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Author: Bruce A. Kimball
Publisher: JHU Press
ISBN: 142144500X
Category : Business & Economics
Languages : en
Pages : 336
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Book Description
"This book provides a historical explanation for cost escalation in American higher education. It also explains why the wealth--the financial capital--of colleges and universities has grown enormously, even faster, over the same period"--
Author: Bruce A. Kimball
Publisher: JHU Press
ISBN: 142144500X
Category : Business & Economics
Languages : en
Pages : 336
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Book Description
"This book provides a historical explanation for cost escalation in American higher education. It also explains why the wealth--the financial capital--of colleges and universities has grown enormously, even faster, over the same period"--
Author: Bruce A. Kimball
Publisher: JHU Press
ISBN: 1421445018
Category : Education
Languages : en
Pages : 336
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Book Description
Colleges and universities are richer than ever—so why has the price of attending them risen so much? As endowments and fundraising campaigns have skyrocketed in recent decades, critics have attacked higher education for steeply increasing its production cost and price and the snowballing debt of students. In Wealth, Cost, and Price in American Higher Education, Bruce A. Kimball and Sarah M. Iler reveal how these trends began 150 years ago and why they have intensified in recent decades. In the late nineteenth century, American colleges and universities began fiercely competing to expand their revenue, wealth, and production cost in order to increase their quality and prestige and serve the soaring number of students. From that era through today, the rising wealth and cost of higher education have continued to reinforce each other and spiral upward, increasing the heavily subsidized price paid by students. Kimball and Iler explain the strategy and reasoning that drove this wealth-cost double helix, the new tactics in fundraising and endowment investing that fueled it, and economists' efforts to understand it. Using extensive archival, documentary, and quantitative research, Kimball and Iler trace the shifting public perception of higher education and its correlation with rising costs, stagnating wages, and explosive student debt. They show how stratification of wealth in higher education became tightly interwoven with wealth inequality in American society. This relationship raises fundamental questions about equity in US higher education and its contribution to social mobility and democracy.
Author: Barrett J. Taylor
Publisher: Rutgers University Press
ISBN: 0813593514
Category : Education
Languages : en
Pages : 217
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Book Description
American higher education is often understood as a vehicle for social advancement. However, the institutions at which students enroll differ widely from one another. Some enjoy tremendous endowment savings and/or collect resources via research, which then offsets the funds that students contribute. Other institutions rely heavily on student tuition payments. These schools may struggle to remain solvent, and their students often bear the lion’s share of educational costs. Unequal Higher Education identifies and explains the sources of stratification that differentiate colleges and universities in the United States. Barrett J. Taylor and Brendan Cantwell use quantitative analysis to map the contours of this system. They then explain the mechanisms that sustain it and illustrate the ways in which rising institutional inequality has limited individual opportunity, especially for students of color and low-income individuals.
Author: Robert B. Archibald
Publisher: Oxford University Press
ISBN: 9780199781324
Category : Business & Economics
Languages : en
Pages : 304
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Book Description
Much of what is written about colleges and universities ties rapidly rising tuition to dysfunctional behavior in the academy. Common targets of dysfunction include prestige games among universities, gold plated amenities, and bloated administration. This book offers a different view. To explain rising college cost, the authors place the higher education industry firmly within the larger economic history of the United States. The trajectory of college cost is similar to cost behavior in many other industries, and this is no coincidence. Higher education is a personal service that relies on highly educated labor. A technological trio of broad economic forces has come together in the last thirty years to cause higher education costs, and costs in many other industries, to rise much more rapidly than the inflation rate. The main culprit is economic growth itself. This finding does not mean that all is well in American higher education. A college education has become less reachable to a broad swathe of the American public at the same time that the market demand for highly educated people has soared. This affordability problem has deep roots. The authors explore how cost pressure, the changing wage structure of the US economy, and the complexity of financial aid policy combine to reduce access to higher education below what we need in the 21st century labor market. This book is a call to calm the rhetoric of blame and to instead find policies that will increase access to higher education while preserving the quality of our colleges and universities.
Author: James Engell
Publisher: University of Virginia Press
ISBN: 9780813923314
Category : Commercialism in schools
Languages : en
Pages : 298
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Book Description
The new status of money -- Prestige, money, and the ends of higher education -- Learning for dollars -- Humanities and the market-model university -- The destruction of reading -- Means and ends, signs and symbols -- Packaging ethics -- Leading the self into the world -- Science, art, and democracy : a partnership -- The higher utility
Author: Sara Goldrick-Rab
Publisher: University of Chicago Press
ISBN: 022640448X
Category : Education
Languages : en
Pages : 382
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Book Description
A “bracing and well-argued” study of America’s college debt crisis—“necessary reading for anyone concerned about the fate of American higher education” (Kirkus). College is far too expensive for many people today, and the confusing mix of federal, state, institutional, and private financial aid leaves countless students without the resources they need to pay for it. In Paying the Price, education scholar Sara Goldrick-Rab reveals the devastating effect of these shortfalls. Goldrick-Rab examines a study of 3,000 students who used the support of federal aid and Pell Grants to enroll in public colleges and universities in Wisconsin in 2008. Half the students in the study left college without a degree, while less than 20 percent finished within five years. The cause of their problems, time and again, was lack of money. Unable to afford tuition, books, and living expenses, they worked too many hours at outside jobs, dropped classes, took time off to save money, and even went without adequate food or housing. In many heartbreaking cases, they simply left school—not with a degree, but with crippling debt. Goldrick-Rab combines that data with devastating stories of six individual students, whose struggles make clear the human and financial costs of our convoluted financial aid policies. In the final section of the book, Goldrick-Rab offers a range of possible solutions, from technical improvements to the financial aid application process, to a bold, public sector–focused “first degree free” program. "Honestly one of the most exciting books I've read, because [Goldrick-Rab has] solutions. It's a manual that I'd recommend to anyone out there, if you're a parent, if you're a teacher, if you're a student."—Trevor Noah, The Daily Show
Author: John R. Thelin
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Education
Languages : en
Pages : 327
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Book Description
Providing a clear, logical guide to an illogical topic, this book provides an easy-to-understand guide for anyone who wants to successfully navigate the labyrinth of going to college—and paying for the experience. 100 years ago, college tuition at prestigious Ivy League colleges such as Harvard and Brown was about $130 per year. Even when adjusted for inflation, today's cost of higher education has increased dramatically—to the point where a college education is shifting further out of reach for many Americans. This book explains the essential concepts in the debate regarding the staggering costs of higher education, supplying ten original essays by higher education policy experts, a lively historical narrative that provides context to current issues, and systematic guides to finding additional sources of information on the subject. Written from a historian's point of view, The Rising Costs of Higher Education: A Reference Handbook explains the economics of higher education in a manner that encourages readers to participate in the discussion on how to control ever-increasing tuition costs. Both college-bound students and parents will come to appreciate how complicated the problem of paying for college is, and grasp the crucial differences between "cost" and "price" in the specific economics of colleges and universities.
Author: Larry L. Leslie
Publisher: Simon & Schuster Books For Young Readers
ISBN:
Category : Education, Higher
Languages : en
Pages : 296
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Book Description
Author: Charles T. Clotfelter
Publisher:
ISBN: 9780691601366
Category : College costs
Languages : en
Pages : 0
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Book Description
Since the early 1980s, the rapidly increasing cost of college, together with what many see as inadequate attention to teaching, has elicited a barrage of protest. Buying the Best looks at the realities behind these criticisms--at the economic factors that are in fact driving the institutions that have been described as machines without brakes. In designing his study, Charles Clotfelter examines the escalation in spending in the arts and sciences at four elite institutions: Harvard, Duke, Chicago, and Carleton. He argues that the rise in costs has less to do with increasing faculty salaries or lowered productivity than with a broad-based effort to improve quality, provide new services to students, pay for large investments in new facilities and equipment (including computers), and ensure access for low-income students through increasingly expensive financial aid. In Clotfelter's view, spiraling costs arise from the institutions' lofty ambitions and are made possible by steadily intensifying demand for places in the country's elite colleges and universities. Only if this demand slackens will universities be pressured to make cuts or pursue efficiencies. Buying the Best is the first study to make use of the internal historical records of specific institutions, as opposed to the frequently unreliable aggregate records made available by the federal government for the use of survey researchers. As such, it has the virtue of allowing Clotfelter to draw much more realistic comparative conclusions than have hitherto been reported. While acknowledging the obvious drawbacks of a small sample, Clotfelter notes that the institutions studied are significant for the disproportionate influence they, and comparable elite institutions, exercise upon research and upon the training of future leaders. The book contains a foreword by William G. Bowen, President of the Mellon Foundation, and Harold T. Shapiro, President of Princeton University. "Concern about ever-rising costs runs like a thread through the myriad critiques of higher education that have been published in recent years. . . . One of the great contributions of Clotfelter's work is to dismiss easy explanations for the problems that worry us. With some of the scales removed from their eyes, both those with responsibility for the future of higher education and observers who continue to expect an ever-wider scope of effort from particular colleges and universities, can now adjust their focus. Armed with this original and extremely useful analysis, we can confront more directly (and with less romanticism) the real choices before us as we seek to employ limited resources most effectively in the service of teaching and research."-William G. Bowen, President, Mellon Foundation, Harold T. Shapiro, President, Princeton University, from the foreword Originally published in 1996. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Author: Natasha Quadlin
Publisher: Russell Sage Foundation
ISBN: 161044910X
Category : Social Science
Languages : en
Pages : 284
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Book Description
Americans now obtain college degrees at a higher rate than at any time in recent decades in the hopes of improving their career prospects. At the same time, the rising costs of an undergraduate education have increased dramatically, forcing students and families to take out often unmanageable levels of student debt. The cumulative amount of student debt reached nearly $1.5 trillion in 2017, and calls for student loan forgiveness have gained momentum. Yet public policy to address college affordability has been mixed. While some policymakers support more public funding to broaden educational access, others oppose this expansion. Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why. Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. Quadlin and Powell also explore why Americans hold these beliefs. They identify individualistic and collectivist world views that shape public perspectives on the questions of funding, accessibility, and worthiness of college. Those with more individualistic orientations believed parents and students should pay for college, and that if students want to attend college, then they should work hard and find ways to achieve their goals. Those with collectivist orientations believed in a model of shared responsibility – one in which the government takes a greater level of responsibility for funding education while acknowledging the social and economic barriers to obtaining a college degree for many students. The authors find that these belief systems differ among socio-demographic groups and that bias – sometimes unconscious and sometimes deliberate – regarding race and class affects responses from both individualistic and collectivist-oriented participants. Public opinion is typically very slow to change. Yet Who Should Pay? provides an illuminating account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.
