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The Trump administration has all but axed the U.S. Department of Education’sstatistical research arm — the National Center for Education Statistics — sparing only a handful of employees who are left without department staff needed to analyze education data.
“They didn’t just RIF a few people, they deleted the agency for all intents and purposes,” said an NCES employee of more than a decade who was part of the massive March 11 layoffs.
The loss of over a hundred Institute of Education Sciences employees — including almost all of the NCES staff — comes as part of sweeping cuts to the Education Department that left the federal agency with only half of its workforce. NCES, which traces its existence to an 1867 law establishing a federal statistical agency to collect, analyze and report education data, has been tasked with research and analysis on everything from graduation rates and student outcomes to teacher and principal development.
Overall, NCES research tracked the condition of education in the nation, including gaps in achievement and resources for underserved students. During the pandemic, the unit closely analyzed trends in school resources and educator and student mental health.
Perhaps most notably, NCES oversaw and ensured the quality of the Nation’s Report Card, along with other key student outcome studies. School and college leaders rely on such NCES research to improve student performance, and its findings often help inform federal and state policymakers on funding decisions.
Now, those caught in the latest wave of the administration’s cuts are warning that their haphazard nature will lead to a decline in the quality of assessments and data overseen by NCES. Longtime NCES employees report being fired at a moment’s notice and abruptly losing access to years — sometimes decades — of work, with no communication from the administration about how to offboard so as to preserve and pass on critical information.
“A lot of institutional knowledge is going to be lost,” said another former NCES employee who worked closely on the Nation’s Report Card. This employee and the others who spoke to K-12 Dive asked to remain anonymous for fear that identification could affect their severance terms.
NAEP and international assessment employees impacted
Although NCES employees are nearly all gone, many of NCES’ functions they previously carried out are congressionally mandated, meaning they will still need to be done. That includes portions of the National Assessment of Educational Progress, commonly known as the Nation’s Report Card.
The required parts include: reading and math assessments in 4th and 8th grade, long-term trend assessments for 9, 13 and 17-years-olds, and 12th grade reading and math assessments. The long-term assessment for 17-year-oldswas last administered in 2012, having been canceled during the pandemic, and again for this spring due to what the Education Department cited as funding issues.
Other portions of the federal test such as science, U.S. history and civics are optional.
The federally mandated assessment has often served as a yardstick for student performance in various subjects, most notably reading and math. Following the pandemic, it helped educators understand which subject areas students struggled in the most during and following school closures.
“Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students.”
Madi Biedermann
U.S. Department of Education’s Deputy Assistant Secretary for Communications
Congress also mandates that student performance be compared on an international level, a requirement usually fulfilled by the Program for International Student Assessment, or PISA.
The latest round of PISA testing was expected to begin by the end of March. Plus, the main NAEP for grades 4, 8 and 12 was supposed to begin early next year — preparation for which was set to begin this summer, according to former NCES employees.
The Education Department, in a March 13 statement emailed to sister publication Higher Ed Dive, said, “IES employees impacted by the reduction in force conducted none of the research related to NAEP, the College Scorecard, and IPEDS.”
“That work is all done through contracts that are still maintained by the Department,” said Madi Biedermann, deputy assistant secretary for communications at the department, in the statement.
Some NCES contracts that were terminated as part of the $900 million in federal contract cuts have been revived, those laid off said. Just prior to being let go, employees were in the throes of reestablishing contractual relationships and systems required to carry out some congressionally mandated assessments.
The laid-off employees refuted the department’s assertion that those who were fired “conducted none of the research related to NAEP.” Instead, they say, the employees were tasked with ensuring the quality of both the research collection and the post-collection analysis.
Meaning: Some of the contracts for required assessments were canceled, then revived, and then in the process of being reestablished by NCES employees — who were then fired and blocked from accessing the technology systems they say they needed to pass on their knowledge and thereby maintain assessment quality.
One of the former employees K-12 Dive spoke with described the situation as “chaotic” and said the handful of remaining employees are “overwhelmed.”
“It can’t function in the current state it’s in,” said the employee who had worked on NAEP. “The Nation’s Report Card is not going to be the gold star that it has been.”
Department restructuring on the horizon
The administration takes a different view.
“Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students,” said Biedermann in the emailed statement.
Biedermann said the administration plans to restructure IES in the coming months “with input from existing leadership and expert stakeholders so that the Institute provides states with more useful data to improve student outcomes while maintaining rigorous scientific integrity and cost effectiveness.”
One of NCES’ longtime leaders,Peggy Carr, was appointed commissioner for NCES by the Biden administration in 2021 after serving as associate commissioner for assessment for over two decades. As such Carr has been the leading voice on the Nation’s Report Card in recent years.
Carr was put on administrative leave in February, in the lead-up to the Trump administration’s staffing cuts. Her position remains within the department, according to an organizational chart provided by the department to AFGE Local 252, a union representing a majority of the workers laid off, on March 11 just prior to the layoffs. The chart shows both remaining positions and shuttered departments.
The Education Department and its human resources office did not respond to multiple requests from K-12 Dive on the status of Carr’s employment.
The department under Education Secretary Linda McMahon, who was confirmed by the Senate on March 3, has undergone massive employee and contract cuts, including sending the National Center for Education Statistics to near extinction.
Win McNamee via Getty Images
Prior to the cuts that laid off nearly her entire department, Carr was spearheading the modernization of NAEP, including the remote proctoring and administration catapulted forward by the pandemic. The department had already field-tested online administration in the past few years and was on track to remotely administer the assessment by 2026.
Such a transition requires research like bridge studies — which allow older assessment results to be compared to newer versions of the test — and analyses overseen by the kind of NCES employees who are now laid off, NCES assessment experts have said.
“From what I know, they’ve cut that out because the new administration wants to do the bare minimum,” said the NCES employee familiar with NAEP. “I think they want to do everything barebones.”
‘Everybody relies on NAEP data’
The department said in a March 14 letter to education stakeholders that, “These reductions are strategic cuts to offices and programs that will not directly impact students and families but rather empower states and localities.”
However, educators and researchers disagree with the department’s take and are shocked by the loss of half of the Education Department staff and nearly all of NCES.
The National Council on Teacher Quality — which includes district and state policymakers along with former teachers — warned that states are “likely to weaken or abandon commitments to maintaining high standards for student learning and accountability for student outcomes” as a result of the federal layoffs.
“Without NAEP, we will not know to what extent children in Massachusetts are reaching the same standards of performance as children in Mississippi,” the council said in a March 11 statement following the reduction in force.
The council is also worried about the loss of NCES research on the teacher workforce, which states rely on to identify the extent of their supply and demand.
“It’s our own quiet act of patriotism to put out objective data.”
In an open letter to Secretary of Education Linda McMahon prior to the March 11 firings, William Bennett, education secretary under President Ronald Reagan, and Chester Finn, who served at the department under Reagan as an assistant secretary, highlighted NAEP’s importance.
The assessment is still “the single most important activity” of the department and serves as the “primary gauge by which we know how American education is doing, both nationally and in the states to which you rightly seek to restore its control,” wrote Bennett and Finn, both of whom are conservatives who served under a Republican president who also wanted to shut down the Education Department.
Still, they decried any move to do away with NCES’ flagship product: the Nation’s Report Card.
“You alluded to NAEP data during your confirmation hearing,” they told McMahon, and Trump “deploys it when referencing the shortcomings of U.S. schools.”
“Everybody relies on NAEP data, and its governing board’s standards have become the criteria by which states gauge whether their own standards are rigorous enough,” Bennett and Finn said.
That’s partly what’s taken many — including NCES employees themselves — by surprise: The statistical center and its data have long been considered a nonpartisan source of critical information by which administrations could measure whether their policies were effective.
“No matter what side you’re on, it’s absolutely essential,” a laid-off employee said. “It’s our own quiet act of patriotism to put out objective data.”
This audio is auto-generated. Please let us know if you have feedback.
The Trump administration has all but axed the U.S. Department of Education’sstatistical research arm — the National Center for Education Statistics — sparing only a handful of employees who are left without department staff needed to analyze education data.
“They didn’t just RIF a few people, they deleted the agency for all intents and purposes,” said an NCES employee of more than a decade who was part of the massive March 11 layoffs.
The loss of over a hundred Institute of Education Sciences employees — including almost all of the NCES staff — comes as part of sweeping cuts to the Education Department that left the federal agency with only half of its workforce. NCES, which traces its existence to an 1867 law establishing a federal statistical agency to collect, analyze and report education data, has been tasked with research and analysis on everything from graduation rates and student outcomes to teacher and principal development.
Overall, NCES research tracked the condition of education in the nation, including gaps in achievement and resources for underserved students. During the pandemic, the unit closely analyzed trends in school resources and educator and student mental health.
Perhaps most notably, NCES oversaw and ensured the quality of the Nation’s Report Card, along with other key student outcome studies. School and college leaders rely on such NCES research to improve student performance, and its findings often help inform federal and state policymakers on funding decisions.
Now, those caught in the latest wave of the administration’s cuts are warning that their haphazard nature will lead to a decline in the quality of assessments and data overseen by NCES. Longtime NCES employees report being fired at a moment’s notice and abruptly losing access to years — sometimes decades — of work, with no communication from the administration about how to offboard so as to preserve and pass on critical information.
“A lot of institutional knowledge is going to be lost,” said another former NCES employee who worked closely on the Nation’s Report Card. This employee and the others who spoke to K-12 Dive asked to remain anonymous for fear that identification could affect their severance terms.
NAEP and international assessment employees impacted
Although NCES employees are nearly all gone, many of NCES’ functions they previously carried out are congressionally mandated, meaning they will still need to be done. That includes portions of the National Assessment of Educational Progress, commonly known as the Nation’s Report Card.
The required parts include: reading and math assessments in 4th and 8th grade, long-term trend assessments for 9, 13 and 17-years-olds, and 12th grade reading and math assessments. The long-term assessment for 17-year-oldswas last administered in 2012, having been canceled during the pandemic, and again for this spring due to what the Education Department cited as funding issues.
Other portions of the federal test such as science, U.S. history and civics are optional.
The federally mandated assessment has often served as a yardstick for student performance in various subjects, most notably reading and math. Following the pandemic, it helped educators understand which subject areas students struggled in the most during and following school closures.
“Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students.”
Madi Biedermann
U.S. Department of Education’s Deputy Assistant Secretary for Communications
Congress also mandates that student performance be compared on an international level, a requirement usually fulfilled by the Program for International Student Assessment, or PISA.
The latest round of PISA testing was expected to begin by the end of March. Plus, the main NAEP for grades 4, 8 and 12 was supposed to begin early next year — preparation for which was set to begin this summer, according to former NCES employees.
The Education Department, in a March 13 statement emailed to sister publication Higher Ed Dive, said, “IES employees impacted by the reduction in force conducted none of the research related to NAEP, the College Scorecard, and IPEDS.”
“That work is all done through contracts that are still maintained by the Department,” said Madi Biedermann, deputy assistant secretary for communications at the department, in the statement.
Some NCES contracts that were terminated as part of the $900 million in federal contract cuts have been revived, those laid off said. Just prior to being let go, employees were in the throes of reestablishing contractual relationships and systems required to carry out some congressionally mandated assessments.
The laid-off employees refuted the department’s assertion that those who were fired “conducted none of the research related to NAEP.” Instead, they say, the employees were tasked with ensuring the quality of both the research collection and the post-collection analysis.
Meaning: Some of the contracts for required assessments were canceled, then revived, and then in the process of being reestablished by NCES employees — who were then fired and blocked from accessing the technology systems they say they needed to pass on their knowledge and thereby maintain assessment quality.
One of the former employees K-12 Dive spoke with described the situation as “chaotic” and said the handful of remaining employees are “overwhelmed.”
“It can’t function in the current state it’s in,” said the employee who had worked on NAEP. “The Nation’s Report Card is not going to be the gold star that it has been.”
Department restructuring on the horizon
The administration takes a different view.
“Despite spending hundreds of millions in taxpayer funds annually, IES has failed to effectively fulfill its mandate to identify best practices and new approaches that improve educational outcomes and close achievement gaps for students,” said Biedermann in the emailed statement.
Biedermann said the administration plans to restructure IES in the coming months “with input from existing leadership and expert stakeholders so that the Institute provides states with more useful data to improve student outcomes while maintaining rigorous scientific integrity and cost effectiveness.”
One of NCES’ longtime leaders,Peggy Carr, was appointed commissioner for NCES by the Biden administration in 2021 after serving as associate commissioner for assessment for over two decades. As such Carr has been the leading voice on the Nation’s Report Card in recent years.
Carr was put on administrative leave in February, in the lead-up to the Trump administration’s staffing cuts. Her position remains within the department, according to an organizational chart provided by the department to AFGE Local 252, a union representing a majority of the workers laid off, on March 11 just prior to the layoffs. The chart shows both remaining positions and shuttered departments.
The Education Department and its human resources office did not respond to multiple requests from K-12 Dive on the status of Carr’s employment.
The department under Education Secretary Linda McMahon, who was confirmed by the Senate on March 3, has undergone massive employee and contract cuts, including sending the National Center for Education Statistics to near extinction.
Win McNamee via Getty Images
Prior to the cuts that laid off nearly her entire department, Carr was spearheading the modernization of NAEP, including the remote proctoring and administration catapulted forward by the pandemic. The department had already field-tested online administration in the past few years and was on track to remotely administer the assessment by 2026.
Such a transition requires research like bridge studies — which allow older assessment results to be compared to newer versions of the test — and analyses overseen by the kind of NCES employees who are now laid off, NCES assessment experts have said.
“From what I know, they’ve cut that out because the new administration wants to do the bare minimum,” said the NCES employee familiar with NAEP. “I think they want to do everything barebones.”
‘Everybody relies on NAEP data’
The department said in a March 14 letter to education stakeholders that, “These reductions are strategic cuts to offices and programs that will not directly impact students and families but rather empower states and localities.”
However, educators and researchers disagree with the department’s take and are shocked by the loss of half of the Education Department staff and nearly all of NCES.
The National Council on Teacher Quality — which includes district and state policymakers along with former teachers — warned that states are “likely to weaken or abandon commitments to maintaining high standards for student learning and accountability for student outcomes” as a result of the federal layoffs.
“Without NAEP, we will not know to what extent children in Massachusetts are reaching the same standards of performance as children in Mississippi,” the council said in a March 11 statement following the reduction in force.
The council is also worried about the loss of NCES research on the teacher workforce, which states rely on to identify the extent of their supply and demand.
“It’s our own quiet act of patriotism to put out objective data.”
In an open letter to Secretary of Education Linda McMahon prior to the March 11 firings, William Bennett, education secretary under President Ronald Reagan, and Chester Finn, who served at the department under Reagan as an assistant secretary, highlighted NAEP’s importance.
The assessment is still “the single most important activity” of the department and serves as the “primary gauge by which we know how American education is doing, both nationally and in the states to which you rightly seek to restore its control,” wrote Bennett and Finn, both of whom are conservatives who served under a Republican president who also wanted to shut down the Education Department.
Still, they decried any move to do away with NCES’ flagship product: the Nation’s Report Card.
“You alluded to NAEP data during your confirmation hearing,” they told McMahon, and Trump “deploys it when referencing the shortcomings of U.S. schools.”
“Everybody relies on NAEP data, and its governing board’s standards have become the criteria by which states gauge whether their own standards are rigorous enough,” Bennett and Finn said.
That’s partly what’s taken many — including NCES employees themselves — by surprise: The statistical center and its data have long been considered a nonpartisan source of critical information by which administrations could measure whether their policies were effective.
“No matter what side you’re on, it’s absolutely essential,” a laid-off employee said. “It’s our own quiet act of patriotism to put out objective data.”
The 2023 NCES completion data points to some interesting – and impactful – student trends that continue to paint a picture of a fundamentally changing set of priorities for the Modern Learner. Specifically, more students are moving towards degrees that have firm career outcomes, either in furthering their current career or starting a new endeavor.
Institutions need to pay attention to these trends in order to prepare themselves for a radically different higher education market in the next 5-7 years. This includes prioritizing programs that align with the market’s appetite, as well as re-investing in the value proposition of programs that are currently declining in popularity.
Other Highlights
Associate degree completions saw marked decline, which is notable considering the growth of Undergraduate Certificate completions. Students seem to be preferring certificates that can lead to employment opportunities.
STEM programs continue to either grow or remain stable, depending on the level of the degree. This was most notable at the Graduate level. As more jobs continue to require advanced degrees, this trend is set to only grow in importance.
Liberal Arts programs across all levels experienced significant YoY reductions in completions. Schools that are defined by their Liberal Arts programs will need to assess ways in which they continue to project relevance as the market shifts.
Undergraduate Health Profession programs also saw a decline, which goes against the commonly held belief that the labor market and these programs are continuing to grow. This is something that should definitely be monitored and evaluated, to ensure that institutions do not over-invest in a sector that may be slowing.
2023 NCES Completions Data and the Changing Priorities of the Modern Learner
The 2023 National Center for Education Statistics (NCES) completions data offers a rich and complex tapestry of insights into the trajectory that the Modern Learner is taking their education. As enrollment managers and marketers, it is our imperative to move beyond surface-level observations and delve into the intricate patterns and implications woven within these numbers. This data serves not merely as a historical record but as a powerful compass, guiding us towards a deeper understanding of the Modern Learner’s market demands, and the strategic decisions that will chart the course for institutions in the years to come.
This year’s data unveils a series of significant shifts in student choices, reflecting both the evolving needs of the labor market and the lingering reverberations of the COVID-19 pandemic. We observe a notable decline in associate degree completions, particularly in general studies and humanities, while undergraduate certificates continue their upward trajectory. At the bachelor’s level, STEM fields remain stable, while other areas, especially those associated with traditional liberal arts programs, face headwinds. Graduate programs, particularly in STEM disciplines, are experiencing a surge in completions, and both undergraduate and graduate certificates continue to gain popularity.
In this analysis, we will dive deep into the data, exploring the specific programs experiencing growth or decline, examining the multifaceted factors driving these trends, and discussing the profound implications for higher ed. We will delve into the remarkable growth in graduate programs and certificates, highlighting the increasing demand for advanced credentials in the labor market. We will also confront the undergraduate decline, exploring the potential impact of the COVID-19 pandemic and the looming 2025 enrollment cliff, with a particular focus on the challenges facing private non-profit liberal arts schools. By understanding these multifaceted trends and their interconnectedness, we can proactively adapt our strategies, ensuring that our institutions not only remain relevant and competitive but also thrive amidst a landscape in flux.
Associate Degree: Trade Focused
The 5% decline in associate degree completions is notable both in what programs dropped and which programs are continuing to see growth. The most significant drop emanates from Liberal Arts and Sciences, General Studies, and Humanities, programs that have historically served as a bridge to further education or a broad foundation for diverse career paths. 61% of the YoY decline were in this category. The decline in these areas, coupled with the simultaneous rise in undergraduate certificates, suggests a growing preference among students for more focused, career-oriented pathways that offer a faster and more tangible return on investment.
This shift in student preferences is not surprising in the context of a rapidly changing labor market that increasingly values specialized skills and knowledge. Students are seeking educational pathways that provide them with a clear and direct route to employment and career advancement. In this environment, the perceived value of broad-based, general education programs may be diminishing.
However, amidst this overall decline, we observe encouraging signs of growth in fields directly aligned with high-demand skills. Programs such as Construction Trades, Mechanic and Repair Technologies/Technicians, and Computer and Information Sciences and Support Services have all witnessed increases in completions. This trend underscores the enduring value of associate degrees that equip students with tangible, marketable skills, enabling them to seamlessly transition into the workforce and meet the demands of employers seeking skilled talent.
Bachelor’s Degree: Value Proposition Challenges
At the bachelor’s level, we encounter a mixed bag of stability and change. While STEM fields remain a stronghold, with only a negligible 0.07% dip, other areas, particularly those associated with traditional liberal arts programs, are facing challenges. The most pronounced decline occurs in Health Professions, a field traditionally associated with strong job prospects and stable growth. This decline, juxtaposed with the increase in master’s level completions in Health Professions, suggests a potential shift towards requiring advanced degrees for certain healthcare roles. This mirrors a broader trend of “graduate degree bloat” in the labor market, where employers increasingly demand advanced credentials for positions that previously required only a bachelor’s degree.
The COVID-19 pandemic has undoubtedly exacerbated the challenges facing undergraduate programs. The disruption to traditional learning models, coupled with economic uncertainty and concerns about the value of a college degree, has led many students to reconsider their educational plans. The looming 2025 enrollment cliff, which predicts a significant drop in the number of high school graduates, further compounds these challenges, creating a perfect storm for undergraduate enrollment.
Private non-profit liberal arts schools are particularly vulnerable in this environment. The growth areas in the undergraduate space are mainly concentrated in STEM programs, leaving liberal arts institutions grappling with declining enrollments and a need to reimagine their value proposition. Adapting to this changing landscape will require innovative approaches to curriculum design, student support, and career services. Tuition driven, liberal arts institutions must demonstrate the relevance and value of their programs in today’s world, not only highlighting the critical thinking, communication, and problem-solving skills that their graduates possess (which has always been their particular promise), but also their undergraduate’s career opportunities.
Graduate Studies: Career Growth and Specialization
Graduate programs, especially those in STEM disciplines, are experiencing a period of remarkable growth. The 51% and 25% surges in Computer and Information Science and Support Services and Engineering master’s completions, respectively, echo the trends at the bachelor’s level and underscore the premium placed on advanced technical expertise. The overall 30% rise in STEM master’s completions further solidifies this trend, reflecting the insatiable demand for skilled professionals in these fields.
This surge in graduate completions aligns with the broader trend of graduate degree bloat (others might more favorably describe it as “expansion”) in the labor market. As certain industries and professions increasingly require advanced degrees for career advancement, we can anticipate continued growth in graduate programs, particularly in fields that offer a clear pathway to high-demand, well-paying jobs. This presents a significant opportunity for institutions to expand their graduate offerings and cater to the growing population of working professionals seeking to upskill and advance their careers.
Graduate certificates are also experiencing growth, with a 2% increase in completions. The growth in fields like Computer and Information Technology, Psychology, and Engineering/Engineering-related Technologies/Technicians demonstrates the appeal of these focused credentials for professionals seeking to enhance their skill sets or transition into new careers. The flexibility and shorter duration of graduate certificates make them an attractive option for busy professionals who may not have the time or resources to pursue a full master’s degree – especially if the certificates are tied to a degree later.
The flourishing graduate landscape presents a wealth of opportunities for institutions. Expanding graduate program offerings, enhancing online and hybrid learning options, and strategically marketing to working professionals are all essential strategies for capitalizing on this growth. The increasing popularity of graduate certificates also underscores the need for institutions to develop a diverse portfolio of graduate programs that cater to the varied needs and preferences of learners.
Navigating the Data’s Implications for Engaging with the Modern Learner
The 2023 NCES completions data provides a roadmap for navigating the complexities of the higher education landscape. The trends we’ve observed highlight the growing preference for career-focused programs, specialized credentials, and flexible learning options. They also underscore the challenges facing undergraduate programs, particularly in the liberal arts, in the wake of the COVID-19 pandemic and the approaching enrollment cliff.
To thrive in this environment, institutions must be proactive, agile, and data-driven. The Modern Learner is looking for clear career outcomes – not just in program availability but in the flexibility that comes with balancing work with furthering education. They want to know exactly what they can expect from their investment of time and money to the program. Schools must also reimagine their programs, enhance student support services, and strategically market offerings to meet the evolving needs of learners and the demands of the labor market. They need to embrace innovation and explore new models of education that provide students with the skills and knowledge they need to succeed in the 21st century.
For associate degree programs, this may involve a greater emphasis on career-focused pathways, stackable credentials, and partnerships with employers. Bachelor’s degree programs, especially in the liberal arts, may need to re-articulate their value proposition, highlighting the transferable skills and lifelong learning benefits that their graduates acquire. Graduate programs should continue to expand and innovate, offering a mix of traditional degrees and flexible certificates to meet the diverse needs of working professionals.
Above all else, if this data is speaking to troubling realities on campus, the most important takeaway should be: trying the same strategies that are producing tepid results in regards to enrollment growth will not be the solution going forward. If you are seeing challenging enrollment numbers for any level of program, think about how your institution can more readily adapt to these changing trends, whether that be introducing multiple starts per term, reworking tuition costs, or making better strategic use of marketing and enrollment processes for priority programs.
Is Your Institution Ready for the Modern Learner?
We help schools all the time who have been trying to fit a square peg into a round hole, and often the solution is for an outside perspective to create a vision for the future. The time to act is right now, there is a quickly closing time frame for ensuring a flourishing future for your institution. In fact for many schools, it is already too late. The Modern Learner is moving at a swift pace, and if universities do not keep up, they will quickly be left behind.
