1. How well do embedded journalists fit in with the units they are following? And what do the one's who mesh well, do differently?
2. Does having embedded journalists make the media's representation of a war more credible?
3. What do you think the role of the media is in a time of war? Strictly factual? Supprotive? Morale-raising?
4. Is there an unwillingness for military members to share information with reporters?
5. What are the biggest flaws of embedded journalists?
Thursday, February 19, 2009
Program 'Worth Saving' may not be Saving Enough
Just when it looked impossible, paying for college may get harder in the state of Washington.
This Associated Press story from Examiner.com, outlines what is going on with Washington's Guaranteed Education Tuition program.
Washington college tuition plan underfunded
Examiner.com
Olympia, Wash.- Washington's Guaranteed Education Tuition program may become a problem for the state because the stock market plunge has dropped the value of the fund's assets to 89 percent of future liabilities.
GET director Betty Lochner told The Seattle Times the program has enough money to pay all obligations for 15 years, but the state may have to rethink the deal it offers to new participants.
The program, which has been around 11 years and has nearly 100,000 participants, offers parents a chance to buy the cost of college in the future at today's prices.
If tuition rises at the 7 percent annual rate allowed by law, the GET program represents a savings plan with a 7 percent rate of return. Washington universities are seeking authority to increase tuition without legislative approval and are considering much larger increases to offset state budget cuts.
Parents participate in the GET program by buying education units at a rate set annually. They need to buy 100 units to pay for one year of resident undergraduate tuition and state-mandated fees at the most expensive Washington public university, either the University of Washington or Washington State University. It takes fewer units to prepay for less expensive schools and the units may also be used at out-of-state and private universities.
GET units currently cost $76, but they go up every year in May when the GET board resets the price. Lochner said the new price would be at least $7 more a unit, or a total of $700 more per year of college. The extra money is needed to shore up GET's finances and offset tuition increases.
When University of Washington President Mark Emmert was asked by a legislative committee last week about the effect of tuition increases on GET, he said it was a program "worth saving."
"The challenge, of course, is that you can't set a policy that will keep the GET program solvent by making the universities and colleges insolvent," Emmert said.
He said similar programs in other states have needed to change investments, reset base assumptions or change the payout for new entrants.
"Any number of those kinds of scenarios, I think, are going to have to be looked at under almost any model" in GET's future, Emmert said.
The number of participants also has been rising fast and soon will top 100,000. New participants will need to open an account by March 31 to take advantage of current prices, and another price increase could come as soon as September.
This Associated Press story from Examiner.com, outlines what is going on with Washington's Guaranteed Education Tuition program.
Washington college tuition plan underfunded
Examiner.com
Olympia, Wash.- Washington's Guaranteed Education Tuition program may become a problem for the state because the stock market plunge has dropped the value of the fund's assets to 89 percent of future liabilities.
GET director Betty Lochner told The Seattle Times the program has enough money to pay all obligations for 15 years, but the state may have to rethink the deal it offers to new participants.
The program, which has been around 11 years and has nearly 100,000 participants, offers parents a chance to buy the cost of college in the future at today's prices.
If tuition rises at the 7 percent annual rate allowed by law, the GET program represents a savings plan with a 7 percent rate of return. Washington universities are seeking authority to increase tuition without legislative approval and are considering much larger increases to offset state budget cuts.
Parents participate in the GET program by buying education units at a rate set annually. They need to buy 100 units to pay for one year of resident undergraduate tuition and state-mandated fees at the most expensive Washington public university, either the University of Washington or Washington State University. It takes fewer units to prepay for less expensive schools and the units may also be used at out-of-state and private universities.
GET units currently cost $76, but they go up every year in May when the GET board resets the price. Lochner said the new price would be at least $7 more a unit, or a total of $700 more per year of college. The extra money is needed to shore up GET's finances and offset tuition increases.
When University of Washington President Mark Emmert was asked by a legislative committee last week about the effect of tuition increases on GET, he said it was a program "worth saving."
"The challenge, of course, is that you can't set a policy that will keep the GET program solvent by making the universities and colleges insolvent," Emmert said.
He said similar programs in other states have needed to change investments, reset base assumptions or change the payout for new entrants.
"Any number of those kinds of scenarios, I think, are going to have to be looked at under almost any model" in GET's future, Emmert said.
The number of participants also has been rising fast and soon will top 100,000. New participants will need to open an account by March 31 to take advantage of current prices, and another price increase could come as soon as September.
Thursday, February 12, 2009
Incentive for on-time graduation more one-sided
Staring into the face of what has been dubbed the worst recession since the Great Depression, Sen. Paull Shin has a plan to ease some of the pains for students and schools.
Shin, a member of the Washington State Senate since 1999, proposed Senate Bill 5174, intended to provide an incentive to students and educators for on-time graduation.
If passed, the bill will give prospective students the option to enter into an agreement with state colleges and universities that would allow the student to pay the same tuition for the duration of their schooling as long as they complete their degree in the timetable agreed upon.
If the student does not complete their degree within the predetermined time, they will have to pay back the difference in tuition increases with interest. There is one exception. The student is off the hook if the school did not fulfill its obligations as an institution of higher learning.
“It’s a win-win situation,” Shin said. “Schools and students could save money.”
He argued schools will be able to save money through efficiency if students are coming and going at a normal pace.
Co-sponsor of the bill, Sen. Jerome Delvin, said the bill would help colleges and universities aside from the financial aspect as well.
“This bill would provide a way to measure the schools’ performances as institutions of higher learning,” Delvin said. “While holding the universities accountable for not performing.”
Not everyone agrees the plan would help the schools.
“I don’t see a lot of benefit for the institutions,” said Jane Sherman, Washington State University vice provost for academic policy and evaluation. “Washington State University has an average graduation time of four and a half years, with the most amount of students graduating in four years as it is.”
Sherman said near-certain budget cuts in the next biennium will make assuring a high performance by colleges and universities close to impossible.
“We expect to be losing some significant numbers of instructors,” Sherman said. “That will make for larger class sizes, fewer sections and some classes just won’t get taught. Students will be slowed to receive degrees because they cannot get into the required classes.”
If bill 5174 passes, many people –including Shin, Delvin and Sherman –think the institution would be held responsible for such shortcomings.
Sherman said the university is already in a bind and 5174 would not help the school to better serve the students. Instead, she said, it would put an increasing amount of pressure on a decreasing number of faculty members.
“Bill 5174 could also be administratively difficult,” Sherman said. “Because students who fail to receive their degrees in the allotted time are forced to pay back the difference plus interest, and I’m not sure the universities have the means to track that money down.”
Earlier this year, Gov. Christine Gregoire suggested a seven percent increase to tuition rates in order to make up some of the expected shortfall in the state’s next budget plan. Shin’s bill would potentially negate the revenue from increased tuition and, without a fiscal note on the bill, there is seemingly no plan to makeup for the shortfall.
Delvin said something would have to be done financially if the state was going to offer students this option.
The option to potentially pay the same tuition for the duration of a college education would be beneficial to students on a number of fronts.
For Shin, who earned a bachelor’s degree in three years, the driving force behind the bill is to give students an incentive to finish school and enter the job market earlier. Based off his own experience, Shin said it is important for young people to emerge themselves in the workplace as soon as possible to give them the best chance for advancing their careers.
Also, colleges will try to maintain a steady enrollment when the economic problems hit hardest, Sherman said. So, if more students are focused on getting in and out of college, there will be openings more frequently. Another way the bill could help potential students.
The financial motivation is another reason the bill would benefit students.
“It is certainly an advantage to students if they can maintain a flat tuition,” Sherman said. “In this economic time it may provide an even greater incentive.”
There are even skeptics who think the bill may not be as great of a relief to students as Shin foresees. Pullman High School’s college counselor, Annie Byers, contends it is not much help to students either.
While Byers said financing education is the most common hurdle for students who cannot go to college, she also said it is not because tuition rises, but simply because they cannot afford it in the first place.
Byers also said most students may not realize that tuition rises while they are in school.
“I don’t think high school students can look far enough ahead to think that this bill would be a good thing,” Byers said.
Sherman applauded Shin’s efforts to provide students with an incentive to take their education seriously, but she also said there may be a more efficient model to achieve the same goals. She suggested a tuition rebate upon graduation, instead of making the university responsible for collecting money from students who did not receive their degrees on time, and finding funding in the meantime.
Follow the bill HERE.
Contacts:
Paull Shin
360-786-7640
Jerome Delvin
360-786-7614
Annie Byers
509-332-1551 Ext. 236
Jane Sherman
360-534-2322
Larry James- Did not quote, but referred me to Sherman
WSU Associate Executive Vice President
509-335-5581
Shin, a member of the Washington State Senate since 1999, proposed Senate Bill 5174, intended to provide an incentive to students and educators for on-time graduation.
If passed, the bill will give prospective students the option to enter into an agreement with state colleges and universities that would allow the student to pay the same tuition for the duration of their schooling as long as they complete their degree in the timetable agreed upon.
If the student does not complete their degree within the predetermined time, they will have to pay back the difference in tuition increases with interest. There is one exception. The student is off the hook if the school did not fulfill its obligations as an institution of higher learning.
“It’s a win-win situation,” Shin said. “Schools and students could save money.”
He argued schools will be able to save money through efficiency if students are coming and going at a normal pace.
Co-sponsor of the bill, Sen. Jerome Delvin, said the bill would help colleges and universities aside from the financial aspect as well.
“This bill would provide a way to measure the schools’ performances as institutions of higher learning,” Delvin said. “While holding the universities accountable for not performing.”
Not everyone agrees the plan would help the schools.
“I don’t see a lot of benefit for the institutions,” said Jane Sherman, Washington State University vice provost for academic policy and evaluation. “Washington State University has an average graduation time of four and a half years, with the most amount of students graduating in four years as it is.”
Sherman said near-certain budget cuts in the next biennium will make assuring a high performance by colleges and universities close to impossible.
“We expect to be losing some significant numbers of instructors,” Sherman said. “That will make for larger class sizes, fewer sections and some classes just won’t get taught. Students will be slowed to receive degrees because they cannot get into the required classes.”
If bill 5174 passes, many people –including Shin, Delvin and Sherman –think the institution would be held responsible for such shortcomings.
Sherman said the university is already in a bind and 5174 would not help the school to better serve the students. Instead, she said, it would put an increasing amount of pressure on a decreasing number of faculty members.
“Bill 5174 could also be administratively difficult,” Sherman said. “Because students who fail to receive their degrees in the allotted time are forced to pay back the difference plus interest, and I’m not sure the universities have the means to track that money down.”
Earlier this year, Gov. Christine Gregoire suggested a seven percent increase to tuition rates in order to make up some of the expected shortfall in the state’s next budget plan. Shin’s bill would potentially negate the revenue from increased tuition and, without a fiscal note on the bill, there is seemingly no plan to makeup for the shortfall.
Delvin said something would have to be done financially if the state was going to offer students this option.
The option to potentially pay the same tuition for the duration of a college education would be beneficial to students on a number of fronts.
For Shin, who earned a bachelor’s degree in three years, the driving force behind the bill is to give students an incentive to finish school and enter the job market earlier. Based off his own experience, Shin said it is important for young people to emerge themselves in the workplace as soon as possible to give them the best chance for advancing their careers.
Also, colleges will try to maintain a steady enrollment when the economic problems hit hardest, Sherman said. So, if more students are focused on getting in and out of college, there will be openings more frequently. Another way the bill could help potential students.
The financial motivation is another reason the bill would benefit students.
“It is certainly an advantage to students if they can maintain a flat tuition,” Sherman said. “In this economic time it may provide an even greater incentive.”
There are even skeptics who think the bill may not be as great of a relief to students as Shin foresees. Pullman High School’s college counselor, Annie Byers, contends it is not much help to students either.
While Byers said financing education is the most common hurdle for students who cannot go to college, she also said it is not because tuition rises, but simply because they cannot afford it in the first place.
Byers also said most students may not realize that tuition rises while they are in school.
“I don’t think high school students can look far enough ahead to think that this bill would be a good thing,” Byers said.
Sherman applauded Shin’s efforts to provide students with an incentive to take their education seriously, but she also said there may be a more efficient model to achieve the same goals. She suggested a tuition rebate upon graduation, instead of making the university responsible for collecting money from students who did not receive their degrees on time, and finding funding in the meantime.
Follow the bill HERE.
Contacts:
Paull Shin
360-786-7640
Jerome Delvin
360-786-7614
Annie Byers
509-332-1551 Ext. 236
Jane Sherman
360-534-2322
Larry James- Did not quote, but referred me to Sherman
WSU Associate Executive Vice President
509-335-5581
Something Refreshing
I know it's not really local, but Boise isn't too far away, and I thought I would mix it up a little bit with a positive news story regarding education.
According to an article published in Monday's The Arbiter (Boise State University's student newspaper), spring enrollment is up at BSU.
Spring enrollment up... again
COLBY STREAM
The Arbiter
Boise State University posted another spring enrollment increase with a head count of 18,963 students, a .5 percent increase more than last spring. Students are also registered for 6,764 more credits than last spring, a 3.4 percent increase.
"Boise State is pleased with this continued growth, which points to the ongoing demand for higher education opportunities in the Treasure Valley," Vice President of Student Affairs Michael Laliberte said in a press release. "It's clear that the current economic climate is driving more students to campuses across the nation, and Boise State is no exception."
Boise State added 124 graduate students this spring, bringing the total to 2,203. However, the university experienced a drop in applied technology enrollment as Boise State prepares for the transfer of the Selland College to the College of Western Idaho this summer. Boise State expects more than 1,000 applied technology students to transfer to CWI this fall.
First-time degree-seeking freshmen and transfer students increased 6.5 percent.
Other points of interest regarding Boise State's spring enrollment include:
• A 9.2 percent increase in the number of international students. Boise State now hosts 358 international students.
• Enrollment in online courses is up by 758 students.
• The number of students at Boise State grew by almost 500 students.
This report comes following the 10th day of classes, on which the state's institutions of higher education are required to report enrollment numbers to the State Board of Education.
Information courtesy the Boise State Communications & Marketing Department.
According to an article published in Monday's The Arbiter (Boise State University's student newspaper), spring enrollment is up at BSU.
Spring enrollment up... again
COLBY STREAM
The Arbiter
Boise State University posted another spring enrollment increase with a head count of 18,963 students, a .5 percent increase more than last spring. Students are also registered for 6,764 more credits than last spring, a 3.4 percent increase.
"Boise State is pleased with this continued growth, which points to the ongoing demand for higher education opportunities in the Treasure Valley," Vice President of Student Affairs Michael Laliberte said in a press release. "It's clear that the current economic climate is driving more students to campuses across the nation, and Boise State is no exception."
Boise State added 124 graduate students this spring, bringing the total to 2,203. However, the university experienced a drop in applied technology enrollment as Boise State prepares for the transfer of the Selland College to the College of Western Idaho this summer. Boise State expects more than 1,000 applied technology students to transfer to CWI this fall.
First-time degree-seeking freshmen and transfer students increased 6.5 percent.
Other points of interest regarding Boise State's spring enrollment include:
• A 9.2 percent increase in the number of international students. Boise State now hosts 358 international students.
• Enrollment in online courses is up by 758 students.
• The number of students at Boise State grew by almost 500 students.
This report comes following the 10th day of classes, on which the state's institutions of higher education are required to report enrollment numbers to the State Board of Education.
Information courtesy the Boise State Communications & Marketing Department.
Tuesday, February 10, 2009
Now that Hitchens is off his soap box...
I'll be honest, when I heard the name of Christopher Hitchens' book, God is not Great, the Catholic school boy in me came out and I knew I would have some issues with the speech tonight. Then when most of the crowd laughed at the mention of the Axis of Evil -and quite frankly anything to do with George W. Bush -I knew I was in for a long night.
Hitchens began his lecture explaining why President Obama shows great promise for the future. Because he might be a nonbeliever. He used examples from Obama's inaugural speech and the prayer breakfast. In each case, the newly-elected president addressed nonbelievers in a realm that few others before him have. Hitchens argues that Obama's inclusion of these groups offers proof he does not identify with a particular religion. Conversely, I would say the president was merely trying to include as many of his fellow Americans as possible. I do not profess to know the president's values or religious stances, but I do know he is arguably the greatest leader this nation has had in its highest-ranking position since JFK and with that comes the ability to reach all groups of people. What Hitchens looks forward to most with a 'nonbeliever' in office is that "men of God will no longer be called upon in times of crisis." To a believer, though, everyone is a man of God.
The basis of Hitchens' lecture was the importance of a separation between church and state. He had high praise for the United States and its ability to keep the two apart, especially compared to his home country of England. But he kept mentioning all of the people who want to instill religion in schools, making it sound as anyone who didn't advocate that couldn't actually be religious. As happy as I am that I attended a private catholic high school that stressed educating its students about many of the world's religions (as well as atheism and agnosticism), I do not believe it is the responsibility of public schools or other government institutions to do the same. Our reasons for that stance are very different, though. I expected to have differing opinions with Hitchens, but I did not expect him to so blatantly disrespect the religious members of the audience.
I accept that billions of people have different views on religion than me, including fellow Catholics. That is one reason I don't make a fuss about it, I don't promote my religion and my views unless prompted. Hitchens on the other hand came right out and said the teaching of religion is the teaching of superstition and nonsense. He reiterated and condemned the 'cult-like' nature of religion. Ironic, because I felt like I was in the center of his own cultish following.
He made several criticisms about religion that were unsubstantiated because he is not a religious person. The only example I will delve into was when Hitchens mocked the idea of an eternal father. He said if he was told, "You've got to carry on like this forever," he would not be happy. Ask that question to a religious person, more often that not they would want to live forever, but if not it would be because they wish to be in heaven with their loved ones.
Even still, one of his followers approached the microphone during the question-and-answer session and praised him for his optimism. Mercifully, Hitchens set the woman straight and said he was far from an optimist, but his tone suggested he took great pride in his negative attitude toward the world and what it has to offer him. An odd approach from my point of view, but just another example of why I do not think he is fit to be criticising religion.
Finally, my biggest beef with Hitchens was his stance on why people believe, and it is a sentiment I have heard before from doubters. He said believing there is a God who is all-knowing and all-seeing is the easy way out. He said it is easier to just say there is an all-mighty being that created everything than it is to seek out the scientific proof that concludes otherwise. I argue that it is easier to say science explains everything than it is to explain your belief in an unseen being. It takes a person of strong faith to stand by their beliefs when there can be no proof other than the Bible and other literature that so many people, including Hitchens, have written off as, "man-made," and "fabricated."
Hitchens began his lecture explaining why President Obama shows great promise for the future. Because he might be a nonbeliever. He used examples from Obama's inaugural speech and the prayer breakfast. In each case, the newly-elected president addressed nonbelievers in a realm that few others before him have. Hitchens argues that Obama's inclusion of these groups offers proof he does not identify with a particular religion. Conversely, I would say the president was merely trying to include as many of his fellow Americans as possible. I do not profess to know the president's values or religious stances, but I do know he is arguably the greatest leader this nation has had in its highest-ranking position since JFK and with that comes the ability to reach all groups of people. What Hitchens looks forward to most with a 'nonbeliever' in office is that "men of God will no longer be called upon in times of crisis." To a believer, though, everyone is a man of God.
The basis of Hitchens' lecture was the importance of a separation between church and state. He had high praise for the United States and its ability to keep the two apart, especially compared to his home country of England. But he kept mentioning all of the people who want to instill religion in schools, making it sound as anyone who didn't advocate that couldn't actually be religious. As happy as I am that I attended a private catholic high school that stressed educating its students about many of the world's religions (as well as atheism and agnosticism), I do not believe it is the responsibility of public schools or other government institutions to do the same. Our reasons for that stance are very different, though. I expected to have differing opinions with Hitchens, but I did not expect him to so blatantly disrespect the religious members of the audience.
I accept that billions of people have different views on religion than me, including fellow Catholics. That is one reason I don't make a fuss about it, I don't promote my religion and my views unless prompted. Hitchens on the other hand came right out and said the teaching of religion is the teaching of superstition and nonsense. He reiterated and condemned the 'cult-like' nature of religion. Ironic, because I felt like I was in the center of his own cultish following.
He made several criticisms about religion that were unsubstantiated because he is not a religious person. The only example I will delve into was when Hitchens mocked the idea of an eternal father. He said if he was told, "You've got to carry on like this forever," he would not be happy. Ask that question to a religious person, more often that not they would want to live forever, but if not it would be because they wish to be in heaven with their loved ones.
Even still, one of his followers approached the microphone during the question-and-answer session and praised him for his optimism. Mercifully, Hitchens set the woman straight and said he was far from an optimist, but his tone suggested he took great pride in his negative attitude toward the world and what it has to offer him. An odd approach from my point of view, but just another example of why I do not think he is fit to be criticising religion.
Finally, my biggest beef with Hitchens was his stance on why people believe, and it is a sentiment I have heard before from doubters. He said believing there is a God who is all-knowing and all-seeing is the easy way out. He said it is easier to just say there is an all-mighty being that created everything than it is to seek out the scientific proof that concludes otherwise. I argue that it is easier to say science explains everything than it is to explain your belief in an unseen being. It takes a person of strong faith to stand by their beliefs when there can be no proof other than the Bible and other literature that so many people, including Hitchens, have written off as, "man-made," and "fabricated."
Double Whammie
As the saying goes, the poor get poorer.
While nobody is necesarrily getting richer in this economic crunch, today's article from The Daily Evergreen about the education program at Washington State Univerisity is the latest example of an already-struggling sector getting hit even harder.
Budget cuts have forced a lot of downsizing in schools at present, and now appear to be affecting the future of education as well.
College of Education curtails enrollment
DANIELLE HULL
The Daily Evergreen
The elementary education program is feeling the economic toll. Last month, the program cut its enrollment openings in half.
Junior elementary education major Molly Ward was directly affected by the changes when she was denied admission into the program in early January. Ward said her spring semester schedule relied on getting into the program.
“Cuts in this program have not only pushed me behind in school but have caused me to take classes this semester that do not go toward my major,” Ward said. “So now I have to stay longer and pay more money for a fifth year of school. It is already hard to pay for four years, and now it will be even more.”
The elementary education program cut its spring enrollment in half in January, said Christine Sodorff, College of Education director of student services.
“The elementary education undergraduate capacity was 120 students a year, which means 60 students were admitted in the fall and 60 were admitted in the spring,” Sordoff said. “In order to reduce our program because of budget cuts, we cut the spring group to 30 students. The students this January are the first group to be affected by this.”
In recent semesters, the program had fewer than 60 applicants, which allowed all who qualified little or no competition, Sodorff said. However, this semester, 56 students applied for 30 spots, causing more competition.
Problems again arose when 14 students who were admitted in the fall did not start their first session of classes until January. Therefore, 14 of the 30 spots available for new applicants were taken, Sodorff said.
The students were admitted upon a priority-based system, Sodorff said. The applicants were ranked based upon GPA, a timed write and an interview. If applicants had more than three general education requirements to fulfill, they were placed at a lower ranking.
“It is not fair when all these students are qualified and even overqualified for the program,” Ward said. “It shouldn’t be a competitive program when we are in need of teachers. We need people who will be passionate about their jobs, about the kids. It shouldn’t be about the numbers.”
Sodorff said cutting enrollment of the spring semester program would have the smallest effect on the students, as opposed to cutting classes. In recent semesters, the enrollment has not been full.
“We pride ourselves in smaller class sizes, and that was one thing we knew we could not change. To do that, we had to cut down the program,” Sodorff said.
Sophomore elementary education major Eva DiDonato was also denied admission to the program but said she understands that it may be because she has general education requirements to fulfill.
“I wouldn’t have taken the time to apply last semester if I had known they were cutting those out who still had general requirements left to take,” DiDonato said. “I guess I wish they would have told me to expect for the worst, but I didn’t even do that.”
Sodorff said she encouraged those who were not accepted to apply again in February for the fall semester. Students also can work on taking classes for their endorsement or for a minor.
“I am going to reapply for the fall enrollment, but for now I guess I will just get a minor in human development,” Ward said. “I still have a passion for becoming a teacher, and I’m not going to let just this get in my way.”
While nobody is necesarrily getting richer in this economic crunch, today's article from The Daily Evergreen about the education program at Washington State Univerisity is the latest example of an already-struggling sector getting hit even harder.
Budget cuts have forced a lot of downsizing in schools at present, and now appear to be affecting the future of education as well.
College of Education curtails enrollment
DANIELLE HULL
The Daily Evergreen
The elementary education program is feeling the economic toll. Last month, the program cut its enrollment openings in half.
Junior elementary education major Molly Ward was directly affected by the changes when she was denied admission into the program in early January. Ward said her spring semester schedule relied on getting into the program.
“Cuts in this program have not only pushed me behind in school but have caused me to take classes this semester that do not go toward my major,” Ward said. “So now I have to stay longer and pay more money for a fifth year of school. It is already hard to pay for four years, and now it will be even more.”
The elementary education program cut its spring enrollment in half in January, said Christine Sodorff, College of Education director of student services.
“The elementary education undergraduate capacity was 120 students a year, which means 60 students were admitted in the fall and 60 were admitted in the spring,” Sordoff said. “In order to reduce our program because of budget cuts, we cut the spring group to 30 students. The students this January are the first group to be affected by this.”
In recent semesters, the program had fewer than 60 applicants, which allowed all who qualified little or no competition, Sodorff said. However, this semester, 56 students applied for 30 spots, causing more competition.
Problems again arose when 14 students who were admitted in the fall did not start their first session of classes until January. Therefore, 14 of the 30 spots available for new applicants were taken, Sodorff said.
The students were admitted upon a priority-based system, Sodorff said. The applicants were ranked based upon GPA, a timed write and an interview. If applicants had more than three general education requirements to fulfill, they were placed at a lower ranking.
“It is not fair when all these students are qualified and even overqualified for the program,” Ward said. “It shouldn’t be a competitive program when we are in need of teachers. We need people who will be passionate about their jobs, about the kids. It shouldn’t be about the numbers.”
Sodorff said cutting enrollment of the spring semester program would have the smallest effect on the students, as opposed to cutting classes. In recent semesters, the enrollment has not been full.
“We pride ourselves in smaller class sizes, and that was one thing we knew we could not change. To do that, we had to cut down the program,” Sodorff said.
Sophomore elementary education major Eva DiDonato was also denied admission to the program but said she understands that it may be because she has general education requirements to fulfill.
“I wouldn’t have taken the time to apply last semester if I had known they were cutting those out who still had general requirements left to take,” DiDonato said. “I guess I wish they would have told me to expect for the worst, but I didn’t even do that.”
Sodorff said she encouraged those who were not accepted to apply again in February for the fall semester. Students also can work on taking classes for their endorsement or for a minor.
“I am going to reapply for the fall enrollment, but for now I guess I will just get a minor in human development,” Ward said. “I still have a passion for becoming a teacher, and I’m not going to let just this get in my way.”
Wednesday, February 4, 2009
Away With WASL
A lot has been made in recent years of the Washington Assessment of Student Learning (WASL) and whether or not it is effective.
Newly elected Washington State schools Superintendent Randy Dorn promised reform to the standardized test during his campaign. Last month he vowed to phase out the test by 2010, however he and Gov. Chris Gregoire agree that a standardized test needs to be required for graduation from high school. Read an article from The Columbian about the new tests he envisions.
Dorn's sentiment for a change to the standardized testing system has been echoed by other politicians. The most recent proponent is chairwoman of the state Senate education committee, Sen. Rosemary McAuliffe. Read what she had to say about the need for the state to support students in this Wednesday Seattle P.I. article.
Newly elected Washington State schools Superintendent Randy Dorn promised reform to the standardized test during his campaign. Last month he vowed to phase out the test by 2010, however he and Gov. Chris Gregoire agree that a standardized test needs to be required for graduation from high school. Read an article from The Columbian about the new tests he envisions.
Dorn's sentiment for a change to the standardized testing system has been echoed by other politicians. The most recent proponent is chairwoman of the state Senate education committee, Sen. Rosemary McAuliffe. Read what she had to say about the need for the state to support students in this Wednesday Seattle P.I. article.
'College is simultaneously being perceived as more essential than ever, but also less available than ever'
A survey done last year regarding the perceptions of higher education in the United States was released recently. All told, there is widespread concern about the divide that may be created due to the economic nightmare that will make a college degree more about wealth and less about intelligence and hard work.
A Newsday article by Karla Schuster explains the results.
Survey: College seen as essential but costs prohibitive
KARLA SCHUSTER
Newsday
More than half of Americans believe that it's impossible to succeed without a college education, but an even larger number say that rising college costs are shutting out many students, a national survey has found.
As the nation's economic crisis deepened last year, frustration over tuition costs went up, with 67 percent of adults saying that many qualified students don't have the chance to attend college, according to the survey called "Squeeze Play 2009" that gauges public perceptions about higher education.
By comparison, 62 percent of adults felt that way in 2007, and just 57 percent did in 2003, according to the survey by the nonpartisan, nonprofit groups Public Agenda and the National Center for Public Policy and Higher Education.
"College is simultaneously being perceived as more essential than ever, but also less available than ever," said John Immerwahr, a researcher at Public Agenda, which conducted a telephone survey of 1,009 adults nationwide over five days in December.
Read the rest of Schuster's story HERE.
A Newsday article by Karla Schuster explains the results.
Survey: College seen as essential but costs prohibitive
KARLA SCHUSTER
Newsday
More than half of Americans believe that it's impossible to succeed without a college education, but an even larger number say that rising college costs are shutting out many students, a national survey has found.
As the nation's economic crisis deepened last year, frustration over tuition costs went up, with 67 percent of adults saying that many qualified students don't have the chance to attend college, according to the survey called "Squeeze Play 2009" that gauges public perceptions about higher education.
By comparison, 62 percent of adults felt that way in 2007, and just 57 percent did in 2003, according to the survey by the nonpartisan, nonprofit groups Public Agenda and the National Center for Public Policy and Higher Education.
"College is simultaneously being perceived as more essential than ever, but also less available than ever," said John Immerwahr, a researcher at Public Agenda, which conducted a telephone survey of 1,009 adults nationwide over five days in December.
Read the rest of Schuster's story HERE.
Legislative Story
Washington State University officials have kicked around a lot of potential solutions for the anticipated monumental budget cuts. One idea, though not popular with administration or students, is a hike in tuition.
A proposed bill in the state legislation would essentially let new college students opt out of the tuition increases.
Senate Bill 5174 has an underlying goal of, "Providing an incentive to improve on-time graduation rates at institutions of higher education."
If passed, the bill will give prospective students the option to enter an agreement with a public college that would allow the student to pay the same tuition for the duration of their schooling as long as they complete their degree in the timetable agreed upon.
Here is the bill summary: "Students who enter into student progression understandings pay the same operating fees as they did for their initial term. If a student does not obtain the certificate or degree in the time established in the understanding, the student must pay the difference in
operating fee increases, with interest. If the failure to obtain the certificate or degree is due
to the institution's failure to perform under the understanding, the student does not have to
pay the difference."
I would look to contact one or more of the 10 senators on the bill, an admissions officer at WSU and a college counselor at Pullman High as well as some students.
A proposed bill in the state legislation would essentially let new college students opt out of the tuition increases.
Senate Bill 5174 has an underlying goal of, "Providing an incentive to improve on-time graduation rates at institutions of higher education."
If passed, the bill will give prospective students the option to enter an agreement with a public college that would allow the student to pay the same tuition for the duration of their schooling as long as they complete their degree in the timetable agreed upon.
Here is the bill summary: "Students who enter into student progression understandings pay the same operating fees as they did for their initial term. If a student does not obtain the certificate or degree in the time established in the understanding, the student must pay the difference in
operating fee increases, with interest. If the failure to obtain the certificate or degree is due
to the institution's failure to perform under the understanding, the student does not have to
pay the difference."
I would look to contact one or more of the 10 senators on the bill, an admissions officer at WSU and a college counselor at Pullman High as well as some students.
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