The Department of Education just released a blueprint for public feedback on the Jump Start 2.0 program. Louisiana is taking a step forward to reduce the negative connotations surrounding career and technical education and making sure those with a Career Diploma are ready to enter high-wage career sectors. In a blueprint titled Jump Start 2.0, the state is attempting to further its nationally recognized program Jump Start created in 2014.
The Jump Start program “prepares students to lead productive adult lives, capable of continuing their education after high school.” Students leave the program with a Career Diploma- signifying the students obtained industry mandated and valued credentials. With this program, students are able to leave high school with the ability to secure a high-wage or high-demand career. Jump Start is also an elective path which can be taken by students wanting to further their education.
Before the initiation of Jump Start, less than two percent of Louisiana’s students graduated with a Career Diploma. In 2018, over 90,000 students graduated high school with a Career Diploma- a drastic increase from 2014’s 17,885 students.
With the initiation of Jump Start 2.0, the program will grow even further. The blueprint signifies that:
Every student that graduates with a Career Diploma will show they can succeed in the workplace- fully prepared to work in a high-wage, high-growth industry. The program will increase its workplace learning, prioritize the most valuable opportunities, and better align its 51 possible pathways to career clusters.
Every state resident will know the Jump Start career path as well as the TOPS program. The program will do this by celebrating successful Jump Start graduates, launching an interactive website for students and families, and investing in further professional development for its career and technical education leaders.
Community leaders will create various systems to conjoin education and employment throughout Louisiana without the state interfering. Jump Start will do this by creating new governance structures and supporting ideals that take the experience past high school graduation.
The Louisiana Department of Education released the new blueprint initiative after the Board of Elementary and Secondary Education (BESE) instructed the Department to assess how the Jump Start program offerings aligned with the workforce needs of the state. The Department of Education released a report which stated that while students were gaining more credentials, but not receiving the experience necessary for the high-wage, high-demand jobs available in the region. Of the top 15 industry-based credentials earned, only three were truly aligned with regional needs.
As a way to improve, the Department of Education paired with not only education leaders, but also business leaders across the state to create a more comprehensive blueprint for Jump Start 2.0. The Department then turned to state residents interested in career and technical education in Louisiana. The public feedback form closed March 15.
The Department of Education will now evaluate the feedback to improve the blueprint and share it at the April 2019 BESE meeting. All changes to the program will be carried out keeping in mind the needs and commitments of participating schools, students, and school systems. Some of the changes may be enforced as soon as the 2019-2020 school year.
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Nicholls degree was ranked No. 5 by SR Education Group, who considered the tuition rates of every accredited college offering fully online degrees to determine and rank the most affordable options. The results were published on onlineu.org. The 2019 rankings looked at 861 schools across the nation to find schools committed to providing the most economical options for students. Nicholls was the only school in Louisiana to be ranked in the top 25.
“I think this new ranking indicates that we have an outstanding academic program that is also affordable,” said Dr. Ellen Barker, department of language and literature chair. “We have remained in the top seven, often in first and second place, for affordability in the last few years, so it is rewarding to maintain that ranking in this category.”
Founded in 2004 and headquartered in Washington, SR Education Group provides online resources to help prospective college students find the education that best suits their budget and career aspirations. The group provides over $250,000 annually in scholarships.
Online courses have expanded rapidly and have the potential to extend further the educational opportunities of many students, particularly those least well-served by traditional educational institutions. However, in their current design, online courses are difficult, especially for the students who are least prepared. These students’ learning and persistence outcomes are worse when they take online courses than they would have been had these same students taken in-person courses. Continued improvement of online curricula and instruction can strengthen the quality of these courses and hence the educational opportunities for the most in-need populations.
Online courses offer the promise of access regardless of where students live or what time they can participate, potentially redefining educational opportunities for those least well-served in traditional classrooms. Moreover, online platforms offer the promise, through artificial intelligence, of providing the optimal course pacing and content to fit each student’s needs and thereby improve educational quality and learning. The latest “intelligent” tutoring systems, for example, not only assess students’ current weaknesses, but also diagnose why students make the specific errors. These systems then adjust instructional materials to meet students’ needs.
Yet today these promises are far from fully realized. The vast majority of online courses mirror face-to-face classrooms with professors rather using technology to better differentiate instruction across students. As one new study shows, online courses can improve access, yet they also are challenging, especially for the least well-prepared students. These students consistently perform worse in an online setting than they do in face-to-face classrooms; taking online courses increases their likelihood of dropping out and otherwise impedes progress through college.
Online college courses are rapidly growing. One out of three college students now takes at least one course online during their college career, and that share has increased threefold over the past decade. The potential for cost savings and the ease of scaling fuels ongoing investments in online education by both public and private institutions. Online courses have grown in the K-12 sector as well. Florida, for example, requires each high school student to take at least one online course before graduation and the Florida Virtual School offers over 150 classes to students across the state. An estimated 1.5 million K-12 students participated in some online learning in 2010, and online learning enrollments are projected to grow in future years.
Non-selective and for-profit higher education institutions have expanded online course offerings particularly quickly. These institutions serve a majority of college-aged students, and these students typically have weaker academic preparation and fewer economic resources than students at other more selective colleges and universities. As such, their ability to provide useful course work, engage students, and build the skills necessary for economic success is particularly important. Their use of online coursework is promising to the extent that it can reach the most students in need and serve them well.
While online course-taking is both prevalent and growing, especially in non-selective higher education institutions, relatively little evidence has examined how taking a course online instead of in person affects student success in college. A new study is the first of which to provide evidence on the effects of online courses at-scale at non-selective four-year colleges. It is also the first to assess the effects of online course taking at for-profit institutions. Nearly 2.4 million undergraduate students (full-time equivalent) enrolled at for-profit institutions during the 2011-12 academic year, and the sector granted approximately 18 percent of all associate degrees.
A new study uses data from DeVry University, a large for-profit college with an undergraduate enrollment of more than 100,000 students, 80 percent of whom are seeking a bachelor’s degree. The average DeVry student takes two-thirds of her courses online. The remaining one-third of courses meet in conventional in-person classes held at one of DeVry’s 102 physical campuses. The data include over 230,000 students enrolled in 168,000 sections of more than 750 different courses.
DeVry University’s approach to online education makes it particularly well suited for estimating the effects of taking online courses. Each DeVry course is offered both online and in-person, and each student enrolls in either an online section or an in-person section. Online and in-person sections are identical in most ways: both follow the same syllabus and use the same textbook; class sizes are approximately the same; both use the same assignments, quizzes, tests, and grading rubrics. Many professors teach both online and in-person courses. The contrast between online and in-person sections is primarily the mode of communication. In online sections, all interaction—lecturing, class discussion, group projects—occurs in online discussion boards, and much of the professor’s “lecturing” role is replaced with standardized videos. In online sections, participation is often asynchronous while in-person sections meet on campus at scheduled times. In short, DeVry online classes attempt to replicate traditional in-person classes, except that student-student and student-professor interactions are virtual and asynchronous.
Taking a course online, instead of in person, increases the probability that a student will drop out of school. In the semester after taking an online course, students are about 9 percentage points less likely to remain enrolled. This reduction is relative to an average of 88 percent of students remaining enrolled in the following term. Moreover, taking a course online reduces the number of credits that students who do reenroll take in future semesters. While this setting is quite different, we can compare the effects on online course taking to other estimates of effects of on college persistence. For example, the literature on financial aid often finds that $1000 in financial aid increases persistence rates by about three percentage points and college mentorship increases persistence rates by five percentage points.
The negative effects of online course taking are concentrated in the lowest performing students. As shown in Figure 2, for students with below median prior GPA, the online classes reduce grades by 0.5 points or more, while for students with prior GPA in the top three deciles we estimate the effect as much smaller and, in fact, we cannot tell whether there is negative effect at all for this higher-achieving group. Thus, while online courses may have the potential to differentiate coursework to meet the needs of students with weaker incoming skills, current online courses, in fact, do an even worse job of meeting the needs of these students than do traditional in-person courses.
These analyses provide evidence that students in online courses perform substantially worse than students in traditional in-person courses and that experience in these online courses impact performance in future classes and their likelihood of dropping out of college as well. The negative effects of online course-taking are far stronger for students with lower prior GPA. The results are in line with prior studies of online education in other settings such as community colleges and highly competitive four-year institutions that also show that online courses yield worse average outcomes than in-person courses.
The current negative effect of online course taking relative to in-person course taking should not necessarily lead to the conclusion that online courses should be discouraged. On the contrary, online courses provide access to students who never would have the opportunity or inclination to take classes in-person. As one indication, of the 5.8 million students taking online courses in the fall of 2014, 2.85 million took all of their courses online. Moreover, advances in AI offer hope that future online courses can respond to the needs of students, meeting them where they are in their learning and engaging them in higher education even better than in-person courses are currently able to do. Nonetheless, the tremendous scale and consistently negative effects of current offerings points to the need to improve these courses, particularly for students most at risk of course failure and college dropout.