Education

During the 2008 presidential election season, young people ages 18 to 34 in the United States were avid consumers of online civic and political information: 37% received news relating to the election via social networking sites, and 41% found candidate- and election-related materials on the Web. However, such online engagement has not translated necessarily into increased participation in offline activities such as voting or connecting with local civic organizations.

The number of college courses available online has steadily grown since the advent of “Web 2.0” interactive technologies in the early 2000s, and in the wake of the economic crisis of 2008. Nearly half (46%) of all college students graduating in 2001 or later have taken at least one online course, and the number of online courses is expected to continue to grow over the next decade.

Education has long been considered “the great equalizer ” in the United States, a way for an ambitious and talented individual to secure a good job (as characterized by good wages, benefits, and job security) regardless of the socioeconomic status of his or her parents. But the extent to which belief this holds true has been tested — and contested — by social science research for decades.

Over the past 10 years, school-based initiatives such as No Child Left Behind (NCLB) have successfully raised the test scores of some lower-performing students. But with most U.S. educational funds directed towards cultivating minimal levels of competency, few federal programs focus on maximizing the potential of higher-achieving students, or “high flyers.”

An individual’s capacity to learn is often treated as static across his or her lifetime.  Studies that identify changes in IQ (a widely used, standardized measure of intellectual abilities) are generally unable to attribute that change to a real increase or decrease in intelligence as opposed to measurement error in testing, and much of the variation in IQ remains unexplained.

College tuition costs, which have been steadily rising over the past few decades, may put higher education out of reach for many aspiring students. To provide more financial resources for these students, Congress has raised the ceiling on the amount qualified undergraduates could borrow from the federal Stafford Loan program.