News from EPSA
On April 9, former New York State Governor David Paterson, the chairman of the NYS Democratic Party, announced that Basil Smikle Jr. would become the new executive director of the party. Published: 4/17/2015 1:24:00 PM
Professor Aaron Pallas was quoted in articles in Chalkbeat and NYC Lens about the handling of teachers' evaluations in the just-passed NY State budget. Published: 4/8/2015 4:24:00 PM
In an article he wrote for The Hechinger Report, an independent news website based at TC, Professor Aaron Pallas challenged NYS Board of Regents Chancellor Meryl Tisch's assertion that opting out of testing is a "terrible mistake." Published: 4/8/2015 4:15:00 PM
An Education Week article on "The Teachers of Color Disappearance Crisis" featured responses from 2014 alumni Travis Bristol (PhD, Education Policy) and Terrenda White (PhD, Sociology & Education). Published: 4/2/2015 4:12:00 PM
Luis Huerta, Associate Professor of Education and Public Policy, is quoted in a Houston Public Media radio story about school voucher proposals in Texas. Huerta, who has researched vouchers and charter schools, says that vouchers, which would make state allocations for public school portable to private institutions, don't always lead to greater access to private schools."Private organizations, specifically private schools, have the ability to choose whomever they want to enter into those schools," he said.Huerta debunked another claim about vouchers -'" that students perform better in private schools. In fact, he said research indicates that after students transfer to a private school, they often perform about the same as their peers back in public school -'" or even worse. And it's impossible to hold private schools accountable for students' education, even if they receive public dollars.He's planning to testify at a Texas Senate senate hearing Thursday. Published: 3/27/2015 12:26:00 PM
Basil Smikle, a Ph.D. candidate in the Politics & Education Program and a contributor to The Hill, a US political website, gives an overview of the recent history and also the current representation of women and minorities in STEM careers. Published: 3/6/2015 11:57:00 AM
Research by Economics and Education PhD alumna Di Xu and PhD student Xin Gong has found that household income in China is directly correlated to preschool attendance. Published: 3/3/2015 10:47:00 AM
Professor Pallas in NY Times on Annual Testing: Perhaps There's Another Way to Hold Schools Accountable Published: 2/26/2015 10:47:00 AM
Scott-Clayton Proposes Changes to Pell Grant System
Professor Scott-Clayton and co-author Sandy Baum of the Institute for Higher Education Policy recommend three major Pell Grant reforms to strengthen student success and on-time completion. The Pell Grant was originally designed as a one-size-fits-all voucher intended to serve the needs of recent high school graduates from low-income families. Since the program’s inception in 1972, it has grown to serve a much larger and more diverse population—9.4 million students now receive $35 billion in Pell Grant funds—even as graduation rates for recipients remain stubbornly low. Only about 45 percent of Pell recipients obtain a degree or credential within six years.
Scott-Clayton and Baum propose three major structural reforms to improve outcomes for Pell recipients. First, the authors argue that financial assistance alone will not help high-need students complete college: “Handing students money and expecting them to steer their own courses through the maze of available options is an insufficient strategy for supporting their success.” Instead, they propose that the program’s financial assistance should be supplemented with guidance and support services that have been shown to improve academic outcomes.
Scott-Clayton and Baum suggest that the Pell Grant program provide services tailored to meet the needs of the different populations it serves: younger, dependent students would receive personalized, technology-assisted outreach and coaching services from initial application through the first year of college; adult, independent students—who often are returning to college to obtain specific career-related credentials—would receive third-party pre-enrollment counseling to help them choose appropriate institutions and programs, as well as one-on-one guidance provided by their institution at least once per year while enrolled.
The authors also recommend that the Pell Grant program simplify the application process by automatically calculating eligibility using information retrieved electronically from tax returns and by making eligibility fixed for several years. Furthermore they argue that eligibility should be based on a simple formula based on income and family size so that students and families can easily calculate in advance what college costs will be. Finally, Scott-Clayton and Baum suggest strengthening incentives for student effort and completion, including larger grants for students who take more credits than the current Pell maximum of 24 per year, and small monetary bonuses for on-time completion.
According to the authors, the proposal would require only a minimal increase in funding. For instance, providing each Pell recipient with technology-assisted guidance and counseling worth $500—which research evidence suggests would have meaningful impacts on student outcomes—would cost $1.3 billion, less than 4 percent of current Pell spending. If not additional funds are available, services could be financed by setting the per credit award size to maintain cost neutrality.
Read coverage of the proposals by Inside Higher Ed
Read coverage of the proposals by The Chronicle of Higher Education
A link to the full study is here: Redesigning the Pell Grant Program for the Twenty-First Century
Scott-Clayton spoke with the New York Times about a new higher education ranking system: Lists That Rank Colleges’ Value Are on the Rise