Tag: Events

  • Employers Value Postsecondary Credentials, Durable Skills

    Employers Value Postsecondary Credentials, Durable Skills

    Public perceptions of college have been declining over the past decade, but the role of postsecondary education as a training ground for the workforce remains clear, according to employer surveys.

    Recently published data from the U.S. Chamber of Commerce and College Board found that a majority of hiring managers say high school students are not prepared to enter the workforce (84 percent) and that they are less prepared for work than previous generations (80 percent).

    Similarly, a survey from DeVry University found that 69 percent of employers say their workers lack the skills they need to be successful over the next five years.

    The trend line highlights where higher education can be responsive to industry needs: providing vital skills education.

    Methodology

    DeVry’s survey, fielded in summer 2025, includes 1,511 American adults between the ages of 21 and 60 who are working or expect to work in the next 12 months, and 533 hiring managers from a variety of industries.

    The Chamber of Commerce report was fielded between May 20 and June 9 and includes responses from 500 hiring managers at companies of all sizes.

    Cengage’s State of Employability includes responses from 865 full-time hiring managers, 698 postsecondary instructors and 971 recent college graduates. The study collected data in June and July.

    Investing in education: Nine in 10 respondents to the Chamber of Commerce’s survey indicated that trade school graduates and four-year college graduates with industry-recognized credentials were prepared to enter the workforce. About three-quarters said college graduates without industry-recognized credentials were prepared for the workforce.

    According to Devry’s data, three-fourths of hiring managers believe postsecondary education will continue to be valuable as the workplace evolves over the next five to 10 years.

    A 2025 report from Cengage Group found that 71 percent of employers require a two- or four-year degree for entry-level positions, up 16 percentage points from the year prior. However, only 67 percent of employers said a degree holds value for an entry-level worker—down from 79 percent last year—and fewer indicated that a college degree remains relevant over the span of a career.

    The Chamber of Commerce’s survey underscored the role of work-based learning in establishing a skilled workforce; just under half of employers said internships are the top way for students to gain early-career skills, followed by trade schools (40 percent) and four-year colleges (37 percent). This echoes a student survey by Strada Education Foundation, in which a majority of respondents indicated paid internships had made them a stronger candidate for their desired role.

    However, fewer than two in five hiring managers said it’s easy to find candidates with the skills (38 percent) or experience (37 percent) they need. In DeVry’s survey, hiring managers identified a lack of skilled workers as a threat to productivity at their company (52 percent), with one in 10 saying they would have to close their business without skilled talent.

    Looking to the future, 80 percent of the hiring managers DeVry surveyed said investing time and money in education is worthwhile in today’s economy; a similar number said education would advance a worker’s professional career as well.

    Needed skills: Nearly all hiring managers said they’re more likely to hire an entry-level employee who demonstrates critical thinking or problem-solving abilities, compared to a candidate without those skills. Ninety percent consider effective communication skills a top quality in an applicant.

    DeVry’s survey showed that skills have impact beyond early career opportunities; 70 percent of employers said durable skills are a deciding factor in promotions, with critical thinking (61 percent), self-leading (50 percent) and interpersonal communication (50 percent) as the top skills needed for the future.

    A majority of educators polled by Cengage said postsecondary institutions should be responsible for teaching industry-specific skills, with 60 percent placing the onus on instructors and 10 percent on campus advisory services or programs. Employer respondents said they expect recent graduates to bring job-specific technical, communication and digital skills to the table when hired.

    The Chamber of Commerce survey underscored a need for early education, with 97 percent of respondents saying high school courses should teach professional career skills. Even so, 87 percent of respondents still believe work experience is more valuable than formal education.

    Do you have a career-focused intervention that might help others promote student success? Tell us about it.

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  • Strategic Approach to Mobility, Transfer, Academic Partnership

    Strategic Approach to Mobility, Transfer, Academic Partnership

    Serving approximately 100,000 students each year, Maricopa County Community College District is one of the nation’s largest community college districts. Many bachelor’s-granting institutions seek to recruit Maricopa students, but these institutions often fall short in serving them effectively by not applying previously earned coursework, overlooking their specific needs or failing to accept credit for prior learning in transfer. After years of requesting changes from transfer partners without seeing adequate response, Maricopa Community Colleges determined it was time to take action by establishing clear criteria and an evaluation process.

    A Legacy of Transfer

    Since its establishment, university transfer has remained a central pillar of the mission of the MCCCD. Transfer preparation is a chief reason students enroll across the district’s 10 colleges. In fact, 38 percent of students districtwide indicate upon admission that their goal is to transfer to a university.

    A significant portion of these students transition to Arizona’s three public universities under the framework of the Arizona Transfer System. Beyond that, Maricopa maintains formal articulation agreements with over 35 colleges and universities, both in state and across the nation, including private and public institutions.

    Developing Strategic Transfer Partnerships

    Each university partnership is formalized through a memorandum of understanding that outlines the roles, expectations and mutual responsibilities of Maricopa and the partner institution. Recognizing the need for a more strategic and data-informed approach, MCCCD developed a model years ago to ensure that both potential and existing transfer partnerships align with the district’s evolving strategic priorities. The model provides a structured framework for assessing new and continuing partnerships based on institutional relevance, resource capacity and student need.

    A Point of Evolution

    In 2022, the district overhauled its partnership model to better meet the needs of today’s learners, who increasingly seek flexible pathways to a degree. Many students now arrive with a mix of traditional coursework, transfer credit and prior learning assessment, including military service, industry certifications and on-the-job training, creating greater demand for clear, consistent and student-centered transfer pathways. The updated model ensures partner institutions complement, rather than counter, MCCCD’s efforts, particularly in recognizing learning that occurs outside the traditional classroom.

    The new model sets out the following criteria as minimum requirements:

    • Accepts and applies credits earned through prior learning assessment: The integration of PLA and alternative credit was a central focus of the redesign, recognizing the unique advantages these offer transfer students. Many students move between institutions, accumulate credits in segments and work toward credential completion. While some follow the traditional route from a two-year college to a four-year university, others take different paths, transferring from one two-year institution to another, or returning from a four-year institution to a two-year college through reverse-transfer agreements. These varied journeys highlight the need to embed PLA fully into the transfer agenda so that all learning, regardless of where or how it was acquired, is recognized and applied toward students’ goals. By making PLA a built-in component of the revamped model, MCCCD and its university partners can better meet learners where they are in their educational journey.
    • Provides annual enrollment and achievement data: To support this renewed focus, MCCCD asked all university partners to update their MOUs through a new university partnership application. This process gathered key institutional data and ensured alignment with updated partnership criteria and made it mandatory.
    • Accredited with no adverse actions or existing sanctions against the institution: Partner institutions must hold accreditation in good standing, accept both nationally and regionally accredited coursework, and recognize Maricopa-awarded PLA credit.
    • Aims to accept and apply a minimum of 60 credits: They are expected to apply at least 60 applicable Maricopa credits, academic and occupational, and accept Maricopa’s general education core.
    • Has a minimum of 50 students who have transferred at least 12 Maricopa earned credits in the last three years: This requirement is intended to demonstrate need and gauge student interest.
    • Surveys Maricopa transfer students annually: Partners must commit to administering annual transfer surveys and tracking student outcomes using jointly defined metrics.

    Institutions that do not meet this standard are not advanced in the partnership process but are welcome to reapply once they meet the baseline criteria. As a result, more partners are actively engaging and strengthening their policies and processes to gain or maintain eligibility.

    Key Findings

    Several themes emerged from the first year of implementation:

    Since the revamp, MCCCD is seeing promising results. Current and prospective partners have demonstrated strong commitment to the revised partnership model by elevating transfer and PLA practices, expanding pathways that accept 75 to 90 credits and participating in on-campus student support initiatives through goal-oriented action plans. They are using the model to facilitate conversations within their institutions to further advance internal policies and practices.

    Post-COVID, demand for online learning and support services remains strong, particularly among working students and those needing flexible schedules, as reflected in survey results. While participation in past transfer experience surveys was low, the district has made this requirement mandatory and introduced multiple survey options to better capture the student voice and experience. These insights enable MCCCD to collaborate with partners on targeted improvement plans.

    New criteria MCCCD is considering, several of which some partners have already implemented, include reserving course seats for Maricopa transfer students, creating Maricopa-specific scholarships, offering internships and other work opportunities and waiving application fees.

    MCCCD is currently assessing the impact of its revamped partnership model to measure the success of these efforts. Preliminary findings from the three-year review indicate that most, if not all, partner institutions are meeting or exceeding established metrics. These early results reflect a strong commitment to the agreements and reaffirm the value of the updated criteria in fostering more meaningful and impactful partnerships.

    A Model for Intentional Partnerships

    The Maricopa Community College District’s revamped university transfer partnership model is a strategic effort to keep partnerships active, student-centered and aligned with key institutional priorities. Through intentional collaboration, transparent policies and practices and shared responsibility, Maricopa and its university partners are building more effective, forward-thinking transfer pathways.

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  • U.K. Weighs Streamlining Visa Process for Researchers

    U.K. Weighs Streamlining Visa Process for Researchers

    The U.K. government has been urged to remove barriers in the visa process for researchers in order to capitalize on new U.S. restrictions imposed by Donald Trump.

    The U.S. president last weekend announced a $100,000 fee for applicants to the H-1B visa program, making a vital visa route used by skilled foreign workers in the U.S. inaccessible to many.

    The U.K. is reportedly considering removing fees for its global talent visa in response. The Campaign for Science and Engineering (CaSE) warned that high visa costs are already a significant barrier but said it is not the only change that needs to be made.

    In a new report, CaSE highlights the obstacles presented by the current system, including concerns raised by professionals who handle visa and immigration issues at U.K. research institutions.

    It warns that information about who is eligible for the visa route is often ambiguous and hard to navigate. According to the Wellcome Sanger Institute, which contributed to the report, the language around “exceptional talent” can be intimidating for talented applicants, although many institutions also receive a large number of low-quality applications.

    “These examples point to a wider issue of confusion and unclear messaging about who is eligible, resulting in missed opportunities and cost inefficiencies,” says the report.

    Visa policy is also increasingly complex and can put a significant strain on organizations, according to CaSE.

    The Sainsbury Laboratory (TSL), a research organization that specializes in molecular plant-microbe interactions, said visa support now demands a full-time employee in human resources as well as external support costing more than $21,000 per year in legal fees.

    “The U.K. visa system is becoming increasingly complex, unclear and time-consuming—especially for research institutes like TSL that depend on international talent.

    “Policy changes are poorly communicated, portals outdated and guidance inconsistent, requiring our HR to spend extensive time interpreting information.”

    TSL said that without a fair and functional visa system, the U.K. risks reaching a “breaking point in our ability to attract global talent and sustain world-leading research.”

    Alicia Greated, executive director of CaSE, said U.K. research faces “major challenges” under the current system. She wants to see the government take action that will improve things for skilled workers and those that employ them.

    Greated welcomed reports that the Labour administration was considering reducing visa fees for highly skilled researchers, adding, “If these changes happen, they will put the U.K. in a strong position to compete on the global skills market, especially given the changes in the opposite direction in the U.S.”

    However, she said that the removal of indefinite leave to remain, or permanent residency, from individuals already settled in the U.K.—as Reform UK is advocating—would be extremely damaging to U.K. R&D and the wider economy, as well as individuals and their families.

    “Policy proposals like this also have a negative impact on the attractiveness of the U.K. as a destination for the world’s brightest and best researchers because people may worry their right to be in the country could be taken away.”

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  • Colleges Teach Students Healthy Eating, Cooking Habits

    Colleges Teach Students Healthy Eating, Cooking Habits

    A 2025 survey of 5,000 undergraduates by Inside Higher Ed, supported by Generation Lab, found that the greatest share of students rated their nutrition at college as average (44 percent), with an additional 30 percent describing their nutrition as below average or poor.

    A number of colleges and universities are working to teach students proper nutrition habits and equip them to lead healthy lives in and beyond college.

    The research: A 2023 literature review found that college students experience a variety of risk factors that make them uniquely positioned to experience food insecurity, including busy schedules and a lack of access to nutritious food.

    Several studies found that students who had cooking experience were less likely to face food insecurity, implying that those without cooking or food-preparation skills may be at higher risk for food insecurity, according to the report.

    The report suggests colleges can provide cooking and meal-preparation demonstrations to help students gain skills, as well as learn how to prepare low-budget, nutritious meals. One study cited in the literature review suggested adding nutrition education—including food budgeting and recipes—as a feature of first-year seminars.

    Inside Higher Ed compiled five examples of nutrition education designed to address student health, food insecurity and malnutrition.

    1. University of Memphis: Grilling Classes

    To help teach students how to cook using relevant tools and resources, the University of Memphis staff hosts a lunchtime nutrition class, teaching students how to prepare and grill a personal pizza.

    The university charges students $15 to participate in the class, which covers ingredients and lunch foods, providing a low-cost and casual introduction to basic cooking principles.

    1. University of North Dakota: Culinary Corner

    At UND, students get the chance to lead their peers in cooking classes. Events are open to all campus members, including faculty and staff, and the hourlong sessions in the wellness center teach students how to prepare simple meals.

    In addition, UND has a virtual demonstration library so students can teach themselves how to cook a range of healthful recipes from wherever they are, including honey-glazed salmon, chana masala or acai bowls. Each demonstration video features a student instructor and a recipe card for viewers to follow along.

    1. Lewis College, University of Georgia Cooperative Extension: Fulton Fresh University

    This fall Georgia State University students benefited from a free cooking demonstration and nutrition course pilot hosted by two local institutions.

    Fulton Fresh University, a partnership between Lewis College and the University of Georgia Cooperative Extension, typically educates seniors or those in low-income communities. But in 2024, the partners tested a new offering for college students who don’t necessarily know how to cook and are more inclined to eat quick meals or takeout, according to a university press release.

    The four-week, no-cost course provided students with 10 pounds of produce at each session, in addition to spices and a variety of kitchen tools to keep.

    1. Iowa State University: Culinary Boot Camp

    Iowa State University students can participate in a two-credit course, Culinary Boot Camp, which provides nutrition education and culinary skills to promote healthy living.

    The course, which has been offered since 2016, covers topics including storing food safely, reducing food waste, converting recipes and shopping efficiently for groceries, among others.

    1. Cornell University: Get Cooking With Cornell Dining

    Cornell offers students a chance to learn from the professionals: the campus dining team. Members host events in the Discovery Kitchen in a residence hall on campus, where students can practice preparing plant-based dishes, which they then enjoy.

    The goal is to help students learn to make healthy dishes that are both tasty and environmentally friendly.

    Do you have a wellness intervention that might help others promote student success? Tell us about it.

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  • Angelo State Allows Pride Flags, Keeps Anti-Trans Policies

    Angelo State Allows Pride Flags, Keeps Anti-Trans Policies

    Michael Barera/Wikimedia Commons

    Directives related to a slate of convoluted and sometimes contradictory new policies prohibiting discussion of transgender topics and identity have left employees at Angelo State University frightened and confused.

    As of Monday, conversations and content about transgender identities are still prohibited, but employees are allowed to use students’ preferred names, display rainbow flags in their offices and on their cars, and talk about lesbian, gay, bisexual and queer identities, according to emails from department heads to faculty obtained by Inside Higher Ed.

    The changes were clarified to employees after a meeting between the deans, provost and ASU legal counsel. Employees are still seeking other clarifications. For example, students who are already working on papers related to transgender identity are allowed to continue doing so, but it’s unclear whether they could give a final class presentation on the topic. 

    Only some faculty members at some the university’s colleges have been told about these changes. Others are still responding to the initial policies handed down to employees Friday following a meeting with Angelo State leadership. The policies are stringent and exhaustive: no pride flags, no calling students by the singular “they” or using their preferred names (unless it aligns with their sex assigned at birth), no pronouns in email signatures and no mention of the fact that there are more genders than the two assigned at birth.

    None of the policies are formalized in writing, and that is purposeful, said Brian Evans, president of the Texas Conference of the American Association of University Professors. The guidance only changed after faculty brought up questions about the policies, which deans took back to the provost and university counsel. Final details about what is and is not allowed and how the rules will be enforced are still under discussion.

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  • States Need to Pass Budgets

    States Need to Pass Budgets

    This isn’t unique to my state, but it’s my first time encountering it.

    Pennsylvania’s state government runs on a July-to-June fiscal year, which means that it was supposed to have passed a budget for this fiscal year by July 1.

    It hasn’t passed one yet, and passage doesn’t look imminent.

    This is becoming a problem.

    It’s already a problem for our county, which has announced cuts. And it’s increasingly a problem for the college.

    Based on previous years, we’ve expected the state allocation to cover a little over 40 percent of the operating budget. (The county’s figure is much lower.) So far this year, it has covered zero percent, for a difference of—let’s see, carry the three—millions.

    We have reserves, and they’ve come in handy. But they’re meant to even out cash flow over the course of a year, to cover emergencies and to help with large expenses. They were never intended to supplant the state’s role in the budget. Our CFO recently had to calculate the number of months we could go without the state allocation, which is a number you never want to matter.

    For those keeping score at home, reserves at a community college are very different from endowments at universities. Endowments are generated mostly from a combination of donations and investment returns, and they’re meant to “throw off” a certain amount per year to pay for other things. Those other things can be the operating budget, or scholarships, or facilities, as specified. (Endowment funds are a mix of restricted and unrestricted. Restricted funds can only be used for designated purposes; unrestricted funds are more flexible.)

    Reserves, by contrast, are generated from operational savings and are meant to provide a bit of buffer. They’re almost always invested very conservatively because they’re meant to be liquid. Endowments can take greater risks because they’re intended to have much longer time horizons. If endowments are like retirement accounts, reserves are closer to savings accounts.

    They’re crucial for cash flow because peak revenue times and peak spending times don’t always align. For a college on a traditional calendar, August shows high revenues and low spending, and October shows high spending and low revenues. That’s because students pay tuition in August to take classes in October.

    Reserves can create perverse incentives for legislators. A legislator looking to pay for some other line item closer to his heart may see a public college with relatively healthy reserves as a painless target for cutting. But once reserves are spent, they’re spent, and one of the dangers of public-sector math is that even a single year’s cut can become a new baseline. At that point, climbing out of the hole can become a Sisyphean nightmare.

    In practice, that means that public colleges have to perform a delicate balance with reserves. Save too much, and you become a tempting target. Save too little, and you may find yourself in a tight spot if something happens.

    Right now, something is happening—or not happening, to be exact—with a major impact. The frustrating part is that the something in question is unnecessary. This isn’t the aftermath of a natural disaster; it’s collateral damage from a political standoff. The fact that it leaves us much more vulnerable to, say, a natural disaster doesn’t seem to bother legislators.

    So, my request to the elected leaders of Pennsylvania, and to other states in similar spots: Pass a budget! Reserves weren’t meant for this.

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  • 2026–27 FAFSA Launched Ahead of Schedule

    2026–27 FAFSA Launched Ahead of Schedule

    The final version of this year’s Free Application for Federal Student Aid was made available to all students Wednesday—eight days ahead of schedule. This marks the application’s earliest launch date since it first transitioned to an online platform nearly two decades ago, according to the Department of Education.

    Education Secretary Linda McMahon used the announcement as an opportunity to criticize the Biden administration for its “infamously botched” rollout of an extensive FAFSA overhaul two years prior. 

    “I am extremely proud to announce the earliest launch of the FAFSA form in history, which ensures American students and families have access to critical resources as they begin or continue their postsecondary education journey,” she said in a news release. “Under President Trump’s leadership, our talented team has redesigned and streamlined the process so all American students can now successfully complete the form in minutes.” 

    There were limited changes to this year’s form, but to test the changes that were made, a beta version was first made available to a select number of students and families in early August. Then, last week, all students could access the test form. Over the course of those two months, more than 40,000 applications have been started, about 27,000 have been submitted and roughly 24,000 have been processed without rejection.

    Updates to this year’s form include a redesigned process for inviting parents to contribute to the form and a faster verification process for new accounts. And over all, the students who have tested the form so far have had a good experience, with 97 percent of respondents reporting satisfaction and 90 percent saying it took a reasonable amount of time to complete.

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  • Kentucky to End In-State Tuition for Undocumented Students

    Kentucky to End In-State Tuition for Undocumented Students

    Photo illustration by Justin Morrison/Inside Higher Ed | amriphoto/E+/Getty Images | klyaksun and SAHACHAT/iStock/Getty Images

    The Kentucky Council on Postsecondary Education agreed to terminate its offering of in-state tuition to undocumented students, according to a settlement filed in court Monday, WKU Public Radio reported.   

    The termination of reduced tuition remains tentative, as the settlement has yet to be signed by a district court judge, but if it does come to fruition, Kentucky would be the third state to capitulate to demands of the Trump administration on the issue.

    President Trump’s Department of Justice has sued multiple states over their policies that provide in-state tuition to undocumented students, arguing that doing so discriminates against out-of-state Americans. Republican-led states that were sued quickly agreed to scrap the policies. But Kentucky, governed by a Democrat, took longer. (Similar lawsuits against Minnesota and Illinois are still pending.)

    The state attorney general, a Republican, told the council that the lawsuit would be a “losing fight,” WKU reported.

    The Trump administration and state Republicans leaders have used these lawsuits to go around state legislatures and Congress to change policies and programs.

    Some higher education and legal experts have called the practice unlawful collusion and tried to intercede on behalf of the immigrant students in court, but they’ve had little luck so far.

    MALDEF, the same Latino civil rights group that tried and failed to intervene in the Texas lawsuit, has filed a motion to intervene in Kentucky, but the court has yet to rule on that request.

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  • New Promise Programs Launch for Families Making Under $100K

    New Promise Programs Launch for Families Making Under $100K

    When Jake Winston began looking at colleges in fall 2019, he was primarily looking at public colleges in his home state of North Carolina, as he felt those would be the only institutions he could afford. He was interested in Washington & Lee University, in Virginia, due to its location—far enough for a change of scenery, but not so far he couldn’t visit home—and its rich and complex history. But he didn’t think he could afford the high price tag.

    At a presentation by admissions officials, though, he learned about the W&L Promise, which covers the full cost of tuition for all students whose families fall into a specific income bracket. Once he got his aid offers back from colleges, WLU was the obvious choice, costing him just $5,000 annually, a sum that he paid out of pocket using money he made from summer research jobs.

    “Being able to know I was going to graduate debt-free from the start allowed me to pick what I was passionate in, and that’s teaching, which is not the highest-paying role in the country,” said Winston, who now teaches seventh-grade history in Northern Virginia. “But it is what I wanted to do with my life.”

    WLU has one of the oldest tuition-guarantee programs in the country. It launched in 2014, offering free tuition to students whose families make less than $75,000 each year; now, that number has surged up to $150,000, and students whose family income is less than $75,000 also get free room and board.

    Since then, more and more colleges—especially, but not only, selective private institutions—are offering completely free tuition to students whose families fall under a certain income threshold. Nowadays, that maximum is typically $100,000 annually, an income bracket that includes about 57 percent of U.S. families as of 2024, according to an analysis by the Motley Fool. But some have expanded the offer of free tuition to those whose families make as much as $200,000, encompassing all but 16 percent of American households. (Most programs also require the families to have typical assets, and some are only open to in-state students.)

    In the past year alone, a slew of universities has announced new free tuition programs or expanded their existing programs, including Wake Forest University, Reed College, Emory University, Macalester College, Tufts University, the Massachusetts Institute of Technology, Harvard University and Lasell University.

    Administrators at more than half a dozen institutions with promise programs told Inside Higher Ed that they hope that the move will attract low-income students who didn’t realize how financially accessible higher education, even at expensive institutions, can be. It’s also an effort to improve cost transparency—an area that has frequently come under scrutiny as the actual cost of college has become increasingly obscured by scholarships, aid, fees and books and other indirect costs.

    Breaking the Cost Barrier

    For many institutions offering tuition guarantees—also called promise programs—it’s more of a change in rhetoric than in actual financial aid policy.

    Carnegie Mellon University in Pittsburgh, for example, announced a program last November guaranteeing free tuition for students with family incomes under $75,000 and promising those with incomes under $100,000 wouldn’t have to take out any student loans to access a CMU education, beginning with the incoming class in fall 2025. But according to Brian Hill, the university’s associate vice provost for student financials and enrollment systems, that’s how the university had already been quietly operating since 2016.

    “In truth, it was to make sure that prospective students knew that CMU was an affordable option for them. That was the primary reason,” he said. “We’ve been saying that we met full demonstrated financial need for our students … [but] a barrier we don’t know if we’d gotten through or not is students that would look at the sticker price [of $67,020 per year] and just completely write CMU off before they even explored it.”

    The surge of these programs comes amid concerns about the growing cost of higher education and that the return on investment of a bachelor’s degree doesn’t warrant the seemingly exorbitant cost; a few institutions in the U.S. now have a sticker price upward of $100,000 a year.

    At the same time, experts argue that the price of higher education has actually gone down when accounting for inflation and the high rate of aid students generally receive. For several decades, higher education has followed a model in which institutions advertise a high cost of attendance but a significant number of students receive large scholarships. This approach helps to make higher education look like a luxury product while students and families feel like they’re getting a good deal. But that strategy has come to bite institutions in the butt, according to W. Joseph King, former president of Lyon College and a higher education consultant, as many low- and middle-income students now feel the high cost of college makes an education unattainable.

    “What this led to was almost like an arms race of rising stated tuition numbers and a fall in net tuition numbers. All sorts of groups, including the federal government, have been trying to get to numbers that are more reflective of the actual cost,” he said.

    Promise programs aim to change that narrative by showing low- and middle-income families that getting an education even at a seemingly pricey school can be achievable.

    Colleges have made other attempts to communicate that message to students and parents. That includes developing net price calculators, which often show that low-income students would be paying just a fraction of the sticker price, or announcing that their institution is able to meet all of a student’s demonstrated financial need—a number based on a federal student aid formula that determines how much a family is able to pay.

    But many families have no idea what demonstrated financial need means or are unaware of net price calculators, enrollment professionals say. Simply saying that an institution offers free tuition can be the ultimate tool for price transparency, according to Milyon Trulove, vice president and dean of admission and financial aid at Reed College, which announced plans to expand its regional promise program—currently available only to students in Oregon and Washington—to all students with family incomes under $100,000 in 2026.

    The institution also has a net price calculator, he said. But if presented with both that calculator and the promise of free tuition, the latter will immediately be meaningful to students, whereas the former won’t.

    “[Students] say, ‘This makes sense to me, today, right now … and now I can listen to all the other stuff about fit and anxiety about money is no longer in the way of me fully participating in the college admission process,’” he said.

    Along with institutions offering free tuition to any student who fits within a certain income bracket, even more institutions offer tuition guarantees to students based on grade point average or for transferring from a local community college system.

    ‘Rigorous Financial Planning’

    Most of the university officials who spoke with Inside Higher Ed said that their institution was in a very strong financial position and able to afford to support so many students because of large endowments and generous donations, including fundraising specifically aimed at increasing student aid.

    From 2016 to 2024, Carnegie Mellon, for example, increased its undergraduate financial aid budget 86 percent.

    “We truly made a massive commitment to making affordability a real thing at CMU,” said Hill. “I think we’re in a very positive position in terms of finances, but it took a lot of commitment from … executive leadership to make this a priority.”

    Wake Forest, which announced last week that it will offer free tuition to all North Carolina students with family incomes below $200,000, is one of the few schools that said that its promise program, called the North Carolina Gateway, would substantially increase the total amount of aid it gives out. President Susan Wente said that, similarly to CMU, the funds for the initiative come in large part from a massive fundraising effort that has raised over $150 million for financial aid since 2022.

    “This involved rigorous financial planning and analysis and knowing we could meet the commitment, should we announce it,” she said.

    But not every university with a promise program is leaning on massive donation campaigns. Radford University, a public institution in Virginia, was able to begin offering free tuition to all students from Virginia with incomes below $100,000 simply because of the ample amount of funding it gets from the state, according to Dannette Gomez Beane, vice president for enrollment management and strategic communication.

    Virginia tends to be generous toward higher education, Beane said, but the two regional public universities in southwest Virginia, which has the lowest college-going rate of higher education of any area in the state, receive the most funding. That’s what allowed Radford to begin its promise program, which the institution promoted heavily in the 60-mile radius around its campus, in 2024.

    “With all things higher ed and higher ed financial aid, not everything is sure, and we’re learning that this year more than ever,” she said. “I think that state funding, federal funding—if you have models that are dependent on those, you have to constantly be adjusting your models … there is that vulnerability, but we’re just gracious that we’ve had favor with the state.”

    Boosting Low-Income Enrollment

    Although many of these programs are new, those that have been around for multiple years have seen positive results. At Washington & Lee, Sally Richmond, vice president for admissions and financial aid, said that there have been massive jumps in enrollment of rural students, first-generation students and Pell-eligible students since she joined the university in 2016.

    It’s impossible to say whether those changes can be attributed specifically to the university’s promise program, she noted. But, she said, “our financial aid office, who is certainly on the front line of having these conversations along with our admissions team, speaks to the fact that this concept of the promise is the one that resonates most with our prospective students and families.”

    Reed College, similarly, saw a 25 percent increase in middle-income students in its program’s first year, during which it was only available to students from Oregon and Washington.

    Wente, Wake Forest’s president, said she is eager to see how the university’s newly announced tuition guarantee program will impact low- and middle-income enrollment.

    “As a scientist myself, we’re going to pilot this, look at its impact, look at how we can ensure that it’s really achieving what we hope in terms of offering students greater access,” she said. “In terms of the middle and lower income bands, those are the students who often don’t have as many options. So, how do we give them as many options as possible?”

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  • What Missouri Can Teach Trump About Merging ED and Labor

    What Missouri Can Teach Trump About Merging ED and Labor

    In a recent statement and a series of fireside chats, Education Secretary Linda McMahon repeatedly drew attention to her efforts to move all career, technical and adult education programs from the Department of Education to the Department of Labor and consolidate some as part of the Trump administration’s quest to eliminate waste, fraud and abuse.

    “I can’t think of a more inefficient system than to have duplication and just one side not knowing what the other is doing,” she said at one conservative policy summit last week. “So let’s consolidate them all in the Department of Labor, where I think they should be. And if we show that this is an incredibly efficient and effective way to manage these programs, it is my hope that Congress will look at that and approve these moves.”

    According to ED, many staff members from the Office of Career, Technical and Adult Education are already working under the supervision of the DOL, though the funding for the programs they oversee is still managed by McMahon. Moving that money, which was appropriated by Congress to the Education Department, would require legislative approval. But symbolically, the integration process is under way.

    The Trump administration is not the first government body to propose or execute such a merger, however. A handful of states have combined their departments of higher education and workforce development agencies in the hopes of better aligning state budgets, curriculum and grant allocation with the needs of local employers. Missouri, for example, has been working since 2018 to integrate what was the Department of Higher Education and the Division of Workforce Development into a new Department of Higher Education and Workforce Development.

    Inside Higher Ed spoke with the newly fused department’s commissioner, Bennett Boggs, and deputy commissioner, Leroy Wade, to understand how it came to be, what challenges they faced in the process and the benefits they’ve seen as a result.

    The conversation has been edited for length and clarity.

    Q: Take me back and tell me a little bit about what sparked this merger for Missouri.

    Wade: There was a realization that we weren’t being as effective as we could be as a state in terms of our economic development. And so Governor Parson, at that point, put together a group called Talent for Tomorrow that looked at what direction do we need to go and what kinds of things do we need to focus on? And then there was an ancillary piece called Best in the Midwest that looked around at our surrounding states to decide, from an economic development, from a workforce perspective, how are we doing?

    Unfortunately, what we found was that we weren’t doing really very well. We were toward the bottom in almost everything that we looked at. And so out of that process and a listening tour all around the state to hear what folks wanted and what their perspective was, came two things. One was to try and streamline our Department of Economic Development. The other piece was to look at, how do we change our pipeline system? And that’s what brought the Division of Workforce Development to merge with the Department of Higher Education

    Q: How did the process of merging these two institutions work? Was it all led by the governor and the state executive branch, or did it require any legislative backing?

    Wade: The governor has the authority to reorganize state government, if you will, at least to a certain extent. So the process started with an executive order laying out what that reorganization would look like. Now, the Legislature has a role in that process. They can’t make changes to it, but they can either vote to accept it or not. But it went through; there was no legislative opposition.

    There was some existing statutory language that talked about the Department of Higher Ed, and so there had to be some language changes to adopt the new name of the organization and to reflect some of the structural changes that took place. But it was really all driven by that executive order.

    Q: One of the core justifications we’ve heard from the Trump administration for merging the CTE operations at a federal level is to eliminate what they say are duplicate programs. When Missouri combined its agencies, was that one of your motivations as well, and did you find any duplicates to consolidate?

    Boggs: What we have found here in Missouri is not so much duplication as an opportunity for coordination. A large part of it was about combining functions that have similar end goals but are not exactly the same program. It’s about asking, how can they be coordinated to be more effective together?

    Commissioner Bennett Boggs

    One of the answers to that is leveraging broader expertise. If you bring people and programs together and help broaden the perspective of the work that they’re doing, it allows the organization to move from silos to strategic partnerships.

    For example, Missouri is very strong in registered apprenticeships. But it’s not just in the trades. We’ve also developed some really effective programs in education and health care and some other professional industries. Part of that is because we’ve been able now to coordinate with local workforce boards, local regional employers and then the two- and four-year institutions, particularly regional ones. Before, these three groups may have been unintentionally competing because they weren’t that aware of each other, but now by working together they can be a funding stream. They can bring resources together to help strengthen and accelerate workforce development that would not have happened if they kept operating separately.

    It also just strengthens our communications and helps us as a department talk about higher education in terms of, how does this make life better for Missourians? And that’s a better, healthier conversation to be having.

    Q: Despite the shared end goal, there had to be times where there was internal conflict in trying to streamline things. For example, if both an apprenticeship program and a health-care school are training hospital technicians, I can imagine they’re each trying to fill their own seats. So what were some of the challenges you faced in the merger process and how did you overcome them?

    Boggs: We know in Missouri, 65 percent of all jobs currently require education or training past high school, and that number is only expected to grow. Of that, 35 percent would be an associate degree or some certification, and 30 percent would be a bachelor’s degree and above. So this is a statewide effort to create pathways for all Missourians—so this is not either-or, it’s yes-and.

    Why can’t a student have an internship or a work-based learning experience while in a postsecondary institution? And so part of those regional partnerships is that they help us think about things like that. They’re not only preparing students for the current job but asking, how do we get them on a pathway to be ready for the next one?

    One of the challenges in this is understanding that different sections of our department work in different time frames. For example, we run 21 job centers in the state, and when folks come in the door there, they need a job to pay the rent next week. We also have different parts of the department that are approving academic programs in a way that might not really take off for three to five years. It’s not only a difference in pace but also culture and lingo. We just have to be aware of each other and learn.

    The other challenge is potential for misalignment related to policies, data and physical infrastructure. This really hits home in terms of our planning and budget folks. We now have an array of state and federal programs that support Missourians in paying for education, whether that’s state-funded financial aid or federal [Workforce Innovation and Opportunity Act] funds. These separate funding streams have different requirements, different reporting structures and eligibility criteria, so our staff then has to be able to think quickly, know about and pivot between multiple particular funding streams.

    Q: We’ve also heard critics of the merger at the federal level suggest that there may be barriers in statute that make it difficult to merge or consolidate various programs and grants. Did you experience any difficulties legally when merging your two agencies?

    Boggs: We didn’t encounter any legal hurdles, but as I was mentioning earlier, understanding the differences in the federal and state funding streams and the requirements and the structures and the eligibility requirements, those kinds of things had to get worked through.

    Q: So would you say it was less about trying to change the existing rules and regulations for various programs and more trying to understand those stipulations in order to use the funding in a more strategic, collaborative way?

    Boggs: I think that’s pretty accurate. It’s about keeping the similar end goal in mind, and then asking, what funds can be used to help advance to that shared goal?

    Q: All challenges aside, over all, has this merger positively affected Missouri’s higher ed and workforce development landscape? And, if so, how?

    Boggs: Absolutely. It’s changed the tone and the conversation statewide in terms of postsecondary education being part of economic and community development. It has pulled in strategic partners, from job centers, regional workforce boards, chambers of commerce and regional universities to have really interesting gatherings and talk about where they need to grow. And it makes for a better conversation about the cutting-edge research our flagship institution does. Over all, it helps us as a state have a better, more comprehensive conversation about learning and workforce development.

    Q: Has the Trump administration reached out to you in an effort to learn from Missouri’s experiences in merging these two departments?

    Boggs: No, but if they wanted to contact us, we’d be happy to assist however we could.

    Q: Do you think there’s an opportunity for the federal government to learn from both the challenges and the successes that you have experienced at the state level?

    Boggs: You know there’s a famous quote from Louis Brandeis that says, “States are the laboratories of democracy.”

    I wouldn’t pretend to know what the federal government can take away from Missouri. They are operating at a much more complicated level, with many more components in play. But certainly in Missouri, we’ve had a good experience doing this, and we’re still discovering new areas for improvement all the time.

    In fact, we’ve got a technical cleanup bill we’re proposing this upcoming legislative session of just small bits and pieces in the state statutes from before the merger that still need to be addressed. Part of what helped us out, though, is data—the integrating of some of the disparate data systems into now a more comprehensive data group, and that’s helping us statewide with better policymaking.

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