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Showing posts with label student loan debt. Show all posts
Showing posts with label student loan debt. Show all posts

Thursday, October 24, 2024

SAVE borrowers get 6 month pause—maybe you can too. (Debt Collective)

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The US Department of Education just announced that everyone enrolled in the SAVE plan will have their student loans paused in a zero-interest forbearance for at least six months as the extreme right wing assault on student debt relief plays out in the courts.

The SAVE application is back online. If you are not currently enrolled in SAVE—and want to keep your payments paused—you may want to consider applying for Income-Driven Repayment and choosing the SAVE plan: https://studentaid.gov/idr/

The SAVE plan is by no means a solution to the student debt crisis—and we have many critiques for it as a plan. But for debtors desperate to avoid payments for even just the next few months, applying for SAVE to have your payments paused might be an option that works for you.

NOTE: Months spent in zero-interest SAVE forbearance are not being counted towards PSLF or IDR.

Sign our petition to pause all student loans and have the pause count towards PSLF/IDR.

 

 

If you are a few months away from getting full cancellation through PSLF, it might be in your best interest to enroll in a different payment plan and make those few monthly payments until you get full cancellation. You can also explore the complicated “buy back” program. More information on both here.

Tuesday, October 22, 2024

"50 Over 50" Debtors Announce First 'Older Debtors' Action in Washington, D.C. (Debt Collective)


Related links: 

Discharge Our Debts Before We Die (Debt Collective)

The Student Loan Mess Updated: Debt as a Form of Social Control and Political Action

Tuesday, October 8, 2024

GOP Attorneys General Shop for Judges in Effort to Crush Student Loan Debtors (David Halperin, Republic Report)

[Editor's note: This article originally appeared on Republic Report.] 

When a federal trial judge in St. Louis issued an order last week blocking the latest Biden-Harris administration student loan relief plan, the Republican state attorneys general who filed the case gleefully celebrated yet another court victory over Americans struggling to pay their college debts. But those GOP AGs apparently don’t want to discuss the route by which the case arrived in Missouri: They seemingly tried to hand-pick a federal judge in coastal Georgia to hear their complaint, only to have that judge, a close associate of Supreme Court Justice Clarence Thomas, mysteriously recuse from the matter, and then have a second Georgia federal judge, after granting temporary relief, ship the case to St. Louis.

Let’s break all that down.

On October 3, U.S. District Judge Matthew T. Schelp of the Eastern District of Missouri issued a preliminary injunction barring the Department of Education from implementing proposed regulations to provide student debt relief to several major categories of borrowers, including those who owe more than they first borrowed because of mounting interest, those who have made payments for more than 20 years, and those whose schools failed to offer them “sufficient financial value.” The Biden administration estimated the new rules would completely cancel student debt for 4 million people and erase accrued interest for 23 million.

Judge Schelp held that the GOP AGs were likely to succeed on their claim that the Department of Education lacked the legal authority to cancel all this debt without authorization from Congress.

The ruling was another notable case of extreme judicial activism by supposedly “conservative” judges; Schelp, unusually, struck down the proposed rule before the Department of Education had even finalized it.

Persis Yu, Deputy Executive Director and Managing Counsel at the non-profit Student Borrower Protection Center, said in a statement that Judge Schelp’s ruling was marked by “a dearth of legal reasoning.”

But Judge Schelp, a Donald Trump appointee, is not the first federal judge to handle the latest case in the month since it was filed. He is, remarkably, the fifth.

Led by Missouri attorney general Andrew Bailey, and that state’s solicitor general, Josh Divine, the states of Missouri, Georgia, Alabama, Arkansas, Florida, North Dakota, and Ohio filed the lawsuit, against the education department, on September 3 in the U.S. District Court for the Southern District of Georgia, and specifically in that court’s division based in Brunswick, Georgia, on the state’s east coast, close to the Florida state line.

The Brunswick Division has exactly one U.S. District Judge: Lisa Godbey Wood, appointed by George W. Bush.

The Georgia attorney general’s office tends to file its significant federal lawsuits in the U.S. District Court in Atlanta. So why was this action to nullify major student debt relief filed in Brunswick, when the Georgia AG doesn’t even have staff there and had to rely on a private local lawyer to assist? There was always the risk that a case filed in Atlanta would be assigned to a judge skeptical of the Republican AGs’ effort to void debt relief, including whether the AGs would have legal standing to contest the action. Perhaps the GOP AGs thought Judge Wood was a better bet to do what they wanted.

But the same day that the case was filed, Judge Wood issued a two-sentence order recusing herself and transferring the case to R. Stan Baker, Chief Judge of the Southern District of Georgia. Wood did not state the reason she was recusing.

The next day, Chief Judge Baker issued an order reassigning the case to another judge on the court, J. Randall Hall, also a George W. Bush appointee.

One observer posited to me that the GOP AGs might have already known that Judge Wood had a reason for recusal when they filed the case in front of her; under this theory, the AGs bet that, after Judge Wood recused, Chief Judge Baker would hand-assign the case to another “conservative” judge who would be a good bet to strike down the new Biden student debt rules.

That theory might sound far-fetched. But the day after receiving the case, Judge Hall granted the GOP AGs’ motion for a temporary restraining order, thus blocking the regulations. On September 19, after yet another member of the court, Magistrate Judge Christopher L. Ray, had handled several preliminary motions in the case, Hall extended the restraining order an additional two weeks while he considered the AGs’ motion for a longer preliminary injunction.

But on October 2, Judge Hall threw a curveball: He granted the Department of Education’s motion to dismiss the state of Georgia from the case, holding, appropriately, that Georgia had not demonstrated an interest sufficiently concrete to provide standing to contest the debt regulations. In short, Georgia did not have a significant interest in ensuring that its own citizens, and those of other states, would remain mired in student loan debt.

With Georgia out of the litigation, Judge Hall further ruled that a federal court in Georgia was not the proper venue for the case. He transferred the lawsuit to Missouri, holding that that state had “clear standing” based on the potential harm the rule posed to MOHELA, Missouri’s student loan agency.

The transfer set the stage for the Missouri judge’s decision, the very next day after the case was sent over from Georgia, that blocked the Biden rule pending final resolution of the lawsuit.

So the GOP AGs got the outcome they wanted, at least for now. But why didn’t they go to Missouri, where the argument for standing to bring the case was much stronger, in the first place?

“It appears that the Missouri AG has achieved through dumb luck what they were hoping to get through strategic maneuvering,” Persis Yu told me. “Getting transferred to the Eastern District of Missouri was not necessarily going to be in their favor, which is why I assume they avoided it in the first place. While no liberal oasis, there are a number of Democratic-appointed judges, and so the outcome they got was far from guaranteed.”

But, Yu says, through apparently random assignment the GOP AGs ended up with Schelp, “one of the most ideologically driven judges, who is seemingly happy to eviscerate precedent and the [federal Administrative Procedure Act] to give the Missouri AG what he is looking for.”

Spokespersons for the AGs wouldn’t tell me why they didn’t file in Missouri in the first place, and declined to opine on the reason for Judge Wood’s recusal.

Kara Murray, communications director for Georgia attorney general Chris Carr, said their office was “unable to speak” to my questions, and simply noted that the Missouri District Court “immediately granted a preliminary injunction.”

Madeline Sieren, communications director for Missouri Attorney General Bailey, told me her office “cannot answer these questions at this time, as litigation is ongoing.” She added, “Happy to answer questions that don’t reveal litigation strategy or speculate on judges’ recusal decisions.”

Sieren referred me to Attorney General Bailey’s X (formerly Twitter) feed, where he crowed about the court victory. “A huge -and quick – win for every American who won’t have to pay for someone else’s Ivy League debt,” Bailey tweeted, ignoring that many of those who would benefit from the Biden debt relief plan are struggling middle- and low-income Americans who were scammed by high-priced for-profit colleges. And also ignoring that getting all these people out of heavy debt would help them to have families, buy homes, go back to school, and engage in other activity that would boost the U.S. economy.

Attorney General Bailey struck out with the U.S. Supreme Court in August when, facing a primary election challenge from a lawyer who has represented Donald Trump, he made an absurd effort to press the high court to halt Trump’s criminal sentencing in New York until after the November election. (Bailey won his primary, and the New York judge, Juan Merchan, eventually postponed the sentence on his own.)

The case in which Judge Schelp issued his injunction is the third lawsuit led by Attorney General Bailey to halt the Biden administration’s efforts to grant debt relied to student loan borrowers. Over the summer, the St. Louis-based 8th Circuit Court of Appeals temporarily blocked an earlier Biden debt relief plan called SAVE, as well as blocking parts of other federal Income-Driven Repayment plans on which millions of borrowers have long relied to reduce their debt burden.

Bailey originated that case, Missouri v. Biden, by suing in the St. Louis federal court, but this time he decided to try Brunswick, Georgia, and its only judge.

Shopping for judges is not a new tactic for Republican attorneys general in their quest to nullify Biden administration regulations (or for the for-profit college industry in its efforts to do the same). But proposed federal legislation to curb judge-shopping has gone nowhere in the bitterly divided U.S. Congress.

(Democratic attorneys general and progressive groups often appeared to try judge shopping during the Trump administration, especially by filing in California, headquarters of the relatively liberal 9th Circuit Court of Appeals, but California federal district court rules assign cases at random within a district, preventing the automatic assignment to a local federal judge by filing in a specific courthouse.)

Missouri’s solicitor general, Josh Divine, who has been litigating the case for Bailey’s office, is a former aide to U.S. senator Josh Hawley (R-MO). He also was once a law clerk for Judge William Pryor of the U.S. Court of Appeals for the 11th Circuit, the appellate region that includes Georgia, and perhaps gained some familiarity with Judge Wood and Judge Baker in that capacity. After clerking for Pryor, Divine clerked for U.S. Supreme Court Justice Clarence Thomas, and Divine trumpets his fandom of Thomas aggressively, calling Thomas “the GOAT Supreme Court Justice.”

Meanwhile, Justice Thomas appears to be a fan of Brunswick’s Judge Wood. When Wood was sworn in for her own term as Chief Judge of the Southern District of Georgia in 2010, Justice Thomas, a south Georgia native, showed up to effusively praise her.

When you have MAGA-inspired attorneys general and MAGA-connected judges and justices endless gaming the system and ignoring long-standing legal precedents, fairness and justice are crushed, as are, in this instance, the hopes and dreams of generations of hard-working Americans who are buried under insurmountable student loan debt.

Saturday, October 5, 2024

What are ‘Promise Programs’ and how can they help make college more affordable? (PBS News Hour)

 

Since its inception in 2015, College Promise has been steadfast in its commitment to making postsecondary education, including career-technical colleges and apprenticeships, accessible, tuition-free, fees, and wraparound supports, and readily available to all.

In 2023, College Promise celebrated 425 Promise programs located in all 50 states. This milestone measures significant growth since the initiative's inception, when 53 programs were initially identified. 

The local and state leaders driving these Promise programs have facilitated the provision of scholarships from both the public and private sectors to eliminate tuition and fee costs and have extended their efforts to provide vital support services, including advising, counseling, mentorships, transportation, basic needs, and career exploration. 

Research suggests these comprehensive measures enhance student access, retention, and success in education, career, and civic mobility.

For information about participating institutions, visit College Promise here.

Wednesday, October 2, 2024

Sweet v Cardona Borrower Defense Update

The most recent update to the Sweet v Cardona Borrower Defense to Repayment case is here.  This video was taped September 26, 2024.  A transcript of the meeting is also available. 

According to Rebecca Ellis of the Project on Predatory Student Lending, "we think that this is substantial compliance in our eyes with the August 31st deadline. It's a very small number of loans still outstanding that have these particular complications."  About 870 loans from the automatic relief group are still awaiting discharge. However, several thousand refunds are still awaiting processing from the US government and student loan servicers. 


Student loan debtors have a community on Reddit at r/BorrowerDefense where more than 12,000 members exchange information and provide support. 

Friday, September 20, 2024

Student Loans in the US: A Trillion Dollar Tragedy (Glen McGhee)

Adam Looney and Constantine Yannelis have reopened their research on the student loan mess with a new paper from Brookings titled "What went wrong with federal student loans?" The paper talks about what went tragically wrong with student loans in the United States from 2000 to 2020. 

Here are the key points:

1. More people started going to college, especially those who didn't have a lot of money or whose parents didn't go to college. [See note below]
2. To pay for college, many of these new students had to borrow money from the government through student loans.
3. A lot of these new students went to for-profit schools. These are schools that are run like businesses to make money, unlike regular public or non-profit colleges.
4. The problem is that many of these for-profit schools didn't provide a good education. Their students often didn't graduate or couldn't find good jobs after finishing school.
5. Because these students couldn't get good jobs, they had trouble paying back their loans. This caused a big problem for the government and the students.




Now, let's look at Figure 3 Panel B:
This graph shows how many first-generation college students (students whose parents didn't go to college) enrolled in different types of schools. The schools are grouped by how well their students could repay loans. The red line at the bottom represents the best schools - where students usually paid back their loans easily. You can see this line barely goes up over time. The dark blue line at the top represents the worst schools - where students had the most trouble paying back loans. This line goes way up, especially after 2000.

What this means is that a lot of first-generation students, who often didn't have much money to begin with, ended up at the schools where they were least likely to succeed and most likely to have trouble with their loans.

The for-profit schools took advantage of this situation. They aggressively recruited these students, knowing they could get money from government loans. But they didn't focus on giving students a good education or helping them get jobs. Instead, they just wanted to make money for themselves.

This led to a big increase in student debt problems, especially for students who were already at a disadvantage.

Note: This statement refers to trends in college enrollment that occurred in the early 2000s through about 2012. Let me explain the reasons behind this trend and whether it's still true today:

Reasons for Increased College Enrollment
1. Policy Changes: Starting in the late 1990s, policymakers weakened regulations that had previously constrained institutions from enrolling aid-dependent students[1]. This made it easier for more people to access federal student aid and enroll in college.
2. Economic Factors:
- The persistently high return to college education over the last several decades increased demand for higher education[1].
- During economic downturns like the 2001 recession and the Great Recession starting in 2007, the opportunity cost of enrollment was low due to weak labor markets[1].
3. Supply Expansion: The supply of programs surged, particularly open access institutions, online programs, and graduate programs[1]. Many of these new programs were targeted at non-traditional student populations.
4. Demographic Shifts: Between 1990 and 2010, the number of high school graduates increased by 34%[1].

Is it Still True?
The trend of increased college enrollment, especially among disadvantaged groups, has partially reversed since its peak:
1. Overall Enrollment: By 2020, total undergraduate enrollment had declined back to near its level in 2000[1].
2. Demographic Changes:
- Black undergraduate enrollment in 2020 remains only modestly higher than in 2000 - about 10% greater[1].
- White undergraduate enrollment in 2020 was below its level in 2000[1].
- Hispanic enrollment almost doubled between 2000 and 2020[1].
3. First-Generation Students: While 60% of postsecondary students were first-generation in 2000, this share declined to 56% in 2020[1].
4. For-Profit Sector: Enrollment at for-profit institutions, which had surged between 2000 and 2012, has since declined significantly[1].

In summary, while there was a significant increase in college enrollment, especially among disadvantaged groups, from 2000 to 2012, this trend has partially reversed in recent years. However, some changes, like increased Hispanic enrollment, have persisted. The overall landscape of higher education enrollment continues to evolve, influenced by economic conditions, policy changes, and demographic shifts.

Citations:
[1] https://ppl-ai-file-upload.s3.amazonaws.com/web/direct-files/238393/f60f1373-2266-45ed-8960-6656ba110b38/paste.txt
[2] https://www.brookings.edu/articles/first-generation-college-students-face-unique-challenges/
[3] https://www.capturehighered.com/client-blog/landscape-in-flux-2024-enrollment-trends/
[4] https://medicat.com/why-first-gen-college-students-need-extra-support/
[5] https://www.insidehighered.com/news/2019/05/23/pew-study-finds-more-poor-students-attending-college
[6] https://www.forbes.com/advisor/education/online-colleges/first-generation-college-students-by-state/
[7] https://nces.ed.gov/programs/coe/indicator/cpb/college-enrollment-rate

Saturday, September 14, 2024

Credential Inflation Makes College Degree Not Worth The Cost (Randall Collins)

[Editor's note: This article first appeared in Randall Collins' blog The Sociological Eye.]



Belief in the value of college education was sacrosanct throughout most of the 20th century. In the early 2000s, the question began to be raised whether the payoff in terms of a better-paying job was worth the cost. For several generations, almost a taboo topic--but once out in the open, an increasing percentage of the US population has concluded a college degree is not worth it.

The first big hit was the 2008 recession, when graduates found it hard to get jobs. But even as the economy recovered and grew, faith in college degrees has steadily declined.

In 2013, 53% of the population—a slim majority, agreed that a 4-year degree gives “a better chance to get a good job and earn more income over their lifetime.” In 2023, education-believers had fallen to 42%, while 56% said it was not worth the cost. Both women and men had turned negative in the latest survey—even though women had overtaken men in college enrollments in previous decades. The youngest generation was the most negative, 60% of those aged 18-34. Not surprisingly; they are the ones who had to apply to dozens of schools, a rat-race of test scores, scrambling for grades, and amassing extra-curricular activities; most not getting into their school of choice, while paying constantly rising tuition and fees, and burdened with student-loan debt into middle age. Not to mention the near-impossibility of buying a house at hugely inflated prices, many still living with their parents; while all generations now agree that the younger will not enjoy the standard of living of their parents.

The only demographic that still thinks college has career value are men with a college degree or higher, who earn over $100,000 a year. They are the only winners in the tournament. Every level of education—high school, junior college, 4-year college, M.B.A. or PhD or professional credential in law, medicine, etc.—has value as an entry ticket to the next level of competition for credentials. The financial payoff comes when you get to the big time, the Final Four so to speak; striving through the lower levels is motivated by a combination of American cultural habits and wishful thinking.

The boom-or-bust pattern of rising education makes more sense in long-term perspective. For 100 years, the USA has led the world in the proportion of the population in schools at all levels. In 1900, 6% of the youth cohort finished high school, and less than 2% had a college degree. High school started taking off in the 1920s, and after a big push in the 1950s to keep kids in school, reached 77% in 1970. Like passing the baton, as high school became commonplace, college attendance rocketed, jumping to 53% at the end of the 1960s—there was a reason for all those student protests of the Sixties: they were suddenly a big slice of the American population. By 2017, 30% over age 24 had a college degree; another 27% had some years of college. It has been a long-time pattern that only about half of all college students finish their degree—dropping out of college has always been prevalent, and still is.

The growing number of students at all levels has been a process of credential inflation. The value of any particular diploma—high school, college, M.A., PhD—is not constant; it depends on the labor market at the time, the amount of competition from others who have the same degree. In the 1930s, only 12% of employers required a college degree for managers; by the late 1960s, it was up to 40%. By the 1990s, an M.B.A. was the preferred degree for managerial employment; and even police departments were hiring college-educated cops. In other words, as college attendance has become almost as common as high school, it no longer conveys much social status. To get ahead in the elite labor market, one needs advanced and specialized degrees. In the medical professions, the process of credential-seeking goes on past age 30; for scientists, a PhD needs to be supplemented by a couple of years in a post-doctoral fellowship, doing grunt-work in somebody else’s laboratory. In principle, credential inflation has no end in sight.

An educational diploma is like money: a piece of paper whose value depends inversely on how much of it is in circulation. In the monetary world, printing more money reduces its purchasing power. The same thing happens with turning out more educational credentials—with one important difference. Printing money is relatively cheap (and so is the equivalent process of changing banking policies so that more credit is issued). But minting a college degree is expensive: someone has to pay for the teachers, the administrators, the buildings, and whatever entertainments and luxuries (such as sports and student activities) the school offers—and which make up a big part of its attraction for American students. And all this degree-printing apparatus has been becoming more expensive over the decades, far outpacing the amount of monetary inflation since the 1980s. Colleges and universities (as well as high schools and elementary schools) keep increasing the proportion of administrators and staff. At the top end of the college market, the professors who give the school its reputation by their research command top salaries.

Credential-minting institutions have been able to charge whatever they can get away with, because of the high level of competition among students for admission. Not all families can afford it; but enough of them can so that schools can charge many multiples of what they charged (in constant dollars) even 30 years ago. The result has been a huge expansion in student debt: averaging $38,000 among 45 million borrowers; and including 70% of all holders of B.A. degrees. Total student debt tripled between 2007 and 2022.

These three different kinds of inflation reinforce each other: inflation in the amount of credential currency chasing jobs in the job market; inflation in the cost of getting a degree; inflation in student debt. We could add grade inflation as a fourth part of the spiral: intensifying pressure to get into college and if possible beyond, has motivated students to put pressure on their teachers to grade more easily; in public schools, to pass them along to the next grade no matter their performance (retardation in grade, which in the 1900s was common, has virtually disappeared); in college, GPA-striving has a similar effect. Grades are higher than ever but the measured value of the contents of education, ranging from writing skills to how long the course material is remembered after the course is over is low (Arum and Roksa 2011, 2014). College degrees are not only inflated as to job-purchasing power; they are also inflated as a measure of what skills they actually represent.

The remedies suggested for some of these problems--- such as canceling student debt by government action—would temporarily relieve some ex-students of the burden of paying for not-so-valuable degrees. But canceling student debt would not solve the underlying dynamic of credential inflation, but exacerbate it. If college education became free (either by government directly picking up the tab; or by canceling student debts), we can expect even more students to seek higher degrees. If 100% of the population has a college degree, its advantage on the labor market is exactly zero; you would have to get some further degree to get a competitive edge.

Scandals in college admissions are just one more sign of the pressures corroding the value of education. College employees collude with wealthy parents to create fake athletic skills, in a time when students apply to dozens of schools, and even top grades don’t guarantee admission. Since athletics are a big part of schools’ prestige, and are considered a legitimate pathway to admission outside the grade-inflation tournament, it is hardly surprising that some try that side-door entry. There is not only grade inflation, but inflation in competition over the pseudo-credentials of extracurricular activites and community service. Efforts at increasing race and class equity in admissions increase the pressure among the affluent and the non-minority populations. Since sociological evidence shows that tests and grades favour children of the higher classes (whose families provide them with what Bourdieu called cultural capital), there are moves to eliminate test scores and/or grades as criteria of admission. What is left may be letters of recommendation and self-extolling essays--- what we might call “rhetorical inflation”, plus skin color or other demographic markers; but the result will do nothing to reduce the inflation of credentials. The underlying hope is that giving everybody a college degree will somehow bring about social equality. In reality, it will just add another chapter to the history of credential inflation.

Except for the small percentage of really good students who will take the tournament all the way to the most advanced degrees and become well-paid scientists and professionals, the growing disillusionment with the value of college degrees will result in more and more people looking for alternative routes to making a living. The big fortunes of the last 40 years--- the age of information technology—have been made by entrepreneurs who dropped out to pursue opportunities just opening up, instead of waiting to finish a degree. The path to fame and fortune is not monopolized by the education tournament. For the rest of us, finding more immediate ways of making a living (or living off someone else) will become more important.

P.S. The advent of Artificial Intelligence to write students’ papers, and other AI to grade them (not to mention to write their application essays and read them for admission) will do nothing to raise the honesty and status of the educational credential chase.

References

“More Say Colleges Aren’t Worth the Cost.” Wall Street Journal April 1, 2023 (NORC-Wall St. Journal survey)

Average Student Loan Debt (BestColleges.com) 

U.S. Bureau of the Census

Randall Collins. 2019. The Credential Society. 2nd edition. Columbia Univ. Press.

Richard Arum and Josipa Roksa. 2011. Academically Adrift: Limited Learning on College Campuses. Chicago: University of Chicago Press.

Richard Arum and Josipa Roksa. 2014. Aspiring Adults Adrift: Tentative Transitions of College Graduates. Chicago: University of Chicago Press.

Wednesday, September 11, 2024

Higher Education Uncensored

The Higher Education Inquirer is a rare space for students (consumers), workers, debtors, and community members to speak the truth about higher education and its most important issues, including the truth related to climate change and environmental destruction, human rights, student rights and worker rights, mass surveillance and policing, sexual assault and rape culture, racism and bullying, mental illness and suicide prevention, hypercredentialism, student loan debt and underemployment, NCAA money sports, higher education scams, cheating, and AI, university endowments, land theft and gentrification by universities, and any issues that are too politically charged for other news outlets to consider.


HEI fills this role because many student newspapers cannot perform that service. No mainstream media outlet (large or industry niche) or nonprofit can do that either. In those cases, the purse strings affect what is published and what isn't. Writers and editors are censored, and sometimes they censor themselves to avoid retribution or the possibility of retribution. If you are a student journalist, whistleblower, or concerned citizen, we invite you to submit your work to us. If you have a petition or an event, or want to leak documents anonymously, please let us know.  

Related links: