Category: value of higher education

  • Renewing the Social Contract for Higher Education

    Renewing the Social Contract for Higher Education

    Higher education is at a crossroads.

    Most Americans recognize that our nation’s colleges and universities contribute enormously to the nation’s economy and the welfare of its people. For over a century, the sector has been an essential driver of innovation, discovery, job creation and economic mobility.

    There is unambiguous evidence linking postsecondary education to increased lifetime earnings, better health outcomes and greater participation in civic life. Higher education is not only a valuable commodity, it is an American treasure.

    And yet, none of these arguments seem to gain purchase in the American imagination.

    There are myriad reasons for this, many of which came along well before the administration put research universities in the crosshairs. The cost of college has been out of reach for many families for decades. Student debt has soared to excessive levels. Legacy acceptances advantage wealth and bloodlines, making a mockery of “merit-based” admissions. Most problematic, only 60 percent of students who start a degree actually complete one.

    As a result, public confidence in the sector has dropped precipitously over the last decade.

    So, what might be done?

    If colleges and universities are to remain relevant in the 21st century, we need a renewed social contract between institutions of higher education and the American people, focused on student success. Put another way, student outcomes should be at the center of the way we understand an institution’s place in the landscape.

    To these ends, the Carnegie Foundation and the American Council on Education last week announced the new Student Access and Earnings Classification, a unique approach to describing the contributions of postsecondary institutions nationwide.

    Specifically, we will compare similar institutions across the nation, identifying whether they provide access to students in communities they serve, and whether those students go on to successful, wealth-generating careers in the regions in which they live and work. Importantly, the Student Access and Earnings Classification tracks both students who complete their degrees and those who do not, so institutions are accountable for all students, not just those who graduate.

    We have identified 479 Opportunity Colleges and Universities nationwide, places that are engines of the American Dream. They come in all sizes and types, and they can be found in all four corners of the nation. They include institutions long recognized for their contributions to economic mobility—places like Arizona State University, Spelman College, Texas A&M and Xavier University. They also include institutions that receive little fanfare—places like Ball State in Indiana, Texas Southmost College, Utah Valley University, Wheeling University in West Virginia and Blackfeet Community College in Montana.

    Looking forward, the Carnegie Classifications for Institutions of Higher Education—the nation’s gold standard for organizing the postsecondary sector—will determine institutional excellence not simply based on prestige, student selectivity or degrees awarded, but based on how well schools set their students up for success in the real world.

    Whether you are a parent, student, policymaker or institution leader, Opportunity Colleges and Universities warrant recognition, understanding and investment. For if we establish more places like them in the years ahead, and ensure that the postsecondary sector is accountable for student success, we will create more opportunities for everyone. And that, we think, is something most Americans will rally behind.

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  • State Dashboards Help Students See Higher Education’s Long-Term Value

    State Dashboards Help Students See Higher Education’s Long-Term Value

    Title: Bridging Education and Opportunity: Exploring the ROI of Higher Education and Workforce Development

    Author: Paula Nazario

    Source: HCM Strategists

    New insights from HCM Strategists highlight how continued state investments in higher education are creating pathways to economic mobility, with the majority of degree programs delivering increased earnings and a solid return on investment (ROI). However, despite the continued success and quality of many degree programs, both students and the public have increased concerns about whether postsecondary credentials are worth the time and money.

    If consumers do not understand the ROI of their credentials, this can contribute to decreased enrollment, funding, and research, which would in turn produce broader economic and social consequences. While the data are clear that a majority of postsecondary programs do pay off, there are many degrees that fail to provide a measurable ROI. HCM Strategists’ recent analysis of College Scorecard data shows that the average student at over 1,000 institutions earns less 10 years after they first enrolled than the typical high school graduate. While nearly two-thirds of these institutions are certificate-focused, for-profit institutions, there are still many private nonprofit and public colleges that do not provide strong economic outcomes.

    To help students and the public understand the differences between institutions and degree programs that provide positive and negative value, the author of the brief urges states and policymakers to provide clear data on post-graduation outcomes. Some states have already advanced initiatives to help consumers see in real time the differences in earnings for those that enroll in higher education.

    The author highlights several states initiatives that help students see the value of their credentials including California Community Colleges’ Salary Surfer tool, the Texas Higher Education Coordinating Board’s student outcomes dashboards and reports, and the Virginia Office of Education Economics’ College and Career Outcomes Explorer. Ohio and Colorado are also highlighted for their investments in employer partnerships to expand graduates’ opportunities for well-paying and workforce relevant jobs.

    To read more on these new insights from HCM Strategists, click here.

    —Austin Freeman

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  • Republican Voters Value Higher Education. Here Are Their Priorities.

    Republican Voters Value Higher Education. Here Are Their Priorities.

    Title: What do Republican Voters Want on Higher Education?

    Author: Ben Cecil

    Source: Third Way

    During the budgetary process that recently concluded, Congress considered substantial funding cuts to numerous areas, including higher education. Republican voters, however, may not view heavy cuts to higher education favorably. A recent survey of 500 Republican voters nationwide conducted by Third Way and the Republican polling firm GS Strategy Group found that Republicans value and support higher education, are in favor of less invasive reforms, and largely support policies directed at college affordability and accountability.

    The survey responses make clear that Republican voters haven’t abandoned the concept of higher education, with over 60 percent of respondents reporting that a four-year degree is valuable in today’s economy. Beyond traditional four-year programs, Republican voters demonstrated substantial support for trade schools and community colleges, with favorability for the institutions at 91 and 87 percent, respectively. While Republican perspectives regarding the value of education remain positive, nearly 90 percent of voters polled said that more accountability is required for higher education.

    Republican voters also rated many current higher education policies very favorably. Eighty-one percent of respondents said they support Pell Grants, while 79 percent supported Public Service Loan Forgiveness and income-driven repayment for student loans. The support for these programs aligns with one of respondents’ primary policy concerns; just under half of Republican voters said that affordability is the most significant problem that needs to be addressed within higher education.

    To address college affordability concerns, Republicans aren’t in favor of relying on private industry; of the 12 policy reforms Third Way tested, privatization of student loan programs was ranked number 11, with just over half of respondents viewing it as a viable option. With affordability as a chief concern, Republican voters recognize and support the role the federal government plays in offering financial support for students.

    The perspectives of Republican voters on higher education demonstrate clear policy aims and a hesitation to substantially change funding structures and government involvement. When asked if they prefer sweeping cuts to graduate lending or more accountability from institutions to improve their return on investment, only 20 percent of voters chose funding cuts. The message is clear: Republicans support increases to institutional accountability and college affordability but aren’t looking for broad cuts to higher education.

    For further information, click here to read the full article from the Third Way.

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  • Dear President-elect Trump: Higher Education Builds America

    Dear President-elect Trump: Higher Education Builds America

    As you prepare to take office for a second time, we know you have ambitious plans to address the nation’s challenges and build a more secure and prosperous America. Achieving those goals will require contributions from many areas of society, and we urge you to see the value in partnering with our nation’s colleges and universities.

    Campuses across the country are deeply embedded in local communities and work every day to build their communities while meeting national needs. Let me share just three of many examples:

    Many, including you, have criticized higher education in recent years. We know that we always have room to innovate and improve. But we also know a basic truth: higher education builds America. This has been understood by American presidents since the nation’s founding. That conviction inspired landmark legislation such as the land-grant acts of the 19th century and the GI Bills of the 20th and 21st centuries—measures that contributed to unprecedented economic and technological growth.

    Study after study has documented the benefits colleges and universities provide to the workforce and the economy. For example, Georgetown University’s Center on Education and the Workforce found that less than a decade from now 72 percent of jobs in the American economy will require some level of postsecondary education or workforce training. Simply put, every pathway to expanding our economy and filling employers’ needs runs through colleges and universities.

    The American Council on Education (ACE), which I lead, is the major coordinating body for the nation’s colleges and universities. Our members include community colleges, liberal arts colleges, regional universities, and research universities. They are public and private, large and small, urban and rural. Many have religious affiliations.

    We have common-sense recommendations to help your administration and the new Congress deliver on the goals of all Americans: a safe and secure country, a prosperous economy with good jobs, and uncontested global leadership in developing new technologies. You can do that by extending Pell Grant eligibility to those who enroll in high-quality, short-term programs. You can do that by helping military service members and veterans further their careers through higher education. And you can do that by advancing research that saves lives and bolsters national security.

    Our colleges and universities work on behalf of all Americans, from every walk of life and every political perspective. While you may not always agree with us on every issue, ACE and our members are committed to fighting for the policies, principles, and values that ensure our students, their families, and our nation will flourish. So while we may differ in some areas, we also know there is much common ground.

    We are deeply concerned about the impact of proposed immigration changes on students, staff, and families, and appreciate your concern for those known as “Dreamers,” who came to the United States as children. As you stressed in a recent interview, these outstanding young people have made numerous contributions to America, and we must safeguard their futures in the only country they have ever known as home. Likewise, we fully agree that America benefits immensely by continuing to attract the brightest and most talented students from around the world to study, work, and innovate here.

    We pledge to be accountable to your administration, Congress, and the public. If you, Secretary of Education-designate Linda McMahon, and others in your administration see areas where we can do better, we are eager to sit down and discuss them. We hope, in turn, to have the opportunity to demonstrate how the know-how and creativity that runs deep through our campuses can help you accomplish your most important objectives.

    Our overriding goal is to provide more opportunity for all Americans. Like you, we are ready to get to work to deliver results. Together, we can build a better America.

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