Community College Worries and Challenges

At the annual meeting of the National Association of College and University Business Officers. See Chronicle of Higher Education, "Community-College Officials Swap Notes on Common Worries and Challenges."

And at New York Times, "At Two-Year Colleges, Less Scrutiny Equals Less Athletic Equality."
Los Angeles Southwest College has a new athletic field house and football stadium, but almost no female athletes.

Women make up more than two-thirds of students at this community college in the city’s South Central neighborhood, but less than a quarter of its athletes. The college’s decision to suspend the track team this year left women who wanted to play a sport with a single option: basketball.

Henry Washington, the college’s athletic director and head football coach, acknowledges that his program is most likely violating federal law by failing to offer enough roster spots to women. But he said many of the female students are also juggling jobs and child care, and do not have time to play sports. Then there is the question of money. “I just keep my fingers crossed that we can keep what we have,” he said...

The situation at Los Angeles Southwest, without question, more closely represents the norm among community colleges around the country. Even as they play an increasingly vital role in American higher education — enrolling more than eight million students nationwide last fall, a 20 percent jump since the fall of 2007, just before the start of the recession — community colleges are routinely failing to provide enough athletic opportunities to women, as required under Title IX, the federal law banning sex discrimination in education. Many community colleges offer an array of options for men but just a single team for women. And dozens of colleges over the years had no women on their athletic rosters, according to federal education statistics.

No one disputes that community colleges face distinct challenges, with a lack of money paramount. But Pensacola, one of the rare exceptions among community colleges, offers evidence that the demands of the law can be met.
Continue reading. And note the comparison to Pensacola State College in Florida. This is all about state money. Those states, like California, deeply in the hole aren't going to be able to provide the opportunities required by law. The question becomes one of enforcement. Seems like California colleges would welcome the scrutiny if it forced state officials to better fund the institutions.

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College Budget Update

From Ann-Marie Gabel, LBCC Vice President for Administrative Services:
And at Los Angeles Times, "With budget talks stuck, blame game begins," and "Gov. Brown warns of initiative war if bipartisan talks breakdown."
Also at Sacramento Bee, "Republicans now want election, but won't extend taxes on own." And San Jose Mercury News, "Questions abound over what's next at Capitol."

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College is Too Easy

Bird Dog links to Mark Bauerlein's discussion of Richard Arum and Josipa Roksa's research on student learning and college performance. And that reminds me of the Arum and Roksa piece that ran in Friday's Los Angeles Times, "College, too easy for its own good":

We recently tracked several thousand students as they moved through and graduated from a diverse set of more than two dozen colleges and universities, and we found consistent evidence that many students were not being appropriately challenged. In a typical semester, 50% of students did not take a single course requiring more than 20 pages of writing, 32% did not have any classes that required reading more than 40 pages per week, and 36% reported studying alone five or fewer hours per week.

Not surprisingly, given such a widespread lack of academic rigor, about a third of students failed to demonstrate significant gains in critical thinking, complex reasoning and writing ability (as measured by the Collegiate Learning Assessment) during their four years of college.

The students themselves must bear some of the blame for this, of course. Improvement in thinking and writing skills requires academic engagement; simply hanging out on a college campus for multiple years isn't enough. Yet at many institutions, that seems to be sufficient to earn a degree. At many schools, students can choose from a menu of easy programs and classes that allow them to graduate without having received a rigorous college education. Colleges are complicit, in that they reward students with high grades for little effort. Indeed, the students in our study who reported studying alone five or fewer hours per week nevertheless had an average cumulative GPA of 3.16.

To be sure, there were many exceptions to this dismal portrait of the state of undergraduate learning. Some academic programs and colleges are quite rigorous, and some students we followed pushed themselves and excelled. In general, traditional arts and science fields (math, science, humanities and the social sciences) tended to be more demanding, and students who majored in those subjects studied more and showed higher gains. So too did students attending more selective colleges. In addition, at every college and university examined, we found some students who were applying themselves and learning at impressive levels.

These real accomplishments do not, however, exonerate the colleges and universities that are happy to collect annual tuition dollars but then fail to provide many students with a high-quality education.
There's more, especially the discussion of why higher education got off track. Still, it'd be worth checking the book itself, for in my experience it's the absence of skills and the culture of anti-intellectualism that's most detrimental to college learning. I'm tempted to say I struggled with maintaining high standards when I first started at LBCC. But that wouldn't be quite accurate. Over time experience has shown how I can better maintain high standards AND improve student performance (it requires intensely personalized instruction, which is hard to do with hundreds of students). That said, I'm less rigid than I was 8 or 9 years ago, and in some cases that means I'm just plain easier (flexibility is key, which sometimes might mean "easier"). Professors are dealing with a range of abilities starting with students who'd be doing just fine at Berkeley or UCLA to those who can barely string a couple of correct sentences together. I'm sad sometimes when I meet students who literally can't read. I largely quit having students do expository reading in class (reading aloud) because I felt bad for the students who struggled to read through a paragraph from the textbook. It's not one particular demographic in particular, although a lot of Latino students are ESL and a lot of blacks demonstrate something of a stunted degree of formal learning, and I'm talking rudimentary basic skills acquisition. And worse, with the exception of the odd student here or there, black kids generally don't seem to care. (Don't even get me going about the black student athletes.)

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Facebook Revolution: The Democratization of Egypt and Changes in the Middle East

A panel discussion at my college today:

The college may upload the talk to YouTube, and if so I'll post it here.

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Community Colleges Make Sharp Cuts in Enrollment

My college is discussed, at LAT, "California community colleges to slash enrollment, classes":

Facing a state funding cut of up to 10%, California's community colleges will enroll 400,000 fewer students next fall and slash thousands of classes to contend with budget shortfalls that threaten to reshape their mission, officials said Wednesday.

The dire prognosis was in response to the breakdown in budget talks in Sacramento and the likelihood that the state's 112 community colleges will be asked to absorb an $800-million funding reduction for the coming school year — double the amount suggested in Gov. Jerry Brown's current budget proposal.

As it now stands, the budget plan would raise community college student fees from $26 to $36 per unit. The fees may go even higher if a budget compromise is not reached.

Keep reading at the link above. LBCC President Eloy Oakley is interviewed. And below is Ann-Marie Gabel, Vice President of Administrative Services:

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