Editorial roundup: Indiana | Indiana News


The Journal Gazette (of Fort Wayne). January 18, 2022.

Editorial: University Credit

During the early years of the Great Recession, college enrollment jumped 16% between fall 2007 and fall 2010. The opposite was true during the pandemic, with colleges nationwide losing more than 465,000 students This year.

This is a missed opportunity for students who might view higher education as a money pit rather than a quality of life improvement in the short term.

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The National Student Clearinghouse Research Center reported last week that fall 2021 undergraduate enrollment at public, private, and for-profit two- and four-year colleges and universities fell 3.1% from the baseline. ‘last year. And that drop in enrollment is expected to contribute to a 6.6% decline in undergraduate enrollment — or about 1 million people — since 2019.

The national dilemma is being played out locally, based on figures reported last fall by The Journal Gazette’s Ashley Sloboda. In addition to the flagship campuses of Indiana and Purdue universities and select Ivy Tech Community College sites, public schools saw a 2.6% drop in the number of degree-seeking students, bringing the loss over five years to 10.4%, according to the Indiana Commission on Higher Education.

Regional campuses of the state’s flagship universities were down 8.4% from the previous year, well above the national average of 3.4%. Purdue Fort Wayne saw a smaller decline at 7%.

While community colleges nationwide saw a smaller drop in enrollment of 3.4% from a year earlier, Ivy Tech faced a 6.7% decline nationwide. system. The Fort Wayne campus was particularly hard hit with an 8% drop.

There are a few reasons cited as to why the Great Recession led to an increase in enrollments while the pandemic did not. Enrollment increases during the Great Recession, particularly at community colleges, were spurred by adult retraining. The increase in the amount of Pell grants as well as the number of students has also encouraged Americans to return to school, according to the education policy site, The Hechinger Report.

This follows the patterns of other recessions, say the authors of the National Bureau of Economic Research journal, who found that a 1 percentage point increase in the unemployment rate is associated with a 2% increase in job registrations. university.

The economic recession caused by COVID-19 began in late winter 2020 with a 20% to 30% collapse in stock market indices. Stay-at-home orders froze the economy and more than 58 million unemployment claims were filed between March and August.

The difference between the two events, beyond one being continually threatened by a virus, is the speed of the recovery, massive stimulus packages and a jump in wages, the latter facing pressure from inflation. .

“The longer this goes on, the more it starts to build its own momentum as a cultural shift and not just a short-term effect of pandemic disruptions,” Doug Shapiro, executive director of the National Student Clearinghouse Research Center, told The Washington Post. . “Students question the value of college. They can look at friends who graduated last year or the year before and didn’t go, and they seem to be fine. They work; their salaries are on the rise.

Young people at the bottom of the economic ladder opt for the highest rate. There may be lucrative short-term opportunities, but so many parameters confirm the value of post-secondary education in a technology-based economy as the best way to ensure economic mobility.

In a Journal Gazette opinion piece last fall, Teresa Lubbers, then Indiana’s Commissioner of Higher Education, wrote that the Hoosiers suffer from a “persistent attitude that a college degree is not a valuable”.

Forget generational differences. Young adults tend to live for the moment. It is incumbent on their elders to remind them that going to school and to work is not only doable, it is essential.

The downstream effect is this: Indiana leaders can cut taxes and create incentives for businesses, but we can’t woo businesses with good-paying jobs if we don’t have a workforce. educated work. We need to redefine the way we view college education and lifelong learning as an opportunity rather than a burden.

Herald Anderson’s Bulletin. January 15, 2022.

Editorial: Teaching about the events of January 6 is an opportunity to grow

As Hoosier middle schoolers learn about state norms in the history of the United States and Indiana, one focus, among many, is the effect of slavery and the aftermath of the Civil War and rebuilding.

In eighth grade, students study social reform movements and the Civil War with state standards calling on students to describe “the lasting causes and effects of the Civil War and Reconstruction as well as the political controversies surrounding that era. , such as the impeachment of Andrew Johnson, the Black Codes, and the Compromise of 1877.

If you can’t remember these historical events, Google them so you can keep track of your eighth grader.

With the one-year anniversary of the January 6 riot at the United States Capitol behind us, perhaps it’s time to discuss how the event will be taught in the future.

Certainly, the chronology of events as well as the instigators are still the subject of research. We may not have the insight of a Civil War historian at this point on January 6.

Perhaps that’s why Hoosiers should take a look at Indiana General Assembly legislation to ban public schools and college teacher training programs from teaching concepts that divide and stereotype people. people into groups based on gender, race, ethnicity, religion, color, national origin or political affiliation.

One of the bill’s authors, Sen. Scott Baldwin, R-Noblesville, said prohibited concepts include those that place blame for actions committed in the past by members of a group.

Less than two weeks ago, Baldwin was roundly exposed and had to backtrack on his comments during a Senate committee hearing in which he said teachers should remain neutral when teaching classes on Marxism, fascism and Nazism.

As Baldwin saw, being impartial when discussing violent and historical tragedies can send the wrong, even anti-Semitic message.

Does that mean students can’t decide, or classes argue, if the January 6 rioters were wrong? We hope not.

Last January, a day after the riot, the Indiana Department of Education released guidelines to help teachers lead discussions. “IDOE supports educators as they intentionally respond to current events,” reads the Twitter announcement. “IDOE recognizes the ever-changing needs for classroom instruction and student well-being that arise from current events.”

The document was pulled from the IDOE website, leaving it up to individual school districts to determine the best approach.

Thus, educators and parents can begin to refine the discussions. It can take small steps to get into deeper issues.

We might turn to the Cambridge, Massachusetts-based website iCivics, which works on civic engagement as part of a thriving democracy. It suggests:

– Ask students what they know or what questions they have about January 6, a discussion that can lead to a conversation about constitutional democracy.

— To help students trace the effect of important events in our country’s history up to the present day. Why was Shays called a rebellion, and why is the Boston Tea Party called a tea party or John Brown’s raid a raid? This can easily indicate whether January 6 was a riot, an insurrection or a rebellion.

— Inculcate the importance of developing civic knowledge and skills with young people. See how an understanding of January 6 can solve future civic issues.

Perhaps our young people will be supportive, dismayed, disappointed, even insensitive to the events of January 6, 2021. But it is important that they fully understand this day to develop their own perspectives on the world in which they will grow up. Instruction can take place at home, but should also be allowed to continue in schools.

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