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Recent state legislative developments have brought accreditation to the forefront of public higher education conversations. Some accreditation critics state that accreditors have too much influence in higher education suggesting that their efforts may affect institutional autonomy and that they are allegedly structured as legalized monopolies answering to no one (Gillen et al., 2010). There are similar allegations from individuals who, for example, oppose issues focused on critical race theory and diversity, equity, and inclusion initiatives. This has led to some individuals referencing accreditors as agents of the progressive or "woke" movement to influence or conform colleges to a certain ideology. Some have even begun an effort to "de-accredit the accreditors." In this paper, Kathleen Rzucidlo discusses the recognition of accrediting organizations by Council for Higher Education Accreditation (CHEA) and US Department of Education (ED), recent legislation relative to accrediting organizations, and the potential impact of this legislation on not only accredited institutions but students and taxpayers as well.

Given the skyrocketing costs of higher education, some borrowers -- particularly those with low incomes and those who were scammed by for-profit colleges -- genuinely need assistance. But portraying student loan forgiveness as a working-class issue is highly misleading. In fact, data on student borrowing shows that debt relief benefits few working-class families, most of whom never attended college in the first place. This paper dives deeply into the evidence on the economic impact of student loan forgiveness. As the paper shows, proposals from political progressives to forgive all student loan debt (or large amounts such as $50,000 of debt) overwhelmingly benefit affluent Americans. President Biden departed from these more elitist proposals, yet his decision to forgive even a more limited amount is still puzzling. At a time when the economic returns to education are rising and the Democratic Party is losing noncollege voters, it makes little sense to target government aid to people who attended college. The paper goes on to examine the question of why the Democratic Party -- traditionally the party of working-class people -- has become so focused on canceling student loans.

Although the government collects data on the state origins of undergraduate students at each college, no publicly available data exist for where graduates of specific colleges end up, even though this information is vital for local economic and workforce development and estimating the state and local return on public funding of higher education. To address these questions, the authors used data from LinkedIn to develop a new dataset of the destinations of graduates for most colleges and universities in the United States. The authors use these data to characterize how labor markets vary across types of colleges based on ownership (public vs. private non-profit), sector (community college vs. baccalaureate-offering), and selectivity. Findings reveal that the labor markets where a college sends its graduates help explain how colleges affect economic outcomes for students from low-income families. Regional public universities tend to produce more graduates who stay local than do state flagships.

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Ohio Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided this report coincide with the disruption in both secondary and postsecondary education resulting from the COVID-19 pandemic. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2021 Ohio Remediation Report: For Fall 2020 Enrolling College Students (Spring 2020 High School Graduates)," see ED619293.]

This brief examines data from 19,934 students with self-reported educational debt in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS), with special emphasis on their financial security and attitudes toward their loans, debt, and debt forgiveness. Nearly two-thirds of borrowers had accumulated more debt than expected, and 36 percent did not feel that their total debt was manageable. These students were also uncertain of their ability to eventually repay their loans--only 28 percent were confident they would be able to pay off the debt acquired while in school.

Over the years, students gained new skills, making them more productive workers, by studying at America's community colleges. Today, millions of these former students are employed in the U.S. The accumulated impact of former students currently employed in the U.S. workforce amounted to $898.5 billion in added income for the U.S. economy in fiscal year (FY) 2019-20, which is equivalent to supporting 10.7 million jobs. For further perspective, this means that one out of every 18 jobs in the U.S. is supported by the activities of the colleges' former students. The additional income of $898.5 billion created by America's community colleges is equal to approximately 4.1% of the total gross domestic product (GDP) of the U.S. This report assesses the impact of the increased alumni productivity of America's community colleges on the national economy and the benefits generated by the colleges for students, taxpayers, and society. The results of this study show that America's community colleges create a positive net impact on the U.S. economy and generate a positive return on investment for their main stakeholders.

Steps taken to address racial inequality in the private sector and higher education are not always altruistic. This brief examines the economic impact of having a representative workforce, focusing on the state of North Carolina (NC). It discusses the importance of successful education programming designed to address issues related to Black, Indigenous, Hispanic, and people of color (BIPOC) and adult learners through the lens of an equitably skilled workforce, creating a stronger state and nation. Equity in higher education can be accomplished by meeting the needs of marginalized and minoritized populations, particularly BIPOC students. As well, the North Carolina economy can increase its GDP by positively impacting the racial wealth gap. North Carolina Community Colleges as presented in this brief generated $35.3 billion in social benefits in 2019-20, including $23.8 billion in added student income, $8.7 billion in added business income, $2.1 billion in added income from the colleges' activities, and $633.9 million in social savings. The information presented demonstrates that the benefits of North Carolina community colleges is an investment to the future of North Carolina.

Entering the middle of the 21st Century, Texas has the ninth-largest economy in the world, whose success is powered by the increasingly educated workforce. Texans have earned more degrees, certificates, and credentials over the past decade than at any time in history, and Texas has outpaced every other state in growing undergraduate and graduate student enrollment. But the economy is always changing. The COVID-19 pandemic accelerated trends that were already underway in how Texans learn, work, connect, and use technology. And, now more than ever before, a growing number of jobs require credentials beyond high school diplomas. To meet these challenges, Texas institutions of higher education must expand opportunities for all Texans to earn degrees, certificates, and other credentials. More specifically, the state must lead the nation in awarding credentials of value that offer purpose in the economy, value in the labor market, and opportunities for good jobs and meaningful careers. The plan will focus on three measurable, data-driven goals: (1) Attainment of Postsecondary Credentials; (2) Postsecondary Credentials of Value; and (3) Research, Development, and Innovation. In the plan, equity will be embedded throughout the goals. All goals will be tied to metrics that are publicly available for students and families, colleges and universities, employers, and policymakers to use in making decisions. These goals can only be achieved collaboratively, working with public and private sector stakeholders to break down historic silos and serving as a resource, partner, and advocate for Texas higher education.

Majoring in business typically pays off. While graduates' earnings and federal student loan debt vary by institution and degree level, the majority of business programs lead to median earnings that are roughly 10 times graduates' debt payments two years after program completion. "The Most Popular Degree Pays Off: Ranking the Economic Value of 5,500 Business Programs at More Than 1,700 Colleges" finds that the economic value of business programs is high compared to the financial returns from other programs, though not as high as returns associated with health, engineering, and computer and information sciences programs. Two years after graduation, associate's degree holders in business have median annual earnings of $30,000 after debt payments. The financial returns from a business degree rise to $43,200 after debt payments for bachelor's degree holders and $51,600 for master's degree holders.

This Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided in this report coincides with the outbreak of COVID-19. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2020 Ohio Remediation Report: For Fall 2019 Enrolling College Students (Spring 2019 High School Graduates)," see ED612329.]

Since the onset of the COVID-19 crisis, public colleges and universities have prioritized the health and safety of students, faculty, staff and visitors while continuing to offer an exceptional, affordable learning environment. Public higher education has been agile and responsive. In March 2020, the state system institutions transitioned more than 173,000 students from in-person instruction to alternative or online instruction, with limited exceptions for certain labs and practicums. These institutions added over 4,800 more nurses, doctors and other credentialed allied health professionals to the state's health care workforce during the COVID-19 crisis in spring 2020. This annual report reflects significant progress as a state system, continued commitment to excellence and innovation, and strong partnerships with common education, CareerTech, and the business community to meet Oklahoma's workforce needs. No other entity in state government drives economic growth and strengthens workforce development as directly and comprehensively as public higher education. There is no better investment to move Oklahoma forward in this dynamic, global economy. The following contents are included in this annual report: (1) Role of the State Regents; (2) Higher Education Update; (3) Strategic Direction; (4) Higher Education in Oklahoma; (5) Academics; (6) Financial Aid; (7) Student Preparation; (8) Economic Development; (9) Fiscal; (10) Institutional Highlights; and (11) Administrative Organization. [For the 2019 report, see ED609065.]

As the Biden-Harris administration seeks to hasten the country's recovery from the COVID-19 pandemic, reforming the U.S. higher education system to ensure equitable access and attainment for all adults is more important than ever. Most student parents are mothers, students of color, adult and working learners, students with low incomes, and first-generation students--characteristics that can overlap to create steep obstacles in their efforts to achieve success. COVID-19 has disproportionately increased the caregiving, financial, and emotional burdens on these student parents and their families. For many, this has led them to suspend their educational plans at higher rates than students without caregiving demands. This memorandum serves as a call to the Biden-Harris administration to include parenting students and their families in its policymaking efforts tied to postsecondary education, early care and education access, and social welfare. It provides policy recommendations to prioritize student parents and their families' wellbeing and contribute to the development of sustainable and equitable pathways to educational attainment. The recommendations span four areas: (1) supporting student parents' college access and success; (2) building affordable pathways to college for student parents; (3) expanding caregiving support and child care access for student parents; and (4) increasing basic needs security for student parent families.

The most significant investment California made in the 1960s was the creation of, arguably, the best public higher education system in the world. The 1965 Master Plan for Higher Education created a three-tiered system of higher education that provided a place in college for any Californian seeking the opportunity. From research universities to accessible four-year public state universities and community colleges, the Master Plan for Higher Education catapulted California into world leadership in gross domestic product such that today, the state is the 5th largest economy in the world. While revolutionary for its time, the design of the Master Plan no longer reflects the economic and workforce demands of the state and has led to uneven degree attainment and income inequality across the state. Today, California needs additional college graduates and a more ambitious Master Plan to help us meet the economic imperatives of the next decade. If California is to remain competitive, maintain an economic standing as the fifth largest economy in the world, and meet workforce demand, the state must ensure that college preparation and opportunity are provided in a more equitable way, and we must close racial/ethnic gaps in college attainment while ensuring that 60 percent of residents in every racial/ethnic group hold a college credential by 2030. If we do not take action, by 2030, we estimate only 32.5 percent of the state's Latinx workforce will have a degree or high-value credential. This is barely half of the 60 percent goal articulated above. Ensuring that at least 60 percent of the state's workforce holds a college credential, and that at least 60 percent of the state's Latinx, Black, and American Indian/Alaska Native residents hold a college credential will generate an additional 2.5 million credentials over the coming decade. Moving from a 32.5 percent college attainment rate among Latinx Californians in the workforce to a 60 percent college attainment would result in 1.26 million additional Bachelor's degrees and 1.16 million additional Associate's degrees and certificates for the state's Latinx residents alone. [Written with contributions from Michele Siqueiros.]

According to a 2019 Pew Research Center survey, 67% of Americans support raising the federal minimum hourly wage from $7.25 to $15 per hour, with 41% strongly supporting the increase. Raising the federal minimum wage to $15 per hour has been the battle cry for many members of Congress, while others have opposed or expressed concern regarding, such a large increase. The federal minimum wage receives significant media focus, but many states and higher education institutions have established minimum wage rates that exceed or significantly exceed $7.25 per hour. To more clearly shape the perspective and understand the impact for higher education of a possible minimum wage increase, this brief includes a short history of federal minimum wage increases and the views of minimum wage increases through various lenses: (1) economic impact; (2) living wage; (3) the federal government; (4) state governments; and (5) higher education institutions.

Over the past half century, postsecondary education has taken on an increasingly important role in career preparation in the United States, with profound effects on the life experiences of young adults. Having a college credential has become both more valuable in the labor market and more expensive, with much of the burden falling directly on students and their families. At the same time, postsecondary institutions are not doing enough to equip students to lead economically independent and fulfilling lives. This essay explores several current trends, including the following: the role of the COVID-19 pandemic in both exacerbating the challenges young adults face on the way to economic self-sufficiency and amplifying postsecondary education's relationship to economic security; the increasing number of jobs that will require at least some postsecondary education and training; and the role that separate and unequal postsecondary institutions play in perpetuating and exacerbating racial and socioeconomic injustice. Based on these trends, the report outlines 10 rules of the college game for students and their families as they choose among different postsecondary institutions and programs. Finally, the essay concludes with recommendations to measure educational value to better align the classroom and the workplace, which will ensure that postsecondary education better fulfills its economic, political, and cultural missions.

During the COVID-19 pandemic, undergraduate enrollment dropped by nearly 10%. Yet those who are attending college are still shouldering a hefty financial burden. This issue brief examines a survey of 1,521 women in New York City to learn more about their experiences with student loan debt during the pandemic. The results indicate glaring disparities in who accumulates student loan debt, with women of color encountering the greatest challenges due to the combination of wealth gaps, gender and racial pay gaps, and the economic instability caused by the pandemic. Black women (41%) and Hispanic women (43%) are far more likely to pay for school with federal student loans than white women (28%). After graduation, the combined effect of the gender wage gap and the racial wealth gap make it harder for Black women and Hispanic women to repay their loans.

Together, the Ohio Department of Education and the Ohio Department of Higher Education are committed to reducing the need for academic remediation and developmental courses at state institutions of higher education. Accomplishing this goal requires both agencies as well as the systems they oversee to work collaboratively to increase the likelihood that students will be remediation-free upon transitioning from high school to higher education. In fulfillment of Ohio Revised Code section 3345.061 (H), the Chancellor of the Ohio Department of Higher Education and the Superintendent of Public Instruction have submitted this 2020 Ohio Remediate Report, based on data from the high school graduating class of 2019. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, "2019 Ohio Remediation Report: For Fall 2018 Enrolling College Students (Spring 2018 High School Graduates)," see ED608803.]

Spring 2020 marked the onset of one of the most tumultuous eras in recent memory. The rapid spread of COVID-19 wreaked havoc on communities across the globe, and in the U.S., the epicenter of the outbreak was located in Washington State. Beyond the immediate concerns around personal health and safety, COVID-19 produced a host of other issues that caused significant disruption in all areas of life. States shut down their economies to curb the spread of the disease, booting millions of Americans from the labor force and onto unemployment insurance. This abrupt and comprehensive shutdown differed from any event in recent history, leaving many unknowns as we look towards recovery. How well this crisis is responded to hinges on the ability to anticipate the impact, mitigate the negative consequences, and bolster areas that will aid in recovery. One way to do that is to learn from history. Using a prior significant economic downturn, the Great Recession, as an example, the authors will examine the effects of the great recession on higher education and the labor market, drawing lessons about resilience and recovery. This report will begin by examining the effects of the 2008 Great Recession on higher education and the labor market and the ensuing economic recovery. The authors then present observations from the growing body of evidence around student and workers' experiences during the current crisis, highlighting COVID-19's disproportionate impact on marginalized populations. Finally, the authors discuss priority areas for addressing educational inequities and economic challenges exacerbated by the pandemic. Ultimately, it is the hope that this report serves as a guide to policymakers and leaders in higher education in determining strategic priorities and paths towards recovery during these unprecedented times. [For the executive summary, see ED613310.]

COVID-19 and the response to the pandemic in Oklahoma and the nation mark this as an unprecedented time in American history. Oklahoma's state system of higher education has responded to the challenges created with flexibility and innovation, transitioning more than 173,000 students to virtual, online, and alternative course delivery formats for the last half of the spring 2020 semester and for many of the public colleges and universities into the summer session, to continue to protect students, faculty, staff and visitors. This annual report reflects significant progress as a state system, ongoing commitment to excellence and innovation, and a strong partnerships within the education sector and with the business community to meet Oklahoma's evolving workforce needs. In this unprecedented fiscal climate, Oklahoma will continue to make the case that higher education is the best investment policy leaders can make to strengthen the state's economy and position Oklahoma as a top 10 state. The following contents are included in this annual report: (1) Role of the State Regents; (2) Higher Education Update; (3) Strategic Direction; (4) Higher Education in Oklahoma; (5) Academics; (6) Financial Aid; (7) Student Preparation; (8) Economic Development; (9) Fiscal; and (10) Institutional Highlights; and (11) Administrative Organization. [For the 2018 report, see ED600316.]

The abrupt closing of college campuses this spring due to the spread of COVID-19 upended the lives of students and their families and disrupted the higher education sector. The impact of these closures and the questions of whether and how to reopen campuses this fall have been widely discussed. Less attention has been paid to the potential consequences for the local economies of the cities and towns that depend heavily on higher education. This issue is particularly important in New England, where in many communities, colleges and universities are among the largest employers and make an outsized contribution to the local economy. The absence of students and campus activities is a major blow to local businesses. And while New England schools generally have avoided large-scale layoffs so far, extended campus shutdowns and pandemic-induced enrollment declines could force some institutions that already are on shaky financial ground to close altogether. Continued disruption to the higher education sector could threaten even financially strong institutions. This brief examines the number of cities and towns in the region that are highly dependent on employment and commerce from institutions whose declining enrollments and low endowments make them particularly vulnerable during this period. These are the communities that are most at risk of economic harm due to major pandemic-related disruptions to higher education. [This report was co-published by the New England Public Policy Center of the Federal Reserve Bank of Boston.]

The coronavirus pandemic has led to the most difficult semester in generations on college campuses across the United States. With that semester now wrapping up, public colleges and universities are facing costs that already dwarf the $7.6 billion in federal stimulus funds that are on their way to these institutions. Absent dramatic new action from Congress, many of the public colleges that support social mobility will confront an existential threat. As dramatic as colleges' losses already are, a much bigger threat is in the offing: the potential for multiple years of severe state budget cuts. Forty-six states and Washington, D.C., have constitutional or statutory requirements to balance their budgets. States are already reporting record deficits in revenue during the pandemic as lost wages, low sales, and people staying home translate into less tax revenue. The Center on Budget and Policy Priorities estimates that states will face a $765 billion shortfall over the next three years. Therefore, Congress must act now to protect higher education by distributing the necessary additional funds for public colleges and universities. This includes investing at least $46 billion in states for higher education, including funding a strong a maintenance of effort (MOE) provision to ensure that state funding per student remains at levels comparable to before the pandemic, as well as requiring institutional reporting on factors such as enrollment and withdrawals by income and race to not deepen existing societal disparities.

At $14 billion, the investment in operating support for higher education institutions from the coronavirus relief bill, the Coronavirus Aid, Relief, and Economic Security (CARES) Act, is the largest one-year federal infusion of funds going straight to colleges since the Great Recession. Yet it's nowhere close to enough. Many states have already announced higher education funding cuts for this fiscal year that exceed what their public colleges and universities will receive through the CARES Act, to say nothing of the costs colleges have incurred refunding student room and board and shifting programs online because of the novel coronavirus pandemic. And the state budget crisis next fiscal year will undoubtedly be even bigger. With further cuts sure to come, Congress will have to allocate additional funding for higher education if it wants to stave off a devastating crisis across America's postsecondary education system. These funds need to increase by tens of billions of dollars; the Center for American Progress and many other partner organizations have called for at least $46 billion in additional spending for public colleges based on state cuts during the Great Recession and how much worse this situation appears to be. As Congress works to secure more money for colleges, it must provide public colleges with their own dedicated fund that can run through states. In the absence of that, it must make the current formula more effective. Otherwise, precious dollars will not get to those who need them most.

Government supported higher education in the United States evolved from sponsoring knowledge in the public interest, from what was once the provenance of a select few based on inherited privilege, to a democratic expansion of access based on merit. In the process by the mid 20th century until our present, public higher education provided pillars supporting social stability after the political turbulence of the first half of the 20th century (e.g., fascism and Stalinism). Additionally, it was the foundation for research and workforce training requirements of an increasingly complex post-World War II economy. Meanwhile, it recycled money through our economy sustaining consumer demand and business growth. The present erosion of support for public higher education, therefore has troubling implications for maintaining social cohesion; social mobility; the research and training required to respond to national security challenges (e.g., infrastructure to manage crises, such as with Covid-19); sustaining economic demand; and keeping the United States competitive in the global economy. Combine these structural needs with an economy that in March and April lost 25% of its jobs as 36 million Americans filed for unemployment, the imperative to support public higher education is urgent. Public higher education is one of the nation's largest sources of employment. And, the Covid-19 crisis unemployed could productively spend their time acquiring skills preparing to re-enter the workforce when the economy enters a recovery phase. Moreover, the substantial size of the US economy comprised of brick and mortar retail, restaurants, cafes and bars, will not recover soon, and barring the development of effective Covid-19 vaccines, may never fully rebound. This gives further impetus to maintain and expand other sectors of the economy, such as with public higher education. And, lastly, given the social turbulence already observed (e.g., military assault weapon wielding protestors at Midwestern state capitol buildings) early on in this public health crisis, public higher education should expand, not shed, their equity of humanities offerings that help young people understand society and how badly events can unfold if it unravels. In this policy brief, four prominent scholars address how public colleges and universities, after decades of underfunding, can cope with projected budget shortfalls brought on by the pandemic.

Nearly four million undergraduates, or more than one in five college students, are parents of children under 18. These student parents face--in normal times--disproportionate economic insecurity, difficulty meeting basic needs, and significant time and caregiving demands. Student parents are now coping with the closing of colleges and universities, rapid relocation from on-campus housing, transitions to remote instruction, potential or realized job losses, and child care and school closures, among other crises, as a result of the ongoing COVID-19 pandemic. As the effects of the pandemic reverberate throughout U.S. society, student parents' vulnerabilities are rising to new heights, threatening their ability to keep their families healthy and secure on top of maintaining their studies remotely. To ensure student parents and their children receive adequate support and remain engaged with their educational pathways, communities and policymakers must prioritize these students' and their families' needs as they craft pandemic response and recovery strategies.

Why do we teach U.S. history and government to students? The answer is simple: to prepare students for engaged and informed citizenry, the essential ingredient for preserving the American republic. Unfortunately, ACTA's most recent "What Will They Learn?"® survey of the core curricula at over 1,100 colleges and universities found that only 18% of institutions require students to take a single course in U.S. history or government. "10 Things Everyone Should Know About American History" takes readers through pivotal moments in American history and illustrates the contemporary importance of our past. From our nation's remarkably unique Founding to America's victory in the Cold War, Professor Allen C. Guelzo, the senior research scholar in the Council of the Humanities and director of the Initiative on Politics and Statesmanship in the James Madison Program at Princeton University, identifies what he deems to be 10 critical moments in United States history. [Foreword by Wilfred M. McClay.]