Discusses the for-profit education sector's rush to consolidate. Large, publicly traded schools are looking to expand their businesses, while smaller schools are finding it hard to maintain growth or expand on their own. (EV)

Describes the method used by the Denver Institute of Technology to measure student satisfaction with the school. (CH)

Explains how and why one K-8 private school for girls instituted a day care program. Discusses the advantages (increased enrollment in the regular program) and the problems (less time for thorough cleaning of facilities, difficulty of billing parents, difficulty of finding substitute teachers). (AN)

Explores how for-profit colleges want to be defined as higher education institutions, for both the prestige and the money. The institutions are pushing Congress to change a key definition that prevents them from receiving certain kinds of federal aid. (EV)

Discusses why for-profit colleges, with their career-oriented programs, appeal to many Hispanic, Asian, and black students. (EV)

Explores whether when regionally accredited colleges won't accept credits earned at career colleges, the decision is a function of unfair bias or institutional prerogative. (EV)

Describes how Temple University ended Virtual Temple, its for-profit distance education effort, saying that such companies cannot make money. However, universities with similar programs--such as Columbia, Cornell, New York University, and the University of Maryland--disagree. (EV)

Describes how the for-profit University of Phoenix is attempting again to enter New Jersey, 3 years after withdrawing an application to operate there. This time, its plan focuses more on female and minority students. (EV)

Describes how many colleges are opposing a U.S. plan that they say favors for-profit distance education. The proposal before the World Trade Organization asks member countries to begin formal negotiations to reduce barriers that keep higher education institutions from offering courses in other countries. (EV)

The Federal School was a correspondence art school in Minneapolis, Minnesota in the early 20th century. At that time, scientific methods changed the organization and practice of commercial art training and industrial education, which included correspondence courses from the Federal School. Standards of intelligence were determined with…

This document presents statistics about the higher education in Maryland for 2010. The tables in this document are presented according to the following categories: (1) Students; (2) Retention and Graduation; (3) Degrees; (4) Faculty; (5) Revenues and Expenditures; (6) Tuition and Fees; (7) Financial Aid; (8) Private Career Schools; and (9)…

Offers a status report on profitability and expansion trends in the day care market over the past several years. Provides a list of the 50 largest proprietary day care organizations in the USA. Discusses projections for growth, and stresses that staffing will continue to be a major problem. (RWB)

Describes how for-profit education companies are taking their turf battle overseas by buying colleges and creating networks with local partners. (EV)

Describes the New England Institute of Technology in Warwick, Rhode Island, which provides all types of training for major southeastern New England companies and a number of government agencies. Includes information on identifying strengths, making contacts, assessing the training, using graduates, networking, marketing strategies, and developing…

To better understand the recruiting techniques used by for-profit education companies, the author, recently conducted a minor investigation of his own as part of a broader research program that aims to document examples of corruption and duplicity across the gamut of higher-education institutions. He assumed the identity of a 31-year-old…