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.

The difference between the University of Texas at San Antonio’s Applied Engineering and Technology Library and other science-focused libraries is not that its on-site collection is also available electronically. It is that its on-site collection is only available electronically. The idea of a libraries with no bound books has been a recurring theme in conversations about the future of academe for a long time, and it has become common practice for academic libraries to store rarely used volumes in off-campus facilities. But there are few, if any, examples of libraries that actually have zero bound books in them. UNTESTED: Can college students learn as well on iPads, e-books? Some libraries, such as the main one at the University of California at Merced, and the engineering library at Stanford University , have drastically reduced the number of print volumes they keep in the actual library building, choosing to focus on beefing up their electronic resources. In fact, some overenthusiastic headline writers at one point dubbed Stanford’s library “bookless.” But that is “a vision statement, not a point of fact,” says Andrew Herkovic, the director of communications for Stanford’s libraries. San Antonio says it now has the first actual bookless library. Students who stretch out in the library’s ample study spaces — which dominate the floor plan of the new building — and log on to the its resource network using their laptops or the library’s 10 public computers will be able to access 425,000 e-books and 18,000 electronic journal articles. Librarians will have offices there and will be available for consultations. ON THE WEB: Is a campus library valuable? INSIDE HIGHER ED: The joy of stacks Students used to get their engineering and technology books from a collection at the campus’s main library. That collection is still there, and books from it are available upon request. But at the new library dedicated to that specialty, the only dead trees are in the beams and furniture. The fact that San Antonio has actually built a literal version of what many in the industry hold up as symbol of the inevitability of electronic as the prevailing medium in academe may be commendable, but it is not “earth-moving,” says Roger Schonfeld, the managing director of Ithaka S+R, a nonprofit that promotes innovation in libraries and elsewhere. Many libraries, especially science and engineering ones, have started moving their print volumes out of the building and into remote storage. Lisa Hinchliffe, president of the Association of College and Research Libraries and head of the undergraduate library at the University of Illinois at Champaign-Urbana, says that her institution, along with several others, has embedded librarians in various department buildings. Their offices in those building, it could be argued, constitute bookless libraries inasmuch as they are places where students and professors go to learn about how to use campus collections that can be accessed from anywhere. More interesting than the fact that San Antonio’s newest library has no printed books in it is the fact that more and more libraries are devoting less space to printed books, and are thus reimagining the physical space of the library, Hinchliffe says. Whether the building houses half of its former print collection or none of it, the evolution of the library as a physical hub is something nearly every library is dealing with. As a shared space for discovery, socializing, and studying, the library is still very much relevant and in demand, says Krisellen Maloney, dean of libraries at San Antonio. That is why the university invested $82.5 million in a new library building instead of just putting librarians in offices around campus, Maloney says. “You study and work in the library,” she says. “That’s how libraries have always been. When people come to the library with books, they’re not necessarily using the books. They’re also there for the services — to consult, get instruction, find content, and use the content.”

Jeremy Short’s students read comic books in class. Then they take exams, do well, and finish the semester with an understanding of the fundamentals of business management. In an effort to make dry content more interesting, Short co-wrote a set of two graphic novels, the second of which was released this summer. “Textbooks are just plain boring,” said Short, who is a professor of management at Texas Tech University . He said that standard business textbooks use a lot of disconnected examples and irrelevant stock photos, and he wanted to create something that would be “more like a movie,” that would get the necessary points across while keeping students engaged. Atlas Black: Managing to Succeed was his first attempt at a graphic-novel textbook; it covers, short Says, all the bases of what his students need to learn, while telling a story in panels about a college kid named Atlas and his friends. His adventures continue in Atlas Black: Management Guru? ON THE WEB: De-departmentalizing the business school MORE FROM INSIDE HIGHER ED: Bard brings finance into the fold Atlas is a bit of a slacker, but eventually graduates from college, learns to run a business, and becomes a fledgling entrepreneur. The graphic novel introduces concepts from principles of management, organizational behavior, strategic management, and entrepreneurship while illustrating Atlas’ quest to make money, get over a breakup, and open the No Cover Cafe, where college students can listen to free music and buy moderately priced pizza. To convey some of the important concepts, Atlas talks to his girlfriend about how he is doing better in school and applying a “balanced scorecard” (a strategic performance-management tool) to his life, and later in the book explores the options necessary for hiring employees and suppliers, and developing the best business model for his restaurant. When Atlas’s friend has trouble understanding motivation, Atlas takes him to his baseball coach, who uses straightforward examples from running a baseball team to illustrate complex ideas about motivation — a key concept in business. Atlas plays chess with his friend and they discuss the similarities: “In both chess and business you have to deal with ambiguity and uncertainty. You have to anticipate your opponents moves. You have to consider a lot of potential options that aren’t necessarily clear or perfect. In business and chess, you can take ‘old moves’ and put new twists on them.” The graphic-novel genre appeals to a young audience, Short said, and he wanted a medium that would be a more interesting and effective way to communicate with students, who live in an increasingly visually-oriented world. He’s used the books in his undergraduate and M.B.A. classes, and has received praise for the books from both types of students. Paul Barowsky, an M.B.A. student at Texas Tech who took a class with Short, said he liked the book and would prefer graphic novels to traditional textbooks in most courses (with the exception of numbers-intensive classes). “A story format forces the author to ‘net out’ his/her ideas in a concise, easily comprehensible dialogue compared to traditional textbooks, which tend to be repetitive and long-winded,” he said in an e-mail. Formal evaluations showed that 86% of his students that used the book said they agreed or strongly agreed that it “compares favorably” to other management textbooks they’ve had, Short said. He added that the most rewarding part of the process teaching with Atlas Black is having students wonder what happens in the story when the book ends. “The idea of a student asking what comes next in a textbook is really just unfathomable,” he said. Though the idea of teaching from a graphic novel may have its skeptics, the response to Short’s books has been overwhelmingly positive. “When I first told [my colleagues] that I was going to do a graphic-novel textbook, a lot of them gave me a sideways glance,” Short said. “But I haven’t heard anyone ever say that they look at the first chapter and say it’s a bad idea.” Likewise, professors at the University of Vermont School of Business “rolled their eyes” at the idea that E. Lauck Parke, an associate professor there, was incorporating such a nontraditional teaching tool into his course. Parke is nearing retirement, and said that many professors of his age are used to the straightforward black-and-white texts that they read in college. “You were lucky if you got a Wall Street Journal black-and-white sort of sketch or visual in a chapter,” he said. “So we’re sitting here having been taught in one methodology, and many of us haven’t gotten used to all the new literature about trying to understand the different ways in which a human learns.” Parke said Atlas Black provided a good skeleton for the concepts he taught in his course, and is considering using it again. “It’s not a typical graphic novel by any stretch of the imagination,” said Thomas Moliterno, assistant professor of management at the University of South Carolina. He incorporated Atlas Black into an undergraduate class, and said that he would use it again in future courses. “Textbooks tend to be imposing to students and expensive, and I think it’s a real challenge to find a textbook that students are willing to buy and/or read,” he said. In addition to telling a story with pictures and text bubbles as a traditional comic book would, Short’s book also has paragraphs of text on certain pages, which allows the author to create a richer discussion of content than a normal comic book would, Moliterno said. On the other hand, he noted that it’s difficult to skip around in the textbook because it follows a narrative arc, and confines the professor to framing a course entirely around the book. Dale Dunn, professor and chair of the pathology department at the Texas Tech School of Medicine is currently also in the M.B.A. program and took Short’s organizational behavior class, in which he read Atlas Black. He said that the graphic novel, as a genre, has yet to overcome a stigma of existing just for entertainment purposes, and it may be a challenge to get students to take it seriously. However, he said it certainly has a niche in education, and he has even been discussing the possibility with Short of creating a graphic-novel textbook for health care risk-management courses. “As you start reading it, you start thinking, ‘Can I take this seriously?’ But as you get involved you realize there’s more to it than just entertainment,” Dunn said. “There’s a lot of didactic information, and from my vantage point it was more memorable and unique because you could identify the information with specific characters.” This isn’t the first time comic books have been used to communicate educational concepts. Professors at the Duke Law School created a comic book to illustrate issues in copyright law, and the Federal Reserve published a series of comic books targeted at a younger audience to explain financial and economic issues. But creating an entire textbook is a unique project, Short said. “This is the first that really covers all the concepts and frameworks and that is age-appropriate,” he said. “I don’t know of any other thing that’s like this.” Big textbook publishers like McGraw-Hill do not have any textbooks in the graphic novel format, said a spokesman for the company. Atlas Black is published by Flat World Knowledge, and it is the first book of its type for the open-source textbook publisher, which Short chose because of its affordability. Students can order the book for $14.95, but it is expected to be free to read online by spring 2011. Jeff Shelstad, CEO of Flat World Knowledge, said the Atlas Black books are among the company’s more successful products, though it might be “a slow build” for Short because faculty are hesitant about change. Still, of the 1,300 faculty members using any of Flat World’s products this fall, about 25 will be assigning Atlas Black, he said. Short is currently at work on a third graphic novel — about franchising.

Average scores on the ACT college entrance exam inched downward this year, yet slightly more students who took the test proved to be prepared for college, according to a report released Wednesday. The findings sound contradictory. But the exam’s authors point to a growing and more diverse group of test-takers — many are likely scoring lower overall, but more are also meeting benchmarks used to measure college readiness. Last spring’s high-school seniors averaged a composite score of 21.0 on the test’s scale of 1 to 36, down slightly from 21.1 last year and the lowest score of the last five years. At the same time, 24% of ACT-tested students met or surpassed all four of the test’s benchmarks measuring their preparedness for college English, reading, math and science. That is up from 23% last year and 21% in 2006. Although that still shows three in four test-takers will likely need remedial help in at least one subject to succeed in college, ACT officials are encouraged to see improvement as ever-larger numbers of students take the exam. “It’s slow progress,” said Cynthia Schmeiser, president and chief operating officer of ACT’s education division. “We are headed in the right direction.” Schmeiser highlighted slight gains in math and science readiness, traditional weak spots for U.S. students. The number of students prepared for college-level biology, for example, has risen from 21% to 24% in five years. On the not-so-encouraging front, ACT-takers prepared for college English have dropped from 69% to 66% in that span. Still, English remains a strong suit for ACT test-takers compared to other subjects. To measure whether students are ready for college, the ACT sets minimum scores in a subject area test to indicate a 50% chance of getting a B or higher or about a 75 chance of getting a C or higher in a first-year college credit course. The courses include English composition, algebra, biology and introductory social science courses like Psychology 101. The ACT report found a combined total of 43% of test-takers met either none (28 percent) or only one (15 percent) of the four college readiness benchmarks. A record 1.57 million students, or 47% of this year’s high school graduates, took the ACT. That’s a 30% increase from five years ago. The SAT remains the most common college entrance exam, though the rival ACT has nearly caught up in popularity. Most colleges accept either, and a growing minority no longer requires either one. SAT results are due out Sept. 13. The ACT is growing as more states require it for all high school seniors, meaning test-takers are not just the college-bound. Schmeiser noted that the ACT’s test-taking population “now includes virtually all students in eight states, many of whom might not have considered taking a college and career readiness assessment years ago.” The ACT says another three states — Arkansas, Texas and Utah — either have been or soon will make state-financed ACTs available to all districts. One result: a more diverse pool. Ethnic and racial minorities this year made up 29% of all ACT test-takers, up from 23% in 2006. Most significant was a near doubling of Hispanic graduates tested, to almost 158,000 students. The average composite scores for Hispanics dipped slightly to 18.6 this year after holding steady at 18.7 the previous three years. Because some states mandate ACTS but others don’t, state-to-state score comparisons can be misleading. States requiring all students to take the ACT typically see average scores go down, at least initially. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

ATLANTA (AP) — Dave Ebersbach lost his job as a math teacher this summer, and he spends each day hoping that his poverty-stricken school in Ohio will call up and offer him his position back. He and thousands of other teachers around the country could get their jobs back now that the Senate has approved an emergency stimulus package designed to keep educators and other public employees out of the unemployment line. ANALYSIS: Teacher pension funds are short billions SURVEY: Self-evaluation better than parent, student evaluation, teachers say “My biggest thing is I want to go back to the school I was at for the students,” said Ebersbach, 43, one of 14 math teachers in the Toledo school district to receive notice a few weeks ago that their jobs were cut. “We’re in a high-poverty school and one thing the students need more than anything else is consistency. And they’re not going to get that.” The $26 billion measure passed Thursday is less than was initially proposed by Education Secretary Arne Duncan , but will provide $16 billion to help states balance their Medicaid budgets and $10 billion for grants to school districts to forestall layoffs. Republicans strenuously opposed the measure, denouncing it as yet another federal bailout the government cannot afford and calling it a giveaway to public employee unions. For educators across the country, it’s been a bewildering summer as money to save thousands of jobs stalled in Congress and unions and administrators sparred over ways to rehire laid-off teachers. The result has been what is referred to in education circles as the “yo-yo effect.” School budgets, facing severe reductions in state funding, are cut. Layoffs are made. And some or even all of the teachers are hired back over the summer as officials scramble for money. The money coming from Congress could help fill some of that void. But until districts actually have the money in hand, thousands of teachers must wait in limbo not knowing whether they’ll have jobs when school starts in a few weeks. Data provided by the U.S. Department of Education on how many jobs the bill is expected to fund reads like the medical chart of a battered patient: 16,500 in California. In Texas, 14,500. More than 9,000 in Florida. Some 161,000 education jobs across the country in all. “The Senate amendment will go a long way to protecting these jobs and ensuring that America’s educators are working to educate our way to a better economy,” Duncan said. “It’s the right thing to do for America’s students and America’s teachers.” Throughout the summer, many districts had despaired that Congress would deliver any money, and scrambled to find other ways to bring back the teachers, offering early-retirement incentives and negotiating furlough days. In Iowa, where 1,500 layoffs were announced earlier this year, the Des Moines district has called back all but 30 of the 173 teachers who were laid off. Twyla Woods, the district’s chief of staff, said they opened an early retirement option and hope to have enough attrition overall to bring back the remaining teachers. In Santa Cruz, Calif., 82 teachers were laid-off this spring and rehired again this summer, also largely due to a negotiated retirement incentive that 41 workers opted into. Teachers also agreed to take furlough days. The entry level salary in the district is $40,000. The efforts all saved jobs, but are not considered long-term solutions. In other districts, no solution was reached at all, leaving hundreds unemployed and hoping for federal money. Gretchen Marfisi in Florida was laid off in each of the last two summers, only to be rehired by the Broward County School District. This year she canceled her family vacation and put her life on hold before being called back Thursday. “Why are they firing all of us?” Marfisi said, her voice ringing with frustration. “Besides giving us all more gray hair and wrinkles, there doesn’t seem to be a lot of logic involved.” Marfisi is now preparing to unpack all her boxes of teaching materials once again. “It’s a relief to get a paycheck,” Marfisi said. “It’s just very weird and bizarre emotionally. It just in the process makes you feel like garbage.” Mike Langyel, president of the Milwaukee Teachers’ Education Association, worries about the long-term effects these series of layoffs will have on the teaching career. “We don’t need to turn this into a Wal-Mart employment where you’re in for a while and you’re out,” Langyel said. Teachers say the effect on morale has been overwhelming. “Somebody said to me, ‘Teacher: I thought that was one field that was recession-proof,’” Ebersbach said. “I’m at a 50-50 shot.” Turner reported from Atlanta. Armario reported from Miami. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

WASHINGTON — Nearly 1 million homeless students attended public schools in 2008-09, a 41% increase over the previous two years and another sign of how broadly the economic recession has struck America. The numbers, based on federal data, were released Tuesday by groups advocating for more federal aid for struggling families. South Dakota saw its number rise from 1,038 in 2006-07 to 1,794 in 2008-09 — a 73% increase. The 22,000-student school district in Sioux Falls has seen the number of homeless kids jump 44% over the past five years. Today, more than 1,000 pupils — about one child per classroom — don’t live in permanent homes. “We have homeless students identified in every school in the district,” said Gail Swenson, supervisor of the district’s Office of Homeless Education. “Some would like to believe one part of town would not have a homeless child and another part would. It’s across the board.” The report said there were nearly 680,000 homeless students, classified as those without permanent housing, in the 2006-07 school year. By 2008-09, that number had climbed to almost 957,000 due to increasing bankruptcies, home foreclosures and unemployment. Forty-three states saw their rolls increase, including five states with more than double the national growth rate: Texas (139%), Iowa (136%), New Mexico (91%), Kansas (88%), and New Jersey (84%). Advocates are asking Congress to provide at least $140 million for homeless students next year, the same amount Congress allocated this year to help with medical care, school supplies and transportation. But about half of that was economic stimulus money that may not be available in 2011. More funding could be a long shot with lawmakers increasingly looking for way to cut federal spending and corral the federal debt. “Schools are uniquely positioned to provide safety, structure and services for homeless children,” said Bruce Lesley, president of First Focus , which released the report with the National Association for the Education of Homeless Children and Youth. Swenson said it’s critical that homeless students not miss extended periods of school because of their transient situation. “With every move that a child makes, they can lose from three to six months of academic gain,” she said. “A child who virtually misses third grade loses out on multiplication and cursive writing and that affects the rest of their life.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

WASHINGTON — More than 10 years have passed since she gave up her pursuit of a degree in computer science, but Yajahira Deaza still has regrets. “I feel incomplete,” says the 33-year-old, a customer service representative for a major New York bank. Her experience reflects the findings of an Associated Press-Univision poll that examined the attitudes of Latino adults toward higher education. LATINOS: Students face barriers Despite strong belief in the value of a college diploma, Hispanics more often than not fall short of that goal. The poll’s findings have broad implications not only for educators and parents, but also for the U.S. economy. In the next decade, U.S. companies will have to fill millions of jobs to replace well-trained baby boomers going into retirement. As the nation’s largest minority group, Latinos account for a growing share of the pool of workers, yet their skills may not be up to par. Aware of the challenge, some California State University campuses are reaching out to Hispanic children as early as the fourth grade. “Aspirations for higher education are very strong among Hispanics, but there is a yawning discrepancy between aspirations and actual attainment,” said Richard Fry, an education researcher at the Pew Hispanic Center. Indeed, the poll, also sponsored by The Nielsen Company and Stanford University , found that Hispanics value higher education more than do Americans as a whole. Eighty-seven percent said a college education is extremely or very important, compared with 78% of the overall U.S. population. Ninety-four percent of Latinos say they expect their own children to go to college, a desire that’s slightly stronger for girls. Seventy-four percent said the most important goal for a girl right after high school is to attend a four-year college, compared with 71% for boys. Enthusiasm about higher education hasn’t been matched by results. Census figures show that only 13% of Hispanics have a college degree or higher, compared with 30% among Americans overall. The poll revealed some of the roadblocks: Latinos do not have enough money, yet many are reluctant to borrow. Family obligations intervene. Parents and teachers provide only lukewarm support. Fifty-four percent said their own parents either did not expect them to go to college, or did not care either way. After graduating high school, Angel Vasquez of Port Arthur, Texas, wanted to go to a technical school to become a diesel mechanic. First he wanted a six-month break. No, said the grandfather who raised him: Go to school immediately or get a job immediately. Now 23, Vasquez works as a technician for a company that repairs buildings damaged by water and mold. “My grandparents raised me pretty good, and I understand where they were coming from,” he said. But “I seriously wish I would have gone to school because I could be making double the money.” In the poll, just 29% cited poor grades in high school as an extremely or very important reason for not going to college. “A main takeaway here for policymakers is that there are a lot of things that are inhibiting Hispanics, other than their academic performance,” said Michael Kirst, a Stanford University education professor. “They have really major barriers that are more intense for this population.” Affordability was the top reason for not completing a college degree, cited by 54% as “extremely” or “very” important. Financial pressure is magnified by a reluctance to borrow that appears to be cultural. The second most common reason for not finishing college was family responsibilities, cited as extremely or very important by 52%. Deaza, the New York bank employee, said that is why she had to leave her computer studies back in the late 1990s. A single mom-to-be, she was expecting her first child, a daughter who’s now 11. Deaza is married with three children now, and says she has a lot to be thankful for. Still, she feels bad not having her degree. “I feel it the worst when I’m trying to find a job,” she said. The AP-Univision Poll was conducted from March 11 to June 3 by the National Opinion Research Center at the University of Chicago , using a sample of Hispanic households provided by The Nielsen Company. The margin of sampling error is plus or minus 3.5 percentage points. Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

To get a sense of the job market new college graduates face, consider the latest crop of nurses from Santa Rosa Junior College . Just eight of the 55 students are leaving with job offers — and that’s considered good news. Last year, no graduates of the California community college’s associate degree nursing program had a job in hand. “We’re excited that finally something is happening,” said Sharon Johnson, the program director. This year’s slightly better performance is one of many signs around the country that 2010 is a better year than 2009 for landing that first job out of college — but not by much. New nurses are looking for something — anything — as the down economy has slowed retirements in their otherwise promising field. Teachers also face intense competition for positions that in their case have been made scarce by state and local budget cuts. Even graduates with sought-after degrees had less than sizzling prospects. Fewer than half of U.S. accounting majors could boast job offers this spring, one study found. There are signs of life. Employers plan to hire 5% more new college graduates this year than they did a year ago, according to the National Association of Colleges and Employers, which also polled the future accountants. The road to recovery appears long, however. In 2007, about two-thirds of soon-to-be graduates in the association’s student survey reported having job offers in hand that spring. Just three years later, about 40% could say that. “It’s been a little depressing,” said Lauren Wiygul, who will earn a master’s degree in secondary English education from Vanderbilt University in Nashville, this summer. She applied to more than a dozen private schools and every public district in the Atlanta area. After someone in human resources for the system in Georgia’s Gwinnett County mentioned a possible language arts opening, she took a day off work, traveled to Atlanta and personally delivered her resume to 13 middle and high schools, hoping to introduce herself to principals. She met a lot of sympathetic secretaries but not one principal. She has yet to get an interview. “One principal, she wasn’t rude, but she just e-mailed back, ‘Positions are posted on our website,’” Wiygul said. “I have worked really hard to be able to teach. I just feel stuck.” Education majors have it toughest of the 2010 grads surveyed by the association of colleges and employers. Fewer than one in four had received job offers this spring. The list of least sought-after majors included the physical sciences (such as chemistry and physics), languages, English, history or political science and journalism. Along with perennially popular accounting, the most attractive majors to employers were business administration, computer science, engineering and mathematics. The private sector outlook didn’t improve last week when the Labor Department announced U.S. businesses added just 41,000 jobs in May, an indication employers are not yet ramping up hiring despite other signs of economic recovery. The department offered better news Tuesday, saying job openings rose in April to their highest level since December 2008. Some college career counselors report encouraging signs. Trudy Steinfeld, executive director of New York University’s Wasserman Center for Career Development, said banks and consulting firms that were invisible a year ago are “staffing up like crazy.” But at the University of Texas at Arlington, associate director of career services Cheri Butler is advising students shut out of bank jobs to seek finance department positions in government, health care and education. Wayne Wallace, director of the University of Florida’s Career Resource Center, said that regardless of the field, the watchwords for new graduates are patience, flexibility and short-term sacrifice for long-term gain. “Graduates, if they are willing to be geographically mobile and reasonably flexible about what they’re willing to do to start out, tremendously increase their odds for success,” he said. Indiana University’s Kelley School of Business devised a plan to improve the chances for graduates in its residential master’s in business administration program. It included a dean’s letter to 26,000 alumni, an electronic booklet featuring students’ resumes and a job bank run by students with jobs for those still searching. That last effort was dubbed “The Lonely Hearts Job Search Club.” “A simple plan, delivered to the right people with a clear objective, can go a long way in helping students during a challenging economy get to where they want to be,” said Erik Medina, the school’s director of graduate career services. Last month, 74% of students had job offers at graduation, compared with 66% last year, he said. For nurses, the long-term forecast is excellent. The U.S. Bureau of Labor Statistics projects 22% job growth for registered nurses by 2018 as baby boomers age and nurses emerge as cheaper primary care alternatives to doctors. But for now, jobs for new nurses are relatively scarce. More experienced nurses are putting off retirement or working extra hours, some because their spouses have been laid off, nursing school officials say. “I look at this like an air pocket,” said Marla Salmon, dean of the University of Washington School of Nursing. “The fact is we’re still climbing in terms of the number of nurses needed. But the recession has definitely slowed hiring.” Salmon said she is encouraging graduates to think creatively. That could mean residencies — part of a doctor’s career path but a relatively new development in nursing — and mentored job-sharing arrangements. The tough market has caused some nursing graduates to lower their expectations, accepting jobs in long-term care and community health centers rather than top research hospitals. Corey Fry, who will graduate this week with a master’s degree from the highly regarded University of California , San Francisco School of Nursing, cast his search for nurse practitioner jobs nationwide. He’s joined professional organizations and honed his networking skills. After reading an article by a University of Maryland nurse practitioner, he sent the author an appreciative e-mail and attached his resume. He has a phone interview there this week, and leads in St. Louis and Oregon. “We’ve talked as classmates and we all agree our first job might not be our perfect job, but we need to get that first job,” Fry said. “Then you can move beyond that if you need to.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

SUWANEE, Ga. (AP) — By third grade, students should know how to write a complex sentence and add fractions, no matter if they live in Georgia or California. Eighth-graders should understand the Pythagorean theorem. And by high school graduation, all U.S. students should be ready for college or a career. That’s the goal of sweeping new education benchmarks released Wednesday called the Common Core State Standards, a project that aims to replace a hodgepodge of educational goals varying wildly from state to state with a uniform set of expectations for students. It’s the first time states have joined together to establish what students should know by the time they graduate high school. “With these standards, we can provide all of the country’s children with the education they deserve,” said West Virginia schools superintendent Steve Paine, who gathered with other educators and officials from across the country at Peachtree Ridge High School in Suwanee just outside Atlanta to release the final draft of the standards. “Having consistent standards across the states means all of our children are going to be prepared for college and career, regardless of zip code.” States are expected to use the standards to revise their curriculum and tests to make learning more uniform across the country, eliminating inequities in education not only between states but also among districts. The standards also will ensure students transferring to a school district in a different state won’t be far behind their classmates or have to repeat classes because they are more advanced. Under Common Core, third-graders should understand subject-verb agreement, fifth-graders need to know about metaphors and similes and seventh-graders must understand how to calculate surface area. States that sign up are supposed to use the standards as a base on which to build their curricula and testing, but they can make their benchmarks tougher than Common Core. All but two states — Alaska and Texas — signed on to the original concept of Common Core more than a year ago. Critics worry that the standards will basically nationalize public schools rather than letting states decide what is best for their students. Texas’ commissioner of education, Robert Scott, has said that the state didn’t sign on to Common Core because it wants to preserve its “sovereign authority to determine what is appropriate for Texas children to learn in its public schools.” So far, the standards have been adopted by Kentucky, Hawaii, Maryland, West Virginia and Wisconsin. Another 40 states and Washington, D.C., have agreed to adopt the standards in coming months, said Gene Wilhoit, executive director of the Council of Chief State School Officers , which joined with the National Governors Association in leading the Common Core project. “We don’t think it’s acceptable that because a student lives down in Atlanta and not up here, they should have different outcomes,” said Wilhoit before Wednesday’s event in the northern Atlanta suburbs. The federal government was not involved but has encouraged the project, including adoption of the standards as part of the scoring in the U.S. Department of Education ‘s “Race to the Top” grant competition. President Barack Obama has said he wants to make money from Title I — the federal government’s biggest school aid program — contingent on adoption of college- and career-ready reading and math standards. “As the nation seeks to maintain our international competitiveness, ensure all students regardless of background have access to a high quality education and prepare all students for college, work and citizenship, these standards are an important foundation for our collective work,” Education Secretary Arne Duncan said Wednesday in a prepared statement. Common Core was structured over a year of meetings with teachers, parents, school administrators, civil rights leaders, education policymakers, business leaders and others from across the country. The group produced multiple drafts and collected comments from more than 10,000 people online. “The world is small now, and we’re not just competing with students in our county or across the state. We are competing with the world,” said Robert Kosicki, who graduated from a Georgia high school this year after transferring from Connecticut and having to repeat classes because the curriculum was so different. “This is a move away from the time when a student can be punished for the location of his home or the depth of his father’s pockets.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.

The Texas State Board of Education was set to vote Friday on changes to social studies standards that have angered and, in some cases, baffled critics, including President George W. Bush ‘s first education secretary, who is protesting the politicization of the process. Among the proposed changes: calling the USA’s slave trade the “Atlantic triangular trade” and minimizing the role of Thomas Jefferson , who espoused a strict separation of church and state. The new standards set curriculum for millions of Texas school children and lay the groundwork for textbooks and standardized tests for a decade. But the changes could also carry outsized influence because Texas is a large state — textbooks sold to other states often carry content tailored to Texas specifications. On Thursday, former U.S. Education Secretary Rod Paige , a one-time Houston superintendent, said the proposed standards are too detailed and “take away a lot of the latitude of the teachers” in designing curricula. He also worries that teachers, focused increasingly on getting their students to pass state skills tests, will be “very, very concerned about the standards” and ensure that students learn the content. Paige testified before the board on Wednesday about the growing politicization of education. In an interview Thursday, he said he understands the point of view of several state board members, who this week said they are simply bringing balance to a set of standards that skew leftward. But Paige said, “This political swaying between left and right is retarding our ability to have an effective educational delivery system in the United States of America.” Paige, who is African-American, said the proposed Texas standards “drastically understate the influence of slavery and the Civil Rights movement in our national story – it almost suggests that students will be learning that our liberties – and especially African-Americans’ freedoms – were kind of gently acquired. The liberty and freedoms that African-Americans enjoy were born out of struggle – deep struggle. {hellip} nobody just woke up in the morning and said, ‘O.K., you’re free.” NAACP President Ben Jealous said he was “stunned” to learn of the change in reference to slavery. “You can’t take slavery out of the slave trade,” he said. “Our children need to be taught the whole truth – not half of it.” Copyright 2010 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.