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Sunday, January 23, 2022

Maximus, Student Loan Debt, and the Poverty Industrial Complex

The Higher Education Inquirer is taking a close look at who's invested in Maximus, the enormous social welfare profiteer. Maximus has been servicing student loan defaulters for years and has now taken over Navient's federal student loan business, branding it Aidvantage.

Since 1995, Maximus (MMS) has grown from $50 million in annual revenues to more than $4 billion in 2021.

Maximus (MMS) Share Price 1995-2022

(Source: Seeking Alpha)

With an army of more than 35,000 workers, Maximus' clients include 28 US agencies: the Internal Revenue Service, Department of Commerce, National Oceanic and Atmospheric Administration, Bureau of the Census, Patent and Trademark Office, Federal Student Aid, Department of Defense and US Army, Department of Veterans Affairs, Homeland Security, Health and Human Services, Medicare and Medicaid, Department of Labor, Office of Personnel Management, Securities and Exchange Commission and many more.

As a contractor to Federal Student Aid (FSA), Maximus has more than 13 million student loans to service. Its four contracts with the US Department of Education total almost $1 Billion.

While CEO Bruce Caswell made more than $6 million in total compensation last year, Maximus' customer service representatives, the people who have to make the calls to the growing number of student loan defaulters, make less money than workers at Walmart.

Maximus has recently posted federally contracted jobs on Indeed for $13.15 an hour in Texas and South Carolina, even though the federal minimum wage has been raised to $15 an hour. Wages for Maximus workers in other states are reportedly even lower, as little as $10 an hour in Kentucky and other states with regressive economies.

Maximus' largest institutional investors include BlackRock, Vanguard Group, and State Street Corp--three financial behemoths. BlackRock has $10 trillion in Assets Under Management (AUM), Vanguard Group has about $7 Trillion in Assets Under Management, and State Street has almost $4 Trillion in AUM.

Bank of New York Mellon, Wells Fargo, and Bank of America each own 900,000 shares or more.

Public retirement funds, including public school teachers retirement funds (see table below), are directly and indirectly invested in the Poverty Industrial Complex and the student loan mess through Maximus and other large corporations.

Maximus and its executives have spent more than $10 million on federal lobbying and political contributions since 1998. By 2020, Maximus had 14 lobbyists in DC and had contributed to the campaigns of Joe Biden, Bernie Sanders, and Donald Trump.

Maximus' strategic partners include AWS, Microsoft, Oracle, and Cisco.

Social justice advocates have to wonder, how can the student loan system be fixed if the US establishment has a vested interested in the mess?

Maximus (MMS) Top Institutional Investors

List of Public Funds Directly Invested in Maximus

Alaska Department of Revenue
California PERS
California State Teachers Retirement System
Colorado PERS
Florida Retirement System
Pennsylvania Public School Retirement System
Teachers Retirement System of Kentucky
Louisiana State Employees Retirement System
Ohio PERS
New Mexico Educational Retirement Board
New York State Retirement System
New York State Teachers Retirement System
Ontario Teachers Retirement System
Oregon PERS
State of Tennessee Treasury
Teachers Retirement System of Texas
State of Wisconsin Investment Board

Related link: Maximus Institutional Investors

Monday, January 6, 2025

HEI Resources 2025

[Editor's Note: Please let us know of any additions or corrections.]

Books

Alexander, Bryan (2020). Academia Next: The Futures of Higher Education. Johns Hopkins Press.
Alexander, Bryan (2023). Universities on Fire. Johns Hopkins Press.
Angulo, A. (2016). Diploma Mills: How For-profit Colleges Stiffed Students, Taxpayers, and the American Dream. Johns Hopkins University Press.
Apthekar, Bettina (1966) Big Business and the American University. New Outlook Publishers.
Apthekar, Bettina (1969). Higher education and the student rebellion in the United States, 1960-1969 : a bibliography.
Archibald, R. and Feldman, D. (2017). The Road Ahead for America's Colleges & Universities. Oxford University Press.
Armstrong, E. and Hamilton, L. (2015). Paying for the Party: How College Maintains Inequality. Harvard University Press.
Arum, R. and Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. University of Chicago Press.
Baldwin, Davarian (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.
Bennett, W. and Wilezol, D. (2013). Is College Worth It?: A Former United States Secretary of Education and a Liberal Arts Graduate Expose the Broken Promise of Higher Education. Thomas Nelson.
Berg, I. (1970). "The Great Training Robbery: Education and Jobs." Praeger.
Berman, Elizabeth P. (2012). Creating the Market University. Princeton University Press.
Berry, J. (2005). Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education. Monthly Review Press.
Best, J. and Best, E. (2014) The Student Loan Mess: How Good Intentions Created a Trillion-Dollar Problem. Atkinson Family Foundation.

Bledstein, Burton J. (1976). The Culture of Professionalism: The Middle Class and the Development of Higher Education in America. Norton.

Bogue, E. Grady and Aper, Jeffrey. (2000). Exploring the Heritage of American Higher Education: The Evolution of Philosophy and Policy.
Bok, D. (2003). Universities in the Marketplace : The Commercialization of Higher Education. Princeton University Press.
Bousquet, M. (2008). How the University Works: Higher Education and the Low Wage Nation. NYU Press.
Brennan, J & Magness, P. (2019). Cracks in the Ivory Tower. Oxford University Press.
Brint, S., & Karabel, J. The Diverted Dream: Community colleges and the promise of educational opportunity in America, 1900–1985. Oxford University Press. (1989).
Cabrera, Nolan L. (2024) Whiteness in the Ivory Tower: Why Don't We Notice the White Students Sitting Together in the Quad? Teachers College Press.
Cabrera, Nolan L. (2018). White Guys on Campus: Racism, White Immunity, and the Myth of "Post-Racial" Higher Education. Rutgers University Press.
Caplan, B. (2018). The Case Against Education: Why the Education System Is a Waste of Time and Money. Princeton University Press.
Cappelli, P. (2015). Will College Pay Off?: A Guide to the Most Important Financial Decision You'll Ever Make. Public Affairs.
Carney, Cary Michael (1999). Native American Higher Education in the United States. Transaction.
Childress, H. (2019). The Adjunct Underclass: How America's Colleges Betrayed Their Faculty, Their Students, and Their Mission University of Chicago Press.
Cohen, Arthur M. (1998). The Shaping of American Higher Education: Emergence and Growth of the Contemporary System. San Francisco: Jossey-Bass.
Collins, Randall. (1979/2019) The Credential Society. Academic Press. Columbia University Press.
Cottom, T. (2016). Lower Ed: How For-profit Colleges Deepen Inequality in America
Domhoff, G. William (2021). Who Rules America? 8th Edition. Routledge.
Donoghue, F. (2008). The Last Professors: The Corporate University and the Fate of the Humanities.
Dorn, Charles. (2017) For the Common Good: A New History of Higher Education in America Cornell University Press.
Eaton, Charlie. (2022) Bankers in the Ivory Tower: The Troubling Rise of Financiers in US Higher Education. University of Chicago Press.
Eisenmann, Linda. (2006) Higher Education for Women in Postwar America, 1945–1965. Johns Hopkins U. Press.
Espenshade, T., Walton Radford, A.(2009). No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life. Princeton University Press.
Faragher, John Mack and Howe, Florence, ed. (1988). Women and Higher Education in American History. Norton.
Farber, Jerry (1972). The University of Tomorrowland. Pocket Books.
Freeman, Richard B. (1976). The Overeducated American. Academic Press.
Gaston, P. (2014). Higher Education Accreditation. Stylus.
Ginsberg, B. (2013). The Fall of the Faculty: The Rise of the All Administrative University and Why It Matters
Gleason, Philip. Contending with Modernity: Catholic Higher Education in the Twentieth Century. Oxford U. Press, 1995.
Golden, D. (2006). The Price of Admission: How America's Ruling Class Buys its Way into Elite Colleges — and Who Gets Left Outside the Gates.
Goldrick-Rab, S. (2016). Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream.
Graeber, David (2018) Bullshit Jobs: A Theory. Simon and Schuster.

Groeger, Cristina Viviana (2021). The Education Trap: Schools and the Remaking of Inequality in Boston. Harvard Press.

Hamilton, Laura T. and Kelly Nielson (2021) Broke: The Racial Consequences of Underfunding Public Universities
Johnson, B. et al. (2003). Steal This University: The Rise of the Corporate University and the Academic Labor Movement
Keats, John (1965) The Sheepskin Psychosis. Lippincott.
Kelchen, R. (2018). Higher Education Accountability. Johns Hopkins University Press.
Kezar, A., DePaola, T, and Scott, D. The Gig Academy: Mapping Labor in the Neoliberal University. Johns Hopkins Press.
Kinser, K. (2006). From Main Street to Wall Street: The Transformation of For-profit Higher Education
Kozol, Jonathan (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in America. Crown.
Kozol, Jonathan (1992). Savage Inequalities: Children in America's Schools. Harper Perennial.
Labaree, David F. (2017). A Perfect Mess: The Unlikely Ascendancy of American Higher Education. Chicago: University of Chicago Press.
Labaree, David (1997) How to Succeed in School without Really Learning: The Credentials Race in American Education, Yale University Press.
Lafer, Gordon (2004). The Job Training Charade. Cornell University Press.
Loehen, James (1995). Lies My Teacher Told Me. The New Press.
Lohse, Andrew (2014). Confessions of an Ivy League Frat Boy: A Memoir. Thomas Dunne Books.
Lucas, C.J. American higher education: A history. (1994).
Lukianoff, Greg and Jonathan Haidt (2018). The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure. Penguin Press.
Maire, Quentin (2021). Credential Market. Springer.
Mandery, Evan (2022) . Poison Ivy: How Elite Colleges Divide Us. New Press.
Marti, Eduardo (2016). America's Broken Promise: Bridging the Community College Achievement Gap. Excelsior College Press.
Mettler, Suzanne 'Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. Basic Books. (2014)
Newfeld, C. (2011). Unmaking the Public University.
Newfeld, C. (2016). The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them.
Paulsen, M. and J.C. Smart (2001). The Finance of Higher Education: Theory, Research, Policy & Practice. Agathon Press.
Rosen, A.S. (2011). Change.edu. Kaplan Publishing.
Reynolds, G. (2012). The Higher Education Bubble. Encounter Books.
Roth, G. (2019) The Educated Underclass: Students and the Promise of Social Mobility. Pluto Press
Ruben, Julie. The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality. University Of Chicago Press. (1996).
Rudolph, F. (1991) The American College and University: A History.
Rushdoony, R. (1972). The Messianic Character of American Education. The Craig Press.
Selingo, J. (2013). College Unbound: The Future of Higher Education and What It Means for Students.
Shelton, Jon (2023). The Education Myth: How Human Capital Trumped Social Democracy. Cornell University Press.
Simpson, Christopher (1999). Universities and Empire: Money and Politics in the Social Sciences During the Cold War. New Press.
Sinclair, U. (1923). The Goose-Step: A Study of American Education.
Stein, Sharon (2022). Unsettling the University: Confronting the Colonial Foundations of US Higher Education, Johns Hopkins Press.
Stevens, Mitchell L. (2009). Creating a Class: College Admissions and the Education of Elites. Harvard University Press.
Stodghill, R. (2015). Where Everybody Looks Like Me: At the Crossroads of America's Black Colleges and Culture.
Tamanaha, B. (2012). Failing Law Schools. The University of Chicago Press.
Tatum, Beverly (1997). Why Are All the Black Kids Sitting Together in the Cafeteria. Basic Books
Taylor, Barret J. and Brendan Cantwell (2019). Unequal Higher Education: Wealth, Status and Student Opportunity. Rutgers University Press.
Thelin, John R. (2019) A History of American Higher Education. Johns Hopkins U. Press.
Tolley, K. (2018). Professors in the Gig Economy: Unionizing Adjunct Faculty in America. Johns Hopkins University Press.
Twitchell, James B. (2005). Branded Nation: The Marketing of Megachurch, College Inc., and Museumworld. Simon and Schuster.
Vedder, R. (2004). Going Broke By Degree: Why College Costs Too Much.
Veysey Lawrence R. (1965).The emergence of the American university.
Washburn, J. (2006). University Inc.: The Corporate Corruption of Higher Education
Washington, Harriet A. (2008). Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present. Anchor.
Whitman, David (2021). The Profits of Failure: For-Profit Colleges and the Closing of the Conservative Mind. Cypress House.
Wilder, C.D. (2013). Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities.
Winks, Robin (1996). Cloak and Gown:Scholars in the Secret War, 1939-1961. Yale University Press.
Woodson, Carter D. (1933). The Mis-Education of the Negro.
Zaloom, Caitlin (2019). Indebted: How Families Make College Work at Any Cost. Princeton University Press.
Zemsky, Robert, Susan Shaman, and Susan Campbell Baldridge (2020). The College Stress Test:Tracking Institutional Futures across a Crowded Market. Johns Hopkins University Press.

Activists, Coalitions, Innovators, and Alternative Voices

College Choice and Career Planning Tools

Innovation and Reform

Higher Education Policy

Data Sources

Trade publications

Tuesday, August 30, 2022

US Department of Education Projects Increasing Higher Ed Enrollment From 2024-2030. Really? (Dahn Shaulis and Glen McGhee)

The US Department of Education (ED) continues to paint rosy projections about higher education enrollment despite harsh economic and demographic realities--and increasing skepticism about the value of college degrees.

Image from Digest of Education Statistics (2022)

Since 2011, higher education enrollment has declined every year--a more than decade long trend. The Covid pandemic of 2020 to 2022 made matters worse with domestic and foreign enrollment-- (temporarily) ameliorated by government bailouts and untested online education. Foreign enrollment continues to languish. And the enrollment cliff of 2026, a ripple effect of the 2008 Great Recession, is now just around the corner.

ED is projecting enrollment losses in 2022 and 2023, but why is it projecting enrollment gains from 2024 to 2030? Apparently, one of the problems is with old and faulty Census projections made during the Trump era that were not corrected.

Based on these Census numbers and other factors, the Department of Education's National Center for Education Statistics (NCES) projects increases in high school graduation numbers. The Western Interstate Commission for Higher (WICHE), in contrast, projects declines in high school graduates starting about 2025. (see graph below).

For ED, relying on overly optimistic projections for high school graduates creates a statistical train wreck that's made even worse by what's not in their formula.

Popular opinion about college has been declining for years, and there is no indication that attitudes will improve. A growing number of younger folks have joined the "educated underclass," becoming disaffected by underemployment and oppressive student loan debt. While progressive policies could change attitudes, deep skepticism about the value of education is an important statistical wildcard.

This is not the first time that the Higher Education Inquirer has questioned overly optimistic US Department of Education projections. While NCES has updated projections from time to time, it seems to have relied too much on the past and been too slow to change.

Thursday, January 30, 2025

TOMORROW: "Are Working Class Voters Done with Democrats?" (CUNY School of Labor and Urban Stidies)

Click here to view as webpage

Fri. January 31 - in-person only @CUNYSLU

Are Working Class Voters Done with Democrats?

Class Dealignment & the Two Party System

Friday, January 31

1:30pm - 3:00pm

Free and open to all. Lunch will be served.

*In-person* only:

CUNY School of Labor and Urban Studies

25 West 43rd Street, 18th floor, NYC 10036 (map )

slucuny.swoogo.com/31January2025

Why did so many working-class voters support Republicans over Democrats in the 2024 elections? Was the problem simply 'messaging', or have Democrats entrenched themselves as the party of corporate elites and Wall Street? What can Democrats do to win back this crucial demographic and how do we define (or re-define) the working-class? Will Democrats make a strong commitment to economic populism to reverse this class dealignment?

To delve into these questions join us for a conversation with Jared Abbott, director of the Center for Working Class Politics, and New Labor Forum Editor-at-Large Micah Uetricht. This program is a live recording for SLU’s podcast Reinventing Solidarity.

Wed. February 5 - virtual via Zoom

What’s at Stake for Labor:

Project 2025 and the Department of Government Efficiency

Wednesday, February 5

7:00pm - 8:30pm

Virtual event via Zoom webinar.

slucuny.swoogo.com/5February2025

Featured Speakers:

James Goodwin - Policy Director, Center for Progressive Reform

Diana Reddy - Assistant Professor, UC Berkeley Law

Arjun Singh - Senior Podcast Producer, The Lever

Moderated by Samir Sonti - Assistant Professor, CUNY School of Labor and Urban Studies.

What are the real costs to bear on workers–especially civil service and public sector workers – with Project 2025 and the establishment of Trump’s Department of Government Efficiency? What strategies can labor employ to counter this attack on working people and unions? How can looking back at previous far right policy projects help prepare us in our fight to protect workers? Join us to hear from law & policy experts and journalists as they discuss these urgent questions.

Tuesday, April 22, 2025

Trump’s War on Public Knowledge: The Dismantling of ERIC and the Erosion of Educational Access

When teachers search for help with lesson plans, parents look for answers on school policies, or researchers dig into the roots of America’s education system, many unknowingly rely on a public treasure: ERIC, the Education Resources Information Center. Behind nearly every meaningful Google result about U.S. education lies this carefully curated public database, an open-access archive of more than 2.1 million education documents funded by the U.S. Department of Education.

But this essential public good—free, accessible, nonpartisan—is now on the chopping block.

Unless something changes in the coming days, ERIC will stop being updated after April 23, marking the end of a 60-year-old institution that has helped educators, researchers, and policymakers base decisions on evidence, not ideology. The shutdown is not the result of budget shortfalls or Congressional gridlock. It’s a deliberate act of sabotage by the Trump administration, hiding behind the bland bureaucratic label of “efficiency.”

Dismantling by Design

ERIC has been a mainstay of U.S. education since the 1960s, originally distributed on microfiche and now operating as a seamless, open-access website used by 14 million people each year. Think of it as the education world’s PubMed—a foundational, publicly funded resource that supports millions of decisions in classrooms and boardrooms alike.

The platform is funded through a five-year contract set to run through 2028. But that contract is now functionally dead thanks to DOGE, the so-called Department of Government Efficiency, a newly created unit within the Trump Department of Education. Though Congress authorized the money, DOGE has refused to release it, effectively forcing ERIC into paralysis.

“After 60 years of gathering hard-to-find education literature and sharing it broadly, the website could stop being updated,” said Erin Pollard Young, the longtime Education Department staffer who oversaw ERIC until she was terminated in a mass layoff of more than 1,300 federal education employees in March.

Let’s be clear: this isn’t just about saving a database. This is about obliterating public access to knowledge—especially knowledge that challenges right-wing narratives about education in America.

The Anti-Intellectual Playbook

This is not an isolated incident. The Trump administration’s hostility toward public institutions, academic research, and intellectual labor has been a central feature of its governance. From banning diversity training to rewriting U.S. history standards, this White House has repeatedly attacked education systems that promote nuance, evidence, or inclusion.

ERIC is now the latest victim in a broader war on independent knowledge. It doesn’t just house peer-reviewed journal articles. It archives what’s known as gray literature—unpublished reports, independent studies, and school district evaluations that are often the only public record of how education really works in practice. These materials often tell inconvenient truths: about inequality, segregation, charter school corruption, and failed policies pushed by corporate reformers.

“Big, important RCTs [randomized controlled trials] are in white papers,” said Pollard Young. “Google and AI can’t replicate what ERIC does.”

But gray literature doesn’t fit neatly into Trumpworld’s political project. It can’t be weaponized into culture war talking points. And perhaps that’s why it’s being buried.

Defunding the Backbone of Evidence

Before being fired, Pollard Young was ordered by DOGE to cut ERIC’s budget nearly in half—from $5.5 million to $2.25 million—a demand she tried to meet, despite knowing the consequences. Forty-five percent of journals would have been removed from the indexing pipeline. The help desk would vanish. Pollard Young herself agreed to take over publisher outreach from contractors to keep the program alive.

Her plan was rejected with a single email in all caps: “THIS IS NOT APPROVED.” Then, silence.

“Without constant curation and updating, so much information will be lost,” she warned. And with her termination, ERIC has no federal steward left.

Make no mistake—ERIC is being suffocated, not because it failed, but because it succeeded too well. It made knowledge available to anyone with an internet connection. And for an administration that thrives on disinformation and division, that’s a threat.

Who Pays the Price?

Educators, researchers, and school leaders will lose the most. But the real tragedy is what this means for public education as a democratic institution. When vital information disappears or becomes inaccessible, it opens the door to policy based on myth and ideology, not reality.

“Defunding ERIC would limit public access to critical education research, hindering evidence-based practices and informed policy decisions,” said Gladys Cruz, past president of the AASA, The School Superintendents Association.

The Department of Education responded not with a defense of ERIC, but with a political attack on its parent agency, the Institute of Education Sciences (IES). A spokesperson claimed IES has “failed to effectively fulfill its mandate,” echoing the administration’s now-familiar strategy: discredit the institution, defund it, then destroy it.

An Urgent Call to Action

Pollard Young, who is still technically on administrative leave, has chosen to speak out, risking retaliation from a vindictive administration to warn the public.

“To me, it is important for the field to know that I am doing everything in my power to save ERIC,” she said. “And also for the country to understand what is happening.”

We should listen.

ERIC is more than a database—it’s a record of our educational history, a safeguard against ignorance, and a tool for building a more equitable future. Killing it isn’t just reckless. It’s ideological.

This is what authoritarianism looks like in the 21st century. Not just book bans and curriculum gag orders, but the slow, quiet erasure of public knowledge—done in the name of “efficiency,” while the lights go out on truth.

Friday, September 29, 2023

2U-edX crash exposes the latest wave of edugrift

2U, a Lanham, Maryland-based edtech company and parent company edX, is facing layoffs of an estimated 200 to 400 workers--a significant number for a company that only employs a few thousand--amid more rumors that the company is for sale. While the pain of their firings may be consequential for those who are experiencing it, the pain of those the company has damaged, mostly striving middle-class consumers and their families, may be worse.

2U's problems are not new. The Higher Education Inquirer first reported on the beginning of company's meltdown in October 2019. In July 2022, 2U announced layoffs as it changed its business model (again) and the US Department of Education scrutinized the company's grad school offerings.

2U began in 2008 as an online program manager (OPM), one of a few companies offering edtech services that required large amounts of capital and labor costs. They expanded through the acquisition of other edtech firms, Trilogy Education Services (2019) and edX (2021). edX is an education platform that was created by Harvard and MIT as a massive open online course (MOOC) platform, but as part of 2U now concentrates on selling a number of elite and brand name tech bootcamps.

In 2022 and 2023, the Wall Street Journal (Lisa Bannon), Chronicle of Higher Education (Mike Vasquez), and USA Today (Chris Quintana) investigated 2U after a few US senators sounded the alarm about consumers being fleeced by 2U and other OPMs.

With 2U's reputation in shambles and layoffs ahead, the parent company wrapped itself around the more respectable edX brand. Bjju's, an Indian edtech firm, was said to be looking at 2U or Chegg as a possible acquisition (Byju's is now facing its own problems).

Concentrating on growth for years, then acquisition, then consolidation and rebranding, 2U has never generated an annual profit--and that trend doesn't appear to be changing.

Earlier this year we listed 2U, Chegg, Coursera, and Guild Education as part of the EdTech Meltdown.

Unlike the prior wave of for-profit college failures of Corinthian Colleges, ITT Tech, Education Management Corporation, and others that hurt working-class student debtors, 2U has collaborated with elite universities, targeting mostly middle-class folks for advanced degrees and certificates with elite brand names such as USC and UC Berkeley. Credentials that frequently are not worth the debt. Credentials that often did not lead to better paying jobs. Credentials that burden (and sometimes crush) consumers financially with private loans from Sallie Mae and others.

edX's website advertises coding, data analytics, cybersecurity, and AI bootcamps from a number of name brands: Ohio State University, Columbia University, University of Texas, Harvard University, Michigan State University, University of Denver, Southern Methodist University, University of Minnesota, University of Central Florida, Arizona State University, Northwestern University, Rice University, the University of North Carolina, and UC-Irvine.

Ohio State University AI Bootcamp $11,745
University of Texas Coding Bootcamp $12,495
Berkeley Extension Coding Bootcamp $13,495
University of Pennsylvania Cybersecurity Bootcamp $13,995
Columbia University Data Analytics Bootcamp $14,745

It's not clear how well managed the programs are and how much these schools are involved in instruction and career guidance. However, edX claims that with their bootcamp certificates, graduates will "gain access to more than 260 employers--including half of the Fortune 100--seeking skilled bootcamp graduates."

While the targets of for-profit colleges and 2U may have been different, their approaches were similar: sell a dream to consumers that often does not materialize. Spend tens of millions on targeted (and sometimes misleading) advertising and enrollment. Keep the confidence game going as long as it will last. But that may not be much longer.

In April 2023, 2U filed a lawsuit against the US Department of Education to avoid further government oversight. A familiar defensive strategy in the for-profit college business.

There is much we don't know about how significant the damage has been to those who bought the 2U story and spent tens of thousands on elite degrees and certificates, but it must be significant. Most US families do not have that kind of money to spend on something that doesn't result in financial gains.

Recent reviews of edX on TrustPilot have been scathing. And social media have been brutal on 2U, Trilogy, and EdX. Reddit, for example, has posts like "The dirty truth about edX/Trilogy Boot Camps." In a more recent post about edX, there was a flurry of negative reviews.

In 2016, we wrote "When college choice is a fraud." At that time we were focusing on the tough choices that working-class people have deciding between their local community college or a for-profit career school. Little did we know that the education business was already moving its way up the food chain and that edtech companies like 2U would be engaging in the latest form of edugrift.

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