In discussing the eight-year completion rates, it is crucial to reframe the narrative around online institutions by considering the varied circumstances of their students, rather than solely focusing on completion metrics.
Itzkowitz highlights that the absence of demographic tracking by the government hampers a more nuanced understanding of why students at these institutions may not complete their degrees.
The lack of data on socioeconomic status, employment, family responsibilities, and racial disparities means the conversation about online education completion rates lacks critical context.
The piece underscores a troubling trend where online education is painted with a broad brush, with policy implications that could negatively affect access and innovation in these programs.
#online-education #completion-rates #educational-equity #demographics #accountability-in-higher-education
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