About one in four college students is both first-generation and from low-income backgrounds, making the path to a college degree especially challenging. At Boston College’s Messina College, a new, two-year, fully residential associates degree program, a wide range of support is helping change that. John Yang visited the campus to learn more as part of our ongoing series, Rethinking College.
Tag: offer
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California Schools Now Offer Free Preschool for 4-Year-Olds. Here’s What They Learn – The 74
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Every 4-year-old in California can now go to school for free in their local districts. The new grade is called transitional kindergarten — or TK — and it’s part of the state’s effort to expand universal preschool.
In 2021, Gov. Gavin Newsom and the state legislature moved to expand transitional kindergarten in a $2.7 billion plan so that all 4-year-olds could attend by the 2025-26 school year. (Prior to this, TK was only available for kids who missed the kindergarten age cutoff by a few months). While it’s not mandatory for students to attend, districts must offer them as an alternative to private preschool.
As a free option, it can save parents a lot of money. Parents also must weigh how sending their kids into a school-based environment compares to a preschool they might already know and like, as well as other needs like all-day care, and how much play their child does.
One big question we’ve heard: What do kids actually do and learn in a TK classroom? Educators say it’s intended to emphasize play, but what does that mean?
A social skill students can learn in transitional kindergarten is how to take turns on the playground. (Mariana Dale/LAist) To help parents get a better sense of this new grade as they make their decisions, LAist reporters spent the day in three different classrooms across the Southland. Here are five things we saw children do.
Get used to the structure and routines of school
For many students, transitional kindergarten is their first introduction to a formal school preschool setting. Crystal Ramirez sent her 4-year-old to TK at Marguerita Elementary School in Alhambra, so he could get used to the rhythm and rigors of school.
“I didn’t wanna put him straight into kindergarten when he was five, six, so he at least knows a routine, already,” she said. “Now, as soon as he sees that we’re in school, he loves it.”
TK students, like other elementary school students, follow a schedule: morning bell, recess, lunch, second recess and dismissal. They’re also learning how to listen to instructions or stand in a line. Some are learning to go to the cafeteria for lunch.
“ I wanna make sure that their first experience in a public school setting is one that is joyful, where they feel loved, where they feel welcomed, where they get to really transition nicely into like the rigor of the school,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.
Claudia Ralston, a TK teacher at Marguerita Elementary, said it can be hard for young kids to get up early and leave their moms and dads. But seven weeks in, many of her students have learned their routines already. She helps with the morning transitions by turning on soft instrumental music in the classroom, and allowing them free play until they regroup on the mat to discuss the day.
“They’re four years old. I want them to feel safe at school, know that this is a special place for learning and that they play,” she said.
Learn how to socialize and communicate
In TK, social-emotional learning is a big part of the curriculum. That’s a fancy word, but it just means they’re learning how to be in touch with their emotions
At Price Elementary in Downey, the teacher has her kids give an affirmation: “I am safe. I am kind. I matter. I make good choices. I can do hard things. All of my problems have solutions!” (They also have these sentences on classroom wall signs.)
The children also learn how to interact with their peers. In some schools, there are no assigned desks so the kids can learn how to share the space.
“ They’re able to problem solve. They’re able to use communication to get their needs, regulating their emotions. They do better than students who come in without this experience,” said Cristal Moore, principal at Lucille Smith Elementary.
On the playground, a student named Ava told teacher assistant Lizbeth Orozco that another student pushed her.
“How did that make you feel?” Orozco asked.
“Mad!”
Orozco encouraged Ava to express her feelings to her classmate.
“ We give them options of how to solve a problem and then they go in and solve it themselves,” Orozco said. “If they need extra help, they always come back and we can help them.”
Arguing over toys can be a common occurrence in a TK classroom. At Price Elementary in Downey, educators help kids work through a solution. On a recent morning, one 4-year-old used two tongs to pick up paper shapes in a sensory bin, leaving another kid upset.
“What’s the rule about sharing?” asked Alexandria Pellegrino, a teacher who gives extra support for one TK classroom.
The boy handed over a tong to his peer. “Thank you so much for being a good friend,” Pellegrino said.
“[It’s] about being kind friends and making friends and using our manners. So we do build that foundation at the beginning of the year,” said Samantha Elliot, the classroom’s lead instructor.
At the end of the day in Alvarez’s Lawndale TK class, she counts up the stars next to each student’s name earned throughout the day — earned for positive behavior like being kind, solving problems, trying something challenging, or showing effort in other ways. Ten stars earns a small prize from the treasure chest.
“If we don’t get something today are we going to get mad?” Alvarez asked the class.
“No!” they responded.
“I’m not going to cry!” one boy piped up, followed by his classmate and a “Me too!” from another student.
“That’s [a] positive attitude,” Alvarez said. “Because tomorrow you can get more stars!”
Get exposed to numbers, shapes, letters
In Elliot’s TK class, students use their own little lightsabers to trace letters in the air.
“They’re learning the letter, the sound, and then a little action to go with it. They’re wiggling and moving and they’re also learning those letter sounds and they don’t really realize, so it’s incorporating instruction,” she said.
There’s no mandated curriculum in TK, but instruction is supposed to align with the state’s Preschool/Transitional Kindergarten Learning Foundations. “Kindergarten is basically where the state standards go and kick in. There are standards in TK, but it’s a little bit different,” said Tom Kohout, principal at Marguerita Elementary.
Students might put playdough into letter molds, or the teacher might pull out toys from a bag that all start with a letter “E.” Kids will play with little plastic toys that connect — or “manipulatives” — that can help them recognize numbers and patterns.
“It’s play with a purpose,” Ralston said. “They’re just being introduced to the numbers, the colors, writing. But again, we’re not doing worksheets.”
Build fine motor skills
Molding pretend cakes with kinetic sand. Connecting small LEGO bricks. Cutting playdough. It might not seem like much, but children this age are still learning how to use their bodies.
“Tearing paper is really hard and it’s a really amazing fine motor skill for them because the same muscles you use to tear paper are the same muscles that you use to hold a pen or a pencil,” said Lauren Bush, a TK teacher at Lucille Smith Elementary in Lawndale.
“You see kids playing with dinosaurs. I see kids sorting by color, doing visual, you know, eye hand coordination and visual discrimination. I see them using their fine motor skills,” she said.
At lunch, kids learn how to open up a milk carton or open a packaged muffin. At PE, they learn to balance on a block or walk in a straight line — learning spatial awareness.
“They’re learning how to run, stop, things like that and playing because their bodies are so young,” said Principal Kohout.
Learn independence
For some kids, it might be the first time where mom and dad aren’t there to help carry their backpacks or help them go to the bathroom. TK is meant to help focus on their independence, though aides can help.
TK classrooms are also usually set up with play centers, so kids can have the choice to explore on their own.
“ I want them to be independent, to be able to solve their problems, you know, with assistance,” Ralston said.
Samantha Elliot, the TK teacher in Downey, says she encourages kids to talk to their teammates first to figure out an activity before going to a teacher.
“It’s just gaining the confidence and building that independence from basically the start of the school year,” she said.
Parent Crystal Ramirez has already noticed a change in her 4-year-old this year since starting school. “ [He’s] socializing a little bit more, talking a little bit more, trying to express himself as well.”
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MIT rejects Trump’s preferential funding offer
MIT president Saly Kornbluth said the agreement went against freedom of expression and the university’s independence, and that it was “fundamentally” inconsistent with MIT’s “core belief that scientific funding should be based on scientific merit alone”.
Last week, the Trump administration sent a compact to nine US colleges laying out sweeping demands including capping international enrolments, banning the use of race or sex in hiring and freezing tuition for five years. In return, schools that signed on would receive competitive advantages from the government.
In a letter to US education secretary Linda McMahon, Kornbluth said: “We must hear facts and opinions we don’t like – and engage respectfully with those whom we disagree.”
Under the terms of the compact, signatories must abolish university units that “punish” or “belittle” conservative ideas, and all college employees “must abstain in their official capacity from actions or speech related to politics”.
If adopted by the institutions, it would set a 15% cap on international undergraduate students including a 5% limit for any given country. It also stipulates that universities must hand over international student information, including discipline records, upon the request of the government.
MIT is the first of the nine institutions to officially respond to the administration before the October 20 deadline. Stakeholders said the White House is likely aiming to expand the compact if institutions engage.
The day after it was sent, the University of Texas swiftly announced it was “honoured” to be a part of Trump’s proposal, though the remaining institutions were notably quiet on the agreement, which has received strong pushback from faculty leadership and administrators.
Faculty senates at the University of Virginia and the University of Arizona voted to oppose the compact with overwhelming majorities, while Dartmouth College president said in a statement she was “deeply committed” to the university’s values and would always defend its “fierce independence”.
In Tennessee, academic and workers unions have called on Vanderbilt University to reject what they called “Trump’s Fascist Compact”, with a petition from Graduate Workers United garnering almost 1,000 signatures as of October 8.
Elsewhere, California governor Gavin Newsom quickly responded saying: “California universities that bend to the will of Donald Trump and sign this insane ‘compact’ will lose billions in state funding – IMMEDIATELY.”
“California will not bankroll schools that sign away academic freedom,” he wrote on October 2, sending a clear sign to the University of Southern California (USC), the only Californian college to receive the proposal so far.
Alongside MIT, the compact demands were thrust upon: Vanderbilt University, Dartmouth College, the University of Pennsylvania, the University of Southern California, the University of Texas, the University of Arizona, Brown University and the University of Virginia.
California universities that bend to the will of Donald Trump and sign this insane ‘compact’ will lose billions in state funding – IMMEDIATELY
Gavin Newsom, Governor of California
While it remains unclear how the recipients were chosen, stakeholders have noted that the list includes high prestige universities as well as public flagships, likely to generate maximum sectoral and media impact.
“The compact forces all nine institutions to reveal their positions; it sets the narrative for media reporting and public discussion of the points in the compact; and starts a public sorting of university responses to these policy priorities,” Boston College professor Chris Glass told The PIE News.
Whether MIT’s response emboldens the universities to reject the proposal remains to be seen, but even without the signatures, “the compact creates lasting ripples, as universities, accreditors, and state officials recalibrate for future policy fights,” said Glass.
The compact’s international student cap is yet another clear sign of Trump’s anti-immigration stance, though experts have noted that none of the nine universities have undergraduate international student populations that exceed the 15% limit.
While U Penn and USC are both close to the threshold with international undergraduate populations around the 14% mark, the universities of Virginia, Arizona and Texas at Austin all enrol less than 6% international undergraduates, according to analysis by Soka University of America professor Ryan Allen.
As such, Glass speculated the cap was intended to signal to universities beyond the nine, especially those above the 15% threshold, that they may face future scrutiny.
“Just by introducing the cap, the administration sets the terms of debate and sends a strong message – to its base, to all universities in the US, and to prospective international students,” he said.
As per Allen’s analysis, just 14 of the top 114 US universities have undergraduate international populations that exceed the proposed limit.
If it is implemented, the impact of the cap by itself might not be significant, “but this is part of an overall message that the US does not want international students … It’s tough to grapple with in the classroom because our students are feeling that message,” said Allen.
Typically, international students make up a larger proportion of postgraduate than undergraduate enrolments, though universities rarely disaggregate the two in overall student counts.
And yet: “Undergrad admissions are much more contentious and political than grad school. So, the idea that international students are somehow taking seats from Americans is much more salient in that space,” said Allen.
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How to offer academic asylum to scholars at risk
Since President Trump rolled out executive orders to eliminate DEI programmes and began to unpick the funding infrastructure of American research, a number of countries have offered safe haven to academics currently working in the USA.
As rector of Vrije Universiteit Brussel, Jan Danckaert, noted:
American universities and their researchers are the biggest victims of this political and ideological interference. They’re seeing millions in research funding disappear for ideological reasons.
From Singapore and Australia to Norway and Belgium, governments and individual universities around the globe are seizing the opportunity to attract the top American minds. For scholars fearful of their government’s policy direction on academic freedom, such as those working in gender studies, on vaccine research or climate change, the situation is urgent.
At risk academics
Yet this is nothing new. The Council for At-Risk Academics (CARA) has helped researchers escape persecution and conflict for almost a century, bringing the likes of Nikolaus Pevsner, Max Born and Albie Sachs to safety in Britain. Conceived in response to the Nazi assault on universities, CARA drove Britain’s scholarly rescue mission in the 1930s. At the same time, a parallel movement began in the USA. The Institute for Advanced Study was created at Princeton, with Albert Einstein appointed as the first Fellow in 1932. Other European academics such as Paul Dirac and Emmy Noether soon followed.
Just as German scientists sought academic freedom in the USA and UK in the 1930s, now American scholars are beginning to cross the Atlantic in the other direction. In France, Aix-Marseille University received around 300 applications for its Safe Place for Science initiative, which aims to offer 15 million Euro to support research across the next three years. The first eight researchers arrived in France in June, with up to 20 expected by the beginning of the new academic year.
The UK’s universities meanwhile seem mired in a funding crisis due to financial models all too dependent on precarious markets of international students, leading to shrinking budgets, staff layoffs and even the looming possibility of full-blown bankruptcy. Offering cash and “academic asylum” to any foreign academics in these straitened circumstances is unlikely to be seen as a priority. And yet Institutes for Advanced Study, or IASs, already provide the necessary infrastructure and perhaps the fastest means of response.
What is an Institute for Advanced Study?
Princeton’s Institute remains remarkable: since its inception, visitors have been selected solely on the basis of academic ability, regardless of gender, race or religion; its mission of Advanced Study centres the “curiosity-driven pursuit of knowledge” as a good in itself, with no view to practical application or the expectation of meeting predetermined goals. This approach, and the inherent interdisciplinarity of bringing together researchers across the sciences, arts and humanities, inspired counterparts around the world, including the UK’s first IAS at the University of Edinburgh in 1969. Other UK universities with an IAS now include Warwick, Loughborough, Durham, Stirling, UCL and Birmingham.
These Institutes vary in size and scope but all share Princeton’s founding mission of untrammelled academic freedom for blue-sky thinking. Interdisciplinarity is the scholarly keystone of Advanced Study. Researchers from diverse disciplines and career stages form a community of practice, which may also encompass artists, journalists, community activists and others who likewise benefit from a reflective, supportive, non-hierarchical environment in which to work. Conversations and serendipitous encounters in such an environment can be the “source from which undreamed-of utility is derived” in the words of Abraham Flexner, founder of Princeton’s IAS.
What can these institutes offer?
Amid difficult economic times, approaches to knowledge production have become ever more instrumental, with research increasingly valorised for its capacity to be commercialised or to have some form of impact beyond the academy. However, an overemphasis on applied research risks circumscribing the conceptual imagination that underscores so many scientific advances. The curiosity-driven IAS approach can be a necessary corrective to instrumentalism, bolstering a healthy research culture.
From their inception in the 1930s, IASs have also always had a moral mission to support colleagues around the world when threatened by conflict, displacement or, in the case of the new wave of populist governments, by illiberalism. For those escaping war and trauma, such institutes form quiet places of refuge, rehabilitation and recovery. A small institute can be agile enough to respond to urgent need when research is threatened, where a whole department is less able to pivot. It is worth noting that recent programmes for Ukrainian scholars and their families have tended to emerge from IASs, along with bespoke schemes for researchers from Palestine, Syria, Hungary or Türkiye – and now perhaps America.
Lastly, opportunities for career advancement have reduced across the whole university sector, nationally and internationally. Early-career scholars in particular face an impossibly precarious work environment, and staff development programmes are often the first casualty of cuts to expenditure. Whilst contracted research – as PDRA on a senior scholar’s project – can be an important stepping stone in the early stages of an academic career, there is a need for more funded opportunities to support independent research at postdoctoral level. IASs are one of very few means by which such research can flourish. Each year, hundreds of global scholars are appointed to IAS Fellowships at postdoctoral and more senior levels.
Given the polycrises facing the sector, turning us inward, perhaps it is necessary to reconsider higher education as a global commons. In doing so, universities must embrace their particular responsibilities as places of sanctuary, of fundamental knowledge production and as incubators for the next generation of scholarship. The concept of Advanced Study was created to foster innovation across all these areas in a time of persecution.
Now more than ever, Institutes devoted to that transformative potential could be the vehicle for promoting the highest standards of international collaboration, extending a hand to academics at risk in the global south and north, including our American counterparts.
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Technical professionals can offer more than support
UK universities are under financial strain. As institutions look to restructure, reduce costs and rethink delivery, there’s a clear need to make better use of the talent that already exists within them.
Technical professionals – highly skilled, deeply embedded and often misunderstood – are key to this. While often grouped under ‘professional services’, technicians occupy a distinct space in the university workforce. Their work spans research, teaching and operations, often in highly specialised or safety-critical environments. Recognising this distinction isn’t about drawing divisions, it’s about making sure roles are properly understood, supported and used to their full potential.
At a time when universities must become more agile, efficient and sustainable, the contribution of technical professionals has never been more important.
Technicians as problem-solvers in a time of reform
Too often, technical teams are brought into conversations late, after decisions have been made, spaces reallocated, or budgets set. But these are the people who manage the infrastructure, operate the systems, and know what’s really happening on the ground.
At the University of Nottingham, we’ve taken a different approach, bringing technical leaders into strategic planning early. This is already helping us avoid duplication and develop smarter, more joined-up technical support across the institution. By involving technical leaders from the outset, we’re able to align services more effectively and make better-informed decisions about how we support research and teaching activity.
These aren’t just operational wins. They’re strategic enablers, unlocking resource savings, reducing risk and supporting more sustainable delivery of core activity.
Smarter sharing, greater efficiency
One of the clearest opportunities lies in how we share and manage resources, whether research labs, creative studios or teaching equipment. Technical professionals are central to this.
We understand how facilities work, how to optimise them, and how to adapt usage models across disciplines. In some institutions, this has led to the creation of “research hotel” models – shared lab spaces managed by technical teams, improving access and utilisation while reducing the need for new investment.
Nationally, the UK Institute for Technical Skills & Strategy is supporting this through initiatives like the ITSS Capability Showcase, which maps institutional technical facilities and strengths and promotes collaboration across the sector. It’s a model that supports smarter decisions – both within and between institutions.
A distinct role in shaping what comes next
Technical professionals sit at the intersection of research, teaching, innovation and operations. They lead facilities, deliver teaching, train students, and increasingly contribute directly to research outputs – from papers and software to exhibitions and datasets.
In the face of restructuring, universities have a chance to rethink how these roles are supported. Fragmented structures and inconsistent career pathways don’t just affect individuals – they weaken our ability to plan for the future.
A more strategic approach brings clarity, fairness and future-readiness. It supports succession planning, skills development, and the protection of specialist knowledge. It also helps retain exceptional people – many of whom could thrive in industry, but choose to stay in universities because of their commitment to education and discovery.
The opportunity now
Technical professionals aren’t simply support staff. They’re a distinct group within the wider university workforce – working at the intersection of research, education, innovation and operations. Their roles are different from those in professional services but not separate. Both are essential, and both must be recognised for their unique contributions.
At a recent Technician Commitment event held at Queen’s University Belfast, representatives from institutions across the UK shared practical and strategic actions they believe could help universities weather the current financial crisis. Ideas ranged from income generation through technician-led consultancy and external training, to resource efficiency via equipment sharing and pooled maintenance contracts. Delegates highlighted the importance of breaking down institutional silos, promoting cross-disciplinary technical training and enabling technicians to access internal funding schemes.
There was also a strong call for structural advocacy – recognising technicians as research enablers and challenging default organisational models that position technical teams within professional services by default. The message was clear: technicians are not a cost centre. They are a strategic asset in how universities respond to financial and operational challenges.
In a sector facing difficult choices, the opportunity is to harness the full breadth of talent available. Technical professionals are ready – not just to support change, but to help lead it.
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How Portland Public Schools can afford to offer high-impact tutoring
This audio is auto-generated. Please let us know if you have feedback.SEATTLE — In 2024, nearly half — 48% — of Oregon’s 4th graders scored below basic in reading on the National Assessment of Educational Progress.
Not only is that 7 percentage points worse than the national average, but 48% represented a significant jump from pre-pandemic levels in 2019, when 36% of Oregon’s 4th graders tested below basic for reading.
The state’s latest reading scores are “disgraceful” and “unacceptable,” said Darcy Soto, director of learning acceleration at Portland Public Schools.
But unlike for the state at large, the Portland district has seen an increase — albeit a slight one of 1% — in reading scores since the pandemic, said Karla Hudson, program administrator for the district’s learning acceleration team. Still, Portland’s progress has been slow and incremental, she said, and less than 60% of the district’s students are proficient in reading.
“We have a lot of work to do,” Hudson said, which is why the 43,500-student district has zeroed in on providing high-impact tutoring.
Joined by Stanford University’s Nancy Waymack, Soto and Hudson shared what Portland has learned from its efforts during a July 12 session at UNITED, the National Conference on School Leadership.
High-impact tutoring is a data-driven service that is embedded into the school day and uses consistent, well-supported tutors, said Waymack, director of research, partnerships and policy for Stanford University’s National Student Support Accelerator. The tutors use high-quality instructional materials and hold sessions at least three times a week in small groups of no more than four students, she said.
While teachers can be successful tutors, Waymack said, so too can community members like college students and retirees. Regardless, it’s important that students be able to build a relationship with their tutors, she said.
Data also plays a valuable role in tracking student progress throughout the tutoring, Waymack said. When tutoring occurs during school hours or shortly before or after class time, she said, research shows students are far more likely to attend sessions.
Years in the making
Portland began its early literacy tutoring program through a small after-school pilot initiative in 2021-22 at a few elementary schools for students in grades 3-5, said Soto. The pilot started to show “some really great outcomes,” she said, allowing the district to expand the program from 6 to 20 schools by the 2022-23 school year.
During those first two years, teachers were trained on the curriculum and paid for extended hours to tutor after school and. While that approach did improve students’ reading skills, Soto said, “it was very expensive” given teacher pay and the small student group size. This made the pilot difficult to scale to other schools.
As the tutoring program continued into the 2023-24 school year, the district began shifting to a more cost-effective model — especially as federal pandemic relief funds were sunsetting, Soto said.
By the 2024-25 school year, Soto said, the district used some of its last remaining Elementary and Secondary School Emergency Relief funds to partner with the Oregon Department of Education and Oregon State University to develop a free K-3 tutoring curriculum aligned with structured literacy instruction.
After successfully piloting the new curriculum in summer 2024, the district launched a $1.2 million program across 50 of its 58 elementary schools to serve over 1,200 students in 2024-25, Soto said. The program hired 152 tutors — mostly paraprofessionals — and was embedded during school hours during 30-minute blocks that didn’t interfere with core instruction.
Outcomes and what’s next
Portland attributes recorded a wide range of student outcomes to the tutoring program. One school saw an average growth of 91% on post-tutoring assessments, while another grew on average by just 18%, according to Soto.
The tutoring outcome data so far is “interesting and complex,” Soto said, but it still shows that the program is working.
However, as the district faces declining enrollment and big budget cuts, it has sought partnerships to keep it going, Hudson said. As a result, most tutoring for the 2025-26 school year will run through a community-based partner known as Reading Results with some in-house support and also a new AI literacy tutoring tool.
A majority of the funding will come from the district’s education foundation via a one-year, $1 million grant, Hudson said. The remaining funds will be from the state’s early literacy grant and a private foundation.
When the tutoring program gets underway in the new school year, Soto said her team will continue collecting feedback and data from participants. Sharing success stories, she noted, will help secure funding for the program’s future.
It also will be important to keep adjusting the model’s funding and structure as the district’s budget and capacity shift, Soto said.
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UCAS applications and offer making by June deadline, 2025
The UCAS 30 June application deadline is the last point an applicant can apply outside of clearing.
Though most applications (particularly from UK 18 year olds) happen by the January deadline, the June figures allow for a complete analysis of application behaviour in the UCAS main scheme.
The number of 18 year old UK applicants has reached a record high of 328,390 (up 2.2 per cent on last year) – with the total number of applicants at 665,070 (up 1.3 per cent on last year).
Application rates
As always it is salutary to compare the often-pushed narrative that young people are being tempted away from expensive/poor-value/woke (delete as per your personal preference) higher education with the actuality that numbers are rising. You could even be tempted to imagine what the application rates might be like in a sector with a realistic student maintenance offer.
I mention application rates because this is what declinist commentators will seize on. For UK domiciled 18 year old applicants, the application rate is 41.20 – down from 41.80 per cent last year. This fall is visible across most measures of deprivation: in England, for example, every IMD quintile but quintile 5 (the least disadvantaged) sees a falling application rate.
In part, this could be a function of another year where the dominance of higher tariff providers in driving applications has increased: higher tariff providers disproportionately inspire applications from (and recruit) better off young people.
This chart shows the number of applications to each of three tariff groups. For UK 18 year olds the default is fast becoming an application to a high tariff provider. We don’t (unfortunately) get application numbers by deprivation and tariff group.
These number of placed students is likely to rise too: UCAS and Ofqual have suggested that there are 28,000 places available in Clearing this year.
Offer rates
One innovation in this year’s release is information on offer rates – the proportion of applications that result in an offer being made. We get three years of data, which demonstrate that offer rates are rising across the sector – and that (as you may expect) high tariff providers are less likely to make offers than lower tariff providers. The growth among high tariff providers is driven both by rising application numbers and a rising offer rate.
For believers of the other recruitment myth (that universities load up on international students and are less keen to take even very able home students) we get a timely corrective. It turns out that 98.5 per cent of UK 18 year old applicants have an offer, compared with 89.7 per cent of international students.
Subjects
Finally, it’s always fascinating to look at applications by subject area – a plot by CAH1 groups shows a sharp rise in the popularity of business, subjects allied to medicine, engineering, and law: with an intriguing drop in applications to computing subjects. There may be a generative AI effect on computing applications – the rise of “vibe coding” and other uses of agents in software development may mean that the attraction of learning to programme computers properly may be waning.
That’s the best explanation I have – and it is curious that law (a domain where predictions of AI tools eating entry level roles are ten a penny) doesn’t appear to be experiencing a similar phenomenon.
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To fill “education deserts,” some states want community colleges to offer bachelor’s degrees
MUSCATINE, Iowa — The suspect moved menacingly toward her, but Elexiana Oliva stood her ground, gun drawn and in a half crouch as she calmly tried to talk him down.
The confrontation wasn’t real, and neither was the gun. But the lesson was deadly serious.
Oliva is a criminal justice major at Muscatine Community College in this largely agricultural community along the Mississippi River. She was in a simulation lab, with that scenario projected on a screen as classmates watched, spellbound.
Just 18, Oliva is determined to become a police detective, a plan that includes earning a bachelor’s degree after she finishes her associate degree here. But she’ll have to go somewhere else to do it — likely, in her case, to a university in Texas.
Oliva and her classmates here are among the 13 million adults across the country who the American Council on Education estimates live beyond a reasonable commute from the nearest four-year university — a problem getting worse as private colleges in rural places close, public university campuses merge or shut down and rural universities cut majors and programs.
“It’s not our fault that we grew up in a place where there’s not a lot of big colleges and big universities,” Oliva said.
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Iowa has joined a growing number of states that are considering letting community colleges like this one offer bachelor’s degrees, or where community colleges have already started adding them, as a way of filling these so-called rural higher education deserts and training workers in rural places for jobs in fields where there are growing shortages.
“It would be a big game-changer, especially for those who have a low income or a medium income and want to go and further our education,” Oliva said.
Downtown Muscatine, Iowa. About an hour from the nearest public university, Muscatine could benefit from a proposal to let community colleges offer bachelor’s degrees. Credit: Mike Rundle for The Hechinger Report About half of states allow community colleges to offer bachelor’s degrees. In Iowa, which is among the half that don’t, lawmakers have commissioned a study to determine whether it should add bachelor’s degrees in some programs at the state’s 15 community colleges. An interim report is due in May.
A similar proposal in Illinois is backed by that state’s governor, JB Pritzker, who has said the move would make it easier and more affordable for residents to get degrees — “particularly working adults in rural communities.” Three-quarters of community college students in Illinois said they would pursue bachelor’s degrees if they could do it on the same campus, according to a survey released by Pritzker’s office.
Kentucky’s legislature is considering converting one technical and community college into a four-year institution offering both technical and bachelor’s degrees. Some Wyoming community colleges have also added a limited number of bachelor’s degrees.
And in Texas, Temple College will open a center in June where students at the two-year public institution will be able to earn bachelor’s degrees through partner Texas A&M University-Central Texas, including in engineering technology with a concentration in semiconductors.
“When you can offer university classes on community college campuses, that makes a world of difference” to rural students, said Christy Ponce, the president of Temple.
What’s been blocking many of these students from continuing their educations, Ponce said, “is the sheer distance. There’s not a public university option within an hour or more away. And affordability and transportation barriers are huge issues.”
Fewer than 25 percent of rural Americans hold bachelor’s degrees or higher, according to the National Center for Education Statistics, compared to the national average of 33 percent. And the gap is getting wider, the U.S. Department of Agriculture finds in its most recent analysis of this.
Related: ‘Easy to just write us off’: Rural students’ choices shrink as colleges slash majors
Significantly fewer students in rural places than in urban areas believe that they can get degrees, a Gallup survey for the Walton Family Foundation found, citing the lack of nearby four-year universities as a principal reason.
In those states that already allow community colleges to offer bachelor’s degrees, they’re often limited to certain high-demand fields, such as teaching and nursing. Even as this idea has spread, America’s 960 public community colleges collectively confer only about 1 percent of bachelor’s degrees each year, the American Association of Community Colleges reports.
In many places, what’s stopping them from giving out more is opposition from four-year universities and colleges, many of which are increasingly hard up for students as the number of 18-year-olds begins to fall — a phenomenon enrollment managers have dubbed the demographic cliff.
That Illinois proposal, for example, is stalled in committee after several public and private university presidents issued a statement opposing it. Negotiations are continuing.
While community colleges in California have been allowed since 2021 to offer bachelor’s degrees, several have been blocked from adding four-year programs that the California State University System contends it already offers. An independent mediator has been brought in to resolve the impasse.
Related: Fewer students and fewer dollars mean states face closing public universities and colleges
And while the two-year, public College of Western Idaho will launch a bachelor’s degree in business administration in the fall, it’s doing so only over the objections of Boise State University, which said it “could hurt effective and efficient postsecondary education in Idaho, cannibalizing limited resources available to postsecondary education and duplicating degree offerings.”
Community colleges also need more students; their enrollment declined by 39 percent from 2010 to 2021, and they face that same impending demographic cliff. Those that add bachelor’s degrees increase their full-time enrollment from 11 percent to 16 percent, research conducted at the University of Michigan has found.
The Norbert F. Beckey Bridge, seen from the Mark Twain Overlook in Muscatine, Iowa, which links Muscatine with Rock Island County, Illinois, across the Mississippi River. Credit: Mike Rundle for The Hechinger Report The principal impetus for the largely bipartisan push to offer bachelor’s degrees at community colleges, however, is to train more workers for those fields in which there are shortages.
“What I think is misunderstood is that, in general, these are not like the baccalaureates that conventional four-year institutions offer,” said Davis Jenkins, a senior research scholar at the Community College Research Center at Teachers College, Columbia University. (The Hechinger Report, which produced this story, is an independent unit of Teachers College.)
Related: In this tiny and shrinking Mississippi county, getting a college degree means leaving home behind
Bachelor’s degrees at community colleges, said Jenkins, “meet an economic need for bachelor’s degree graduates that isn’t being met by other institutions.”
That includes by helping rural workers move up in their jobs without leaving home. “It’s all about serving our workforce needs,” said Iowa state Rep. Taylor Collins, Republican chair of Iowa’s House Committee on Higher Education, who requested the study into whether bachelor’s degrees should be offered at community colleges in that state. “It’s a way to upskill our workforce.”
In his own district, south of Muscatine, “we’re kind of on an island where we only have the community college” — especially since the closing of nearby private Iowa Wesleyan University in 2023. “There are a lot of students who are place-bound. There are a lot of students who want to live locally” and not move away to get a bachelor’s degree.
That’s a focus of the ongoing study, said Emily Shields, executive director of Community Colleges for Iowa, which is conducting it. “Sometimes people have ties, responsibilities, jobs, family things, where moving to where there is a degree available isn’t an option for them,” Shields said.
Sure, she said, rural students can take courses online. But “you’re not getting the student services, you’re not getting activities, you’re not getting the other sort of enrichment support and belonging that a lot of our students, I think, are looking for.”
Many also say they’re looking for the kind of individual attention they get in their hometown and at a community college such as the one in Muscatine, which has an enrollment of 1,800.
Related: Tribal colleges win reprieve from federal staff cuts
Shiloh Morter stayed in his hometown of Muscatine, Iowa, to go to community college. Among the advantages, he says: “The sunsets here are pretty nice. I can tell you, there’s not a whole lot of other places that have clouds like we do.” Credit: Mike Rundle for The Hechinger Report Shiloh Morter bikes to campus on all but the very coldest days. He plans to become an engineer, but “figured I would save the money and go to community college and try and branch out and develop better habits” first, said Morter, who is 20.
In the automotive technology garage off the main corridor of the small school, cars were lined up neatly with their hoods popped. Nursing students worked on anatomically correct crash test dummy-style “patients.”
Twenty-year-old Mykenah Pothoff enrolled at the college when it debuted a registered nursing program, saving herself money on tuition and a nearly hourlong drive, each way, to the University of Iowa. She also was worried about “just, like, finding my way around” the university, which has more than 30,000 students.
Jake Siefers is majoring in psychology at an Iowa community college. If he could stay and get his bachelor’s degree in the same place, “it would be huge,” he says. “There’s a lot of untapped human potential” in rural places that could benefit from more access to higher education. Credit: Mike Rundle for The Hechinger Report Jake Siefers, 32, is a psychology major planning to go on to get bachelor’s and master’s degrees. Siefers said he hopes to help other people who, like him, are recovering from alcoholism, and for whom he said there are too few services in Iowa. So he came home to Muscatine to start working toward an associate degree at the community college.
“I could afford it, and it was close and I actually know a lot of people that work here,” said Siefers. “It’s great coming in here and being, like, ‘Hey, I went to high school with you, and you work in the office.’ I mean, that’s everyone in Iowa, right?”
If he could stay and get his bachelor’s degree in Muscatine, “it would be huge,” he said. “There’s a lot of untapped human potential” in rural places that could benefit from the kind of access to a higher education that is now more limited, said Siefers.
Letting students like them finish bachelor’s degrees near where they live “would make it easier for everybody,” said Jaylea Perez, 19, another psychology major who also plans to earn one.
Jaylea Perez is enrolled in community college in Iowa but eventually hopes to earn a bachelor’s degree in psychology. Adding bachelor’s degrees at community colleges “would make it easier for everybody,” she says. Credit: Mike Rundle for The Hechinger Report Simply having bachelor’s degrees available would make rural students aspire to them who otherwise might not, said Naomi DeWinter, president of Muscatine Community College.
“Everything opens up to them,” said DeWinter, in a coffee shop across the highway from the Walmart.
She sees the most potential among people already working, such as paraprofessionals in schools who want to become teachers; a state job board lists nearly 1,000 vacancies in Iowa for teachers.
DeWinter recalled a graduate so exemplary that he was featured in a promotional video, who after earning his associate degree started substitute-teaching while commuting in his free time to the University of Iowa to get his bachelor’s degree — one course at a time.
“He said, ‘That’s how I’m juggling my work, my family and the affordability,’ ” she said. “His whole career is going to be over before he’s a [full-time] teacher. I feel as though we failed him.”
Like the substitute teacher, students said they want to stay in Muscatine, despite those limits. They like the peace and quiet compared to cities — hardly anyone ever honks, they noted — and the sense of community evident among the friends who run into each other at the Hy-Vee.
“We don’t have the best view of the Milky Way, but we for sure definitely don’t have a bad one,” said Shiloh Morter, ticking down a list of advantages to living on the sweeping plain carpeted with cultivated fields and dotted with barns and silos. “And, yeah, the sunsets here are pretty nice. I can tell you, there’s not a whole lot of other places that have clouds like we do.”
Contact writer Jon Marcus at 212-678-7556 or [email protected].
This story about rural higher education and community college bachelor’s degrees 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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Accreditors offer flexibility on DEI standards
President Donald Trump’s broadside against diversity, equity and inclusion has left colleges scrambling to determine how to comply—even as they juggle accreditation standards containing elements of DEI.
But even with an executive order from the Trump administration targeting “illegal” DEI programs at colleges blocked by the courts, and a Dear Colleague letter from the Education Department likely unenforceable, accreditors are treading lightly on DEI, allowing colleges leeway on complying to certain standards. If the accreditors didn’t provide such flexibility, colleges would essentially have to decide between complying with the federal government or with their accreditor—a nearly impossible situation for institutions.
Some, like the STEM accreditor ABET, have dropped DEI standards entirely. And the American Bar Association suspended enforcement of its DEI standards through August while it weighs revisions to such requirements.
As colleges feel the squeeze, some of the largest institutional accreditors have decided not to force colleges to choose between them or the Education Department, at least for now, largely telling institutions they will not be adversely affected if they fail to comply with DEI standards due to state or federal laws.
Accreditors Push Back
While accreditors allow colleges to operate with flexibility on DEI standards, some are also pushing back on the Trump administration’s crackdown, particularly the Dear Colleague letter that seeks to expand a Supreme Court opinion in the Students for Fair Admissions case, which shot down affirmative action, to ban race-conscious scholarships, programming and more.
“We would suggest that the [U.S. Department of Education’s] interpretation of SFFA is overly broad and expansive, a concern shared among legal experts,” the Council of Regional Accrediting Commissions wrote in a letter to the Trump administration Monday.
C-RAC officials added that the 14-day deadline for colleges to drop all race-conscious activities is “unreasonable” and that “the expectations for institutional actions or the methods through which institutions are expected to comply with these broad reaching requirements are unclear.”
Numerous accreditors also signed on to a letter to the department from the American Council on Education, which raised similar concerns. That letter also noted that, “however one defines DEI—and DEI is a concept that means different things to different parties—it is worth noting that the range of activities that are commonly associated with DEI are not, in and of themselves, illegal.”
Offering Flexibility
As accreditors press the Department of Education for clarity, they have also provided guidance to colleges, emphasizing that their member institutions must follow state and federal laws.
“What we have said is that they can be assured we would not take any adverse action with regard to any of our standards if the institution is attempting to follow what they believe is a legal requirement,” Larry Schall, president of the New England Commission of Higher Education, told Inside Higher Ed.
Nicole Biever, chief of staff at the Middle States Commission on Higher Education, wrote by email that the organization has notified institutions “that the Commission would never expect any institution to violate the laws or government mandates of the jurisdictions in which they operate.”
She added that MSCHE standards “will in no way inhibit” institutional compliance with the law.
Barbara Gellman-Danley, president of the Higher Learning Commission, emphasized in an email to Inside Higher Ed that institutions must comply with all members of the regulatory triad, comprised of accreditors, state governments and the federal Department of Education. If “HLC’s requirements overlap with requirements from other members of the Triad, we work with the other Triad members to identify these situations and limit the burden on the institution,” she wrote.
“HLC does not prescribe how a member institution meets HLC’s requirements,” she added. “If a requirement of another entity of the Triad may appear to limit an institution’s ability to meet HLC’s requirements in a particular manner, an institution has the flexibility within HLC’s requirements to identify other ways to demonstrate it meets HLC’s requirements.”
In guidance sent to member institutions, Western Association of Schools and Colleges Senior College and University Commission interim president Christopher Oberg noted that the Dear Colleague letter does not have the force of the law and encouraged institutions “to consult their own legal counsel to help navigate the Department’s guidance.” Oberg added that the organization “will continue to provide updates to member institutions as matters are clarified.”
The Accrediting Commission for Community and Junior Colleges has also emphasized flexibility in its guidance to members.
“It is important to note that as a federally recognized institutional accreditor, ACCJC would never require a member institution to violate state or federal laws and regulations or consumer protection clauses. As an agency, we are beholden to the federal government, state governments, and our member institutions, and work collaboratively and flexibly with those oversight partners to meet any and all regulations and communicate requirements to member institutions, as necessary,” AACJC president Mac Powell wrote by email.
What Are the DEI Standards?
Policies on DEI are as varied as the accreditors themselves, with different requirements or none at all.
For instance, NECHE’s accreditation criteria urge member institutions to address their “own goals for the achievement of diversity, equity, and inclusion” across the student body, faculty and staff.
But MSCHE’s accreditation criteria require institutions to “reflect deeply and share results on diversity, equity, and inclusion (DEI) in the context of their mission” across areas such as goals and actions, demographics, policies, processes, assessments, and resource allocation.
“One goal of DEI reflection would be to address disparate impacts on an increasingly diverse student population if discovered,” part of MSCHE’s standards reads. Elsewhere, MSCHE indicates that candidates for accreditation should have “sufficient diversity, independence, and expertise to ensure the integrity of the institution.”
Other accreditors, such as HLC, say that an accredited college should strive “to ensure that the overall composition of its faculty and staff reflects human diversity as appropriate within its mission and for the constituencies it serves.”
Others, such as programmatic accreditors, may have more exacting standards. But some accreditors, like the Southern Association of Colleges and Schools Commission on Colleges, have never included DEI criteria.
Northwest Commission on Colleges and Universities interim president Jeff Fox told Inside Higher Ed by email that it too has never officially had DEI standards as part of its accreditation requirements.
“The NWCCU has no language in the standards pertaining to DEI, and it recognizes institutions are addressing the requirements of various state and federal laws in this arena. The NWCCU supports institutions in their efforts to address the DCL as appropriate for their circumstances,” Fox wrote.
‘Very Little Danger’
Some critics, particularly on the conservative side, take a dim view of accreditors’ DEI standards. Andrew Gillen, a research fellow at the conservative Cato Institute’s Center for Educational Freedom, wrote in a recent paper that “accreditors too often abuse their power as gatekeepers” to federal financial aid, including in areas such as pushing DEI standards.
On paper, such standards look fine, he wrote to Inside Higher Ed by email. But he questions how such standards get enforced, arguing that “the problem is the interpretation of those standards. Accreditors can and do use vague standards to force radical changes on campus.”
Gillen pointed to a past conflict in 2000 when—he argued—the ABA “used innocuous and vague diversity requirements to force George Mason University Law School to discriminate in favor of Black applicants by simply rejecting anything the university did short of discriminating.”
But Gillen believes colleges face little risk if they fail to comply with accreditors’ DEI standards.
“Colleges are in very little danger so long as they follow federal civil rights laws, which have largely reverted to their original intention of promoting colorblindness,” he wrote. “Any state or accreditor that requires violating these laws will find itself in a world of legal trouble. Accreditors that ignore civil rights laws would lose their recognition from the Department of Education, and colleges that followed such requirements would also lose access to federal aid programs.”
Robert Shireman, a senior fellow at the progressive Century Foundation and a member of the National Advisory Committee on Institutional Quality and Integrity, which advises the education secretary on accreditation, downplays the notion that accreditors’ DEI standards are burdensome.
Typically, he told Inside Higher Ed, accreditors’ DEI requirements are minimal. Such standards tend to focus on inclusivity, but he notes that accreditors are “not enforcing any kind of quota.”
At a recent NACIQI meeting, he said when asked about changing DEI standards, accreditors indicated they didn’t plan to do so because “they feel that there’s nothing inappropriate about the approaches that they are taking, and they are holding firm.” He added that accreditors recognize “schools have to comply with laws, whether those laws are federal laws or state laws.”
There’s also an outstanding question on how the Trump administration is defining DEI.
“‘DEI’ has become this undefined term that gets interpreted in certain kinds of ways,” Shireman said. “And most accreditors are quite flexible in their approach to diversity, equity and inclusion.”
In a time of uncertainty, Shireman believes many institutions want to see accreditors hold firm on DEI while they push ED for guidance on terminating race-conscious activities and programming.
Shireman points to “surprise and outrage” over what he calls “an absurd perversion of civil rights laws that is happening in this administration. To read civil rights laws as prohibiting a caring approach to providing opportunity is Orwellian and it’s not appropriate. I don’t think schools support the idea of accreditors caving in to a backwards interpretation of civil rights laws.”
