MADISON, Wis. - There'll be plenty of flowers and candy given out today, but to make love grow, you need to have a talk with your honey about money.

That's the advice of Christine Whelan, a clinical professor who directs the Money, Relationships and Equality initiative at the University of Wisconsin-Madison. One of her sayings is, "Roses are red, violets are blue; talk about money and grow your love, too."

We often think the best way to celebrate Valentine's Day is with flowers and candy, Whelan said.

"While chocolates are wonderful," she said, "if we want to get at the real thing that makes love work, it's understanding what matters to each of us in the relationship and spending our limited resources in keeping with what matters."

Whether you're in a serious dating relationship or if you've been paired up for years, Whelan said, the best way to ensure that love grows is to understand clearly what really matters to both parties, and often that means having an understanding about how you're going to spend your money. It's often difficult to start a talk about money, she said, so she offers an online workbook that can help with conversation-starters at more.sohe.wisc.edu.

"It's a free download," she said, "and the purpose of the workbook is to create kind of fun, do-it-yourself exercises to sort of figure out the values behind money - to think about what matters most to you in your life."

Often in a relationship, one party will bring home a bigger paycheck than the other, but Whelan said time and effort can count just as much as money in a relationship.

"You know that having your partner value your contributions makes you love them more, makes you feel more appreciated," she said. "So in that money talk with your honey, think about time, too, because all of our scarce resources are valuable."

Whelan said full equality in a relationship often requires education and behavior change.


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A new report found Michigan kids have remained stagnant across several key indicators of student success, such as fourth-grade reading and eighth-grade math performance.

One in four Michigan students who go onto postsecondary opportunities require remedial education, and the number is more than 40% for the state's Black students.

Hayley Butler, data and policy analyst for The Education Trust-Midwest, which released the report, said Michigan needs to invest in education, but also make improvements in systems, policies and practices.

"We want to see more services provided to the students who need the support, so that they're able to achieve at high levels," Butler explained. "We know all students are capable of reaching high potential if they have what they need to succeed."

The report pointed out learning loss due to the COVID pandemic has widened opportunity gaps for low-income students and students of color. Michigan ranks 32nd in the nation for fourth-grade reading. And since 2003, students in other states have improved their eighth grade math scores by nearly three times more than eighth graders in Michigan.

Butler added unprecedented federal funding for public schools as part of COVID relief packages is an opportunity to make needed changes, from fair funding and investment to transparency, public reporting and accountability.

"We would love to see more data systems and fiscal transparency to ensure that the extra funds that we're calling to be invested in the system are actually spent in the classroom," Butler urged. "In ways that we know evidence said serve students and actually helps them reach their potential."

She noted it is important for Michigan to look to other states implementing evidence-based policies and funding models to ensure students with the highest needs receive support.

Montana's effort to increase college graduation numbers is getting a boost from a new grant.

The nonprofit Complete College America has chosen the Treasure State and two other states for its Policy, Equity and Practice initiative, made possible through a $1.75 million grant from Ascendium Education Group.

The goal is to help underserved students, such as low-income, Native American and rural students, graduate in a timely manner and without a mountain of student debt.

Crystine Miller, director of student affairs and student engagement for the Montana University System, said the initiative will help students with needs in math and English, which are indicators of academic outcomes.

"How do we provide them the right courses so that they're in college-level, credit-bearing courses, that they're not wasting time and money on prerequisite courses that don't get them any credit and that they have to pay for," Miller questioned. "And how do we help them do that in a way that launches them into their academic path?"

About 90% of low-income, first-generation students do not graduate within six years, according to EAB, formerly known as the Education Advisory Board.

The initiative also will support the Montana 10 program. Miller noted the program offers comprehensive support for underserved students in three areas: financially, academically and by connecting them with advisers or coaches. She added in its pilot cohort of 235 students across three universities, the outcomes were encouraging.

"We have about a 20% increase in retention for those cohorts," Miller reported. "And because of the outcomes we're seeing and because we really believe that this can transform how we do things and how we make sure that all Montanans have access to a college degree, we're expanding Montana 10."

Complete College America's initiative is also supporting higher education efforts in Arkansas and Oklahoma.

Support for this reporting was provided by Lumina Foundation.

Many U.S. college degree programs can take years of full-time study, a serious time crunch for working adults. That's why more universities are offering flexible coursework options to improve enrollment - especially in rural areas.

Reporter Nick Fouriezos covers higher education in rural America for the non-profit Open Campus. He said 40% of today's college students have full-time jobs - which causes some to back away from higher education.

"The biggest issue facing a lot of rural education and a lot of rural students," said Fouriezos, "is that they haven't been given the awareness of what is available and what is actually possible for them."

Nationally, 7.5 million of the nearly 20 million college enrollees for fall 2020 were going to school part-time, according to the National Center for Education Statistics.

According to the U.S. Department of Agriculture, people living in rural areas have increased participation in higher learning over time - but the numbers have not kept pace with urban gains, especially in college and postgraduate education.

Fouriezos said with mounting student debt, tuition and living costs, more students want to see a direct connection between their initial classes and the careers they're pursuing.

"I think it's a mistake to focus too much on how can we convince people, 'This degree is good for you,'" said Fouriezos, "and instead saying, 'Hey, what are your needs and how can we meet them?'"

Because the definition of a "typical" college student is changing rapidly, Fouriezos said some institutions are exploring the idea of adding three-year bachelor's degrees.

"What we're typically finding more and more of is for rural students," said Fouriezos, "higher education really means part-time education."

Institutions exploring three-year degree programs include the University of North Texas and the University of Minnesota in Rochester.

Support for this reporting is provided by Lumina Foundation.