71% of our StudentVu Panel will be living at home for the summer, without plans for travel (30% simply said ‘no’ to travelling, while 38% stated they didn’t have the money). This leaves a bit of time for relaxing, catching up with friends and, of course, a summer job. We asked the StudentVu Panel about their job plans for the summer, and their answers revealed some interesting
things about the summer job market.
When Stanford’s Artificial Intelligence MOOC made headline news in 2011, one of the early predictions was that quality education at mass scale and at low cost was around the corner. Given our research center’s interest in the productivity of educational interventions, we have been watching for evidence that MOOCs are cost-effective in producing desirable educational outcomes compared to face-to-face experiences or other online interventions. While the MOOC phenomenon is not mature enough to afford conclusions on the question of long-term cost-effectiveness, this study serves as an exploration of the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years.
Abstract The challenge of teaching sustainable development in higher education can mean that students—as future citizens—are left without insight, commitment, or a sense of their position regarding meaningful beliefs and actions related to sustainability. A paradox arises when educators approach a sustainability curriculum that has the potential to transform students’ thinking and actions, with a reductive and non-substantive pedagogy. This paper uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a more systematic and holistic understanding of a transformative pedagogy required for learning. The central thesis juxtaposes three sustainability curricular positions with three pedagogical models that vary decidedly in their emphasis on the prerogative of the learner’s prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning. It is found that a transformative pedagogy overcomes and eliminates the paradox, helping societies become more sustainable.
Résumé Parce que l’enseignement du développement durable représente un vrai défi pour les éducateurs, les étudiants sont privés de connaissance, d’engagement, et de compréhension de leur position à mieux connaître et à maîtriser tous les aspects du développement durable. Un paradoxe se pose lorsque les éducateurs abordent un programme d’études sur le développement durable avec le potentiel de transformer la pensée et les actions des étudiants avec une pédagogie réductrice. Une analyse épistémologique et pédagogique de la littérature a été utilisée pour redéfinir, clarifier et prévoir une compréhension plus systématique d’une pédagogie transformative nécessaire pour l’apprentissage du développement durable. La thèse centrale juxtapose trois positions curriculaires pour enseigner le développement durable avec trois modèles qui varient résolument dans leur accentuation sur l’apprenant et sa connaissance préalable, son engagement et son potentiel de la pensée critique et de l’apprentissage transformateur. L’article révèle que la pédagogie transformative surmonte et élimine le paradoxe, et ainsi aide la société à devenir plus durable.
Highlights
• Aboriginal women living off-reserve have bucked national trends, with employment rates rising since 2007 alongside labour force participation.
• Employment growth has been particularly high in service sectors such as finance and professional services – areas typically associated with well-paying, stable jobs.
• Linked to improving labour market outcomes, Aboriginal women have seen sizeable improvements in education attainment over the past 20 years.
• Significant gaps in outcomes relative to the Non-Aboriginal population persist. Fortunately, the rela- tively young population implies that these gaps will continue to close as the Aboriginal population is likely to see further gains in educational outcomes.
This research uses the Youth in Transition Survey (YITS) to compare participation in postsecondary education (PSE) in Ontario to such participation in other Canadian regions. We begin by presenting access rates by region, which reveals some substantial differences. University participation rates in Ontario are in about the middle of the pack, while college rates are relatively high. We then undertake an econometric analysis, which reveals that the effects of parental income are quite strong in the Atlantic provinces but much weaker elsewhere, including within Ontario. We also find that the relationship between high school grades and Programme for International Student Assessment (PISA) test scores (measures of academic “performance” and “ability”) differ by region and are generally strongest in Ontario. From this perspective, Ontario would appear to have a relatively “meritocratic” system, where those who are more qualified are more likely to go to university and where overall attendance rates are less affected by family income. Interestingly, the effects of parental education, which are generally much stronger than family income, are similar across provinces. Understanding the reasons underlying these patterns might warrant further investigation.
You've heard it before:
We already know what our students think.
Our committee has already picked the brand strategy that will work best. We know our school and our
students. We don't need external consultation.
These statements go against three core principles of successful PSE brand positioning, which one can find in the following case studies.
Aboriginal people in Canada have long understood the role building healthy, thriving communities.
Despite significant cultural and historical differences, Canada’s First Nations, Inuit and Métis people share a vision of learning as a holistic, lifelong process.
Increasingly, governments, Aboriginal organizations and communities are making decisions and developing policies that reflect a better understanding and awareness of an Aboriginal perspective on learning. However, the effectiveness of these
decisions still typically rely on conventional measurement approaches that offer a limited—and indeed incomplete—view of the state of Aboriginal learning in Canada. Current measurement approaches typically focus on the discrepancies in educational attainment between Aboriginal and non-Aboriginal youth (in particular, high-school completion rates) and often overlook the many aspects of learning that are integral to an Aboriginal perspective on learning. As a result, conventional measurement approaches rarely reflect the specific needs and aspirations of Aboriginal people.
This situation is not unique to Canada. In a recent report, the United Nations stated “it is of utmost importance that Governments, indigenous peoples, donors and civil society organizations work together to ensure that special [measurement] approaches are devised to coincide with the aspirations of indigenous peoples. Without a comprehensive understanding of Aboriginal people's perspective on learning and a culturally appropriate framework for measuring it, the diverse aspirations and needs of First Nations, Inuit and Métis across Canada will continue to be misinterpreted and misunderstood.
Identifying effective policy interventions for adults with low literacy and numeracy skills has become increasingly important. The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills, and governments now recognise the need to up-skill low-skilled adults in order to maintain national prosperity, especially in the context of structural changes and projected population ageing.
Most online students, even those who are successful, will tell you it takes an extra dose of motivation to stay on top of their assignments compared to the traditional classroom. In fact, the anytime/anywhere convenience of online learning sometimes makes it too convenient … to procrastinate, forget about, and become otherwise disengaged. No wonder online courses have an
attrition rate that’s 10 – 20 percent higher than their face-to-face counterparts.
For faculty teaching in the online classroom, this reality underscores the importance of having activities that build student engagement and help create a sense of community among their geographically dispersed students.
How prepared are today’s entering undergraduates for the challenges that lie ahead of them?
This annual report goes beyond the usual metrics of standardized test scores and high school transcripts to explore a wide range of non-cognitive attitudes that influence college readiness, such as students’ levels of self-discipline and confi dence in their abilities. The report is based on student survey responses drawn from a sizable national sample of entering undergraduates in 2012.
Among the highlights:
• Nearly 30 percent of incoming freshmen nationally in 2012 reported they “usually get bored and quit after a few minutes” when they try to study;
• Only 59 percent of incoming freshmen reported that they have developed a solid system of self discipline
for keeping up with schoolwork;
• Nearly 60 percent of incoming freshmen expressed openness to receiving help with improving their study habits;
• Fully 45 percent of today’s incoming freshmen nationally agreed with the statement, “Math has always been a challenge for me”;
• Only 42 percent of incoming, first-generation freshmen indicated, “I have a very good grasp of the scientific ideas I’ve studied in school”;
• Nearly half (49 percent) of incoming freshmen indicated being receptive to help with improving their math skills;
• Nearly one-quarter (23 percent) of incoming male freshmen wondered if a college education “is really worth all the time, money, and effort”;
• Three-quarters (75 percent) of incoming freshmen ages 25 and older reported being settled on their career direction vs. fewer than two-thirds (64 percent) of traditional-age freshmen; and
• Almost 40 percent of incoming, first-generation freshmen indicated they had “very distracting and troublesome” financial problems—a proportion that has generally held steady over the last six years.
It was always the same scenario. I’d be feeling a great sense of accomplishment because I had spent hours grading a set of English papers—painstakingly labeling errors and writing helpful comments. Everything was crystal clear, and the class could now move on to the next assignment. Except it wasn’t, and we couldn’t. A few students would inevitably find their way to my office, plunk their papers down on my desk, and ask me to explain the grade. Something had to change. I knew exactly why I was assigning the grades, but I obviously needed to find a more effective way of communicating these reasons to my students.
The community college field is evolving dramatically. It has been 10 years since the Center for Community College Student Engagement presented results from the first national administration of its flagship survey. Over the past decade, institutions enrolling more than 80% of U.S. community college students have used Center surveys to assess their students’ engagement so they can improve institutional practice and student outcomes. This focus on engagement is one of many changes in the ways community colleges are using data to understand and improve the educational experiences of their students.
Now, as colleges increasingly understand the importance of intentionally engaging students, the field must turn to the game-changing challenge: bringing high-impact practices to scale as part of a concerted effort to increase college completion rates. In an era of growing demand, shrinking budgets, and greater accountability, meeting this challenge requires singular focus. Colleges must make decisions—about every hour spent, every dollar allocated, every policy set, and every practice implemented—based on whether those decisions will make engagement inescapable for large numbers of their students.
Executive Summary
This longitudinal mixed method study collected quantitative data from 151 students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (AD/HD). Of these,117 students attended a combination of focus groups and personal interviews and shared their postsecondary education (PSE) experiences as persons with disabilities. The quantitative and qualitative data collection was carried out over two and a half years at the Centre for Students with Disabilities, which provides support and accommodations to college and university students within a shared campus environment at Durham College and the University of Ontario Institute of Technology (UOIT).
The purpose of this study was to evaluate the educational quality of the existing student service programs designed to ensure PSE access for students with LD and/or ADHD, who are an under-represented and at-risk population. Specifically, the study set out to measure and explore the effect of the Summer Transition Program (STP) and enhanced services on promoting students’ engagement, academic performance and, ultimately, their ongoing success throughout PSE.
The Ministry’s STP funding is earmarked for students with LD. However, the Ministry recognizes that students with LD have high comorbid rates of AD/HD. The STP is offered prior to the commencement of the fall semester to give students with LD and/or ADHD a chance to learn evidence-based learning strategies, self-determination skills and the use of assistive
technologies that promote PSE success without the added pressure and demands of a PSE course load. The STP curriculum is delivered in August, in a classroom setting in the morning and in a computer lab in the afternoon. Each day has a specific theme and content is designed to enhance knowledge and skills, such as time management. LD-specific supports were found to improve student outcomes, and the ongoing enhanced supports were believed to ensure accessibility.
This study’s most optimistic finding was the positive association between attendance at the STP and use of enhanced services. The study’s findings demonstrate that the STP improves the quality of students’ transition to PSE by first facilitating an earlier intake requirement and then helping students acquire psychoeducational assessments. STP students complete this process before the academic year begins in September.
Students who did not attend STP (NSTP students) described an overall lengthier and more complicated intake process. Findings from this study demonstrate that the STP improves students’ orientation to campus, orientation to services, disability awareness and willingness to self-advocate. STP also promotes their use of student services. On the other hand, when examining the impact of the STP alone, there were no differences between STP and NSTP students in their likelihood of earning a GPA above 2.0 for any of the first five semesters. The sample groups were self-selected or parentally selected. This sample selection could not be controlled for due to ethical reasons and the limited sample size; this may have decreased the measurable effect. A combination of the two programs was found to enhance academic performance.
Student wellness is an essential component of academic success in higher education and subsequent opportunities in the labor market. The Ohio State University Office of Student Life’s Student Wellness Center uses a model that includes nine key dimensions of wellness: career, creative, emotional, environmental, financial, intellectual, physical, social and spiritual.
A critical new theme of the 1990’s was how to achieve large scale reform. In the current decade sustainability has been added as a major concern. These twin concepts represent a radical shift from understanding individual school innovation toward establishing system change that generates and supports continuous improvement on a large scale.
In this paper we use literacy and to a certain extent numeracy initiatives as examples of attempts at large scale sustainable reform. We first describe the sources we use from our own and others work — a lively body of multi-year attempts at large scale reform. Second, we offer a tri-level model— school/district/state, along with evidence to demonstrate what is necessary at each of these three levels in the pursuit of system-wide reform. Third, we identify an agenda of unfinished business in order to take us to the next level of sustainable reform.
There is national and international recognition of the importance of innovation, technology transfer, and entrepreneurship for sustained economic revival. With the decline of industrial research laboratories in the United States, research universities are being asked to play a central role in our knowledge-centered economy by the technology transfer of their discoveries, innovations, and inventions. In response to this challenge, innovation ecologies at and around universities are starting to change. However, the change has been slow and limited. The authors believe this can be attributed partially to a lack of change in incentives for the central stakeholder, the faculty member. The authors have taken the position that universities should
expand their criteria to treat patents, licensing, and commercialization activity by faculty as an important consideration for merit, tenure, and career advancement, along with publishing, teaching, and service.This position is placed in a historical context with a look at the history of tenure in the United States, patents, and licensing at universities, the current status of university tenure and career advancement processes, and models for the future.
Research is hardly easy. As Martin Schwartz points out in his 2008 essay “The Importance of Stupidity in Scientific Research,” solving research problems requires us to immerse ourselves in the unknown. However intimidating it may be to overcome this infinite amount of ignorance, we believe there is a special set of traits that will equip an under-graduate researcher to successfully solve research problems. Creativity, judgment, communication, organization, and persistence are all equally important skills to make the leap from gaining knowledge from others’ discoveries to making discoveries on your own. Having and honing these skills, skills that encompass every level of research in every disci-pline, are key to an undergraduate developing the founda-tion for a successful career in research. As a group of under-graduate researchers and mentors, we want to motivate students to solve problems and make discoveries, and to start a discussion on how to forge the right path for each student toward research success. Following is our list of key skills.
The transformative trends of the past 50 years that have led to a sharp decline in marriage and a rise of new family forms have been shaped by attitudes and behaviors that differ by class, age and race, according to a new Pew Research Center nationwide survey complemented by an analysis of demographic and economic data from the U.S. Census Bureau. A new ―marriage gap‖ in the United States is increasingly aligned with a growing income gap. Marriage, while declining among all groups, remains the norm for adults with a college education and good income but is now markedly less prevalent among those on the lower rungs of the socio-economic ladder. The survey finds that those in this less-advantaged group are as likely as others to want to marry, but they place a higher premium on economic security as a condition for marriage. This is a bar that many may not meet.
The survey also finds striking differences by generation. In 1960, two-thirds (68%) of all twenty-somethings were married. In 2008, just 26% were. How many of today’s youth will eventually marry is an open question. For now, the survey finds that the young are much more inclined than their elders to view cohabitation without marriage and other new family forms — such as same sex marriage and interracial marriage — in a positive light. Even as marriage shrinks, family— in all its emerging varieties — remains resilient. The survey finds that Americans have an expansive definition of what constitutes a family. And the vast majority of adults consider their own family to be the most important, most satisfying element of their lives.
Here is a summary of the key findings of the report:
 The Class-Based Decline in Marriage. About half (52%) of all adults in this country were married in 2008; back in 1960, seven-in-ten (72%) were. This decline has occurred along class lines. In 2008, there was a 16 percentage point gap in marriage rates between college graduates (64%) and those with a high school diploma or less (48%). In 1960, this gap had been just four percentage points (76% vs. 72%). The survey finds that those with a high school diploma or less are just as likely as those with a college degree to say they want to marry. But they place a higher premium than college graduates (38% versus 21%) on financial stability as a very important reason to marry.
. Is Marriage Becoming Obsolete? Nearly four-in-ten survey respondents (39%) say that it is; in 1978 when Time magazine posed this question to registered voters, just 28% agreed. Those most likely to agree include those who are a part of the phenomenon (62% of cohabiting parents) as well as those most likely to be troubled by it (42% of self-described conservatives). Despite these growing uncertainties, Americans are more upbeat about the future of marriage and family (67% say they are optimistic) than about the future of the country’s educational system (50% optimistic), its economic system (46% optimistic) or its morals and ethics (41% optimistic).
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. An Ambivalent Public. The public’s response to changing marital norms and family forms reflects a mix of acceptance and unease. On the troubled side of the ledger: Seven-in-ten (69%) say the trend toward more single women having children is bad for society, and 61% say that a child needs both a mother and father to grow up happily. On the more accepting side, only a minority say the trends toward more cohabitation without marriage (43%), more unmarried couples raising children (43%), more gay couples raising children (43%) and more people of different races marrying (14%) are bad for society. Relatively few say any of these trends are good for society, but many say they make little difference.
. Group Differences. Where people stand on the various changes in marriage and family life depends to some degree on who they are and how they live. The young are more accepting than the old of the emerging arrangements; the secular are more accepting than the religious; liberals are more accepting than conservatives; the unmarried are more accepting than the married; and, in most cases, blacks are more accepting than whites. The net result of all these group differences is a nearly even three-way split among the full public. A third (34%) say the growing variety of family arrangements is a good thing; 29% say it is a bad thing and 32% say it makes little or no difference.
. The Resilience of Families. The decline of marriage has not knocked family life off its pedestal. Three-quarters of all adults (76%) say their family is the most important element of their life; 75% say they are ―very satisfied‖ with their family life, and more than eight-in-ten say the family they live in now is as close as (45%) or closer than (40%) the family in which they grew up. However, on all of these questions, married adults give more positive responses than do unmarried adults.
. The Definition of Family. By emphatic margins, the public does not see marriage as the only path to family formation. Fully 86% say a single parent and child constitute a family; nearly as many (80%) say an unmarried couple living together with a child is a family; and 63% say a gay or lesbian couple raising a child is a family. The presence of children clearly matters in these definitions. If a cohabiting couple has no children, a majority of the public says they are not a family. Marriage matters, too. If a childless couple is married, 88% consider them to be a family.
. The Ties that Bind. In response to a question about whom they would assist with money or care giving in a time of need, Americans express a greater sense of obligation toward relatives—including relatives by way of fractured marriages– than toward best friends. The ranking of relatives aligns in a predictable hierarchy. More survey respondents express an obligation to help out a parent (83% would feel very obligated) or grown child (77%) than say the same about a stepparent (55%) or a step or half sibling (43%). But when asked about one’s best friend, just 39% say they would feel a similar sense of obligation.
. Changing Spousal Roles. In the past 50 years, women have reached near parity with men as a share of the workforce and have begun to outpace men in educational attainment. About six-in-ten wives work today, nearly double the share in 1960. There’s an unresolved tension in the public’s response to these changes. More than six-in-ten (62%) survey respondents endorse the modern marriage in which the husband and wife both work and both take care of the household and children; this is up from 48% in 1977. Even so, the public hasn’t entirely discarded the traditional male breadwinner template for marriage. Some 67% of survey respondents say that in order to be ready for marriage, it’s very important for a man to be able to support his family financially; just 33% say the same about a woman.
. The Rise of Cohabitation. As marriage has declined, cohabitation (or living together as unmarried partners) has become more widespread, nearly doubling since 1990, according to the Census Bureau. In the Pew Research survey, 44% of all adults (and more than half of all adults ages 30 to 49) say they have cohabited at some point in their lives. Among those who have done so, about two-thirds (64%) say they thought of this living arrangement as a step toward marriage.
. The Impact on Children. The share of births to unmarried women has risen dramatically over the past half century, from 5% in 1960 to 41% in 2008. There are notable differences by race: Among black women giving birth in 2008, 72% were unmarried. This compares with 53% of Hispanic women giving birth and 29% of white women. Overall, the share of children raised by a single parent is not as high as the share born to an unwed mother, but it too has risen sharply — to 25% in 2008, up from 9% in 1960. The public believes children of single parents face more challenges than other children — 38% say ―a lot more‖ challenges and another 40% say ―a few more‖ challenges. Survey respondents see even more challenges for children of gay and lesbian couples (51% say they face a lot more challenges) and children of divorce (42% say they face a lot more challenges).
. In Marriage, Love Trumps Money. Far more married adults say that love (93%), making a lifelong commitment (87%) and companionship (81%) are very important reasons to get married than say the same about having children (59%) or financial stability (31%). Unmarried adults order these items the same way. However, when asked if they agree that there is ―only one true love‖ for every person, fewer than three-in-ten (28%) survey respondents say, I do.
Student Debt and the Class of 2013 is our ninth annual report on the cumulative student loan debt of recent graduates from four-year colleges. Our analysis of available data finds debt levels continue to rise, with considerable variation among states as well as colleges.
About seven in 10 (69%) college seniors who graduated from public and private nonprofit colleges in 2013 had student loan debt. These borrowers owed an average of $28,400, up two percent compared to $27,850 for public and nonprofit graduates in 2012. About one-fifth (19%) of the Class of 2013’s debt was comprised of private loans, which are typically more costly and provide fewer consumer protections and repayment options than safer federal loans.
Ontario is in the process of designing a plan for postsecondary education (PSE) to follow Reaching Higher. The new plan will contain an array of policy goals and strategies, and some consideration must be given to a tuition fee policy. The current tuition fee policy was slated to end in 2009-10, but was extended by two years. A new framework must be in place for the 2012-13 academic year. This paper presents options for a new tuition framework. We do not rank the options or make a recommendation, believing that this decision is appropriately a political one be made by government.
Much has been written about tuition fees and tuition fee policy. Our contribution is to provide some context for the choices ahead. One perspective comes from recent research on higher education. There is an emerging consensus in the Canadian higher education literature that can help evaluate current policies and point to possible new directions. This body of knowledge is frequently missing from tuition policy discussions, either because it is not widely understood or, occasionally, because the implications run counter to long-held positions.
The other perspective is historical. Ontario’s choices will be shaped in good measure by the policies already in place and the priorities underlying them. Specifically, postsecondary education will continue to be viewed as a key contributor to the province’s economic and social goals, and expectations for the sector are likely to continue to focus on accessibility, quality, and accountability.
We begin by describing briefly the current tuition framework and pressures for change. This discussion makes clear that tuition fee policy is not just about tuition fees; it is equally about student financial assistance polices and about the revenue needs of
colleges and universities. Setting a new fee policy requires full appreciation of the complex interplay among these three factors.
We note that, contrary to often-expressed views, Canadian researchers find no consistent correlation between tuition fees and PSE participation and persistence rates. Part of the explanation for this result is that average private rates of return to
postsecondary education compare very favourably to those available from purely financial investments. Increases in tuition rates of the magnitude witnessed in Canada in recent decades apparently have not been large enough to alter this situation.
Another part of the explanation is that non-financial barriers loom large for some individuals.
Private rates of return are relatively high in part because governments have chosen to subsidize PSE in various ways. The public debate frequently focuses on average tuition fees as reported by Statistics Canada. Yet this focus is misleading. For many
students, particularly those with demonstrated financial need, the actual costs of PSE @ Issue Paper No. 6 • Tuition Fee Policy Options for Ontario
2 – Higher Education Quality Council of Ontario are substantially lower once grants, subsidized loans, tax credits and debt relief are taken into account. These government policies notwithstanding, there are still groups that are underrepresented in PSE in Ontario and it is apparent that financial barriers remain part of the explanation. Other factors include lack of understanding of the relative benefits and costs of postsecondary education and decisions made early in the schooling process that preclude a successful transition to PSE.
There is an emerging consensus in the literature on how to design support policies to offset financial barriers. Ontario has many of these features in place, but there are options for improvement. These changes should be considered no matter what new
tuition policy emerges, but it is especially important to do so if the new policy contains ongoing fee increases.
The process for deciding on a tuition policy requires simultaneous and interdependent decisions on three key PSE policy variables: the revenue needs of the colleges and universities in each year of the planning period, a tuition fee framework that balances contributions to these revenue needs with effects on accessibility, and the public funds available each year for operating grants plus contributions to student financial assistance.
Four types of tuition frameworks are presented and evaluated for strengths and weaknesses within the Ontario context: capped tuition fees, a shares approach, constrained deregulation, and full deregulation. We look briefly at several variant of fee caps: a rollback, a freeze, tying increases to the CPI, and retaining the status quo policy of a maximum allowable increase of 5%. We argue that there is no obvious cap figure. Any choice involves a balancing of revenue needs, accessibility, and fiscal capacity.
The same point applies to proposals to adopt a shares approach wherein tuition revenue is set at some portion of institutional operating revenue. There is no obvious share to aim at. Governments over many years, for a variety of reasons, chose to
increase the relative share of PSE operating costs borne by students. These decisions were made in conjunction with a host of other economic and social policy adjustments;
for example, tuition credits. Any decision to alter this trend must take this broader historical perspective into account.
The choice of a new fee policy must also involve consideration of the pros and cons of relaxing or even removing the current distinctions of allowable fee increases among programs. A constrained deregulation approach would remove these distinctions among programs but retain an overall fee cap. Complete deregulation would remove the distinction and the arbitrary cap, although it is perfectly compatible with a scheme to tax back a portion of fee increases for need-based financial assistance.