Chicago—ALA Publishing eLearning Solutions announces a new eCourse bundle, Working with Children of All Ages. R. Lynn Baker and Brooke Newberry will serve as the instructors for three, 4-week eCourses starting on Monday, September 10, 2018.
Save 20% when you purchase the bundle!
When you work in youth services, you’re serving a large community of users—from babies and toddlers to preteens. Children of different ages have different needs and perspectives and require different types of expertise. If you want to learn a practical approach to working with children of all ages, our new eCourse bundle is for you. Over a three-month period, you will work closely with expert instructors that will take you from creating baby storytimes all the way through to readers’ advisory for grade-school kids. Courses included in this bundle are
Creating Meaningful Programs for Infants and Caregivers with R. Lynn Baker – 4-week eCourse; begins Sept. 10, 2018
Early care expert and education trainer R. Lynn Baker’s teaches you how to create a school readiness program that prepares children for a successful transition into kindergarten.
Planning Programs and Services for Toddlers and Preschoolers with Brooke Newberry – 4-week eCourse; begins October 8, 2018
In this course, learn the basics of storytime and programming, best practices for serving children ages 2-5, how to build a strong collection, and the basics of child development for toddlers and preschoolers.
Practical Library Services for Grade School Kids (Kindergarten through second Grade) with R. Lynn Baker – 4-week eCourse; begins Nov. 5, 2018
Learn how to create intentional, literacy-based programs for children in kindergarten through second grade.
By participating in this group of three courses, you’ll earn a Certificate of Professional Development in Childhood Development and gain a broad set of skills that will serve you throughout your career.
You can purchase for these eCourses individually or as a bundle.
eCourse outline
Creating Meaningful Programs for Infants and Caregivers with R. Lynn Baker. Starts Monday, September 10, 2018
Week 1: Infant Development—Birth through 18 months
Week 2: Choosing Interactive Activities for Infants and Caregivers
Week 3: Choosing Developmentally Appropriate Books for Babies
Week 4: Creating an Effective Program Plan for Your Infant-Caregiver Program
Planning Programs and Services for Toddlers and Preschoolers with Brooke Newberry, Starts Monday, October 8, 2018
Week 1: Child Development for toddlers and preschoolers
Week 2: Storytime
Week 3: Beyond Storytime
Week 4: Collection Development
Practical Library Services for Grade School Kids (Kindergarten through second Grade) with R. Lynn Baker, Starts Monday, November 5, 2018
Week 1: Beginning Reading Skills that Grow from Early Literacy Practices
Week 2: Types of Programs for Children in Grades K-2
Week 3: Field Trips, Outreach, and Specialized Programs for Children
Week 4: Creating an Effective Program Plan for a K-2 Program
About the Instructors
R. Lynn Baker is the author of Counting Down to Kindergarten: A Complete Guide to Creating a School Readiness Program for Your Community and Creating Literacy-Based Programs for Children: Lesson Plans and Printable Resources for K-5. With a background in early childhood education and library programming for children, Baker provides training to early childhood educators and librarians. She holds her bachelor’s in Interdisciplinary Early Childhood Education; a trainer’s credential; and her Master’s in Library and Information Science. Baker is an adjunct professor for Northern Kentucky University, teaching Library Programming for Children.
Brooke Newberry holds a Master’s Degree in Library Science from Indiana University, and is the Collaborative Consultant for the Winding Rivers Library System (West Salem, WI). She currently teaches a course dedicated to serving babies in the library, previously was the Early Literacy Librarian at the La Crosse (WI) Public Library, served as chair for the Early Childhood Programs and Services Committee for the Association of Library Services to Children (ALSC), and co-wrote the Collaborative Summer Library Program Early Literacy Manual for three years.
Registration for this ALA Publishing eLearning Solutions facilitated eCourse bundle, which begins on September 10, 2018, can be purchased at the ALA Store. Participants in this course will need regular access to a computer with an internet connection for online message board participation, viewing online video, listening to streaming audio (MP3 files), and downloading and viewing PDF and PowerPoint files.
ALA Publishing eLearning Solutions (ELS) produces high-quality professional development events and materials for the library profession. ELS events cover modern issues on a wide variety of topics in formats that include live workshops, asynchronous eCourses, and print publications. We help ensure that today’s library employees have access to the professional development opportunities they need, whether they are brushing up on the basics or expanding their horizons with cutting-edge tools. Contact us at elsmarketing@ala.org.
ALA Store purchases fund advocacy, awareness, and accreditation programs for library professionals worldwide.
I am convinced that the foundation of a good education is about the concept of building—building a school, building a community, building relationships, and building a sense of self. School works for many students to provide a pathway into the future. It offers a foundation of rich experiences that inspire and form the basis of students’ life stories. Education and schools, however, can never be fully responsible for the outcomes that our students achieve. We cannot blame schools and teachers for the very complex mix of factors that result in any one person’s success in life.
I’ve been thinking recently about how we can alter the school experience for students and staff to better meet the needs of our learning communities. Some of the very structures and experiences that harken back to an earlier era in education may in fact be part of the future of teaching and learning. While it may be counterintuitive in our sophisticated high-tech world, building, manipulating, and creating inside the physical spaces of our school environment are essential in future learning.
“Some of the very structures and experiences that harken back to an earlier era in education may in fact be part of the future of teaching and learning.”
So what is in store for students, teachers, administrators, policymakers, and the taxpaying public that supports public education in the decades ahead? I suggest five steps for how school learning communities must move forward to build a better school.
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Twin Cities native Joetta Wright has commitment to excellence in her blood. Her mom, Patricia Wright, is the first African American woman in Minnesota to own a court reporting business, and Gloria Wright, Joetta’s grandmother, was one of the state’s first African Americans to become a registered nurse. Joetta is continuing that trailblazing lineage through arts and education.
Armed with a master’s degree in theatre education and teaching licensure from the University of Minnesota, the working film, television and stage actor uses her craft to culturally and socially educate the community via several avenues.
One such contribution is Wright’s weekly podcast Double Consciousness which explores, in part, the W.E.B. DuBois concept of what it means to have a divided identity while navigating dominant culture politics and social norms as artists of color.
“The primary purpose of Double Consciousness,” said Wright, “is to shine a light on how notions of race affect the psyches of Black and Brown people in the global community. As [co-host] Toussaint Morrison and I dissect our own experiences with race, we open up the discussion to the public in hopes of building a deeper understanding of the trauma we live with as people of color, and what it truly means to be a White ally in America.”
Wright also tackles a troublesome issue too often overlooked: diet and eating habits of Black folk and the impact that has on physical well-being. “My beliefs concerning health are complex. I believe that because of our history of enslavement, we have been raised to believe that Black food is synonymous with foods that puts [us] at high risk for myriad health problems.
“Also, because of the systemic racism that we see within the construction of neighborhood grocery stores, we see the very purposeful placement of liquor stores and corner stores in majority-Black neighborhoods to perpetuate the cycle of unhealthy living habits coupled with cheap and quick options for food.
Black food, or “soul food,” has traditionally included the least nutritional parts of pigs and cows — think chitlins, pig feet —along with kitchen scraps fried in high-fat, high-calorie grease. For Wright, food education is key in breaking this historical cycle.
“I began my health journey at college as I gained more understanding of the importance of eating a healthy mix of greens, fruits, meat, dairy and grains,” said Wright. “We have to be aware. We have to understand that when it comes to food, we, the Black community, are being groomed for extinction.”
In addition, Wright uses her talents to teach not only acting, but also African and African American art, music, and literature. Last year, she led North Minneapolis High School students through programming that introduced them to such fundamentals as movement, voice and diction. It also included looking at social and political change through the lens of theatre.
Her philosophy on classroom instruction is clear. “Our goal as teachers is for the student to be at the center of everything we do,” said Wright. “To create curriculum with each child in mind, we must design personal connections to content and encourage critical thinking.
“When we ask our students to independently identify their educational goals, and participate in developing their educational experience, they take ownership of that experience, and value their understanding in more profound ways.
Through this, she hopes to create a sea change in how students, especially students of color, view themselves in the education process.
“I believe that we can empower our students by giving them opportunities to teach their peers new content, by promoting choice-based projects, and by investing the time it takes to understand the learning needs of all students,” explained Wright.
“So often, our national and state leaders pledge their time and energy toward building our communities and providing the support for our citizens who need it the most. More often than not, those promises are hollow.
“We have to show our students of color that there is a place for them in education, and that we hold the same expectations for all students. Only then can we begin to inspire our students to become the agents of change that they are meant to be.”
Double Consciousness is published weekly on iTunes, SoundCloud and Stitcher. For more information, visit doubleconsciousness.com.
Birmingham City Schools students will now have more freedom to wear clothing they want during the upcoming school year, which began Aug. 6.
The Birmingham City Schools board voted to change the uniform policy for the upcoming school year. Under the new policy, effective immediately, K-12 students will have the option to continue wearing uniforms such as the solid blue, white, black and khaki shirts, pants and skirts or clothing that meets the dress code such as jeans and other items.
“Giving students choices in what they wear will free up administrator’s time that has previously been spent on enforcing the dress code policy and will give them more time for instruction . . . as well as student achievement,” said Adrienne Mitchell, Strategy and Communications Officer for BCS.
The board’s decision was influenced in part by students and parents asking to change the policy for the last few years. The BCS has required students to wear uniforms since 1996.
Though students will now have more freedom to choose, some of the policies will remain in place such as having students wear closed-toe shoes, no clothing with obscene writing and no tight fitting clothing, Mitchell said.
“This is a year of transition so families and students that choose to wear uniforms, can still wear uniforms, however families that choose to follow the dress code policy can make some choices in the clothes they wear but there are still guidelines that all students must follow,” Mitchell said.
This decision means that some families, parents, can take advantage of shopping for clothes during the Tax-Free weekend starting Friday, July 20 through Sunday, July 22.
Reaction on social media to the change has been mixed. Many have applauded the change while others expressed concern that the new policy may lead to bullying.
Mitchell said she doesn’t see that happening.
“Our administrators are extremely watchful about behaviors that occur in schools and we fully expect them to continue to enforce the rules and the guidelines in school,” Mitchell said. “We anticipate that students will take this freedom and flexibility and use it responsibly. Making choices are a part of what we’re teaching students because it’s going to be a significant thing that they are going to have to do in life.”
For more updates on the dress code and additional announcements parents can download the Birmingham City Schools app through the App store on any Apple device and on Google Play for any android device.
By Ronald W. Holmes, Ph.D., Special to the Outlook
Parents have the choice to send their children to traditional public schools in their communities as a result of the Brown v. Board of Education ruling. However, these schools must offer students a quality education. They must also keep them safe from any potential or dangerous crime. When they do not, parents have the right to choose other alternatives to educate their children. One alternative is homeschooling. This type of schooling is where children obtain all or most of their education at home. According to the National Center for Education Statistics, a projected enrollment of homeschooled students ages 5 through 17, exceeds 1.5 million.
With school shootings becoming a frequent occurrence in America’s public schools, the critical question to be asked is: Is it time for more parents to choose homeschooling?The answer to this question will be found in my next book to be released in February of 2019. The book will explore the success stories of parents who have homeschooled their children, as well as those who are currently homeschooling their children.
In addition to a quality education and a safe school environment, there are many other reasons parents homeschooled their children. This book will highlight the program structure, curriculum options, partnerships and other resources afforded to homeschoolers for an enriching educational experience. It will also highlight the extent of technology integrated into the instructional process.
If you would like to participate in this book project as someone who has successfully homeschooled a child or currently having success in homeschooling a child, please contact Dr. Ronald Holmes at rwholmes18@gmail.com.
I am a former teacher, school administrator, test developer and district superintendent. I am the author of 16 books and publisher of The Holmes Education Post, an education-focused Internet newspaper. These books include How to Eradicate Hazing; How to Eradicate Cyber Bullying; How to Eradicate Schoolyard Bullying; and How to Eradicate Workplace Bullying. These books serve as a reference guide to an online anti-bullying program that provides training for all students, parents, employees, and managers. These books are also equipped with a 24-hour Web-Based Reporting, Tracking, Training and Documentation System that allow individuals to report bullying incidents anonymously from the home, school, work, and community.
It is no secret that the Black man in American society must work harder than his counter-parts. And at the height of all the racial discrimination, Black males have lived with fear affecting their academic performance directly. However, during all these, there are those who are rising above the current and are proving to society that “yes we can.” One good example is the story of two Black boys- twins who have been named Valedictorians at their high school graduation.
The two brothers who were born 11 minutes apart, Malik and Miles George, went to Woodbridge High. They both scored excellently on their SATs and were both named valedictorians of their graduating class. Because of their good work, they will both be attending the Massachusetts Institute of Technology on scholarship. They had a choice between scholarships from five prestigious schools, and they chose MIT as their preferred school.
And Thursday at their graduation, they shared the stage, crediting their success to their parents. They also shared their love for science and the fact that they dedicated their time and effort to school work. Speaking to ABC7, Malik said of their parents, “Seeing them always doing their best to care for us has definitely made a good imprint on us,” Malik told the news station. “Whether it’s academics, athletics, some form of art, whatever passion someone has, my best advice would be just to explore it and do your best, and the success will come.”
Miles also talked of their efforts and one of the reasons they excelled so well. He said, “We worked hard, every course, studying, paying attention in class, asking questions is one of the most important things, being an active student in our own education, because that’s what the teachers are there for.”
The two boys have excelled not only in class but also beyond academics. The two have for a long time been science research fans and were also named first doubles tennis partners. This just goes to show that if you really give it your all, then you can achieve your goals.
The Woodbridge High School principal, Glenn Lottmann, spoke to ABC7, bragging of how wonderful the two boys were. She said, “I don’t know how long this segment is before I talk about what they’ve done right. I don’t think I have enough time… But I could tell you what they’ve done wrong, nothing!”
It is very encouraging to see young boys overcome the adversities that face the African American communities, and aim for their goals without fear. Malik also encouraged others not to fear ideas, he said, “Whether its academics, athletics, some form of art, whatever passion someone has, my best advice would be just to explore it and do your best and the success will come.”
I’m sure President Obama’s heart was in the right place.
A few years ago, his Department of Education, in conjunction with the Department of Justice, studied school discipline data and came to a troubling conclusion: African American students in the 2011-12 school year had been suspended or expelled at a rate three times higher than White students.
This news sent shock waves throughout the community and government. There were already concerns of a “school-to-prison pipeline” that funneled disadvantaged children to jail. Now, there was renewed agreement that things had to change.
And so, in 2014, the Departments of Education and Justice put public schools on notice. If they suspended or expelled students of any racial group more than any other, they could face a federal investigation. In place of discipline to punish bad behavior, they were urged to use positive reinforcement instead.
As the grandmother of five school-age kids, I watched this closely. And as one of the Black students who integrated an all-White Richmond, Va., school in 1961, I was hopeful.
I hoped this policy would lead to safer schools. I prayed it would help students get a better education. And I felt confident it would open the door to a brighter future for our kids.
But like so many other parents and grandparents, I was wrong.
The federal government’s warning had an immediate impact. Schools across America quickly changed their discipline policies and reduced their suspension and expulsion rates. In doing so, they avoided the investigation threatened by the President. But at the same time, they put our children at risk.
Today, kids who bully and assault their classmates too often do so without fear of punishment. They know teachers have lost control. And they realize they can get away with behavior that never used to be tolerated.
As a result, when this summer is over, many students will once again face the fear of going back to school. That’s a tragedy! Schools should be joyous places where learning takes place. That’s what my classmates and I fought for in 1961. And it’s what should be the reality today.
Instead, danger lurks behind schoolhouse doors.
Joevon Smith is a heartbreaking example. A 17-year-old student with special needs who attended Ballou High School in Washington, D.C., Joeven was beaten up in his classroom and sprayed with a chemical. He was rushed to a nearby hospital, but never recovered. A few weeks after his brutal assault, Joevon died.
According to media reports, Joevon’s assailants wanted to steal his cell phone. That may be so. But because they were repeat offenders, loosened school discipline policies are also at fault.
That’s the case up the road in Baltimore, too. There, Jared Haga, age 10, and his 12-year-old sister Tamar have been bullied and threatened with violence. Tamar has even been sexually harassed and assaulted. In school!
As chronicled by “The Daily Signal,” Jared and Tamar’s mother tried to get this to stop. But when she complained to the principal, she was told nothing would–or could–be done.
Joevon, Jared, and Tamar aren’t alone. According to numerous reports, public schools are now less orderly and more dangerous. As Walter E. Williams has observed, the policy President Obama put into place has allowed “miscreants and thugs to sabotage the education process.”
Teachers apparently agree. In anonymous surveys, they describe how badly school safety has deteriorated. As one stated, “We have fights here almost every day. The kids walk around and say, ‘We can’t get suspended–we don’t care what you say.’”
That sentiment was echoed by another teacher: “Students are yelling, cursing, hitting and screaming at teachers and nothing is being done but teachers are being told to teach and ignore the behaviors. These students know there is nothing a teacher can do.”
This is crazy.
Every child deserves to get the tools they need to make their dreams come true. But if they are too scared to focus, they won’t get them. Many will drop out, limiting their chance to get a job, raise a family, and pursue their life goals.
All because directives from Washington have made school districts fear they’ll be investigated for keeping their classrooms safe.
We can’t bring Joevon back, and Jared and Tamar may never forget the trauma they’ve experienced. But we can take action to fix the mistake that has been made.
For starters, the Education and Justice Departments’ school discipline policy should be rescinded. And if any threats remain, every family should be empowered with school choice, so they can choose safer learning options for their children.
I know President Obama meant well, but his administration’s action was wrong. So, it’s now time to make things right.
For years I’ve done an annual story about the Kids Count report. The report is compiled by the Annie E. Casey Foundation, a national organization that since 1948 monitors and reports on the well-being of children. My former editor, Jim French used to provide me a hard copy of the report each year.
We’re both old school journalists – Jim and I. Before retiring, somewhat reminiscent of Andy Rooney, French used to type his stories on a Smith Corona typewriter. Being a generation behind French, I first used a typewriter, then a word processor and now use a computer to write stories. But I still like hard copy materials for references. This year I got the report in an email. I am not tech savvy. So pulling out the information has been a task in itself. Unfortunately, even with my limited computer skills, I could tell not much has change for Black kids – they still are our state’s worst off.
A funny thing about reports like Kids Count, they usually confirm what most people already know. The numbers change, but the reality doesn’t. Each year I wrote the Kids Count story I almost could use the same wording and just plug in the updated numbers. The Avery Institute’s report on racial disparities in Charleston County confirms that little has changed about such disparities since the 1940s.
That’s why I find it so hard to understand how some folks don’t realize that the lifestyle they enjoy today was created by slavery, that their lifestyle is a direct result of slavery and that the City of Charleston’s attempt at an apology for its role in slavery is but one effort to acknowledge that reality. I just read a July 17 Post and Courier letter to the editor from an individual who just doesn’t get that his parents’ wealth-building only occurred because Black slaves created the economic environment in which their business was able to flourish. The Kids Count report always reaffirms for me how that travesty continues. Reading letters from people like that individual reaffirms why it continues. About 30 percent of the state’s children under age 18 are Black. About 55 percent are white. To start with, the median income for white households in South Carolina is highest at about $73,000 annually. Asian Pacific household median incomes come second at about $69,000 and Black household median incomes come in dead last at about $32,000. Black kids start out in households with much lower household incomes – less than half the median household income of their white counterparts. And it doesn’t get any better.
The report says establishing the conditions that promote successful educational achievement for children begins before birth and continues into the early elementary school years. With a strong and healthy beginning, it is much easier to keep children on track to stay in school and graduate, pursue postsecondary education and training and successfully transition to young adulthood. The infant mortality rate for Black babies doubles that for Hispanic and white babies. About 15 percent of Black babies are born with low birth weight compared to about 10 percent of all babies and about eight percent of white babies. About 12 percent of Black children are not in excellent or good health compared to about five percent of white children. The data doesn’t show results for other races or ethnicities.
When it comes to students who don’t graduate high school on time, the rate for Black kids is comparable to other groups. About 20 percent of Black kids don’t graduate on time while some 16 percent of white kids don’t graduate high school on time. About 20 percent of Hispanic or Latino kids also don’t graduate on time and some 26 percent of Native American kids don’t graduate on time. The experts agree the problems start earlier. According to the report, 85 percent of Black fourth graders are not proficient readers and 78 percent of Hispanic fourth grade students are not proficient readers while 60 percent of white fourth grade students don’t read proficiently. The report also indicates the percentage of Black kids’ fourth grade reading proficiency is increasing while the numbers for white kids is pretty constant. In all cases the numbers are unacceptable. Maybe that’s why we’re seeing more initiatives like the Cradle to Career Collaborative. Our public education system also fails most white students. Many of them also are not prepared for the new industries locating in our community.
When I got the latest Kids Count report its promoters said, “South Carolina achieved its highest placement to date in an annual nationwide survey of child well-being. Improvements in measures of strong families and children with health insurance placed South Carolina at 38th in the nation for child well-being. We are seeing incremental improvements over time, and this shows us that the investments we are making in children, families and communities are adding up.”
Well, forgive me if I seem pessimistic, but I try to be realistic – if I’m in a hole 10 feet deep and you give me a six-foot ladder you’ve helped. But I’m still in a hole. Our children still are in deep doo-doo. We’re not moving fast enough to improve the lives of all our children. And when I see people who so intentionally are oblivious to the reality of modern-day slave dynamics, I’m inclined to think too many of us don’t want to make those improvements.
For the past couple of hours I’ve caught hell trying to unravel the Kids Count stats. The Avery report told me things haven’t changed since the 1940s. I probably could have just used my last Kids Count story and plugged in the new numbers.
CHICAGO – As part of a key strategic initiative, the Public Library Association (PLA) has released a free promotional toolkit designed to help libraries raise awareness of family engagement through libraries. This new resource can be used to supplement libraries’ marketing, fundraising, community relations and political advocacy work.
The term “family engagement” describes a shared responsibility among families, educators and communities to support children’s learning and development. Building upon the early-childhood literacy success of Every Child Ready to Read@ your library® (ECRR), PLA established a Family Engagement Initiative in 2015 to help libraries serve families of all types with children of all ages.
Public libraries are critical to family engagement, given their ability to develop strong and lasting relationships with families, engage all members of the family no matter their ages or interests, and offer access to afterschool, weekend and summer programming, particularly in communities lacking many resources.
“Family engagement is all about nurturing the knowledge, attitudes, values, and behaviors that enable motivated, enthusiastic, and successful learners,” explains Clara N. Bohrer, co-chair of the task force and director of the West Bloomfield Township (Michigan) Public Library. “In libraries, that means forming respectful partnerships with parents and caregivers, and providing them with information, guidance, and opportunities to be active in their children’s learning and development.”
The Family Engagement Toolkit was developed in partnership with the American Library Association (ALA), as part of ALA’s Libraries Transform public awareness campaign. Best known for its signature “Because” statements, Libraries Transform was created to help libraries of all kinds communicate in one clear, energetic voice.
The Toolkit offers both strategy and tactics for family engagement advocates, including message points, customizable graphics, promotional ideas, and program examples from IDEABOOK: Libraries for Families, a family engagement publication released in 2017 by PLA and the Global Family Research Project. This is the second toolkit PLA has developed through the Libraries Transform campaign; a toolkit on Health Literacy was released last year.
Accessing the Toolkit
Registration on the Libraries Transform website is required to download the materials. To access the new Family Engagement Toolkit, please begin by clicking here. The link will bring you to a password-protected landing page where you must enter your existing credentials, or create a new registration, to proceed. Once the login/registration process is complete, reopen the URL http://ilovelibraries.org/librariestransform/family-engagement-toolkit to access the full toolkit.
For more information on PLA and family engagement, or to share examples of what your library is doing to engage parents in the education of children and youth, please contact Scott Allen at sallen@ala.org. Libraries are also encouraged to add their program information to the Living IDEABOOK, an online repository of family engagement ideas and success stories.
With 44 million consumers owing student debt that now reaches $1.5 trillion and still climbing, a lot of people want to better understand how and why this unsustainable debt trajectory can be better managed. For Black consumers who typically have less family wealth than other races and ethnicities, borrowing is more frequent, and as a result, often leads to five figure debts for undergraduate programs and well beyond $100,000 for graduate or professional degrees.
Besides deep debt incurred to gain a college education, another sphere of concern presents yet another financial hurdle: student loan defaults.
New research by Judith Scott-Clayton of the Brookings Institution, focuses on explaining these defaults and what happens once they occur. Her research shows that a large racial gap exists in default rates between Black student loan borrowers and their White counterparts. This gap can only be partially explained by controlling for multiple socio-economic and educational attainment factors.
After accounting for variations in family wealth and income, differences in degree attainment, college grade point average and even post-college income and employment, a stubborn and statistically significant 11 percentage point gap remains between Black and White student loan borrowers. Before adjusting for these factors, the gap is 28 percent, with Black borrowers defaulting at a rate of more than double that of Whites—49 percent compared to 21 percent over 12 years.
The research also finds a strong disadvantage to attending for-profit colleges, in which Black students disproportionately enroll. More than a decade after leaving school, and accounting for the same background and attainment factors listed above, loan defaults of for-profit college borrowers exceed those of two–year public sector peers by 11 percent.
The author points to the need to understand what influences the “stark” remaining divide.
“The better we can understand what drives these patterns,” wrote Scott-Clayton, “the better policymakers can target their efforts to improve student loan outcomes.”
Among these influences are the widening racial wealth gap. As Black student debt is typically heavier and often takes longer to repay, the ability to build wealth becomes a heightened challenge. Years that might have been opportunities to become homeowners or begin other investments can have lengthy deferrals, due to large student loan debts.
Similarly, a new report by the Consumer Financial Protection Bureau (CFPB) that focused largely on student loan repayment reached a similar conclusion. Authored by Thomas Conkling, the new CFPB research examining borrowers who were unable to fully repay their student loans early, “suggests that their required monthly student loan payments constrained their ability to pay down other debts.” CFPB also found that the typical student loan repayment lasts a full decade with equal monthly payments.
Further, borrowers repaying on schedule are not more likely to become first-time homeowners.
A portion of the Brookings report provides useful information that could help those at risk or in default.
Loan “default is a status, not a permanent characteristic.” Four ways to get out of default are cited: rehabilitation, consolidation, paying in full, or have a loan discharged.
For my money, paying in full is seldom a practical option unless someone’s lottery numbers hit a jackpot. But the other three options offered could begin to chart a path in important ways.
Rehabilitation of student loan defaults can only be used one time. It also requires, according to Brookings, successfully making nine payments over 10 months.
A second option, consolidating defaulted loans, can end default more quickly and is used by more than half of Blacks who have defaulted.
In recent years, loan discharge has been frequently pursued, especially by former students of now-defunct for-profit institutions. Others choosing public service careers may be eligible for loan forgiveness depending upon the type of loan, servicer assistance and employment.
Any loan default will worsen credit scores and will be a part of a consumer’s credit record for up to seven years. During this time, the cost of credit for other goods and services will be higher. It will also cost many job applicants to lose out on employment opportunities. For several years, credit score screening has become a part of the job application process for many employers.
“The numbers show that our current system is not working, and that higher education is not providing the pathway to financial stability that it once accomplished,” Policy Counsel and Special Assistant to the President of the Center for Responsible Lending, Ashley Harrington said. “We need federal and state policymakers to take concrete steps to effectively address this crisis, such as better regulation of for-profit colleges.
“As for loan servicers, it is time to hold them accountable for their errors,” continued Harrington.
“Standardizing income-based repayment plans, and when appropriate, refinancing of student loans, should be offered as alternative options before allowing borrowers to default.”
Charlene Crowell is the Communications Deputy Director with the Center for Responsible Lending. She can be reached at charlene.crowell@responsiblelending.org.
Twin Cities native Joetta Wright has commitment to excellence in her blood. Her mom, Patricia Wright, is the first African American woman in Minnesota to own a court reporting business, and Gloria Wright, Joetta’s grandmother, was one of the state’s first African Americans to become a registered nurse. Joetta is continuing that trailblazing lineage through arts and education.
By Kay Coles James
