Education Portal for Students in India

Is there a stigma? – Do you believe there is a negative stigma surrounding students going to a community college instead of a four-year university? Yes, unfortunately, for some people there may be a bit of a negative stigma associated with going to a community college.

1. This is likely due to the fact that some measures of success, like lifetime salary earnings, are more likely for graduates of four-year institutions.
2. There are many different paths to success depending on your student.
3. Universities ultimately want individuals to find a passion for learning and skills that are transferable to a career, and develop a healthy, growth-oriented mindset.

If that means starting at a community college to find those things, that’s fine – your application won’t be judged any differently than someone who comes to university right after high school. From a purely practical standpoint, community college may be a better option to begin with than a four-year university in cases where a student might feel academically unprepared for the rigor of a four-year university or if the family is not financially ready.
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How old are most community college students?

The race/ethnicity of students across the system are as follows: 46% Hispanic, 24% White, 11% Asian, 6% African American, 4% Multi-ethnic, 3% Filipino, less than 1% American Indian and Alaskan Native, less than 1% Pacific Islander, and 6% unknown. Fifty-four percent of students are female, 44% are male, less than 1% are non-binary.

The gender of 2% of students is unknown. Approximately half of California community college students are traditional aged (24 years old or younger) and half are adult students (25 years old or older). Fifty-two percent of students are 24 years old or younger, and 48% are 25 years old or older. The system uses the Perkins Economically Disadvantaged metric as a measure of students’ income status based on their receipt of financial aid and other social benefits.

Sixty-four percent of students across the system are classified as Perkins Economically Disadvantaged, 36% are not Perkins Economically Disadvantaged *. *see SM 106.
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Is ASU a community college?

Arizona State University (Arizona State or ASU) is a public research university in the Phoenix metropolitan area. Founded in 1885 by the 13th Arizona Territorial Legislature, ASU is one of the largest public universities by enrollment in the United States.
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How many 4 year colleges does CUNY have?

25 Colleges. The University spans 25 campuses across the city’s five boroughs providing exceptional access for high school graduates, high academic quality, numerous programs to support student completion and deep connections with important industries for career success.
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What is a community college in Canada?

What is a Private College? – Private colleges do not receive funds from the federal or provincial governments. They rely on tuition fees to run their business. Most provinces use rigorous procedures to accredit these colleges. Private colleges are usually smaller than community colleges and more expensive for local students.
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What is the hardest year for college students?

Dakayla Haywood – College student 38 Answers Macon, Georgia Hi Emily. Everyone’s college experience is different. Many people including myself have found the third year to be the most difficult. This is the year in which you will start to take classes that are specifically for your major. The classes for your major tend to be more challenging than core classes.
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How old is the youngest college student ever?

The youngest college graduate ever enrolled at age eight, graduated with his bachelor’s degree at ten, and his first master’s at fourteen. Here are just seven of the youngest college graduates! We also provided some tips you can use to graduate high school and college a bit faster.
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Is community college as hard as university?

1. Easier to get in – The main difference between a 2-year community college and a 4-year university, besides the obvious duration, is that community colleges are typically easier to get into. This is due in part because community colleges were founded by the government to help support their communities.

The way they do this is by looking at the businesses around them and offering short certificate courses and 2-year associate’s degrees to quickly deploy and bridge workforce supply and demand gaps. Also by their very nature, they are designed to make education available to non-traditional students. ( Here is an excellent article on how easy it is to get into community college.) Parents who can’t balance a full university education along with the demands of raising young children, full-time employees who can’t leave their jobs for financial reasons, students who were unlucky to get bad grades in high school but want a second chance all these people your typical university may reject.

Community colleges, on the other hand, want to help these people. They don’t even require you to take SATs or ACTs. Wondering about community college vs university entrance essays? Most community colleges don’t even require you to write an essay. All you need is a high school diploma and proof of residency.
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Is community college the same as university?

Degree Program Length – The main difference between a community college and a university is that most degrees at a community college only take two years to complete, while degrees at a four year university take four years to complete. Why does it take four years to complete a degree at a university but only two years at community college? At four year universities students spend their first two years taking general education requirements, also known as “gen-eds,” such as math or history, regardless of what their area of concentration will be.

This means that during the first two years of university, whether your major course of study is architecture or biology, for example, you’ll be required to take the same general education requirements. It will not be until your third and fourth year that you focus on your upper-level requirements which will be specific to your chosen degree program.

Instead of doing the first two years at a university, some students will elect to do those two years of general education requirements at a community college first and then transfer to a traditional university to complete the last two years of their degree.

• Students who begin their studies at a community college are ready to enter university at the junior level, meaning they only need an additional two-years before earning a bachelor’s degree.
• Most community colleges do not offer a bachelor’s degree.
• Instead, community colleges award certificates and associate degrees.

An associate’s degree is designed to be finished in two years (after about 60 credits) and is made up of core classes like English, history, math, government, arts, and science.
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What is the biggest college in the US?

2023 Largest Colleges and Universities in America Like the average American, I like to Google random things. Today while I was researching higher education, I began to wonder what the largest colleges and universities in America were, and this is what I found out.

– Formerly known as Texas Agricultural & Mechanical College, this school educates nearly 67,580 students in College Station. A&M is a public research school known for its veterinary medicine, but it also has highly respected programs in business, education, and engineering. The school placed 66th in the nation. A&M has also established a campus in Qatar. In-state tuition and fees are $10,968 annually. This university boasts a student satisfaction score of 69.33% – This Orlando school ranks near the top in the nation for research and community engagement. It also boasts some unusual majors, like integrated business and medical laboratory science. It is the largest college or university in American, with 66,183 students. -With a student enrollment of nearly 59,837 undergraduate students and almost half a million alumni, it’s clear that OSU is a favorite school for many. OSU offers more degrees and programs of study than any other institution of higher education in Ohio. The school is recognized for its undergraduate teaching. The acceptance rate here is 48%. The academics are rigorous, but there’s plenty of opportunity for entertainment as well. Tuition and fees run $10,726 each year. -This is one of the top grantors of degrees to the Hispanic students, with a 60% Hispanic student population. Diversity, athletics, and an attractive and fun campus make this Miami University a great Has a total student population of 56,851. – This school boasts a classic campus and top-notch academics. You’ll find students here to be motivated and ambitious! And of course, the school’s athletic program is well-known. UF has a total student population of 52,699. – Referred to as The University of Minnesota-Twin Cities is a state-sponsored research university in Minneapolis and Saint Paul, MN. The school is the largest and oldest within the University of Minnesota system, and boasts the sixth largest main campus student body in America, with 51,848 students. Because of this, it is the flagship of the entire University of Minnesota system and is comprised of 19 colleges and schools – More than 51,525 students have chosen to attend the university. This campus is in the heart of the state’s capital, where music and technology merge to create a vibrant scene. UTA, as it is known, has 18 colleges within the system, and the school is known for business, nursing, and engineering. Students can choose from more than 900 clubs and organizations to round out their college experiences. This university has a 36% acceptance rate. The annual in-state tuition and fees are $10,606. – is an urban public research university comprised of five campuses in and around the Phoneix metro area and four regional campuses throughout Arizona. In 2018, the S. News and World Report awarded ASU with the title of the most innovative school in America for the third year in a row. It has 51,164 undergraduate students.

Nominations for the 2023 Tech Edvocate Awards Start on May 23, 2023. Click on or Hover Over “The Tech Edvocate” Menu Item to Find More Info. This is default text for notification bar : 2023 Largest Colleges and Universities in America
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Is 4 year college the same as university?

What Is the Difference between a 4 Year College and a University? – The difference between a 4 year college and university is the degree levels offered. A 4 year college offers undergraduate degrees, while a university offers degree programs at both the undergraduate and graduate level.
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Is SUNY better than CUNY?

Cost – Both SUNY and CUNY schools pride themselves on being affordable higher education options for New York students. For in-state students, tuition for four-year programs at both schools is roughly $7,000 a year, which is lower than the average cost of two-thirds of public colleges in the United States.

1. Additional funding from the state (for SUNY) and the city and state (for CUNY) provides scholarships to many students that lower the cost even more.
2. The average net cost for a CUNY student is $4,000 to $6,000 per year, and because many CUNY students are commuters, they don’t have to pay room and board either.

Net costs for SUNY, while still more affordable than the majority of other public colleges, vary more depending on which school you attend, and some have requirements that freshmen must live on campus. However, tuition is lower at SUNY for out-of-state students.
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Why did CUNY stop being free?

(photo via Hunter College) Members of the New York City Council want the City University of New York (CUNY) to return to providing a virtually tuition-free college education to local students, but major issues stand in the way. For years, students, teachers, elected officials and education activists have led an on-and-off crusade to reduce tuition at CUNY and reinvest in higher education.

CUNY was free for qualifying city students from its inception in 1847 until 1976, when a city fiscal crisis led to change. Recently, these efforts were reignited through a City Council bill that would establish a task force to propose ways to eliminate tuition at CUNY. Brooklyn Council Member Inez Barron, chair of the Council’s higher education committee, introduced the bill in April.

The committee held a preliminary hearing on the bill on June 16, during which Barron said, “College should be a right that is part and parcel of a commitment we make to provide free public education in grades K to 12.” It is a “commitment” that was, in fact, extended to college for the majority of CUNY’s history – more than 150 years where the city university system has been an engine of opportunity for city residents, especially those from modest socioeconomic backgrounds.

• Since 1976 and the institution of tuition at all CUNY colleges, CUNY has depended on a constantly shifting balance of state, city, and tuition funds to operate.
• Over the years, however, the state’s contribution has steadily decreased, tipping more of the financial burden to its 270,000 degree-seeking students in the form of rising tuition costs.

According to the city’s Independent Budget Office, state aid accounted for 68% of total CUNY funding in 1989, but only 48% by 2006. Conversely, tuition funding rose by 20% during the same time period. Today, tuition revenue accounts for 45% of CUNY’s funding – a far cry from the university’s original namesake, the “Free Academy.” As of Fall 2016, full-time annual tuition rates are set at $6,330 for CUNY’s 11 senior colleges and $4,800 at it’s seven community colleges.

Elected officials have made intermittent attempts to reverse the trend of state disinvestment, including a City Council resolution calling for increased state funding and a state Maintenance of Effort (MOE) bill to baseline CUNY financial support. These calls have gone largely unanswered, as CUNY’s resources have become more and more strained.

Gov. Andrew Cuomo attempted to shift more CUNY costs to the city in his last budget proposal, but was unsuccessful in the final agreement with legislative leaders. The governor is insisting on reductions in administrative costs, which he says are out of control.

Now, Council Member Barron has introduced the ambitious notion of eliminating tuition entirely. Her task force bill has a total of ten sponsors in the 51-member Council. If passed and signed by Mayor Bill de Blasio, a 13-member group would take on the challenge. Financially, free tuition at CUNY may not be entirely out of reach.

According to University Executive Budget Director Catherine Abata, who also testified at the initial Council hearing on the bill, tuition revenue made up $1.5 billion of CUNY’s $3.2 billion 2015-2016 budget. Abata said that excluding state and federal financial aid (which includes loans), students end up paying $784 million of that amount in out-of-pocket tuition expenses.

1. This includes both undergraduate and graduate students.
2. Eliminating tuition at CUNY would essentially necessitate at least $784 million in additional annual CUNY funding from other sources.
3. At the hearing, City Council Member Jumaane Williams expressed frustration with the reluctance of city and state budget-makers to provide this amount, saying, “look at our budget, and it shows you what’s important.

Basically for the city and the state and the federal government, $800 million is not important enough for everybody to have free access to education.” One reason for the government’s reluctance could be that despite CUNY’s lack of funding, affordability is still a major point of pride for the university.

1. In fact, 66% of full-time CUNY undergraduate students already attend tuition-free, thanks to a combination of financial aid and scholarships, according to CUNY’s website.
2. Some policy experts warn that a free-tuition policy would only benefit the remaining percentage of students that don’t receive any aid; presumably, students who are able to afford their tuition out-of-pocket, though there are several other factors that could disqualify students from financial aid.

Since President Obama first announced “America’s College Promise” early last year, the free higher-education movement has gained momentum on a national scale. Vermont Senator Bernie Sanders made free public college one of his campaign pledges when he was seeking the Democratic presidential nomination, outlining on his website how the initiative could be funded by imposing a tax on Wall Street speculation.

• Sanders even compared his plan to CUNY’s historic period of free tuition.
• It is unlikely, however, that a tax like Sanders eyed will be used to fund CUNY tuition in New York City, given de Blasio’s failure at securing Albany passage of a tax on upper income earners to fund his universal pre-kindergarten program.

Eliminating tuition would likely require a budget commitment from the city and the state. To fund pre-K in New York City and around the state, Gov. Cuomo and legislators allocated the money without raising taxes. To fund the MTA capital plan, both the city and the state recently agreed to kick in billions of dollars more than previously planned.

1. According to Kevin Stump, Northeast Director of Young Invincibles, a national nonprofit focused on empowering young people, “This last session made very clear that Governor Cuomo isn’t really interested in maintaining his support and investing in CUNY.
2. He doesn’t really see it as an anti-poverty tool and an economic opportunity tool, like some of us do.” In early January, Cuomo outlined his Executive Budget plan, which showed that the city was to now cover 30% of CUNY’s senior college operating costs, totalling $485 million, with the rationale that city representatives currently make up 30% of the CUNY Board of Trustees (he also said that the city is doing much better financially than it was decades ago).

After significant public pushback, Cuomo stated in March that he would work with the city to find “efficiencies” in the budget that would account for the $485 million and “not cost CUNY a penny.” The state has provided the majority of CUNY’s senior college funding since 1976.

On March 16, Director of State Operations Jim Malatras essentially withdrew Cuomo’s budget proposal, saying in a statement that “the $1.6 billion in aid receives has not changed, and will not change under this budget.” Nevertheless, Cuomo’s shake-up, which many viewed as an effort to hurt de Blasio, left doubts about the state’s future commitment to CUNY.

While several hundred million dollars per year is not that significant a portion of the state ($147 billion) or city ($82 billion) budget, the task force established by Barron’s bill, should it pass, would face a number of obstacles in restoring free tuition.

• Any path returning to a tuition-free CUNY would likely be a long one.
• History Since its establishment as the “Free Academy” in 1847, CUNY has strived to achieve its mission of providing all New Yorkers with accessible and affordable higher education.
• For almost 130 years, CUNY provided full-time students with qualifying academic merit the opportunity to study tuition-free at any of its institutions.

At first, CUNY mainly consisted of four-year colleges like Hunter, Baruch, and City College. In 1957, CUNY established its first community college in the Bronx, and continued expanding from there. Historically, economically disadvantaged New Yorkers, especially those from communities of color, have viewed a degree from CUNY as a tool toward advancement.

• A college education means career options, higher lifetime wages, and opportunity for socioeconomic mobility.
• CUNY is home to thousands of first-generation college students; 42% of the student population according to a 2014 CUNY survey.
• After multiple student uprisings calling for increased diversity in the CUNY system in 1969, CUNY officially instated an Open Admissions policy, meaning that any student who graduated from a New York City public high school could matriculate for free.

This led to a dramatic rise in attendance, coupled with a shift in student demographics that made it more closely reflect New York City’s diverse population. This period was short-lived, however, as seven years later, in 1976, the city experienced a major fiscal crisis.

• After being bailed out by the state, CUNY instituted tuition for all students for the first time, and enrollment slowed.
• Tuition Today According to the Independent Budget Office, “While tuition charges at private institutions generally rise each year, tuition levels at CUNY have followed a less regular pattern, with a sharp increase often followed by several years with no change.” In 2011, the New York State Legislature attempted to remedy this situation by passing a bill known as SUNY 2020, which authorized both SUNY (the larger statewide public college system) and CUNY schools to increase tuition by $300 annually for the next five years, while the state guaranteed not to reduce funding for baseline operating costs from the prior fiscal year.

The bill was not renewed during this past state legislative session, expiring July 1 and resulting in a welcome one-year tuition freeze at CUNY, but leaving ambiguity in the state’s future level of financial commitment. Currently, annual tuition for those enrolled for Fall of 2016 will remain at $4,800 for CUNY community colleges and $6,330 at senior colleges, according to the university’s website.

1. These costs can be mitigated by financial aid.
2. On top of tuition, there are a variety of additional expenses incurred by students when pursuing a college degree, of course.
3. Students who attend college full-time, or even part-time, must account for food, books, transportation, and housing.
4. According to the CUNY website, these additional expenses amount to $9,592 for CUNY in-state students living at home, and $20,295 for in-state students not living at home.

Federal Pell grants and the State’s Tuition Assistance Program (TAP) provide aid to needy students, but they often fall short of covering every necessary expense. Currently, the maximum annual TAP award is $5,165, and maximum Pell Grant is $5,915. While Pell Grants can be used to cover additional expenses, TAP exclusively covers tuition, and is heavily guarded by a host of recipient qualifications.

According to Amanda Roman, a political science major at College of Staten Island, a CUNY school, and member of the New York Public Interest Research Group (NYPIRG), “Programs like TAP don’t cover full college costs for many, and have not kept up with the needs of all student types, beyond just the straight-from-high-school-to-college full-time student.” Stump explained further, “While TAP does need serious dollar investment, it also needs some serious structural changes to it as well.” For many categories of students, TAP aid is virtually out of reach.

This includes undocumented students, which legislation known as the DREAM Act is aimed at reversing – it would allow financial aid to all students. Gov. Cuomo has expressed support for the DREAM Act and the Democrat-controlled Assembly has passed it multiple times, but the Republican-controlled Senate has not consented.

• TAP is also withheld from most part-time students, who made up over 100,000 of CUNY enrollment as of Fall 2015,
• Part-time students must first attend school full-time for one year before being TAP eligible; an often implausible requirement, considering many part-time students are older and returning to school while working.

Significantly, TAP has not kept up with the annual increases in tuition laid out by SUNY 2020, creating what stakeholders refer to as the “TAP gap”: the difference between the tuition rate and the maximum amount of TAP aid provided to the neediest students.

• CUNY has been required to cover this gap, draining its resources even further.
• According to Stump, “Last year alone, CUNY lost nearly $50 million because they had to fill the TAP gap,” using money that was supposed to be allocated for new programs and academic initiatives at the university.
• Along with state and federal grants, students rely on loans and income to cover education expenses.

In the Fall of 2014, CUNY reported that 30% of students in both senior and community colleges work more than 20 hours a week to afford school. James Hoff, professor of English at the Borough of Manhattan Community College, testified at the June 16 hearing that many of his students “struggle to find time to study for my classes because they are forced to work 30 to 40 hours a week at minimum wage jobs just to pay for tuition and books.

• I have watched students take on huge course loads that they were unable to handle because they could not afford to pay for additional semesters.” As the national student debt bill approaches the trillions, CUNY boasts that 80% of its students graduate debt-free.
• Council Member Barron, however, argues that the assertion of graduating debt-free “raises the question of what percentage of students never graduate, but nonetheless leave CUNY burdened by student loans.” According to an IBO report, “slightly less than a third of students don’t enroll in the fall after their first year.” Many students either drop out, or at the least, take much longer than expected to complete their degree.

In the Fall of 2015, CUNY reported that students were taking out $202 million in federal student loans. A proposal to eliminate tuition would need to carefully consider how this amount should be factored in. The CUNY tuition task force bill At the City Council’s full-body Stated Meeting in April, Barron first introduced her bill, Intro 1138, which is summarized on the Council website as such: “This bill would establish a task force to analyze ways to eliminate tuition at the City University of New York and to develop proposals on the role the City can play in working toward that goal.

The task force would consist of 13 members, including representatives of the Public Advocate, the Office of Management and Budget and the Speaker, as well as CUNY students, faculty and advocates.” The Committee on Higher Education’s first hearing on the bill, on June 16, included a full public seating area and testimony by four different panels of individuals representing a variety of groups and perspectives.

According to the bill, the task force’s main objective would be to produce a detailed report presenting “an analysis of existing and potential sources of revenue that could replace tuition at the City University of New York, obstacles preventing the elimination of tuition, recommendations for how such obstacles should be addressed and steps the city should take to address them.” The report would be due six months after the creation of the task force, yet speakers and Council members at the hearing wasted no time delving into the many implications that eliminating tuition would have for the future of CUNY.

• At the hearing, the most hesitant stakeholder appeared to be the university itself.
• James Murphy, Senior Enrollment Dean at CUNY, presented a host of potential issues that could result from the sudden elimination of what is currently the university’s largest source of funding.
• What ‘Free Tuition’ Actually Means As Murphy said at the hearing, “affordable to different people means different things.” Before the city or state can even consider investing in free tuition, the task force would need to nail down exactly which students qualify, what expenses would be covered, and how long tuition assistance would be provided, just to name a few concerns.

Many wonder which CUNY colleges, community or senior, should benefit from the initiative. There are advantages and drawbacks to both. According to a report prepared by the city’s Independent Budget Office, the cost of eliminating tuition at CUNY’s seven community colleges would be $138-232 million per year, depending on factors like limiting the number of years covered or exclusively covering full-time students.

Importantly, the IBO estimates assume that a tuition-free program would be structured around existing federal and state aid, which comprises the majority of tuition revenue for CUNY’s community colleges and is currently awarded to about 60% of students. Another concern is the low readiness and completion rate of students at CUNY’s community colleges.

According to the IBO report, “Two years after initial enrollment, just 4 percent of students have earned their associate’s degrees.” With such a trend, moving to free tuition may come with a semester limit for students and new efforts at increasing graduation rates.

Lisa Richmond, Executive Director of Graduate NYC, a citywide college readiness and completion initiative, says that college readiness is already “a huge goal of the public school system in New York.” According to Graduate NYC’s 2016 report, 47% of public high school graduates are college-ready, with the goal of increasing this number to 67% by 2020.

Richmond explains that “The college completion equation is certainly about preparedness, affordability, but it’s also about persistence and completion in other ways. In being able to get the classes that you need, and get the advisement to understand what courses you need.” It is these resources that may continue to hinder students on the path towards graduation, despite the possibility of free tuition.

1. At the Council hearing, Murphy, the CUNY enrollment dean, lamented the lack of resources, like academic counselors, for even the current student population.
2. CUNY’s Accelerated Studies in Associate Programs (ASAP) is an oft-cited model of success in speeding up graduation rates, and is the closest initiative to a free-tuition policy that the university currently employs.

According to a CUNY internal analysis of the program, the average three-year graduation rate for community college students enrolled in ASAP is 53%, compared to 25% of CUNY students not in ASAP and a 16% national average. What sets ASAP apart, they found, is the level of resources provided to students beyond free tuition.

These resources include subsidized Metrocards, textbooks, and intensive mentoring and career services. According to the IBO report, “an increase in graduation rates resulting from a more modest program that only offered free tuition could also produce fiscal benefits,” however, the report “emphasizes the importance of the full range of services offered” by ASAP that exceed a tuition-free policy.

While solely funding CUNY’s community colleges has a more feasible price tag and would benefit the neediest students, concerns mounted at the Council hearing over what Harold Stolper, Senior Economist at the Community Service Society of New York, called “under-matching.” According to Stolper, “even for low-income students who are sufficiently prepared to succeed at four-year colleges, the perception that this path is unaffordable reduces the incentives to apply to more selective colleges.” If tuition were eliminated only at community colleges, the city may experience highly unbalanced enrollment rates between CUNY’s two- and four-year colleges.

Stolper claimed that this trend already exists on a smaller scale: between 2008 and 2014, he said, “enrollment growth among the lowest income aid applicants was relatively slow at four-year colleges where price rose the fastest, while enrollment grew much faster for these students at two-year colleges where price growth was minimal.” Including CUNY’s 11 senior colleges in the deal, which, according to Abata’s estimates, would increase the bill to around $784 million per year, poses its own challenges concerning enrollment rates.

City Council Member Vanessa Gibson, of the Bronx, said at the hearing, “Many of our colleges are literally bursting at the seams because of enrollment.” Even with its cost, CUNY remains the most affordable choice for higher education within the city; many students receive partial tuition assistance, and 66% of full-time undergraduate students attend CUNY tuition free,

1. Should CUNY eliminate tuition for all students, however, people from all across the country may also flock to CUNY schools to take advantage of the chance to live and study for free in New York City.
2. Murphy explained, “A lot of these individuals come from communities in more affluent parts of the country, where they have one counselor for every 50 students, and they just get their admissions applications out sooner.” Many are concerned that these students would effectively shut out local New York high school graduates, for whom the policy is primarily meant to benefit in the first place.

Ideally, a program that eliminates tuition would benefit as many students, in and out-of-state, as possible, without overextending resources from CUNY and the different levels of government contributing funding. This balance may very well be impossible to achieve.

• More presently, CUNY has been facing existential crises.
• From professors who have gone years without a raise to reports of leaky hallways and rodent-infested classrooms, CUNY has more than its fair share of challenges, in part due to government disinvestment.
• As the New York Times reported in a May, state government funding for CUNY has dropped by 17% over the last eight years, resulting in budget cuts to many CUNY programs that affect students, professors, and staff.

According to the Times, the number of adjunct faculty members, who are paid less and receive almost no contractual benefits, has risen by 23% since 2009. Stephen Brier, a Professor at the CUNY Graduate Center and co-author of Austerity Blues: Fighting for the Soul of Public Higher Education, cautioned that “those endemic problems cannot and will not be solved by instituting a free tuition policy alone, however desirable that policy would be.” According to Murphy, “Over the past eight years, CUNY enrollment has increased by 30,000 students, and we do not currently have the faculty or space to significantly increase enrollment any further.” A free-tuition policy may very well necessitate additional infrastructure, staff, and student resources.

Michael Fabricant, First Vice President of the Professional Staff Congress, the union that represents over 25,000 CUNY employees, recommended that the task force add the goal of examining “existing and potential sources of revenue that could provide resources beyond replacing tuition, given the university’s serious and long-term underfunding.” Is Free Tuition the Right Battle? Some argue that free-tuition initiatives won’t benefit students in need, and ultimately gloss over foundational changes that need to be addressed first in the higher education system.

Preston Cooper, policy analyst at the Manhattan Institute, said, “I really don’t think asking whether we should change who pays for college is the right question to be asking. It’s how much we should be paying for college in the first place.” According to Cooper, federal aid and tuition are caught in “a vicious cycle” in which increases in maximum federal aid encourage administrators to raise tuition, inflating the cost of attendance.

Cooper worries this cycle could be further inflamed by the establishment of free tuition, with CUNY “tuition” increased to try and capture additional aid from the state and city. The dynamic could prove costly and even prohibitive were a free-tuition program to be introduced that excluded out-of-state students.

Another issue inherent in free tuition is what Max Eden, senior fellow at the Manhattan Institute, calls the “substitution effect,” where middle-class students, who may be able to afford college elsewhere, decide to go to CUNY to take advantage of free tuition, edging out lower-income students who view CUNY as their only option.

• This could decrease socioeconomic and other measures of diversity at CUNY – as of Fall 2014, 39% of undergraduate students had a household income of less than $20,000.
• Experts stress that it is this specific group, and not the entire population, that a targeted financial investment must be made towards.

According to Eden, “The government is involved in higher education to help solve a problem: that it might not be provided for kids with limited economic backgrounds. If, and when, it goes above and beyond that, to trying to subsidize everybody, that will not only have financial costs.

It will have a cost to the reason the government got into it in the first place.” Next Steps Moving ahead, it is to-be-seen whether the bill to create the tuition-free CUNY task force gains momentum, is passed by the Council and signed by the mayor. If it is enacted and the task force is formed and makes its recommendations, it would essentially then cease to exist, once again leaving the free-tuition discussion with state lawmakers and CUNY administrators.

For now, CUNY has pressing needs. Fabricant, of the CUNY employee union, says, “We need to remember that public higher education is a public good that the State of New York needs to recommit substantial economic resources to.”
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Do community colleges in Canada accept international students?

Top Community Colleges in Canada for International Students Community colleges are institutions that provide postsecondary education. The degrees offered by a community college are different from those offered by other universities. Instead of bachelor’s and master’s degrees, community colleges usually offer diplomas, associate degrees, apprenticeship certificates, and more.
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Can an international student go to community college in Canada?

All the community colleges are approved by immigration authorities and as an international student you will have to register under DLI to seek study permit. On the other hand, some of the private colleges are not designated.
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What year do most students fail?

Memorizing Facts vs. Conceptual Thinking – Academically, college is tough, even for those bright high school students with great GPAs, honors and AP classes and good ACT/SAT scores. Many of these bright students also fail academically their first year.

1. Take John, for instance, although John is not his real name.
2. He had a top GPA, took honors and AP classes, and did great on his SAT.
3. He attended a large public high school in New York City.
4. He flunked his first semester of college, however, because he was simply not accustomed to the demands of college level work.

Although he had taken few math classes in high school, he entered his college as an engineering major because he thought he’d like that challenge. He failed his engineering intro course with an F, got a C- in chemistry, D in calculus and A in a writing class.

John was unprepared academically and he realizes now that he didn’t know how to study effectively at the college level. Why did such a smart kid fail? He attended lectures, took notes and read the textbook assignments for his classes, but flunked the tests.,What John didn’t understand is that college level work demands more than memorizing facts and stating them on a test.

In college, you have to think through the problems by doing them so you will understand the concepts and can apply those concepts to other problems. The biggest difference between high school and college is the level of thought required. High school classes demand very little conceptual thinking and understanding the big picture behind the plethora of facts students are expected to learn.

1. In college, facts aren’t where it’s at.
2. By the time you reach college, if you forget a fact all you have to do is look it up.
3. It’s easy to find the fact that you forgot, and college level work isn’t concerned with memorizing facts.
4. College demands that you use those facts in a variety of ways.
5. What is important is that you understand the concept and learn how to apply that concept in different situations.

You have to learn a different way of thinking about things, and that requires a different method of learning. That’s why it isn’t enough to attend every lecture, take notes and read the textbook for your calculus class. You have to work through the problems in order to understand the concepts.
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How old is the oldest college student?

From Wikipedia, the free encyclopedia

Nola Ochs
Born	Nola Hill November 22, 1911 Jetmore, Kansas, U.S.
Died	December 9, 2016 (aged 105) Dodge City, Kansas, U.S.
Alma mater	Dodge City Community College Fort Hays State University
Known for	World’s oldest college graduate
Spouse	Vernon Ochs (m.1933–1972; his death)
Children	Four

Nola Ochs (née Hill) (November 22, 1911 – December 9, 2016) was an American woman, from Jetmore, Kansas, who in 2007, at age 95, graduated from college and was certified by Guinness World Records as the oldest person in the world to become a college graduate, until Shigemi Hirata in 2016.
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Who was the youngest person to go to Harvard?

Eugenie Carys de Silva – Wikipedia.
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What is the average age of all college students?

In 2015, 3.5 million students over the age of 30 were enrolled in higher education. This chart shows the age distribution of undergraduate students by the type of institution in which the students were enrolled in 2015. While the plurality of students at both four-year and public two-year institutions are between the ages of 18 and 24, students at for-profit institutions tend to be older: almost half are age 30 or older.
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What is the most common university age?

INTRODUCTION Higher education refers to education which usually results in the granting of a Bachelor Degree or higher qualification. Participation in higher education is considered a milestone by many people. It is a rich source of new talent and ideas, and helps to shape future leaders.

1. Higher education contributes to Australia’s intellectual, economic, cultural and social development, and the long term prosperity of Australia will be influenced by the future activities of higher education graduates.
2. Studying for a higher education qualification can be a time of significant transition, where students learn new skills, gain knowledge, meet new people and are exposed to alternate ways of thinking.

For those who recently left secondary school, the higher education experience may involve many firsts, such as moving out of their childhood home and living in a new city or town. Older students may face challenges like balancing their studies with work and family commitments.

• A higher education qualification can allow a person to gain an advantage in a competitive labour market and open up new professional opportunities, especially for careers where a qualification is required for employment or practice.
• On average, graduates earn more than other workers and the unemployment rate for graduates is lower than for the rest of the population.

This article explores the characteristics of people who were enrolled at a higher education institution, and focuses on the different characteristics of younger students (aged 15-24 years) and older students of working age (aged 25-64 years). Very few people older than 64 years were enrolled in higher education (less than 1%).

1. In 2012, although the majority of higher education students discussed in this article were studying for a Bachelor Degree qualification or above, 11% were studying for a qualification below a Bachelor Degree level, such as a Diploma, or were participating in other studies such as a bridging course.
2. WHO ARE THEY? Although the number of higher education students rose between 2001 and 2011, the proportion of students remained relatively stable.

In 2011, there were approximately 929,000 people enrolled in higher education in Australia, an increase from 719,000 people in 2001. In both years, 6% of the population aged 15-64 were higher education students. Most higher education students were aged 15-24 years The majority of higher education students began their course directly, or relatively soon after finishing secondary school. (a) Aged 15-64 years. Source: ABS 2011 Census of Population and Housing More women were studying Since 1987, women have outnumbered men in higher education. By 2011, 57% of higher education students aged 15-64 years were women. A number of reasons for this change have been proposed, including the improved social position of women, and the fact that entry into some occupations in which women have traditionally had high levels of participation (for example, teaching and nursing) now requires a degree qualification.

( Endnote 1 ) The proportion of students born overseas is rising Students from many different backgrounds study in higher education, and international students contribute to this diverse group. International students enrich Australian communities, bringing energy and different points of view, and they expand Australia’s global networks by linking Australians to the rest of the world.

( Endnote 2 ) Higher education is also a significant export industry for Australia – in 2010, fee income from international students was around $3.7 billion. ( Endnote1 ) In 2001, just under one in three (30%) higher education students were born overseas, with the figure rising to 33% in 2011. (a) Aged 15-64 years. (b) Includes Oceania and the Americas. Source: ABS 2011 Census of Population and Housing WHERE DO THEY LIVE? States and territories In 2011, a similar proportion of the population aged 15-64 were undertaking higher education across the states and territories, with the exception of the Australian Capital Territory.

Just over one in ten (12%) people in the ACT were higher education students, which is nearly twice the proportion of other states and territories. Half of the higher education students living in the ACT lived interstate or overseas five years before, which was again more than any other state or territory.

PERCENTAGE OF POPULATION(a) THAT WERE HIGHER EDUCATION STUDENTS – 2011 (a) Aged 15-64 years. Source: ABS 2011 Census of Population and Housing Capital cities and towns In 2011, more than three quarters (78%) of higher education students lived in a capital city. Higher education students made up around 8% of the population of capital cities, and only 4% in other areas.

This difference reflects the greater concentration of universities in capital cities. However, a number of smaller cities and towns that were home to higher education institutions also had a large proportion of higher education students within their local population. These included Wagga Wagga and Bathurst (both campuses of Charles Sturt University), Armidale (home to the University of New England), and Lismore (home to Southern Cross University).

Student mobility Many people move households over a five year period, and in 2010, the most common reason given by higher education students for their last move was wanting to be closer to education facilities. ( Endnote 3 ) For the most part, students from capital cities tended to study in capital cities, and those who lived outside capital cities tended to study in regional areas: 91% of students who were living in a capital city in 2011 had also lived in a capital city five years before, and 86% of current students who lived outside a capital city in 2011 had also lived outside a capital city in 2006.

1. Older students were less mobile, being more likely to stay in capital cities than younger students (94% compared with 89%), and also more likely to live outside capital cities if they had lived there 5 years earlier (82% compared with 65%).
2. Younger students (35%) were more likely to move away from capital cities than older students (18%).

Interestingly, not many students overall had moved to a capital city in the past five years (9%). MOBILITY OF HIGHER EDUCATION STUDENTS(a)(b) – 2011 (a) Aged 15-64 years. (b) Percentage of students in/outside capital city in 2011 in comparison with where they lived in 2006. Source: ABS 2011 Census of Population and Housing LIVING ARRANGEMENTS OF HIGHER EDUCATION STUDENTS In the past decade, the living arrangements of higher education students have seen some changes. (a) Aged 15-64 years. (b) Excludes people living with a partner who are also living with parents. (c) Includes registered marriages and de-facto relationships. (d) Includes people with partners who are also living with their parents. Source: ABS 2001 and 2011 Census of Population and Housing Overcrowding Overcrowding may impact on students’ ability to do homework or study.

• Whether a dwelling is overcrowded is calculated by comparing the number of bedrooms with the number, sex and age of people in the dwelling.
• In 2011, around 11% of higher education students lived in an overcrowded dwelling, compared with 7% of other people aged 15-64 years.
• Higher education students born overseas were more likely than Australian born students to be living in an overcrowded dwelling (20% overall compared with 6%).

Looking at people from countries with a thousand or more students in Australia aged 15 to 64 years, over half of all students born in Nepal (54%) and Afghanistan (52%), and over a third of students born in Pakistan (38%), Sudan (37%) and Iraq (36%) lived in an overcrowded dwelling. (a) Aged 15-64 years. (b) Includes only countries where student population in Australia is more than a thousand people. (c) Based on the Canadian National Occupancy Standard for housing appropriateness. (d) Includes countries of birth with 25% or more of students living in an overcrowded dwelling.

• Source: ABS 2011 Census of Population and Housing.
• WHAT ARE THEY STUDYING? In 2012, most younger students were studying for their first degree, although 10% already had a Bachelor Degree qualification or above.
• In contrast, nearly six out of ten older students (57%) already had a Bachelor Degree.
• Many students who already had a Bachelor Degree were improving the level of their qualification, while others were retraining or broadening their education.

Of the students who already had a Bachelor Degree or above, three in five (61%) students were enrolled into a Postgraduate Degree. PERCENTAGE OF HIGHER EDUCATION STUDENTS(a) WITH A DEGREE QUALIFICATION OR ABOVE BY COURSE ENROLLED – 2012 (a) Aged 15-64 years. Source: ABS 2012 Survey of Work and Education Business and management, teaching most popular In 2012, higher education courses that were popular included: business and management (10%), teacher education (10%) and nursing, accounting, and law (all 5%).

1. A higher proportion of men studied business and management, and banking finance and related fields, while more women studied nursing, teacher education, and behavioural sciences.
2. For more information on sex differences in education, see Australian Social Trends, 2012, ‘Education differences between men and women’,

PERCENTAGE OF HIGHER EDUCATION STUDENTS(a), SELECTED COURSES STUDIED BY SEX – 2012 (a) Aged 15-64 years. Source: ABS 2012 Survey of Education and Work WORK AND INCOME For many students, working while studying is essential. This may be due to their financial situation or for the purpose of gaining work experience before embarking on their career. (a) FT Full-time. (b) PT Part-time. (c) FT and PT study as reported by respondent. (d) FT work is usually 35 hours or more of work per week, PT work is usually less than 35 hours of work per week. (e) Aged 15-24 years. (f) Aged 25-64 years. Source: ABS 2012 Survey of Work and Education In 2011, there were also differences in hours worked between younger students who lived at home and younger students who did not.

• Only 9% of employed younger students who lived at home with their family usually worked full-time, compared with 20% of employed younger students who had different living arrangements.
• Given the possibility that higher education students living with their family may have a lower cost of living, these students may face less financial stress than students who did not live with their family.

Consequently, the need to work for younger students living at home could be less than for other younger students with different living arrangements. More mature aged students work as professionals In 2011, common occupations for older students included registered nurses, university lecturers and tutors, and sales assistants, while the most common occupations for younger students were sales assistants, waiters and checkout operators, and office cashiers.

MOST COMMON OCCUPATIONS, HIGHER EDUCATION STUDENTS – 2011

View complete answer How old are most college graduates? College Enrollment By Age – Most college subtends are between the ages of 18 and 24 years old. But enrollment from older students is on the rise. Let’s look at how many people of each age group graduate within 5 years. 63.8% of college students who enroll at 18 years or younger59.9% of those who enroll at 19 years old29.4% of people who enroll at 20 – 23 years old View complete answer What’s the oldest to go to college? Applying to a College vs. Looking for a College – You can look for a college no matter how far you are in high school. As a matter of fact, it is possible for a freshman to start checking out colleges and paying each of them a visit with their parents. However, most experts agree that the best time for a high school student to start looking for a college is during their junior year, It is a terrible idea to look for a college when you are already in your senior year. That’s because it will only leave you more stressed as the last year of high school is the busiest. When you are in your 12th grade, you should focus more on completing your college application requirements. This is especially true if you are planning on applying early decision (ED) or early action (EA) to increase your chances of being accepted to the college of your choice. On the other hand, applying for college is usually done just before you graduate from high school. This is why most colleges will accept students who are at least 17 years old as it’s the age when most people graduate from high school. However, before your senior year in high school, you may apply for college scholarships that can help make getting your college diploma easier on the pocket. View complete answer Grady A. Lowry Home Page Educational issues For schoolchildren For students Author Contacts Privacy Policy and Cookie agreement Adblock detector