Home » Edspresso (Page 30)

Morning Shots

Funding Comprehensives and Charters

On July 21st, I attended an event at the American Enterprise Institute called “Comprehending Comprehensive Universities.” A fitting title – since my exact purpose in visiting the institute was to learn more about what a comprehensive university is. KC Deane, Aspen Institute’s College Excellence Program Manager, spoke to this question first.

Like many other panelists, she defined a comprehensive university by what it is not. A comprehensive university is not a research university. It is also not a community college or a flagship institution. Rather, a comprehensive university is best defined as a four-year, public university. Alisha Hicklin Fryar, an associate professor of political science at the University of Oklahoma, urged the audience to think of “state schools and the University of’s;” Fryar insisted that most of these schools will be comprehensive universities, and often times the backbone of higher education. Her research indicates that 69% of undergraduates are enrolled in such institutions. Diversity in student population is largely present: 74% Latino, 70% Native American, and 65% African-Americans. Comprehensive universities are also diverse in size, ranging from 711 to 56,326 students. They are located in 400 of 535 congressional districts.

Fryar further mentioned that the majority of students enrolled in comprehensive universities are graduate students, studying topics focusing on education, business, and health. Such institutions work to train a large majority of the workforce, yet they are only minimally studied (compared to community colleges, research universities, etc.). They also receive less funding than other university models.

In a way, comprehensive universities remind me of charter schools – a lot of people today do not know exactly how to define a charter perhaps in the same way that they might not know how to define a comprehensive university. Yet, much like comprehensives, charter schools serve a larger part of

Read More …


A New, Innovative Way to Help Children Master Social and Emotional Learning

Meet Mose.

Mose is a highly functional 8 1/2 year old kid with Asperger syndrome who plays an adventure game called IF… to help him understand and manage his emotions.

Brendan, Mose’s father, says, “Mose, like a lot of aspie kids, is smart enough to recognize that he doesn’t totally fit in with everybody else, but doesn’t have the social and emotional intelligence to know what to do about it. I feel like the IF… game has given us tools to talk about his fears, and what is going on in his head when on the surface he gets angry at school, and how underneath he might be feeling guilty or insecure – like Cinda and her baby vim in the game.”

Watch below to hear more about how IF… has helped Brendan and Mose, straight from Mose himself:


Inequities and Challenges in Rural Education

Advocates gathered on Wednesday for a Hill briefing in the Capitol Visitor Center to discuss a much-overlooked facet of education policy, rural education. The event was hosted by the Rural School and Community Trust, and focused on the release of the biennial report Why Rural Matters.

Remarks were made by Congressman Glenn “G.T.” Thompson (R-PA 5th District) and a representative of Sen. Tammy Baldwin’s office (D-WI). Congressman Thompson shared his views on the “flawed funding” inequities associated with Title I grants, proclaiming that funding should not be determined by a student’s zip code. Title I of the Elementary and Secondary Education Act (ESEA) allocates funds to communities based on density of impoverished students, but Thompson argued that the flawed weighting systems used to determine grantees distributed funds to low-poverty areas. He promoted the concept of “fundamental fairness” and the “All Children are Equal” (ACE) Act, an amendment to ESEA that would change Title I’s funding formula to ensure that high-poverty communities with relatively small student populations would still receive funding.

Following the congressional remarks, Dr. Robert Klein and Dr. Daniel Showalter, both of Ohio University, presented their findings of the report. They discussed the “disturbing realities” of rural education. High transportation costs are very problematic in rural areas due to the vast distance between schools and residencies. Rural mobility (how many students change residencies within the school year) causes more issues for rural schools within the classroom. Klein and Showalter discussed the ranking system and a few of the gauges measured in the report, including student and family diversity, education policy context, educational outcomes, and socioeconomic challenges. The report also featured a new section on early education in rural areas.

Klein and Showalter ended their presentation with a few takeaway messages, emphasizing that the number of rural students in the

Read More …


Edspresso Lounge

Edspresso Archive

Education Blogs