This 31-Year-Old’s Company Rocketed To A $1 Billion Valuation Helping Workers Get Degrees

Its 9 a.m. two days before Thanksgiving, and Walmart executives are dragging their suitcases around a windowless Arkansas office building in search of a large conference room. They settle on an interior lunchroom with dull gray carpet, claiming one side of a long table in the corner and gesturing for their guests to sit opposite them.

Ellie Bertani, Walmart’s director of workforce strategy, says she’s struggling to find qualified people to staff the company’s expanding network of 5,000 pharmacies and 3,400 vision centers. Her fellow Walmart execs are silent, but Rachel Romer Carlson, 31, cofounder and CEO of Guild Education, sees her opening. Without hesitation she says her team can work with Walmart and find a solution fast. “You guys and us,” she says, “let’s do it!”

Carlson flew to Bentonville from Guild’s Denver headquarters the day before. Dressed in a sensible navy blazer and black slacks, she’s hardly bothered with makeup. Since 7:30 that morning she’s been huddling with teams of Walmart brass, going over options to train workers for those new jobs. They range from a one-year pharmacy technician certificate program offered by a for-profit online outfit called Penn Foster to an online bachelor’s degree in healthcare administration at nonprofit Southern New Hampshire University.

Carlson’s groundbreaking idea when she launched Guild four years ago: help companies offer education benefits that employees will actually use. Many big employers will pay for their workers to go to school (it’s a tax break), but hardly any workers take advantage of the opportunity. Applying and signing up for courses can be cumbersome, and in most instances employees have to front the tuition and wait to be reimbursed.

Meanwhile, many colleges are desperate for students because they have small—or nonexistent—endowments and are financially dependent on tuition. Many nonselective online programs spend more than $3,000 to attract each new student. Carlson charges schools a finder’s fee (she won’t say how much) for the students she delivers from her corporate partners.

So far Guild has signed up more than 20 companies, including Disney and Taco Bell. Guild gets paid only if students complete their coursework, so a full 150 of the company’s 415 staffers serve as coaches who help employees apply to degree programs and plan how to balance their studies with work and family.

When a company like Walmart requests a customized training course, Guild solicits proposals from as many as 100 education providers (nearly all of them online) and recommends the programs it deems best. It also negotiates tuition discounts and facilitates direct payments between employers and schools, a big plus for workers who would otherwise have to wait months to be reimbursed.

Carlson, an alumna of the 2017 Forbes 30 Under 30 list and a judge on the 2020 list, says she has already channeled more than $100 million in tuition benefits to workers this year alone. Forbes estimates 2019 revenue will top $50 million, and Guild investor Byron Deeter of Bessemer Venture Partners predicts 2020 revenue of more than $100 million.

In mid-November Carlson closed her fifth round of financing, led by General Catalyst, bringing her total money raised to $228 million at a $1 billion valuation. In the sleepy, well-intentioned world of edtech, Guild is one of only a few startups whose values have soared, says Daniel Pianko, a New York-based edtech investor with no stake in the company.

“I can see a path for Guild to be a $100 billion company,” says Paul Freedman, CEO of San Francisco venture firm Entangled Group, who has known Carlson since she was in business school and was one of Guild’s earliest ­investors.

When asked to detail Guild’s inner workings, like its strategy for soliciting custom courses, Carlson eschews specifics and delivers what sounds like a political stump speech: “The economy’s moving so fast,” she says. “We can’t let higher education dictate the skills and competencies that we need five to ten years from now.”

There’s a reason she talks this way. Her grandfather Roy Romer was a three-term (1987–1999) Democratic governor of Colorado before spending six years as superintendent of Los Angeles’ public schools. Carlson started riding along on his campaign bus when she was 6 years old; occasionally she would even speak at his rallies. When her father, Chris Romer, a former Colorado state senator, ran unsuccessfully for mayor of Denver in 2011, she served as his finance director. (“The loss was devastating,” she says.)

                            

Along with politics, the Romers were committed to increasing access to education, especially for working adults. Roy Romer helped start Salt Lake City-based Western Governors University, a pioneer in online adult education. In the wake of Chris Romer’s mayoral bid, in 2011, he cofounded American Honors, a for-profit company that offered honors courses at community colleges (the company struggled, and the brand is now owned by Wellspring International, a student recruitment firm).

After graduating from Stanford undergrad and working briefly in the Obama White House, Carlson launched her first venture, Student Blueprint, while getting her M.B.A. (also at Stanford) in 2014. Student Blueprint sought to use technology to match community college students with jobs.

It was a noble idea, but she decided to finish school and sold the software she had developed to Paul Freedman’s Entangled Group in 2014 for a negligible sum. In 2015, after she wrapped up her M.B.A., she pitched the idea for Guild to one of her professors, Michael Dearing, and to seed investor Aileen Lee, of Cowboy Ventures, raising $2 million.

                          

After relocating to her home turf in Denver, she landed her first major corporate partner in the summer of 2016 when she sent a LinkedIn message to a Chipotle benefits manager that played up the fast-food chain’s “strong Denver roots and social mission.”

With help from Guild, Chipotle’s $12-an-hour burrito rollers are now pursuing online bachelor’s degrees from Bellevue University in Nebraska or taking computer security courses at Wilmington University in Delaware. In October 2019, Carlson persuaded Chipotle to lift its cap on tuition benefits above the $5,250 the IRS allows companies to write off.

Guild’s biggest competitor is a division of ­Watertown, Massachusetts-based ­publicly traded daycare provider Bright Horizons, which has offered tuition benefit services since 2009. It works with 210 companies including Home Depot and Goldman Sachs. Under Bright Horizons’ system, the companies—not the colleges—pay. Much of the genius of Guild’s business model is that it correctly aligns incentives: The colleges are the most ­financially motivated party, so they foot the bill. ­Another ­competitor, Los Angeles-based InStride, launched in 2019 with funding from Arizona State University, and like Bright Horizons it charges the corporations.

“I see our competition as the status quo,” Carlson says. “Classically, employers have offered tuition-reimbursement programs, but no one is using those programs.”

The nonprofit Indianapolis-based Lumina Foundation has done five case studies showing returns on investment as high as 140% for companies that offer tuition-reimbursement programs. “We saw powerful impacts on retention,” says Lumina’s strategy director, Haley Glover.

“Walmart and Amazon are in a death struggle,” proclaims Joseph Fuller, a professor at Harvard Business School. “If a Walmart worker can say, ‘I got an education that allowed me to get promoted,’ they’re going to be someone who speaks generously about Walmart and they are more likely be a Walmart shopper.”

Like a good politician, Carlson is working to please everyone. “We found a win-win,” she says, “where we can help companies align their objectives with helping their employees achieve their goals.”

Get Forbes’ daily top headlines straight to your inbox for news on the world’s most important entrepreneurs and superstars, expert career advice and success secrets.

As an associate editor at Forbes, I cover young entrepreneurs and edit the 30 Under 30 lists. I’m particularly interested in companies finding unique ways to make our world more sustainable. I previously wrote for The American Lawyer, Corporate Counsel and the Weekend Argus in Cape Town, South Africa. I graduated from Northwestern University where I studied Journalism, Environmental Policy and Political Science. Follow me on Twitter @AlexandraNWil.

Source: Class Act: This 31-Year-Old’s Company Rocketed To A $1 Billion Valuation Helping Workers Get Degrees

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Bertani says Walmart is using technology to increase productivity and help workers focus on customer service.

College Is No Longer The Path To Success: New Study Shows That College And High School Graduates Earn About The Same

An alarming—yet illuminating—new study conducted by Third Way, a Washington, D.C.-based think tank, concludes that college graduates only earn the equivalent salary of high graduates. Contrary to popular opinion, which contends that the path to success is rooted in attaining a college education, the frightening findings indicate that half of U.S. colleges in 2018 churned out a majority of graduates that earned under $28,000 a year.

In past generations, primarily the upper-class, wealthy elites attended universities. After World War II and the passing of the G.I. bill, soldiers returning from the battlefields were offered financial assistance to attend college—and they did so in large numbers. Slowly over time, in the ensuing decades, enrolling into college became almost commonplace for the average American. Today, there is great pressure put upon high school students to attend universities—even if they lack the aptitude or interest. Sometimes the pressure exerted on kids to attend top-tier institutions is intense. This was clearly exemplified by the recent college admittance scandal, in which the rich and famous parents allegedly bribed school officials to get their children into ivy league and top-tier universities.

Along with the general acceptance of college for everyone, the tuition has grown beyond belief. We are now making 17 and 18-year-old kids take on loans in the neighborhood of up to—and in excess of—$200,000. These same young adults are prohibited from voting, smoking and other things, which require you to be considered an adult and mature enough to render an important decision. How many adults do you know of that you’d feel comfortable loaning $200,000 to and feeling confident that they’ll use it wisely? Would you allow the recipient of the loan to stay up late on weeknights attending parties, drinking and smoking pot? Would you permit the person to invest the funds in a venture that was fun, interesting or about a social cause, but lacked any ability to earn a profit or become a sustainable business? Of course not! However, this is the very thing we are doing to our children.

Today In: Leadership

Once in college, there is a proliferation of courses and majors in subject matters that may be interesting, but don’t lend themselves to a real job—paying a reasonable living with the opportunity to advance. These kids graduate with a degree that is not marketable. On top of that, they are saddled with an enormous student debt that may be impossible to ever pay back.

Data from the federal government indicates that many students will leave their academic careers with employment opportunities and compensation that fall far short of what they were led to believe would happen. To compound the problem, when the new graduates realize the slim prospects of opportunities available, they’re encouraged to pursue even more expensive education by signing up for graduate school or a law degree. Then, on top of their already-big burden of loans, they’ll pile up even more potentially ruinous debt.

The study states what should be obvious to most rational people—it’s imperative that prospective students—and their parents—only consider institutions that serve them well by being able to make a living. College rankings are important. It’s great to live at a school with a beautiful campus. Parents love to brag about the name of the school that their children attend. We need to filter out the unessential trappings and look for rankings that focus on the factors that truly benefit students, such as how likely they are to pay back their loans and whether or not they can get a well-paying job with their major—not on things like prestige and exclusivity.

Working as a tradesperson or in a blue-collar type of job was once seen as acceptable and a means toward becoming middle class. Somewhere along the way, as a culture, we started to look down upon those who chose to be a carpenter, electrician, plumber or related function. This further placed pressure on parents to guide their children away from these roles and toward going to college, even if they weren’t emotionally or mentally ready—or even interested. The irony is that blue-collar workers earn a handsome living. Think of how hard it is to get a person to do some work on your home. Many times, a tradesperson starts out as a heating, air conditioning and HVAC apprentice and, 10 years later, he has a thriving business, managing a fleet of trucks and servicing a substantial clientele that pays handsomely for their services.

The study is a wake-up call to take a cold, hard look at what we are doing to our children. According to the data from the study, we are misleading them with false hopes and resigning them to low-paying jobs and a not-so-bright future.

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I am a CEO, founder, and executive recruiter at one of the oldest and largest global search firms in my area of expertise, and have personally placed thousands of professionals with top-tier companies over the last 20-plus years. I am passionate about advocating for job seekers. In doing so, I have founded a start-up company, WeCruitr, where our mission is to make the job search more humane and enjoyable. As a proponent of career growth, I am excited to share my insider interviewing tips and career advancement secrets with you in an honest, straightforward, no-nonsense and entertaining manner. My career advice will cover everything you need to know, including helping you decide if you really should seek out a new opportunity, whether you are leaving for the wrong reasons, proven successful interviewing techniques, negotiating a salary and accepting an offer and a real-world understanding of how the hiring process actually works. My articles come from an experienced recruiter’s insider perspective.

Source: College Is No Longer The Path To Success: New Study Shows That College And High School Graduates Earn About The Same

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Get Your Free Elon Musk Book with Amazon Audible 30-day Trial: https://amzn.to/2VaMsGs Here are some successful people explaining why a college degree is useless and worthless in some occasions. Not everyone needs to go to college to be successful because there are more than just one path to success. Many entrepreneurs find that college is not very beneficial when it comes to teaching people how to build a business. The education system is built mostly to teach people how to be workers and not build businesses. With this said, everyone’s situation is different and people need to consider what is beneficial for them. Music Credit: The Bright Morning Star By Borrtex All credit goes to respective owners. Only for educational purposes.

Fake News – Resources for Learners and Educators | CristinaSkyBox | Information and digital literacy in education via the digital path

Digital literacies, Visual literacies, Social Media literacies.The skills and demands of today’s literacies change and so should educational practices by meeting learners in the world in which they live in.   Here are some resources for helping students understand the issue of fake news.

Source: Fake News – Resources for Learners and Educators | CristinaSkyBox | Information and digital literacy in education via the digital path

 

 

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Constructivism And Behaviorism In Designing Online Learning Programs – Theodosis Karageorgakis

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Behaviorism

The basic principle of Behaviorism is that learning is the result of a person’s response to a stimulus. The student does not work independently on the environment but on the contrary, the behavior is controlled by environmental factors, thus not having the control of the learning or the time it takes to achieve it (Technology in Education, n.d).

All the objectives are predetermined, while the student is tasked with absorbing the offered knowledge so that in the final stage it may present desired and predetermined behaviors. The student is individually assessed and controlled if his behaviors and performances can state that he has acquired the new knowledge according to the criteria the teacher has set the right response (Weegar & Pacis, 2012).

Thus, the teacher is at the center of learning, trying to find ways to elicit the desired behaviors by providing the appropriate stimuli without taking into account the social-cultural context of the learners as well as their needs, ultimately failing to contribute to the acquisition of a higher level of competence or those skills that require deeper processing (Technology in Education, nd; Kostaditidis, 2005).

Constructivism

On the other side, another predominant learning theory is constructivism, which asserts that learning is an active procedure as students enter the process of building knowledge by trying to clarify the events of the world environment (Technology in Education, n.d.).

Constructivists believe that learning only happens when there is active processing of information and so they ask students to create their own motifs by linking new knowledge to those motives. As a result, this enables them to constantly undergo the cultivation of their post-cognitive skills (Technology in Education, nd; Kostaditidis, 2005).

Constructivists do not share the stance of behaviorists who claim that knowledge is independent of the mind and believe that the mind is the internal representation of the outside world. This way they believe that students are forced to construct their own knowledge through personal experiences and real events (Weegar & Pacis, 2012).

Actions in the constructivist model enhance the ability to solve the problems of those involved and the ability to conduct research and work within a group. At the same time, the educator plays the role of the assistant-supporter of the learning process and his students, encouraging them to formulate their own ideas and conclusions (Weegar & Pacis, 2012).

Which One Is Better To Use When Designing eLearning Courses?

The creation and the need to adopt a technological approach to the internet learning stems from the theory of constructivism. In an article by Vrasidas, Zebbys, and Petros, Vygotsky’s theories of self-regulating and reflective knowledge express the inseparably linked nature of those theories with new approaches in the field of education (Vrasidas, Zebbys & Petros, 2005).

 As a result, teaching is driven to its peak, as the teacher is now invited to combine both pedagogical approaches and technological applications and new teaching approaches, effectively designing an authentic learning environment where the learners will benefit the most. (Erben, Ban & Casta ~ neda, 2009; Medina & Alvarez, 2014).

Unfortunately, most applications and tools that are available neglect the need for cooperation between the participants focusing solely on individuality. It is crucial for eLearning designers to add meaningful activities that promote communication and teamwork. This is a win-win solution since at the same time the intrinsic motivation of users is increased because of the interest in those activities.

Despite their differences, these 2 learning theories are well suited to the design of online learning today. Although the various technological tools are primarily designed in the context of behaviorist theories, most teachers choose to use a combination of behavioral and constructionist design patterns, perceiving the dynamics of both theories in order to satisfy the educational peculiarities of each student (Weegar & Pacis, 2012).

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