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Tuition, in real terms and across American universities, has roughly tripled over the past four decades. Through a review of the literature and the collection of basic data, we find support for the theory that the increases in federal financial support (loans and grants) for students have led to a significant share of these increases in tuition. We also find evidence against the assertion by some prominent researchersőused as support for devoting more federal resources to higher educationőthat in recent decades the wage premium for college education has increased, the supply of college-educated workers has been relatively weak, and wage inequality has increased as a result. Finally, we report data about the massive increase in the volume of federal student loans and about rising default rates on average and in particular among nontraditional students. The concomitant increase in tuition, increase in student loan defaults, and decline in average student quality, along with the unclear economic benefits to significant segments of former students and the current workforce, lead one to question whether the massive increase in federal support for higher education is achieving its goals.
Much of the twentieth century saw broad political support for public funding of American higher education. Liberals supported public investment because it encouraged social equity, conservatives because it promoted economic development. Recently, however, the politics of higher education have become more contentious. Conservatives advocate deep cuts in public financing; liberals want to expand enrollment and increase diversity. Some public universities have embraced privatization, while federal aid for students increasingly emphasizes middle-class affordability over universal access. In Public Funding of Higher Education, scholars and practitioners address the complexities of this new climate and its impact on policy and political advocacy at the federal, state, and institutional levels. Rethinking traditional rationales for public financing, contributors to this volume offer alternatives for policymakers, administrators, faculty, students, and researchers struggling with this difficult practical dynamic. Contributors: M. Christopher Brown II, Pennsylvania State University; Jason L. Butler, University of Illinois; Choong-Geun Ching, Indiana University; Clifton F. Conrad, University of Wisconsin–Madison; Saran Donahoo, University of Illinois; James Farmer, JA-SIG uPortal; James C. Hearn, Vanderbilt University; Janet M. Holdsworth, University of Minnesota; Don Hossler, Indiana University; John R. Thelin, University of Kentucky; Mary Louise Trammell, University of Arizona; David J. Weerts, University of Wisconsin–Madison; William Zumeta, University of Washington
In light of these proposals, one of which would increase federal aid funding by $100 billion over 10 years, we review the current state of affairs in higher education, the impact that increased federal aid has had so far, and whether more federal aid is the correct treatment for the problem of rising tuition prices. In order to assess the effectiveness of federal funding in support of aspiring college students, we review the existing literature and publicly available data. In addition, we examine the hypothesis that increases in federal aid funding for college students may actually be the primary driver of increases in tuition, rather than a way to lower costs for students as intended. The evidence broadly suggests that institutions of higher education are capturing need-based federal aid and responding to increased federal aid generosity by reducing institutional aid.
A wide-ranging examination of the governmental and institutional policies and practices, and essential theories and areas of research that in combination establish the foundation, explore and extend the boundaries, and expand the base of knowledge in the