Tag: university
Affirmative Action At Universities In Doubt As US Supreme Court Hears Arguments

Affirmative Action At Universities In Doubt As US Supreme Court Hears Arguments

By David G. Savage, Tribune Washington Bureau (TNS)

WASHINGTON — The future of affirmative action at public universities appeared in some doubt Wednesday as the Supreme Court justices debated for a second time whether to strike down a race-based admissions policy at the University of Texas.

It was clear that the court’s conservatives, including Chief Justice John G. Roberts Jr., believe that using affirmative action in admission decisions is unneeded and unconstitutional.

When a university lawyer spoke of the importance of classroom diversity, Roberts asked, “What unique perspective does a minority student bring to a physics class?”

In the past, when the high court has upheld affirmative action, it did so with the understanding that it was a “temporary” measure, the chief justice said. “When do you think your program will be done?” he asked.

The liberals, led by Justice Sonia Sotomayor, spent much of the hour arguing in defense of the university’s policy.

Sotomayor, the court’s first Latina, grew up in the Bronx and said she had benefited from affirmative action when she was admitted to Princeton University.

“I fear something. I do have a worry” that the court is on the verge of shutting down affirmative action at state universities across the nation, she said.

By contrast, Justice Antonin Scalia questioned whether affirmative action truly benefits black students.

“There are some who contend it does not benefit African-Americans to get them into the University of Texas, where they do not do well, as opposed to having them go to a less advanced school, a slower-track school, where they do well,” he said.

Scalia was referring to the so-called “mismatch theory” originally set out by University of California, Los Angeles law professor Richard Sander, which contends that black students sometimes fare badly if they are admitted to a top-tier law school. The same students would have done better had they enrolled in another law school that was somewhat less demanding, the theory holds.

Scalia said he was not convinced the University of Texas needed more black students. “Maybe it ought to have fewer,” he said. “I don’t think it stands to reason that it’s a good thing for the University of Texas to admit as many blacks as possible.”

Washington attorney Gregory Garre, the lawyer for the university, who served as solicitor general, the government’s top appellate lawyer, under President George W. Bush, said the court had rejected that thinking when it upheld limited use of affirmative action in a case from Michigan in 2003.

“I think what experience shows, at Texas, California and Michigan, that now is not the time and this is not the case to roll back student body diversity in America,” he said.

Justice Anthony M. Kennedy, who almost surely holds the deciding vote, voiced frustration because university lawyers could not quantify in detail what role race plays in Texas in determining which students are admitted.

“We’re just arguing the same case again,” Kennedy said at one point, referring to the fact that the court had heard the same case two years ago and sent it back to a lower court for closer review.

The Texas case is complicated because the state has a law guaranteeing admission to the top 10 percent of students in each of its more than 1,000 high schools based on their grades only, with no consideration to race. Under that policy — which now accounts for about 75 percent of all admissions to the Austin campus — about one-third were Latino or African-American in recent years.

The dispute arose over a supplemental program that currently accounts for the remaining 25 percent of admissions.

A decade ago, when the top-10 percent policy was providing far fewer minority admissions than it is today, the university decided to use race as one of several factors to choose additional freshmen for the class. It’s this policy that was challenged in a lawsuit by Abigail Fisher, a white applicant who was turned down in 2008.

Two years ago, Kennedy wrote an opinion that sent the case back to a lower court to probe whether the university could show that it was “necessary to use race” to achieve diversity on campus.

The justices heard no clear answer to that question during Wednesday’s argument. At one point, Kennedy said he might favor sending the case back for a third hearing in the lower court.

The Texas case looks unlikely to yield a broad ruling for or against affirmative action because of the unique nature of the state’s top-10 percent law.

However, if Kennedy were to endorse that approach as a viable “race-neutral” means to achieve diversity, it might force other top state universities to consider a similar policy.

Since 1978, the high court has been closely split on whether colleges and universities may use race as a factor in deciding who is admitted. That year, in the famous Bakke case, the court struck down a quota at the University of California Medical School, but said in a separate opinion by Justice Lewis Powell that colleges and universities could use a race as a “plus factor” in order to achieve a diverse class of students.

Powell’s short, separate opinion has set the terms of debate ever since.

In 2003, the court was split again. The justices that year struck down a University of Michigan policy that gives extra points to all minority students, but by a 5-4 vote, they upheld a Michigan law school policy that considered race as a plus factor for minority applicants. The majority opinion in that case, by now-retired Justice Sandra Day O’Connor, suggested that the policy might be appropriate for another 25 years or so.

The court’s opinion in that case described the policy it upheld as a “holistic review,” since the school considered the student’s entire record, including his or her race.

Kennedy dissented in that case, however.

In the wake of the 2003 decision, the University of Texas adopted the “holistic review” policy that is at issue now. The state’s top-10 percent law was slowly increasing the numbers of Latino and black students at Austin, but university officials said they needed to give an extra edge to other minority students to achieve diversity on campus.

In particular, they wanted to admit black and Latino students who had very good records at the state’s top performing high schools, but nonetheless failed to graduate in the top 10 percent of their class. They also sought minority students from outside Texas.

The need was apparent, said Garre, the university’s lawyer. If black students made up only about 4 percent of the freshmen class, as would have happened solely with the top-10 percent rule, they faced “glaring racial isolation” on campus, he said.

He argued that the university’s affirmative action policy should be upheld because it was small and carefully targeted — and nearly identical to what the high court had approved in 2003.

Meanwhile, the attorney for Fisher said the policy should be struck down because it was not needed to achieve diversity. The top-10 percent plan had already accomplished that, he said.

The university has not “shown any necessity to use race,” attorney Bert Rein said.

The outcome almost certainly turns on Kennedy’s vote. Because the Obama administration filed an early brief on the university’s side when Elena Kagan was the U.S. solicitor general, now-Justice Kagan sat out the case. If Kennedy votes with the three liberals, the court will be split 4-4, which would affirm the lower court’s ruling although without a majority opinion.

During his long career on the court, Kennedy has never voted to uphold a race-based policy. Still, he has not joined with more conservative justices in a ruling that would flatly forbid affirmative action.

If the court writes an opinion in Fisher vs. University of Texas, it is not likely to be handed down until the late spring.

©2015 Tribune Co. Distributed by Tribune Content Agency, LLC.

Photo: Derek Key via Flickr

 

University Offers High-Tech Homework That’s Tailored To Students

By Gabrielle Russon, Orlando Sentinel (TNS)

ORLANDO, Fla. — Tiffani Harper’s online homework seemed to have a mind of its own. It knew that she learned best by watching videos and detected what topics she struggled to grasp.

“It’s teaching me the best way to study,” said Harper, 32, a UCF student from Sanford.

Harper’s nursing class is part of a growing pilot program that uses cutting-edge technology to personalize online homework for students. The University of Central Florida is one of a handful of schools in the country using the adaptive-style learning for several online courses, school officials said.

At a school as large as UCF — one of the biggest in the country with 63,000 students enrolled — the program is especially important, they said.

“It personalizes a learning experience for a student who could potentially be in a large class. It won’t feel large. … They get the help they need,” said Thomas Cavanagh, who oversees the university’s online learning. “It’s a really nice way to mitigate the size issue.”

As part of the class, assistant professor Julie Hinkle monitors the students’ online homework to see where they need help and detecting where they succeed or fail. The software even tells her how much time Harper spent studying — eight hours and 22 minutes for one recent section.

Armed with that knowledge, Hinkle might change her lectures for her students in class or send out emails and hold more office hours for her online-only students.

The material itself can change, giving students more review when they get problems wrong. The homework also adapts to fit learning styles.

One day, for instance, Harper watched a YouTube video of a doctor explaining a complex chemistry lesson on a kidney disorder. Others might learn better if they read a text or look at a diagram.

So far, some psychology and nursing classes are part of the adaptive learning pilot, but Cavanagh said it will expand in upcoming months to include certain math classes and the final two years of a bachelor’s degree in applied science.

So far, UCF has invested about $37,000 on the software, training and startup costs for the pilot, which began last school year.

“For some of the basic courses or technical degrees, I think it makes a lot of sense,” Cavanagh said. “If we’re serious about student success, I think we have to look at it. It’s sort of incumbent on us to try these kinds of experiments and see if they work.”

But he also acknowledges the pilot program isn’t a natural fit for every class, like English, where there is no easy computer logarithm to score essays.

On a recent day, Harper sought refuge in a cubicle in the quiet room at the UCF College of Nursing.

She is a college student who experienced life before she ever arrived on campus by joining the work force, getting married, becoming a mom.

But when her husband’s grandmother was dying, Harper saw the tenderness of how a hospice nurse put Chapstick on the sick woman’s lips, and how the nurse cared enough to explain the dying process to the family. That motivated her to enroll in nursing school.

In the quiet room, Harper started her online homework by answering a question about how much she knew about the kidneys in the human body.

“A reasonable amount,” Harper clicked, remembering her previous anatomy class.

That was the starting block. From there, the homework could generate easier — or more difficult — questions, depending on the student. If she got one wrong, there could be more readings, more diagrams, more videos that Harper could study on her laptop screen.

Like anything in education, students take away what they put in.

“I’d rather get it wrong than a lucky guess because I want it to teach me the material,” Harper said.

The online homework was a first taste of the material, but the stakes were not that high. If Harper got it wrong, she could go back and try different questions to improve her score or study more before her exam.

“Well done!” flashed on her screen as Harper answered a question right and moved to the next part.

©2015 The Orlando Sentinel (Orlando, Fla.). Distributed by Tribune Content Agency, LLC.

Photo: Tiffani Harper, a nursing student at the University of Central Florida, takes notes as she demonstrates her Personalized Learning web courses at UCF on Tuesday, Nov. 10, 2015. (Ricardo Ramirez Buxeda/Orlando Sentinel/TNS)

 

Professor Fatally Shot At Mississippi University, Campus Locked Down

Professor Fatally Shot At Mississippi University, Campus Locked Down

Updated 2:35 p.m.

JACKSON, Miss. (Reuters) – A history professor was shot and killed on Monday at Delta State University in Mississippi, a county coroner said, and the school remained locked down as authorities searched for the shooter on campus.

The university, located in Cleveland, Mississippi, confirmed the fatality on its Twitter account and asked those on campus to stay inside and away from windows.

The shooter remains at-large, the Bolivar County Sheriff’s Department said, adding it had no immediate description of any possible suspect.

The Bolivar County Coroner identified the victim as Ethan Schmidt, an American history professor at the school, which is near the Arkansas-Mississippi state line.

Reports of shots fired prompted the lockdown, with students receiving a text alert at 10:40 a.m., the sheriff’s office said.

A representative for the university’s communications office said it had no further comment.

More than 4,000 students are enrolled in the public university, located 120 miles (193 km) northwest of Jackson, Mississippi.

Police from several local and state agencies were on campus assisting in the investigation, and local media reported that nearby public schools also were locked down as a safety precaution.

(Reporting by Therese Apel; Additional reporting by Colleen Jenkins and Suzannah Gonzales; Editing by Susan Heavey and Lisa Lambert)

Photo: This picture was taken earlier this year at Delta State University’s move-in day. Delta Statue University/Facebook

Four 529 College Savings Traps To Avoid

Four 529 College Savings Traps To Avoid

By Liz Weston

LOS ANGELES (Reuters) — Putting money into a 529 college savings plan is relatively easy. Getting it out can be tricky.

This may come as a surprise to the families who have piled money into accounts, hoping to reap tax and financial aid benefits.

“People get tripped up and don’t realize it until it’s too late,” said consultant Deborah Fox of Fox College Funding in San Diego.

Assets in the plans topped $224 billion at the end of 2014, according to research firm Strategic Insight, up from about $13 billion in 2001.

Here are four traps that can keep you from getting the most out of your account:

Competing Tax Benefits

Money in a 529 account grows tax-free if the proceeds are used for qualified educational expenses. But there are complications.

The biggest trap may be the rule against double dipping. You cannot use tax-free 529 money to pay for expenses that you use to claim tax credits, including the American Opportunity Credit and the Lifetime Learning Credit. Conversely, you cannot get the tuition and fees deduction on expenses you have paid with tax-free 529 money.

People often do not discover that they have incurred an unnecessary tax bill until they prepare their return, said Joseph Hurley, a certified public accountant and founder of the SavingForCollege site.

At that point, if you want the credits, which are typically more valuable than the tax savings from a 529 distribution, then you have to pay taxes (but not penalties) on at least part of the money you withdrew from the plan in the previous tax year.

Grandparent Help

Accounts owned by grandparents are not included in initial financial aid calculations. Sounds like a good thing, right?

Except that any withdrawals count heavily against the grandchild in the next year’s aid calculations. Distributions from grandparent-owned accounts are considered untaxed income to the student, which means he or she could lose a big chunk of grants or scholarships: up to half the amount distributed.

By contrast, accounts owned by parents or students are considered parental assets. That means up to 5.64 percent of the account balance is included in financial aid calculations, but distributions are not.

A few workarounds exist, such as transferring the account to a parent if the plan allows or waiting to withdraw the money until Jan. 1 of the student’s junior year. At that point, any withdrawals will not affect aid eligibility, which is based on the previous year’s financial details.

Another solution could be gifting any money withdrawn to the parents. The Internal Revenue Service has not specifically blessed the move, Hurley said, but he does not see much risk from it if the account beneficiary incurs sufficient qualified expenses.

The Divorce Trap

A similar problem awaits divorced parents. Financial aid calculations typically are based on the income and assets of the parent with whom the child lives most of the time.

Non-custodial parent accounts typically are excluded from the first financial aid calculations, but distributions count as the student’s income in later aid determinations.

A non-custodial parent can try the same workarounds as grandparents but may be leery about handing money to the ex rather than to the student or the school.

Timing Is Everything

You only get the tax break on 529 withdrawals if they match the amount of “qualified education expenses” in the same year.

If you withdraw money in December and pay the tuition bill in January, you may not have enough qualified expenses, and the excess distribution could be taxed and penalized.

Tax-free assistance like scholarships must be deducted from the expenses incurred.

What was paid for also matters. Tuition and books are fine, but computers do not count unless the school requires them.

Other costs not covered? Transportation and repayment of student loans.

Bottom line: Do not just call the 529 plan and tell them to send money to the school.

“It’s very important to have a 529 withdrawal plan before you withdraw any money,” Fox said. “You need to know all the ins and outs and how they will affect you.”

(The author is a Reuters columnist. The opinions expressed are her own.)

(Editing by Lisa Von Ahn)

Photo: Merrimack College via Flickr