Stealing America’s Future: How For-Profit Colleges Scam Taxpayers and Ruin Students’ Lives
Americans have become increasingly aware that many for-profit colleges – the career training schools that bombard TV, websites, and city buses with slick ads promising high-paying careers – are a bad deal for students, and that some are simply scams. These schools have been caught luring students — veterans, single mothers, and others struggling to get ahead — with false claims about the cost of programs and the value of degrees, and then leaving them unemployed and buried in debt. The for-profit college industry has been taking more than $30 billion annually in taxpayer dollars.
But when President Obama’s administration sought to hold predatory schools accountable, the industry worked to derail reforms by buying the most expensive lobbyists, the most revered endorsers, from Colin Powell to Suze Orman, and the allegiance of powerful politicians. This is a story of how Washington created a monster, one so big that it can work its will on the political system even after the facts have heavily discredited it.
David Halperin has been fighting on the front line of efforts to protect students and taxpayers from predatory for-profit colleges. His book is a heavily-reported account of the industry, the victims of its fraud and corruption, and the Washington showdown it provoked
Diploma Mills: How For-Profit Colleges Stiffed Students, Taxpayers, and the American
A. J. Angulo
The most significant shift in higher education over the past two decades has been the emergence of for-profit colleges and universities. These online and storefront institutions lure students with promises of fast degrees and “guaranteed” job placement, but what they deliver is often something quite different. In this provocative history of for-profit higher education, historian and educational researcher A. J. Angulo tells the remarkable and often sordid story of these “diploma mills,” which target low-income and nontraditional students while scooping up a disproportionate amount of federal student aid.
Tapping into a little-known history with big implications, Angulo takes readers on a lively journey that begins with the apprenticeship system of colonial America and ends with today’s politically savvy $35 billion multinational for-profit industry. He traces the transformation of nineteenth-century reading and writing schools into “commercial” and “business” colleges, explores the early twentieth century’s move toward professionalization and progressivism, and explains why the GI Bill prompted a surge of new for-profit institutions. He also shows how well-founded concerns about profit-seeking in higher education have evolved over the centuries and argues that financial gaming and maneuvering by these institutions threatens to destabilize the entire federal student aid program.
This is the first sweeping narrative history to explain why for-profits have mattered to students, taxpayers, lawmakers, and the many others who have viewed higher education as part of the American dream. Diploma Mills speaks to today’s concerns by shedding light on unmistakable conflicts of interest long associated with this scandal-plagued class of colleges and universities.
New Players, Different Game: Understanding the Rise of For-Profit Colleges and Universities
William G. Tierney , Guilbert C. Hentschke
As the economic value of education increases, as more students seek to complete college courses while forgoing the “undergraduate experience,” and as funding for public higher education decreases, the for-profit higher education sector has exploded. In New Players, Different Game, William G. Tierney and Guilbert C. Hentschke compare for-profit and not-for-profit models of higher education to assess the strengths and weaknesses of both.
For-profit institutions offer a fundamentally distinct type of postsecondary education. Some critics argue the institutions are so different they should not be accepted as an integral part of the American higher education system. Here, Tierney and Hentschke explore what traditional and nontraditional colleges and universities can learn from each other, comparing how they recruit students, employ faculty, and organize instructional programs. The authors suggest that, rather than continuing their standoff, the two sectors could mutually benefit from examining each other’s culture, practices, and outcomes.
Higher Ed, Inc.: The Rise of the For-Profit University
Richard S. Ruch, George Keller
Among higher education institutions in the United States, for-profit colleges and universities have steadily captured a larger share of the student market. A recent trend at for-profit institutions is the coupling of job training with accredited academic programs that offer traditional baccalaureate, professional, and graduate degrees. Richard Ruch, with administrative experience in both the nonprofit and for-profit sectors of higher education, takes us inside these new for-profit institutions, describing who teaches there, who enrolls and why, and how the for-profits are managed and by whom. He analyzes their different structures, services, and outlook on higher learning and training, and explains in detail how they make profits from tuition income.
In Higher Ed, Inc., Ruch opens up the discussion about for-profit higher education from the perspective of a participant-observer. Focusing on five providers — the Apollo Group (the University of Phoenix); Argosy Education Group (the American Schools of Professional Psychology); DeVry, Inc. (DeVry Institutes of Technology); Education Management Corporation (the Art Institutes International); and Strayer Education (Strayer University) — he conveys for the first time what it feels like to be inside this new kind of American institution. He is also candid about the less attractive aspects of the for-profit colleges, including what those who enroll may give up. As Ruch makes clear, the major for-profit colleges and universities offer a different approach to higher education — one that may be increasingly influential in the future.
Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream
America’s higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled.
Until the 1970s, the United States had a proud history of promoting higher education for its citizens. The Morrill Act, the G.I. Bill and Pell Grants enabled Americans from across the income spectrum to attend college and the nation led the world in the percentage of young adults with baccalaureate degrees. Yet since 1980, progress has stalled. Young adults from low to middle income families are not much more likely to graduate from college than four decades ago. When less advantaged students do attend, they are largely sequestered into inferior and often profit-driven institutions, from which many emerge without degrees—and shouldering crushing levels of debt.
In Degrees of Inequality, acclaimed political scientist Suzanne Mettler explains why the system has gone so horribly wrong and why the American Dream is increasingly out of reach for so many. In her eye-opening account, she illuminates how political partisanship has overshadowed America’s commitment to equal access to higher education. As politicians capitulate to corporate interests, owners of for-profit colleges benefit, but for far too many students, higher education leaves them with little besides crippling student loan debt. Meanwhile, the nation’s public universities have shifted the burden of rising costs onto students. In an era when a college degree is more linked than ever before to individual—and societal—well-being, these pressures conspire to make it increasingly difficult for students to stay in school long enough to graduate.
By abandoning their commitment to students, politicians are imperiling our highest ideals as a nation. Degrees of Inequality offers an impassioned call to reform a higher education system that has come to exacerbate, rather than mitigate, socioeconomic inequality in America.
Con fines de lucro: la escandalosa historia de las universidades privadas en Chile
Mª Olivi Monckeberg
El lucro en las universidades chilenas está prohibido por ley y, sin embargo, buena parte de las instituciones privadas dedicadas a formar a nuestros estudiantes funcionan como empresas orientadas a obtener el máximo de utilidades. Miles de millones de pesos salen del sistema universitario hacia los bolsillos de unos pocos dueños nacionales y extranjeros. Y lo hacen de las manos de los estudiantes y sus familias #extremadamente endeudados# y del erario nacional, a través del Crédito com Aval del Estado, CAE, destinado en principio a benefi ciar a los estudiantes para fi nanciar carreras en instituciones acreditadas.
No obstante, las irregularidades en el sistema de acreditaciones constituyen un hilo más de la escandalosa historia de las universidades privadas en Chile que devela a fondo en este libro María Olivia Mönckeberg, Premio Nacional de Periodismo 2009.
Tal vez no habría sido posible llegar a conocer esta situación en profundidad si no hubiera sido porque los estudiantes obligaron a poner la atención en lo que estaba ocurriendo. Desde las manifestaciones de 2011 el escenario ha cambiado, pero no así las ganancias que obtienen los grandes protagonistas de este negocio que durante años han querido mantener este sistema y han tratado de impedir los cambios. Y con sus redes, llegan a las más sensibles fi bras del poder político y económico. Entretanto, en el último tiempo, han caído varios ministros de Estado, se ha hundido la Universidad del Mar y otras once universidades privadas están siendo investigadas en fi scalía por lucro. Y lo peor, se desploma la calidad de la educación a niveles más que inaceptables.
Una impresionante investigación de la mano de una de las autoras que mayor impacto editorial ha provocado con libros como El negocio de las universidades en Chile o Karadima. El señor de los infiernos.
Clinton Cash: The Untold Story of How and Why Foreign Governments and Businesses Helped Make Bill and Hillary
In 2000, Bill and Hillary Clinton owed millions of dollars in legal debt. Since then, they’ve earned over $130 million. Where did the money come from? Most people assume that the Clintons amassed their wealth through lucrative book deals and high-six figure fees for speaking gigs. Now, Peter Schweizer shows who is really behind those enormous payments.
In his New York Times bestselling books Extortion and Throw Them All Out, Schweizer detailed patterns of official corruption in Washington that led to congressional resignations and new ethics laws. In Clinton Cash, he follows the Clinton money trail, revealing the connection between their personal fortune, their “close personal friends,” the Clinton Foundation, foreign nations, and some of the highest ranks of government.
Schweizer reveals the Clinton’s troubling dealings in Kazakhstan, Colombia, Haiti, and other places at the “wild west” fringe of the global economy. In this blockbuster exposé, Schweizer merely presents the troubling facts he’s uncovered. Meticulously researched and scrupulously sourced, filled with headline-making revelations, Clinton Cash raises serious questions of judgment, of possible indebtedness to an array of foreign interests, and ultimately, of fitness for high public office.
A Universidade no Século XXI. Para uma Universidade Nova
Boaventura de Sousa Santos, Naomar de Almeida Filho
A universidade enfrenta desafios de uma magnitude sem precedentes. Durante séculos considerada uma instituição de utilidade inquestionável passou a ser interpelada por sectores cada vez mais amplos da sociedade que questionam os seus reais ou supostos privilégios o seu elitismo a sua contribuição efectiva para o desenvolvimento do país. Este livro é o produto de uma colaboração entre dois professores universitários que têm vindo a reflectir sobre a universidade e o seu futuro. Partilham a ideia de que a universidade não poderá responder aos desafios sem passar por profundas transformações. Sobre o autor: SANTOS BOAVENTURA DE SOUSA Boaventura de Sousa Santos nasceu em Coimbra em 1940. Doutor em Sociologia do Direito pela Universidade de Yale é professor catedrático da Faculdade de Economia da Universidade de Coimbra e professor visitante da London School of Economics e das Universidades de São Paulo Wisconsin-Madison e Los Andes. É diretor do Centro de Estudos Sociais da Faculdade de Economia da Universidade de Coimbra e da Revista Crítica de Ciências Sociais. Entre outros títulos é autor de Pela mão de Alice: o social e o político na pós-modernidade Toward a New Common Sense: Law Science and Politics in the Paradigmatic Transition Reinventar a democracia La globalización del derecho: los nuevos caminos de la regulación y la emancipación e A crítica da razão indolente: contra o desperdício da experiência (prêmio Jabuti 2001). ALMEIDA FILHO NAOMAR DE Naomar de Almeida Filho é Ph.D. em Epidemiologia Professor Titular do Instituto de Saúde Coletiva da Universidade Federal da Bahia e Pesquisador I-A do Conselho Nacional de Desenvolvimento Científico e Tecnológico – CNPq.[…]
Educação, Globalização e Neoliberalismo. Os novos modos de regulação transnacional das políticas de educação
Desde a construção dos modernos sistemas de educação de massas, iniciada na Europa na transição do século XVIII para o século XIX, a escola tornou-se um espaço central de integração social e de formação para o trabalho. Num tempo histórico relativamente curto, a educação, de um obscuro domínio da vida familiar, transformou-se num tema central dos debates políticos, nos níveis nacional e internacional.
Compreender os processos que marcam o campo das políticas de educação das últimas décadas constitui o propósito primeiro deste livro. Retomando alguns trabalhos anteriores, o autor desenvolve um conjunto de argumentos em que pretende mostrar a urgência da construção das bases epistemológicas e políticas de um novo senso comum, capaz de ajudar a formular uma agenda educacional de um novo bloco social interessado em impulsionar (e realizar) políticas progressivas de paz, justiça social, felicidade e liberdade para todos.
Tal como nos anos 1970, vivemos tempos de bifurcação, onde a intervenção cidadã, nos seus diferentes espaços, da ciência à intervenção política, se apresenta como particularmente determinante. Mas, também no espaço da educação, a fortuna é de quem a agarrar.