WASHINGTON — Could the nation’s best-known and most controversial education reformer be headed to New Jersey ? Michelle Rhee , who recently resigned as schools chancellor in Washington, D.C ., is being talked up as a potential candidate for New Jersey education commissioner or Newark school superintendent after she leaves her current job on Oct. 31. Gov. Chris Christie is her fan and Newark Mayor Cory Booker is her friend. Both have top education jobs to fill. Right now, the official word is that Rhee isn’t in the running for either job. “We don’t have any comment except to say that the governor admires what Michelle Rhee accomplished in the D.C. schools and wishes her well,” Christie spokesman Michael Drewniak said in an e-mail. And Booker spokeswoman Anne Torres said in e-mail that “at this moment in time, there are no plans to talk to Ms. Rhee about the position.” Christie fired his education commissioner, Bret Schundler , in August after the state failed to win a $400 million competitive grant from the Obama administration. Clifford Janey, Newark’s superintendent, was told shortly after the Schundler dismissal that his contact wouldn’t be renewed. In 2007, Janey was fired as the Washington, D.C. schools chancellor and was replaced by Rhee. The Newark job pays $280,000 a year and the statewide commissioner position about half that. Newark’s schools will receive $100 million in Facebook stock over the next five years from the social networking site’s founder, Mark Zuckerberg , making New Jersey’s biggest school district the center of education reform efforts. Rhee didn’t return telephone messages left with her aides Wednesday and Thursday. She told ABC’s Good Morning America she’s looking to remain in K-12 education but wants to move closer to her fiance, Kevin Johnson , the mayor of Sacramento , and a former player with the Phoenix Suns basketball team. But the Garden State could still be on her mind, according to one of her acquaintances, Derrell Bradford, executive director of a Newark school-choice group called Excellent Education for Everyone. Before she announced her resignation Wednesday, Rhee e-mailed Bradford several times to learn about Newark’s schools and the reforms underway there, but Bradford said she never directly expressed an interest in working there. Newark and Washington are both overwhelmingly minority school districts with high levels of per-pupil spending — over $20,000 a year in Newark — and substandard student achievement, Bradford said. Turning Newark around is the type of challenge Rhee would love, he said. “The stuff she is about is the core of the education reform agenda,” he said. “People make the mistake of believing that education reform is something you can hatch and implement in the classroom. It is really about political and social change.” In Washington, Rhee toughened teacher evaluations, closed badly performing schools and linked teacher pay to student achievement. She stressed scores on standardized tests, which rose for the first two years of her tenure. Elementary school math and reading scores dipped this year, though middle-school and high-school scores continued improving. Rhee, 40, was admired by Washington’s white residents for her aggressive reforms, but her critics, including many of the city’s black residents, derided her as arrogant and uncompromising. She is lionized in Waiting for ‘Superman,’ a documentary about American schools. In her most controversial statement, she told a business magazine that some of the 266 teachers she fired last fall either had sex with children or hit them. She later said only one of the teachers had been accused of sexual misconduct. Joseph Del Grosso, president of the 5,500-member Newark Teachers Union, said what he’s read about Rhee worries him. The next superintendent should seek to work with union members, not antagonize them, he said, and would “not use the whip but use logic and temperance to figure out solutions.” “People want to be involved. People don’t want to be dictated to,” Del Grosso said. “The dictatorial superintendent hardly ever lasts.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

NEW YORK — Earning a degree online seems like a cheap, convenient way to expand professional skill sets. But do hiring managers take virtual educations seriously? The stigma associated with taking classes over the Internet can be a nagging concern for those about to invest serious time and money to advance their careers. Such fears may be fueled by recently released federal data that suggests graduates of for-profit schools aren’t finding as much success in the job market. These schools, which are known for their online career education programs, had lower repayment rates for student loans, according to data released last month. CONTROVERSY: For-profit colleges under fire over value, accreditation DISGRUNTLED: More lawsuits target for-profit colleges The Department of Education plans to enforce new regulations starting in July 2012 that will restrict federal aid for career education programs, of less than two years, with too many graduates who can’t repay student loans or carry unmanageable debt loads. In the meantime, here are some points to remember about online degrees. • The Virtual Elephant in the Room Before you even start looking into online programs, there’s the matter of the stigma associated with them. As unfair as it may seem, those fears aren’t entirely without base. Only about half of respondents to a Society for Human Resource Management survey this summer said online degrees are just as credible as traditional degrees. The human resource professionals also said online credentials were less acceptable for higher-level positions; just 15% said online degrees were acceptable for an executive position. That said, keep in mind that this is a highly subjective area and that your schooling is just one factor that employers look at. The field of work you’re entering and a company’s culture will also influence how online degrees are regarded, notes Lynn Berger, a career counselor in New York City. “It may be that the person interviewing you got their degree online too,” Berger said. The matter may not be as big a concern if your online degree is from a traditional college. The same is true if you earned your degree from a school that isn’t widely known as a provider of online education. That’s not to say you should hide that you earned your degree online, but you don’t have to make it the dominant description of your education. • The Cost is Anything But Virtual A common assumption is that online schooling will be cheap. That assumption is wrong. At the University of Phoenix, one of the most well-known for-profit schools, each credit for a master’s in business administration costs $685. So earning the 36 credits required for the degree would cost a total of $24,660, not including application and other fees. But keep in mind that for-profit schools don’t have a monopoly on Internet courses. The majority of community colleges and four-year public schools now offer at least some online courses as well, according to data from the National Center for Education Statistics. “Many for-profit schools try to create the impression that they’re the only schools offering courses online or at convenient times,” said Pauline Abernathy of The Project on Student Debt. And the average tuition and fees at community colleges last year was $2,500. Traditional colleges typically charge the same amount whether students attend classes online or in person. With loan repayment rates at for-profit schools a hot topic right now, it should be noted that the majority of students at community colleges do not have student loans upon graduation. Of those that do, the average debt is $10,000. By comparison, nearly all graduates of for-profit schools have student loans and the average debt is $17,000, according to The Project on Student Debt. • Picking a For-Profit Program A few points to keep in mind if you’re considering a for-profit school. To start, check that the school is accredited at www.ope.ed.gov/accreditation . You can also check the site of the Council for Higher Education Accreditation at www.chea.org . Even if a school is accredited, be wary of aggressive sales tactics or reluctance to disclose information about pricing. Recent undercover tests by the Government Accountability Office found some for-profit schools used deceptive recruiting tactics and encouraged applicants to falsify financial aid forms. For-profit schools also tend to do a lot of handholding through the application process to make it easy for students to enroll. Don’t let this prevent you from shopping around for other options, rather than signing up for the first school you see advertised on TV. To gauge how well graduates of a particular for-profit school are doing, check the Education Department’s list of student repayment rates . Click on the link for “Cumulative Four-Year Repayment Rate by Institution.” Keep in mind that rates may differ for particular programs within the school. Finally, talk to mentors or professionals you know in the field to get their thoughts on your plans to pursue an online degree. They may have some recommendations on a well-respected program or one that others have had a good experience with.

Disgruntled students, employees and shareholders have filed a flurry of lawsuits against for-profit colleges since a federal investigation last month found deceptive practices at 15 campuses. The Government Accountability Office report was released Aug. 4, and class-action lawsuits have now been filed in California, Colorado, Arkansas and Utah by former students and employees, who argue in most cases that a school lied to them or misled them. Some companies, including the University of Phoenix and Westwood College, closed campuses or launched internal investigations after the release of the report, which found that admissions officials in four cases encouraged applicants to commit fraud by lying on financial aid forms. Shareholders have filed class-action lawsuits against at least five schools, noting the effect of the report on stock prices and citing securities fraud. Lawsuits alleging deception at for-profit colleges are not new. Last year, the parent companies of the University of Phoenix and Westwood agreed to pay the federal government millions of dollars each to settle separate false-claims lawsuits. In both cases, the schools admitted no wrongdoing. John McKernan, chairman of Education Management Corp., which operates about 95 schools in 31 states, including Argosy University, says lawsuits are part of the territory. “Statistically, the bigger you get, the more (complaints) you’re going to have.” Tampa lawyer Jillian Estes, whose firm has represented students in several class-action suits against for-profits, including Westwood College, says she hopes the federal scrutiny will bolster students’ cases. “We’ve been trying to raise this flag for so long,” she says. “It helps for judges to realize this isn’t just some kids who are a little unhappy, but a nationwide systemic problem.” Westwood in March sued Estes and her law firm for defamation. A Texas agency has threatened to revoke or deny one company’s licenses to operate three for-profit campuses there. One college received a similar warning in Wisconsin. Still, tens of thousands of students say for-profit colleges are their best option. An unprecedented 91,000 public comments were submitted in response to a proposal that would deny federal student aid to for-profit colleges whose graduates don’t earn enough to pay back student loans. The Education Department estimates one-third or more came from students worried that their college would close if the proposal is adopted.

With another summer ending, the time has come to ask the perennial question: Could this be the year higher education finally embraces the e-book? Some think that developments since the last buying cycle, particularly the arrival of Apple ‘s iPad computing tablet, might foreshadow an especially good year for electronic texts. CourseSmart, an e-textbook consortium comprising five major publishers, says it has sold four times more e-textbooks in 2009-10 than it did the previous year (although it would not provide the number of copies). CourseSmart would not disclose how e-book sales are going so far this season, saying it was too early, but that it is optimistic. “We expect triple-digit growth to continue,” says Heather Shelstad, director of the consortium. UNTESTED: Can students learn as well on iPads, Kindles? SAVING MONEY: Rent, don’t buy college textbooks Others are more skeptical about whether e-books will finally boom after years of stalled progress. “They’ve been saying that for the last 10 years,” says Nicole Allen, an advocate for the Student Public Interest Research Groups (PIRGs). One reason it is difficult to parse the prospects for e-books this year is that many other things are happening in the textbook market that make “traditional textbook vs. e-book” a false dichotomy. These days, traditional books have electronic supplements; some electronic texts have print-on-demand options; and for many students, textbook decisions have more to do with renting vs. buying than print vs. digital. The iPad and the e-book It has been a truism for years that e-books are massing at the gates. For the most part, officials are no longer arguing if the college library will transform from a warehouse of bound volumes to a nexus for accessing various digital resources, but when; in last year’s Campus Computing Project survey, 76% of senior campus technology officials predicted that e-books “will be an important source for instructional resources in the next five years.” The explosive growth of online education seems to imply a mainstream acceptance of the computer screen as medium for instruction. And then there is the widely accepted argument that printed textbooks, like other analog vessels, belong to an economic model that no longer makes sense (at least not to many students). Despite the hype, e-books have remained on the fringes of higher education. In 2008, the first year the Campus Computing Project survey started asking about e-book use, respondents said the electronic texts were used in 2.2% of classes. Last year, that percentage “jumped” to 3.5. According to the Student Monitor, a group that does market research on student behavior, e-books accounted for only 2% of textbook sales last year. And while publishers have been increasing the number of titles available in digital, half of students surveyed last spring remained unaware that e-books are even an option. What’s more, the percentage of students who were aware of e-books actually dropped from the previous spring, according to that survey. Digital add-ons, such as Pearson’s Mastering software, have become very popular among professors and de rigueur among publishers. But for the most part, professors are using them alongside print textbooks, not e-textbooks. The only places where e-books are dominant are for-profit institutions such as University of Phoenix , where administrators have required instructors to assign them. (Neither the Campus Computing Project nor Student Monitor data account for students at those institutions.) However, the e-book market has seen some auspicious developments in recent months. In July, Blackboard announced changes to its popular learning-management platform that would allow professors to assign electronic texts more easily — a potential coup for e-books, since Blackboard boasts by far the most popular learning-management platform in the industry and is well-positioned to influence how professors provide course materials to students. ON THE WEB: Blackboard deal aims to galvanize e-texts INSIDE HIGHER ED: ‘The Text Generation’ But the most buzzed-about development with implications for e-books has been the unveiling of the iPad, which, among many other functions, is popular as a reading device. The last version of Amazon ‘s Kindle e-reader was ill-suited for academic reading, according to a handful of institutions that tried it out. But the iPad is touted as a more hip, versatile breed of e-reader — one that college kids are apt to buy for general purposes. And once they own e-readers, they will be more likely to buy e-books, suggested Eric Weil, managing director of Student Monitor, in a July interview with Inside Higher Ed. Half the students who responded to Weil’s spring survey either already owned an e-reader or were interested in buying one. The CourseSmart consortium of publishers, for its part, sees the iPad as a “game-changing” device, equating it to the laptop. “As the iPad captures the imagination of the next generation of students, it will raise additional awareness for the digital benefits and cost savings related to e-textbooks,” says Shelstad. In addition to the iPad’s cachet, Apple ‘s arrival on the e-reader scene portends an avalanche of apps, including ones that could offer academic readers that elusive “added value” that many — including Campus Computing Project director (and Inside Higher Ed tech blogger) Kenneth C. Green — argue are absent from the current generation of e-books. Nick Bilton, a technology writer for The New York Times and adjunct professor at New York University , last week wrote about a new app, called Inkling, that lets students interact around passages of digital text. The app also supports dynamic content from publishers; for example, a three-dimensional model of a molecule that students can navigate via the touch screen. Allen, the Student PIRGs advocate, says that a lack of such features — that is, the tendency of e-textbooks to be “flat representations of print books” — has contributed to students’ apathy toward them in the past. Still, it would be easy to overestimate the effect devices such as the iPad will have on e-book adoption, especially in the short term, says Joseph Esposito, a longtime scholarly publishing consultant. Professors will not assign e-textbooks simply because of the values added by iPad apps, since the majority of students (at institutions that have not arranged iPad giveaways) will not have the iPad, and no professor in his right mind would require his students to buy the $500-and-up device, Esposito says. E-books will probably see a bump in adoption — perhaps a significant one, if CourseSmart is moving as many digital copies as it says it is. But if e-books do win significantly more users this year, it will be primarily because there are significantly more titles available, says Esposito. “We shouldn’t be dismissive of incremental gains by digital text,” he says, “but we shouldn’t be looking for revolutionary gains.” Analog innovations Actually, the textbook-delivery trends that stand to see the greatest gains in 2010-201 have less to do with technological innovation than with economic creativity. Textbook rental services — which give students the option of securing the savings of temporary ownership upfront, rather than taking their chances in the fickle buy-back market — have been around for a while, but they are now viral. The National Association of College Stores says rental programs have increased fivefold among its members since last fall, with about 1,500 campuses now offering the rental option. In a recent press release, the association dubbed 2010 “The year of the rental.” Another novel mode of delivery for dead-tree textbooks that appears to be gaining traction is print-on-demand. Flat World Knowledge, a company that offers digital copies of its customizable textbooks for free and printed versions for relatively low prices, has dramatically broadened its reach, winning over at least one professor at each of 800 different colleges this fall, up from 400 a year ago. Flat World uses generous royalties to persuade “top authors” to write textbooks that subscribing professors can then add to and tweak to their liking; students are then given the choice of getting access to an HTML version of the customized textbook for free, buying a color PDF version for $25, ordering a black-and-white paperback version of the textbook for $30, or ordering a color version for $60. Just like the mainstream publishing houses, Flat World offers a buffet of digital add-ons, such as interactive quizzes, digital flash cards, and the like. These supplements have proven popular among Flat World customers, as they have among users of Pearson and others — a reminder that while e-books might still be on the fringes of academe, e-learning tools have made substantial inroads. This is not to say e-textbooks will fail to become increasingly relevant, even to people like Frank. This fall, Flat World is introducing an e-book version formatted for e-readers. It will cost almost the same as its analog opposite, the black-and-white printed version. Frank says Flat World will be watching with interest to see which option students pick more. As far as how Flat World users have opted to receive their textbook content so far, the least fancy formats have been the most popular. Half have chosen the free, HTML version. Of those who choose to pay, about 70% chose the $30 black-and-white printout, while 15% sprang for the $25 color PDF, and only 3% bought the $60 color paperback. It’s the sticker price, stupid What to make of those decisions? On the one hand, the popularity of the HTML version suggests that students are willing to use screen-borne texts. On the other hand, the HTML version was free. Price, not format, is still the top driver of student textbook-buying behavior, says Allen. E-books have not caught on simply because they are not, in most cases, the cheapest option, Allen says. “From what I’ve been able to tell, the print rental prices are [generally] lower than the e-book rental prices,” she says. And since all e-textbooks are essentially rentals — with access typically expiring after one or two semesters (sometimes less) — they offer no added value over renting a printed textbook as far as permanence of ownership. That, more than a lack of built-in frills, is why rentals are blowing up while e-books are merely slouching toward wider adoption, says Eric Frank, the co-founder of Flat World. “[Textbook companies] are saying, ‘We need all these bells and whistles — then we’ll sell more,’ ” Frank says. But that’s not the key, he says; bells and whistles are fine for the students who are willing to pay for them, but currently that is a decision most publishers are either making themselves or putting in the hands of professors. Students should only have to pay for the frills they want, agrees Allen. Accordingly, Student PIRGs is throwing its weight behind the Flat World model, she says. One major public system is exploring the idea of reducing the cost of textbooks to students by limiting student choice, rather than broadening it. The California State University System announced on Monday a pilot program in which professors in 32 course sections would require their students to buy e-textbooks. As a result, the system would be able to make larger purchases from the publishers at a discount, which would then be passed on to the student. This strategy of buying e-books in bulk in order to save students money on course materials has been used by for-profit institutions such as the University of Phoenix, and community colleges such as Rio Salado have pursued similar strategies with printed textbooks. In effect, students involved in the pilot would not have the choice between print or electronic, but they would be spending less than if they were allowed to choose. For now, the California State move is just an experiment, and a spokesman would not speculate on whether it could lead to broader proscriptions against printed textbooks in the name of savings. But if there comes a time when California State and other institutions decide to address the high cost of course materials by mandating bulk purchases of electronic texts, that would be a bully year for e-books indeed. For the latest technology news from Inside Higher Ed, follow @ IHEtech on Twitter .

PHOENIX — A promise kept is a precious gift. And then it becomes a responsibility. That transformation is happening this week at Grand Canyon University here for 15 incoming freshmen. They are at the school because 10 years ago a promise was made to them. VIDEO SERIES: Arizona Republic shows lives changed At the time, they were third-graders at Granada Elementary School in west Phoenix. Many were poor, and most of their families probably didn’t consider college an option. When university officials brought them and their parents together to promise the students that they could go to the college for free, none of them really understood what it meant. Now, it is the students’ time to fulfill that promise. A teacher gunned down “Sydney’s Kids” were named after Sydney Browning, a Phoenix native and a Grand Canyon graduate. On Sept. 15, 1999, she was sitting in Wedgwood Baptist Church in Fort Worth when a gunman walked in and started shooting. Browning was the first of seven to die. In life she was committed to educating the less fortunate. She taught at Success High School, a Fort Worth public school that brought former dropouts back to the classroom. Sydney’s Kids were chosen to honor her. Two days before the shooting, a group of students from Granada Elementary visited GCU to sing Happy Birthday for the school’s 50th anniversary. The students impressed GCU administrators who, the next year, made them a promise: If their grades and test scores were good enough to get in, they would go to the university free. Armando Rivera was one of those students. Now 18, he remembers the parents being more excited than the children. “Honestly,” he says, “at the time, I didn’t understand it.” On Thursday, freshmen Jessica Reyes, Cameron Stafford and Daron Beck chatted in Daron’s dorm room. Jessica, like Armando, plans to be a doctor and will major in biology. Daron will study business. Cameron is thinking of business or marketing. They are all aware that being one of Sydney’s Kids comes with responsibility. “It’s a special gift,” Cameron says. “Now, I have to fulfill it.” Some kids can’t be found On freshman registration and move-in day, faculty and school administrators helped freshmen move into their dorms. Among them were people who helped make the promise and keep it. Joyce Hatch is GCU vice president of financial aid. “I was here when they came and sang,” Hatch says. “I was here when the promise was made.” For a while, the promise seemed in doubt. In the early 2000s, GCU was in dire financial shape. It severed its ties with the Arizona Southern Baptist Convention. In 2004, a venture capital firm bought GCU and turned it into a for-profit institution. But GCU remained committed to Sydney’s Kids. Three years ago Jennifer Hatch, Joyce’s daughter and an admissions counselor, began looking for them. Of the 60 students offered the scholarship, 15 are taking advantage of it. One more will start next semester, and a 17th will enroll next year. Some of the other students hadn’t kept up their grades. The rest moved away or just fell through the cracks. GCU was unable to find some of the students. The promise is still open to them.

Phoenix may possibly even now be reeling from the housing crash and bum economy, but school graduates seem to feel it is the spot being. The city follows Atlanta to take second spot, but makes the “Top 10 Very best

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