Reporting in last week’s Inside Higher Education, Kasia Kovacs reviewed the findings of the Commission on the Future of Higher Education, an initiative of the American Academy of Arts and Sciences, funded by the Carnegie Corporation of New York.
Dr. Michael McPherson, co-chair of the commission and a well-respected economist, former college president, and president of the Spencer Foundation, spoke to Ms. Kovacs about the Commission’s report, A Primer on the College Student Journey, which used data to form conclusions about the state of undergraduate education at two- and four-year colleges.
Dr. McPherson reported: “Our ambition is to help the American population, the American people, to appreciate what a college education means now in the United States, which is something much broader and more complex than what a number of us might have thought a few years ago.” Dr. McPherson and his colleagues interpreted data from a wide range of sources, including the National Center for Education Statistics.
The Commission’s findings are critical to our understanding of what’s happening in American higher education, providing a snapshot of who goes to college, how they pay for it, what happens when they get there, how they fare, and what directional changes they make.
The findings present a complex and compelling story about opportunities and challenges facing higher education, with the balance tilted toward an optimistic and hopeful view overall. Some of the more interesting findings are:
- Gender and ethnicity and race matter. In 2015, 50 percent of 25-29 year old women had a college degree compared with 41 percent of men. Almost three-fourths of Asian students 25-29 years held at least an associates degree. This number drops to 54 percent for white students, 31 percent for black students, and 27 percent for Hispanic students in the same category.
- Half of America’s high school graduates need remedial assistance in college, and that help often falls short. Only 28 percent of students in remedial classes at two-year colleges actually earned a degree in 8.5 years.
- Students are borrowing more. In 2000, 50 percent of students took out loans, with the number increasing ten percentage points by 2012. Only nine percent defaulted on their loans, but this number rose to 24 percent if they did not graduate. Ms. Kovacs reported that the Commission found that “borrowers at greatest risk of defaulting are typically those who take out the smallest loan amounts.”
- Transfer students follow what the Commission calls a “multi-directional transfer swirl.” Almost one-third of students transferred or were simultaneously enrolled in two institutions over six years. A surprising number were lateral transfers; 15 percent of two-year students transferred to another two-year college and 17.2 percent of students at four-year colleges switched to two-year institutions.
The Commission’s findings suggest implications for American higher education. These implications will powerfully affect the level of workforce preparation, any potential improvement to the disparity in income and social inequality, and in time, America’s commitment to higher education as a kind of safety value “great equalizer.”
The first implication is that a complex mix of familial, social, cultural, economic, and psychological factors affect whether a high school graduate seeks a college degree. It may be that matching application pools to demographic changes backed by renewed commitments to increased financial aid is not enough to provide the twin goals of a well-educated citizenry and an educated workforce.
Is it also possible that the levels of debt already in place now, fostering a consumer revolt over college costs and presidential positions on free tuition and ameliorating middle class debt, may actually discourage college attendance? In pledging relief, is there a corresponding compelling argument on why a debt-laden college degree is so critical to many Americans?
For some high school graduates and their families, there is not a good answer on why they should spend the money. The optics can shape the perception dramatically.
A second implication is that the stark data on college preparedness suggests that there is a growing dissonance between what basic education teaches and what higher education expects of its students. College faculty regularly complain about the lack of student preparation as they engage newly admitted students. Has the conversation between basic and higher education leadership – one that goes beyond the politicizing of issues like test scores at the state and federal level – occurred on how to develop a common set of expectations that make the handoff between these groups more seamless and successful?
And finally, the Commission’s findings speak volumes about what choices students make within the higher education system. The process of transferring within a “multidirectional transfer swirl” is hardly seamless. The failure to increase qualified counseling, provide safety nets, and better general directional advice can be as big a deterrent as college costs in dampening higher graduation rates, at both the two- and four-year levels.
Higher education is the cornerstone upon which America’s successful participation in the competitive global economy rests. It’s likely an uneven evolution ahead. The Carnegie Corporation study helps because it allows us to get our facts straight first.