Colorado

Tuition plans run the gamut

Tuition flexibility plans by Colorado colleges and universities range from annual increases of about 9 percent to hikes as large as 25 percent.

But those plans are based on a variety of “what if” scenarios and a lot can happen between now and next spring, when college trustees actually will set the tuition rates students will pay in 2011-12.

The biggest unknown is how much state tax support will be available for higher ed next year. The Department of Higher Education currently is working on the assumption that figure will be $555 million.

But some budget alarmists in the legislature fear it could go as low as about $300 million, a number that could drive larger tuition increases than any proposed in the plans.

College leaders have been uncomfortable about making tuition proposals so many months before budget numbers finally fall into place next April or May. Most of the proposals submitted are watermarked with “Draft,” Discussion Draft,” “Deliberative Work Document” or “Proposed.”

The proposals were prompted by a new state law allows colleges to apply to the Colorado Commission on Higher Education for permission to raise resident undergraduate tuition by more than 9 percent a year. Institutions are allowed to make raises of up to 9 percent without state approval.

Here are snapshots of what’s being proposed:

CU & CSU

University of Colorado – A 9.5 percent increase is proposed for resident undergraduate students in 2011-12. The plan includes raises “up to 9 percent” for school years 2012-13 through 2015-16. (Read CU proposal.)

Colorado State University System – The CSU proposal is more complex and would generate increased tuition revenue by requiring Fort Collins students to take more credits to qualify as full time and by eliminating a credit hour discount at Pueblo. CSU also is studying whether to charge differential tuition for high-cost programs. (Read CSU plan.)

The two systems released their plans previously. The department on Wednesday released proposals made by other institutions. The Colorado School of Mines chose not to submit a flexibility plan. (Electronic copies of the following plans aren’t yet available.)

Larger institutions

Front Range Community College
Front Range Community College in Westminster

Colorado Community College System – The system proposed a “what-if” set of tuition increases, based on varying levels of state support. With hold-the-line state support next year ($119.5 million for the community colleges), tuition wouldn’t rise more than 9 percent. If state aid drops to $109 million, a 15.7 percent increase would be needed.

Assuming a moderate continuing decline in state support, the system would need 11.2 percent increases in 2012-13 and 2013-14 but no more than 9 percent in the two following school years.

A more severe decline in state aid would require 12.5 percent increases in 2012-13 and 2013-14, the proposal says.

Metropolitan State College of Denver – The college says it has two options for 2011-12. The first is raising tuition 21 percent but reducing some fees by rolling them into tuition bills. That would yield a combined tuition and fee increases of 16.5 percent. If Metro trustees decide not to change the fee structure, the proposed tuition increase alone would be 12.5 percent.

University of Northern Colorado – UNC is proposing increases of 15 percent for the next two school years, 12 percent in 2013-14 and 9 percent for each of the two following years. The UNC proposal is among the most detailed.

Regional state colleges

Adams State – The Alamosa school suggests two levels of tuition increases, based on different amounts of state support. With state aid of $11.8 million a year, the college says it would need 11 percent tuition increases in each of the next five school years.

If state support is only $10.8 million a year, the college “reluctantly requests authority” for a 25 percent hike next year, 20 percent in 2012-13, 12 percent in 2013-14 and 9 percent in each of the two following years.

Fort Lewis College – The Durango college also paints two tuition possibilities. Under the first, the definition of full time would be raised from 10 credit hours to 12, and tuition would be raised 9 percent a year for five years. The second plan would increase tuition 20 percent in each of the next two years and 9 percent in each of the following three years.

Mesa State College – The application from the Grand Junction school hasn’t been formally accepted by the department because it doesn’t meet the format requirements set by the commission. The current draft says Mesa can contain tuition increases to 9 percent or less in the next two schools years unless state support is cut by 10 percent or more from the current assumption of $555 million for all colleges in 2011-12.

If that happens, the application says, “The college reserves the right to revise its FAP accordingly, based on new information.” FAP is higher ed jargon for financial accountability plan, the formal name for the tuition permission requests.

Western State College
Campus of Western State College in Gunnison

Western State College – The Gunnison college has three tuition scenarios, again based on different levels of state support. Those are: Best situation – 11.6 percent a year for five years. Middle situation – 16 percent a year. Worst case – 19.1 percent.

The colleges have varying proposals for protecting affordability for lower- and middle-income students, including reliance on federal Pell Grants and rolling a percentage of new tuition revenue back into financial aid.

The proposals are so different partly because the financial profiles of state colleges and systems vary widely, with different levels of state support; different mixes of resident, non-resident and graduate students; and varying abilities to raise government and private grants.

As UNC President Kay Norton aptly notes, Colorado doesn’t have a higher education “system,” it has an “array” of colleges and universities.

Non-resident and graduate student tuition rates aren’t covered by the flexibility law; college trustees can set them as they choose.

What’s next

The commission is expected to be briefed on the proposals at its meeting Thursday but isn’t scheduled to rule on the applications until December. In the meantime, a department team is evaluating them and a subcommittee of commission members will review them and make recommendations to the full CCHE.

The tuition law, which includes other financial flexibility provisions designed to make things easier for colleges in tough financial times, expires in five years. State officials hope that the current revenue crisis will ease – and that a new higher education strategic plan will be in place – by then.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.