Where The Blog Has No Name

The latest issue of New Proposals: Journal of Marxism and Interdisciplinary Inquiry examines the corporatization of the university and resistance to it.

I’m pleased to be the co-author, along with John F. Welsh and Kevin D. Vinson, of one of the articles in the issue:

To Discipline and Enforce: Surveillance and Spectacle in State Reform of Higher Education
John F. Welsh, E. Wayne Ross, Kevin D. Vinson

Abstract

Drawing from concepts developed by the social theorists Michel Foucault and Guy Debord on the exertion of political power in contemporary society, this paper analyzes the restructuring of public higher education systems initiated by governors, legislatures and state higher education boards. The paper argues that the primary features of restructuring are (1) increased surveillance of the behaviors and attitudes of the constituents within colleges and universities by the state and (2) the spectacularization of reform by state governments. Surveillance and spectacle aim at the disciplining of individuals and enforcement of state policy and are forms of direct and ideological social control. They imply a transformation of relations between institutions and the state, particularly the subordination of the higher learning to state policy objectives.

Here’s the full table of contents:

New Proposals
Vol 3, No 2 (2010)
Universities, Corporatization and Resistance

Introduction
New Perspectives on the Business University
Sharon Roseman

Comments and Arguments
An analytical proposal for the understanding of the Higher Education European Space. A view from the University of Barcelona
Edurne Bagué, Núria Comerma, Ignasi Terradas

Resistance One-On-One: An Undergraduate Peer Tutor’s Perspective
Andrew J. Rihn

Articles
To Discipline and Enforce: Surveillance and Spectacle in State Reform of Higher Education
John F. Welsh, E. Wayne Ross, Kevin D. Vinson

Reviews and Reflections
Reflections on work and activism in the ‘university of excellence.’
Charles R. Menzies

Review of Peter Worsley, An Academic Skating on Thin Ice (Berghahn Books, 2008)
Sharon Roseman

The Exchange University: Corporatization of Academic Culture
Dianne West

Spectacle Schmectacle: Remember the March 4th Strike!

Check Out Miami’s Paul Moore on the Superbowl:
“The poverty of our century is unlike that of any other. It is not, as poverty was before, the result of natural scarcity, but of a set of priorities imposed upon the rest of the world by the rich. Consequently, the modern poor are not pitied but written off as trash. The twentieth-century consumer economy has produced the first culture for which a beggar is a reminder of nothing.” John Berger

On the Little Rouge School Front:

A Rouge Forum Broadside on March 4th, Resistance, and Fear

Call For Proposals–Rouge Forum Conference August 2-5, 2010

Critical Education—Call for Manuscripts: A Return to Educational Apartheid? >: “This current series will focus on the articulation of race, schools, and segregation, and will analyze the extent to which schooling may or may not be returning to a state of educational apartheid.”

Whose School? Our School? Occupations in Glasgow: “Parents in Glasgow occupied yet another primary school this week; the latest in a series of school occupations which have taken place over the past year.”

Harvard Initiates Educational Leadership-Business Partnership (this is new?): “ The Harvard doctorate broadens the reach of traditional programs by collaborating with the Harvard Business School and the John F. Kennedy School of Government, he said. The first year of studies is devoted to a rigorous core curriculum. The next year, students chose from a slate of courses at the three schools–such as “Managing Human Capital” at the business school or “Marketing for Non-Profits and Public Agencies” at the Kennedy school.”

What They Do With The Kiddies After High School–Pedagogy With Those Fun Loving Marines

Arne Duncan: “Atta Boy Detroit Bobb (Broad): “Duncan praised Bobb and what he’s done in the district, calling him “a breath of fresh air.”

SF City College Cancels Summer Sessions: “Thousands of students who expected to make up missed courses or simply move their education forward will have to put those plans on hold this year because City College of San Francisco is canceling its popular summer session.”
Read more:

LA Times Exams the Explosion of Charters in the Second Largest School District: “Los Angeles is home to more than 160 charter schools, far more than any other U.S. city. Charter enrollment is up nearly 19% this year from last, while enrollment in traditional L.A. public schools is down.”

Read the full RF Update here.

Rouge Forum Update: Pound on the Doors of Empire! Strike March 4th!

“All morons hate it when you call them a moron.” In Memoriam: Holden Caulfield

On the Little Rouge School Front This Week:

Outline of California Budget Cuts From New York Times: Some public school classes in Los Angeles are so crowded that students perch on file cabinets, or sit on the floor, while teachers struggle to maintain quality and grade hundreds of papers.

Pat Washington Writes On San Diego State’s Entrenched Racism (and look for nepotism, cowardice, and sheer ignorance too): Deafening Silence around African American Student Enrollment Quotas at San Diego State University SDSU never admits more than 25% of its qualified first-time African American student applicants and—furthermore—never allows the total campus population of African American students to rise above 5%? … Clearly, SDSU does not have an African American student application problem. Rather, SDSU has an African American student rejection problem… The peril is magnified by SDSU’s elimination of the local student guaranteed admissions policy… African American Student Enrollment Quotas

A Video Demonstrating the Potential of Student/Worker Campus Strike Action

Washington State Student Zine “We are All Workers”:

UCLA IDEA Report on California School/Society Crises: “More than half of the principals reported a sharp increase in student needs for health, psychological, or social services; many reported extremely high social needs — “an epidemic of hunger” — with children receiving no food when they go home for the night or weekend. Educators have responded by connecting students and families with social service providers or by contributing food and clothing, but budget cuts to social welfare programs and school services have left the system with less capacity to respond to these growing needs.”

New York City–another Bellwether in the School Closings Movement: “Since 2002, the city has closed or is in the process of closing 91 schools, replacing them with smaller schools and charter schools, often several in the same building, with new leadership and teachers. This year, the city has proposed phasing out 20 schools, the most in any year…Because the new schools, at first, accepted relatively few special education and non-English-speaking students, those students began enrolling in greater numbers in the remaining large high schools. Overall enrollment increased at many large high schools, and attendance fell. “While a few schools were successful in absorbing such students, most were not,” the report said…In Chicago, school officials closed 44 schools between 2001 and 2006 more abruptly than New York did: instead of phasing out schools by grade, the entire student body was dispersed at once. When the schools reopened the next year, there were new administrators, teachers and students. But the displaced students often went into other weak schools, adding little benefit for those students and sending those schools into tailspins.”

Alan Singer in Huff Post: What if Capital’s Schools are Working? “In a society where education is organized to achieve capitalist goals, mass public education has two primary purposes. It sorts people out, determining who will be recruited to the elite, learn and succeed, who will receive enough basic training to make an acceptable living, and who will be pushed to the margins of society. It does this through an elaborate system that includes racially and economically segregated school districts that receive different levels of funding, magnet, private and charter schools that sift-off the highest performing or most cooperative students, and rigorous testing and tracking within schools.”

Romeo and Juliet Meet the Battle in the Detroit Federation of Teachers (one of the more creative reads yet):
“We do not approve your plan.
Now listen up, you purchased man.
Your views have sold us down and out
Hear us now or we’ll just shout.
We move to stop our paychecks taken,
We move to make the presidency vacant,
We move to count our vote recall,
We move to remove you, once and for all.”

John Yoo’s Class Goes Into Hiding: “ Yoo was scheduled to begin his first class of the semester Tuesday night of this week and is the only professor in the law school whose class location is not listed on its class schedule.”

CalSters on the Ropes: “The California State Teachers’ Retirement System, which lost a quarter of the value of its investment portfolio in the spending year that ended June 30, currently faces a $43-billion shortfall in the money it needs to pay future pensions. What’s worse, warns Chief Executive Jack Ehnes, the $134-billion fund could be broke in 35 years – the length of a typical teaching career – if the state Legislature doesn’t raise the employer contributions paid by school districts in the next few years.”

Arne Duncan, “Atta Girl Hurricane Katrina”: Education Secretary Arne Duncan called Hurricane Katrina “the best thing that happened to the education system in New Orleans” because it forced the community to take steps to improve low-performing public schools, according to excerpts from the transcript of a television interview made public Friday afternoon.”

Berkeley Rising on March 4th: “The UC Berkeley General Assembly yesterday voted to organize for militant action on the nationwide March 4 Strike and Day of Action: a campus strike 7am to noon, noon rally at Bancroft and Telegraph, followed by a mass march to join the Oakland March 4 rally at Ogawa Plaza.” (From Jack G)

A San Diego Educator Warns Against SDEA Concessions: “Why should SDEA leadership continue to prosper with their non-reduced salaries and non-reduced operating budget when all the rest of us have to “do our fair share”??”

Paul Moore on Bloomberg, Klein, and More: “The new danger appears in the rise of the seamless melding of the corporation and the state in the US. The corporate-state was certified as constitutional by the US Supreme Court in its recent decision on corporate campaign financing. The new reality is reflected in the unprecedented amount of money Secretary of Education Arne Duncan suddenly has at his disposal to undermine the public schools.”

Mug Shots Of Billionaire School “Reformers”

Read more here.

Hand of Fate

Rouge Forum Update: No Chase Scenes! Mostly Print! Remember March 4th!

Read the full update here.

On the Little Rouge School Front This Week:

If I Boost Your Grade, Will You Please CARE About the Tests? “They’re bribing them with grades,” said Linman, an educator who helps professors improve their instruction at San Diego State University. “If we can’t make the ethical decision about what’s best for students, we have no choice but to say we’re not going to be involved….”reputations are at stake. Valhalla High Assistant Principal Sam Lund said that education has become a competitive marketplace where schools need good facilities and booming scores to draw families. Like it or not, Lund said, test scores matter. But critics argue they matter for the wrong reasons. “Raising our grades is much too drastic,” said Mitchell Winkie, a junior at Valhalla. “It seems like the point of all this is to make the school look better.”

Detroit Federation of Teachers Reacts to Recall Petition vs DFT President: “In interpreting its governing documents the Executive Board was doing exactly what AFT locals around the country and virtually all other unions regularly do. The membership does not have the authority to reject or overrule the decision of the Executive Board on constitutional questions. If the membership could overrule the Executive Board then the Constitution would have no fixed meaning. Rather it would mean nothing more than what a majority at any membership meeting, however large or small, would decide. The membership has the authority to amend the Constitution in accordance with the terms of that document. It does not have the authority to reject the Executive Board’s interpretation and application of that document.”

Reading Corps on the March in Detroit (Beware of Benevolent Missionaries and Their Books)

Inequality Booms In California Schools: * High-poverty schools were more than four times as likely (65.6% to 15%) as low-poverty schools to experience teacher layoffs.* 70% of principals reported that summer school had been cut back severely or eliminated. High-poverty schools were almost three times as likely (48.7% to 16.7%) as low-poverty schools to eliminate summer school.

San Diego Teachers Asked to Take 8% Pay Cut (can we smell the Detroit Rat?)

NYTimes on the End of Higher Ed (Class Struggle) in California: “In 1960, he added, the state created “the gold standard in high-quality, low-cost public higher education. This year, the California legislature abandoned the gold standard.”

Paul Moore on the Corptocracy of Education and Social Life

Read more here.

This is the latest in the series of biweekly mailings that we started in September, linking to recent articles on HAW-relevant topics, either written by historians or written by others but providing historical background.

“Obama’s State of the Union”
By Stephen Zunes, Foreign Policy in Focus, posted February 3
(on foreign policy aspects of the State of the Union speech)

“Missteps on Afghanistan”
By William R. Polk, History News Network, posted February 1
The author formerly taught history at the University of Chicago and is now working on a book to be entitled Afghanistan: Descent into Unending War

“Afraid of the Dark in Afghanistan”
By Anand Gopal and Tom Engelhardt, TomDispatch.com, posted January 28

“Patriotic Anti-Militarism: Remodeling the Antiwar Movement”
By Kevin Zeese, CounterPunch, posted January 26

“Pakistan on the Brink? The Real Threat from Within”
By Adaner Usmani, Against the Current, January-February issue

“Replacing International Oppression with International Aid”
By Lawrence S. Wittner, History News Network, posted January 25
The author teaches history at SUNY Albany (not Vassar College, as was mistakenly stated in our last mailing)

“George Clooney’s Haiti — and Beyond”
by Jesse Lemisch, New Politics web site, posted January 23
The author formerly taught history at John Jay College and, before that, the University of Chicago and SUNY Buffalo

“Securing Disaster in Haiti”
By Peter Hallward, Americas Program web site, posted January 22

A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation

A Critical Education Series

The editors of Critical Education are pleased to announce our second editorial series. This current series will focus on the articulation of race, schools, and segregation, and will analyze the extent to which schooling may or may not be returning to a state of educational apartheid.

On June 28, 2007, the Supreme Court of the US by a 5-4 margin voted to overturn Jefferson County’s four decade old desegregation plan. The Meredith case from Jefferson County was conjoined with the Parents Involved in Community Schools case from Seattle, WA, for which a group comprised primarily of white parents from two neighborhoods alleged some 200 students were not admitted to schools of their choice, based on “integration tie-breakers,” which prevented many from attending facilities nearest to their homes.

In Justice Roberts plurality opinion, he argued, “The parties and their amici debate which side is more faithful to the heritage of Brown [v. Board of Education, 1954] , but the position of the plaintiffs in Brown was spelled out in their brief and could not have been clearer: ‘The Fourteenth Amendment prevents states from according differential treatment to American children on the basis of their color or race’. What do racial classifications at issue here do, if not accord differential treatment on the basis of race?” And, later, “The way to stop discrimination based on race is to stop discrimination on the basis of race.”

Aside from the fact that the plaintiff in the Louisville case ultimately won her appeal in the Jefferson County system, placing her white child into precisely the school she wanted based on her appeal to the district, demonstrating that the system worked, it is the goal of this series to investigate the extent to which Justice Roberts and the other concurring justices have taken steps to erode the civil rights of the racially marginalized in order to serve the interests of the dominant racial group. It took just a little over 50 years (of monumental effort) to get a case to the Supreme Court to overturn Plessy v. Ferguson. Now, has it taken just a little over 50 years to scale that decision back with the overturning of voluntary desegregation plans in Jefferson County and Seattle School District 1?

In 2003, with a different make-up, the Supreme Court foreshadowed this 2007 verdict by rendering a ‘split decision’ regarding the University of Michigan admission policies. In the Gratz v. Bollinger case, the Supreme Court decided 6-3 that the University of Michigan needed to modify their admission criteria, which assigned points based on race. However, in the Grutter v. Bollinger case, the Supreme Court decided 5-4 to uphold the University of Michigan Law School’s ruling that race could be one of several factors when selecting students because it furthers “a compelling interest in obtaining the educational benefits that flow from a diverse student body.”

In Jonathan Kozol’s 2005 sobering profile of American education, Shame of the Nation: The Restoration of Apartheid Schooling in America, a lamenting follow-up to his earlier work, Savage Inequalities, he already began to illustrate the retrograde process many public school systems have undergone related to racial balance. His critique of these pre-Brown-like-segregation systems was balanced, ironically, by rather effusive praise of the Jefferson County system, which attempted to keep this balance in check. Does the 2007 decision remove this one shining example?

Though the course toward educational apartheid may not be pre-destined, what is the likelihood that the “path of least resistance” will lead toward racial separation? How does the lingering legacy of residential segregation complicate this issue? What connections can we draw to and/or how might further racial segregation exacerbate issues of poverty or unemployment? Further, where do race and class collide? And, where is a more distinct analysis necessary? Finally, what can we surmise about the ongoing achievement gap if, in fact, apartheid schooling is afoot?

Undoubtedly, at worst, this decision could prove to be a harbinger for the death of a waning democracy. Without a compelling public education that helps all our children become critical consumers and citizens, what kind of society might we imagine for ourselves? At best, though, this decision could marshal the sensibilities of a critical cadre of educators, social workers, health care workers, activists, attorneys, business leaders, etc. to stand in resistance to the injustice that is becoming our nation’s public school system.

In an LA Times opinion piece a few days before this 2007 decision, Edward Lazarus argued, “Although they may have disagreed about Brown’s parameters, most Americans coalesced around the decision as a national symbol for our belated rejection of racism and bigotry. Using Brown as a sword to outlaw affirmative action of any kind would destroy that worthy consensus and transform it into just another mirror reflecting a legal and political culture still deeply fractured over race.” As Allan Johnson (2006), in Privilege, Power, and Difference, claims, there can be no healing until the wounding stops. Likewise, paraphrasing Malcolm X’s provocation about so-called progress, he reminded us that although the knife in the back of African-Americans may once have been nine inches deep, that it has only been removed a few inches does not indicate progress. Will this decision plunge the knife further?

Series editors Adam Renner (from Louisville, KY) and Doug Selwyn (formerly of Seattle, WA) invite essays that treat any of the above questions and/or other questions that seek clarity regarding race, education, schooling, and social justice. We seek essays that explore the history of segregation, desegregation, and affirmative action in the US and abroad. While we certainly invite empirical/quantitative research regarding these issues, we also welcome more qualitative studies, as well as philosophical/theoretical work, which provide deep explorations of these phenomena. We especially invite narratives from parents or students who have front line experience of segregation and/or educational apartheid. Additionally, and importantly, we seek essays of resistance, which document the struggle for racial justice in particular locales and/or suggestions for how we might wrestle toward more equitable schooling for all children.

Please visit Critical Education for information on submitting manuscripts.

Also feel free to contact the series editors, Adam Renner (arenner@bellarmine.edu) or Doug Selwyn (dselw001@plattsburgh.edu) with any questions.

ROUGE FORUM CONFERENCE, 2010: CALL FOR PROPOSALS

Education in the Public Interest: Teaching and Learning for a Democratic Society

Rouge Forum 2010 will be hosted at George Williams College on the scenic banks of Geneva Lake. Located in Williams Bay, Wisconsin, the college is nestled between the major metropolitan areas of Milwaukee, Wisconsin and Chicago, Illinois. The conference will be held August 2-5.

Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:

1. Transforming the notion of “saving public education” to one of creating education in the public interest, what does teaching and learning for a democratic society look like?
2. What does education for liberation look like compared to the more socially reproductive/dominating education we see in many of our nation’s schools?
3. Are the current crises in the economy as well as educationally in such states as California or cities like Detroit indicative of a turning point in history? Has the rightward shift ebbed or will the economic crisis push the ruling class towards fascism?
4. What is a public good? Is education a public good? Why is it treated as a private good?
5. Is climate change a matter to be debated by governments and industry leaders? Has the public participated in the debate on climate change? What roles do educators have in making students aware of the implications of that debate?
6. Are multi-trillion dollar deficits public ‘bads’?
7. What debts will future generations, including the students we may teach, carry because our financial, governmental, and military endeavors have not been concerned with public goods?
8. What are the educational implications of the recent Supreme Court decision to endow corporations with the right of free speech?
9. How do we learn and teach to get from where we are to where we need to be?
10. How do we stand up for the correctness of our ideas?
11. How does change happen (individually, within a school, within a district)?
12. Can the current system be reformed in order to better serve children, families, and citizens?
13. If not, what would a new system look like? How would it be implemented? What past models exist on which to work and build?

To learn more about the conference, please contact any of our conference organizers:

Faith Wilson (fwilson@aurora.edu)
Adam Renner (arenner@bellarmine.edu)
Wayne Ross (wayne.ross@ubc.ca)
Rich Gibson (rgibson@pipeline.com)
Gina Stiens (stiensg@yahoo.com)
Doug Selwyn (dselw001@plattsburgh.edu)
Joe Cronin (jcronin@antioch.edu)

Or visit the conference website at: www.rougeforumconference.org.

Submissions
Proposals for papers, panels, or performances should include title(s), no more than a 500 word description, and names and contact information for presenter(s). Presenters should plan on 45 minute time slots to deliver papers. Panels and performances will be awarded 90 minutes.

Review of Paper and Panel Proposals treating any of the above questions will begin April 15, 2010. Please send your proposals to Faith Wilson (fwilson@aurora.edu). As we expect a number of proposals for a limited number of slots please forward your proposal as soon as possible.

Performance Proposals should also be forwarded to Faith Wilson (fwilson@aurora.edu) by April 15, 2010. Please describe your art/performance and how it may relate to the conference topic/questions.

Historians Against the War: Links to Recent Articles of Interest

“No Exit: America Has an Impressive Record of Starting Wars but a Dismal One of Ending Them Well”
By Andrew Bacevich, American Conservative, February 1 issue
The author teaches history and international relations at Boston University.

“Haiti’s Troubled History with the U.S. and France”
By Marc Becker, History News Network, posted January 19
The author teaches Latin American history at Truman State University. This article was sent in e-mail form to the HAW-Info list on January 17.

“U.S. Military Escalation in Afghanistan: A Response to President Obama”
By Richard Drake, History News Network, posted January 18
The author teaches history at the University of Montana

[review essay on The Guantanamo Lawyers and Guantanamo USA]
By Jeremy Kuzmarov, History News Network, posted January 17
The author teaches history at the University of Tulsa

“Iran, 1979 and 2010″
By Dilip Hiro and Tom Englehardt, TomDispatch.com, posted January 12

“Nuclear Terrorism: How It Can Be Prevented”
By Lawrence S. Wittner, History News Network, posted January 11
The author teaches history at Vassar College

“Yemen: The Latest U.S. Battleground”
By Stephen Zunes, Huffington Post, posted January 8

“Obama’s Alternate Universe”
By Scott Ritter, Truthdig.com, posted January 8

The Editorial Team of Critical Education is pleased to launch the inaugural issue of the journal.

Click on the current issue link at the top of the home page (or the abstract and article links at the bottom of the page) to read “The Idiocy of Policy: The Anti-Democratic Curriculum of High-stakes Testing” by Wayne Au. Au is assistant professor of education at Cal State University, Fullerton and author of Unequal By Design: High-Stakes Testing and the Standardization of Inequality (Routledge, 2009).

To recieve notification of new content in Critical Education, sign up as a journal user (reader, reviewer, or author).

Look for the initial installments of the special section edited by Abraham DeLeon titled “The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research” in the coming weeks.

criticaleducation.org

Read the full update here: Strike March 4th To Transform Education

Educate! Agitate! Organize Freedom Schools on March 4th’s School Strike!

On the Little Rouge School Front This Week:

DPS Teachers Sue Union and Boss: “Washington claims the loan violates Michigan’s Payment of Wages and Fringe Benefits Act, which forbids an employer from demanding a gift from an employee as a condition of employment. “Bobb does not have the right to extort loans from district employees, and the DFT does not have the right to authorize Bobb to waive the minimum protections of the law,” Washington said.

The Rouge Forum News Latest Edition is Now Available

The Call For Papers for the Next Edition of the Rouge Forum News:

Teaching Resources on the History of Haiti

Martin Luther King Speech: Vietnam, A Time to Break the Silence

A Surprising List From the CIA: Nations’ Percentage Education Expenditures per GDP (US is 57th)

Chicago Trib Discovers What Substance News Reported for Years: The Duncan Miracle was a Fraud: “ Scores from the elementary schools created under Renaissance 2010 are nearly identical to the city average, and scores at the remade high schools are below the already abysmal city average, the analysis found. The moribund test scores follow other less than enthusiastic findings about Renaissance 2010 — that displaced students ended up mostly in other low-performing schools and that mass closings led to youth violence as rival gang members ended up in the same classrooms. Together, they suggest the initiative hasn’t lived up to its promise by this, its target year.”

Stephen Krashen on the LEARN Act: “I do not support the LEARN Act. As described in the Senate Bill, the LEARN Act is Reading First expanded to all levels. It is Reading First on steroids.”

Alfie, “Have They Lost Their Minds?”: “ If you read the FAQ page on the common core standards website, don’t bother looking for words like “exploration,” “intrinsic motivation,” “developmentally appropriate,” or “democracy.” Instead, the very first sentence contains the phrase “success in the global economy,” followed immediately by “America’s competitive edge.”

If these bright new digitally enhanced national standards are more economic than educational in their inspiration, more about winning than learning, devoted more to serving the interests of business than to meeting the needs of kids, then we’ve merely painted a 21st-century façade on a hoary, dreary model of school as employee training. Anyone who recoils from that vision should be doing everything possible to resist a proposal for national standards that embodies it.

Grassroots Education Movement in NYC Protest Jan 21: “We are picketing Bloomberg’s residence because he is in charge of these wrongful closings. We need to bring our opposition to his doorstep.”

Randi Weingarten (AFT) Proposes to Abolish Tenure (as in Detroit)

Joan Roelofs Analysis of the Relationship of Schools and the Military (Click under pages, it’s several pdf files well worth the candle)

AFL-CIO Goons Open a College: “the online college would charge about $200 a credit, competitive with community colleges and far cheaper than most four-year colleges and for-profit schools.”

Read more here.