minahkaypoh

What follows is a GUEST POST by University of Wisconsin-Madison graduate student Robert Kelchen. I have had the privilege of working with Robert since 2008; we have co-authored two articles, including this one on the effects of financial aid. Upon reading John Tierney's take on the dominance of liberals in academe, I asked Robert for his thoughts-- and here they are. SGR ************ My name is Robert Kelchen, but many students and faculty who know me at the University of Wisconsin-Madison often introduce me as "the conservative guy" or "my Republican friend." I am used to this sort of introduction after being in Madison for four years; after all, I can count the number of conservative or libertarian doctoral students who I know on two hands. I have been told several times in the past by fellow students that I am the first right-leaning person with whom they have ever interacted on a regular basis. Prior to the passage of Act 10 (the law that restricted coll

During the past semester, a time where I constantly felt split between my academic life and my civic life, I became acutely aware of an attitude among undergraduates that perplexed me. I tried writing about it , describing what readers pointed out (in a far more articulate manner than I'd managed) was a notable lack of empathy among some students. Since I've spent the last 10 years trying to make convince higher education institutions to prioritize their students' needs and desires, these realizations about who some of the students seemed to be and especially what they seemed to believe, made me pretty depressed. Don't get me wrong: it's not that I expect students to speak and act in one voice--far from it, given how much I value the democratic process. I don't want them to share my opinions or perspectives, but rather simply want them to formulate opinions and perspectives after asking good questions and gathering and evaluating information. But what I hope

I am appalled by this malicious attack on teachers and teachers' unions by Jay Greene. He claims that teachers are engaging in mob-like behavior, are seething anger and are intimidating politicians. The irony is that I've met few teachers who are nearly as angry as Jay himself comes across. But when the public face of the teacher unions is the Army of Angry Teachers, they no longer seem like Mary Poppins and begin to look a lot more like longshoremen beating their opponents with metal pipes. Giant mobs of yelling protesters and blogs filled with tirades may increase the intimidation politicians feel, but it seriously undermines the image of teachers as an extension of our family. Jay's "mob" is my "democratic gathering". Here in Wisconsin (the featured photo on Jay's blog post) there was an organic outpouring of disgust and determination as a result of Governor Scott Walker's attacks on collective bargaining and public employee and teachers

Too many Americans appear willing to accept the hand they're dealt. Most shockingly, many of our political, educational and civic leaders seem to have fallen into the same trap. "The New Normal," they call it. Like Death and Taxes. Etched in stone. Undefined, yet not re-definable. Inevitable. Fortunately, there are those among us willing to demand a new deck of cards -- and a new dealer! We've seen the rise of the Forces For Fairness in states like Wisconsin where there is no disguising the unsubtle, in-your-face, anti-democratic, vitriolic, bought-and-paid-for policies of Governor Scott Walker, the Brothers Fitzgerald, ALEC, the Koch Brothers and their yes men and women (even the few remaining Republican moderates - if they still can be called such - who should know better). In the Badger State, tens of thousands took to the streets of Madison and are now actively participating in recall efforts to change the equation and prevent Wisconsin from being turned i

As I noted in a prior post, last week the Wisconsin Scholars Longitudinal Study (which I co-direct) hosted a statewide conference on the issues of affordability and attainment in Wisconsin Public Higher Education. The research released became part of this morning's UW Regents discussion (start around 1:03). In case you missed the event, which was attended by more than 150 leaders from all over Wisconsin, you can watch most of it on Wisconsin Eye. The main presentation of findings is here (see part1). We will also be posting conference materials on the WSLS website soon.

She just won't quit. With only a few days left in her tenure as chancellor of UW Madison, Biddy Martin issued a press release this afternoon "asking" that the UW System Board of Regents allow Madison to spend $2.3 million of its new tuition hike on need-based financial aid. She's a "champion" of need-based aid says the press release, and this must be music to the ears of all of us concerned about affordability--right? Wrong. Sadly, Martin is playing politics yet again and thinking of what's best for her, rather than what's best for all students from Wisconsin's low-income families. (1) Biddy Martin lobbied hard for new "flexibilities" for Madison this year and she got them. The money from the state arrives in a block grant, which means Madison now makes its own decisions about use of the differential tuition . She doesn't need to "ask" UW System for this-- and she knows it. (And boy, if she doesn't know that ....

The Chronicle of Higher Education is running a story about faculty productivity, questioning the idea that professors aren't earning their salaries by contributing substantially to their students' education. It's accompanied by the schedules of a few faculty at UTexas. I've looked over those schedules, and was struck: none of them even begin to resemble mine. Most don't start til 8 am, and often end by 4 or 5. Most are on two or three committees at most. And most have few grants and few research assistants. So I figured, why not lay it all out there? Here are my statistics-- you go right ahead and calculate my "value-added." What the university's numbers show ('10-11 academic year): Total course sections taught: 2 (the other 2 were 'bought out' with a William T Grant Scholars award) Total class enrollment: 12 graduate students Research grants: $1.6 million Annual salary: $72,000 (9 months) What the numbers don't show: (1) Independent

Last week UW Madison employees got the details on their pending benefits cuts, which will take a substantial hack at their earnings during the coming years. At the same time, we also got word that at least two folks at UW Madison wouldn't be feeling the pain--quite the contrary actually. Barry Alvarez has a new deal amounting to $1 million in total compensation (a 20% raise), and Francois Ortalo-Magne was named dean of the biz school with a salary of $410,000 . While former dean Mike Knetter's salary was completely paid for by the Albert O. Nicholas endowment, apparently some of the new dean's salary (how much? we aren't told) is covered by UW Madison central administration. This apparently amounts to a 109% increase in 43-year-old Ortalo-Magne's salary. Outgoing chancellor Biddy Martin approved both deals as she left UW Madison. According to the posted agenda for the upcoming UW System Regents meeting, these two aren't alone... "Move into closed ses

The following is a press release issued by UW-Madison this morning Results from an ongoing random assignment study of a private grant program in Wisconsin indicate that low-income students who receive Pell Grants and are unlikely to finish college get a sizeable boost in college persistence from additional financial aid. The findings suggest that directing aid to serve the neediest students may be the most equitable and cost-effective approach. Researchers with the Wisconsin Scholars Longitudinal Study (WSLS) at the University of Wisconsin–Madison have been examining the impact of the Fund for Wisconsin Scholars (FFWS) need-based grant program on the educational attainment of its recipients since 2008. FFWS provides $3,500 per year to full-time, federal Pell Grant recipients enrolled at University of Wisconsin System institutions. WSLS researchers have collected survey and interview data on 1,500 students, including 600 grant recipients and a random sample of 900 eligible non-recipi

Outgoing UW Madison Chancellor Biddy Martin appeared on Here and Now last night. This is a must-watch. (Boy, she doesn't look happy, eh?) Watch the full episode . See more Here and Now. Listening to Chancellor Martin left me with several questions. Among them: (1) Why is it that she feels she cannot answer hypothetical questions? They are a widely accepted rhetorical strategy for ascertaining one's values-- something many are still struggling to do with Biddy Martin. (2) What exactly did she mean when she said she wished for a more “flexible, differentiated” discussion of the NBP? In fact, the discussion was quite differentiated, given that it occurred among different groups of people given widely disparate access to data and relevant information. (3) She suggests that the public authority model made the provision of flexibilities seem like a compromise position. Is she trying to insinuate that public authority was offered as a distraction-- as a way to get the job done? (

Sociologists of education love longitudinal studies since they allow us to get a sense of how people's lives unfold over time as they engage with schools and society. But man, they take forever to produce data! We have to wait, and wait, and wait for kids to age, then for data to be assembled, made available, etc. So I get kinda psyched when NCES issues a newsflash with the latest report from one of its longitudinal studies. The most recent is not even longitudinal--yet. It's about fall 2009 9th graders, who form the basis for the High School Longitudinal Study of 2009. The results are based on a nationally representative sample of 20,000 9th graders attending 944 high schools. In a sense, this is decent way to examine what's coming down the pike towards the nation's colleges and universities. Prior research clearly demonstrates that the road to college entrance requires a surefooted start in 9th grade. So how do things look now? No doubt about it, these 9th graders