Lumina Foundation’s Post

"Reimagining Online Education in California: A Roadmap for Advancing Access and Quality" is a publication by California Competes that discusses how online education can improve educational access, outcomes and opportunities. It also guides public postsecondary stakeholders in advancing toward a more equitable learning system. https://bit.ly/3QSH2ef

Grand Canyon Education #LOPE will report earnings next Tuesday. As a long-term investor in LOPE, I've believed for some time that the company is poised to serve as the dominant player in the online program management (OPM) sector, provided the current regulatory landscape remains stable. While regulatory scrutiny of the for-profit education industry has historically been a major concern, the recent Supreme Court's Chevron decision may offer some relief. This ruling reinforces the judiciary's role in overseeing agency actions, potentially limiting the Department of Education's ability to impose regulations that would hinder LOPE. GCE's partnership with Grand Canyon University (GCU) has been a cornerstone of both of their success. GCE has demonstrated a remarkable trajectory of enrollment growth, defying industry trends. The university’s Christian mission plays a crucial role in its enrollment growth. GCU provides a supportive and faith-based community that clearly resonates with many students. In a sea of many undifferentiated brands, GCU and only perhaps Liberty University offer brand clarity to a substantial underpenetrated Christian audience, with a unique value proposition that sets it apart from other institutions that offer traditional online business, health care, and education higher ed degrees. Aside from GCU, LOPE has the Orbis business -- with the nursing shortage, Orbis is poised to expand access and drive further enrollments over the coming years. I'm encouraged by management's decision to provide quarterly guidance, which mitigates near-term earnings risk. While the current valuation appears stretched at 13x EBITDA and 19x P/E, I maintain a long-term investment horizon. Disclaimer: This is not financial advice. Please conduct your own research before making investment decisions. https://lnkd.in/eSVKztRi

Thank you, Aaron Brower, for sharing this article. There is much for higher education to consider as we move toward the future, and social work education can gain critical insights from articles like these. This article also underscores the value of continuing education and professional development programs. Having previously directed such a program, I can relate to the challenges outlined and their potential. There has been a market for badges and micro-credentials for some time, but we need to respond and figure out how to deliver the content. Now is the time to act! The bigger question is what will the next trend be? https://lnkd.in/gAdsXaHW

Deputy Director of Higher Education Policy at Educate Texas, Danielle Zaragoza, was invited to speak at the U.S. Department of Education's "Raise the Bar" transfer summit. "Supporting transfer students is supporting the populations that need it most, and enhancing credit mobility is one of the most important strategies to improve equity in our higher education systems." Zaragoza was chosen to lead a discussion on state college transfer policies following her recently published "The State of State Transfer Policy" report. Her session focused on conducting policy audits and the positive work the Texas Higher Education Coordinating Board is doing to simplify transfer pathways. "States are starting to change the way they talk about transfer, and there is a greater focus on the student supports (including advising and targeted financial aid) that are necessary after a student moves institutions." Policies regarding students' school transfers should offer clear routes and supportive measures to ensure the success of each individual. Read Zaragoza's full report: bit.ly/49nKQwB

https://lnkd.in/gnBZCJvz There are two that jump out at me - the clock hours and also the return money related to attrition (attendance) in an online program. This is big news if you are involved in Higher Education Online Learning. And while not completed, these issues will definitely affect how we do business and this process should be watched. When opportunities for public comment come up, do take them. This follows the Dear Colleague letter that was published a year ago which also pointed to some major changes in higher education distance education policy related to outside servicers. February letter https://lnkd.in/gmsFpC_p Updated letter: https://lnkd.in/giVDCA2E Of note, the public comment period allowed this to be clarified and was changed several months later based on that. Thanks Barbara Lockee for sharing this out, I would have missed it).

Rethinking Policies in Higher Education: The recent findings from the Urban Institute shed light on the earnings data of non-completers in higher education, prompting a critical examination of existing policies. Challenges in higher education policies stem from a shift in policy from the 1960's without a change in governance structures; a national standard for learning outcomes; nor a scalable funding and operating model to support the shift. Key misses include a continued One-Size-Fits-All approach overlooking the diverse needs and challenges faced by non-completers. Customized and flexible solutions are crucial to address the unique circumstances of individual learners. More so, the focus on degree completion sometimes overshadows the importance of supporting learners needing to acquire practical skills. Policymakers should explore strategies that recognize and reward skills acquisition, irrespective of traditional degree pathways. Key areas for reform are: 1. The for the 24-credit hour regulation (34CFR 668.2) needed annually to be considered full-time for financial aid. 2. The definitional constraints on the credit hour rule (34 CFR 668.8 Sec K&I) that tends to favor time with learning over outcomes and proficiency gained. 3. A lack of differentiation in the various types of institutions, their primary focus, and who they serve. There is also a real lack of industry alignment as policies may not be effectively aligned with the dynamic demands of the job market. Establishing stronger ties with industries can inform policy decisions, ensuring that education is directly linked to the skills employers seek while still providing the compete student. I would urge policy makers to learn from other industries that have gone through disruption and implement policies that foster a more agile and adaptive approach. Just as successful industries pivot to adapt to changing landscapes, educational policies should be agile. Adopting a more flexible approach allows for quick adjustments based on evolving needs. Policymakers should consider harnessing the power of data to gain insights into the performance and needs of diverse learners, informing policy adjustments for better outcomes more rapidly, this is especially true when we look at definition issues around IPEDS - Maybe that is why over 75% of the Colleges that closed/merged over the last 5 years were not on probation. More so, policymakers should formalize partnerships with industry to facilitate work-integrated learning, apprenticeships, and other initiatives that bridge the gap between academia and industry. By embracing adaptability, customization, and collaboration, we can pave the way for a more inclusive, responsive, and effective higher education system that delivers a culturally competent, environmentally aware, and skilled workforce for the global economy. https://lnkd.in/ep6Fyuwg

🌟 Navigating the Future of BTECs and Level 3 Technical Courses 🌟 Happy Monday LinkedIn! In a significant development for the Further Education sector, the Department for Education has announced a “short review” of the controversial plans to defund BTECs and other level 3 technical courses. 📚 Education Secretary Bridget Phillipson has confirmed that the review will begin immediately, with decisions communicated before the turn of the year. This has sparked mixed reactions, notably from the Sixth Form Colleges Association (SFCA), which has accused the government of going back on its previous commitments. 🚀 What does this mean for FE Colleges? Planning Uncertainty: Colleges and schools may not know until December 2024 what qualifications they can offer in September 2025, creating a planning nightmare. Paused Defunding: The defunding of 134 qualifications, including those in construction, digital, early years, and health, has been paused for 2024/25. However, many institutions have already planned their curriculums well in advance. Future of AGQs: Popular qualifications in areas like health and social care, science, and law, attracting around 300,000 annual starts, are still set to lose funding in 2025 and 2026. 💡 How can we support you through this transition? 💡 As these reforms unfold, it’s crucial for institutions to stay informed and adaptable. We're here to provide guidance and support, helping you navigate these changes effectively. Whether it’s strategic planning, curriculum adjustments, or staffing solutions, we’re committed to ensuring your organisation thrives. Please do reach out if you'd like to see example CVs of any skillset or an indication of rates! https://lnkd.in/exTNSUJx

A recent article in Online Education discusses our departures from the traditional educational model, as well as our rapidly increasing enrollment. Learn more: https://lnkd.in/gEm6GdSS

Project 2025 has so many far-reaching implications. None more so than within our education system. Educate yourselves with this article from the Center for Digital Education. Jim Jorstad makes some great points.

A WEBCAST FOR MY HIGHER ED COLLEAGUES: https://lnkd.in/eJv7UUFH Hi Jim, As guardians of student access to essential course materials, you play a pivotal role in shaping the educational journey of countless learners. However, recent governmental proposals threaten to upend the landscape of Inclusive and Equitable Access (IA/EA) programs, directly impacting nearly half of degree-granting institutions. In light of these potential changes, it's crucial that you remain informed and prepared to pivot with the shifting tides. That's why we invite you to join us for a timely and relevant webcast: “Putting Affordability First: Improving the Student Course Materials Experience,” happening tomorrow, Thursday, March 28, at 1pm ET. During this important discussion, Dr. Mike Moore, Affiliate Research Assistant Professor at the University of New Hampshire, and Femi Kalejaiye from Perlego, will address: A comprehensive overview of IA/EA programs and their significance Real-world examples and research illuminating their impact on low-income, at-risk and underserved student demographics Insights into the latest governmental proposals that could restrict student access to Title IV funds for IA/EA initiatives The implications of these developments are profound and far-reaching, affecting not only your institution's financial landscape but also the academic success and well-being of your students. Register now to equip yourself with the knowledge and strategies needed to safeguard student access to affordable course materials. Can't attend live? No problem. Simply register, and we'll ensure you receive a recording of the webcast along with the presentation for on-demand viewing. Your proactive engagement and increased knowledge about this topic are sure to help you better support your students. We hope to see you at this webcast. Sincerely, Dana Miller Senior Marketing Director Inside Higher Ed 1150 Connecticut Avenue NW, Suite 400 Washington, DC 20036