Congress Needs To Follow The Research And Prioritize Higher Education

Por: Kim Cassidy

Worldwide, we have seen a trend towards increasing investment in traditional higher education, including and especially liberal arts programs like philosophy, economics, mathematics, biology and chemistry. But in the U.S., we’re questioning not just the dollars-and-cents value of a four-year degree but the developmental, intellectual and societal value.

The tax bill passed in December placed a 1.4% excise tax burden on the investment income of select private colleges, which will reduce funds available for scholarships, academics and facilities. And the overhaul of the Higher Education Act (PROSPER Act) currently making its way through Congress notably increases funding and access to short-term, vocational programs and at the same time cuts $15 billion in federal student aid for college students over the next decade.

While students should have the option to gain the immediate skills they need through vocational programs, the long-term benefits of higher education cannot be pushed aside. Since the end of the Great Recession,college graduates have captured most of the new jobs and pay gains. But the benefits of a college education are not just economic: they’re also neurological.

As a college president and professor of psychology, I am attuned to educational outcomes. I have seen how a college education exposes students to new modes of thinking, pushes them to challenge received ideas, teaches them to make evidence-based arguments and asks them to integrate different kinds and levels of information to solve complex problems (popularly known as systems thinking). I have watched students grow exponentially and become fundamentally different thinkers and learners.

Recent work on adolescent brain development, especially that of neurologist Frances Jensen and psychologist Laurence Steinberg, supports what I have seen myself – that a college education not only imparts information and skills to students, but may change the very structure of their brains.

Using various forms of imaging to study brain function, researchers find that in adolescence (the period between ages 10 and 25) the brain has an increased capacity to build new neurons and new and stronger connections among neurons, contributing to the development of higher-level thinking capabilities such as planning and abstract thinking. In this period, learning is faster and the capacity for new ways of thinking is enhanced. Neuroscientists call this potential for change “plasticity.”

In other words, plasticity creates a heightened ability to benefit from increased intellectual engagement, problem solving, and exposure to novel concepts and skills – exactly like those taught and experienced in college. Failing to maintain exposure to new challenges will ultimately fail to build or expand brain matter in the same way.

*Fuente: https://www.forbes.com/sites/kimcassidy/2018/05/29/congress-needs-to-follow-the-research-and-prioritize-higher-education/#52c0c5ec5d42

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Estados Unidos: Answer Sheet Analysis How mass school shootings affect the education of students who survive

Por: washingtonpost.com/21-02-2108

A Washington Post analysis found that more than 150,000 students attending at least 170 primary or secondary schools in the United States have experienced a shooting on campus since the 1999 Columbine High School massacre, which is sometimes cited as the first in a string of modern mass school shootings.

What happens to these survivors a year, or two, or three later? Is their schooling affected? How have they developed emotionally?

As this Daily Beast piece notes, there is far less research on the psychology of the survivors of mass school shootings than there is on the motivations of the shooters “though the rate and increasing population of subjects means that it is a burgeoning field.”

Below is a post about one research effort to look at the educational experience of survivors, which found that enrollment fell and standardized test scores dropped, too.

This was written by Daniel Willingham, a well-regarded psychology professor at the University of Virginia who focuses his research on the application of cognitive psychology to K-12 schools and higher education. He was appointed by President Barack Obama to the National Board for Education Sciences, the independent and nonpartisan arm of the U.S. Education Department, which provides statistics, research and evaluation on education topics.

He is the author of  several books, including “Why Don’t Students Like School?” and “When Can You Trust the Experts?” He also blogs here, and his posts have appeared frequently over the years on The Answer Sheet.  He can be reached at willingham@virginia.edu, and you can follow him on Twitter @DTWillingham. This appeared on his Science & Education blog, and he gave me permission to republish it.

By Dan Willingham

Not long ago, a friend told me he was going across country to visit his friend who had lost his wife six months previously. He mentioned he had not gone to the funeral. “I don’t get that much time off so I can only go once. Everyone’s at the funeral. Somebody needs to be there six months later.”

It is important to keep this perspective in mind as we continue to process the horrific school shooting in Parkland, Fla. Just as my friend knew losing your spouse is not resolved in six months, we might guess that the trauma associated with attending a high school where murder took place would have long-term consequences.

In fact, Louis-Philippe Beland and Dongwoo Kim have examined the educational consequences for survivors. Using the Report on School Associated Violent Deaths from the National School Safety Center, they identified 104 shootings categorized as homicidal and 53 as suicidal. (Shootings took place on the property of a public or private U.S. school, or while a person was attending or on their way to or from a school-sponsored event.)

School performance data were obtained from each state’s Department of Education website. The researchers used other schools in the same district for comparisons, on the reasoning they would be roughly matched for demographics. (I wonder about the soundness of this assumption.) The researchers examined three main outcomes.

​First, they examined whether enrollment in a school would go down after a shooting. (Note: all of the effects described apply to homicidal shootings. There were no effects of suicidal shootings on any of the outcomes.) They found it did decrease, presumably as parents who could selected other schools. This effect was only observed in 9th-grade enrollments, however. Perhaps families with children already attending a school felt more committed to that school.

 

Second, they tested whether deadly shootings lowered test scores in later years. They found they did.

Based on the first result, it could be that lower scores are a consequence of the opt-out; maybe it is the most capable 9th-grade students who choose not to attend the school where the shooting took place. So to test the possibility, researchers examined a subset of the data from California schools, where they could access student-level data. The effect replicated. In other words, it is not due to changes in the population. When researchers examine test scores of individual students year to year, those scores dropped after the shooting.

Third, the researchers examined behavioral outcomes including graduation rates, attendances and suspensions. They observed no effects.

​The needs of the students who remain at Marjory Stoneman Douglas High School may be deemed less urgent than those of the immediate families of the slain. That is a fair assessment.

But the needs of the survivors are real, and we must ask how we can address them. And we must not forget the students who attend these schools where murder took place within the last three years:

  • Marshall County High School
  • Aztec High School
  • Rancho Tehama Elementary School
  • Freeman High School
  • North Park Elementary School
  • Townville Elementary School
  • Alpine High School
  • Jeremiah Burke High School
  • Antigo High School
  • Independence High School
  • Mojave High School

*Fuente: https://www.washingtonpost.com/news/answer-sheet/wp/2018/02/20/how-mass-school-shootings-affect-the-education-of-students-who-survive/?utm_term=.e343fe5b4cbb

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