CV19 Relief Package: Support for Career Colleges, their employees, students, families.

It is estimated that more than $1.7 billion will flow to Kentucky as part of the Covid-19 Relief Package developed by Congress. Key elements for consideration by owners, operators and managers of career colleges and schools in the Commonwealth:

> $30 billion for an Education Stabilization Fund for states, school districts and institutions of higher education for costs related to the coronavirus. $14.25 billion for emergency relief for Institutions of Higher Education to respond to the coronavirus. 90% of funds via a formula base, 75% on its share of Pell FTE and 25% on non-Pell FTE, excluding students who were exclusively enrolled online prior to coronavirus. At least 50% of institutional funds must provide emergency financial aid grants to students that can cover eligible expenses under a student’s cost of attendance, such as food, housing, course materials, technology, health care and child care. Remaining institutional funds may be used to defray expenses for IHEs, such as lost revenue and technology costs associated with a transition to distance education.

> Expands unemployment insurance from three to four months, and provides temporary unemployment compensation of $600 per week, which is in addition to and the same time as regular state and federal UI benefits. Other noteworthy provisions:

  1. $360 million for Department of Labor to invest in programs that provide training and supportive services for dislocated workers, seniors, migrant farmworkers and homeless veterans. Includes funding for implementing new paid leave and unemployment insurance benefits.
  2. Part-time, self-employed and gig economy workers now have access to UI benefits.
  3. Allows employers to receive an advance tax credit from the Treasury instead of having to be reimbursed on the back end.
  4. $10 billion for Small Business Administration (SBA) emergency grants of up to $10,000 to provide immediate relief for operating costs.
  5. $17 billion for the SBA to cover six months of payments for small businesses with existing SBA loans. Rent, mortgage and utility costs now eligible for SBA loan forgiveness.
  6. Establishes a $500 billion lending fund for businesses, cities and states.  Authorizes the secretary of the Treasury to make loans, loan guarantees and other investments in support of eligible businesses, states and municipalities that do not, in the aggregate, exceed $500 billion.  

Source: National Conference of State Legislators, March 25, 2020. https://www.ncsl.org/

Spring Symposium “in-person” cancelled

NOTICE to All KACCS Member Colleges and Schools:

The absence of presenters and speakers due to travel restrictions and the imposition of social distancing protocols in response to the public health issue have impeded plans for an in-person Spring Symposium (originally scheduled for Friday, April 24th at Sullivan-Louisville). Given those and other considerations, KACCS has cancelled the event, “Clear Vision for Career Education.” Recognizing the value of information sharing and professional development even during a pandemic, on behalf of its member institutions, their students and employees, KACCS will develop and make available content regarding:

> Short-term strategies to convert on-ground to on-line delivery of instructional services, in accord with state, federal and accreditation requirements and emergency waivers.

> ED.Gov considerations for Federal Student Aid protocols applied to on-ground to on-line conversions, including accreditation approval, T4 review, SAP and R2T4.

> Reaching and preserving student and employee engagement during Covid-19 social distancing protocols.

> Preserving supply chain performance during Covid-19 protocols.

> Anticipating post Covid-19 enrollment demand (or enrollment resistance), outreach and marketing.

KACCS will also focus on developing and delivering workshops, webinars, round-table encounters and other forums to fully explore these and related topics over the summer and during the 2020 KACCS Conference & Exhibition, Friday. Aug. 21st. Watch this website for more details in the coming weeks!

Covid-19 Guidance on Distance Learning, SAP and R2T4

KACCS member colleges and schools that participate in the U.S. Department of Education’s Title IV Federal Student Aid programs are working diligently to accommodate the lapses in on-campus, on-ground instructional delivery during the social distancing protocols devised to reduce the spread of the Covid-19 virus.

In response to requests for information, the Association has extracted guidance from the ED.Gov regarding regulatory requirements for Distance Learning, Satisfactory Student Progress and Return to Title IV funds. Please download the information below and note the additional resources and links contained in the document.

Until this challenge to community health and student/staff well-being is met and addressed, KACCS will continue to research and share information that is intended to minimize the disruption of education and instruction for career college students.

KACCS Joins CECU Hill Day 2020

The Kentucky Association of Career Colleges & Schools reached out to members of the Kentucky delegation to the U.S. Congress during the annual Hill Day event staged by Career Education Colleges and Universities (CECU). The meetings included discussions and information exchange with 2nd District Rep. Brett Guthrie (below), a member of the House Committee on Education & The Workforce.

Rep. Brett Guthrie (right) with KACCS Executive Director Anthony S. Bieda

Meetings also reached the offices of 1st District Rep. James Comer, also a member of the Education and Workforce committee, and 3rd District Rep. John Yarmuth, House Budget Committee Chair. On the Senate side, KACCS met with education staff in the offices of Sen. Mitch McConnell and Sen. Rand Paul.

Reinventing college admissions with eye on retail dynamics

“I was asked what I thought higher education would look like in the future. My answer was that what we think of as the “higher education industry,” would be smaller with many fewer institutions and that those that survived would look a lot more like retail businesses …”

“… In short, the structural factors that historically insulated colleges from competition in the past have been breeched and viewing students as retail customers has become central to survival across much of higher ed. The most obvious and common retail practices visible in the academy today include approaches to … (To view full article, click link below)”

https://wallacekpond.com/2020/03/02/higher-education-as-a-retail-business/

Wallace K. Pond, Ph.D.

New on-line course offerings for career college professionals

1. Check the KACCS on-line training center for enrollment information regarding “ED144- Student Empowerment for Learning Success.”

The course explores the different components of student empowerment and the value that it has in learning success. Student empowerment is a necessary component for students as they transition to and through postsecondary training. Content will be presented that will raise awareness of what student empowerment is and how it can enhance the learning process for students. Strategies are given for enhancing the development of student empowerment that can be implemented both online and onsite.

2. Also now available, “ED407: Writing Performance Objectives.”

This course focuses on one of the most important parts of a course: the performance objectives.  It will discuss the proper procedures for writing performance objectives, while exploring the various types of learning objectives that may be appropriate for your courses.

ED407 and ED 144 are listed under the “Instructional Planning & Design” tab in the Teaching Category.

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Many Nonprofit College Programs Would Fail Gainful Test

“Data in a new online tool raise questions about how well public and nonprofit colleges and universities are doing in helping students earn enough to repay their debt…

“…We’ve only really applied the accountability metrics once,” said Andrew Gillen, senior policy analyst in the Texas Public Policy Foundation’s Center for Innovation in Education. “What would happen if we applied the exact income and debt measures to other institutions? What was shocking [was] how many programs are failing and how many students are attending those programs,” he said.

“ This indicates that a lot of the people asserting that for-profits are uniquely bad actors are wrong — as a group, their performance is quite similar to that of nonprofits.”

“There are problematic programs in all sectors,” Steve Gunderson, president and CEO of Career Education Colleges and Universities, the association representing private for-profit institutions, said. However, he didn’t expect a break in the stalemate. “The partisanship that has divided the country has entered higher education,” Gunderson said.

Excerpts from Inside Higher Education, 1.16.20  |  By Kery Murakami

https://www.insidehighered.com/news/2020/01/16/profit-programs-not-only-ones-would-fail-gainful-employment-test

2020 Board of Directors

PRESIDENT: Chris Ernst, VP of Operations, Sullivan University

VICE PRESIDENT: Brenda Evans, College Director, College for Technical Education

TREASURER: Brett Weber, Chief Operations Offcier, ATA College

IMMEDIATE PAST PRESIDENT: Cindy Landry, Director of Accreditation & Compliance, ATA College

Robin Boughey, Executive Director, MedQuest College

Sarah Clark, Campus Director, Emergency Medical Training Professionals of Kentucky

Tom Cropper, Principal/Director of Career Services, MedQuest College

Dr. Jay Marr, CEO, Sullivan University

Joel Musgrove, Campus President, University of Fairfax

Di Tran, CEO, Louisville Beauty Academy

Diane Wolfer, President & CEO, Beckfield College

Stuart Grinell, VP of Business Development, Ambassador Business Solutions

Katie Mahan, Senior Account Manager, McGraw-Hill Education

Executive Director: Anthony S. Bieda

Legislative Liaison: Greg Brotzge

Click on link below to access contact information.

291 N. Hubbards Lane
Suite 172-243
Louisville, KY 40207

How to disrupt higher ed (in a good way!)

SEI executive Karl McDonnell notes that college students aged 25 to 34 increased enrollment by 35% between 2001 and 2015, and are expected to grow by another 11% by 2026. He recommends operational focus on 1) economic mobility/employability, 2) flexibility/affordability, and 3) engaging educational content as three ways to disrupt and transform higher education delivery, services and outcomes.

SEI supports educational ROI (return on investment) as an important consideration of the value post-secondary education to students. The author further cites “net present value” measured over a span of 40 years as “the most comprehensive benchmark” for judging value.

The report also describes revisions to general studies curricula, a subscription-based tuition model, and documentary-style course content to enhance and engage student learning.

To read more: It’s Time to Disrupt Higher Ed. Here’s How. By Karl McDonnell, Dec. 19, 2019. https://www.washingtonpost.com/brand-studio/wp/2019/12/19/6566/

New on-line course available in KACCS Online Training Center

El118 – Using Various “Realities” in Online Courses will provide you with an overview of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). With the advancements that have been made in providing reality-based instruction, this course will help instructors to stay current with the latest developments in the different types of realities that are available as instructional supports.

Learn more about this course by visiting the KACCS Online Training Center at www.kaccstraining.org. Members, contact KACCS or vip@kaccstraining.org for VIP discount codes for online courses.   

New study explains gaps in higher ed filled by career colleges and schools

Research published by Laura Beamer and Marshall Steinbaum describes the “drastic inequality along lines of race, gender, class and geography” that in many cases is remedies only by the presence of a proprietary college or school. The authors note the persistence of “education deserts” generates “sparse” political attention, even though the phenomenon has a great deal to with the holy grail of post-secondary education: access.

The study, entitled “Unequal and Uneven: The Geography of Higher Education Access” introduces a new metric, the SCI (school concentration index). Those markets with an SCI of 10,000 or higher are considered “education deserts.” The consequence currently applies to more than 40.8 million people in the U.S.

The research also explains how proprietary colleges and schools frequently step in to serve the education deserts, or markets with no more than one public institution within a 45-minute drive. “In the years after the financial crisis, when ‘retraining’ was the watchword of the day, research has demonstrated the demand-responsiveness of private for-profits.”

To read the full report, go to https://phenomenalworld.org/analysis/geography-of-higher-ed

House version of HEA restricts choice for Veterans

Veterans for Career Education (VCE) provided details today of provisions in the House version of the reauthorized Higher Education Act that would restrict access to proprietary career colleges by veterans and their family members.

“If this bill passes in its current form, Congress is essentially telling veterans that they are incapable of choosing the school that best fits their career goals,” VCE said from Washington, D.C.

For more information go to https://www.vetsforcareered.org/

New Online Course Available! Go to KACCS Online Training Center

While no instructor can possibly identify with every aspect of a veteran’s experience, it is possible to become more aware of some of the challenges facing veterans as they reintegrate into civilian life:

ED142- Military Veterans: Integrating Veterans into Post-Secondary Classes examines the various challenges veterans face when attempting to pursue courses of study following military engagements and service.

Learn more about this course by visiting the KACCS Online Training Center at www.kaccstraining.org. Members, contact KACCS or vip@kaccstraining.org for VIP discount codes for online courses.

This online training opportunity is courtesy MaxKnowledge, Inc. for KACCS member colleges and schools and their faculty, staff and leadership.

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How The Higher Education Monopoly Shuts Down For-Profit Competitors

By Terry Schilling, American Principles Project, September 30, 2019

The higher education establishment often promotes the idea that their effort to corner markets, maximize revenue from consumers, and destroy competition is all done in good faith out of compassion for the students they serve. After all, universities are nonprofits, therefore (or at least so the implication suggests) they are nothing like those terrible for-profit businesses in the proprietary education sector.

“… like so many powerful industries, the higher education establishment is calculating and cutthroat, which is why they have been using whatever means possible to destroy their biggest competitor: the for-profit college sector.”

But “nonprofit” is only a tax designation — it’s certainly not a business model. Universities obviously profit. The only real difference between for-profits and nonprofits is where the profit goes. Instead of distributing profit to shareholders like a for-profit business, nonprofit universities can reinvest in luxury student amenities, state-of-the-art athletic facilities, and other capital improvements not necessarily related to student academic achievement, not to mention administrator salaries, all the while using these expenses to justify charging increasingly higher tuition.

Read more at https://dailycaller.com/2019/09/30/schilling-higher-education-competition