My New Blogs on the Huffington Post

Last week I had my first blog published on Huffington Post. The open forum in the Huffington Post comment sections has already been a great writing and learning experience, and I look forward to engaging with more opinionated readers.

My latest article explores why low-income students are often less likely to receive a quality K-12 education, graduate from high school, and enter college with college-level skills. Over the next few weeks I’m going to continue the conversation by sharing how low-income students can find learning opportunities outside of school to improve their personal, academic, and professional achievement as well as share some stories of  people I know personally who have overcome poverty.

You can read and comment on my blog “Why Aren’t Low-Income Students Succeeding in School?”  at the Huffington Post.

“We cannot rest until each of us would be satisfied with randomly assigning our own children to any public school in the nation.” 


-  Jason Kamras

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Will MOOCs Equalize or Divide Accessibility to Higher Education?

MOOCs are on the minds of many educators and students today as the new open source trend opens many discussions on what learning will look like in the 21st century. Technology can bring a free college course taught by the best of the best professors from universities like Stanford and Harvard right to your living room. The popularity of MOOCs has people asking, why pay for a college education when you can get one for free online?

In his latest op-ed Thomas Friedman shares what he learned about the future of MOOCs at the recent conference “Online Learning and the Future of Residential Education.” The following are a few points I found most compelling:

  • Friedman quotes historian Walter Russell Mead, writing higher education will move from a model of  “time served” to “stuff learned.” 
  • Blended learning will optimize learning in and out of the classroom. Today’s college students spend classroom-time getting lectured at and their time at home studying for a test. In the near future, at-home studying will be reserved for students to master basic skills at their own pace and time in the classroom will be spent applying their basic knowledge in labs and discussions.

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Accelerating the Developmental Path to a College Degree

As more students flock to colleges to earn a degree and better their chances at employment, more students are landing in developmental education courses before they can enroll in a degree-earning program. Though the demand for workers with a college degree only continues to increase in the 21st century workforce, college retention and graduation rates have failed to make significant gains.

Some states that are determined to greatly increase the number of college graduates are redesigning their developmental education programs in hopes of finding more potential graduates in the population of remedial students; a population which is significantly less likely than their non-remediated peers to graduate from college. In 2009, 29% of Colorado’s college students required remediation in reading, writing or mathematics, and over half (53%) of students attending two-year institutions needed remediation. Of 100 students enrolled in the lowest level of developmental math, only four will graduate.1

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How a Workplace Mindset Can Lead to Classroom Success

A new study by the Milken Institute found a strong relationship between a well-educated population and a region’s economic performance.1 Though it’s common knowledge that well-educated workers often make more money and have better jobs than less-educated workers, this study stands out in that it also found that just by their geographic location, less-educated people can make more money if they live in the same area as more-educated people.

Other key findings from the report include:

  • Education increases regional prosperity. Adding one year to the average years of schooling among the employed in a metropolitan area is associated with an increase of real GDP per capita of more than ten percent, and an increase in real wages per worker of more than eight percent.
  • Better educated = bigger benefits. The better educated the worker, the greater the benefit of additional schooling, to both the worker and the region. Add one year of college to a region’s workforce, for instance, and GDP per capita jumps 17.4 percent.
  • Clusters count. In metros with clusters of high-skilled occupations, the share of workers holding at least a master’s degree is much higher than in metros without significant clusters, perhaps because of the intense competition for employment.

 

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