Friday, January 8, 2016

BERNIE SANDERS ON FINANCIAL REGULATION


Bernie Sanders has spent decades fighting for a financial system that works for ordinary people, and not just for the top 1 percent of income earners. In his view, if banks are “too big to fail,” they have an incentive to make risky investments and are therefore too big to exist. Together with Senator Elizabeth Warren, Bernie supports reinstating the Glass-Steagall Act, which instituted regulations in the aftermath of the Great Depression in an attempt to avoid another economic disaster.

Reinstate Glass-Steagall

Bernie supports tougher bank regulation, including bringing back the Glass-Steagall Act. Glass-Steagall was passed in 1933, in the wake of the Great Depression, in order to prevent banks from making risky investments with the savings deposits of average Americans and then falling back on federal deposit insurance when their bets go bad. Glass-Steagall was mostly repealed in 1999 when President Clinton signed the Financial Services Modernization Act. Many economists argue that its repeal contributed to the severity of the 2008 financial crisis. In July 2015, Elizabeth Warren was joined by Senators Maria Cantwell, Angus King, and John McCain in introducing the 21st Century Glass-Steagall Act. Bernie has co-sponsored similar legislation in the past, and has stated that he supports this new bipartisan bill.

Go back. Tell me more about Glass-Steagall.

Glass-Steagall refers to the provisions of the 1933 Act that separated commercial banks and investment banks. This ensured that banks could not engage in speculative, risky trading with the savings accounts of average Americans and then fall back on taxpayer bailouts if they lost those bets. It also established the Federal Deposit Insurance Corporation (FDIC) as a guard against bank runs.

What’s the difference between commercial and investment banks?

Commercial banks take deposits and make loans. Chances are you know someone who is a member of one (think Bank of America or Wells Fargo). These banks can only invest money ingovernment securities (like Treasury bonds) or by lending to small consumers, such as home buyers. Deposits in commercial banks are secured by the FDIC, guaranteeing them a federal bailout in the case of crisis.
Investment banks manage the fortunes of the wealthy, including hedge funds. They usually offer financial advice and trade and own complex financial assets like stocks, bonds, and derivatives. These banks are not covered by the FDIC, meaning their bets are not insured by taxpayers.
This graphic provides a handy breakdown

So, why do we need to reinstate the Glass-Steagall Act?

After Glass-Steagall was repealed in 1999, banks were free to invest their customers’ money in a variety of risky loans, including the housing market. Remember that bubble of speculation that put Americans’ savings at risk? Many experts, including Nobel Prize-winning economistsJoseph Stiglitz and Paul Krugman, agree that the repeal of Glass-Steagall contributed to theglobal financial crisis.

I’m not a policy wonk. What does this mean?

The federal government, courtesy of your tax dollars, insures most bank deposits — so you don’t lose your savings account if your bank goes bankrupt. Glass-Steagall prevented banks from making risky bets with these insured deposits.

Why should we care?

Without Glass-Steagall, American taxpayers end up insuring risky bets made by big banks using their savings accounts. In other words, your tax dollars and your savings. For example, here’s how Sen. John McCain (R-Ariz.) frames bipartisan support for reintroducing the Glass-Steagall protections: “I want to ensure that we never stick the American taxpayer with another $700 billion — or even larger — tab to bail out the financial industry. If big Wall Street institutions want to take part in risky transactions, fine. But we should not allow them to do so with federally insured deposits. It is time to put a stop to the taxpayer financed excesses of Wall Street.”

Would Glass-Steagall have stopped the crisis or the bailout? Will it prevent future crises?

No, no, and no. Reintroducing Glass-Steagall will help prevent abuses in the banking sector, but it will not guarantee safety against future crises. We’ll have to introduce more regulations and legislation to limit the risks banks can take — and reduce the risk posed by bank failures to the rest of the economy. It will be important to break up investment banks that are “too big to fail,” so they can be allowed to go bankrupt if they take similar risks in the future.

So, what is Bernie’s position on Glass-Steagall?

Bernie has been a strong supporter of Glass-Steagall for his entire political career. In 1999, he led the fight against the law’s repeal in the House, warning that it would lead to “taxpayer exposure to potential losses should a financial conglomerate fail.” Bernie is also aware that Glass-Steagall, while important, is not entirely sufficient to protect against future crises.

What specific policies does Bernie support?

He has introduced legislation to break up banks that are “too big to fail” and has been a vocal supporter of the Wall Street Trading and Speculators Tax Act. Bernie has also co-sponsored bipartisan legislation in the Senate, including the 21st Century Glass-Steagall Act, which reintroduces rules preventing banks from taking reckless risks with the savings of American families.

Break Up the Big Banks

During the 2008 financial crisis, our federal government lent a staggering amount of support and resources — at least 9 trillion dollars — to financial institutions in order to prevent their collapse. If these financial giants were allowed to go bankrupt, they would have dragged the entire economy down with them. Bernie believes banks that are “too big to fail” participate in risky behavior that threatens our economy — and are therefore too big to exist.

Explain the problem to me in language I can understand.

When banks are so large that their bankruptcy would devastate the economy, the government is forced to bail them out. If banks know that they’ll be bailed out, they’ll chase profit by gambling and making risky investments knowing that they can’t really lose. The 2010 Dodd-Frank financial reform law defines these “big banks” as having at least $50 billion in assets.

So why break them up?

Breaking up the biggest financial institutions would reduce the level of financial monopolization in America and the corresponding political influence of the largest banks. Too few banks control too much of our money. Not only is it risky for the reasons stated above, but it gives them even more influence in Congress. At the end of 2014, the largest four banks held 35% of all bank deposits. These same four banks spent at least $21 million lobbying the federal government in 2014.

What is Bernie’s position on “too big to fail”?

Bernie is a strong opponent of allowing “too big to fail” banks to exist. He criticized the 2008 bailout as “the most extreme example … of socialism for the rich and free enterprise for the poor.”
Listen to one of his impassioned speeches to the U.S. Senate about companies that are “too big to fail.”

What has he tried to do about it?

Bernie has repeatedly called for the breakup of the country’s largest banks — and hasintroduced legislation to do it. The Too Big to Fail, Too Big to Exist Act would require the Secretary of the Treasury to break up the nation’s largest institutions (eight are named, but others would be identified by regulators).

Does Bernie support any other regulations for the big banks?

Bernie is a consistent proponent of strengthened bank regulations, including reintroducingGlass-Steagallreversing tax loopholes that only help big banks, and fighting againstrollbacks of banking regulations.

Tax on Wall Street Speculation

Bernie sides with several leading economists in calling for a tax on the dangerous speculation on Wall Street.

Wait. But stock markets are important for the economy, right?

Stock markets are intended to be an exchange where a company can sell ownership in return for working capital. In other words, it’s meant for companies to sell shares for cash that they then invest back in the business. But increasingly, the markets are used as an instrument to gain short-term profits by quickly trading stocks with tiny price differences and using other high-risk trading methods to make a quick return.

What is a Financial Transaction Tax (FTT)?

An FTT, also known as a Tobin Tax or Robin Hood Tax, is a small tax applied each time a financial security (e.g., a stock, bond, or similar financial instrument) is traded.

Why do we need an FTT?

The 2008 financial crisis has been both a lesson in the dangers of excessively risky financial behavior and a tremendous expense for the American taxpayers. Many studies show (as cited in this report) that implementing an FTT would both dissuade high-risk and high-frequency trading and generate revenue — to rebuild our infrastructure, improve our social safety net, and make higher education more affordable. Here is an illustration of how FFTs could be applied on a global scale:

But wouldn’t this discourage investment?

Taxing a financial transfer does disincentivize selling a stock or bond. However, the small percentage of the tax means that only trading on the smallest of margins is no longer profitable. This tax would target the high-frequency trading that uses these tiny margins for profit without having meaningfully invested in a company.

I’m not sure I follow.

Simply, a well-crafted FTT would only affect sophisticated stock brokers trying to make a quick buck. If done correctly, it would not discourage meaningful investments. See here andhere for in-depth discussions on different ways of implementing an FTT.

So what does Bernie think about FTTs?

Bernie is strongly in favor of implementing an FTT in the U.S., saying that doing so “would reduce gambling on Wall Street, encourage the financial sector to invest in the productive economy, and significantly reduce the deficit without harming average Americans.”

Has he tried to do anything about it?

Bernie has praised Sen. Tom Harkin and Rep. Peter DeFazio for introducing the 2013 Wall Street Trading and Speculators Tax Act and introduced the Inclusive Prosperity Act of 2015during the current Congress.

How can I find out more about how an FTT would work in the U.S.?

The Tax Policy Center, a nonpartisan joint venture between the Urban Institute and the Brookings Institution, produced a report on the topic. We recommend it: Financial Transaction Taxes in Theory and Practice

Sunday, July 12, 2015

This Model Walked Around NYC With Painted Pants (10 photos)

When A Girl Walks Around New York With Painted Pants, People's Reactions Are Not What You'd Expect

  Would jaded New Yorkers notice that this model wasn't actually wearing pants? 


Virginia Online High School Pilot Is Ahead of the Curve

Virginia would be the second state in the U.S. with a state-run full-time online program. 

Virginia's pilot program will be the first option for students in the commonwealth to attend high school online full-time.
 
Come this fall, 100 students from across Virginia will have the chance to participate in the commonwealth's first fully online high school through a pilot program recently announced by state officials. And if the program comes to full fruition after the pilot, it would be the first of its kind in Virginia, and only the second of its kind in the country.
Students in Virginia currently have no option for a full-time online program. While more than two dozen states, including Virginia, offer part-time or supplemental courses through virtual schools run by the government or outside providers, the commonwealth and Florida would be the only states with state-run, full-time online programs.
The pilot grew out of the Virtual Virginia program, which launched in 2002 as a way to help students in rural parts of the state – such as Highland County, where there are fewer than 300 students in the district – gain access to Advanced Placement courses and world languages not available in their schools.
T hose opportunities were somewhat limited in our more rural, remote school divisions because of challenges in recruiting teachers to present the content, and also challenges in terms of forming classes with enough students to justify a teacher," says Charles Pyle, communications director for the Virginia Department of Education. "[Virtual Virginia] has opened doors for students that otherwise wouldn't just be closed, they just wouldn't exist."
The students, who will be chosen on a first-come, first-serve basis, will be officially enrolled in their local public schools but take all of their core academic courses and electives necessary to earn a diploma online, with instruction provided by teachers with official certification from the commonwealth.

The boom around virtual education at the K-12 level started a little more than 10 years ago, says Susan Patrick, president and chief executive officer of the International Association for K-12 Online Learning, also known as iNACOL.
By 2002, just a handful of states were starting the early versions of their state virtual schools, says Patrick, who previously served as the Director of the Office of Educational Technology at the U.S. Department of Education. But now, 27 states have their own virtual schools offering part-time or supplemental courses. Thirty-eight states allow for full-time online programs to exist through charter schools or individual or multiple school districts.
Though there have been successes with fully online high school programs, Patrick says the model isn't the best choice for all students.
"There have been times when students struggle with their traditional high school environment, might be far behind and mid-year switch to a fully online high school program and think it's going to be easier, when in fact it's quite rigorous," Patrick says. "So s tudents need to make sure that they can identify where they are in their academics and identify that the online school has the services, has the direct support from teachers and regular interactions."
Some online programs, such as those offered through universities, cater to gifted and talented high school students.
Kathlyn Gray, director of the Stanford Online High School, says the program was created in 2006 to meet the needs of "intellectually talented and academically motivated" students in seventh through 12th grade who have not been able to find the courses they need at their local schools.
But one of the challenges with an online school, unsurprisingly, is maintaining student interaction, Gray says. A climate survey revealed that many students in the online program spend their free time on another digital platform – Skype. The school, which serves about 600 students from 20 different countries, has made a concerted effort to create "the essence of a brick-and-mortar school," according to Gray. School officials have tried to create opportunities for students to socialize outside of class by encouraging parents to organize meet-ups with peers nearby and by forming clubs and holding school assemblies.
Additionally, Gray says every class – whether the student is taking classes full-time or part-time online – meets twice a week in a mandatory video conferencing system for 70 minutes.
"We have learned that for high school kids, they really need time together," Gray says. "Learning happens in relationships – with their instructors, as well as with their peers."
Funding is also a factor. Patrick says sometimes the funding is the same as what a traditional school or charter school would receive, and other times it may be as low as 60 percent of a traditional school's.

"If they don't get the full funding, they have a hard time offering the support," Patrick says.
Some have also criticized the quality of online schools run through charter management organizations. Recently, an investigation by The Plain Dealer in Ohio revealed the state was not including the performance of its online charter schools – even those that were failing – in its calculations of school ratings. That's a problem because online charter schools in Ohio are among the lowest-performing in the sector, The Plain Dealer reports.
Still, there has been some research showing how online programs can be successful when implemented well. A 2009 study from iNACOL found that students who took all or some of their courses online, on average performed better than those taking the same course in a brick-and-mortar setting.The Department of Education also funded a three-year study to examine the effectiveness of West Virginia's Virtual School Spanish program for middle school students, and found students in the online program performed as well as those in face-to-face Spanish classes.
"We're really trying to push for ensuring that all of the online schools offered around the country are high-quality," Patrick says. "The new online high school pilot is going to be really important for lots of students across Virginia." taken by usnews.com

Explore Summer Online Learning Options for High School Students

Through summer online courses, high schoolers can tackle advanced subjects, prepare for college entrance exams and retake classes.

Students looking for online help preparing for the SAT and ACT can use free online practice exams and video tutorials whenever their summer schedule allows.

Kim Davie remembers her reaction when her mom suggested she and twin sister Shayla enroll in a summer online course after their freshman year.
"I wasn't all for it," she says sheepishly.
A year later, though, both Houston-area high schoolers are willingly returning for another summer with the International Connections Academy to get a head start on next fall's course material. Shayla will take statistics after enrolling in Algebra 2 a year ago. Kimberly will study physics after last year's geometry course. Both expect a similar summer as​ last year, when they still had time for cheerleading camp, fitness camp and a vacation to Mexico.
"You could still work the class into your schedule," Kim says. "Any free time you had, you could use it."
Whether the goal is getting a head start like the Davie sisters, tackling advanced subjects, preparing for college entrance exams or even retaking difficult classes, summer provides an unique opportunity forcollege-bound high schoolers to use​ online learning options.
"You might be traveling or you might be doing a summer enrichment program, things like that," says Michael Boothroyd, Kaplan Test Prep's executive director of SAT and ACT programs. ​"So online programs obviously travel with you."
And students have plenty of choices. Of the 75 percent of school districts nationwide which offer some sort of online or blended courses, the vast majority do so during the summer months, says Susan Patrick, president and CEO of the International Association for K-12 Online Learning.​ Then there are more than two dozen states with statewide virtual schools, ​programs run by private companies like Connections,​ and a stable of traditional college test-prep companies like Kaplan that have moved​ their services online.
"I think it's really important for students to determine the goal of why they want to enroll in a summer school class," Patrick says. Students considering an online course should also find out what the cost may be – even some public school systems charge a fee – as well as the format of a given course and an instructor's involvement, she says.
Class format can vary quite widely, and in some cases could conflict with other summer plans.​
With the International Connections Academy, the Davies sisters estimate they spend two hours a day studying. But at programs designed specifically for high-performing or gifted students, like theAccelerated Summer Option through Northwestern University's Center for Talent Development, students can spend as much as six hours a day on compact nine-week honors and Advanced Placement courses.
Eric Calvert, the Center for Talent Development's associate director, ​says the program generally isn't a good fit for students looking to wedge summer learning into the margins of a busy schedule that may include vacations, camps or other enrichment opportunities. That's not often an issue, though, because such programs typically draw enthused students who have prioritized the program, Calvert says.​
Conversely, students looking for online help preparing for the SAT and ACT may not even choose to enroll in a class, but rather use free online practice exams and video tutorials at their disposal whenever their summer schedule allows. taken by/usnews.com

Consider an Online MBA Program With a Residency Component

The right kind of online MBA residency has the networking perks to make missing work worth it, experts say.

Residency requirements can give online MBA students face-to-face access to businesses or industry leaders they may not encounter elsewhere.
 
For busy working professionals considering an MBA, online programs can certainly have their appeal.Online MBA students get to avoid the daily commute to campus and keep their day jobs without relocating across the country.
But students who think they can complete their degree without ever filling up the gas tank or banking some air miles may be mistaken.
Some online MBA options – and many of the top programs – have residency components that require students to meet up at certain locations throughout the year. Students may spend days or weeks participating in seminars, socializing and learning from business leaders.
"For online MBA programs at any business school of national status, a required residency component (big or small) is predominant," says Phil Powell, faculty chairman of Kelly Direct, Indiana University'sonline business school programs, through email. "I think it has evolved as a common standard."

While residencies can have a host of benefits, including making an online MBA program feel intimate, experts say they're not always a viable option for prospective students in terms of time and money. Before students choose to pursue a program with a residency program, in other words, they should have a sense of what they're getting into.
Among the potential benefits of online MBA residencies is the chance to build a professional network
While establishing personal and professional connections is one of the most important parts of MBA programs, creating that network in an online program isn't always easy. "One of the challenges of an online MBA is that you really don't get that personal touch – it can be a bit distant," says Hansel Rodriguez, a student at the University of North Carolina—Chapel Hill's online MBA program, called MBA@UNC.
Rodriguez got a chance to strengthen his network by taking part in three residencies, or what his program calls immersions, in New York, San Francisco and Mumbai, India. 
UNC's program requires students to participate in a three-day immersion experience from Friday through Sunday at least twice during their studies. The weekends, which are offered both domestically and abroad, combine classes, socializing and meetings with business and thought leaders. 
"It gives you the opportunity to see your classmates in a social setting, and you get to build those social relationships," says Rodriguez, director of operations for the National Security Council at the White House. "I just went to a classmate of mine's wedding – it shows you the kind of relationships you get to build." 
Another perk of residencies, experts say, is their ability to enhance the MBA educational experience​​​​​​​​​​​​​​. While students can soak up a lot of knowledge in an online classroom, residency requirements can give them ​face-to-face access to businesses, industry leaders and faculty who they may not encounter elsewhere.  
Leah Miller, a student​ in the online MBA program at Pennsylvania State University—World Campus​, says the chance to have practical experience outside the classroom was one of the main reasons she chose​ a program with a residency. In May of 2014, ​she and her classmates had a weeklong​ stay in Virginia, where they shadowed and studied the Mitre ​Corporation, a nonprofit company that operates federally funded research and development centers. At the end of the residency, students were expected to create a presentation analyzing the company.
"There was someone of the executive level at everything we did," says Miller. "Having that time to interact with them, that was really eye-opening for us."

Unfortunately, even prospective students who want a residency requirement might not be able to swing it. 
"Possible drawbacks would probably be logistics and financing," says Ashley Kilburn, MBA coordinator for the University of Tennessee—Martin. Students typically have to front ​travel costs and use vacation days for these opportunities, she says. 
Some companies may allow students to attend a residency without using vacation days, but that is rare, Kilburn says. 
Miller, manager of operations innovation at The Hershey Company​, was able to get her company to let her attend residency without taking vacation days by explaining how the program would help her better manage capital projects, part of her job.
The downside: On top of 12 hours a day of school commitments, there was still her own work to do. "It was a tough week," she says. taken by/usnews.com

3 Ways Colleges Are Working to Improve Online Learning



By forming online learning institutes and collecting data about student progress, programs hope to improve virtual learning.

The University of Phoenix and DeVry University have implemented systems that run an analysis to look for troubling patterns in a student's progress.

For many online students, the flexibility of an online degree or certification program outweighs the possibility of a less immersive student experience.
But without having to physically walk into a classroom, an adviser’s office or a study session, experts say students who are struggling to keep up or stay interested in course work are sometimes more difficult to recognize and easier to ignore.
As a result, some programs are using innovative methods to foster an online educational experience that is more supportive, engaging, and responsive to student demands.
Among those tactics are the use of big, integrated data and analytics to help identify and supportstruggling students, the creation of research bodies devoted to studying online learning methods, and the development of collaborative relationships with virtual student clubs and associations.
Big Data
In an online environment, a professor may not know if a student is dropping out of courses, turning her assignments in at the last possible moment or not engaging directly with online course materials.
At the University of Phoenix and DeVry University, that's where integrated data systems come in.
Within the last two years, both for-profit institutions have implemented systems that unify data from all points across a student's online experience, run an analysis to look for troubling patterns in that student's progress and potentially alert an academic adviser if danger signs are seen.
"The system looks at everything," says Constance St. Germain, the executive dean of the University of Phoenix's colleges of humanities and sciences and social sciences. "It looks at what they're accessing in terms of textbooks. Are they posting in the classroom? How are they responding to fellow peers? Are they submitting assignments late?"
The University of Phoenix implemented its integrated data system about 18 months ago, officials said. DeVry University piloted its system last summer, and then applied it across the institution's online division this March, says vice president of operations Earl Frischkorn.
"It's data that we have naturally in the course of working with the students inside the institution," says Frischkorn, whose school is also in a data research partnership with Stanford University. "It's just that we're putting it together, and we have a little better sense of the student's situation."
[Video: Find out if your online program is legit.]
Frischkorn says it will take at least a few academic cycles before any judgments can be made on current systems' effectiveness, noting that it's one thing to identify whether a student is at risk, and another entirely to identify why, let alone solve the problem.
Further, just because a student is identified doesn't mean he or she will welcome assistance.
"You can't force anybody to get help that they don't want," St. Germain says. "The only thing you can do is make sure to reach out, to show that you care. Believe it or not, a lot of times, students just want the question, 'Is everything OK?'"
Research Centers
The University of Florida's Online Learning Institute may be in the nascent stages of its development, but its research interests show a strong focus on issues surrounding student engagement. taken by/usnews.com

Methodology: Best Online Bachelor's Programs Rankings

 For working adults with some college credit, completing a four-year degree online may be the most practical way to obtain the knowledge and credentials needed to boost their careers. The 2015 edition of the Best Online Bachelor's Programs can help prospective students select the schools that are right for them.
The new entrants admitted to nearly all ranked programs are predominantly adults aged 25 and older who have some credit already applied toward their degrees. Consequently, the factors U.S. News selected to make comparisons between programs were not measures like high school class rank or standardized test scores. Instead, U.S. News chose factors that weigh how these programs are being delivered and their effectiveness at awarding affordable degrees in a reasonable amount of time.
U.S. News assessed schools based on four general categories. Here is a look at each category and its weight in the current rankings formula. All are unchanged from 2014.
• Student engagement (40 percent): Quality bachelor's degree programs promote participation in courses, allowing students opportunities to readily interact with their instructors and classmates, as is possible in a campus-based setting. In turn, instructors not only are accessible and responsive, but they also are tasked with helping to create an experience rewarding enough that students stay enrolled and complete their degrees in a reasonable amount of time.
• Faculty credentials and training (20 percent): Strong online programs employ instructors with academic credentials that mirror those of instructors for campus-based programs, and they have the resources to train these instructors on how to teach distance learners. 
• Peer reputation (20 percent): A survey of high-ranking academic officials helps account for intangible factors affecting program quality that are not captured by statistics. Also, degrees from programs that are well respected by academics may be held in higher regard among employers. 
• Student services and technology (20 percent): Programs that incorporate diverse online learning technologies allow greater flexibility for students to take classes from a distance. Outside of classes, strong support structures provide learning assistance, career guidance and financial aid resources commensurate with quality campus-based programs.
How the Rankings Were Calculated  
U.S. News selects factors, known as ranking indicators, to assess each program in the categories outlined above. A program's score for each ranking indicator is calculated using data that the program reported to U.S. News in a statistical survey. The value for each ranking indicator is standardized about its mean to account for statistical variance.
U.S. News multiplies these standardized values by weights it has selected for the ranking indicators and then sums these values to compute the five separate category scores. Each of these category scores is rescaled for display purposes on usnews.com so that the top-scoring school receives a display score of 100 and the bottom-scoring school receives a display score of zero.
To produce the overall scores, U.S. News takes the raw category scores before they have been rescaled and multiplies them by the category weights detailed above. The resulting scores are then rescaled from zero to 100.
Numerical rankings are assigned to programs in descending order of their overall scores, with the highest-scoring program ranked No. 1. Schools with tied scores are tied in the rankings. 
Programs whose overall scores are in the bottom 25 percent are categorized as Rank Not Published. U.S. News calculates numerical ranks for these schools but does not publish them.
For the 2015 rankings, 10 schools are designated as unranked because they reported having fewer than 10 students enrolled or because their programs were less than a year old at the time of data collection. U.S. News did not calculate a numerical rank for these schools.
All unranked and Rank Not Published programs are still listed in the searchable directory.
Data Collection  
Gathering the information necessary to create the 2015 Best Online Bachelor's Programs rankings required two steps. Step one was compiling a list of schools offering bachelor's degree programs online. Step two was collecting data from these schools. 
To complete step one, U.S. News sent statistical questionnaires to regionally accredited public, private and for-profit institutions granting bachelor's degrees. Respondents were asked if they would be offering a bachelor's degree program through Internet-based distance education courses in the 2014-2015 academic year. 
U.S. News defines a distance education program as follows (along the same lines as the U.S. Department of Education's definition): 
A program for which all the required course work for program completion is able to be completed via distance education courses that incorporate Internet-based learning technologies. Distance education courses are courses that deliver instruction to students who are separated from the instructor and support regular and substantive interaction between the students and the instructor synchronously or asynchronously. Note: Requirements for coming to campus for orientation, testing or academic support services do not exclude a program from being classified as an online bachelor's degree program.
Between the start of data collection in July 2014 and the September 2014 closing date, 296 schools, or 17 percent of schools surveyed, said they would be offering online bachelor's degree programs in accordance with the definition, while the rest either said they would not or chose not to respond. This count is up from 283 the previous year.
To complete step two, U.S. News used the same questionnaire to collect additional statistical information from the 296 schools with online programs. This information was scored as outlined in the table below. (Note: All student and faculty statistical data are for the July 1, 2013, to June 30, 2014, cohorts, while the remaining data reflect policies, services and technologies in place at the time of the questionnaire completion in summer 2014.) taken by/usnews.com