When I saw that the American Legislative Exchange Council (ALEC) had released a report on higher education I was more than a little intrigued. I have spent most of my life in higher education either as a student or a professor (no FOIA on me, I’m a private citizen now). I’ve been a student; I’ve worked with students – at private and public institutions of higher learning.
As usual, the report is nice looking and has some good things in it, things people will agree with, even me. But the report is a trojan horse - ALEC literature is always a trojan horse. You have to read ALEC literature very carefullly and thoroughly.. There were a lot of things that jumped out at me as I read the report, but some items need more time for pondering. This entry is the easy one to write.
So here we go……………..You’re in for an interesting ride!
On April 8, 2011 the Bureau of Labor Statistics (BLS) (U. S. Department of Labor) released a report on labor participation among students.
N= 22 million students, ages 16 – 24, in high school or college
12.4 million of those students were in college
85% of those students were enrolled full-time
So why is this important? Later………………….
In order to compete for limited graduate schools admissions or to find a job faster or to find a better job, more students are completing double majors.
Depending on which university you attend the definition and requirements for a double major are different, but here are two examples from state run universities.
“A "Double Major''is a student who plans to receive a single degree, but who will complete the requirements for two majors. In this case the last line of the student's transcript will state that a single Bachelor's Degree was awarded and that the student had two majors.”
By definition, a double major is two (or more) areas combined into a single degree (B.A. or B.S.). You will receive one diploma certificate.
UC Davis reported in 2009 that about 12% of their students graduate with a double major
An article states that the University of Wisconsin reported about 32% of their students had double majors in 2008.
So why is this important? Later………………….
The National Center for Education Statistics (NCES) (U. S. Department of Education) released a study in 2010 looking at the cohort of first-time college students who entered college in the year 2001-2002 and completed a degree.
Of the students that were studied (no sample size was given):
57% of students attending a four year institution finished their bachelor’s
degree in 6 years or less
the 4-year graduation rate at private not-for-profit institutions was
51 percent, compared with 29 percent at public institutions
the 6-year graduation rate for private not-for-profit institutions was
64 percent, compared with 55 percent for public institutions and
25 percent for private for-profit institutions.
The 6 years bachelor’s degree or equivalent graduation rate was
60 percent of Whites, 42 percent of Blacks and 48 percent of Hispanics
The six year graduation rate for females was higher than for their male
counterparts
.
So why is this important?
On April 15, 2011 the American Legislative Exchange Council released a report titled “10 Questions State Legislators Should Ask About Higher Education”.
As I said earlier, there is more to detail from this new ALEC report, so there will be more to come. But, the inspiration for this entry was found in Appendix C, page 56, subtitled ALEC Model Legislation on Higher Education.
The first entry on page 56 – the first “Model Legislation” that ALEC is giving to their members - your state legislator – to take back to your state and try to implement as legislation in your state - is called the “140 Credit Hour Act”.
What does the “140 Credit Hour Act” Model Legislation say?
If you attend a state college or university
And if it takes you more than 140 credit hours to complete a
four year baccalaureate degree
The state should impose a 25% tuition surcharge on you.
If you attend a state college or university
And you take 110% or more of the credit hours to complete a
five year degree
The state should impose a 25% tuition surcharge on you.
After any student in a four year program has reached more than 140 credits
After any student in a five year program has reached 110% of credit hours
The college can no longer count those students as enrolled,
even if those students are still attending the college or university
The college or university loses its funding for those students,
even if those students are still attending the college or university.
This ALEC “Model Legislation” applies only to students at "state run" state colleges and universities.
IMO:
This type of legislation is based on an antiquated model of higher education and what a four year degree is or should be.
This type of legislation places unnecessary credit hour restrictions on students - and IMO reduces learning opportunities.
This type of legislation would cause disparate impact for people of color and women.
IMO:
This type of legislation would cause financial harm for those students who don’t know their major the first day of college.
This type of legislation would cause financial harm for those students who need a double major in order to get a job in their field.
This type of legislation would reduce the number of students who would want to go to a public college or university.
IMO:
This type of legislation would cause irreversible damage to our state run colleges and universities due to reduction in student populations and loss of funding.
IMO: This “Model Legislation” is one way to get rid of state colleges and universities.
IMO: This “Model Legislation” is one way to bolster up the private sector colleges and universities.
If you don’t know what ALEC is - you should – please read this, or this, or this, or this.
Protest ALEC – April 29, 2011 – Cincinnati