A few things that families with college-bound students should know

college students
If you are going to college this fall, now is a good time to have your parents teach you financial skills like budgeting and bill paying. Learn now will make life on campus away from home much easier.

JeffStateCollege/Pixabay

StatePoint - Perhaps even more nerve-wracking than waiting for your child’s college acceptance letters is learning whether they’ve been awarded financial aid. Recent changes to the Free Application for Federal Student Aid (FAFSA) designed to simplify the process have led to unforeseen hiccups and technical glitches, causing academic institutions to delay sending out financial aid award letters. However, once you finally get the results, it can give your family a better idea of what to do next.

“Our research shows that for a majority of parents, figuring out how to pay for college was the ‘road to college’ activity that caused them the most stress. By making a financial plan and prioritizing it, you can be well prepared to avoid the most common bumps in the road,” explains Angela Colatriano, chief marketing officer, College Ave.

Colatriano recommends using the spring to teach your child these valuable financial skills: how to set up a budget, how to pay bills and how to manage credit. If your family will potentially be borrowing to finance college, students should also gain an understanding of how loans work, and how the different terms of the loan will affect their monthly payments and overall loan cost.

Speaking of budget, you should set a realistic budget for yourself. A recent College Ave survey found that in addition to helping pay for tuition and housing costs, parents also contribute to their child’s phone bill (65%), health insurance (61%), food and groceries (42%), cable and internet bill (35%) and transportation (32%). Be realistic about which expenses you can afford and where you want to ask your child to chip in.

Decode Award Letters

Financial aid award letters can look different for each school. Familiarize yourself with their components so that when they arrive, you’ll be ready to decipher them. Here’s what to look for:

1. Free money: The award letter will list whether your student is eligible for scholarships and grants (sometimes called Merit or Gift Aid). This is money you typically don’t need to pay back.

2. Federal Work-Study: Your child might be eligible for Federal Work-Study jobs. While jobs aren’t guaranteed, they can be a good opportunity to help cover educational expenses.

3. Student Loans: Schools will list any federal loans your child is eligible to receive. Helpful hint: They may be grouped with scholarships and grants. You should also note whether the loan is subsidized or unsubsidized. Because unsubsidized loans accrue interest while your student is enrolled and during deferment periods, this will affect the overall loan cost.

4. Other factors: Check if awards being offered are for all four years and understand what your child will need to do to continue being eligible for them, year-to-year.

To get an apples-to-apples look at the offers, calculate the net direct cost of each school by subtracting offered scholarships and grants from the cost of attendance (tuition, room, board, textbooks and fees). If applicable, you can subtract work-study aid too. You should also factor in expected increases in tuition, room, board and other fees.

Fill in the Gaps

If after doing the math, you find you have a financial gap to cover, look into private scholarships. One easy one to enter on a monthly basis is College Ave’s $1,000 Scholarship Monthly Sweepstakes.

You may also want to consider a private student loan or parent loan. Look for a lender with great rates, flexible repayment terms, and the opportunity to customize the loan to fit your budget. For example, College Ave offers student loan calculators, a pre-qualification tool that offers quick answers without affecting your credit score, and other helpful tools and resources. To learn more, visit CollegeAve.com.

“The important thing is not to panic. If you filled out the FAFSA, financial aid award letters are on the way. And once you receive them, you and your student can get to the fun part of planning for the future,” says Colatriano.


Harnessing the power of age: 5 key benefits of hiring older workers

by Gary A. Officer


BPT - When you think of new hires, who do you picture? While you may expect applicants to be 20-somethings straight out of college or 30- to 40-somethings making a career change, in reality, you'll likely see more applicants who are older adults. According to a report by the U.S. Special Committee on Aging, workers 55 and older will soon represent 25% of our nation's workforce.

Gary A. Officer
President/CEO
Center for Workforce Inclusion
However, just because more older adults are applying for jobs doesn't mean they are getting hired. Many older applicants face ageism during the hiring process. A survey by AARP found that it took older workers who were displaced during the Great Recession twice as long to find a new job than younger workers. The association also found that only 4% of firms have committed to programs that help integrate older workers into their talent pool.

Businesses that ignore this fast-growing workforce segment need to rethink their hiring process. With record-low unemployment numbers, many job openings across industries still need to be filled. But there is a mostly overlooked talent pool readily available - older Americans. Now more than ever, businesses must recognize that older workers bring much-needed experience, emotional intelligence and generational diversity to our workplaces.

Not convinced? Here are five key values older workers offer employers.

1. Problem-Solving abilities

Problem-solving is a critical skill that is attained over time. Through their lived experience in the workforce, older workers have accumulated a wealth of industry-specific knowledge that they can use to make informed decisions that help your business thrive. More importantly, they can impart this knowledge to younger colleagues, providing mentorship opportunities that benefit the mentors, mentees and the business as a whole.

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The result is a more innovative team. A 2018 study by Cloverpop found that multigenerational teams with an age range of 25 years or more (from the youngest member to the oldest member) met or exceeded expectations 73% of the time, while those with a narrow range of less than 10 years did so only 35% of the time.

2. Reliability

Older workers are incredibly reliable. This usually means that they are known for punctuality and dependability. You can count on them to show up on time to meetings, meet strict deadlines and provide a consistency that may be missing from your workplace. Best of all, they set a positive example for the rest of the company.

3. Improved team productivity

It's been reported that seven out of 10 workers in the United States enjoy working with people from other generations. Older workers appreciate the creativity of younger workers and younger workers appreciate the value of older workers' experience and wisdom (AARP).

These benefits extend beyond workplace satisfaction, too. Significant profitability and performance gains have been reported for companies that have above-average diversity. For example, according to an AARP report, companies with above-average diversity in age, gender, nationality, career path, industry background and education on their management teams report innovation revenue that is 19% higher and profit margins that are 9% higher than companies with below-average diversity.

4. Adaptability

Older adults have seen technology rapidly change throughout their lifetime. Contrary to popular belief, older workers are adaptable and willing to learn and master new skills and technologies.

The fact is that they've had to adapt quickly to keep pace with the increasingly connected and technology-forward world. These experiences have taught them to effectively navigate change, a valuable asset for businesses across many industries.

5. Low turnover

Hiring and training new employees can cost a company extensive time, money and resources. To reduce turnovers and increase employee retention, businesses should look to hire older workers.

The U.S. Bureau of Labor Statistics reports that older workers ages 55-64 have a higher employee tenure rate than their younger colleagues. They typically stay with a company for nearly 10 years, more than three times the rate of workers ages 25-34.

So, while the assumption might be that an older applicant is ready to retire - that is likely not the case. Many older Americans are delaying retirement, unretiring or simply unable to retire and are prepared to stay on board for many years to come.

Age is a value-add, not a detriment

While working for the Center for Workforce Inclusion, I've seen firsthand the benefits of hiring older employees. Embracing age diversity in your workforce can only help to improve your company's overall performance and workplace culture.

We often partner with businesses to help them tap into the talent pool of older workers to achieve successful business outcomes. We also work directly with older job seekers to overcome barriers to employment, develop in-demand skills and secure employment. To learn more about our work and how we can help, visit CenterForWorkforceInclusion.org.

Illinois high school seniors already facing a challenge applying for college financial aid

Michael Wysmierski/Pixabay

by Joe Ulery
Illinois News Connection


CHICAGO - Illinois high school seniors have new hurdles to overcome to get to college. High school students are waiting several extra weeks to get their hands on a newly designed Free Application for Student Aid. You might know it better as FAFSA.

The delay in the current process puts students behind when applying for financial aid.

Tabitha Jackson, senior seminar instructor for CICS Longwood High School, works with seniors at the charter school in Chicago. She said FAFSA has always been an Achilles heel, but the delay -- combined with the U.S. Supreme Court's decision to repeal affirmative action -- has further exacerbated the process.

"It's so frustrating and it's so hurtful to let a student know, 'Because of who I am, I may not have some additional support or some additional support benefits of being able to go to this school,'" she said. "My question is to my students: 'If affirmative action stops at this level, what's next?'"

Jackson added a lot of students don't want debt, and financial aid helps determine which college they can afford. The 2024-25 FAFSA form is expected to be available by the end of 2023.

The cumbersome conditions coincide with a downward trend for high school seniors who are participating in career and college aid counseling.

Doug Keller, partnership lead with San Francisco-based YouthTruth, said its Class of 2022 Survey underscores troubling findings from respondents.

"We found that there's significant declines among particular student groups and their participating in counseling about how to pay for college -- specifically, among Hispanic or Latinx students, multi-racial and multi-ethnic students and boys," he explained.

Keller said the largest gap is among American Indian, Alaskan and other Indigenous students, with a 14% gap between those who want to go to college and those who expect to attend.

Education leaders seek more funding for Black community colleges

by Mark Richardson
Illinois News Connection
Chicago - Historical and predominantly Black community colleges often get overlooked when it comes to funding for higher education. However, leaders nationwide are seeking ways to improve support for these institutions.

Complete College of America and Lumina Foundation organized a webinar recently to discuss the needs of these colleges and their crucial role in promoting equal opportunities for Black students.

Brandon Nichols, senior vice president for academic affairs at Olive-Harvey College, a historically Black community college, emphasized the need for funding to provide wraparound services to under-resourced students.

"One of the things that we noticed was the food insecurities," he said. "So we actually have a pantry that is now on site for our students to have access to. And we know that our students come to school hungry, may not have had the resources or access to be able to go to the grocery store that impacts the level of success in the classroom."

Olive-Harvey College is part of the Chicago State University system, with more than 7,000 students enrolled in scientific, technical and liberal-arts courses. Nichols said because it is the only group of Historically Black Colleges in Illinois, they feel a special responsibility to offer support to their students.

Nichols pointed out that funding is crucial in supporting what he calls the school's "stranded workforce" - individuals striving for a degree but held back by financial obstacles or other responsibilities. He said a majority of students come from a low-income background, which makes college necessities such as books, laptops, child care and even food sometimes hard to afford.

"We want to make sure that we give our students the resources they need to be the most successful," he said. "Next aspect is that we want to make sure that our students and our community also reflect the faculty that we have that are teaching our courses. We're very intentional to ensure that we have faculty that reflect our students."

Advocates from other states also highlighted the essential resources that historically Black colleges offer to support first-generation students and emphasize the need for impactful research that reflects their community influence.

Support for this reporting was provided by Lumina Foundation.

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America's rising "War on Culture" is becoming a factor in choosing the right college

Thousands of students visit Quad Day on the University of Illinois campus in 2003. The university hosts hundreds of student-lead recreational, social and political organizations each semester.
Photo: PhotoNews Media Archives

Students have long picked schools based on their academic reputations and social life.

By Jon Marcus
for The Hechinger Report and courtesy Illinois News Connection

When Angel Amankwaah traveled from Denver to North Carolina Central University for incoming student orientation this summer, she decided she had made the right choice.

She had fun learning the chants that fans perform at football games. But she also saw that “there are students who look like me, and professors who look like me” at the historically Black university, said Amankwaah, 18, who is Black. “I knew that I was in a safe space.”

This has now become an important consideration for college-bound students from all backgrounds and beliefs.

Students have long picked schools based on their academic reputations and social life. But with campuses in the crosshairs of the culture wars, many students are now also taking stock of attacks on diversity, course content, and speech and speakers from both ends of the political spectrum. They’re monitoring hate crimes, anti-LGBTQ legislation, state abortion laws and whether students like them — Black, rural, military veterans, LGBTQ or from other backgrounds — are represented and supported on campus.

“There’s no question that what’s happening at the state level is directly affecting these students,” said Alyse Levine, founder and CEO of Premium Prep, a private college admissions consulting firm in Chapel Hill, North Carolina. When they look at colleges in various states now, she said, “There are students who are asking, ‘Am I really wanted here?’ ”

For some students on both sides of the political divide, the answer is no. In the chaotic new world of American colleges and universities, many say they feel unwelcome at certain schools, while others are prepared to shut down speakers and report faculty with whose opinions they disagree.

It’s too early to know how much this trend will affect where and whether prospective students end up going to college, since publicly available enrollment data lags real time. But there are early clues that it’s having a significant impact.

One in four prospective students has already ruled out a college or university for consideration because of the political climate in its state, according to a survey by the higher education consulting firm Art & Science Group.


Students from a campus club demonstrate Capoeira, an Afro-Brazilian martial art and game that includes elements of dance, acrobatics, music and spirituality at Quad Day in 2003.
Photo: PhotoNews Media Archives

Among students who describe themselves as liberal, the most common reason to rule out colleges and universities in a particular state, that survey found, is because it’s “too Republican” or has what they consider lax gun regulations, anti-LGBTQ legislation, restrictive abortion laws and a lack of concern about racism. Students who describe themselves as conservative are rejecting states they believe to be “too Democrat” and that have liberal abortion and gay-rights laws.


One in eight high school students in Florida say they won’t go to a public university in their own state because of its education policies.

With so much attention focused on these issues, The Hechinger Report has created a first-of-its-kind College Welcome Guide showing state laws and institutional policies that affect college and university students, from bans on diversity, equity and inclusion initiatives and “critical race theory” to rules about whether student IDs are accepted as proof of residency for voting purposes.

The interactive guide also lists, for every four-year institution in the country, such things as racial and gender diversity among students and faculty, the number of student veterans enrolled, free-speech rankings, the incidence of on-campus race-motivated hate crimes and if the university or college serves many students from rural places.

Sixty percent of prospective students of all backgrounds say new state restrictions on abortion would at least somewhat influence where they choose to go to college, a separate poll by Gallup and the Lumina Foundation found. Of these, eight in 10 say they would prefer to go to a state with greater access to reproductive health services. (Lumina is among the funders of The Hechinger Report.)

“We have many young women who will not look at certain states,” said Levine. One of her own clients backed out of going to a university in St. Louis after Missouri banned almost all abortions in the wake of the Supreme Court’s Dobbs decision, she said.

Institutions in Alabama, Florida, Louisiana and Texas are the most likely to be knocked off the lists of liberal students, according to the Art & Science Group survey, while conservative students avoid California and New York.

One in eight high school students in Florida say they won’t go to a public university in their own state because of its education policies, a separate poll, by the college ranking and information website Intelligent.com, found.

With 494 anti-LGBTQ laws proposed or adopted this year, according to the American Civil Liberties Union, prospective students who are LGBTQ and have experienced significant harassment because of it are nearly twice as likely to say they don’t plan to go to college at all than students who experienced lower levels of harassment, according to a survey by GLSEN, formerly the Gay, Lesbian and Straight Education Network.

“You are attacking kids who are already vulnerable,” said Javier Gomez, an LGBTQ student in his first year at Miami Dade College. “And it’s not just queer students. So many young people are fed up.”

It’s not yet evident whether the new laws are affecting where LGBTQ young people are choosing to go to college, said Casey Pick, director of law and policy at The Trevor Project, which supports LGBTQ young people in crisis. But LGBTQ adults are moving away from states passing anti-LGBTQ laws, she said. And “if adult employees are taking this into account when they decide where they want to live, you can bet that college students are making the same decisions.”


Students protest Israel's Independence Day on the Quad in May 2006. Universities have always been an environment for political and cultural awareness and ideas. Today, campuses are becoming more hostile to diversity in race, religion, and sexual orientation.

Meanwhile, in an era of pushback against diversity, equity and inclusion policies in many states, and against affirmative action nationwide, Amankwaah is one of a growing number of Black students choosing what they see as the relative security of an HBCU. Enrollment at HBCUs increased by around 3 percent in 2021, the last year for which the figure is available, while the number of students at other universities and colleges fell.


College students of all races and political persuasions report feeling uncomfortable on campuses that have become political battlegrounds.

“The real attack here is on the feeling of belonging,” said Jeremy Young, who directs the Freedom to Learn program at PEN America, which tracks laws that restrict college and university diversity efforts and teaching about race. “What it really does is hoist a flag to say to the most marginalized students, ‘We don’t want you here.’ ”

More than 40 percent of university and college administrators say the Supreme Court ruling curbing the use of affirmative action in admissions will affect diversity on their campuses, a Princeton Review poll found as the school year was beginning.

College students of all races and political persuasions report feeling uncomfortable on campuses that have become political battlegrounds. Those on the left are bristling at new laws blocking programs in diversity, equity and inclusion and the teaching of certain perspectives about race; on the right, at conservative speakers being shouted down or canceled, unpopular comments being called out in class and what they see as an embrace of values different from what they learned at home.

One Michigan father said he supported his son’s decision to skip college. Other parents, he said, are discouraging their kids from going, citing “binge-drinking, hookup culture, secular teachings, a lopsided leftist faculty mixed with anti-Americanism, anti-capitalism, anti-free speech and a diversity, equity and inclusion emphasis” that he said is at odds with a focus on merit. The father asked that his name not be used so that his comments didn’t reflect on his daughter, who attends a public university.

More than one in 10 students at four-year universities now say they feel as if they downright don’t belong on their campus, and another two in 10 neither agree nor strongly agree that they belong, another Lumina and Gallup survey found. It found that those who answer in these ways are more likely to frequently experience stress and more likely to drop out. One in four Hispanic students report frequently or occasionally feeling unsafe or experiencing disrespect, discrimination or harassment.

Military veterans who use their G.I. Bill benefits to return to school say one of their most significant barriers is a feeling that they won’t be welcome, a survey by the D’Aniello Institute for Veterans and Military Families at Syracuse University found. Nearly two-thirds say that faculty and administrators don’t understand the challenges they face, and 70 percent say the same thing about their non-veteran classmates.

Colleges should be “safe and affirming spaces,” said Pick, of the Trevor Project — not places of isolation and alienation.


An anthropology lecturer at the University of Chicago who taught an undergraduate course called “The Problem of Whiteness” said she was deluged with hateful messages when a conservative student posted her photo and email address on social media.

Yet a significant number of students say they don’t feel comfortable sharing their views in class, according to another survey, conducted by College Pulse for the right-leaning Sheila and Robert Challey Institute for Global Innovation and Growth at North Dakota State University. Of those, 72 percent say they worry their opinions would be considered unacceptable by classmates and 45 percent, by their professors. Conservative students are less likely than their liberal classmates to believe that all points of view are welcome and less willing to share theirs.

“Is that really an intellectually diverse environment?” asked Sean Stevens, director of polling and analytics at the Foundation for Individual Rights and Expression, or FIRE, which has launched a campus free-speech ranking based on students’ perceptions of comfort expressing ideas, tolerance for speakers and other measures.

“Anecdotally and from personal experience, there’s certainly a pocket of students who are weighing these factors in terms of where to go to college,” Stevens said.

Eighty-one percent of liberal students and 53 percent of conservative ones say they support reporting faculty who make comments that they find offensive, the same survey found. It used sample comments such as, “There is no evidence of anti-Black bias in police shootings,” “Requiring vaccination for COVID is an assault on individual freedom” and “Biological sex is a scientific fact.”

A professor at Texas A&M University was put under investigation when a student accused her of criticizing the state’s lieutenant governor during a lecture, though she was ultimately exonerated. An anthropology lecturer at the University of Chicago who taught an undergraduate course called “The Problem of Whiteness” said she was deluged with hateful messages when a conservative student posted her photo and email address on social media.

More than half of all freshmen say that colleges have the right to ban extreme speakers, according to an annual survey by an institute at UCLA; the College Pulse poll says that sentiment is held by twice the proportion of liberal students as conservative ones.

An appearance by a conservative legal scholar who spoke at Washington College in Maryland last month was disrupted by students because of his positions about LGBTQ issues and abortion. The subject: free speech on campus.


Many conservative critics of colleges and universities say faculty are indoctrinating students with liberal opinions.

A group of Stanford students in March disrupted an on-campus speech by a federal judge whose judicial record they said was anti-LGBTQ. When he asked for an administrator to intervene, an associate dean for diversity, equity and inclusion confronted him and asked: “Is it worth the pain that this causes and the division that this causes?” The associate dean was put on leave and later resigned.

“Today it is a sad fact that the greatest threat to free speech comes from within the academy,” pronounced the right-leaning American Council of Trustees and Alumni, which is pushing colleges to sign on to its Campus Freedom Initiative that encourages teaching students about free expression during freshman orientation and disciplining people who disrupt speakers or events, among other measures.


University of Illinois
The University of Illinois welcomes students from all backgrounds who wish to pursue a higher education.
Photo: PhotoNews Media Archives

“I have to imagine that universities that have a bad track record on freedom of expression or academic freedom, that it will affect their reputations,” said Steven Maguire, the organization’s campus freedom fellow. “I do hear people saying things like, ‘I’m worried about what kind of a college or university I can send my kids to and whether they’ll be free to be themselves and to express themselves.’ ”

Some colleges are now actively recruiting students on the basis of these kinds of concerns. Colorado College in September created a program to ease the process for students who want to transfer away from institutions in states that have banned diversity, equity and inclusion initiatives; Hampshire College in Massachusetts has offered admission to any student from New College in Florida, subject of what critics have described as a conservative takeover. Thirty-five have so far accepted the invitation.

Though many conservative critics of colleges and universities say faculty are indoctrinating students with liberal opinions, incoming freshmen tend to hold left-leaning views before they ever set foot in a classroom, according to that UCLA survey.

Fewer than one in five consider themselves conservative. Three-quarters say abortion should be legal and favor stricter gun control laws, 68 percent say wealthy people should pay more taxes than they do now and 86 percent that climate change should be a federal priority and that there should be a clear path to citizenship for undocumented immigrants.

Prospective students say they are watching as new laws are passed and controversies erupt on campuses, and actively looking into not just the quality of food and available majors at the colleges they might attend, but state politics.

“Once I decided I was going to North Carolina Central, I looked up whether North Carolina was a red state or a blue state,” Amankwaah said. (North Carolina has a Democrat as governor but Republicans control both chambers of the legislature and hold a veto-proof supermajority in the state Senate.)

Florida’s anti-LGBTQ laws prompted Javier Gomez to leave his native state and move to New York to go to fashion school. But then he came back, transferring to Miami Dade.

“People ask me, ‘Why the hell are you back in Florida?’ ” said Gomez. “The reason I came back was that there was this innate calling in me that you have to stick around and fight for the queer and trans kids here. It’s overwhelming at times. It can be very mentally depleting. But I wanted to stay and continue the fight and build community against hatred.”


Jon Marcus wrote this article for The Hechinger Report. This article is provided by the Illinois News Connection.

Op-Ed | A shade off

by Anthony J. Cortese

Imagine you sit on the admissions committee of a major medical school where only one slot remains available for the 2023 entering class. You must select between two candidates: one Latino, one white—both qualified.

Liam, the white student, is the son of an affluent lawyer. He scored 507 out of a possible 528 points on the MCAT; his GPA is 3.76. The son of a poor immigrant from Mexico, Jesse has the same MCAT score and GPA. Liam graduated from UCLA in four years with a pre-med major and a minor in business. Jesse graduated from Cal Poly San Luis Obispo in five and a half years with a biology major.

Whom do you choose? Do you expand the opportunities for minorities to compensate for previous discrimination?

“Affirmative action is reverse discrimination,” one person opines. “We should select the most qualified person. We should not discriminate against an applicant simply because he’s affluent.”

“I’m disgusted with these social programs that liberals are shoving down our throats,“ remarks another. “The government has no right fiddling in the business of private schools. Liam graduated from one of the nation’s most prestigious universities while Jesse matriculated through an obscure school and took much longer to graduate. ”

“But Jesse has had fewer opportunities than Liam,” another remarks. “Given the same entitlements, he would have scored higher than Liam. I’m sure Jesse took longer to graduate simply because he had to work to help support his family.”

“Since there are fewer minorities in the healthcare field,” someone states, “We must give Jesse this opportunity.”


“It bothered me to hear stereotypes about minorities.”

Someone who had yet to speak finally chimes in, “Let’s use a mile footrace as example: Two runners, one white, one black. The race begins. The white runner dashes out for an early lead. The black runner, as it turns out, has a 20-lb. iron ball attached to a chain around his ankle. He can barely move; yet he perseveres. Someone yells, “That’s not fair!”

“The official unlocks the ball and chain but even so the black runner remains far behind. It’s still not fair even though both runners now are unfettered. Equal treatment is not enough. We must compensate for previous inequality.”

The argument continues, the dialogue full of passion, adamancy and outrage. No consensus emerges.

The “committee members” are actually SMU students role-taking in my “Minority-Dominant Relations” class offered through the Sociology Department and Ethnic Studies program. We examine ethnic groups with unequal power in the US. In order to delve into social inequality, students scrutinize their own assumptions, stereotypes and prejudices.

“It was a tense and painful discussion,” says a Black female. “Some of us carried on our debate after class and into the next day at the student center. Some began to recognize attitudes in themselves that they didn’t know existed. “

“It bothered me to hear stereotypes about minorities,” states a Latino on the football team. “But that’s part of the learning process in this course.”

As students debate, I remain in the background, walking quietly among discussion groups, watching, listening, taking mental notes. I have engaged in such observation all my life, as the son a Mexican American mother whose family is from San Miguel de Alto, Jalisco and a father who had immigrated to the US from Sicily and had never graduated high school.

Democracy is more than majority rule— more than a mama puma, her cub and a white-tailed deer voting on what to have for lunch. It is also the protection of minority rights to prevent dominion of the minority by the majority. Diversity ensures respect for distinctive identities and protects those at greatest risk of being displaced and alienated internally within the US. On September 17, 1787, the Constitution's framers codified minority rights by structuring equality between states in the Senate (and representation of state populations in the House).

Apparently, SCOTUS never seemed to mind that affirmative action for white males has traditionally prevailed in society’s economic, political, military, educational, law enforcement and criminal justice institutions. Legacy admissions continue affirmative action for white males. Large, pervasive and disproportionately high rates of student loan debts perpetuate social stratification.


Diversity is not a zero-sum game. Society suffers when diverse elements are excluded from decision-making processes and leadership positions.

Lack of diversity harms both individual victims of exclusion and society at large. The harm to individuals, especially children, includes damage to psyches (depression, internalized anger, lowered self-esteem). There are also physical harms (high blood pressure, rapid shallow breathing, insomnia). Finally, lowered monetary and social opportunities pressure minorities to recoil from exclusive and discriminatory settings and become guarded and vigilant. If you do not have a seat at the table, you are probably on the menu.

Diversity is not a zero-sum game. Society suffers when diverse elements are excluded from decision-making processes and leadership positions. The most serious harm is at the macro societal level. Societies have used affirmative action for white males to stereotype categories of people as unintelligent, dangerous, or menacing. Such labels have been used to justify slavery, segregation, removal of indigenous people and genocide. Lack of diversity is perhaps most treacherous when its effects are slow-developing, largely unnoticed and toxic like carbon monoxide.

The lack of diversity is dysfunctional; it silences and marginalizes minorities depriving communities of their voices and contributions. The goal of the First Amendment is to energize speech and dialogue. A society without diversity curtails the spirit of the debate of ideas. It reveals to minorities nothing of which they are not already aware. It censors minorities and emboldens the majority with entitlement. Lack of diversity has damaging consequences, conveys exclusive uncertainty for youth, and desensitizes a society with ramifications that can extend from crucial injustice to outright atrocity. If we fail to take affirmative steps, the social unrest and violence proceeding the murder of George Floyd while in police custody will inescapably pale in terms of what lies ahead.


Anthony J. Cortese is Professor Emeritus of Sociology, Dedman College of Humanities and Sciences, SMU, Dallas Texas and sits on the Board of Directors of SMU’s Retired Faculty Association. Cortese has served as Director of Chicano Studies, Colorado State University and Director of Ethnic Studies and Director of Mexican American Studies at SMU.


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Courtesy Illinois News Connection
Jason Marks, 48, said he remembers sitting in a prison cell and thinking to himself: "Is this it? Am I going to die in prison?"

He wanted the answer to be no. But Marks had been in and out of the criminal justice system since his youth - and he didn't know how to break that cycle.

"I was running in a hamster wheel, watching everybody in the world," he said about a week after his release from prison. "I wake up one day, I look in the mirror, I got gray in my goatee. So I'm like: What am I going to do?"

About half a year after he asked himself that question, Marks hit a turning point. He was transferred to a different prison - East Moline Correctional Center - and there, he heard about a program that could grant him a bachelor's degree, run through Augustana College in Rock Island.

Marks applied and got in - and could finally envision a way off the hamster wheel.

"I actually felt like a human being when I was in class," he said. "I don't want this to sound cliche or take this lightly; it's changed my life."

Access to higher education is limited in prison. In 1994, a sweeping federal crime bill cut incarcerated people off from Pell Grants, a form of federal need-based financial aid. In the years after the legislation went into effect, the number of higher education programs in prison fell sharply across the nation, from estimates of more than 700 in the early 1990s to eight in 1997, according to a historical review by the American Enterprise Institute.

This month, for the first time in nearly three decades, the federal government restored Pell Grants to incarcerated people. More than 760,000 incarcerated people across the nation could benefit, the U.S. Department of Education estimates.

A handful of Illinois prisons currently offer non-vocational higher education, according to a 2022 report by the Illinois Higher Education in Prison (HEP) Task Force. That may change under the new policy - but availability of program spots and systemic educational issues could keep many people in prison from actually enrolling this fall.

Eligibility depends on correctional facility, educational level

Pell Grant eligibility will depend on whether an incarcerated person lives in a prison with a federally-approved program. The U.S. Department of Education opened up applications early this month and will approve higher education institutions on a rolling basis.

So it's hard to pin down the number of incarcerated students in Illinois who will receive Pell Grants this school year. But a previous initiative offers clues into how funding will work.

Before this month's change, nearly 200 colleges across the country participated in the "Second Chance Pell Experiment," giving them permission to disburse Pell Grant funds, according to the U.S. Department of Education. Two existing college programs in Illinois drew upon this funding, and both will continue to provide services, said Naomi Puzzello, a spokesperson from the Illinois Department of Corrections.

Augustana Prison Education Program, which Marks attended, is one of those sites.

Sharon Varallo, the executive director of Augustana's program, said the Pell Grant money makes a dent in the cost of running the program. But she said grants and private donors heavily contribute so incarcerated students can attend for free. Augustana enrolled 10 students the first year, then an additional 24 the next year, she said.

"It's going to take more than just Pell (Grants) to fix this system," she said. "It will be a game changer, but it's not going to be a tsunami of new programs opening, I guarantee you that. It is very hard to get going."

The Illinois Department of Corrections contracts some colleges to provide courses, mostly vocational, and Puzzello said these particular programs won't be impacted by Pell restoration as of now. But the majority of higher education programs in Illinois prisons are not state-funded, and could apply to use Pell as another funding stream, as the case with Augustana.

A wide expansion of programs may require more incentive - or more money - than Pell, Varallo said. The Illinois Department of Corrections had not received interest for new programs as of late July, said Puzzello, the spokesperson for the agency.

For now, ending up in a prison with a program is a matter of chance - and there are only so many spots.

A little over 400 people in state-run prisons enrolled in non-contractual programs during the 2021 school year, according to the most recent public data. That's less than 2% of the total prison population at the time, based on the Illinois Department of Corrections' quarterly reports.

Along with having physical access to a program, eligibility depends on sentence length and education level. The Illinois Department of Corrections' policy requires prospective students to have enough time on their sentence to benefit from a program, though it does not outline exact lengths.

Per policy, participants must also have a high school diploma or an equivalent, and they must score an 8 or higher on the Test of Adult Basic Education (TABE), a nationwide assessment of math, reading, and language skills. Over 60% of test-takers in the state correctional system scored below a 6 on the TABE in 2020, according to the Illinois HEP Task Force report.

Often, incarcerated people face disparities in their education before prison, said Xavier Perez, a criminology professor at DePaul University.

So Pell Grants can help with funding, but they won't erase every barrier to college access, said Perez. Rather, he said broader, structural change will be necessary, and not only around the prison system. He points to underfunded schools - along with poverty, lack of adequate healthcare, and structural racism - as some of the root issues interlocking with incarceration.

For Perez, education was his own escape. He said he went to a juvenile facility as a teenager, but found a refuge through reading and writing. Perez has since earned his Ph.D, and now, he teaches classes at Stateville Correctional Center, a maximum security prison south west of Chicago.

When he walks into class, he sees himself in a lot of his students.

"It might just be a chance of luck, that I'm not in there with them," he said. "Many of them come from my neighborhood. We grew up in the same context, I just was fortunate enough to have programs around me that took my life in another way."

Some research shows that incarcerated people who participate in higher education programs while serving time are less likely to go back to prison.

But Perez said these programs go deeper than those numbers. Where they really shine, he said, is the way they "get people rethinking about their environment and their worldview."

Jason Marks - the student at Augustana's program - knows that transformation well. He's been in and out of adult prisons nearly 10 times, mainly for theft and some battery charges.

So when he took classes in prison, he had a question for his professors: What do I do after release?

"I thrive in prison; I'm good at that, I've done it enough times. Where I need help is here and now, upon getting out. I said: 'Is there a path forward?'" Marks said. "It was breaking my mind - so many times back and forth inside of that hell."

Thanks to Augustana's program, Marks said he finally felt supported when he got released in June. This time, as he walked outside the prison gates, he saw his professors there to celebrate. No one had cared to wait for him like that before, he said.

"I finally feel like I found some inner peace," he said. "Since I've been out, I keep getting these waves of anxiety coming on - like I have this fear that something's wrong, but nothing's wrong. Because I'm just so used to something always being wrong."

Marks grew up surrounded by abuse and addiction, he said, with family members getting him drunk at 10 years old and high on cocaine by 15. And, in the past, he said he tended to end up on his family's couch, or right back to doing what landed him in the system.

But now, the Augustana program is giving him a chance at a different path.

Marks has heard the criticism that people in prison don't deserve to go to college, especially not for free. But he said everyone deserves an education and wishes the Pell Grant restoration could have happened long ago.

Breaking the cycle requires changing structures, Hope Student Tyrone Stone - who also participated in Augustana's program - said people need more than education to break the cycle. They need hope and support.

Growing up on Chicago's West Side, Stone said he excelled in high school. After graduating, he moved to Lincoln, Illinois to enroll in college.

"In my family and my friends' eyes, I'm this guy that's doing really great - you know, 'He's the one that's going to help, he's the one that's going to change things,'" Stone said.

But his life took a turn. His father died in prison. Stone couldn't afford to stay at his college. He moved back to the Chicago area and took classes at a few other colleges, but he struggled.

Then he said he got caught up in the streets. In 2015, Stone went to prison for armed robbery. He got to go home earlier this year. He's now 35.

"Your thinking process has to change. Things you want to keep up with, you gotta let go. You can't be the same person," he said. "So I had to grow up really, really fast."

While in prison, Stone said he did what he could - he raised his kids over the phone, calling them and listening to their remote lessons when COVID-19 forced virtual learning. He taught some of his peers reading skills and said he participated in any program he could.

Stone got released early for good behavior. But even so, his life was on pause for about seven years. Time went by, chipping away his confidence and motivation.

That changed with his college program, he said. In his first class, he doubted that he could form genuine connections - but by the end, he said his classmates came rushing to hug him. They could tell when he was hurting or sad, he said, and they'd support him when he needed it.

"The camaraderie is a real thing, the learning is a real thing," he said. "It's a competitiveness like no other. A lot of people might think, you guys are just inmates. But there are some brilliant people behind bars."

During one class, he said they close-read the lyrics of "Strange Fruit" sung by Billie Holiday, a song protesting the lynching of Black Americans. The previous day, he said he had watched the trial for former Minneapolis police officer Derek Chauvin, who ultimately was convicted in 2021 for murdering George Floyd.

"It was not a coincidence to me. It was like, 'I have to wake up,'" he said. "I don't want to be a victim. I know George Floyd or any of these other victims didn't go outside and want to become a victim. I don't want to be a martyr in that way."

That's why he's motivated to change the systemic issues in the incarceration system, he said - including the way that people of color are disproportionately locked up. Two-thirds of people incarcerated in state-run prisons are people of color, based on the most recent public prison population data, while 76% of people in Illinois are white, according to the U.S. Census.

Stone said he's also concerned about young people who are incarcerated. When he got sent to Cook County Jail - a Chicagoland facility where thousands of people wait for their trials - Stone said he saw many teenagers there with him. He remembers hearing some say they didn't expect to live past 21, so why read a book?

"They looked like babies," he said. "They look like my babies - these are the same babies that I saw inside these cages."

So Stone now dreams of creating a program to support youth, and using the space of his old elementary school - Paderewski - to do it. Paderewski closed in 2013 when then-mayor Rahm Emanuel recommended shutting down 50 public schools, the majority serving primarily Black students.

Without his higher education program in prison, Stone said, he wouldn't have the belief in himself to come up with that idea.

"Once we have that beacon, that light, that hope, then we start to rebuild our personalities," Stone said. "We start to rebuild our purpose and create a complete self, someone that we can present to the world and say, 'I messed up, but look at what I'm doing now.'"

Prison education programs can help change perspectives

The programs can provide more than a boost to the spirit. In Marks' case, it helped him find his bearings after his release from East Moline Correctional Center late last month.

When he got out, Marks said he had about $30 to his name. Members of the Augustana program helped coordinate his housing and basic necessities. And they formed a support network around him.

That first day of release, Marks got a blanket, handmade for him. It was donated by a local church that the director of his program attends.

In a corner panel reads a message: "Welcome Home." He still keeps it on his bed.

"I'm surrounded by positive, smart, successful people, and I'm like - how is this happening?" Marks said. "It's sad that people are getting out that won't have this, and I didn't have this any other time."

Marks' professors call him up to get lunch. His previous roommate taught him how to use a computer, so Marks could type up his cover letter. And in the month since his release, Marks has landed a job.

These days, Marks said life looks different - he's no longer running frantically on a hamster wheel, looking at the world passing him by.

"I walk outside and everything's slowed down a little bit," he said. "I enjoy the fresh air and the trees look greener; I start laughing sometimes, like man, this is crazy."

It's surreal at times, Marks said, but it's an outlook he wants to keep. While at his transitional housing, Marks saw a neighbor across the street moving in. He decided to offer his assistance.

He helped get her stuff moved out of a storage unit and into her house. And one day, after he saw her son riding around in a scooter, Marks gave the boy a bike that had been donated to him.

"I felt like, 'I gotta do something for somebody, because everybody's doing things for me,'" he said.

He's also determined to do something for himself: Break the cycle and keep moving forward, off that hamster wheel.


This article was first published for Chalkbeat Chicago and courtesy Illinois News Connection.

A college education is gift we can give to children of our American heroes

Audrey poses with a photo of her father
Ashley Audo, a student at Eastern Illinois University, poses with a photo of her father U.S. Army Major David Audo, who died while serving in Iraq in 2009. Audo is a recepient of a scholarship from the Children of Fallen Patriots.
Photo provided

NAPSI - While the holiday season is generally a time of joy and celebration, military families can often experience a very different range of emotions. Active service members and veterans returning home for the holidays might struggle to participate in family gatherings or even find the season particularly distressing. And, for the families of those service members who do not return, the holidays can be an agonizing reminder of a loved one’s absence. 

In the spirit of the season, honoring the sacrifice of all men and women who proudly served in our armed forces through charitable giving can make a big difference, especially for students like Ashley Audo.

"It means that he was willing to put his life on the line for his country, as well as his family," Ashley Audo, a student at Eastern Illinois University, said in her student spotlight on the Children of Fallen Patriots website. "My Dad loved what he did, and I am proud that he was able to find happiness in life."

Audo added: "Receiving this scholarship from Children of Fallen Patriots has impacted my life because, without it, I would not be able to reach my goals and achieve my dreams of being a nurse.".

Children of Fallen Patriots, a foundation that honors the sacrifices of fallen military heroes by helping ensure the success of their children through college education, has outlined several ways that showcase how charitable giving ensures strong futures. 

Support Veteran-Serving Organizations

Tens of thousands of non-profits exist in the United States dedicated to serving veterans and their families. With so many different veteran-serving organizations in the States, it’s crucial to ensure donations are doing the most good for heroes in need. 

A good way to evaluate an organization is to use Charity Navigator, a renowned nonprofit evaluation site. The site rates charities on the cost-effectiveness and overall health of their programs on a four-star scale, evaluating their measures of stability, efficiency, and sustainability. 

Care for Military Families in Need

Service members selflessly put their own lives on the line to ensure better lives for all Americans, but their families sacrifice much as well. While many organizations offer support directly to veterans, the family back home can get lost in the shuffle. 

Children of Fallen Patriots provides college scholarships and educational counseling to military children who lost a parent in the line of duty. Studies show that almost 25,000 children have lost a parent in the line of duty over the last 35 years. A college education is a significant financial burden, and the majority of surviving military spouses make less than $50,000 annually. 

Since 2002, Children of Fallen Patriots has provided over $61 million in support to over 2,700 children, including over 1,300 graduates. Additionally, the Gold Star family-focused nonprofit earned a perfect rating from Charity Navigator—an accomplishment less than 1% of the 200,000 rated charities have earned. 

"The best way to honor the sacrifice of our service members is to ensure better futures for their children," said David Kim, co-founder and CEO of Children of Fallen Patriots. "A college education is the single most important gift we can give to the children of our fallen heroes, especially during the holiday season—a particularly difficult and stressful time for Gold Star families."

Generosity Goes Beyond The Wallet

Making a donation is one of the easiest ways to support veteran-serving organizations, but plenty of options exist. 

More and more people give their time by coordinating fundraising events, such as bake sales and 5k runs. They also spread the word on social media so the country’s veteran community is supported and speak up about the issues that adversely affect them. 

For more information on how you can support the foundation, visit www.fallenpatriots.org. 


Update: This article has been updated to reflect that Maj. Audo lost his life in a non-combat related incident as reported by Military Times. Press release at the time of his demise indicate that Audo, 35, of St. Joseph, died on October 27, in Baghdad, from injuries sustained while assigned to Headquarters and Headquarters Detachment of the 22nd Military Police Battalion, 6th Military Police Group.

Guest commentary: Biden proves many Americans are dummies

by Glenn Mollette, Guest Commentator

If you worked hard for a scholarship, paid your way through school, paid back loans or your family sacrificed for you to go to school, President Biden has shown that you were a big dummy.

Don’t knock yourself out. Just sit back and the government will throw you some crumbs to take care of you.

In a move that Biden had promised during his campaign he erased between $10,000 to $20,000 of debt from millions of Americans college spending spree extravaganza. Years ago, Americans starting learning to spend money like it’s water. Maybe they thought, “I won’t have to pay it back”. Their dream has come true. You and I along with the rest of America’s tax payers will get to pay at least a half trillion dollars of this debt.

This is just what you had been hoping for! More taxes! Oh wait, just those rich people in America will have to pay this off, right? Every American on some level will share in this new financial burden.

Universities are legally raping America’s families because we sign up and agree to pay the tuition. We do it to ourselves. Universities don’t put a gun to the heads of Americans and make us pay. Americans foolishly agree to this debt. Yet, most universities are the last sector in America to feel the pain of the economy. In 2020-2021, most of them received millions of free government paycheck protection program money. This is more government money that will be eaten by you – the taxpayer. Millions of American businesses also received tens of thousands to millions of dollars of free PPP money in the last two years that will also slam all Americans in more taxes.

Some tenured professors are making over $200,000, a year. Many University Presidents across the country are making over one million dollars a year, plus major perks. Many coaches make a million or more a year. Universities spend money like its water. They are the ones who need to be lending and collecting or forgiving some of this debt. Not you.

You probably already paid once. Now we get to pay more for the students and the Universities who just kept spending money. Why are you responsible for the foolish people who borrow $50,000 to $100,000 and more?

I believe in helping people, but Biden needs to pass some of this lending and collecting burden to the Universities. You the taxpayer keep giving the money. The universities want $30,000 to $50,000 a year and more. American families foolishly swallow the poison. Next, their financial insanity becomes everybody’s problem. Does this seem right to you?

Sadly, millions of Americans rack up college debt and never complete their degrees. Millions more get degrees they never use. You don’t need a college degree for a lot of jobs. Most jobs do require training that can be accomplished in far less time and money.

Congratulations if your debt is $10,000 to $20,000 lighter, but your debt will still have to be paid, by your friends, family, neighbors and others.

Consider spending the first two years in a community college or trade school. You can move on to the big-name school for your Junior and Senior years. The first two years are generally electives and classes you don’t enjoy that much anyway. You’ll save a lot of money and maybe grow up some before you land in a dorm room 200 miles away from home.


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Dr. Glenn Mollette is a syndicated American columnist and author of Grandpa's Store, American Issues, and ten other books. He is read in all 50 states. The views expressed are those of the author and are not necessarily representative of any other group or organization.

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This article is the sole opinions of the author and does not necessarily reflect the views of The Sentinel. We welcome comments and views from our readers. Submit your letters to the editor or commentary on a current event 24/7 to editor@oursentinel.com.


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Area high school grads make the Parkland College fall Dean's List

This week, Parkland College announced the Dean's List for fall 2021. In order to make the list, students must earn a minimum grade point average of 3.5 on a 4.0-grading scale for the semester to receive recognition for their outstanding academic performance. Students enrolled in fewer than 12 hours can make the Dean’s List by achieving a 3.5 cumulative GPA for 12 or more hours during the current academic year.

The fall 2021 honorees from our area, which includes Ogden, Pesotum, Philo, Sadorus, St. Joseph, Tolono, and Urbana, are listed below by hometown.

OGDEN
Zach T David
Kenly R Taylor

PESOTUM
Hans G Goodmann
Olivia D Kieffer

PHILO
Abigail L Dodd
Karson J Ewerks
Ella G Godsell
Lindsey L Miller
Mercedes E Rentschler

SADORUS
Riley E Millsap
Eric D Phillips II
Katharine C Wells

ST. JOSEPH Austin C Anderson
Craig A Antonio
Emily A Bigger
Antoni L Blas
Ross D Booker
Jacob M Dwyer
Dakota N Franzen
Erin E Henkelman
Ethan P Lane
Aiden C Livesay
Nathan T Maier
Lexi L Ribbe
Rachel L Smith
Erica P Stevenson
Anna A Tranel
Dillon D Uken
Anna R Wentzloff
Logan M Wolfersberger
Lucas A Woods

SIDNEY
Taylor R Dooley

TOLONO
Tanner Block
Stephanie Corrales
Leah E Gateley
Kaitlynn M Gray
Shay F Haluzak
Chelsie A Helmick
Megan L Henry
Maggie R Hewing
Cassidy L Kamradt
Rachael P King
Kristen N Lareau
Korie J Novak
Connor D O'Donnell
Brayden Percival
Jana E Ping
Rakesh Sharma
Jillian R Stadel
Mikayla M Wetherell
Kimberly A Pruetting

URBANA

Emma M Aders
Chase W Alexander
Audrey N Babcock
Jacob W Barker
Emily L Bennet
Jeremy D Bobbitt
Alana G Brown
Jhone Brown
Miriam N Calderon
Vahagn Chiflikyan
Kathryn R Choate
Richard M Coulter
Emily R Crane
Jesse J Cunningham
Abigail M Dunham
Lashae R Dunn
Emma K Fleming
Laini M Flessner
Janna H Fouly
Josiah C Freedman
Logan A Freeman
Colin P Fried
Margaret J Hall
Brandon N Hamilton
Allene G Hari
Jackson F Henderson
Liang M Hernandez-Lima
Kelly E Hoene
Enrique G Horna Chavarria
Matthew R Horner
Jacob R Ingalsbe
Sarah R Isaf
Yixuan Jin
Karis I Johnson
Tyler J Jurczyk
Alex M Kwok
Ariana I Loor
Amy C Love
Benoit S Lukunku
John D Lyons
Sebastian W Marlow
Santiago Martinez
Max J McCracken
Kathleen L McCullough
Kyle T McKay
Jessica A Miller
Jackson Moffat
Matt A Moutvic
Thomas J Negromo-Osagie
Ghada A Odeh
Sara M Odeh
Rebecca M Owen
Moriah E Owens
Christina M Parks
Jil V Patel
Romin M Patel
Maleah N Perry
Joel V Petersson
Tom L Phetchareune
Rachelle H Pierro
Ashley L Pruemer
Malyda T Radanavong
Anthany Ravanh
Kayla C Regnier
Dain M Richie
Marvin A Rios
Brandi L Ropinski
Ilean L Rubio
Sophia E Solava
Joshua G Stebbins
Madeline R Supp
Jacob A Tatman
Jake B Van Anrooy
Curtis J Viselli
Elizabeth C Viselli
Isabelle M Vliet
Christopher M Walker
Tatiana A Wallace
Avery J Wright
Robin E Young
Allonna B Yutzy
Ovidiu A Zaharescu

EIU ranked #3 in the country for affordable college education

Finding a college that offers a solid academic education that won't put students under a mountain of school debt is a growing concern parents and their college-bound offspring. College Consensus has curated a list of schools ranked according to the most recent out-of-state tuition & fee information published by the National Center for Education Statistics.
Photo: Xin Wang/Unsplash

According to College Consensus, Eastern Illinois University in Charleston ranks #3 out of 100 schools across the country for an affordable college education.

Pursuing a college degree is now, more than ever, an expensive, but necessary journey. On average across most career fields, adults with college degrees stand to rake in a lot more money, more than 60% more according to NCES data, than those who don't continue their education after high school. Regardless of one's age, gender or race, a college degree is crucial to earning potentially more money during your lifetime.

According to the National Center for Education Statistics, the average tuition rate for public universities in 2017-2018 academic year was more than $20,000; by contrast, 30 years earlier, the same education would have cost $3800. But everything was cheaper in 1985 – except that, adjusted for inflation, 1985 tuition was less than $8500 in 2018 dollars. Tuition continues to rise faster than inflation.

Education debt is second largest consumer debt class in the Unite States behind real estate mortgages. The average recent graduate is more than $37,000 in student debt.

This alone makes it a priority to find college programs that are reasonably priced and focuses on teaching market-ready skills for current in-demand professions.

The top three schools in the Best Value Colleges and Universities ranking for 2021 are (1) Brigham Young University--Provo, (2) North Dakota State University, and nearby Eastern Illinois University at #3. The next 97 ranked schools can be found here.

To create their ranking of the 100 Best Value Colleges & Universities, College Consensus created a list and ordered schools based on the most recent out-of-state tuition & fee information published by the National Center for Education Statistics.

EIU, which offers Bachelor’s Degrees, post-baccalaureate Certificates, Master’s Degrees and Doctorates in over 60 programs, scored well due to both in-state and out-of-state tuition runs $10,000 less than the average cost of all the 4-year schools that were evaluated.

Also making the list was Illinois State University at #93 and the University of Missouri - St. Louis at 100.


Photos this week


Photos from St. Joseph-Ogden's November 2022 playoff football game against Olympia. Despite a solid team effort against a high-powered offense and much-improved football program, SJO's football season came to an unfortunate end after a 60-28 road loss to the Spartans.