Colorado

New era dawns for college tuition

The Colorado legislature this year gave up its direct power to control college and university tuition, but the rates students may pay in the next five years indirectly still will be up to lawmakers.

The Colorado Commission on Higher Education Thursday unanimously approved tuition flexibility plans submitted by six higher education institutions and systems. Five of the plans contain “what-if” scenarios that suggest different levels of tuition increases depending on how much state support the 2011 legislature allocates to higher ed.

So the lower state support is, the more tuition may jump.

A law passed by the 2010 legislature allows college boards of trustees to raise tuition up to 9 percent a year for each of the next five years. (Traditionally, the legislature set tuition increase ceilings in the annual state budget bill.) The new law also allows colleges that want higher rates to ask permission from the CCHE. Those are the plans approved by the commission Thursday.

The commission votes don’t set future tuition rates, nor have any colleges and universities made official tuition decisions for 2011-12. The commission merely gave institutions authority to raise tuition more than 9 percent, and individual college boards won’t set actual 2011-12 tuition until next May or June.

“Nobody wants these tuition increases. What we have tried to do is set up a mechanism for colleges to respond if they have to,” said Rick Munn, director of the Department of Higher Education.

Gov. Bill Ritter has proposed $555 million in state support for higher ed in 2011-12, so that’s the base against which colleges have calculated their what-if tuition plans (see this story for background). Of course, that amount may change depending on state revenues, the proposals of the incoming Hickenlooper administration and, ultimately, the decisions of the legislature.

At a previous meeting, the commission approved flexibility plans for the Colorado State University System, Metro State College and Fort Lewis College (see this story for details). The Colorado School of Mines chose not to file an application.

The flexibility law requires colleges to have plans to maintain affordability for low- and middle-income students. While institutions have proposed a wide variety of affordability strategies, a common tactic is to earmark percentages of increased tuition revenue for financial aid and for student counseling and retention programs.

The plans are a sign of the accelerating shift towards state college pricing models that look more like those of private colleges – higher tuition, different tuition rates for different programs depending on cost and student demand and more individually tailored financial aid based on the needs of individual students.

Here are highlights of the flexibility requests approved Thursday:

University of Colorado System – The university won’t raise undergraduate resident tuition more than 9 percent if currently proposed levels of state aid for 2011-12 are approved. At a lower level of state funding, CU would raise tuition up to 9.5 percent. The system did not request permission for increases above 9 percent in budget years 2012-13 through 2015-16.

Community College System – The system won’t raise tuition more than 9 percent if state funding is approved at forecast levels, but it may raise 2011-12 tuition by 15.7 percent if state aid is 10 percent below what has been proposed. Also, depending on state support, the system wants the flexibility to raise tuition between 10.8 and 12.7 percent in 2012-13.

University of Northern Colorado – The university proposes average increases of 15 percent next year (ranging from 8 to 22 percent depending on program and credit hours taken), an average of 12 percent in 2014-15 and of 9 percent in 2014-15 and 2015-16.

Adams State College – Tuition could increase 11 percent annually through the five-year period if 2011-12 state support comes in at the forecast levels. If state aid drops by about 10 percent, Adams proposes a 25 percent increase next year, 20 percent in 2012-13, 12 percent in 2013-14 and 9 percent in 2014-15 and 2015-16.

Mesa State College – The college proposes keeping overall tuition increases below 9 percent if state funding is as expected. If state funding is more than 10 percent below projected levels, Mesa proposes to increase tuition .49 percent for each percentage that state funding drops. The college doesn’t expect increases of more than 9 percent for 2012-13 through 2015-16.

Western State College – The college is considering raising tuition by 11.6 percent a year during the five-year period if state funding is stable and by 16 percent a year if state funding drops by 10 percent or more.

The new flexibility system applies only to tuition for Colorado residents who are undergraduates. College trustees can set rates as they choose for out-of-state students and for graduate programs.

(See the bottom of this DHE page for links to the full financial plans for each college and system. Go here to read a new DHE detailed new report on tuition rates and fees in the current school year, and see a report on financial aid for Colorado students in 2009-10 here. Also see this table showing the change in tuition and fees from 2009-10 to 2010-11.)

Master plan, or master planning?

Now that a citizens’ committee has taken a year to develop a higher education strategic plan, the commission is going to take another year to decide how to implement it.

The commission Thursday formally adopted the strategic plan recently finished by a citizen committee as part of the CCHE’s new master plan for higher education. DHE staff also proposed that the commission develop more detailed plans to implement the broader goals suggest in the document, titled “The Degree Dividend.”

That sparked discussion among commission members about whether they were adopting a “master plan” or a system of “master planning.” Eventually they agreed to give themselves a Dec. 31, 2011, deadline for the additional work.

At any rate, the tuition flexibility law also requires CCHE to submit a plan to the legislature before the 2011 session starts, so “The Degree Dividend” was approved as that document and will be sent along to the Capitol.

Another delay for Westwood

For the second time this fall, the commission delayed a decision on whether to place for-profit Westwood College on “probationary accreditation.” The college has been placed on probation by its accrediting agency, the Accrediting Commission of Career Schools and Colleges. The CCHE in October discussed whether to put Westwood on Colorado probation to align with the accrediting body’s action.

No decision was made then because the accrediting commission was to reconsider the Westwood case in November. Staff members told CCHE Thursday that the accrediting commission apparently has made a decision but won’t be announcing it until next week.

So, CCHE again decided to wait to act until after the national body’s decision is known. (See previous story about Westwood and CCHE.)

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.