Una nueva encuesta de Gallup y la Fundación Lumina revela una realidad preocupante: que los habitantes de Indiana no tienen muy claro el verdadero costo de la educación superior.

La encuesta revela que sólo el 23% de los adultos estadounidenses sin titulo universitario pueden calcular el costo neto anual de una licenciatura en una universidad pública con una diferencia de $5,000 dólares respecto al gasto real.

Las repercusiones de la neblina financiera son abrumadoras para estudiantes como Gabriela Espinoza, de 27 años, estudiante de enfermería en la IUPUI de Indianápolis. Dice que la deuda de estudios ensombrece su futuro.

"Estoy tratando de averiguar como va a ser mi deuda y cuanto tiempo me va a tomar para pagarla. Por suerte, ahora vivo en casa de mi madre y ella me ayuda. Con el tiempo, me gustaria pensar en mudarme y vivir por mi cuenta."

El 75% de los encuestados cree que una licenciatura es "extremadamente" o "muy" valiosa. Sin embargo, el costo es un importante factor disuasorio para muchos que desean obtener un título. Los expertos afirman que los responsables de la enseñanza superior deben aclarar el costo real de la universidad para reducir la confusión y ofrecer una vía de acceso a los millones de estadounidenses que han pensado en la universidad pero aún no se han inscrito.

El 31% de los participantes se han planteado dejar de estudiar en los últimos tres meses debido al costo de asistir a la universidad. Parker Madison, de 22 años y estudiante de enfermería en IUPUI, conoce bien esta preocupación.

"Si obtienes educacion universitaria, es posible que aun ganes la misma cantidad que alguien sin un titulo. Entonces siento que a veces la educacion universitaria ni siquiera vale la pena."

Más de la mitad (el 56%) de los adultos no matriculados afirman que el costo es una razón "muy importante" para no cursar estudios superiores. La deuda también es un factor para los estudiantes que abandonaron la universidad, ya que el 35% afirma que los préstamos les han impedido regresar para terminar sus estudios.


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As Connecticut's school year begins, the state is still dealing with a teacher shortage.

Almost every subject area is facing a statewide shortage and it is uncertain when school districts might see some relief. A new survey showed 97% of educators list burnout as a top concern since they have had to contend with growing class sizes and wearing many hats.

Kate Dias, president of the Connecticut Education Association, said the results are a telling sign of the strain teachers face.

"We need every educator," Dias stressed. "We don't produce enough educators in our education prep programs to support the retirement and so we need every educator to stay. And so, [we're] really digging in and trying to figure out how do we look at the role's responsibility and figure out how to make this job more manageable."

Surveyed educators reported considering early retirement or leaving teaching altogether. One-third said they will leave the field in the next five years. They said better pay is the best way to address the issues, aligning salaries to reflect the level of education it takes to be a teacher. Among those surveyed, 40% reported having second jobs to cover the cost of living and to save money.

State lawmakers passed a bill to establish a standards board to review the procedure for hiring, retention and certification of teachers. The board's first report is slated to come out in January.

Amy Dowell, executive director of Education Reform Now CT, said the state's overreliance on the Practice Two exam is a barrier to teacher certification.

"It tends to be a barrier to entry for candidates who are looking to become educators who have successfully completed their educator preparation program," Dowell explained. "They have challenges completing some of these standardized tests to become educators."

She added standardized exams do not always predict how a person will perform in the classroom. While studies have echoed her sentiment, some argued licensure tests provide feedback on the quality of teacher preparation programs and their test performance could be more indicative of a person's skills in the classroom.


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Indigenous populations have long faced barriers in pursuing higher education and Minnesota's new free college tuition program could help put some of these dreams within reach.

This fall, the state launched its North Star Promise initiative, where households earning below $80,000 qualify for free tuition at state colleges and universities. Experts said limited scholarships are one of the many obstacles Native Americans encounter in the world of higher education.

Anna Sheppard, president of White Earth Tribal and Community College, does not sense the new program will lead to a big enrollment boost but for students receiving aid, it could take their college journey to greater heights.

"What I really appreciate is that they're not going to have to graduate having debt," Sheppard emphasized. "Maybe they're going to pursue a master's or doctoral, so then they don't have to worry about that."

She noted juggling student loans and other college debt often limits Indigenous populations from obtaining advanced degrees. Research from the Postsecondary National Policy Institute shows that between 2010 and 2020, there was an 18% decrease in graduate enrollment among Native Americans.

At White Earth, Sheppard noted the possibility of more students from tribal areas means they could be learning about in-demand careers and technology, such as solar energy.

"On top of that, we do have a solar array on campus, so they get to see one that's actually an operation," Sheppard explained. "Right now, that powers our extension-customized education building."

She suggested the solar classes they provide, including learning how to install panels, put the students in a better position after graduation with more projects coming on board in Minnesota. Industry leaders said they are having a harder time filling jobs, increasingly offering good pay and benefits.

Support for this reporting was provided by Lumina Foundation.


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Some North Dakota community colleges and technical schools have had success when it comes to student enrollment but they have not been able to avoid challenges seen nationwide in hiring enough faculty.

The National Education Association said across the U.S., the number of faculty at two-year institutions declined 5% in the past decade, with two in three community colleges seeing declines averaging 17%.

Lisa Karch, executive vice president of academic affairs at the North Dakota State College of Science, said they have had ups and downs with staff retention, noting there were a few unfilled openings to start this academic year. She argued it is vital to have enough instructors to keep specialized class sizes smaller.

"For our labs, it really comes down to a safety issue," Karch pointed out. "Whether it's a welding lab or a diesel lab or HVAC or plumbing."

She stressed they have accelerated efforts to have succession planning with more faculty retirements expected in the near future. The school also launched a new program where existing staff get additional training support on innovation related to their course material, making their professional development demands less of a burden.

Bismarck State College, which offers a mix of two-year and four-year degree options, reports difficulty in competing with the private market.

Dan Leingang, vice president of academic affairs at the school, said certain faculty are being wooed by job opportunities too hard to pass up.

"What we're seeing is a salary differential," Leingang observed. "Especially in highly technical fields, where the industry is paying very strong wages because of the demand."

Public schools have a harder time matching such offers. But Leingang added they are taking advantage of higher enrollment numbers and reinvesting the revenue into faculty salaries and bonuses. Like the State College of Science, they are also leaning on industry leaders within the region to serve as part-time faculty to help fill gaps and ensure students get a comprehensive learning experience.

Support for this reporting was provided by Lumina Foundation.