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Watch the ISC 2024 live stream for command performances, awards presentations, and encouraging rally messages May 26-30.

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Read the latest announcements, educational tips, and eAccelerator articles straight from A.C.E.

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Early Insights from Our Work to Design a New Social and Economic Mobility Classification

By Kyle Whitman

College and university leaders, faculty, funders, and policymakers routinely and rightly cite social and economic mobility as a core goal. Unfortunately, existing data and analyses often fail to account for the distinct missions, unique student populations, and complex operating environments of institutions. These gaps make it difficult for higher education leaders and stakeholders to understand how effectively schools are leveling the playing field and achieving their social and economic mobility goals.

The American Council on Education (ACE) began developing the Social and Economic Mobility Classification for the Carnegie Classifications of Higher Education in late 2022 to create better data on mobility and incentivize colleges and universities to focus on increasing learner outcomes and expanding access to students, especially those who have been underserved.

This blog post will describe how we have structured our time since starting our work, what we have learned about social and economic mobility, and what we have ahead as we target the release of the new classification in early 2025.

Building a New Classification

Soon after announcing that ACE would lead the reimagining of the Carnegie Classifications of Higher Education, ACE and the Carnegie Foundation for the Advancement of Teaching determined foundational parameters and objectives that the Social and Economic Mobility Classification must operate within and fulfill. These include:

• Universality: the methodology must be able to produce a classification result for every institution in the United States that enrolls degree-seeking students.
• Relevancy to stakeholders: the classification must be relevant to students/families and public decisionmakers as well as researchers. Accordingly, the classification should observe at the institution-level rather than the field/major level.
• Simplicity, transparency, and replicability: the methodology must be clear, intuitive, and simple. The results must be reproducible by any interested party.
• Collaboration for better data: The project must create a classification in the near-term with existing data while working with external data providers to produce enhanced future classifications.

ACE convened a technical review panel in September 2022 to guide the design of the new classification. Given the clean-sheet opportunity, the TRP began its work by exploring the philosophical, historical, and theoretical underpinnings of concepts that could be built into the classification. We covered the concepts of social and economic mobility; diversity, equity, and inclusion; and identifying institutional environments that schools create to enable student access and success.

The TRP reviewed existing projects in the social and economic mobility space. This included high-quality studies of intergenerational economic mobility and return-on-investment/value of colleges and universities along with other projects that blend a variety of measures into a composite score of mobility. We also took stock of existing data and explored future data that could be used in the project.

While doing this work, we quickly started to form ideas of what we could build into the classification to ensure that it offers new insights to the field rather than duplicates existing approaches and results (particularly the ROI and intergenerational mobility studies). Over the course of the past year, these ideas have evolved into exploratory analyses, then working models, and now into an increasingly cohesive analytical approach.

Lessons Learned on Social and Economic Mobility

The work of the TRP so far has yielded several insights:

• Although social and economic mobility are distinct concepts, social mobility is often conflated with economic mobility because of the significant measurement challenges associated with social mobility.
• The social and economic mobility produced by a school for its students is a product of not only the educational environment of that school, but also the fields of degrees offered by the school; the geography of where students originate and where they end up after attendance; and the interaction of the labor market with student characteristics such as race/ethnicity, sex, and age.
• Most mobility projects ignore the role of institutional environments, geography, and student body composition. These are complex and important factors. For example, geography affects the pool of potential students available to a school as well as the subsequent opportunities available to students after they leave the school. Not considering the demographics of the student body means ignoring the presence of systemic injustices in education and economic systems. This ultimately punishes schools that offer access to students who face challenges in the labor market through no fault of their own.

We are continuing to develop the methodology for the Social and Economic Mobility Classification around the insights of the TRP, and we will share more details about the methodological approach later this spring for feedback and engagement. At that time, we will also share the first set of eight papers in a new series of white papers on issues of higher education classification and methodological decisions related to the upcoming versions of the Carnegie Classifications.

Overall, we will continue to share updates about the project as we finalize our methodological approach this fall and publish the new classification in early 2025. The Social and Economic Mobility Classification will complement not only other frameworks for measuring mobility at institutions but will enhance the broader Carnegie Classifications by providing a new, student-centered lens. We look forward to the insights this new classification will bring to light.

Kyle Whitman is chair of the Technical Review Panel and Senior Director of Enterprise Planning, Arizona State University

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How many Utah households applied for the Utah Fits All Scholarship?

Nearly 16,000 utah families submitted applications on behalf of more than 27,000 students.

By Marjorie Cortez

More than 15,900 applications on behalf of 27,270 students were submitted for the Utah Fits All Scholarship .

The application window for the inaugural K-12 school choice scholarship program opened Feb. 28 and closed on Monday. Utah lawmakers appropriated $82.5 million over the past two years to start the program, which will launch this fall with 10,000 scholarships awarded.

Scholarships can be used to pay for private education options such as private school tuition, educational software and hardware, microschool tuition and after-school programs. Each scholarship is $8,000.

“With the application period closed, I’m excited to see that 27,270 children have applied for the Utah Fits All Scholarship,” said Rep. Candice Pierucci, R-Riverton, sponsor of HB215 , passed in 2023, which created the program.

“This is an exciting time for families and students in Utah as we increase options and opportunities for students in our state,” said Pierucci, chairwoman of the House Education Committee.

Passage of the legislation was a sea change in Utah education policy in that it expands the use of public money for private education choices far beyond existing programs for families of children with disabilities.

Scholarship awards and waitlist information will be provided to applicants on May 3, according to ACE Scholarships, which is managing the program under contract with the Utah State Board of Education.

Scholarships will be awarded based on the guidelines in HB215, which describe three levels of preference:

⋅Students whose family income is at the 200% federal poverty level or less.

⋅Students whose family’s income is between 200-555% of the federal poverty level.

⋅All Utah K-12 students regardless of family income.

Jackie Guglielmo, vice president of education savings account programs at ACE Scholarships, said “high demand for the Utah Fits All Scholarship Program is proof that Utah families are hungry for high-quality educational options.”

ACE Scholarships “is committed to ensuring the application and award process runs as smoothly as possible and we will continue providing frequent updates to applicants,” Guglielmo said.

Robyn Bagley, executive director of the parent advocacy organization Utah Education Fits All , said supporters were “not at all surprised to see such high demand for the Utah Fits All Scholarship as profoundly illustrated by the 27,270 student applications submitted to the program in its inaugural year. The outstanding response is indicative of parents’ growing inclination to shape their children’s learning journey.”

According to Bagley, nearly 13,000 individual student applications were received less than a week into the application period.

“We look forward to hearing the stories of what the scholarship students experience and accomplish in their first year when given the power to customize learning to fit their unique needs, values and passions,” Bagley said.

Pierucci said the Utah Fits All Scholarship “will empower families to make the best decisions for their kiddos in providing opportunities to learn in a way that makes sense for them.”

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Editorial: ace awards.

Awards recognize students who are 'advocates for character and education'

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We want to acknowledge a special group of students making a big impact in Greenville County.

These students are the "unsung heroes" who work quietly in the background, not seeking fame.

This week, Greenville County Schools presented the 2024 ACE Awards to 76 students for their outstanding character, academic effort, community service and overcoming odds. Despite those odds, they have achieved wonderful things in their churches, schools, homes or communities.

ACE stands for "advocates for character and education."

It is a program that began in 2013, and it recognizes outstanding students in our community.

The ACE Awards are given to two eighth grade and 12th grade students from each middle and high school in Greenville County.

The students are nominated and selected by their school for their strong character and value of education.

WYFF 4 is proud to be part of this worthy cause.

We believe these amazing students deserve to have their accomplishments recognized by a grateful community.

Congratulations to the 2024 ACE Awards recipients!

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MIT Emerging Talent opens pathways for underserved global learners

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Two ambitions drive Eric Tuyizere: advancing his technological skills and following his passion for entrepreneurship. In July 2023, when he discovered that MIT’s Emerging Talent program was launching the fifth cohort of its Certificate in Computer and Data Science, he applied right away. Seven months in, he says he has found even more than he dreamed of: community and support. This unexpected benefit has turned into a key motivation for Tuyizere as he combines work on the challenging curriculum with the demands of daily life. 

“Apart from being my colleagues on the Emerging Talent program, we are friends,” says Tuyizere, a learner from Rwanda. “I really like the community.”

Tuyizere is one of 100 individuals in Emerging Talent’s current cohort, which launched in September 2023. Selected from more than 2,000 applicants, 85 percent of these learners are refugees, migrants, or have been impacted by forced displacement. They join the ranks of the more than 160 individuals who have already completed the program.

The program is the brainchild of Admir Masic, who became a teenage refugee in Croatia in 1992 after escaping from the horrors of war that was devastating his homeland in Bosnia and Herzegovina. Today, Masic is an associate professor of civil and environmental engineering and a faculty fellow in archaeological materials at MIT. 

“I am overwhelmed with gratitude at having made it to MIT, a place that values innovation, science, and excellence, but also with a sense of responsibility,” Masic says. “There are millions of people forcibly displaced every year — for political, economic, social, or, more recently, climate change-related reasons. How can I do my part to support those who have come after me?” 

Inspired by his life experience and conviction, Masic founded the MIT Refugee Action Hub (ReACT) in 2017, with the goal of developing global education programs for refugees and displaced communities. To date, ReACT has offered its Certificate in Computer and Data Science to five cohorts of talented learners across the globe, helping them grow academically, advance their skills, leverage their expertise, and access a professional career in the tech field. Together, the certificate and ReACT are now MIT Emerging Talent , a program that extends the reach and impact of MIT’s pioneering efforts to reach the most talented underserved learners. Part of the Abdul Latif Jameel World Education Lab at MIT Open Learning, Emerging Talent is expanding ReACT's proven model of upskilling refugees to other underrepresented communities around the world including migrants, first-generation and low-income students, and historically excluded groups.

Hidden realities

According to the U.N. High Commission on Refugees , more than 110 million people were forcibly displaced worldwide as of May 2023. This number is equivalent to the population of the four largest states in the United States: California, Texas, Florida, and New York. It also marks the largest ever single-year increase propelled by ongoing wars, political instability, and civil conflicts. Learners in this year's cohort come from 24 different countries, and are experiencing situations like war in Ukraine and Sudan, military persecution in Myanmar, dictatorship in Eritrea, and oppression by the Taliban in Afghanistan. Conflict-impacted learners from Ethiopia, Democratic Republic of Congo, Rwanda, and many other countries may each have their own unique story, but their shared experience of displacement drives their desire to build their skills and education in order to improve their situation. 

“It’s like a cultural exchange, we share things like songs and dances — everything which is interesting to our own culture helps us to be more interactive,” says Tuyizere, citing in particular a dance taught to him by one of his peers from Ukraine. 

Along with MIT’s trademark rigor and relevance, a key design principle for the program is adaptation to meet the unique needs of underrepresented talent and make them feel welcomed and part of a safe learning community. For Emerging Talent’s learners, adaptation is essential for enabling peer learning, capitalizing on multicultural perspectives to benefit all, and permitting appropriate flexibility for students who come from other education systems. 

“Education has always been a challenge for women in Afghanistan,” says Somaia Zabihi, who joined the Emerging Talent team in 2023 as a computer science instructor. “Going to college for a girl used to be as strange as planning a trip to the moon. In past years, especially in big cities, some progress had been made, and girls could think about their dreams instead of being forced into marriage. Unfortunately, with the Taliban in power, things have gone backwards, taking us back even further.” 

Zabihi previously worked as the dean of computer science faculty at the University of Herat in Afghanistan, but relocated with her family to Canada because of the ongoing situation in her home country. She is currently designing custom workshops on foundational skills, delivering recitation sessions, and holding office hours for the latest cohort of Emerging Talent learners. 

Fostering opportunities

The Emerging Talent program exemplifies MIT Open Learning’s Agile Continuous Education (ACE) model . Advanced by leading educators and researchers at MIT, the ACE model is focused on providing education in a flexible, cost-effective, and time-efficient manner by combining rigorous online learning with at-work application of knowledge. In the case of the Certificate in Computer and Data Science, learners complete MIT courses on edX, and apply learned skills and gain real-life experiences through capstone projects or internships. This allows them to customize their path based on personal preferences. To augment these skills, Emerging Talent works with organizations such as Paper Airplanes for English training; the Global Mentorship Initiative and MENTEE for mentoring opportunities; Close the Gap , Give Internet , and Unconnected for device access; and Na'amal for employability skills training. 

“Now that the learners have completed the required academic classes, they are honing their skills and interests through elective courses and group project work,” Megan Mitchell, associate director for Pathways for Talent, says of the current Emerging Talent cohort. “They will be actively pursuing job opportunities that will allow them to put to practice what they have learned and bring extensive value to the companies they join.” 

From high school graduates to advanced degree seekers, Emerging Talent learners apply to the Certificate in Computer and Data Science for an opportunity. Over 70 percent of accepted learners have university degrees; yet 60 percent are unemployed, with forced geographic relocation, ongoing wars, overwhelming family responsibilities, and restrictive labor regulations to blame. The majority of those who are working are underemployed. Despite their varied situations, the program’s diverse learners soon discover a shared desire to transform their careers by acquiring new skills and experience to enhance their professional competencies and adaptability. All are looking for a way to develop their technical capabilities and contribute to society. As Kaung Hein Htet expressed in his application to Emerging Talent: “Because of the current political crisis in Myanmar, I cannot accomplish my passion and do my favorite things. I want to become a data scientist who can help people around the world.”  

By looking beyond learners’ immediate circumstances, Emerging Talent ensures that every learner is given an equal opportunity to participate and benefit from being part of the community. “I was seen for who I am, without proof or requirement to show my hard copy diploma evaluated by some other agency,” says Pavel Illin, an asylee from Russia currently living in the United States who completed the program in 2021. After graduating, Pavel began working at the New York City Mayor's Office as a software engineer. “And the fact that I’ve been seen for just being there gives me hope that not everything is lost. It’s possible to succeed.” 

The Emerging Talent team is sourcing experiential learning opportunities for its current cohort. If you want to help support or engage a learner, email [email protected] . 

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Learner in Afghanistan reaches beyond barriers to pursue career in data science

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Through ReACT, refugee learners become “CEOs of their own lives”

MIT to spur global education hub for displaced populations and refugees

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Welcome Home, ACE 31!

Having been leaders and change-makers on their own campuses, they have served as resident assistants, teaching assistants, varsity athletes, youth ministers, and camp counselors. They have had tutoring and teaching experiences both domestically and abroad. We are so proud of all that they have already brought to their communities and incredibly excited to see them flourish in new ones.

In the upcoming year, ACE 31 will serve over 10,000 students in 89 different Catholic schools across the country. In addition to welcoming this newest cohort of Catholic educators, we are thrilled to announce the opening of two additional ACE communities: Cleveland, Ohio , and Charleston, South Carolina . We are so excited to be working with these dioceses!

Please join us in praying for this group of new teachers and the communities they serve. We are so proud of the ways they will continue to make God known, loved, and served . 

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NEET UG 2024: Importance of mnemonics

While creating mnemonics, students are actively engaged with the material that enhances their understanding and retention..

– Rohit Gupta

Mnemonics are memory devices that help learners recall larger pieces of information, especially in the form of lists like characteristics, steps, stages, parts, etc. Researchers found that students who regularly used mnemonic devices increased test scores up to 77 per cent. As NEET UG is in a week, let us delve into some mnemonics to ease the preparation.

We all are learning the elements of the periodic table with the help of mnemonics like HLiNa Ki RbinaCsFriendship. Various types of mnemonics are available, limited only by the creativity of individual learners. This handout outlines nine fundamental types – music, name, word, model, rhyme, note organisation, image, connection and spelling mnemonics.

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Enhanced ability to retain concepts: Mnemonics help encode information in your long-term memory by creating associations with existing knowledge or familiar concepts. By linking new information to something you already know, you can remember it more easily during the exam.

Like: “Work makes me Mad”; Work=MaD (Mass x acceleration x Displacement)

Simplify complex lengthy concepts: NEET UG exams often require you to understand and recall complex scientific concepts. Mnemonics break down these concepts into simpler, more digestible chunks, making them easier to grasp and remember.

Complex Concept: DNA Replication “REP DNA” Replication Fork Formation Elongation of DNA Strands Proofreading and Repair DNA Polymerase Activity Nucleotide Addition

Ability to recall concepts quickly: Mnemonics provide quick cues or triggers that allow you to recall information rapidly during the exam. Instead of trying to remember a lengthy list of facts, you can rely on mnemonic devices to retrieve the information effortlessly. Mnemonics for Group 1 (Alkali Metals)

“Lina Kare Rab Se Fariyad.”

“Little Naughty Kids Rub Cats Fur”

Elements: Li, Na, K, Rb, Cs, Fr (Lithium, Sodium, Potassium, Rubidium, Caesium, Francium)

Creative and effective learning technique: Creating mnemonics involves active engagement with the material, which enhances your understanding and retention. The process of inventing mnemonic encourages creativity and critical thinking, making your study sessions more enjoyable and effective.

“I Prefer Milk And Tea”

To remember stages of cell cycle and cell division in Sequence – Interphase, Prophase, Metaphase, Anaphase, Telophase.

Long-term sustainability: The benefits of using mnemonics extend beyond NEET UG. Once you have mastered the art of mnemonic encoding, you can apply it to other areas of study and even in daily life, improving your memory and cognitive abilities.

To remember planets from closest to furthest from the sun

“My very excited mother just served us nine pies”

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

[The author is the Chief Academic Officer (CAO) at Physics Wallah]

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Former JNU student Hem Mishra, who was arrested for alleged Maoist links and spent more than a decade in jail, was recently acquitted. He plans to continue his studies and speak out against injustices. Mishra's family was deeply affected by his arrest, but he remains determined to fight for the rights of the marginalized.

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