IN PURSUIT OF EFFICIENCY, AFFORDABILITY, AND QUALITY IN POSTSECONDARY EDUCATION. Sharon Thomas Parrott

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1 IN PURSUIT OF EFFICIENCY, AFFORDABILITY, AND QUALITY IN POSTSECONDARY EDUCATION Sharon Thomas Parrott Senior Vice President, External Relations & Global Responsibility Chief Regulatory Compliance Officer DeVry Inc.

2 Abstract At a time when the United States economy requires more college-educated workers than ever, U.S. college attainment rates have dropped steadily over the last two decades. To keep the U.S. globally competitive and improve the economic status of its residents, President Obama has proposed to return the nation to No. 1 in the world in college attainment by 2020, a goal that will require maximum capacity from all three sectors of U.S. postsecondary education: public universities, independent schools, and private-sector institutions. As capacity decreases at public institutions due to government budget cuts, private-sector institutions like those in the DeVry Inc. family are well positioned to help the U.S. boost college attainments rates efficiently, affordably and with the highest academic quality. Private-sector institutions are particularly good at offering educational opportunities to non-traditional students and those from traditionally underserved populations; in fact, over the last decade, the private sector has provided more than 100 percent of the growth in non-traditional student enrollments. DeVry institutions achieve efficiency on both the macro level and the micro level. System-wide, the private sector is able to add capacity much more quickly and at a far lower cost to taxpayers than either public or independent-sector schools. And at the individual-student level, DeVry students benefit from well-designed programs and intensive student services that help them complete their degrees and move quickly into the careers of their choice. Keeping programs affordable for students is a priority for DeVry institutions, particularly in light of DeVry s commitment to provide opportunities to underserved communities. Among four-year institutions, undergraduate tuition at DeVry University in was lower than the average tuition of independent schools as well as the average out-of-state (unsubsidized) tuition of public schools. DeVry

3 Inc. has also created the Advantage Academy program that offers high school students the chance to earn both a high school diploma and an associate degree at no cost to them and their families. DeVry institutions work to provide their students with education of the highest quality. Highquality programs lead to student success, which boosts DeVry s reputation, leads to higher enrollments, and gives DeVry Inc. the ability to grow. A wide range of tools helps monitor academic quality and student satisfaction; metrics include scores on the National Survey of Student Engagement, employment status of graduates, and graduation rates. According to the nonprofit Imagine America Foundation, private-sector schools achieve significant success in graduating students who have multiple risk factors not to graduate. Graduates of DeVry institutions particularly those from traditionally underserved communities realize notably higher wage growth than their control-group peers who did not pursue a degree from a DeVry institution. And graduates of DeVry institutions report higher job satisfaction and security as well as a higher level of overall happiness than those in the control group. U.S. Secretary of Education Arne Duncan said at a 2010 educational policy forum that privatesector institutions play a vital role in the postsecondary education system and, he added, they are helping us meet the growing demand for skills that our public institutions cannot begin to meet alone, especially in these economically challenging times.

4 In pursuit of efficiency, affordability, and quality in postsecondary education 1 I. Introduction In 1957, the Soviet Union stunned the United States by launching the first man-made satellite ever to orbit the earth. The Sputnik launch gave the Soviets a commanding lead in the international space race and caused no small amount of anguish in the U.S. Sputnik forced a national self-appraisal that questioned American education, scientific, technical and industrial strength, and even the moral fiber of the nation, wrote a National Science Foundation historian nearly four decades later. What had gone wrong, questioned the pundits as well as the man in the street. They saw the nation's tradition of being Number One facing its toughest competition, particularly in the areas of science and technology and in science education. (Mazuzan, 1994) Congress responded by creating the National Defense Education Act of 1958 to focus the country s schools on science education; the act included a student-loan program, aid to elementary and secondary school instruction in science, mathematics and foreign languages, and graduate-student fellowships. When the Soviets sent the first human being into orbit on April 12, 1961, U.S. leaders raised the stakes. Just six weeks after cosmonaut Yuri Gagarin s flight, President John F. Kennedy spoke before a joint session of Congress to issue a challenge: This nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to earth. It took eight years, but on July 20, 1969, American astronaut Neil Armstrong took one small step for man, one giant leap for mankind onto the surface of the moon. Higher education in the United States is long overdue for a 21 st -century space-race moment to once again spark our nation s competitive spirit and marshal its resources in pursuit

5 In pursuit of efficiency, affordability, and quality in postsecondary education 2 of excellence. Twenty years ago, according to the Organization for Economic Cooperation and Development (OECD), the United States ranked first in the world in college attainment. Today, the U.S. is No. 16, behind South Korea, Canada, Japan, the United Kingdom, Norway, France and nine other nations. (de Vise, 2011) While America falls behind in its number of college graduates, its economy is demanding more college-educated workers. A 2010 report by Georgetown University s Center on Education and the Workforce notes that in 1973 only 28 percent of prime-age workers had any postsecondary education. By 2007 that number had climbed to 59 percent This trend will only continue. By 2018, more than 63 percent of prime-age workers will need some type of postsecondary instruction. (Carnevale, Smith & Strohl, 2010, p. 14) Higher education is not only the key to keeping the U.S. globally competitive and moving the country out of its current economic recession; it is also crucial to moving U.S. residents up the economic ladder. In a recently released economic survey of the United States, the OECD further notes that because those who are educationally disadvantaged lack the skills they need to fully realize their potential, income inequality and relative poverty in the U.S. are among the highest of the OECD s 34 member nations. (OECD, June 2012, p. 3) Democratizing higher education so that more people (particularly non-traditional students and those from communities that have traditionally lacked access to college) are able to participate in postsecondary education is crucial to America s economic recovery and to the health of its democratic system. As Barbara Holmes, an education expert and former member of the Education Commission of the States, wrote more than 20 years ago, If the country is to sustain a place of significance in the global economy, an educated workforce drawn from all segments of society and educated to a level higher than that of the current workforce is a key ingredient. To accomplish this, the funding and delivery and accessibility of quality education

6 In pursuit of efficiency, affordability, and quality in postsecondary education 3 need to be examined in light of workforce requirements and the nation s economic development needs. While the OECD findings are sobering, our nation s leaders understand the urgent need to address them. In 2009, President Obama proposed to return the U.S. to No. 1 in college attainment by 2020, a bold goal that will require postsecondary schools to award an additional 8.2 million degrees beyond current projections. In order to meet this goal, every sector in the nation s postsecondary education system will have to maximize efficiency, affordability and quality as never before. Private-sector institutions like those in the DeVry family will play a critical role by opening a wider range of opportunities to a larger group of Americans. In many cases, says David Breneman, professor of education and public policy at the University of Virginia, private-sector institutions extend the market for higher education to populations who otherwise might not enroll at all. (Breneman, 2011, p. 10) Sectors of U.S. postsecondary education The U.S. postsecondary education system includes three broad sectors: Public universities, or state schools, which are government-run and funded with tax dollars; attended by 72 percent of postsecondary students Independent schools funded by contributions that are tax-deductible; attended by 16 percent of postsecondary students Private-sector, or proprietary, institutions, which are funded with market investment capital or privately owned; attended by 12 percent of postsecondary students

7 In pursuit of efficiency, affordability, and quality in postsecondary education 4 The U.S. population is incredibly diverse, and its higher-education system must be equally diverse in order to serve the greatest possible number of students. All three sectors are necessary to provide the capacity that the United States requires in order to meet its growing and changing educational needs particularly at a time when state budget cuts mean that fewer spots are available to students at public-sector schools. For example, in March 2012 California State University announced that it would freeze enrollment at most campuses for the spring of 2013 and waitlist all applicants for fall 2013 pending the outcome of a November referendum. The system lost $750 million in state funding in and will lose $200 million more if the upcoming proposal does not pass. (Rivera, 2012) Decreasing capacity at public institutions means that private-sector institutions like those in the DeVry family are increasingly crucial to help meet demand. Many other countries facing the same issue have already shifted toward a larger role for private-sector institutions: in Brazil, 50 percent of postsecondary students are enrolled in private-sector universities. With one of the fastest-growing economies in the world, Brazil has determined that its government-funded schools are unable to keep up with the need for a trained workforce so it has encouraged the private sector to help fill the gap. DeVry entered this market in 2009 with its acquisition of DeVry Brasil, whose three campuses serve more than 20,000 students in undergraduate programs focused on business management, nursing, law and engineering. Dr. Harold Shapiro, chairman of DeVry Inc. s board of directors, has a unique perspective on all three sectors of U.S. higher education. In addition to his work at DeVry, one of the leading private-sector education providers, Dr. Shapiro has also been president of the University of Michigan, one of the leading public-sector schools, and president of Princeton University, one of the leading independent schools. He says that one of the strengths of the American system of higher education is its diversity of choice. Public-sector, private-sector,

8 In pursuit of efficiency, affordability, and quality in postsecondary education 5 independent universities, community colleges they all serve different niches in higher education, and there is strength in this variety. About DeVry Inc. DeVry Inc. is a leader in private-sector education and serves approximately 130,000 degreeseeking students in more than 30 countries. DeVry institutions fall into three segments: The Medical and Healthcare segment includes Chamberlain College of Nursing, founded in 1889, as well as the Carrington Colleges, which focus on associate degrees and certificates primarily in allied health programs such as respiratory care and medical radiography. This segment also includes American University of the Caribbean School of Medicine and Ross University Schools of Medicine and Veterinary Medicine. DeVry s Professional, K 12, and International segment encompasses Becker Professional Education, which provides corporate training and exam review for accounting and medical professional exams; Advanced Academics Inc., which runs online courses for approximately 300 K 12 school districts; and DeVry Brasil, which has more than 20,000 students in the northeastern part of that country, studying business, law, nursing and engineering. The largest segment, DeVry University (DVU), was founded in Chicago by Dr. Herman DeVry in 1931 to prepare students for technical work in electronics, motion pictures and radio. More than 80 years later, DVU is one of the largest private, degree-granting, regionally accredited higher-education systems in North America. Through five colleges of study, including Keller Graduate School of Management, DVU offers undergraduate and graduate

9 In pursuit of efficiency, affordability, and quality in postsecondary education 6 degree programs at more than 95 locations in the United States and Canada, as well as online. All DeVry institutions operate with the same guiding purpose: to empower students to achieve their educational and career goals. Programs are designed to help students start and maintain rewarding careers or make career changes that improve the quality of life for themselves and their families. Like public and independent-sector schools, DeVry institutions serve many recent high school graduates who are looking for career-focused educational opportunities. However, what sets DeVry and other private-sector institutions apart is that a high percentage of their students are working adults who are looking to switch or broaden their career paths, single parents who are balancing work and life responsibilities, and people who are returning to higher education with a renewed focus on obtaining the skills and education they need to succeed in the careers they have chosen. These students, often referred to as non-traditional, are actually becoming the new majority in the United States. According to research compiled in 2011 by the Center for Law and Social Policy, in 2008 more than 36 percent of U.S. undergraduates were 25 or older; 32 percent were employed full-time; and 23 percent were raising children. (Center for Law and Social Policy, 2011) Over the last half century, American universities have broadened their scope to accommodate many new students who cannot afford to attend college full-time or live on campus, as well as students who have an interest in more applied subjects, write sociologists Paul Attewell and David E. Lavin (2007). Today only 27 percent of undergraduates nationwide match the traditional undergraduate profile. Over the past 15 years, the U.S. private sector has provided more than 100 percent of the growth in non-traditional student enrollments.

10 In pursuit of efficiency, affordability, and quality in postsecondary education 7 The above chart shows the growth in bachelor s degree students age 25 and over from for which data are available. In that time, public and independent schools shrank enrollment by 22,000 students while the private sector grew by 780,000 students. Clearly, in a policy environment calling for more higher education participation among non-traditional students in particular, the private sector is playing a key role. In addition to being older, working adults with family responsibilities, many of those who are enrolled at DeVry institutions are also low-income and/or minority students who are the first in their families to go to college. Making higher education more accessible to more students, particularly those from traditionally underserved communities who might not otherwise enroll in college, is an important part of the DeVry philosophy. Education researcher Sandy Baum, an independent policy analyst for the College Board and a senior fellow at the George Washington

11 In pursuit of efficiency, affordability, and quality in postsecondary education 8 University School of Education and Human Development, has said, Many for-profit institutions provide students with opportunities not available to them at public colleges. We do need a wide variety of programs and institutions to serve at-risk students if we are going to achieve our goals for increased educational attainment. (Baum & McPherson, 2010) II. Striving for Efficiency Private-sector institutions like those in the DeVry family are uniquely equipped to achieve efficiency in meeting the need for the U.S. to produce more college graduates. At the macro level, the private sector is able to add capacity much more quickly and at a far lower cost to taxpayers than either public or independent-sector schools. And at the micro level, individual students receive high levels of guidance and service to help them complete their degrees and begin successful careers immediately. Efficiency at the macro level: Taxpayers and communities realize benefits While all segments of the U.S. higher-education system rely on tuition dollars, private-sector institutions do not typically receive tax dollars or subsidies to develop new capacity or programs, as do public and independent-sector schools. Additionally, private-sector institutions are the only higher-education institutions that actually pay taxes, which help to support public education and other services. The result: private-sector institutions are far more cost-efficient to taxpayers. While public-sector schools cost taxpayers approximately $15,500 per student and independent schools

12 In pursuit of efficiency, affordability, and quality in postsecondary education 9 cost taxpayers about $7,100 per student, private-sector colleges cost taxpayers only approximately $2,400 per student. (Shapiro & Pham, 2010, p. 5) Every community that is home to a DeVry institution also realizes economic benefits from the presence of students, faculty and staff. A 2011 study commissioned by DeVry Inc. and conducted by the market-research firm The Cicero Group examined 63 DeVry schools (DeVry University, Chamberlain College of Nursing and Carrington College California) located in seven U.S. states (California, Florida, Illinois, New Jersey, New York, Ohio and Texas). In fiscal year 2010, the schools included in the study spent a total of $325 million in the states where they were located, and also generated more than $497 million in indirect spending, or spending that happens as money spent by an institution filters through the local economy. The total impact: $822

13 In pursuit of efficiency, affordability, and quality in postsecondary education 10 million. In addition, that same year, DeVry institutions paid nearly $89 million in federal, state and local taxes. (Cicero Group, 2011) Efficiency at the micro level: A streamlined path to rewarding careers DeVry institutions also embody efficiency by making it a priority to help students move quickly into productive careers an area where schools that are less career-focused and more budgetstressed sometimes fall short. Community colleges operate under an open-access policy, which means that there are few barriers preventing students from getting into a school. However, because of a lack of capacity, there are often tremendous barriers to students ability to get into and complete the programs they want. A two-year degree can stretch into a multi-year effort for a student who is unable to schedule the classes she needs to earn her degree. The Chronicle of Higher Education reported in the fall of 2009 that at America s largest community college, Miami Dade College, 30,000 students could not take all the classes they needed because the institution did not have the money to hire enough faculty members and advisers. (Killough, 2009) In contrast, DeVry institutions are able to react nimbly: if there is a need for more spots in a high-demand program, the program can expand accordingly. Chamberlain College of Nursing provides a timely example. Nursing is the largest healthcare occupation the United States; in 2008, more than 3.7 million licensed nurses provided 85 percent of the nation s health-care services. While the Bureau of Labor Statistics reports that employment of registered nurses (RNs) is expected to grow 22 percent between 2008 and 2018 much faster than the average employment growth rate for all other occupations nursing schools have not increased their capacity to meet this demand. The American Association of Colleges of Nursing estimates that in 2011, more than 75,000 qualified applicants to professional nursing

14 In pursuit of efficiency, affordability, and quality in postsecondary education 11 programs were turned away because of insufficient capacity. (American Association of Colleges of Nurses, 2012) To meet this growing demand, Chamberlain College of Nursing is able to add campuses and programs much more quickly than state-funded institutions that are burdened by budgetary and bureaucratic constraints. In the last four years, Chamberlain has more than doubled its enrollment, adding six new campuses and two new degree offerings. Programs are focused on getting students into the job market rapidly. For instance, Chamberlain s BSN program is a traditional on-campus baccalaureate program, but with an innovative twist: the program was designed to enable students to complete the degree in three years of full-time study as opposed to the standard four-year program in which students take the summer off. Another BSN program, which can be completed in as few as 13 months, was designed for those who already hold a bachelor s degree in another field and want to switch to a nursing career. And a fast track program enables students who are already RNs but do not have bachelor s degrees to complete the BSN online in as few as three semesters. Efficiency in student services: A focus on the customer Helping each student move efficiently and productively through his or her degree program is a primary focus of DeVry s customer-centered model of student services. DeVry University s Student Central assigns a success team to each student that includes an academic advisor (called a student success coach) along with a student finance consultant. Advisors provide direction, advice and a roadmap through the student s academic program from one term to the next. The student finance consultant provides financial-literacy tools and guidance to help

15 In pursuit of efficiency, affordability, and quality in postsecondary education 12 students navigate the financial-aid process, which can be particularly challenging for students who are the first in their families to go to college. Students are able to visit their success coaches and finance consultants anytime; new students and those who are first-time college students receive more proactive engagement to ensure that they navigate the college experience successfully. Student success teams constantly monitor a variety of metrics to follow students progress including credit-hour load, satisfaction level and course grades and coaches and consultants are in frequent contact with faculty and staff to stay abreast of the student s overall experience. The team is always on the lookout for early warning signs that a student is having difficulty, and will help by arranging special services (e.g., tutoring in a particular subject) if the student needs them. At Chamberlain College of Nursing, a Center for Academic Success provides students with opportunities to work with peer and professional tutors in both nursing and generaleducation courses. Tutors provide resources for academic support, advice on how to study, and insight into particular classes and instructors. The center also holds study sessions in subjects like chemistry, microbiology and algebra. Students whose schedules do not allow them to meet faceto-face with tutors or study groups can take advantage of an online tutoring service available 24 hours a day, seven days a week. DVU and Chamberlain students also have access to a service called ASPIRE, which is a program that gives all enrolled students direct, confidential access to counseling professionals who can help them stay focused on their goals. ASPIRE is accessible around the clock to help students deal with personal, family, financial and legal matters. Student Central was one of the top strategies cited by McKinsey & Company in a 2010 report recognizing DVU as a model for how the United States can meet the challenge of producing more college-educated workers in the face of shrinking public budgets and rising tuitions. Co-funded by the Bill & Melinda Gates Foundation, the report cited DVU as one of the

16 In pursuit of efficiency, affordability, and quality in postsecondary education 13 high-performing institutions that is achieving degree productivity up to 60 percent better than its peer-group average. (Auguste et. al., 2010, p. 10) Also lauded in the report were DVU s careerfocused curriculum, flexibility in onsite and online learning, student-information system and focus on its mission. All were cited as strategies that either increase the rate at which students complete their degrees or reduce costs per student. Services like Student Central help to maximize the odds of success for students who are disadvantaged or first-generation-to-college, underscoring DeVry institutions commitment to making educational attainment accessible to all. In a 2011 report, Promising Practices Supporting Low-Income, First-Generation Students at DeVry University, the Pell Institute for the Study of Opportunity in Higher Education praised support services like these, citing the way in which the dynamic confluence of corporate business values and higher education practices come together to inform DeVry s educational culture. (Pell Institute, 2012, p. 7) Most promising, the report concluded, is the calculated investment that DeVry University has made to weave together the practices and how they continue to develop and refine their strategies for helping students persist and graduate. (Pell Institute, 2012, p. 7) III. Striving for Affordability In the American higher-education system, college tuition and fees can be a major commitment for students and their families. DeVry believes that keeping education affordable for students is vitally important in order to open educational opportunities to underserved communities, including low-income students, minority students and those who are the first in their families to go to college.

17 In pursuit of efficiency, affordability, and quality in postsecondary education 14 Giving students the opportunity to complete their academic programs quickly is one way that DeVry institutions strive to boost affordability. For example, some degree programs that take a minimum of four years at public or independent-sectors schools can be completed in just three years of year-round classes at a DeVry institution. DeVry s focus on efficiency also helps keep tuition lower than at independent colleges or out-of-state tuition at public universities. Among four-year institutions, DeVry University s undergraduate tuition during the academic year was lower than the average tuition of independent schools as well as the average out-of-state (unsubsidized) tuition of public schools, but was higher than the average in-state (taxpayersubsidized) tuition of publicly-supported institutions, according to data published in the Annual Survey of Colleges by the College Board. Tuition increases at state-funded schools make private-sector institutions an increasingly better value: for example, in California, tuition and fees for in-state students rose 21 percent at public four-year schools and 37 percent at public two-year schools in At four-year private schools, the average annual undergraduate tuition and fees for the academic year was $28,500 at independent schools (a 4.5 percent increase from the prior year) and $14,487 at private-sector institutions (a 3.2 percent increase). The average annual undergraduate tuition and fees at four-year public schools was $8,244 for in-state (an 8.3 percent increase) and $20,770 for out-of-state tuition (a 5.7 percent increase). (College Board, 2012) To boost the affordability of an education at a DeVry institution, DeVry Inc. offers its students millions of dollars in scholarships every year, awarding more than $27 million in scholarships in 2010 an amount equivalent to approximately 10 percent of DeVry Inc. s total earnings. Advantage Academy: A head start on college

18 In pursuit of efficiency, affordability, and quality in postsecondary education 15 DeVry has also created a number of innovative programs aimed at making college more accessible and affordable to all. To help improve high school graduation and college enrollment rates in Chicago, DeVry partnered in 2004 with U.S. Secretary of Education Arne Duncan (who was then CEO of Chicago Public Schools) to create the DeVry University Advantage Academy. This dual-enrollment program, now also implemented in Columbus, Ohio, and Decatur, Georgia, allows public-school students to finish their junior and senior years of high school while also taking college courses from DeVry University professors. Students enter DeVry University Advantage Academy at the start of their junior year and go on to complete two academic years plus one summer term. At the conclusion of the program, at no cost to them or their families and without using any federal or state financial aid, students have earned a high school diploma plus an associate degree in network systems administration, health information technology or web graphic design. Since 2004, the Columbus and Chicago programs report a combined high school graduation rate of 93 percent and an associate degree completion rate of 84 percent. Most Advantage Academy graduates go on to bachelor s degree programs, either at DeVry University or other public or private universities. The success of the Advantage Academy program has led to DeVry s participation in a multi-year partnership to help increase high school and college graduation rates across the country and give students a head start on affordable postsecondary degrees. Advantage Academies are a major part of the America s Promise Alliance Grad Nation campaign, a 10-year project designed to mobilize Americans to help prepare young people for postsecondary education and the 21st-century workforce.

19 In pursuit of efficiency, affordability, and quality in postsecondary education 16 DeVry has made major financial contributions to the alliance as well as in-kind contributions such as cost-sharing agreements with public school systems to establish new dualenrollment, high school-to-college programs; providing its Advanced Academics online high school curriculum to students who need to make up credits required for graduation; and offering college and career workshops to help motivate young people to pursue higher education. DeVry University also offers a program called Passport 2 College, which waives tuition for rising high school juniors and seniors who want to take summer classes in business and technology to earn college credit. Financial literacy: A solid foundation Because private-sector institutions educate students who are more likely to come from lowincome households and to be the first in their families to attend college, students at DeVry institutions are more likely than public- or independent-sector students to borrow money and less likely to have experience paying off debt. As part of its commitment to ensuring that college education is affordable and does not create financial hardship for its students, DeVry takes very seriously its responsibility to give students a strong grounding in financial literacy, including comprehensive information about student loans and the importance of meeting repayment schedules. According to the U.S. Department of Education s National Postsecondary Student Aid Study, nearly 66 percent of all students in four-year undergraduate programs borrow money to pay for college. (Kantrowitz, 2012) At DeVry University, 84 percent of undergraduates and 72 percent of graduate students rely on government loans.

20 In pursuit of efficiency, affordability, and quality in postsecondary education 17 The U.S. government mandates that all institutions provide entrance and exit counseling sessions to students who take out loans. Other universities meet the minimum requirements for these sessions with letters or s, but DeVry believes that personal contact is a much more effective way to transmit this information. The university introduced a financial literacy program in 2010 to help students comprehend the complexities of taking on and paying down student loan debt. In 2011, the program received the Excellence in Debt Management Award from USA Funds, which named it one of the top three school programs nationwide. Financial literacy consultants (FLCs) meet personally with students to ensure that they understand their rights, responsibilities and loan-repayment options. FLCs talk with students about educational loans, explain the ramifications of unpaid debt, and walk students through the tuition payment process in depth. At entrance sessions, FLCs introduce concepts that will help students keep their payment records and credit histories on track as they begin college. And when a student graduates or withdraws from DeVry University, an FLC will contact him or her no fewer than three times to offer an exit session in person, over the phone or online. Since fiscal year 2011, FLCs have completed more than 39,000 counseling sessions. Education-related financial advising is also available to all alumni at any point in their lives. The ultimate goal of all of DeVry s financial-literacy efforts is to help students avoid loan default and learn to make sound financial decisions. IV. Striving for Quality DeVry Inc. has long operated under the philosophy that quality leads to growth. In other words, high-quality academic programs that lead to student success are the surest means of achieving strong results over the long term. When students do well in their studies and then in their careers,

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