Regents set tuition to rest

The University of Colorado Regents have unanimously approved 2012-13 resident undergraduate tuition increases lower than proposed by the administration, ending for now a months-long wrangle over the issue.

CU-Boulder campus view
PHOTO: J. Zubrzycki
Campus of University of Colorado at Boulder

But regents reduced the hit to students by trimming the size of a fund that provides merit raises for faculty and staff.

Here are the increases approved for Colorado resident undergraduates at system campuses:

  • Boulder: Tuition will rise 5 percent. Full-time undergrads will be charged for 12 credit hours, up from 11.25 this year. The full-time tuition bill will be $8,056, up from $7,672.
  • Denver: Per-credit hour tuition will increase 0.8 percent. Full-time resident undergrads will be charged for 15 credit hours, up from 13 this year. Increases will vary by student because a significant percentage of UCD students aren’t full-time.
  • Colorado Springs: Tuition goes up 4.9 percent for a full-time bill of $7,050. The cost this year was $6,720.

A variety of different increases will apply to non-resident undergrads, graduate students, students in some special programs and to students at the Anschutz Medical Campus.

University administration had proposed about $12 million be set aside next year for merit pay increases. That amount is about 3 percent of total compensation in the system. The regents instead approved a fund of about $8 million, or 2 percent.

“We do need to be able to support our staff [but] at the same time I’m not entirely comfortable with the 3 percent,” said chair Kyle Hybl, R-5th District.

Once all the amending was done – and after regents temporarily moved to other agenda items while staff calculated the impacts of what the board proposed – there seemed to be good feelings all around.

“I’m pleased that we’ve all come together,” said regent Sue Sharkey, R-45h District.

“When we get more public funding, there will be a smaller tuition increase,” said regent Michael Carrigan, D-1st District.

Years of declining state funding – and the perceived unfairness of the current formula that distributes diminished state aid to individual campuses – were mentioned repeatedly during the Thursday meeting at the Auraria Higher Education Center.

Tuition has been a contentious topic for the regents ever since early administration proposals at the start of the year suggested double-digit increases in some cases (see story). Some regents also were unhappy with raises for a number of top Boulder administrators last year.

Going into today’s meeting, CU administrators presented two options for each CU campus. The two proposals for resident undergraduates by campus were: Boulder, 8.6 percent and 6.7 percent; Denver 9.4 percent and 7.3 percent; Colorado Springs 7 percent and 5.8 percent.

The administration recommended adoption of the larger increases – called option A – but the regents chose B and then reduced it further.

Earlier this month, the State Board of Community Colleges and Occupational Education approved a 6.5 percent tuition increase for its colleges (see story). And see this EdNews article for what’s happening on other campuses.

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.