Higher Education Inquirer

Thursday, April 3, 2025

60% More Confident: The Tools Helping University Students Succeed After Graduation (Post College Journey)

Seattle, Wash.– As thousands of university students graduate each year, many find themselves
facing an unexpected challenge: career uncertainty. Despite earning degrees, a large portion of
graduates report feeling unprepared to enter the workforce. Post-college career expert Laurie
Nilo-Klug is tackling this issue head-on, providing students with the tools they need to build
confidence and thrive in their careers.

Ms. Nilo-Klug, an Adjunct Professor at Seattle University and the founder of Post College
Journey, has dedicated her work to helping students transition from college to the professional
world. Through her programs, Laurie has empowered students to take control of their career
paths, addressing common issues such as imposter syndrome, skill uncertainty, and job market
navigation.

After implementing her career confidence-building tools in the classroom, Laurie observed a
remarkable 60% increase in student confidence levels. “Many students leave college with
impressive degrees but lack the self-assurance to effectively launch their careers.

My goal is to bridge that gap with actionable strategies that instill confidence and competence,” says Laurie. Laurie explains, “In a recent assignment, I had students choose two career exploration activities, and their selections revealed a strong drive to connect classroom learning with their post-college goals.

Their enthusiasm for hands-on experiences, such as job applications and simulations, highlighted the critical need for practical, real-world learning opportunities. After gathering student feedback and analyzing the data, I found a 60% increase in their career confidence levels. This reinforced my belief that early and direct exposure to career exploration is essential for student success.”

In this activity, students were tasked with selecting two career exploration activities from the
following options:

● Attending a career development event;
● Having an appointment with the career center;
● Joining a student club;
● Doing a career self-assessment
● Applying to a job;
● Or completing a job simulation and then reflecting on what they have learned.

This assignment aimed to show that career development offers many paths, so it’s crucial to
understand why you choose an activity, what you hope to gain, and reflect on what you learn.
Laurie expected students to pick low-effort options like self-assessments or joining a club, given
their frequent concerns about time constraints. Instead, nearly all chose job simulations or
applied for a job, showing a strong preference for hands-on experience.

For media inquiries or to schedule an interview with Laurie Nilo-Klug, please contact:
Marisa Spano
marisa@elkordyglobal.com

US K-12 Education: Still the "Shame of the Nation"

In 2005, Jonathan Kozol’s The Shame of the Nation powerfully critiqued the deeply entrenched educational inequalities that have disproportionately harmed Black, Latino, and low-income students. Kozol exposed the systemic racial and economic segregation that has continued to plague American schools, and his analysis remains deeply relevant today. However, the future of U.S. public education is at risk of becoming even bleaker under the Trump administration, especially as the federal government's role in education continues to be weakened.

The K-12 Pipeline: A Growing Divide

The K-12 pipeline to higher education—the path students follow from early childhood through to high school—is increasingly segmented, with disparities in the quality of education between wealthy and low-income districts widening. Kozol’s focus on how underfunded urban schools limit students' opportunities remains central today. A new Trump administration, with Linda McMahon potentially leading the Department of Education, threatens to exacerbate these existing divides.

McMahon, with little background in public education, will champion policies that reduce federal oversight, resulting in less accountability for schools, particularly those in marginalized communities. The federal funding that historically helped level the playing field, particularly through programs like Title I, could be slashed, further undermining schools in low-income neighborhoods. As a result, these schools would continue to fall behind, denying their students the resources and opportunities needed to succeed in higher education.

The Impact of Charter Schools and Privatization

The Trump administration's push to expand charter schools is another major policy shift that could further fragment the education system. Charter schools, while often touted as innovative solutions for struggling students, have been criticized for contributing to the already entrenched inequality that Kozol highlighted. Although some charter schools provide high-quality education, many are selective, serving predominantly higher-income students. By draining resources away from traditional public schools, charter schools perpetuate the educational divide, leaving students in underfunded public schools without the same opportunities.

The rise in charter schools often leads to an increase in school segregation, as wealthier families gain access to better-funded charter schools while lower-income students remain trapped in poorly funded public schools. This trend is especially harmful to Black, Latino, and low-income students, whose educational outcomes are already significantly worse than those of their wealthier peers. The expansion of charter schools under the Trump administration, combined with a decrease in public school funding, could result in further neglect for students in the most vulnerable communities.

Dismantling the U.S. Department of Education

Under Linda McMahon, the federal government’s role in ensuring educational equity will diminish drastically. The department has long played a critical role in enforcing civil rights protections and promoting equal access to education for all students, especially those from historically marginalized communities. Under McMahon’s leadership, however, the department may reduce its oversight, weakening protections for disadvantaged students and further deregulating education standards.

Dismantling the Department of Education will severely impact funding for some of the most vital programs for disadvantaged students, particularly those from low-income families and students with disabilities. Title I, which provides essential funding to help poor schools close achievement gaps, could be gutted or eliminated, leaving millions of students without the resources they need to succeed. Schools in high-poverty areas rely on Title I funds to provide tutoring, after-school programs, and other support services that directly address educational inequality. Similarly, the Individuals with Disabilities Education Act (IDEA), which mandates funding for special education programs, could face significant cuts or be poorly managed if oversight is moved to less equipped agencies. Students with disabilities, who rely on specialized services and accommodations to succeed in school, would be at greatest risk of losing access to the tailored support they need. Without these protections, both vulnerable children and their schools could face a future where educational opportunities are increasingly limited, further entrenching inequality and leaving these children behind.

With fewer safeguards in place, the privatization of education could become the norm, as more school services, including special education and after-school programs, are outsourced to private companies. This would leave the most vulnerable students without the necessary support to succeed, particularly in crucial areas like literacy and numeracy.

The Growing Literacy Crisis: Math and Reading Inequality

The persistent gaps in math and reading literacy are among the most pressing challenges in American education. Despite efforts to improve educational outcomes, a significant disparity remains in the proficiency levels of students based on race and socioeconomic status. According to the National Assessment of Educational Progress (NAEP), only about 35% of Black and Latino 4th-graders are proficient in reading, compared to 50% of White students. Similarly, in math, only 25% of Black and Latino 8th-graders reach proficiency, compared to nearly 45% of White students.

These gaps are not merely statistical—they represent the unequal opportunities that students in underserved schools face. When underfunded schools struggle to attract and retain qualified teachers, or fail to provide students with essential learning resources, these disparities deepen. In a system where wealthy districts receive far more funding and resources, these gaps are perpetuated.

Under the Trump administration’s proposed policies, which prioritize charter schools and private sector involvement, students in public schools—especially those in impoverished areas—could see even fewer resources dedicated to addressing these literacy gaps. Charter schools, with their selective nature, may be able to provide higher-quality instruction in some cases, but this further isolates students who remain in traditional public schools with large class sizes and inadequate materials.

Making US Schools Less Accountable

The dismantling of the Department of Education would also jeopardize critical data collection and national testing systems that are vital for understanding and addressing the state of education in the United States. The National Center for Education Statistics (NCES), which operates under the Department of Education, is the primary source of reliable, comprehensive data on student performance, educational attainment, and resource allocation across the country. Without the NCES, efforts to assess educational disparities, track progress over time, and formulate evidence-based policies would be severely hindered. Additionally, national testing programs like the National Assessment of Educational Progress (NAEP), often referred to as the "Nation’s Report Card," provide valuable insights into student achievement and educational trends at the national and state levels. These assessments help inform policy decisions and highlight areas in need of intervention. Without these data-gathering tools, policymakers and educators would be left without a clear picture of how schools are performing, making it far more difficult to address systemic inequities or improve educational outcomes nationwide. The loss of these resources would leave the U.S. education system flying blind, unable to measure success or pinpoint areas for improvement.

Social Promotion: Masking the Problem Until It’s Too Late

One of the most damaging practices exacerbating the literacy crisis in American schools is social promotion—the practice of advancing students to the next grade level, despite their failure to meet basic academic standards. Social promotion is often used to avoid the stigma of holding students back, but in reality, it perpetuates the cycle of educational inequity by masking deep-rooted academic struggles.

For students in underfunded schools—particularly those in low-income neighborhoods—social promotion delays crucial interventions. Students who are promoted without mastering basic literacy and numeracy skills are allowed to move forward with significant gaps in their knowledge. By the time they reach high school, it is often too late to catch up, and many of these students find themselves unprepared for the rigors of higher education or the workforce.

Social promotion is particularly harmful for students of color, who are already more likely to attend schools with fewer resources and less experienced teachers. When these students are promoted despite not having the foundational skills needed for success, they are set up for failure. This delayed intervention further widens the achievement gap and reduces their chances of succeeding in higher education.

As the Trump administration’s policies could continue to reduce federal oversight and place more control in the hands of state and local governments, the problem of social promotion could go unchecked. Without a strong, federally mandated system of accountability, more students may be left behind, and the opportunity to fix the systemic issues before it’s too late will be missed.

The Danger of Increasing Segregation: School Discipline and the School-to-Prison Pipeline

In addition to the academic challenges, discipline policies in schools have long contributed to the inequities Kozol highlighted. The school-to-prison pipeline, which disproportionately impacts Black and Latino students, has resulted in higher rates of suspension, expulsion, and even criminal justice involvement for students of color. Under the Trump administration, this pipeline could be exacerbated by loosening federal regulations and reducing accountability for discriminatory disciplinary practices.

The expansion of charter schools could further isolate students of color, as these schools often have less stringent rules for discipline and may screen out students who are considered high-risk. This leaves public schools, especially in poorer neighborhoods, dealing with the fallout of disproportionate discipline practices, which can lead to higher dropout rates, decreased academic engagement, and fewer opportunities for college readiness.

The Path Forward: A Deepening Crisis or Hope for Reform?

While the dismantling of the U.S. Department of Education and the increased push for charter schools under the Trump administration threaten to deepen the educational crisis, there is still hope. Advocacy for stronger public education, equitable funding, and systemic reform must continue to be at the forefront of the national conversation. Kozol’s work serves as a powerful reminder of the devastating consequences of neglecting America’s most vulnerable students. Without urgent action to address the disparities in educational resources, teacher quality, and funding, the gaps in math and reading literacy will only grow wider, and the K-12 pipeline to higher education will become more fragmented.

Efforts to combat these inequities could include increased investment in early childhood education, improved access to social-emotional learning programs, and a renewed commitment to ensuring that all students, regardless of race or background, have access to the same opportunities for success. However, this can only happen if the federal government plays a strong role in holding schools accountable and ensuring equitable access to resources.

Ultimately, as Kozol’s critique has shown, the educational divide in America will continue to grow unless systemic changes are made. If the focus shifts away from equity and toward privatization and deregulation, the cycle of educational inequality will continue to harm the students who need help the most, leaving them without the tools they need to succeed in higher education and beyond.

Wednesday, April 2, 2025

"We Are Killing the Essence of What the University Is": Dr. Joanne Liu on NYU Canceling Her Talk (Democracy Now!)

The former international head of Doctors Without Borders is speaking out after New York University canceled her presentation, saying some of her slides could be viewed as "anti-governmental" and "antisemitic" because they mentioned the Trump administration's cuts to foreign aid and deaths of humanitarian workers in Israel's war on Gaza. Dr. Joanne Liu, a Canadian pediatric emergency medicine physician, was scheduled to speak at NYU, her alma mater, on March 19 and had been invited almost a year ago to discuss the challenges of humanitarian crises. Censoring speech is "killing the essence of what the university is about," says Liu. "I truly and strongly believe that universities are the temple of knowledge."

Yale Law School Firing Sparks Debate Over Free Speech and the State of American Academia

In a statement shared on social media on March 28th, Helyeh Doutaghi, the Deputy Director of the Law and Political Economy Project at Yale Law School (YLS), revealed that her employment was terminated by the prestigious institution. The firing came just days before Muslims across the world marked the second Eid under the shadow of an ongoing genocide against Palestinian families. Doutaghi’s termination followed her outspoken criticism of Zionist policies in Palestine, igniting a wider conversation about free speech, academic freedom, and institutional silencing in American universities.

According to Doutaghi, the circumstances surrounding her firing raise critical questions about the role of elite educational institutions in suppressing dissent. She criticized universities like Yale, Cornell, Columbia, and Harvard for what she described as the normalization of "fascistic governance." In her statement, Doutaghi argued that these institutions were increasingly functioning as "sites of surveillance and oppression," actively collaborating with state apparatuses to criminalize resistance movements.

Doutaghi's termination was preceded by her being placed on administrative leave in February, following allegations of ties to Samidoun, the Palestinian Prisoner Solidarity Network, which the U.S. government has labeled a terrorist-linked organization. Doutaghi has denied any unlawful affiliation with the group, asserting that she was never given an opportunity for a fair hearing before her abrupt dismissal. In her view, Yale’s actions exemplify a broader trend of academic institutions suppressing pro-Palestinian voices, especially as the geopolitical tensions surrounding the Israeli-Palestinian conflict escalate.

In a chilling warning about the broader implications of her firing, Doutaghi emphasized the troubling precedent her case could set for academic freedom. "This sets a chilling precedent," she wrote. "If any Al bot – or anyone at all – accuses a Yale faculty or student of wrongdoing, that alone can now suffice to end their career." Doutaghi's comments draw attention to concerns about due process in academic settings, especially when external pressures—such as politically motivated surveillance or AI-generated campaigns—are used to target and silence critical voices.

The investigation into Doutaghi's alleged ties to Samidoun came to light after an article in Jewish Onliner, an Israeli publication. However, doubts have been raised about the credibility of the publication. Israeli newspaper Haaretz reported that Jewish Onliner might be an AI-generated bot with potential links to the Israeli government and military, further casting uncertainty on the investigation’s motives. Doutaghi’s attorney, Eric Lee, pointed out that the basis for the investigation was flimsy, with the sole evidence being an online article, raising serious questions about the fairness and transparency of Yale’s decision-making process.

Doutaghi has also linked her termination to broader shifts in U.S. policy, particularly under the Trump administration, which she claims has escalated attacks on noncitizen students and faculty supporting Palestinian human rights. For Doutaghi, her firing is symptomatic of a deeper crisis in American institutions, one that reflects the decline of what she calls "Western liberal democracy." She contends that these systems, despite their outward commitment to democracy and human rights, are built to serve the interests of the propertied classes, often at the expense of marginalized communities.

The implications of Doutaghi’s termination extend beyond her personal case, signaling a potentially dangerous precedent for academic freedom in the U.S. As universities increasingly become sites of ideological conformity, there is growing concern that dissenting voices—particularly those in solidarity with Palestine—are being systematically silenced. The firing raises questions about the extent to which academic institutions are willing to protect free speech in the face of external political and social pressures.

In the wake of Doutaghi’s dismissal, students, faculty members, and advocacy groups have rallied in support of her, condemning Yale’s actions as an affront to academic freedom. Protests have erupted at various campuses, demanding accountability from university administrators and calling for the protection of Palestinian human rights.

As the case continues to unfold, the larger debate about the role of universities in upholding democratic values, academic freedom, and social justice remains at the forefront. Doutaghi’s statement serves as a reminder of the precarious nature of dissent in today’s political climate, where even academic institutions that once stood as bastions of free thought and expression are increasingly vulnerable to the pressures of political influence and ideological control.

The question now facing the broader academic community is how to respond to the growing trend of censorship and silencing on campuses. Will institutions like Yale take a stand in defense of free speech, or will they continue to bow to external political and social pressures? The answers to these questions will have far-reaching consequences for the future of academic freedom in the United States.

Information about "Hands Off Our Schools" rally in San Diego, April 8th, 8am-noon

FOR IMMEDIATE RELEASE SAN DIEGO, Calif. — Activist San Diego, in collaboration with 50501 San Diego, will host a grassroots rally Tuesday, April 8, protesting the elimination of the Department of Education and the billions of dollars in lost funding that will negatively impact our parents, teachers, and educators.

The event coincides with Department of Education Secretary Linda McMahon's appearance at the ASU + GSV Summit at the Manchester Grand Hyatt.

Event Details:

What: San Diego parents, educators, and concerned citizens protesting attacks on the Department of Education and cuts to school funding
Who: San Diego community members with organizing support from Activist San Diego and 50501 San Diego
When: Tuesday, April 8th, 8 a.m. to noon PDT
Where: Manchester Grand Hyatt, 1 Market Place, San Diego
Why: Voice community concerns about student rights and educational funding
Registration: Advanced registration is strongly encouraged at https://www.mobilize.us/dashboard/indivisible/event/770940
Transportation: Participants are encouraged to take public transit to the event

The "Hands Off Our Schools!" rally aims to challenge current educational policy directions and amplify community voices. Laurie, a mother of two special needs students describes her reason for speaking out.

"As a mother of two vibrant, neurodivergent daughters, my parenting journey is unique. I've had to navigate private insurance, MediCal, Regional Center supports, Early Start programs, developmental therapy networks, and our public school system.

This work is challenging, but it's called me to action—especially when our support systems are threatened. Public schools are a safe haven for families like mine. I worry there may not be a place where my girls will be accepted, supported and celebrated. That's why I stand against efforts to dismantle the Department of Education."

Media Opportunities

Speakers will be available for interviews during the event, please contact Coleen Geraghty below if you are interested in an interview. The complete speaker lineup is being finalized, additional updates will be sent as more information becomes available.

Media Contact:
Coleen Geraghty
coleengeraghty@gmail.com
619-709-4188

Tuesday, April 1, 2025

This Week In College Viability (Gary Stocker, TWICV)

College Viability provides a resource site for students, parents, community member, faculty and others to easily see the latest information on the financial health of private colleges. The College Viability App enables students, parents, leaders and others to compare the changes in a private colleges' finances, enrollment, and outcomes over a period of 6 years. For families this information lets them make more informed decisions about their college choice -- limiting the risk of choosing one whose financial results suggest viability concerns in the coming months and years. For higher education leaders, the App provides comparative data about competitors and potential merger or alliance partners.

Trump Dismantles US Institute of Museum and Library Services (YT Daily News)

The Institute of Museum and Library Services (IMLS) has put its entire staff on administrative leave following President Trump's executive order to eliminate seven federal agencies, including IMLS.

Keith E. Sonderling has been appointed as the acting director during this transition. Staff were notified via email about their 90-day paid leave, which included instructions to return government property and had their email accounts disabled.

IMLS is a small federal agency, with about 70 employees, that awards grant funding to museums and libraries across the United States. Last year it granted $266 million to support essential cultural institutions.

Wake up from the dream...

It's April 1, 2025. And this is no joke. Under Donald Trump and his Republican government, the US is quickly headed down the wrong path, politically, economically, and socially, with little resistance. After three months of government disruption, there are still tens of millions of Americans that do not get what's happening, and many more that do get it but are unwilling to act.

In history, we have seen moments very similar to this. This time, politicians, corporate CEOs, and higher education elites, who should know better, have largely stood on the sidelines. At their worst, these elites have systematically punished those who did have the courage to speak out, making others fearful of even nonviolent resistance.

This is nothing new: of nations and societies becoming less democratic, less responsive to the People. This move to the right has developed in a number of countries, and students of history know about the rise of authoritarian leaders in ancient Rome, medieval France and England, and modern Germany, Italy, Japan, and Russia.

Can we wake up from the dream before it's too late?

Monday, March 31, 2025

March Update on Student Debt (Debt Collective)

The federal government is a sh*t show right now. From ICE abductions of pro-Palestine college students to proposed cuts to Social Security and Medicaid, the Trump administration is wreaking havoc on all of our communities.

We want to take a moment and specifically talk about student debt and higher education — work that we’ve been doing for a while now. Here’s some of what we know, what we think, and what we should do:

In recent days, the Trump administration issued an executive order to dismantle the Department of Education. Legally, this cannot be done without Congress, but in practice, this means most of the staff was simply fired. We talked a little bit about what that means for student debtors in this Twitter thread. In short, this makes the student debt crisis much worse.

Shortly after that, Trump ordered the entire federal student debt portfolio — all $1.7 trillion — to be moved from the Department of Education to the Small Business Administration (SBA). The Small Business Administration is another agency within the federal government. That means our collective creditor would still be the federal government. But will this move actually happen? Will our federal student loans somehow end up privatized? There is a LOT up in the air right now, and the short answer is we don’t know exactly what will happen, but we as debtors should remain nimble so we can exercise our collective power when we need to. Moving our student debt from the Department of Education to the SBA would be 1) illegal 2) administratively and practically difficult 3) lead to possible errors with your account.

If you haven’t already, we still highly recommend going to studentaid.gov and finding your loan details and downloading and/or screenshotting your history.

The traditional infrastructure we have long suggested debtors utilize to solve problems with their student debt — the Consumer Financial Protection Bureau (CFPB), the FSA ombudsman team, etc — have either been undermined or outright destroyed. This means there are fewer and fewer ways for us, student debtors, to get answers to problems with our student debt accounts. But we shouldn’t let Congress off the hook — we should make student loans Congress’ problem. They’re elected to serve us and it’s their job to attend to your needs.

Our friends at Student Borrower Protection Center (SBPC) have put together a helpful tool to open a case at your member of Congress’s office.

Lastly, we want to talk about what we mean when we say Free College. Student debt has ruined lives, and will continue to as long as it exists. We shouldn’t have to borrow to pay for college — in fact, we shouldn’t have to pay at all. It should be free. And that’s what we’re fighting for. But our vision for College For All doesn’t stop at tuition-free — it means ICE and cops off campus; it means paying workers, faculty and staff a living wage; it means standing up for free speech; it means ending domestic and gender based violence on campus; and it means universities that function as laboratories for democracy and learning, not as laboratories for landlords and imperialism.

On April 17th, Debt Collective is co-sponsoring the National Higher Education Day of Action to demand our vision of College For All and oppose the hell the Trump administration is causing right now. Find an event near you HERE to participate — or start an event on your own!

And THIS SATURDAY – April 5th –we’re taking to the streets with hundreds of thousands of people across the country to tell Trump and Musk “Hands Off Our Democracy!” They’re stripping America for parts, and it's up to us to put an end to their brazen power grab. This will be one of the largest mass mobilizations in recent history — and we need you in the streets with us. There are hundreds of actions planned, find one to join near you HERE.

Whatever happens in the future, we will be more likely to win if we gird ourselves with each other’s stories and experiences so we can fight together. This is why we built a debtors’ union — the only virtual factory floor for debtors. Debt acts as a discipline and keeps people from joining the struggle for things we care about — but we can increase our numbers and build power by canceling unjust debts. We all share the same creditor and we need to stay connected to one another. Forward this email to a friend or family member and tell them to join the union and our email list so we can stay connected.

In Solidarity,

Debt Collective

A LETTER TO HARVARD LAW SCHOOL STUDENTS (Harvard Law School Faculty)

From the Harvard Crimson:

Roughly 70 percent of Harvard Law School’s professors accused the federal government of exacting retribution on lawyers and law firms for representing clients and causes opposed by President Donald Trump in a Saturday night letter to the school’s student body.

The letter, which was signed by 82 of the school’s 118 active professors as of this article’s publication, described Trump’s threats as a danger to the rule of law. It condemned the government for intimidating individuals based on their past public statements and threatening international students with deportation over “lawful speech and political activism.”

Nine emeritus professors also joined the statement.

March 29, 2025

To our students: 
We are privileged to teach and learn the law with you. We write to you today—in our 
individual capacities—because we believe that American legal precepts and the institutions 
designed to uphold them are being severely tested, and many of you have expressed to us your 
concerns and fears about the present moment.

Each of us brings different, sometimes irreconcilable, perspectives to what the law is and should 
be. Diverse viewpoints are a credit to our school. But we share, and take seriously, a 
commitment to the rule of law: for people to be equal before it, and for its administration to 
be impartial. That commitment is foundational to the whole legal profession, and to the special 
role that lawyers play in our society. As the Model Rules of Professional Conduct provide: “A 
lawyer is … an officer of the legal system and a public citizen having special responsibility for 
the quality of justice.”

The rule of law is imperiled when government leaders: 
• single out lawyers and law firms for retribution based on their lawful and ethical 
representation of clients disfavored by the government, undermining the Sixth 
Amendment; 
• threaten law firms and legal clinics for their lawyers’ pro bono work or prior 
government service; 
• relent on those arbitrary threats based on public acts of submission and outlays of funds 
for favored causes; and 
• punish people for lawfully speaking out on matters of public concern.

While reasonable people can disagree about the characterization of particular incidents, we are 
all acutely concerned that severe challenges to the rule of law are taking place, and we strongly 
condemn any effort to undermine the basic norms we have described.

On our own campus and at many other universities, international students have reported fear 
of imprisonment or deportation for lawful speech and political activism. Whatever we might 
each think about particular conduct under particular facts, we share a conviction that our 
Constitution, including its First Amendment, was designed to make dissent and debate 
possible without fear of government punishment. Neither a law school nor a society can 
properly function amidst such fear.

We reaffirm our commitment to the rule of law and to our roles in teaching and upholding 
the precepts of a fair and impartial legal system.

How Severance Mirrors U.S. Higher Education Administration: The Compartmentalization and Bureaucracy of Modern Academia

In the dystopian world of Severance, employees undergo a controversial procedure that separates their work lives from their personal lives, creating a chillingly compartmentalized existence. While this premise seems far-fetched, the show’s underlying critique of institutional control, bureaucratic systems, and dehumanizing workplace environments mirrors certain aspects of U.S. higher education administration.

The Compartmentalization of Roles

At the heart of Severance is the radical division of personal and professional identities. Employees, when at work, have no memory of their personal lives, and when they leave the office, their work experiences are erased from their minds. This deliberate separation is an exaggerated version of a common practice in higher education—compartmentalizing roles and interactions.

In many academic institutions, faculty, staff, and students often navigate strict hierarchies and narrowly defined roles, which can create significant barriers between these groups. Administrators focus on policies and data, while faculty members concentrate on teaching and research. This division can lead to limited communication and a lack of understanding between those shaping the institution’s direction and those most impacted by decisions.

Dehumanizing Bureaucracy

Severance also critiques how systems of power, driven by bureaucracy, strip employees of their humanity. This theme resonates with the reality of higher education administration, where decisions are made far from the classroom, often by individuals who may have little connection to the day-to-day experiences of faculty or students.

Universities rely on complex bureaucratic systems to manage operations, from student admissions to faculty performance assessments. These systems can often feel impersonal, and the pressure to conform to institutional standards—whether in terms of research output, teaching evaluations, or service requirements—can leave faculty and staff feeling like mere cogs in a well-oiled machine. The result is a sense of alienation and detachment from the institution, not unlike the isolated existence portrayed in Severance.

Institutional Control and Surveillance

In Severance, employees are constantly surveilled, their actions monitored and manipulated by the corporation to maintain control. This chilling form of oversight is mirrored in higher education, where increasing reliance on data analytics and monitoring systems tracks everything from student performance to faculty productivity.

Universities increasingly collect vast amounts of data, from tracking graduation rates to measuring faculty research output, with the intent of improving efficiency and accountability. However, for many faculty and staff, these systems can feel intrusive, reducing their work to numbers and metrics, much like the employees of Severance who are stripped of their identities in favor of institutional goals.

The “Work-Life Balance” Paradox

One of the key tensions in Severance is the idea of “work-life balance” taken to an extreme, where the characters’ personal and professional identities are completely isolated. In higher education, this balance is a perennial challenge. Administrators often promote the importance of self-care and work-life balance, yet faculty and staff are regularly expected to juggle multiple roles—teaching, research, administrative duties—and produce high levels of output.

As a result, the lines between personal and professional life often blur, with faculty members frequently working late into the night or on weekends to meet the demands of the job. Despite official policies promoting balance, the pressure to perform can create a culture of burnout, not unlike the invasive control experienced by Severance's characters.

Conformity vs. Individuality

Finally, Severance explores the tension between conformity and individuality, a dynamic that is also evident in academia. In the show, employees are forced to conform to the institution’s demands, stifling their personal identities. Similarly, universities increasingly measure success through standardized metrics—graduation rates, research grants, and student satisfaction surveys—that prioritize efficiency over creativity or personal growth.

For faculty members, this pressure to conform to institutional expectations can stifle academic freedom and exploration. While universities often champion individuality and intellectual curiosity, the overwhelming focus on data-driven outcomes can push faculty to prioritize “safe” or “marketable” research topics over more innovative or personal endeavors.

Higher Education Inquirer continues to generate an international audience

HEI continues to generate a strong international audience. While a substantial portion of our viewers are from the US, we have people (and bots) from across the globe reading our articles and Youtube posts. Our coverage lately, on the revocation of student visas, and of deportations, is particularly important for international students, particularly those who are concerned about US intervention in the Middle East, Asia, and Latin America. For some unknown reasons, we have little traffic from folks in African countries or Latin America countries (other than Mexico). We also have fewer than expected numbers from Canada and India. If there is anything we can do to increase those viewership numbers, please let us know.

Sunday, March 30, 2025

US CRACKS DOWN ON STUDENTS: VISAS REVOKED OVER SOCIAL MEDIA POSTS! (NLTV)

Hundreds of international students in the US have received emails from the Department of State (DOS) instructing them to self-deport after their F-1 visas were revoked due to campus activism or social media posts. This crackdown targets not just those who physically participated in activism, but also those who shared or liked 'anti-national' posts. Some Indian students may also be affected. The US Secretary of State, Marco Rubio, confirmed the visa revocations, stating that over 300 visas had been revoked for "anti-national activities." He also launched an AI-powered app, "Catch and Revoke," to identify and cancel visas of students supporting designated terrorist groups like Hamas. New student visa applications are also under scrutiny, with applicants potentially being denied entry. The email sent to affected students warns them to self-deport, stating their visas were revoked under Section 221(i) of the Immigration and Nationality Act. It also informs students that staying in the US without lawful status could lead to fines, detention, or deportation, and they would need to apply for a new visa to return in the future.

NewSchool of Architecture and Design: Legal Troubles Mount

NewSchool of Architecture and Design, the last remaining US college under Ambow Education’s umbrella, is facing significant legal challenges that could threaten its survival. Enrollment has plummeted to just 280 students, and the US Department of Education has placed the institution under Heightened Cash Monitoring (HCM2) for administrative issues.

Adding to its woes, NewSchool is currently embroiled in two major lawsuits over unpaid rent and contract breaches. The first lawsuit, filed on July 15, 2024, by Art Block Investors, LLC, seeks $2.26 million in unpaid rent and common area maintenance (CAM) fees. Following trial, the San Diego Superior Court issued a Proposed Statement of Decision granting possession of the premises to the plaintiffs and awarding damages, with attorney’s fees and costs (estimated at $80,000–$100,000) to be determined. NewSchool has objected to the decision, but a final judgment is expected within 30 days, followed by a motion for fees.

The second lawsuit, filed on September 6, 2024, also by Art Block Investors, LLC, alleges breach of contract and guaranty against both NewSchool and Ambow Education Holdings Ltd., seeking $4.47 million. This claim may be offset by amounts recovered from the first lawsuit. NewSchool has responded to the complaint, but no pretrial or trial dates have been set.

The outcomes of these lawsuits could have a severe financial impact on both NewSchool and Ambow Education. If the courts rule unfavorably, the college could face eviction and substantial financial liabilities, further jeopardizing its viability. The continued litigation also diverts management’s attention and resources, potentially harming the institution’s already fragile reputation.

As of April 2025, the situation remains unresolved, leaving NewSchool’s future—and that of its parent company—hanging in the balance.

Resolution to Establish a Mutual Defense Compact for the Universities of the Big Ten Academic Alliance in Defense of Academic Freedom, Institutional Integrity, and the Research Enterprise

Whereas, recent and escalating politically motivated actions by governmental bodies pose a
significant threat to the foundational principles of American higher education, including the
autonomy of university governance, the integrity of scientific research, and the protection of free
speech;

Whereas, the Trump administration and aligned political actors have signaled a willingness to
target individual institutions with legal, financial, and political incursion designed to undermine
their public mission, silence dissenting voices, and/or exert improper control over academic
inquiry;
Whereas, the Big Ten Academic Alliance represents not only athletic competition but also a
longstanding tradition of academic collaboration, research excellence, and commitment to
democratic values and shared governance;
Whereas, the Big Ten Academic Alliance includes 18 universities with thousands of instructors
serving over 600,000 students;

Whereas, the preservation of one institution’s integrity is the concern of all, and an infringement
against one member university of the Big Ten shall be considered an infringement against all;
Be it resolved that, the Rutgers University Senate urges the President of Rutgers University to
formally propose and help establish a Mutual Academic Defense Compact (MADC) among all
members of the Big Ten Academic Alliance;

Be it further resolved that, under this compact, all participating institutions shall commit
meaningful funding to a shared or distributed defense fund. This fund shall be used to provide
immediate and strategic support to any member institution under direct political or legal
infringement;

Be it further resolved that, participating institutions shall make available, at the request of the
institution under direct political infringement, the services of their legal counsel, governance
experts, and public affairs offices to coordinate a unified and vigorous response, including but
not limited to: Legal representation and countersuit actions; strategic public communication;
amicus briefs and expert testimony; legislative advocacy and coalition-building; related topical
research as needed.

Be it finally resolved that, this resolution be transmitted to the leadership of all Big Ten
universities and their respective governing boards and shared governance bodies, and that the
President of Rutgers University take a leading role in convening a summit of Big Ten academic
and legal leadership to initiate the implementation of this Compact.

Show Up, Fight Back! Protest in San Diego, April 8, 2025

The Rise of Christian Cybercharters: Profit, Indoctrination, and the Dangers of Faith-Based Online Education

As online education becomes an ever-expanding force in both K-12 and higher education, a disturbing trend has emerged with the rise of Christian cybercharter schools and online academies. While these institutions promise faith-based education and an alternative to secular public schooling, they also raise serious concerns about indoctrination, the commodification of education, and the profit-driven motives of their for-profit operators. For many families seeking an education aligned with their Christian values, these digital platforms offer an attractive solution. However, as the lines between faith-based learning and corporate interests blur, the question remains: what are we sacrificing in the pursuit of religiously guided education?

The Growing Influence of Christian Cybercharters

Christian cybercharter schools are part of a broader trend in which private, for-profit companies deliver education to students via online platforms. These schools, often designed to serve as alternatives to secular public education, integrate Christian teachings into core subjects such as history, science, and literature. While these schools may offer a semblance of flexibility for students in rural areas or families dissatisfied with traditional schooling, their model poses unique challenges.

Cybercharter schools are, by definition, public schools that operate entirely online and are funded with taxpayer dollars. Yet, the rise of Christian cybercharters, run by private companies, complicates the traditional understanding of education. These institutions, rather than simply providing secular education, often incorporate Christian teachings into all aspects of learning. Students may study math, science, and history through a Christian lens, learning creationism instead of evolution or receiving a heavily filtered view of history. In some cases, controversial issues such as LGBTQ+ rights and reproductive health are taught in ways that align with conservative Christian values, potentially ignoring or dismissing broader social, legal, and ethical considerations.

While these schools may appeal to parents seeking religiously grounded education for their children, concerns about the quality of education and the potential for indoctrination are mounting. Instead of offering an objective, well-rounded academic experience, these institutions may turn into ideological factories, promoting a singular worldview at the expense of critical thinking, intellectual curiosity, and open-mindedness.

James Loewen’s Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong serves as a cautionary tale when examining the educational landscape shaped by these faith-based online programs. In his book, Loewen critiques the sanitized, biased versions of American history often taught in public schools—narratives that ignore uncomfortable truths about racism, inequality, and colonialism. This phenomenon is mirrored in some Christian cybercharters, where history is frequently reinterpreted to promote a specific religious or political agenda, potentially leaving students with a distorted, incomplete understanding of the world. The difference here, of course, is that rather than the state pushing a particular narrative, these programs are driven by religious agendas that prioritize faith-based views over academic rigor and historical accuracy. Just as Loewen critiques the "lies" of public school textbooks, one could argue that these Christian educational platforms sometimes present a faith-filtered version of reality—one that aligns more with ideological conformity than intellectual exploration.

The Profit Motive: Corporations, Private Equity, and the Business of Faith-Based Education

At the heart of the Christian cybercharter movement is a growing involvement of private equity firms and publicly traded companies eager to profit from the expanding online education sector. Venture capitalists have increasingly poured investments into education technology companies, including Christian online platforms. As a result, more and more online education providers—particularly Christian cybercharter schools—are becoming businesses in the traditional sense, with financial returns prioritized over educational outcomes.

Much like other for-profit charter schools, these Christian cybercharters face the same pressures to maximize revenue. While proponents of this model argue that parents should have the option to select an education aligned with their values, critics argue that profit-driven motives overshadow educational quality. In many cases, the companies running these online schools are more focused on expansion, enrollment, and financial performance than on fostering critical thinking or providing a rigorous, well-rounded education.

In the case of for-profit Christian cybercharters, this business model often leads to a corporate agenda that prioritizes market share rather than genuine educational development. Whether or not these schools offer the best or most effective education is secondary to their role as vehicles for profit. Furthermore, because many of these institutions are delivered through online platforms, the lack of direct teacher-student interaction and oversight further diminishes the opportunity for intellectual debate and inquiry.

Indoctrination vs. Education: The Risks of Religious-Based Learning

One of the most significant concerns with Christian cybercharters is the potential for indoctrination. Unlike secular education, where students are encouraged to explore various ideas, form their own opinions, and critically engage with the material, Christian cybercharters often deliver content that aligns solely with religious teachings. In many cases, students are not encouraged to question or challenge the material they are given, but rather to accept it as the unquestionable truth.

For example, in science courses, students may be taught creationism in place of evolution or may receive instruction that contradicts widely accepted scientific principles. In history classes, there may be a deliberate effort to present historical events through a Christian lens, prioritizing religious interpretations and avoiding broader, secular understandings. This framing can affect the way students understand the world and interact with it, teaching them to see things in a way that aligns with specific religious views, rather than providing them with the tools to critically evaluate the world around them.

Loewen’s Lies My Teacher Told Me warns of the dangers of sanitized history education. The same critique can be applied to some Christian online academies. Just as Loewen highlights how mainstream textbooks gloss over the uncomfortable truths of American history—such as the treatment of Native Americans or the legacy of slavery—Christian cybercharter schools may whitewash history to fit a specific theological or political narrative. Students may learn that America is a "Christian nation," without an in-depth exploration of the diversity of belief systems that have shaped the country, or the ways in which Christianity’s role in history has been contested and debated. The problem arises when children, instead of being equipped to navigate complex historical realities, are taught to passively accept an ideological version of the past.

When education becomes synonymous with religious indoctrination, the line between objective knowledge and belief becomes dangerously blurred. Students are taught not to think critically about their beliefs or values but to accept them as fact, leaving little room for exploration, dialogue, or intellectual growth. The digital environment, where much of the learning takes place through pre-recorded lessons and automated grading systems, exacerbates this issue by limiting opportunities for meaningful teacher-student interaction.

The Corporate Takeover of Higher Education: Robocolleges and Faith-Based Learning

The influence of private companies and venture capital isn’t just limited to K-12 education. As online education expands, the model of faith-based learning is also infiltrating higher education. Many institutions are now offering Christian-based online degree programs, promising students a “Christian worldview” in subjects ranging from business to theology. While these programs may appeal to individuals seeking a religiously informed education, they raise concerns about the quality and breadth of education students receive.

The rise of “Robocolleges”—virtual universities run by corporations that offer online degrees—is another manifestation of the growing corporate control over education. These online programs, often funded by investors looking for high returns, can prioritize cost-efficiency and marketability over rigorous academic standards. In the case of faith-based online institutions, the goal can shift from providing a comprehensive education that challenges students to think critically about the world, to creating a narrow ideological framework where students are encouraged to see the world solely through the lens of Christianity.

In this environment, the rise of “Robostudents”—individuals who navigate education through algorithms and automated platforms—further deepens the risk of creating a generation of individuals who are highly specialized but lack the broad intellectual and social competencies needed to thrive in a diverse world.

Christian Robokids: The Future of Digital Indoctrination

A particularly concerning aspect of the rise of Christian cybercharters and online academies is the emergence of Christian Robokids—students who, in addition to receiving a faith-based education, are increasingly immersed in a highly automated, digital, and corporate-driven learning environment. As Christian cybercharters adopt more sophisticated AI and data-driven learning platforms, children may begin to engage with content not only through pre-recorded lessons but through AI-powered tutors and personalized learning paths that adapt to each student's “progress.” While this may sound appealing in theory, it opens the door for a future in which students are not only learning religious doctrine but are also being trained to conform to predetermined educational frameworks, shaped more by corporate interests than intellectual freedom.

Christian Robokids would navigate a digital education system where their learning is increasingly controlled by algorithms designed to maximize efficiency and profitability. These students could interact with content tailored to reinforce a singular religious viewpoint, with little to no exposure to diverse perspectives. In a world of Robokids, students might not engage in real discussions with teachers or peers, but instead follow rigid, automated curriculums. Their development into “robostudents” is further cemented by the complete absence of opportunities for face-to-face interaction, debate, and critical engagement with differing worldviews.

Moreover, the lack of teacher oversight in an entirely virtual system means that students may miss out on developing social and emotional intelligence, important for engaging in the complex, pluralistic world beyond the screen. The robotic nature of learning—where students become passive recipients of information rather than active participants—poses long-term risks to the intellectual and social development of children in these environments.

The Biggest Christian Online Academies

Several major Christian online academies are leading the charge in this digital faith-based education landscape, offering K-12 programs that blend academic rigor with Christian values. These academies not only cater to homeschool families but also serve as alternatives to public school systems, providing religiously grounded curricula that focus on both intellectual development and spiritual growth. Some of the largest and most well-known Christian online academies include:

Liberty University Online Academy – This academy offers a comprehensive K-12 online program with a strong focus on biblical teachings alongside standard academic subjects. Liberty University, a major Christian institution, has established a reputation for delivering accredited programs that combine faith and learning.
BJU Press Online Academy – Known for its biblical integration and classical Christian education approach, BJU Press offers a fully accredited K-12 online program that focuses on a Christ-centered worldview while delivering high-quality academics.
Alpha Omega Academy (AOP) – A significant player in the Christian homeschooling space, AOP’s online academy offers a customizable, accredited K-12 curriculum. Its flexible approach allows families to integrate Bible-based teachings into core subjects.
The King’s Academy – A Christian online school that blends academic excellence with spiritual development, providing a biblically integrated curriculum from kindergarten to high school.
Veritas Scholars Academy – Known for its classical Christian education model, Veritas offers online courses with a focus on critical thinking, intellectual development, and biblical integration for students in K-12.

These online academies reflect the growing demand for faith-based education in the digital era, offering flexible options for families who prioritize both academic excellence and spiritual growth. However, as these institutions scale and continue to integrate new technologies, the risk of further corporate influence and educational homogenization grows, raising questions about the long-term impact on students' ability to think critically and engage with a diverse world.

The Danger of "Garbage In, Garbage Out" in Faith-Based Education

A worrying byproduct of the corporate-driven Christian cybercharter model is the “Garbage In, Garbage Out” phenomenon. Just as for-profit companies may prioritize profits over educational outcomes, so too does this model risk producing students who are poorly prepared for the real world. If the content students are being fed is biased, ideologically driven, or scientifically flawed, the result will be a generation of graduates whose knowledge is narrow, incomplete, and disconnected from the realities of an increasingly diverse and complex world.

Christian cybercharters, while offering a religious alternative to public schools, risk leaving students unprepared for intellectual challenges and social engagement. Without the opportunity to engage with diverse perspectives or develop critical thinking skills, students may find themselves ill-equipped to navigate the broader society or the ever-changing workforce.

Conclusion: The Future of Faith-Based Education

As the trend of Christian cybercharters and online academies continues to grow, the future of faith-based education remains uncertain. Will these digital platforms provide students with the academic rigor, critical thinking skills, and social understanding they need to thrive in a complex world, or will they become vehicles for ideological conformity and corporate profit? As parents and educators, it is critical to carefully evaluate these programs, balancing faith-based values with a commitment to fostering intellectual independence and a well-rounded education that prepares students for life beyond the classroom.

Saturday, March 29, 2025

Competing foundations of progressivism (John Hawthorne, John's Newsletter)

[Editor's note: This article first appeared at John’s Newsletter: Thoughts about Contemporary Culture, Higher Education, Politics, and Religion. John’s Newsletter is a reader-supported publication. To receive new posts and support his work, consider becoming a free or paid subscriber.]

A quick note today because I’m heading to downtown Denver for an event sponsored by UCCS’ Center for the Study of Evangelicalism. Titled “White Christian Nationalism & the Future of American Politics”, the event features Anthea Butler and Randall Balmer. I would go here either one of them speak but having them together is a real treat. And I don’t have to drive to Colorado Springs to hear them! Watch for my reactions on Monday’s SubStack.

I’ve only read the introduction so far, but I’m intrigued by his initial argument. And I that argument speaks both to the Christian Nationalism I’ll hear about tonight and what has been happening in Trump 2.0.

Dunkleman argues that progressives have been driven by two somewhat contradictory political philosophies. While a balance between them is desirable, too often we’re faced with a pendulum swing.

It’s not a perfect match, but he contrasts the concerns of Hamilton with those of Jefferson. Hamilton favored a centralized authority to avoid chaos — that government could ameliorate problems on the ground. Jefferson, on the other hand, was worried about the government tyranny he’d seen from King George.

Alexander Hamilton, leader of the Federalists, worried primarily about chaos. He wanted to place more authority in the hands of centralized officials and financiers capable of developing America into an industrial dynamo — a “Hercules” on the global stage. His worry was that America woudl remain too disorganized, too divided, too chaotic to make the most of its opportunity. Pulling power into a leadership class would deliver more fro the public.
Thomas Jefferson’s narrative, by contrast, was born of an entirely different frame. Horrified by the English Crown’s treatment of the colonies, he was determined to thwart overbearing authority — to protect individuals (or, at least, white, male, landowning individuals) from the abuses of public authority. (10)

For Hamilton’s frame, one sees problems that need to be addressed in the society and launches strategies to solve those problems. So the Interstate Highway system, the EPA, FEMA, Social Security, are all organized government efforts to deal with concrete problems that span local control. Power, in this frame, can be a source for good.

The Jeffersonian fear is that concentrated power in the hands of few is prone to abuse, corruption, and capriciousness. Far better to shove power downstream, to let local entities deal with problems as they see fit, recognizing the presumed wisdom of thsoe at the local level. Power, in this frame, is fraught with concern.

Of course, we have to include the Jacksonian impulse of attacking centralized authority and allowing ethnic grievances to run rampant. I think Trump 2.0 is a Jacksonian philosophy (to the extent that there is one) pretending to be Jeffersonian.

The latter comes clear in the current destruction of much of structdure of the federal government. Under the guise of “returning things to the states”, large swaths of federal programming will be shifted downward. This will allow the administration to claim that they cut government spending. In reality, they will decrease federal spending while increasing financial burdens of states and localities. Because these latter groups cannot deficit spend, services will be cut or local taxes will increase — or both.

Make no mistake. A cursory review of the daily executive orders makes clear that this is Jacksonian government. From singling out supposed enemies to immigration policies to attacks on the Smithsonian and higher education, pursuing populist agendas (or personal ones) is key.

In the process, the checks and balances of a true Jeffersonian approach are missing. With the exception of the courts, none of the structures designed to protect against centralized tyranny are completely ineffective (so far).

When power is pushed down to localities, it opens the door for conservatives at the local level to use their gerrymandered power to pursue their agendas regardless of the interests of their constituents. So we get abortion bans, book bans, and bathroom bills in some states with a different set of operating priorities in others.

Conservative activists have seen this coming for decades. They get conservative Christians to dominate local school boards. They build horizontal structures that allow information to flow from one state/locality to another.

This is where the Christian Nationalism movement comes in. It’s not just individuals who hold certain attitudes about Christian morality and its relationship to government. It exists in organizations that cut across those groups, to exercise power from the grassroots.

The Hamiltonian vision will rise again. Unfortunately, it will happen as problems go unresolved and people are harmed. The chaos that Dunkelman describes is on the horizon. What happens when FEMA only operates at the state level and people can’t get home insurance? What happens when the measles epidemic in several states becomes a nation-wide phenomenon? What will result when educational quality falters even further?

I really wish there was a clear way to swing the pendulum back toward balance without multiple crises to happen first. But I don’t think things will change without first seeing widespread pain and chaos.

CBO's Revised Student Loan Projections and FSA Operational Costs (Glen McGhee)

The Congressional Budget Office (CBO) has dramatically revised its projections for the federal student loan program, transforming what was once expected to be a profitable government investment into a significant fiscal liability. This report examines the details of these projection changes and analyzes the operational costs of the Federal Student Aid (FSA) program.

The CBO's updated budget projections released in 2024 reveal a stark shift in the expected financial performance of the federal student loan program. These projections represent a significant revision from earlier expectations and highlight growing concerns about the sustainability of current student lending policies.

According to the Committee for a Responsible Federal Budget (CRFB), the estimated federal cost of student loans issued between 2015 and 2024 has increased by $340 billion – transforming from a projected gain of $135 billion in the 2014 baseline to an expected loss of $205 billion in the 2024 baseline15. This represents a complete reversal in the financial outlook for the program over the past decade.

This dramatic shift is particularly evident when examining the changing projections for specific loan cohorts. In 2014, the CBO projected that taxpayers would generate an 11-cent profit for every dollar of student loans issued by the federal government in fiscal year 2024. However, the most recent projections indicate that taxpayers will instead incur a 20-cent loss per dollar of loans issued this fiscal year6.

Looking ahead, the situation appears even more concerning. Over the 2024-2034 budget window, the CBO expects federal student loans to cost taxpayers $393 billion1. This amount exceeds the $355 billion CBO expects to be spent on Pell Grants, the flagship college aid program for low-income students, over the same time period1.

The projected $393 billion cost includes several components:

$221 billion in losses on the $1.1 trillion in student loans the federal government will issue during this period
$140 billion in re-estimates of the losses taxpayers will bear on outstanding loans
$34 billion toward administering the student loan programs6

One particularly concerning aspect of the CBO projections is the growing cost of graduate student loans. These loans are expected to make up around half of new student loans originated in the current fiscal year11. The CBO projects that taxpayers will lose $102 billion on lending to graduate students over the coming decade11. According to the CRFB, graduate school loans are now nearly as subsidized as undergraduate loans and make up half of the cost of newly issued student loans15.

The dramatic increase in projected costs has several primary causes, as identified in the CBO reports and analyses by financial experts.

The primary catalyst for the growing losses is the expansion and increased utilization of income-driven repayment (IDR) plans6. While a borrower repaying loans under a traditional fixed-term repayment plan typically repays more than the initial amount borrowed, a typical borrower using an IDR plan will repay significantly less than the original loan amount6.

The CBO projects that taxpayers will lose between 30 and 48 cents for every dollar in federal student loans issued in fiscal year 2024 and repaid on an IDR plan1. Preston Cooper notes in his LinkedIn post that "the role of IDR plans in driving these costs can't be overstated. CBO generally expects taxpayers to profit on loans repaid through traditional fixed-term repayment plans. But loans repaid on IDR plans will incur losses ranging from 30 to 48 cents on the dollar"1.

The Biden administration's student loan forgiveness initiatives are cited as significant contributors to the growing cost of the program. The House Budget Committee press release states that "$140 billion or over a third of this cost directly stems from President Biden's student loan forgiveness schemes"7. These initiatives include changes to income-driven repayment plans to make them more generous1.

Beyond the projected losses on the loans themselves, the Federal Student Aid (FSA) program incurs significant operational costs to administer federal student aid programs.

According to FSA's 2024 annual report, the agency operated on an annual administrative budget of approximately $2.1 billion during FY 20244. As of September 30, 2024, FSA was staffed by 1,444 full-time employees who are primarily based in FSA's headquarters in Washington, DC, with additional staff in 10 regional offices throughout the country4.

The Department of Education's Salaries and Expenses Overview provides additional insight into how these administrative funds are allocated. The Student Aid Administration account consists of two primary components:

Salaries and Expenses
Servicing Activities

In the fiscal year 2020 budget request, for example, the Student Aid Administration account totaled $1,812,000,000, with $1,281,281,000 allocated for Salaries and Expenses and $530,719,000 for Servicing Activities5.

The latest CBO projections highlight a dramatic shift in the financial outlook for the federal student loan program. What was once projected to be a profitable government investment has transformed into a significant fiscal liability, with taxpayers expected to lose hundreds of billions of dollars over the next decade.

This transformation raises important questions about the sustainability of current policies and the potential need for reforms to address growing costs. The substantial operational budget of FSA ($2.1 billion annually) adds to the overall fiscal impact of federal student aid programs.

As policymakers consider the future of federal student aid, they will need to grapple with balancing access to higher education with fiscal responsibility and ensuring that federal resources are allocated efficiently and effectively.

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