’s career services proved helpful. Still, Sarr said she—like most Student Voice respondents—worries about life postgraduation. Top concerns for her are financial in nature. She also feels a related pressure to succeed. Originally from Senegal, she said her family and friends back home have high expectations for her.

    “You pay a lot of money to go to college, so imagine you graduate and then there’s no way you can find a job. It’s very stressful, and I am from a country where everybody’s like, ‘OK, we expect her to do good,’” Sarr said. But the immediate challenge is paying four-year college expenses starting next year, and financing graduate school after that.

    “I want to go as far as I can when it comes to my education. I really value it, so that’s something I am very scared about,” she said. “There’s a lot of possibilities. There are scholarships, but it’s not like everybody can get them.”

    VanDerziel of NACE said that, ultimately, “Today’s labor market is tough, and students know it. So it doesn’t surprise me that they are feeling anxiety about obtaining a job that will allow them to afford their postgraduation life. Many students have to pay back loans, are uncertain of the job market they are going to be graduating into and are concerned about whether their salary will be enough.”

    This independent editorial project is produced with the Generation Lab and supported by the Gates Foundation.

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  • As the supply of applicants declines, college admissions gets kinder and gentler

    As the supply of applicants declines, college admissions gets kinder and gentler

    by Jon Marcus, The Hechinger Report
    November 18, 2025

    PLEASANTVILLE, N.Y. — As she approached her senior year in high school, the thought of moving on to college was “scary and intimidating” to Milianys Santiago — especially since she would be the first in her family to earn a degree.

    Once she began working on her applications this fall, however, she was surprised. “It hasn’t been as stressful as I thought it would be,” she said.

    It’s not that Santiago’s anxiety was misplaced: The college admissions process has been so notoriously anxiety inducing that students and their parents plan for it for years and — if social media is any indication — seem to consider an acceptance as among the greatest moments of their lives.

    It’s that getting into college is in fact becoming easier, with admissions offices trying to lure more applicants from a declining pool of 18-year-olds. They’re creating one-click applications, waiving application fees, offering admission to high school seniors who haven’t even applied and recruiting students after the traditional May 1 cutoff.

    The most dramatic change is in the odds of being admitted. Elite universities such as Harvard and CalTech take as few as 1 applicant in 33, but they are the exception. Colleges overall now accept about 6 in 10 students who apply, federal data show. That’s up from about 5 out of 10 a decade ago, the American Enterprise Institute calculates.

    “The reality is, the overwhelming majority of universities are struggling to put butts in seats. And they need to do everything that they can to make it easier for students and their families,” said Kevin Krebs, founder of the college admission consulting firm HelloCollege.

    This has never been as true as now, when the number of high school graduates entering higher education is about to begin a projected 15-year drop, starting with the class now being recruited. That’s on top of a 13 percent decline over the last 15 years.

    Santiago, who lives in Hamilton, New Jersey, was waiting for a tour to start at Pace University as a video on repeat showed exuberant students and drone footage of the leafy, 200-acre grounds about 30 miles north of New York City, where the university also has a campus. 

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

    Pace was one of 130 New York state colleges and universities that during October waived their application fees of from $50 to $90 per student, per school. That’s just one of the ways it’s trying to make admissions easier. 

    “That was a little eye-opening, when we received that letter,” Sueane Goodreau of Ithaca, New York, said about the free application offer as she waited for a tour of Pace’s campus with her high school senior son, Will. Compared to when her older daughter applied to college just three years ago, said Goodreau, “it does feel a little more receptive.”

    There was an even bigger incentive offered by Pace: Prospects such as Santiago and Goodreau who visit are promised an additional $1,000 a year of financial aid if they enroll. Applicants who come to visit a campus are twice as likely to enroll as those who don’t, research has found.

    The students’ names awaited them on a welcome sign at the reception desk in the office where tours depart. “You Belong Here,” pronounced another placard, on an easel in the waiting area. There was a QR code they could scan if they wanted to chat one-on-one with an admissions officer — who, in earlier times at many schools, were often unapproachable.

    “I feel like I’m already a student here,” Santiago quipped.

    The reason the university encourages that feeling? It’s simple, said Andre Cordon, dean of admission, in the distinctive pink Choate House at the center of the campus: “We want more students to apply. We don’t want to put up hurdles.”

    So many hurdles previously stood along the route to college admission, it’s become a part of popular culture. “Everyone thinks we’re sadists — that we like saying no,” noted Tina Fey in her role as a Princeton admissions officer in the 2013 movie “Admission.” 

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

    Perceptions such as those are hard to change. Not only do young Americans aged 18 to 29 believe it isn’t any easier to get into college than it was for people in their parents’ generation, 45 percent of them think it’s harder, a Pew Research Center survey found. More than three-quarters say the admissions process is complex, and more than half that it’s more stressful than anything else they’ve done during their time in elementary, middle or high school, according to a separate survey, by the National Association for College Admission Counseling, or NACAC.

    “People have that notion that all campuses are in the same category as MIT, Harvard, Stanford” with their impossibly low acceptance rates, said Cordon. (Pace took 76 percent of its applicants last year, university statistics show.) And “teenagers are still teenagers. There’s anxiety no matter what. They overthink things, and they overthink the admissions process.”

    There’s also still a lot of genuine emotion in the process, he said. For many parents, “It’s a pride thing. It’s a status thing. It’s showing off. Or from the student’s side, it’s, ‘I want to make my parents proud.’ ”

    In the new world of university admissions, however, that no longer necessarily even requires filling out an application.

    “Congratulations! You’ve been admitted,” a new California State University website tells prospective students, before they enter a single piece of information about themselves. 

    Cal State is the latest system to deploy so-called direct admission: They will automatically accept any student who earns at least a C in a list of required high school courses, starting in January for students in some and expanding the following year to every high school in the state.

    Related: To fill seats, more colleges offer credit for life experience

    Public universities or systems in Alabama, Arizona, Connecticut, Georgia, Hawai’i, Idaho, Illinois, Indiana, Minnesota, New York, North Carolina, Tennessee, Texas, Utah, Washington and Wisconsin also now offer various forms of direct admission — some beginning this fall — accepting students automatically if they meet certain high school benchmarks.

    Several systems now allow students to apply to several public universities and colleges with a single application, avoiding the time-consuming process of completing different forms, writing essays, collecting letters of recommendation or paying fees. 

    Through Illinois’s new One Click College Admit, for instance, high school students can have their transcripts provided instantly to 10 of the state’s 12 four-year public universities and all of its community colleges and get back a guaranteed offer of admission to at least one, depending on their grades.

    “Especially first-generation students, they don’t have that knowledge of how to apply to college,” said José Garcia, spokesman for the Illinois Board of Higher Education. “That’s among the people we’re trying to reach — those who might be intimidated by the name of an institution or not feel confident in their academic abilities or their grades.”

    Several of these programs have been advocated for public institutions by governors and legislatures worried about a continued supply of college-educated workers in their states as the proportion of high school graduates going on to get degrees declines.

    “Basically we need to have a bigger pipeline,” said David Troutman, deputy commissioner for academic affairs at the Texas Higher Education Coordinating Board. “We have to do everything we can to open that door to all students, not just a few. So we have to make sure we’re making the process as painless as we can.”

    Now private colleges are jumping aboard the direct-admission bandwagon. More than 210 have arranged through the Common App — an online application used by about 1,100 institutions nationwide — to extend offers of direct admission for the coming academic year to students who filed the Common App but have not applied. That’s almost twice as many as signed on last year, when Common App says 119 institutions in 35 states made more than 733,000 unsolicited offers. 

    It’s still early to definitively know the effect of this on whether students ultimately enroll. In Idaho, which in 2015 became the first state to try direct admission, enrollment of first-time undergraduates at participating public universities rose 11 percent

    Direct admission by itself does not resolve the other reasons students forgo college, however, said James Murphy, director of postsecondary policy at the nonprofit Education Reform Now, which advocates for more access to and diversity in higher education.

    “It’s the furthest thing from a panacea,” Murphy said. “How do we know? Because colleges embraced it so quickly. Any reform taken up so quickly by colleges is likely to have more benefit to colleges than to students.”

    While direct admission might help colleges get closer to enrollment targets, for example, he said, “it works best when it’s paired with financial aid and other resources that actually make it easier” to pay.

    Waiving application fees has driven increases in applications, some research has shown. During the month that fees were waived last fall in New York state, a quarter of a million students applied to the public State University of New York, up 41 percent from the same period the year before, according to the state’s Higher Education Services Corporation, or HESC. 

    Related: After years of quietly falling, college tuition is on the rise again

    While college applications may not seem expensive, at around $50 each, many students “aren’t just paying one application fee. They can be paying multiple fees,” which add up, said Angela Liotta, HESC’s director of communication. 

    Universities and colleges are trying other ways to ease the process. More than 2,000 continue to make submitting the results of SAT and ACT scores optional, for instance, something many started doing during the pandemic. More have extended their deadlines or recruited after the traditional May 1 cutoff, when incoming classes were previously considered locked in. 

    Students are noticing. One way is through the massive amount of marketing materials they’re getting, begging them to apply. The median high school student gets more than 100 letters and emails from colleges and universities each month, a survey by the education technology company CollegeVine found — an old-style approach that CollegeVine found turns out for this generation to be generally ineffective.

    Will Goodreau, who was visiting Pace, for instance, got “so many emails and texts,” he said, laughing. “I must have given somebody my number for something.”

    All of these things appear to be slowly changing students’ perception of admission. In that NACAC survey, fewer of those who had already gone through the process — while they still found it challenging — considered it as challenging as students who hadn’t started yet.

    There could be more changes ahead. A lawsuit was filed in August against 32 colleges and universities that practice so-called early decision, under which students who apply before the usual admission period are more likely to get in, but are obligated to enroll. The practice, which the lawsuit seeks to end, helps colleges fill their classes, but prevents students from shopping around for better offers of financial aid.

    Whatever happens, students and their parents should know that “they’re actually the ones in control of this process,” said Krebs, of HelloCollege. “The reality is that at a lot of schools, if you have the grades, you’re going to get in.”

    Contact writer Jon Marcus at 212-678-7556, [email protected] or jpm.82 on Signal.

    This story about applying to college 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.

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  • Neoliberalism and the Global College Meltdown

    Neoliberalism and the Global College Meltdown

    Over the past four decades, neoliberalism has reshaped higher education into a market-driven enterprise, producing what can only be described as a global College Meltdown. Once envisioned as a public good—a tool for civic empowerment, social mobility, and national progress—higher education in the United States, the United Kingdom, and China has been transformed into a competitive market system defined by privatization, debt, and disillusionment.

    The United States: From Public Good to Profit Engine

    Nowhere has neoliberal ideology had a more devastating effect on higher education than in the United States. Beginning in the 1980s, with the Reagan administration’s cuts to federal grants and the expansion of student loans, higher education funding shifted from public investment to individual burden. Universities adopted corporate governance models, hired armies of administrators, and marketed education as a private commodity promising personal enrichment rather than collective advancement.

    The results are visible everywhere: tuition inflation, student debt exceeding $1.7 trillion, and the proliferation of predatory for-profit colleges. Elite universities transformed into financial behemoths, hoarding endowments while relying on contingent faculty. Meanwhile, working-class and minority students were lured into debt traps by institutions that promised upward mobility but delivered unemployment and despair.

    The U.S. College Meltdown—a term that describes the system’s moral and financial collapse—is a direct consequence of neoliberal policies: deregulation, privatization, and austerity disguised as efficiency. The profit motive replaced the public mission, and the casualties include students, adjuncts, and the ideal of education as a democratic right.

    The United Kingdom: Marketization and Managerialism

    The United Kingdom followed a similar trajectory under Margaret Thatcher and her successors. The introduction of tuition fees in 1998 and their tripling in 2012 marked the formal triumph of neoliberal logic over public investment. British universities became quasi-corporate entities, obsessed with league tables, branding, and global rankings.

    The result has been mounting student debt, declining staff morale, and a hollowing out of intellectual life. Faculty strikes over pensions and pay disparities underscore a deeper crisis of purpose. Universities now function as rent-seeking landlords—building luxury dorms for international students while cutting humanities departments. The logic of “student-as-customer” has reduced education to a transaction, and accountability has been redefined to mean profit margin rather than social contribution.

    The UK’s College Meltdown mirrors that of the U.S.—a story of financialization, precarious labor, and the erosion of public trust.

    China: Neoliberalism with Authoritarian Characteristics

    At first glance, China seems to defy the Western College Meltdown. Its universities have expanded rapidly, producing millions of graduates and investing heavily in research. But beneath this apparent success lies a deeply neoliberal structure embedded in an authoritarian framework.

    Since the 1990s, China’s higher education system has embraced competition, rankings, and market incentives. Universities compete for prestige and funding; families invest heavily in private tutoring and overseas degrees; and graduates face a saturated labor market. The result is mounting anxiety and unemployment among young people—known online as the “lying flat” generation, disillusioned with promises of meritocratic success.

    The Chinese model fuses state control with neoliberal marketization. Education serves as both an instrument of national power and a mechanism of social stratification. In this sense, China’s version of the College Meltdown reflects a global truth: the commodification of education leads to alienation, regardless of political system.

    A Global System in Crisis

    Whether in Washington, London, or Beijing, the pattern is strikingly similar. Neoliberalism treats education as an investment in human capital, reducing learning to a financial calculation. Universities compete like corporations; students borrow like consumers; and knowledge becomes a tool of capital accumulation rather than liberation.

    This convergence of economic and ideological forces has created an unsustainable higher education bubble—overpriced, overcredentialized, and underdelivering. Across continents, graduates face debt, underemployment, and despair, while universities chase rankings and revenue streams instead of justice and truth.

    Toward a Post-Neoliberal Education

    Reversing the College Meltdown requires more than reform; it demands a new philosophy. Public universities must reclaim their civic mission. Education must once again be understood as a human right, not a private investment. Debt forgiveness, reinvestment in teaching, and democratic governance are essential first steps.

    Neoliberalism’s greatest illusion was that markets could produce wisdom. The College Meltdown proves the opposite: when education serves profit instead of people, it consumes itself from within.


    Sources:

    • Wendy Brown, Undoing the Demos (2015)

    • David Harvey, A Brief History of Neoliberalism (2005)

    • Tressie McMillan Cottom, Lower Ed (2017)

    • The Higher Education Inquirer archives on the U.S. College Meltdown

    • BBC, “University staff strikes and student debt crisis,” 2024

    • Caixin, “China’s youth unemployment and education anxiety,” 2023

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