New GE Proposal Shifts Regulations from Eligibility Provision to Disclosure Requirement for All Programs
Earlier today the U.S. Department of Education provided the Committee 2 – Gainful Employment negotiators with eight updated Issues Papers detailing proposed revisions to the current GE regulations. Among many significant revisions contained in the draft proposals there is none larger than a clear shift away from the regulation being used as a determinate of a limited scope of programs’ eligibility to participate in the Title IV programs, to the use of a blanket disclosure provision requiring all programs eligible to administer Title IV programs funds to provide general information about each program (including outcomes measures by program length, hours, and campus), as well as notices to students and prospective students for each “low-performing” eligible educational program offered by an institution in comparison to the standard.
CSPEN is in the process of thoroughly reviewing the Department’s release and reaching out to colleagues both on the Committee and within and beyond to discuss their assessment in preparation for next week’s second of three negotiating sessions. As soon as the eight Issue Papers are posted on the U.S. Department of Education’s Negotiated Rulemaking for Higher Education 2017-2018 host page and/or correspondingGainful Employment home page, we will send the community a link to the documents for your own review.
Until then, here are a few other aspects of the new proposal based upon our initial review:
The new proposal returns to the use of a single threshold to determine an education programs determination as either acceptable vs. low-performing. The proposed standard reverts back to the prior 8% annual earning rate and 20% discretionary income rate, eliminating the tiered approach of “pass”, “zone”, and “failing” program thresholds contained in the current regulation. The proposal maintains the “either-or” component of the determination, requiring that an institutions program is deemed to be acceptable if it has either a debt-to-earnings annual earning rate equal to or greater than 8% OR a discretionary income rate of equal to or greater than 20%.
Under the new proposal the Secretary would be responsible for calculating D/E rates using the same equation as contained in the current regulations (e.g. same cohort periods, determinations based upon median loan debt, modifications based upon IRS inability matching, et. al.).
However, key aspects of the components used in the calculation have also been changed. For example:
• Loan Debt – The new proposal requires the Secretary to include the amount of title IV loans that the student borrowed (total amount disbursed less any cancellations or adjustments) for enrollment in the program (Federal PLUS Loans made to parents of dependent students, Direct PLUS Loans made to parents of dependent students, and Direct Unsubsidized Loans that were converted from TEACH Grants are not included). But, does not require the inclusion of institutional loan debt, private loan debt, tuition and fees and books and supplies unless the Secretary first publishes notice in the Federal Register of the election to require such inclusion along with the manner in which institutions must report such information.
• Loan Amortization – The new proposal would amortize the median loan debt over a 15-year repayment period, not a tiered system based upon the length of the program.
• Interest Rates – The new proposal would use the annual statutory interest rate that were in effect on the last year of the cohort period, as opposed to the average of the interest rates over the cohort period.
Notification of Low-Performing Programs
For any year in which an educational program is determined by the Secretary to be low performing under the D/E rates measure, the institution must provide the following notice to all current and prospective students, to the extent practicable in alternative languages, using modified proposals on contact with students, the timelines, and posting of the notification on College Navigator, College Scorecard or successor sites or other Federal outlets). The new proposal explicitly states that the notice shall read:
“This program has not met standards established by the U.S. Department of Education. The Department based these standards on the amounts students borrow for enrollment in this program and the reported earnings that were reported to the Internal Revenue Service. Similar programs offered at other institutions may have better outcomes under this measure. Please note, however, that this program measure could be affected if a significant number of students who completed our program graduates did not report all of their income, such as tip income, or were self-employed and had business expenses that reduced the earnings being reported (emphasis added).”
The new proposal would require institution’s to disclose information, as determined by the Secretary, about each of its programs to enrolled and prospective students. The new proposal maintains the requirement that the Disclosure Template must be provided to all prospective students when the program is presented on websites, in promotional materials, etc. The new proposal makes it clear that this information must provide separate information by program length and location.
This information the new proposal states may be included in the Disclosure Template, but is not limited to, subject to final determination and publication of the requirements by the Secretary in the Federal Register, include:
(1) The primary occupations (by name and SOC code) that the program prepares students to enter, along with links to occupational profiles on O*NET (www.onetonline.org) or its successor site.
(2) The program’s completion rates for full-time and less-than-full-time students and the program's withdrawal rates.
(3) The length of the program in calendar time (i.e., weeks, months, years).
(4) The number of clock or credit hours or equivalent, as applicable, in the program.
(5) The total number of individuals enrolled in the program during the most recently completed award year.
(6) The loan repayment rate for any one or all of the following groups of students who entered repayment on title IV loans during the two-year cohort period, to be calculated using a method specified by the Secretary in a notice published in the Federal Register:
(i) All students who enrolled in the program.
(ii) Students who completed the program.
(iii) Students who withdrew from the program.
(7) The total cost of tuition and fees, and the total cost of books, supplies, and equipment, that a student would incur for completing the program within the length of the program.
(8) The placement rate for the program, if the institution is required by its accrediting agency or State to calculate a placement rate either for the program or the institution, or both, using the required methodology of that accrediting agency or State.
(9) Of the individuals enrolled in the program during the most recently completed award year, the percentage who received a title IV loan or a private loan for enrollment in the program.
(10) The median loan debt for any one or all of the following groups:
(i) Those students who completed the program during the most recently completed award year.
(ii) Those students who withdrew from the program during the most recently completed award year.
(iii) All of the students described in paragraphs (a)(10)(i) and (ii) of this section.
(11) The mean or median earnings of students to be calculated using a method specified by the Secretary in a notice published in the Federal Register
(12) As calculated by the Secretary under §668.404, the most recent annual earnings rate.
(13)(i) Whether the program does or does not satisfy--
(A) The applicable educational prerequisites for professional licensure or certification in each State within the institution's MSA; and
(B) The applicable educational prerequisites for professional licensure or certification in any other State for which the institution has made a determination regarding such requirements.
(ii) For any States not described in paragraph (a)(13)(i) of this section, a statement that the institution has not made a determination with respect to the licensure or certification requirements of those States.
(14) Whether the program is programmatically accredited and the name of the accrediting agency.
(15) A link to the U.S. Department of Education's College Navigator website or its successor site, or other similar Federal resource.
(16) For programs preparing students for fields requiring licensure, a URL linking to any web page containing the State’s mandatory qualifications for licensure.
(17) A link to the institution’s page on the U.S. Department of Education’s College Scorecard or its successor site, or other similar Federal resource.
Executive Director, La Cima Elementary Charter School
Opportunity to join an Inspiring, forward thinking community oriented Charter School that is presently seeking a highly-motivated, strategic, and innovative Executive Director who will lead the implementation of the institutions mission, ensure students meet or exceed academic goals, and support the future growth of the organization.
ABOUT LA CIMA:
La Cima Charter School is an independent and non-traditional charter school that has been serving the Bedford-Stuyvesant, Brooklyn community since 2008. Our mission is to prepare students for academic and life-long success through a rigorous and relevant academic program. Equally important, and what makes us unique, is our vision to develop scholars who have the intellectual capacity, emotional strength of character, and the social capital to act as effective change-makers in their communities. We believe that all students, regardless of socio-economic status, race/ethnicity, culture or special needs status can succeed in our school community. We practice restorative justice, espouse culturally-responsive methodologies and strive to provide content which give schooling a deeper, more meaningful, relevant place in student lives.
ABOUT THE POSITION:
Reporting to the Board of Trustees, the Executive Director serves as the organizational leader. Responsibilities will include:
· Managing and maintaining a cohesive senior leadership team, including the principal, pre-K director, chief operating officer, director of data and assessment and director of scholar support, implementing systems of accountability and ensuring the success of the team collectively.
· In partnership with the Board and the Senior Leadership Team, implementing the organization’s five-year strategic plan, and setting and holding the entire team accountable for its strategic goals and mission-alignment.
· Developing internal talent and continuing to recruit and retain strong performers invested in the school’s mission and vision.
· Overseeing a high-performing academic team, led by the principal and instructional leadership team, to ensure that students meet academic goals and achieve transformational educational outcomes.
· Working with the pre-K director and other key staff and stakeholders to build a high-performing, mission-aligned pre-K that further strengthens the organization.
· Working with school leaders to actively maintain and refine a strong, cohesive school culture that reflects La Cima’s mission and promotes collaborative decision-making processes.
· Cultivating relationships with, and ensuring the school is responsive to, key stakeholders, including parents, community and political leaders, charter authorizers, and donors, to promote communication and collaboration and raise the organization’s profile within the community.
· Implementing, in collaboration with the Board, La Cima’s development plan to secure private revenue for the school through individual donors, foundations, and corporations.
· Serving as an ambassador in the community for La Cima’s mission and brand.
· Administering strong public transparency systems and ensuring the effective and efficient operation of the school by achieving annual enrollment targets, meeting financial obligations, ensuring a strong financial position, and complying with all legal, regulatory and charter requirements.
· Acting in partnership with the Board to ensure compliance with La Cima’s charter and its organizational goals, reporting to the Board regarding performance against key indicators, and coordinating with the board to make high-level strategic decisions on behalf of the organization.
This is an ideal opportunity for a dynamic, ambitious leader with a commitment to social justice to shape La Cima’s role in the Bedford-Stuyvesant community, drive high levels of academic achievement and student success, and guide the mission-aligned growth of the school. The ideal candidate will have the following skills, traits and beliefs:
· Passion for La Cima’s mission and a deep personal belief that all students can succeed regardless of home language, culture, or special needs status.
· Exceptional communication, leadership, trust- and team-building and interpersonal skills, with a genuine interest in the growth and development of staff, teachers and students.
· Ability to build and lead a diverse and effective team, set an inspiring vision, and motivate others to reach ambitious goals in support of that vision.
· Strong project management skills and the ability to balance competing initiatives and priorities.
· Collaborative, with the ability to provide thoughtful and respectful feedback, and to listen thoughtfully and respectfully to others’ feedback.
· Robust data-driven analysis skills to drive student achievement and organizational effectiveness.
Education and experience:
· Bachelor’s degree required, Masters’ degree in Education or Public Administration preferred.
· A minimum of 5-7 years of experience in senior leadership/managerial, education or relevant roles.
· Experience working with a high-functioning board of trustees, representing various fields and backgrounds.
· Experience securing diverse streams of revenue, including foundation and individual contributions.
· A proven track record of success in building and managing a complex organization or enterprise (e.g., a high-performing school or network of schools, a successful non-profit or for-profit organization).
· Experience working with community stakeholders, and in particular, working with students, educators, and staff to achieve exceptional results.
We currently serve 400 scholars in grades K-5 with plans to open a pre-K for the 2018-19 school year.
Worldbridge Partners will be facilitating this search. For consideration, please forward a resume to firstname.lastname@example.org
For more information about La Cima Elementary Charter School, please visit http://www.lacimacharterschool.org/.
Education Corporation of America, a privately held for-profit chain of colleges, announced Thursday it would buy for-profit Vatterott Educational Centers. The financial details of the sale were not released.
The Vatterott institutions will continue to operate as Vatterott College, Vatterott Career College and L'Ecole Culinaire. The institutions had previously been owned by TA Associates, a private equity firm.
"We are very excited about this acquisition," said Stu Reed, chief executive officer of ECA. "ECA is committed to being the premier provider of postsecondary education with a career focus, and the purchase of the majority of VEC campuses helps us realize that goal. They expand our footprint into key markets in the Midwest and add a range of new trades-oriented programs to our current offerings. We feel it's a great fit culturally as well because both organizations are passionate about helping students transform their lives through career education."
Education Corporation of America owns and operates Virginia College and Brightwood College, among other institutions.
Originally posted on: InsideHigherEd.com
Why millennials are facing the scariest financial future of any generation since the Great Depression.
By Michael Hobbes
Like everyone in my generation, I am finding it increasingly difficult not to be scared about the future and angry about the past.
I am 35 years old—the oldest millennial, the first millennial—and for a decade now, I’ve been waiting for adulthood to kick in. My rent consumes nearly half my income, I haven’t had a steady job since Pluto was a planet and my savings are dwindling faster than the ice caps the baby boomers melted.
WHAT’S A MILLENNIAL ANYWAY?
Unless otherwise noted, we mean anyone born between 1982 and 2004We’ve all heard the statistics. More millennials live with their parents than with roommates. We are delaying partner-marrying and house-buying and kid-having for longer than any previous generation. And, according to The Olds, our problems are all our fault: We got the wrong degree. We spend money we don’t have on things we don’t need. We still haven’t learned to code. We killed cereal and department stores and golf and napkins and lunch. Mention “millennial” to anyone over 40 and the word “entitlement” will come back at you within seconds, our own intergenerational game of Marco Polo.
This is what it feels like to be young now. Not only are we screwed, but we have to listen to lectures about our laziness and our participation trophies from the people who screwed us.
But generalizations about millennials, like those about any other arbitrarily defined group of 75 million people, fall apart under the slightest scrutiny. Contrary to the cliché, the vast majority of millennials did not go to college, do not work as baristas and cannot lean on their parents for help. Every stereotype of our generation applies only to the tiniest, richest, whitest sliver of young people. And the circumstances we live in are more dire than most people realize.
• We’ve taken on at least 300% more student debt than our parents
(Source: The College Board, Trends in Student Aid 2013. Calculations based on average per-student borrowing in 1980 and 2010.)
• We’re about 1/2 as likely to own a home as young adults were in 1975
(Source: U.S. Census, young adults ages 24-35.)
• 1 in 5 of us is living in poverty
(Source: U.S. Census, young adults ages 18-34.)
• Based on current trends, many of us won’t be able to retire until we’re 75
(Source: Projection for the class of 2015 based on a NerdWallet analysis of federal data.)
But it’s not just the numbers.What is different about us as individuals compared to previous generations is minor. What is different about the world around us is profound. Salaries have stagnated and entire sectors have cratered. At the same time, the cost of every prerequisite of a secure existence—education, housing and health care—has inflated into the stratosphere. From job security to the social safety net, all the structures that insulate us from ruin are eroding. And the opportunities leading to a middle-class life—the ones that boomers lucked into—are being lifted out of our reach. Add it all up and it’s no surprise that we’re the first generation in modern history to end up poorer than our parents.
GLOSSARY FOR GRANDPA
Terms to know but never say out loud
FML Fuck My Life
FTW For The Win
TFW That Feeling When
This is why the touchstone experience of millennials, the thing that truly defines us, is not helicopter parenting or unpaid internships or Pokémon Go. It is uncertainty. “Some days I breathe and it feels like something is about to burst out of my chest,” says Jimmi Matsinger. “I’m 25 and I’m still in the same place I was when I earned minimum wage.” Four days a week she works at a dental office, Fridays she nannies, weekends she babysits. And still she couldn’t keep up with her rent, car lease and student loans. Earlier this year she had to borrow money to file for bankruptcy. I heard the same walls-closing-in anxiety from millennials around the country and across the income scale, from cashiers in Detroit to nurses in Seattle.
It’s tempting to look at the recession as the cause of all this, the Great Fuckening from which we are still waiting to recover. But what we are living through now, and what the recession merely accelerated, is a historic convergence of economic maladies, many of them decades in the making. Decision by decision, the economy has turned into a young people-screwing machine. And unless something changes, our calamity is going to become America’s.
Contact John Assunto for all of your Education Recruiting needs! Johna@worldbridgepartners.com or 860-387-0503
Originally posted on: Huffingtonpost
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