CHALLENGES AND OPPORTUNITIES FOR MAINE - HIGHER EDUCATION IN TRANSITION: 60%
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60 %
by 2025
HIGHER EDUCATION IN TRANSITION:
CHALLENGES AND OPPORTUNITIES FOR MAINE 2021INTRODUCTION
The pandemic changes everything. So people say. Two colleges. One responding with radical health This is one of a series of research reports published by
So how does COVID-19 impact higher education? measures to keep a traditional learning model. The Educate Maine. Education Indicators for Maine is an
Consider the responses of two private Maine colleges, other responding with radical changes to its traditional annual report; it provides a snapshot of the performance
with campuses twenty miles apart. learning model. Every college in Maine and the nation of Maine’s education system through indicators
is facing the challenge of COVID-19 differently. This measuring access, participation, and attainment. Our
Colby College in Waterville policy brief explores the implications of the coronavirus policy briefs, published on an occasional basis, explore
provided the opportunity for pandemic for higher education in Maine, both in the specific issues in depth, such as the opportunity for
all 2,000 of its students to short- and long term. higher education institutions to adapt in light of several
return to campus this fall. The co-occurring crises.
return was supported by a Higher education is a significant economic engine for
thorough and intensive virus Maine. Maine has 38 colleges and universities that educate The policy brief series is brought to you through a partner-
control program that included 72,605 students, employ roughly 15,000 people, and ship between Educate Maine and the Maine State Chamber
routine testing, daily health generate about $2.2 billion in annual revenue. 3 Higher of Commerce, and through the generous support of the
assessments, reconfiguration education will only become more important as our Lumina Foundation. The production of the report was made
of common spaces, and economy withstands layoffs, automation, and transfor- possible by the contributions of Lisa Plimpton (research),
restricted programming, from athletics to the arts. The mation across a number of industries. It is also a pathway Frank O’Hara (writing), Katherine Johnston (project
plan, overall, required over 85,000 tests and $10 million. 1 to higher wages for individuals from all backgrounds, management), and Pica (design and layout).
especially key for marginalized students. 2020 has forced
Meanwhile, just down us to confront not only massive public health challenges Thanks especially to the following individuals for sharing
the road, Unity College and economic upheaval, but also the legacy of racial their thoughts and professional expertise:
completely revamped its injustice for which better access to and participation
teaching approach. 2 Unity • Hillary Bush, Guidance Director, Poland Regional
in higher education needs to be a part of our collective High School
adopted a hybrid model, recovery. We face a long road to getting back to “normal,”
which combined online and we also know that the old “normal” is not an option • Anthony Carnevale, Director, Georgetown University
learning and hands-on when it comes to supporting the full participation of every Center on Education and the Workforce
learning at off-site locations racial/ethnic group meaningfully in societal institutions. • Ed Cervone, Executive Director, Center for Innovation
and implemented a shorter, We will make progress, but we need to adapt. in Education and VP of External Partnerships,
more intensive course
Thomas College
schedule than the traditional semester format. The new As enrollments in higher education shift and funding is
approach aims to reach more students and makes the stretched, the need for a highly educated workforce in • Scott Knapp, President (Retired), Central Maine
traditional campus experience less important; as a result, Maine increases. The strength of our economic recovery Community College
the College is exploring the sale of its main campus and will lie in whether Maine can continue to adapt and invest • Rosa Redonnett, Associate Vice Chancellor for
has laid off 15% of its staff. College President Melik Peter in its people, ensuring that we reach the MaineSpark goal Student Success and Credential Attainment,
Khoury said that while this transformation had long been enshrined in state statue: 60% of adults will have a degree University of Maine System
in the plans, the “financial impact of COVID-19 certainly or credential of value by 2025. This brief examines who
expedited our plans.” we need to reach, why it’s important, and how higher • Katelin Urgese, Director of Student Services,
education can move forward in light of present challenges. Lewiston High School
• Rebecca Wyke, President, University of Maine at Augusta
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2ECONOMIC CONTEXT
Maine has likely lost tens of thousands of jobs in 2020. 4 “tech” jobs but have been transformed by technology. • Provide more co-op, internship, research, and
As of mid-September, 38% of all Maine households reported Researchers at the Markle Foundation found the “fastest apprenticeship experiences – for both younger
a reduction in income as a result of the coronavirus. The rates of digitization were in jobs in retail, warehouses, and adult learners – through partnerships between
income loss was particularly severe among younger and health care.” 8 employers and institutions of higher education.
households age 18 to 24—nearly half reported a loss of
FINANCIAL PAIN POINTS DURING THE CORONAVIRUS Investments in education also play a leading role among
income. 5 Jobs in Maine are not forecast to return to their
OUTBREAK DIFFER WIDELY BY RACE, ETHNICITY AND INCOME the recommendations of the Governor’s Economic
2019 level until after 2025.
(Since the outbreak started in February 2020, Nationally) Recovery Committee, which examined how Maine can
The households that are hardest hit by COVID-19 respond in light of the impacts of the pandemic. 10
Level of hardship
from savings/
retirement to
nationally are low-income and people of color. The Pew
Used money
organization
paying rent/
Had trouble
food from a
paying bills
food bank/
COVID-19 is speeding up changes in the national
mortgage
problems
pay bills
Foundation found in September 2020 that already a
Gotten
most least
economy that have been a long time coming. Retail
Had
third to half of low-income households nationwide were
buying has shifted more heavily away from malls and
having trouble paying rent and bills and were getting All Adults 33% 25% 17% 16%
towards online shopping, the trend to work-from-home
food from a food bank. 6 The brunt of the job and income White 29% 18% 11% 11%
has accelerated, the need for digital skills is increasing
losses have been unequal, with Americans who hold Black 40% 43% 33% 28% at a faster rate. Likewise, job training and educational
postsecondary degrees being more likely to have a job
Hispanic 43% 37% 30% 26% recommendations made before the pandemic are even
where they can work from home. Service-sector jobs,
Asian* 33% 23% 14% 15% more urgent today.
which have been subject to greater layoffs, are dispro-
Upper Income 16% 5% 1% 3%
portionately held by people of color. Women in particular
have also left the workforce in droves. Middle Income
Lower Income
33%
44%
19%
46%
12%
35%
11%
32%
EMPLOYMENT IN MAINE DURING COVID GREW
In Maine, data show that low-wage jobs were especially 11% FOR HIGH-WAGE WORKERS AND
hard-hit by the pandemic, while high-wage jobs that typically *Asian adults were interviewed in English only.
Note: White, Black and Asian adults include those who report being only one race and are not FELL 30% FOR LOW-WAGE WORKERS
require some level of postsecondary education grew. Hispanic. Hispanics are of any race. Family income tiers are based on adjusted 2019 earnings.
Source: Survey of U.S. adults conducted Aug. 3-16, 2020. "Economic fallout from COVID-19
continues to hit lower-income Americans the hardest."
About half of Maine workers (50.5%) have a “work +10%
credential”—either an associate degree or higher, or a 0%
short-term credential such as a trade or professional Last year, Governor Mills’ administration released a
10-Year Economic Plan focusing on talent and innovation.9 -10%
license. Maine is slightly behind the rest of the nation
on this measure (51.3%). 7 The MaineSpark coalition has Higher education has an important role in several of the -20%
adopted a goal of achieving 60% of working-age adults in recommendations: -30%
Maine with a degree or credential by 2025. • Develop a system of stackable micro-credentials that -40%
The jobs that remain increasingly require digital skills. enable students to quickly and affordably obtain a Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
According to a recent analysis from LinkedIn, the 10 credential of value, which can be used to build toward
High-Wage Employment >$60K per year, 10.6% Increase
occupations that are most in-demand and projected other credentials and degrees and can be fluidly
Low-Wage EmploymentTHE STUDENT PERSPECTIVE
Students and their families have adjusted rapidly to the The large declines in community college freshmen 2. Adults’ fears about their ability to succeed are a
new realities, facing questions over the summer such as: are concentrated among Native American, Black, significant barrier to enrolling:
Will my selected college or program be open? Will it be and Hispanic students (-29.3%, -28.4% and -27.5%, Nearly half (49 percent) of adults said fears about their
safe? Will it be affordable—or worth the cost? respectively). Notably, Hispanic freshman enrollment ability to succeed, or that they have been out of school
plummeted this fall after having grown 1.3 percent too long, are extremely or very challenging issues for
High school guidance counselors in Maine see what is nationally and 3.2 percent in community colleges in them personally.
happening up close. Hillary Bush, the Guidance Director at the previous year. 12
Poland Regional High School, reports: 3. Nondegree programs have the strongest interest:
Adult students face additional challenges that may force
We had 118 graduates in the 2020 class, and a lot of Regardless of their current education level, a majority of
them to put educational plans on hold. The average age
them switched their plans. For continuing students, we Americans looking to pursue more education strongly
of students at the University of Maine at Augusta is 32.
struggled with kids fading out at the end of the semester. prefer shorter certificate and skills-training programs
UMA has two campuses (Augusta and Bangor) and eight
It’s especially troubling with juniors. We’re trying to over degree programs.
centers, allowing students to learn both online and in
figure out how to make sure they’re going to graduate. classrooms. This year UMA is increasing its proportion of 4. Americans prefer online programs over in-person:
Fall enrollments across Maine’s colleges and universities online classes from 50% to 60%. UMA President Rebecca
If you had $5,000 to spend on education, how would you
reinforce this observation. Maine’s community colleges Wyke describes the challenges for adult students:
use it? When we posed that question, 46 percent said
experienced an 8 percent decline in enrollment in Fall Our biggest challenge is that adult students got hit they would pursue online programs. Less than one-third
2020, while the University of Maine system saw a 2.4 hard by the pandemic. Many lost their jobs, while preferred in-person programs.
percent drop in undergraduate enrollment. These rates others were called in for extra hours. Meanwhile their
were lower than the national average. 5. People of color are most likely to experience
kids were suddenly at home full-time.
disruption:
On the bright side, the University of Maine System was She describes numerous barriers including lack of The pandemic has affected communities of color
successful in minimizing overall enrollment losses in the childcare, shifting employment, and a lack of access disproportionately, with Latinos (25 percent) and Black
fall of 2020. Total enrollment is only down 0.6% due to to broadband internet, especially when students can’t Americans (24 percent) more likely to have been laid off
gains in graduate and out-of-state student enrollment. access UMA learning centers to complete coursework than White Americans (15 percent). They’re also more
due to virus restrictions. Pursuing higher education was likely to have altered their education plans.
On the other hand, decreases in enrollment numbers
were especially severe for graduates of the 2020 high difficult enough before the pandemic came to Maine.
In short, there is interest in continuing education,
school class. Nationally, immediate college enrollment Strada Education Network conducted a nationally represen- people see the opportunity and the value in improving
declined by 21.7 percent compared to 2019. The impact tative survey of 13,000 Americans to gauge the impact of their credentials, but economic uncertainty, lack of
was disproportionately higher for students from the pandemic on educational plans. 13 Among the findings: confidence, and lack of time are barriers.
low-income backgrounds. 11
1. Two out of every three young adults report they
The National Student Clearinghouse’s Stay Informed have changed or canceled their education plans:
Report also reveals significant enrollment declines for
The 18- to-24-year-old age group is the traditional lifeblood
students from diverse racial and ethnic backgrounds
of universities, but 65 percent of this demographic is either
across the nation.
changing or canceling their education plans.
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4EFFECTS ON COLLEGE FINANCES
Fewer students means less money for institutions In the state’s public higher education sector, General Economist Susan Dynarski of the University of Michigan
of higher education. More virus protection activities Fund dollars support 42% of the costs of the University looks at the cumulative effects of COVID-19, financial
mean more costs. Colleges are facing a precarious year. and Community College Systems. difficulties, and a reduced college cohort, and fears that
According to Dick Startz of the Brookings Institution: it might “take decades for public higher education to
recover from such losses and disruption.” 18
Nearly every school is at least at some risk of significant SOURCES OF PUBLIC HIGHER EDUCATION
financial losses. Second, the risks are incredibly different
at different schools. Many schools face difficulties. If FUNDING IN MAINE (MILLIONS), FY 2020 Anthony Carnevale of Georgetown’s Center on Education
and the Workforce highlights concern about falling
things turn out really bad, some schools face closures. 14
Tuition and Fees $269.1 42% budgets and their impact on equity: “Efficiency can drive
As in other economic sectors, some of the issues are out generosity and fairness. Institutions will be chasing
State Appropriation $265.7 42% kids who can pay. How much state/federal governments
long-term and are simply accelerated by COVID-19.
Ross Douthat of the New York Times highlights the Miscellaneous $100.8 16% contribute will be key.”
demographic challenge:
Total $635.6 100% A bright spot in 2020 was the considerable collaboration
Colleges were expecting a grim landscape in the later among Maine’s higher education institutions to ensure a
2020s, because 2010s birthrates were so low, but now safe and effective reopening. In June, higher education
While initial state revenue forecasts in the summer of
a decline in foreign enrollment and an acceleration of leaders statewide published “Sustaining High Education
2020 were dire, a robust stimulus response and better-
online learning will threaten marginal state schools and and Sustaining Maine: A Framework for Reopening
than-expected tax revenues reduced budget cuts from
possibly close small liberal-arts colleges much sooner. Maine’s Colleges and Universities in Fall 2020.” 19 Maine’s
original projections. Initially Maine’s higher education
(The coronavirus experience is also likely to push colleges and universities collectively managed among
institutions were expected to make about a 10% cut, but
birthrates still lower, delaying any higher education the most successful returns to campus in the nation,
the Mills Administration held this area of the budget to
recovery by years or decades more.) 15 supported by considerable investments in testing
a 1% reduction, reflecting the significant role Maine’s
The issues play out in different ways in private and public higher education institutions play in a robust recovery. infrastructure and planning. As Ed Cervone notes, “the
colleges. Maine’s private colleges are small. Traditionally, whole sector stepped up. We saved a generation from
their competitive advantage has been personal attention This is consistent with findings on budget cuts following being out of work or a year delayed in their postsec-
for the student. Ed Cervone of Thomas College says, the Great Recession: research shows that austerity ondary educations.”
At Maine’s small private colleges, the business model measures ultimately hurt students and the economy.
“States that cut funding and programs ultimately fared While Federal relief funds have proved enormously
is face-to-face instruction in a residential setting. Our helpful in the past year, it will continue to take tremen-
experience going to hybrid models in the pandemic much worse than states that increased investment.
Those with higher spending cuts saw higher unemploy- dous commitment and adaptation across federal and
has reinforced the value of the in-person model. That’s state governing bodies and higher education institutions
where most students thrive. It’s important to note that ment rates, sustained and created fewer private sector
jobs, and experienced overall slower economic growth.” 16 to continue to provide accessible education at reasonable
our experience doing in-person residential education cost for all students.
during the pandemic is: that’s what students want and Even so, there is little room to cover budget shortfalls
need. Some students thrive in remote learning, but the with tuition increases. Students and their families are
vast majority are looking for an in-person experience. experiencing income reductions this year and Mainers
All the revenues associated with our models are already pay more for college as a proportion of income
dependent on people being there in person. than their counterparts in New England. 17
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5ONLINE LEARNING
In the pandemic, everyone is becoming an online learner. When Maine schools transitioned to remote instruction Scott Knapp says that Central Maine Community College
Online learning has been around for decades now, in the Spring of 2020, students were thrust into a 100% has been able to take its art, sciences and business
though its widespread use happened virtually overnight online learning environment, what some call “emergency programs online, but hands-on courses are different.
in March 2020. learning.” Instructors did not necessarily have the Mechanics have to work on cars, nurses must work in
preparation nor the technology to teach effectively in hospitals. The college is redesigning programs to reduce
In The Promises and Pitfalls of Online Education, authors an online environment, while many students struggled personal contact.
at the Brookings Institution highlight the promises of to get access to devices and broadband access. Even
online learning: when these conditions were met, the loss of in-person But no matter how creative and adaptive Maine’s
Online courses offer the promise of access relationships posed a risk for retention in school. institutions of higher education are, there will be learning
regardless of where students live or what time they losses in 2020—more for low-income and students of
can participate, potentially redefining educational Katelin Urgese describes what happened at Lewiston color than for others. A McKinsey study published in
opportunities for those least well-served in traditional High School: December demonstrated that “students of color were
classrooms. Moreover, online platforms offer the One of the biggest challenges has been in about three to five months behind in learning, while white
promise, through artificial intelligence, of providing communication. Families that don’t have a device at students were about one to three months behind.” 21
the optimal course pacing and content to fit each home or internet access, it’s challenging to get and stay Students from low-income households and students of
student’s needs and thereby improve educational connected with them. We don’t always have the right color are consistently more likely to face remote learning
quality and learning. The latest “intelligent” tutoring phone number, and they may not respond to email. challenges, such as inadequate access to devices or
systems, for example, not only assess students’ current internet, living in crowded conditions, lack of access to
weaknesses, but also diagnose why students make the Ed Cervone echoes this experience at colleges: mentors or educational resources, or language barriers.22
specific errors. These systems then adjust instructional Around the state, lower-income students face unstable These are challenges in normal times that have only been
materials to meet students’ needs. 20 living situations and other hurdles—having to go compounded by the pandemic.
back to work, connectivity/technology issues, and
The authors also call attention to the realities of online households more negatively affected in this economy.
learning to date: Sometimes it’s impossible for schools to keep students
Yet today these promises are far from fully realized. connected to education. That’s still playing itself out,
The vast majority of online courses mirror face-to- regardless of your institution.
face classrooms with professors rather than using
technology to better differentiate instruction across Rosa Redonnett at the University of Maine
students…Online courses can improve access, yet they System elaborates:
are also challenging, especially for the least-prepared When you think of low-income households, first-
students. These students consistently perform worse generation students, there may be many families who
in an online setting than they do in face-to-face may not understand or be supportive of college, and on
classrooms; taking online courses increases their top of it, they may have a situation at home with multiple
likelihood of dropping out and otherwise impedes learners and workers utilizing broadband. Or there may
progress through college. be no broadband at all, in which case you can’t access
coursework or anything else. No computer? No library
access? Usual hotspots closed? It’s not a great situation.
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6OPPORTUNITIES – “NEVER WASTE A CRISIS”
Many educators pointed out that a benefit of the sudden Ed Cervone from Thomas College reports: The answer for Galloway is technology. If universities
shutdown was that people got educated quickly about We’ve started doing a lot that we should have been could partner with employers to offer real-world curric-
online technology. doing all along. Integrating more remote technology ulum in an online format, the number of students who
into our days will continue. It’s been a big eye opener could attend a university could double, at little added
Scott Knapp of Central Maine Community College expense to the school. It would break the cycle of unit
to admissions, advancement, student success staff:
points out: costs rising more than inflation for colleges. Technology
Why haven’t we been using these tools more? We’re
If there’s a silver lining, it’s getting us all more already seeing some advancements. It’s given us has reduced delivery costs in retail services, banking,
acquainted with remote technologies. Some instructors an opportunity to understand how to better use and entertainment. It could do so in higher education.
who had not ever used distance education are doing technology to deliver education more efficiently and The coronavirus pandemic may be the kickstart that is
it, and many of them even like it. Once we go back to to better connect with the world outside. needed to get the process going.
more on campus and in-person learning, the way we’ve
embraced remote technologies will benefit us all. Another opportunity presents itself in the form of
I always think—never waste a crisis. It forces us to in-migration. Since the pandemic began, there has been a
Rebecca Wyke at the University of Maine at Augusta step back and look at ourselves with very different national movement out of cities and into the countryside.
reports the same: eyes. The traditional higher education approach Maine has benefited from this in the real estate market.24
Faculty who once thought “I can’t teach this discipline has been to meet students where WE are. COVID At the University of Maine System, out-of-state enrollment
online” are now getting creative. Everyone is enables us to meet them where THEY are, and is a increased in the fall of 2020. This is an ongoing market
becoming an expert at Zoom. We will figure out how to very healthy outcome. COVID is forcing us to think opportunity for all Maine institutions of higher education.
holistically about what we offer and how we provide it.
apply that in the post pandemic world. It’s valuable to
have a different way to engage. —Rosa Redonnett, University of Maine System
Katelin Urgese of Lewiston High School says:
It’s forced us to look at preserving the most important Higher education thought leader Scott Galloway of New
things, and to rethink practices that we’ve continued York University’s Stern School of Business sees this as a
that maybe didn’t work as well or weren’t as central to time for universities to address longstanding problems.23
what we’re trying to accomplish. Think more creatively For example, for the last several decades, higher
about how we connect with students and families. It’s education costs—like health care costs—have risen at a
forcing us to be creative, work with more community faster rate than inflation. It’s becoming a social good only
organizations to partner. available to the well-off, or to exceptional students from
poorer families who can win a scholarship. It’s also a point
of pride among schools to brag about how many students
are rejected. In his mind, this should be a point of shame.
It’s time, he thinks, to make higher education affordable to
the “unexceptional” student — i.e., most of us.
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7GOALS FOR CHANGE
Maine government and schools are doing all they can 1. Make high-quality online learning the new normal. This report uses these goals as a jumping off point for
as fast as they can to deal with the immediate future. There is an unprecedented opportunity to see the following recommendations for Maine. While Collins
The Maine Community College System is offering what works for students who have historically been addresses racial equity throughout his framework,
free courses tied to skills and occupations currently underserved by online learning modalities—and to this report expands on that by adding a fourth
in demand as a result of COVID-19 such as pharmacy make improvements. recommendation:
technician, medical records technician, and Microsoft
office specialist. An Alfond Foundation grant is expanding 2. Create new ways for colleges and employers to 4. Keep equity at the forefront.
free training options to phlebotomy, industrial electrical work together. Reaching the goal of increasing degree attainment
repair, facilities maintenance, software development, College leaders will need to collaborate with and supporting a strong economic recovery will
and heavy equipment operation. 25 The University employers in creating new ways to increase student require inclusion of ALL people in postsecondary
of Southern Maine (USM) is offering a new Welcome access to paid, work-based learning opportunities, education pathways, especially those who have been
Home Scholarship of up to $2,000 to Maine students including apprenticeships, co-ops, and internships… historically excluded.
attending out-of-state colleges and universities who College leaders will need to be flexible by adding entry
The next four sections identify what needs to be done for
decided to transfer to USM to be closer to home during and exit points into credential pathways that will allow
Maine to achieve these goals.
the pandemic. 26 The Governor’s Economic Recovery learners who are working to pause, stop, or restart
Committee recommended investing $93 million in their educations as they toggle between education
Maine’s postsecondary education system to create and skills acquisition and work.
educational and training pathways to high-demand
career fields for Maine people of all backgrounds and In other words, colleges will need to provide more
experience levels. 27 flexible credential pathways that align with the skills
most in-demand by Maine employers. Employers will
The MaineSpark coalition is continuing to press forward need to adapt to provide more support for ongoing
toward the statewide attainment goal: 60% of adults upskilling efforts.
will hold a degree or credential of value by 2025. The
economic recovery is expected to take 4-5 years. Families, 3. Find more creative ways to pay for college.
students, institutions of higher education, and state There is a critical need to develop new ways of
government must look beyond the immediate impacts in financing postsecondary education and training.
2020 to address what will happen in 2021 and beyond. Innovative use of the Pell Grant, including short-term
Pell Grants pegged to quality standards, income share
Michael Collins, Vice President at Jobs for the Future,
agreements, paid work-based learning opportunities,
argues that public institutions of higher education must
and lifelong learning accounts are all viable methods
achieve three major goals: 28
of financing to explore.
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8RECOMMENDATION 1: MAKE ONLINE LEARNING HIGH QUALITY & ACCESSIBLE TO ALL
1a. Build a framework for quality. Rosa Redonnett extends the need for support to everyone The lack of broadband connections at home dispropor-
“Quality” online learning is more than just transferring in the community: tionately affects low-income students, rural students,
existing course materials to a new format. There’s a great How do you support learners and faculty? We’re going and adult students. With multiple generations studying
need for training. to have more mental health issues with both. Working and working at home in a pandemic, the importance of
in isolation is not easy. If you already need support, broadband access has come into stark relief.
The National Standards for Quality Online Learning that’s magnified. We need creative ways to deliver Rosa Redonnett says:
includes three sets of standards across online teaching, additional support.
programs, and courses. 29 Broadband - we need something really big. Maine’s
She also raises the issue of childcare: recent bond issue of $15 million is just a drop in the
High-quality online learning is facilitated by instructors bucket. Too many areas, especially in Maine, can’t
For any learner with children, child care is a huge issue.
who are trained in digital pedagogy, including how to compete economically if they don’t have good
And it’s the same with so many of our employees. The
build relationships virtually and facilitate productive broadband service available.
balance of work with their own children’s care and
and engaged communication among all learners.
education, to try to figure that out on their own, without
Instruction should be personalized based on learners’
infrastructure and support in place, it’s a challenge.
unique academic, social, and emotional needs and
accommodations must be made for students with 1c. Expand high-speed broadband access
identified disabilities or those who represent historically and affordability.
underserved groups. When education goes online, those without internet access
Online courses must feature measurable objectives with and computers are left behind. This was clearly observed in
learning activities that promote achievement and learner the spring of 2020. Rebecca Wyke of UMA observes:
ownership over their progress. The standards highlight Just look at broadband. Those students without access at
best practices across a number of domains, from home were at a significant disadvantage. Many students
assessment to professional development and program live beyond the “last mile” of building out the broadband.
leadership. Maine schools are at different points along Students who are home with a spouse and kids, if
the road to online teaching effectiveness—but all have a everyone’s online with plenty of bandwidth and devices,
lot of work remaining to do. studying and learning is possible. But if you don’t have
bandwidth, and you have to drive to the library and park
1b. Provide wraparound supports to students. in the parking lot to do schoolwork, that’s not sustainable.
Maine schools will need to do much more than improve
their use of online learning technology. High schools and At least 83,000 locations in Maine do not have broad-
colleges alike will have to do more outreach to students band service that the State defines as essential. Even in
and provide more academic, financial, technical, and those areas where high speed broadband service, many
mental health supports. The Economic Recovery households in Maine do not subscribe because the cost
Committee’s report emphasizes the need for navigators is prohibitive. 30 In 2018, only 55% of Maine households
who can help students remove barriers and provide had a broadband internet subscription, and 50% had
wraparound services such as emergency funds and high-speed broadband. 31 All Mainers need access to
connections to resources like childcare and health care. online education and work opportunities.
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9RECOMMENDATION 2: ENCOURAGE INNOVATIVE CREDENTIAL PATHWAYS
AND PARTNERSHIPS THAT ALIGN HIGHER EDUCATION AND BUSINESS
2a. Develop more occupational credential and digital Pockets of this are happening already. The University of 2b. Collaborate across institutions and sectors.
badging programs. Unbundle degree programs so Maine at Augusta has created routes to credentialing in Anthony Carnevale of Georgetown points out that some
students can gain credentials more quickly. computer sciences. Diana Kokoska, the Coordinator of problems which existed before COVID-19 aren’t going away:
The goal of achieving 60% of the Maine workforce Computer Information Systems Department, describes
with credentials is even more important in the how it works: An emerging problem is that the youth labor market
post-pandemic world. (LM) has been in decline since the 1980s. Young
University of Maine at Augusta—in partnership with people don’t get valuable work experience, and their
Prior reports from Educate Maine have pointed out the the nonprofits Goodwill Northern New England, education doesn’t provide the skills needed for their
need to diversify the pathways available to students Project Login, and Workforce Solutions—has first career job. To counteract that, we need more
to get workplace credentials. Ed Cervone of Thomas developed “laser certificate” programs in Computer exposure to workplaces in middle school, internships
College sees this crisis as an opportunity for educational Information Systems. In one year of study, students in high school, and stronger work-related programs in
institutions to move aggressively in this direction: can earn a certificate in one of six areas: data science, college. Employers can make a difference by providing
database design, networking, programming, security, work experience, internships, summer jobs, and other
The rigid higher education structure of sitting in a and web design & development. Each certificate exposure for students.
seat, earning a lot of credits to get a degree is the requires two classes apiece in the fall and spring, and
right choice for fewer and fewer people. We need one class plus an internship in the summer. All of the Here again there are good examples in Maine. Educate
to be creating new programs that are more flexible, classes are offered online. Maine’s Maine Career Compass is in its fifth year of
with things like stackable learning experiences and offering professional development, social opportunities,
credentials. The bigger institutions are doing it now, The program is targeted to youth experiencing and networking for summer interns. Since 2017, the
and we need to move to that. barriers to employment. The partner nonprofit program has engaged more than 1,500 students at
organizations help recruit the students and support more than 80 employers across the state. The program
Adults are the biggest market for higher education in them in issues that arise during the course of the is designed to support both businesses and students by
Maine. Colleges need to figure out how to serve both program. creating an affinity for Maine and a pathway to career
traditional and non-traditional learners. If you’re not opportunities with Maine employers. 32
looking at readjusting your model, you’re not going The certificates are “stackable” in that they carry
to be around long. This emergency offers a window college credit. The class and internship credits are In 2020, Northeastern University established the Roux
to make big changes. Faculty, board structure, alumni transferable toward an associate’s or a bachelor’s Institute in Portland. The institute offers online graduate
relations, everything is on the table. If you want to run degree. So besides obtaining work experience, and degree and certificate programs in fields ranging from
some big changes, decision makers are more open to a credential, the students also earn credit towards a analytics, bioinformatics, and computer science to
that right now. Now is the time. traditional college degree. project management. The programs are “designed with
companies at the table from day one.” 33
The Economic Recovery Committee report underscores
the importance of flexible credentialing pathways as a
component of preparing Maine’s workers for innovative
sectors such as the expanding clean energy economy.
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10RECOMMENDATION 3: CONSIDER HIGHER EDUCATION A STRATEGIC ASSET
3a. Change the way we think about investing in Continued investments are critical to meet ongoing Scott Knapp of CMCC puts it in simpler language:
higher education. needs, such as reengaging learners, increasing degree
I wish more people understood how economical
At the most basic level, if we get more workers with attainment, and preparing workers for Maine’s innovative
community colleges are. You can get a good education
credentials to be employed, our economy will be and high-demand sectors. Maine employers need
at a pretty low price. I always hear about people who
stronger. Retired Central Maine Community College workers with up-to-date skills and Maine people need
went in to so much debt, and I think, “I bet they didn’t
President Scott Knapp says it plainly: help affording education and training that will lead to
start at a community college.”
good-paying jobs during and after the pandemic.
A large role the state has is in how we encourage more The New America Foundation calls attention to the need to
people to go on to higher education. Both students Look at higher education not as a cost, but as an “design investments in community colleges that leverage
coming out of high school, and adults in mid-career, I’d essential service and a critical investment. their full potential as economic development institutions.”
like to see us make it financially easier for those people —Ed Cervone, Thomas College
to return to school, that would be helpful. We have a 3c. Enhance marketing efforts to out-of-state students.
lot of Mainers with some college but no degree. If we The Maine Economic Development Strategy, written
could get them all back, on track to get credentials or 3b. Expand postsecondary education pathways for before COVID-19 hit the scene, recommended steps
degrees, that would make us economically a lot more Maine students. to attract students and recent graduates to come to
competitive as a state. There are many pathways to postsecondary education Maine.36 The University of Maine System reported an
in Maine that can support learners toward enrolling in uptick in out-of-state enrollment in the fall of 2020. Now
Rebecca Wyke, former Commissioner of Finance for the and completing college. Rebecca Wyke highlights the is the time to incorporate this marketing into the broader
State of Maine, prior to her current job as President of momentum toward expanding early college statewide: effort to attract people to live, work, and learn in Maine.
the University of Maine at Augusta, has sympathy for the
budget-cutters, but also wants legislators to think about There is an agreement that a high school education Ed Cervone points out:
the future: isn’t sufficient. Early college is happening now and
I’d like to see more of a unified front for higher
should expand, so that more students can earn dual
education in Maine. Promote Maine as a higher
I wish people understood that, particularly in a state like high school and college credits.
education destination. We have the full range of higher
Maine, higher education is the path to our economic
Early college offers the opportunity for high school education institutions in Maine. We should market
future. If we don’t raise our education levels, if we don’t to students from other states and regions together.
help our citizens to upskill, we won’t have the economy students to gain college experience, earn credits, and
We shouldn’t be trying to compete with each other. It
we want. Higher education is an economic engine to help save money. Students who have taken early college
could be a talent attraction policy for the state. It was
people transform their lives. Then they pay back into the courses are more likely to enroll in and ultimately earn a
proposed as a recommendation for the Governor’s
system in taxes. Higher education is a public benefit. college degree. 34
Economic Recovery Committee: Market higher
Additionally, the New America Foundation emphasizes the education as another reason to move to Maine. Promote
State investment in higher education does matter, it
particular value of community colleges for adult learners: our vibrant, high-quality higher education system.
has to be part of what we hope for. Rural campuses
like Fort Kent and Machias have taken a big financial Community colleges are particularly well-positioned
hit. Those institutions are the stalwarts in their to help local job seekers and employers get back on
communities. Do people in those counties have access their feet by providing high-quality training programs.
to higher education without them? It’s an equity issue These public colleges generally have strong ties to
for people in rural Maine. If we want to preserve those local businesses, experience serving adult learners,
communities, those institutions are essential. and deep roots in their communities. 35
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11RECOMMENDATION 4: KEEP EQUITY AT THE FOREFRONT
The coronavirus pandemic has had disproportionate 4b. Be creative in increasing financial aid. 4c. Prioritize funding for institutions that can
impacts on students from low-income households and Both government and higher education leaders must best serve Black, Hispanic, Native American, and
students of color. These students already faced barriers find new and innovative ways to help students pay for low-income students and those institutions that
to enrolling in and completing higher education before postsecondary education. There are many opportunities, provide timely opportunities for unemployed or
COVID-19. Their full inclusion in postsecondary education is such as increasing the maximum award for the Pell Grant, underemployed individuals to reskill. 38
required if we are to see a full economic recovery in Maine. providing more paid work-based learning opportunities, Targeted investments are the most effective way to
pursuing income share agreements, and incentivizing provide upward economic mobility for the most vulner-
Pursuing many of the recommendations listed above will
employers to pursue upskilling initiatives in partnership able populations. Resources are limited and therefore
help Maine make progress. The following are targeted
with postsecondary institutions. Maine needs to invest dollars where they can provide the
recommendations to promote more equitable access to
most return. Community colleges have faced some of the
higher education across the state. Here in Maine, several interviewees recommended steepest enrollment declines and yet they are one of the
increasing the number and size of awards from the Maine most significant training providers of the skills required
4a. Conduct equity audits to identify policies and
State Grant Program. Currently, the program is funded at for in-demand jobs. As the Lumina Foundation states:
procedures that higher education institutions need
$16 million per year, and provides up to $1,500 per year to
to address.
students enrolled in any Maine college, public or private. An effort to stabilize funding for community,
As the Center for American Progress has proposed technical, and regional colleges and minority-serving
in the past, an equity audit would provide a top-to- Rosa Redonnett of the University of Maine echoes the call institutions— typically the point of entry for the recently
bottom review of colleges’ policies, procedures, and for more creativity: unemployed— will protect essential postsecondary paths
supports, ranging from admissions and recruitment I’d really like to see a more creative approach to to meaningful lives and thriving, resilient economies. 39
to career services and graduation. The goal here is to federal financial aid. Make it so learners can get
identify missing supports as well as practices that may support to stack credentials. If you’re starting small
have unintended negative effects on certain groups of and building through to a degree, have a financial aid
students. This includes looking at the demographics of policy that can support that. Right now, if I’m starting
high schools where colleges recruit, whether there are at a credential or certificate program, nine times out
disparate impacts from the way colleges determine of ten I don’t qualify for any federal financial aid. But
who needs remedial education, and whether certain that’s the on-ramp to a degree for so many learners.
types of students are less likely to use supports such
as advising or tutoring. Colleges can then use these The more flexible financial aid can be—as institutions
audits to figure out how to better serve Black and learned through distributing emergency grants to help
Latinx students, as well as other underserved students. 37 students with rent and access to food in the pandemic,
for example—the more effective it will be at addressing
the many non-academic barriers students face in
completing degree and credential programs.
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12ENDNOTES
1 https://covid19.colby.edu/ 14 Brookings Institution, “University finances and 27 https://www.maine.gov/future/sites/maine.
COVID-19: Different schools, different risks” gov.future/files/inline-files/Maine%20ERC%20
2 Unity Magazine 2020 June 2020,7 https://www.brookings.edu/blog/ Report_FINAL_11242020.pdf
brown-center-chalkboard/2020/06/18/university-fi-
3 https://umaine.edu/president/wp-content/uploads/ 28 Public Colleges Can’t Wait Long to Face Post-COVID
nances-and-Covid-19-different-schools-different-risks/
sites/8/2020/07/economic-impact-report-june-2020. Challenges. https://www.jff.org/points-of-view/public-
pdf 15 https://www.nytimes.com/2020/06/27/opinion/ colleges-cant-wait-long-to-face-post-covid-challenges/
sunday/us-coronavirus-2030.html
4 Report of the CONSENSUS ECONOMIC FORECASTING 29 https://www.nsqol.org/the-standards/
COMMISSION, November 1, 2020 16 https://www.clasp.org/publications/report/brief/
fighting-austerity-racial-economic-justice 30 See page 30, Maine Economic Development Strategy
5 Consensus Economic Forecasting Commission 2020-2029 https://www.maine.gov/decd/sites/maine.
Background Materials for the October 23, 2020 17 2020 Education Indicators for Maine: educationindica- gov.decd/files/inline-files/DECD_120919_sm.pdf
Forecasting Meeting tors.me
31 Federal Communications Commission, https://docs.fcc.
6 See https://www.pewsocialtrends.org/2020/09/24/ 18 https://www.nytimes.com/2020/06/29/business/ gov/public/attachments/FCC-20-50A2.pdf
economic-fallout-from-covid-19-continues-to-hit-lower- college-campus-coronavirus-danger.html
income-americans-the-hardest/ 32 See https://focusmaine.org/fmie
19 https://www.maine.edu/wp-content/uploads/
7 Lumina Foundation, Stronger Nation, www.luminafoun- sites/1/2020/06/Higher-Ed-reopening-statewide-Acces- 33 See https://roux.northeastern.edu/
dation.org/stronger-nation/report/2020 sible-SHARE-6.2.20.pdf
34 https://www.maine.edu/students/early-college/
8 Steve Lohr, “The Pandemic Has Accelerated Demands 20 Promises and Pitfalls of Online Education:
for a More Skilled Work Force,” New York Times, 35 https://www.newamerica.org/education-policy/
https://www.brookings.edu/research/
7/13/2020 https://www.nytimes.com/2020/07/13/ edcentral/us-workers-need-long-term-solution-not-
promises-and-pitfalls-of-online-education/
business/coronavirus-retraining-workers.html short-term-fix-congress-should-invest-community-
21 https://www.mckinsey.com/industries/ college-capacity/
9 https://www.maine.gov/decd/strategic-plan public-and-social-sector/our-insights/covid-19-and-
36 Maine Economic Development Strategy 2020-2029:
learning-loss-disparities-grow-and-students-need-help
10
https://www.maine.gov/future/sites/maine. https://www.maine.gov/decd/strategic-plan
gov.future/files/inline-files/Maine%20ERC%20 22 https://www.urban.org/urban-wire/students-color-re-
Report_FINAL_11242020.pdf 37 Center for American Progress: https://www.ameri-
mote-learning-environments-pose-multiple-challenges
canprogress.org/issues/education-postsecondary/
11 National Student Clearinghouse: 23 https://www.wnycstudios.org/podcasts/otm/episodes/ reports/2020/09/28/490838/time-worry-college-
https://nscresearchcenter.org/wp-content/ on-the-media-bizarro-world enrollment-declines-among-black-students/
uploads/2020_HSBenchmarksReport.pdf
24 https://www.mainerealtors.com/2020-maine- 38 https://www.luminafoundation.org/wp-content/
12 https://nscresearchcenter.org/stay-informed/ housing-monthly-press-releases/ uploads/2020/11/higher-ed-budgets-for-the-post-
covid-era.pdf
13 https://insidehighered.com/ 25 https://www.mccs.me.edu/workforce-training/
sponsored/five-trends-postsecondary-education-lead- 39 See previous source
ers-need-watch-fall 26 https://usm.maine.edu/scholarships/
welcome-home-scholarship
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