Friday, January 29, 2010

Fox 5 Reports on Obama's Income-Based Repayment Plan

by Daniel L. Bennett


Fox 5's Melanie Alnwick did a story on Obama's Income Based Repayment Plan yesterday. She asked CCAP for its opinion on the plan. Here's the perspective that CCAP had to offer which was included in the print story:
There is also an interesting argument going on -- that college tuition is experiencing a bubble, much like we saw in housing. The more loans that are available, the more money students have to spend. That, the theory goes, leads colleges to raise tuition and buy for all sorts of things that don't go directly to education.

"It's comparable to rearranging the furniture on the Titanic," says Daniel Bennett of the Center for College Affordability. "It makes it look nicer but it doesn't take care of the problem."

Bennett agrees with President Obama's statement that colleges need to do their part to bring down cost.
Above is the video from the story, which includes sound bites from The CATO Institute's Adam Schaefer, who espoused that:
When you look at wages and benefits compared to the equivalent job in the private sector, they're doing far better with much greater job security

"Not everyone is going to go to college, not everyone is going to gain anything from going to college, and there's no reason we should have a regressive tax on plumbers and tradespeople that didn't go to college to fund other people's education

Further Observations About Income-Based Repayment (IBR)

by Daniel L. Bennett

Dr. Vedder criticized Obama's Income-Based Repayment Plan in an earlier blog, which generated a few interesting responses. Here are some additional observations about IBR:

1) It does nothing to address the true underlying problem: college costs continue to soar as more and more money pours into their coffers. Such a policy essentially lets them off the hook for cutting costs and competing to provide the best value. Instead, it provides an incentive for colleges to continue to charge higher and higher prices, as they will face no consequences for running up the tab on the taxpayers for a product with diminishing returns.

2) Students will not be interested in seeking out the best value or finishing in a timely fashion, as they will know that their repayments will be only a fraction of the total debt load that they accumulate if they enter a "preferred occupation". Do we really want to encourage more humanities or art majors to run up 6 figures in student debt at the taxpayer's expense? Not to mention that this teaches our youth horrible financial management habits.

3) It will put downward pressure on wages, as "preferred employers" will have every incentive to offer low wages and let the taxpayers cough up the rest. This will actually lower people's standard of living in the long run and make them even more dependent on Big Brother than is already the case.

4) This will be detrimental to the nation's tax base as more people move into the lowest tax brackets - many not paying any taxes at all, which is already widespread in this country.

5) This plan is bad for employment growth. As businesses are forced to bear an increasing share of the burden, you can bet that many of them will move their operations overseas where the business climate is more friendly, along with their jobs.

6) The policy is discriminatory as it favors one group over another. In this case, public services over businesses.

Overall, this plan will do more harm than good to our economy and the future prosperity that we owe the next generation to try and preserve for them. IBR is a weakening of the great American tradition that has led it to prosper for many generations, and move further towards European-style socialism that has plagued the Euro Zone with stagnant growth and high unemployment for several generations now.

Links for 1/29/10

Kevin Carey
the number of college students taking at least one online course increased … to 4.6 million in Fall 2008…

Steady, predictable long-term trends rule the world, but unsteady short-term variance captures all of our attention…

This [video] is not an ad from a company that’s interested in nibbling around the edges of the gigantic market for traditional college degrees. They appear to be aiming right at the heart of it, and the Sloan report numbers indicate that they and others like them are becoming more and more successful over time…
Goldie Blumenstyk
The value of college endowments declined by an average of 23 percent from 2008 to 2009
Doug Lederman
The Assessment of Higher Education Learning Outcomes (AHELO) project aims to gauge whether it is possible to develop "reliable and useful comparisons of learning outcomes" that are valid across countries…

develop an international version of its Collegiate Learning Assessment…
Tim Ranzetta
the FFEL program had 64.8% share of federal student loans disbursed for the first six months of this academic year (through December 31, 2009)…

what percentage of these FFEL loans have been sold to the Department through the ECASLA Loan Purchase or Loan Participation programs?...

about 67%...

DL loan disbursements grew by 59.3% and FFEL by 9.4%,…

The Student Loan Debate

By Richard Vedder

Two issues are important at the moment regarding student loans. First, should repayment of loans be tied to income, and to what extent? Second, should the current system of private providers and a federal direct lending program be replaced by one where the private providers are cut out of federal guarantees and subsidies?

On several occasions, I have suggested that perhaps college students could sell equity rather than debt instruments to investors, with investor return dependent on earnings. Charles Miller, chair of the Spellings Commission, good friend, and, most relevantly, investment guru, says the idea is hare-brained, and he has some good arugments showing practical problems with it. The concept of relating loan terms to repayment potential is not necessarily unsound, however. The Obama administration wants to tie repayment of conventional loans to post-graduate income, limiting the payments to 10 percent of income beyond subsistence (is a wide-screen television, nice car and a smart phone part of a subsistence income these days?). Currently the payment limit is 15 percent. I think this is a very bad idea. Some students will have interest payments on their loans that alone approach 10 percent of all income, much less income beyond subsistence. What this proposal is is a disguised way for the federal government to make more grants via loan forgiveness. It increases the contingent liabilities of the federal government, very bad from a macroeconomic standpoint. Moreover, it is a disguised, not transparent, loan program. The idea that if you work for the good guys (government) you will eligiible for loan forgiveness, but if you work for the bad guys (private sector), you will not get this perk is repugnant and indicative of the Obama Administration's hatred of capitalism. Is it no wonder the inflation-adjusted Dow-Jones Industrial Average today is nearly 30 percent lower than it was a decade ago or that the price of gold is up well over 40 percent since Election Day 2008?

We don't need more federal student grants, even ones disguised as loans. The big access problem is not money, as Bob Zemsky kept telling me years ago when we wrnagled in a friendly fashion on the Spellings Commission.

The reason why Hispanics and blacks and low income whites don't get college degrees is vastly more connected to family background and behaviors, poor academic training, and, in some cases affirmative action programs that push students into inappropriate learning environments. Attrition rates are higher among lower income students, even ones with generous financial support.

We are dealing with symptoms, not the disease. The disease is the fact that the cost of college is rising faster than people's income, which is unsustainable in the long run. Obama is trying to keep the Titanic from sinking rather than build a new ship. No one has the guts to force the higher ed establishment to change its ways --which the politicians have the power to do via the money spigot. Until my three I's of innovation are dealt with --incentives information, and and innovation -- the Law of No Consequences rules in higher ed --nothing much happens to you no matter how irresponsible your behavior. Making loan programs more generous is setting us up for another financial crisis, albeit on a smaller scale, like that occuring in the housing market. My sidekick Andrew Gillen has been talking about a tuition bubble, with good reason.

Too many kids are going to college, borrowing too much money, enabling too many universities to employ too many people, do too many non-academic things, enjoy too large economic rents, etc. etc. Stopping the expansion of student loans would force either a mini-crisis of a financial nature that will lead to true reforms, or significant enrollment declines that are needed if the cost explosion is to be contained.

President Obama is, in his heart, a socialist in the German Social Democratic party tradition. He wants to kill off private lending, thinking that the government is more efficient than private lenders, that profits are exploitation of students, etc. The evidence is clear that both students and the colleges themselves like having the private lending system, and have been slow to voluntarily move to the Obama student loan model. Moreover, the U.S. Senate has not adopted a plan that would end private lending and likely will not in this election year. I suspect something is at work here similar to health care -Americans are not wild about private insurance companies and other aspects of the current system, but they are against radical change that increase the government's role. Moderate Democrats valuing job security along with a newly empowered Senate Republican minority can keep the Obama plan from happening this year, which may mean, keep it from happening forever. Long live the voters of Massachusetts!

Video of Dr. Vedder's Speech in North Dakota

Richard Vedder: Higher Education and North Dakota's Economic Future from Kelly Green on Vimeo.

Here is a link to the study that is referenced.

Thursday, January 28, 2010

For-Profit Higher Ed: Success or Failure?

by Daniel L. Bennett

There has been some interesting discussion recently related to the success or failure of the for-profit sector, prompted by Charlotte Allen's essay for Minding the Campus in which Allen described the sector as
plagued by high levels of student debt, high loan-default percentages, dismal graduation rates, and third-rate reputations that lead some employers to reject their graduates automatically
Allen's assertion that the for-profit sector is plagued by high debt levels and default rates, and low graduation rates is only one side of the story. Jane Shaw correctly asserted that:
Profit-seeking entrepreneurs always look for niches that others are not yet serving successfully — in this case, working adults, some with families and many with low incomes, who want education or degrees. For-profit schools are addressing their demands.
The truth is that this sector provides educational opportunities to an under-served segment of the population - low income, minority, and first generation students who likely did not perform well enough in high school to get into a tradition 4-year college. Many of these students tried the community college route before enrolling in a proprietary school, but they were not satisfied with the service that they received. The fact that such students would have lower levels of success and higher levels of debt than middle income, high achieving students should come as no surprise.

Now Allen, Shaw and myself are all advocates of free markets and would very much like to see the market-funded sector flourish by developing models that deliver high-quality education in an efficient manner, but Allen appears more skeptical about this prospect than Shaw or myself due to the "corrupting influence of federal money," suggesting that for-profit colleges are more focused on increasing enrollments than boosting the value of their degrees.

I agree with Allen's statement that the free pool of money provides an incentive for colleges to engage in economic rent-seeking, as open access to government funded student loans has greatly distorted the college education market. It allows colleges to charge as much as they can get away with, and this is certainly not limited to the for-profit sector, as Shaw notes that
Public universities and nonprofits do not exactly have clean hands on this issue. They depend on students who use federal aid, too
In fact, I hypothesize that the problem is exacerbated in the for-profit sector by the 90/10 rule, which requires that institutions obtain at least 10% of their revenue from non-federal aid sources. What this has in effect done is permit for-profit colleges to set their tuition higher than the total grant and loan limits - well above the equilibrium price in which they are able to offer courses.

However, I disagree with Allen's assertion that all market funded schools are more focused on boosting enrollment than enhancing the value of their educational offerings. Allen seems to singularly focus on the University of Phoenix, which is the largest and most visible for-profit institution, however, it is only one of more than a thousand profit-seeking colleges, many of which are performing similarly to highly regarded public and private not-for-profit institutions in terms of student outcomes such as loan default rates and graduation rates. Grand Canyon University, for example, has a 3-year cohort default rate less than 3%, with Walden University and American Public University sporting similar rates. In contrast, Ohio State University has a CDR of 5.5%.

The truth of the matter is that there are some wonderfully innovative things happening in the market funded sector that have the potential to reshape the landscape of American higher education. With time, the sour apples will be rooted out and the remaining entities will shine brightly. This is why I contend that for-profit higher ed will eventually be deemed a success.

Links for 1/28/10

Mark Bauerlein on campus speech codes
The problem with these policies is that they lower the bar of disturbance to "offense" or "disrespect" or "objectionable" actions. They don't recognize that Federal definitions of harassment require a level of severity far higher than these definitions assume. They open the door for administrators and bureaucrats who push an identity-politics agenda, or who harbor certain resentments, or who are just plain controlling personalities, and they also encourage individuals to lower their own tolerance and raise their sensitivities. It's a recipe for thin-skinned reflexes, and poor training for adulthood.
DAVID BROOKS
the Democratic ruling class has been driven by one fantasy: that voters will get so furious at people with M.B.A.’s that they will hand power to people with Ph.D.’s. The Republican ruling class has been driven by the fantasy that voters will get so furious at people with Ph.D.’s that they will hand power to people with M.B.A.’s. Members of the ruling class love populism because they think it will help their section of the elite gain power…
Eric Kelderman
Martha J. Kanter, the No. 2 official in the U.S. Education Department, took higher-education accrediting organizations to task on Tuesday for being too secretive about how they assess colleges and for using outmoded standards that don't give enough weight to measuring student learning.
Doug Lederman
very different impressions of the state of student learning assessment in higher education…

If you sat in on the many presentations by campus officials talking about their efforts to engage students, improve retention and measure their results, you’d have been left with the unmistakable impression that there are lots of individual faculty members, departments and colleges very much dedicated to measuring how successfully their students are learning and using that information to improve the quality of the education they provide…

Do the multitude of individual campus efforts amount to a comprehensive effort to change practices within higher education? And is the progress -- without something that ties it together nationally -- likely to satisfy external pressure from politicians and others on colleges to prove that they are giving students the skills that they (and their eventual employers) want and need?...

Wednesday, January 27, 2010

CCAP in the News: January 27, 2010

Daniel L. Bennett has an article in the latest Career College Central magazine entitled Negative on Neg Reg: The Department of Education's attempt to hamper productivity and stifle growth.

The Yorktown Patriot featured 2 recent CCAP blogs
On the Center for College Affordability and Productivity this week, Daniel Bennett explains that Mike Rustigan has his head on straight, when he claims that "Forcing all high school students onto a college-prep track is not only wrong, it's dumb"

Also, Dr. Richard Vedder discusses the "Students be Damned" attitude of much of higher education
Charlotte Allen quoted CCAP in an essay she wrote for Minding the Campus
Wherever there is a pool of free money, as Daniel L. Bennett of the Center for College Affordability and Productivity says, there's "an opportunity for private investors to enter the market and seek economic rent."

Ask and ye shall receive

by Andrew Gillen

Tim Ranzetta wades through the new CBO Budget and Economic Outlook and finds some confusing statements:
Over the 2011–2020 period, CBO projects, interest rates will rise, driving up the cost of the student loan programs…

[And]

In CBO’s updated economic forecast, projections of lower interest rates reduce expected outlays in the federal student loan program…

Anyone confused yet? Love to have a CBOologist provide some clarification…
While I’m not a CBOologist, I happened to be looking into a similar issue and think I can explain what’s going on.

Keep in mind that the CBO uses existing laws (meaning that interest rates that they charge students are fixed), and reports net present value figures, discounted by the Treasury’s cost of borrowing. What this means is that if everything else stays exactly the same, changes in the Treasury’s cost of borrowing can have big impacts on the cost (or savings) estimates of the student loan programs.

The first quote above is essentially referring to how the CBO thinks the Treasury rate will change over time. If you go to the bottom 3 lines of Summary Table 2 here (enter 17 into your pdf viewer), you’ll see that they are projecting interest rates to increase over time. This will raise the cost/lower the savings of the student loan program over time.

The second quote is referring to changes in the Treasury rate relative to CBO’s previous forecast. I think they’re referring to the August baseline, but I happened to have the March one handy, so I’ll use that to illustrate. If you go to the very bottom of Table 8 here (enter 9 into your pdf viewer), and compare the numbers to those on the other link, you’ll see that the CBO is projecting lower interest rates relative to their previous projections. This will reduce the cost of the student loan programs, relative to their previous estimates.

Readers who’ve made it through this far might also want to check out this blog post, or this op-ed for more discussion of these types of issues.

Links for 1/27/10

Paul Fain
Among the common themes that emerged in comments from presidents who described negative interactions were faculty views of trustees through an adversarial, labor-versus-management lens, and trustees who see faculty members as privileged, too powerful, and overpaid.
Frederick Hess
the Obama administration has secretly selected the reviewers for state grant applications to its $4.35 billion Race to the Top (RTT) fund, but has no intention of publicly revealing who these 60 judges are.
Jennifer Gonzalez
Under the new proposal it offered Monday, a vocational-training program would comply with the gainful-employment rule if a graduate's annual debt payment, based on a 10-year repayment schedule, did not exceed 8 percent of the expected earnings of the occupation the student was preparing for.

However, programs in which student-debt payments exceeded 8 percent could still maintain federal-student-aid eligibility by meeting one of three alternatives: showing that the actual earnings of the institution's graduates (rather than the expected earnings as determined by the Bureau of Labor Statistics) are high enough to reduce the ratio below 8 percent; showing that 75 percent of students who entered repayment in the previous three years were repaying their loans without deferrals or forbearances; or showing that the program had at least a 70-percent completion and placement rate.
The Ticker
Judge Smith ruled on Friday that the town of Narragansett, R.I., could continue to put bright yellow stickers on houses whose residents are deemed too raucous. The town began labeling residences in 2007 in an effort to crack down on partying college students who rent houses there...

Tuesday, January 26, 2010

Less Secrecy Por Favor

by Andrew Gillen

I recently called out accreditors and the government for their reliance on secrecy, so it's only fair to give colleges the same treatment. I’ve often asked myself why information on higher ed practices, even uncontroversial ones, is so hard to find. I keep coming away with the conclusion that it must be because it is in the interests of the institutions for it to be that way.

This doesn’t seem to be a unique problem – consider financial disclosure. As former SEC chairmen Hills, Pitt and Ruder write
we are well aware of the long-held desire of commercial interests to avoid fully disclosing their finances. In the 1990s, business interests opposed publicly disclosing their post-employment pension and health obligations. Similarly, in 2000, efforts were made to prevent the FASB from eliminating distortions that inflated the balance sheet values of newly merged companies, because its elimination might make balance sheets look less favorable to potential investors…
I view the higher ed equivalents of these as resistance to things like a federal student unit record system, pretty much anything that allows comparisons to be made, or anything that reveals the priorities of colleges such as disclosing course loads.

How do they deal with this in finance?
investors rely heavily upon the integrity of corporate financial reports prepared in accordance with accounting standards established by the independent Financial Accounting Standards Board (FASB)…
Now, I’m not entirely convinced that setting up an eduversion of the FASB would be the best way to deal with this, but I’m pretty sure it would be a lot better than what we have now.

Links for 1/26/10

Alan Ruby
India's new reform-minded minister in charge of higher education, Kapil Sibal, has endorsed the entry of foreign universities into the country and recently visited several leading institutions in the United States, hoping to encourage them to set up operations.
Medicinesux HT: Edububble
the cost to attend medical school in the United States has risen so “astronomically” that it is now cheaper to go to outer space!
Damon Clark and Heather Royer
There is a strong, positive and well-documented correlation between education and health outcomes. There is much less evidence on the extent to which this correlation reflects the causal effect of education on health - the parameter of interest for policy. In this paper we attempt to overcome the difficulties associated with estimating the causal effect of education on health. Our approach exploits two changes to British compulsory schooling laws that generated sharp differences in educational attainment among individuals born just months apart. Using regression discontinuity methods, we confirm that the cohorts just affected by these changes completed significantly more education than slightly older cohorts subject to the old laws. However, we find little evidence that this additional education improved health outcomes or changed health behaviors…

Monday, January 25, 2010

Saving for college

by Andrew Gillen

I occasionally get asked for my advice on the best way to save for college. I've typically referred them to more knowledgeable sources on these matters, since I don't have children and am currently trying to figure out the best way to pay back past colleges expenses as opposed to saving up for future ones.

Luckily, if you wait long enough, other people will do all the hard work for you. In this case, I’ll mooch off recent posts by Tim Ranzetta and Justin Fox.

With all the usual caveats about me not being a financial planner and this not being investment advice, here’s what I'd do if I were saving for college for someone.

First I’d open a 529 savings plan with Vanguard (No I’m not being paid by Vanguard - in fact, my retirement account is through them, so I'm actually paying them).

As for the money I’d put in it, there are two generalizations that will come in handy: 1) you’ll generally earn more on stocks than bonds 2) stocks are much more volatile – they can go down by a lot, as we’ve all just been reminded. This leads to a conflict: you want to have the highest returns possible, but you also don’t want to lose it all in a stock market crash on your kids’ 18th birthday.

The idea is to balance these competing desires by gradually shifting the account from stocks (or other investments) to bonds (fixed income in the quote below) based on the age of the child, and the riskiness of stocks.

The second of these is represented by the P/(avg 10E) terms below, and it is the price of stocks divided by their 10 year average earnings. When this number is below its historical average, stocks are priced relatively low (we think), and it is much less likely that stocks will crash, so you can keep money in stocks for longer. When this number is above its historical average, this indicates that stocks may be overvalued, meaning a stock market crash is more likely, meaning you should probably shift toward bonds more quickly.

Thus, my hypothetical plan is as follows:
When P/(avg 10)E is in lowest quartile, use fixed income at 100%, 75%, 50%, 25%, 0% for [age 16-17, age 14-15, age 12-13, age 10-11, age 9 and below respectively.]

When P/(avg 10)E is in second quartile, use fixed income at 100%, 75%, 50%, 25%, 0% for [age 15-17, age 13-14, age 11-12, age 9-10, age 8 and below respectively.]

When P/(avg 10)E is in third quartile, use fixed income at 100%, 75%, 50%, 25%, 0% for [age 14-17, age 12-13, age 10-11, age 8-9, age 7 and below respectively.]

When P/(avg 10)E is in highest quartile, use fixed income at 100%, 75%, 50%, 25%, 0% for [age 13-17, age 11-12, age 9-10, age 7-8, age 6 and below respectively.]
You can find the P/(avg 10)E data here (Excel file under “Stock market data”).

Links for 1/25/10

Mercedes Bunz
This spring, the New York Times will start awarding certificates in conjunction with several universities to students who pay to take its online courses…

The Times and the universities will share the revenue they get from $235 per course for a media program teaming up with Ball State University, a course about Travel Writing for $495, or for a five-course certification in entrepreneurship offered by Rosemont College for $1,950…
Gordon Winston
I have little doubt that some university presidents are caught up in the same salary-as-self-respect lust as the bankers we're hearing so much about these days. Sure, they run complicated and demanding organizations and most of them could have made more money in the for-profit sector, but that's not where they are. They're part of a community whose mission and dedication and satisfactions have to do with something more than, and different from, profits. And whatever their impact in the world at large, outsized presidential salaries have corrosive effects within their communities. There once was an idea that a college's president should make about twice what its average full professors did (as professors, not as clinical practitioners or football coaches or consultants). That seems to me a reasonable and community-based target for boards to aim at. More than that suggests presidential values inconsistent with their jobs.
Anna Nemtsova
Across Russia, bribery and influence-peddling are rife within academe. Critics cite a combination of factors: Poor salaries lead some professors to pocket bribes in order to make ends meet. Students and their families feel they must pay administrators to get into good universities, if only because everyone else seems to be doing it. And local government officials turn a blind eye, sometimes because they, too, are corrupt…

Several students said they once saw a list of prices posted in the hallway of the law department. The cost of a good grade on various exams ranged from $50 to $200. Students from other departments report similar scenarios…

In 2001, Russia introduced an SAT-like test known as the Unified State Exam. It was created in large measure to eliminate corruption in the college-entrance process… But instead of reducing corruption, the exam apparently has fostered it…

Friday, January 22, 2010

Links for 1/22/10

Stephen Joel Trachtenberg
For about 40 years, by my calculation, American universities have been admitting too many candidates for doctorates in the liberal arts and the social sciences and, startling attrition along the way notwithstanding, have produced too great a supply of Ph.D.'s for a dwindling demand…

Volunteers for this new program, after training most plausibly sponsored by the State Department, would be sent abroad, chiefly to developing countries where they could teach at high levels, in some cases study (especially languages), and work in civil programs according to their abilities and training…
Edububble
In Sweden, the students are protesting to– and this comes from a reputable news site— build a pipeline from the local brewery to the student union...
WSJ on Race to the Top
many states have been rushing to pass reforms willy-nilly to check off a box and qualify…

The leading reform states are well known. Florida has superior data systems, thanks to reforms under former Governor Jeb Bush, and is upending collective bargaining provisions that prevent merit pay for teachers. Colorado has excelled at creating quality charter schools, while Massachusetts's academic standards are a national model. If states like these get Race to the Top cash, it will send a signal to the rest that they need to do more than mouth the right sentiments or pass a bill. They need to be break political china...
Goldie Blumenstyk
The credit crisis and the collapse of the real-estate market have been lousy for homeowners and for those who make their living from land or buildings. But for a number of colleges, it has created what one real-estate official calls "once in a generation" opportunities…

"This is the Louisiana Purchase for the University of Delaware,"...

Thursday, January 21, 2010

Problems with Linking Student Loans to Income

by Daniel L. Bennett

Ben Miller has a cool analysis of the Department of Education's proposed debt-to-income ratio that would limit the amount that a student can borrow for specific career programs according to BLS salary data for workers in the respective field. Miller has a great chart that shows what the maximum loan amounts would be for several vocational programs if the policy were currently in place. For instance, students studying to become a registered nurses would be limited to $28,212 in student loans, and students studying to become an auto mechanic would be limited to $15,003 in loans.

Tying student loan limits to earnings potential is an interesting idea, but there are some problems with the ED's proposal.

First, using wage data ignores other forms of compensation such as health care insurance, retirement benefits, vacation time and other fringe benefits. These are all part of the total compensation paid by employers to employees. Not including these benefits in any type of debt-to-income calculation is ignoring a significant portion of an employee's compensation.

By restricting the income portion of the ratio to the 25th percentile of wage earners, the government is ruling out that many entry level workers' compensation may rise within the first 10 years of their career (the standard loan repayment period). Simply using the bottom 25% of earners in a field ignores the actual experience of individuals in that field and instead relies on a group of people that may change as individuals move up the pay scale. In other words, the bottom 25% of earners may always contain the entry level workers who may very well move up to the 50% of earners in a few years as they gain experience in a given field. To be effective, the income portion of the ratio would need to account for the net present value of expected earnings over a 10 year period by tracking the earning of individuals in a given vocation over the first 10 years of their career, as group statistics are misleading.

Next, setting loan limits on the basis of national wage statistics would undermine local market conditions which may vary a great deal. Compensation for some occupations may vary considerably by region, due to either differences in cost of living or labor supply and demand variations.

Such a mechanism would also need constant monitoring as market conditions change frequently. Compensation of various professions rarely stay in equilibrium for very long as labor supply and demand conditions, as well as other factors (inflation, technological, regulatory, etc), change continuously in a manner that affects compensation. A once a year snapshot of wage levels would not be just for a labor market that changes so often and varies so widely.

This policy could also potentially open the door to price controls. If a loan limit were imposed, schools would have an incentive to set their tuition at the maximum allowable loan amount and in effect, control the prices that an institution is able to charge. This could result in adverse effects such as constructing a barrier to entry for some prospective students who may need to take out loans to cover their cost of living while in school. Reducing access to educational/career opportunities is surely not a desirable outcome.

Theoretically, I think there is some merit to the idea of student loan amounts being somehow linked to career earning expectations; however, such a mechanism would be much better left to the market to determine the terms, an idea that Dr. Vedder espoused in this blog.

Links for 1/21/10

Sharon Epperson HT:TR
Even Bill Gates can get an unsubsidized Stafford or PLUS loan, there are no income restrictions.
Tim Ranzetta
Don't get me wrong, saving for a college education is absolutely critical. I just think that there are better vehicles than prepaid tuition plans to accomplish this… As for me, I'll continue to recommend to my brothers and sisters to set up a diversified, low cost Vanguard 529 plan which becomes more conservative as children get closer to college age. Yes, you have to live with the market risk with these plans (remember that prepaid plans share that same risk), but at least you don't have to worry about the drama that comes from prepaid plans which rely on solid investment returns, strong actuarial projections on college costs and the steady flow of new participants to keep them financially solvent.
Keith Hampson and Robert Birnbaum
One especially important aspect of the theory suggests that disruptive innovations tend not to come from established organizations. While large, well-run organizations may have the resources to generate innovations, their commitment to existing customers, focusing on improving existing systems, and unwillingness to pursue niche markets, stops them from investing sufficiently in new products and new markets. 

Robert Birnbaum applied this theory to the field of online higher education and came to the following conclusion:
“The logical conclusion of applying the theses of The Innovator’s Dilemma and The Innovator’s Solution to higher education may be that virtual education can thrive in traditional colleges and universities only if it operates outside their normal management and value frameworks, with the consequent risk of losing institutional control.”
Lynn O'Shaughnessy
When parents don’t qualify for student financial aid, it’s rarely because they’ve saved too much.

Wednesday, January 20, 2010

Links for 1/20/10

Jennifer Epstein
The U.S. Department of Education on Friday proposed an ambitious approach aimed at ensuring that vocational programs and most offerings at for-profit colleges do not take advantage of students. Under the draft regulation, a vocational degree program whose graduates' annual debt repayment loads exceeded 8 percent of the average incomes in the field in question would risk losing eligibility to award federal financial aid…

The result of implementing a debt-to-income limit could be to weed out (or at least cut tuition at) vocational programs and institutions that don’t yield their recent graduates in-field jobs that pay well enough for them to repay their student loan debt on a 10-year schedule…

The ratio would be calculated by dividing the median debt load of a program’s last three years of graduates by Bureau of Labor Statistics data’s 25th percentile of annual earnings for people in occupations for which the program prepared students…
Judith Eaton
The emerging Accreditation 2.0 is likely to be characterized by six key elements. Some are familiar features of accreditation; some are modifications of existing practice, some are new:
• Community-driven, shared general education outcomes.
• Common practices to address transparency.
• Robust peer review.
• Enhanced efficiency of quality improvement efforts.
• Diversification of the ownership of accreditation.
• Alternative financing models for accreditation.
Arnold Kling
If incumbents have a self-reinforcing system that keeps out innovators, then we have market failure…

It is like the tenure system in academia. Who gets tenure? Above all, it is people who support the existing tenure system.
Incidentally, that is my explanation for why the Internet has failed to alter the academic journal system. People who go through the tenure process have an enormous stake in not changing the process. The process is self-reinforcing…
There is a market failure in education. Educational institutions are evaluated not on the basis of rigorous standards but instead on the basis of a system of credentialism that is self-referential…

In order to climb the ladder in academia, you have to display allegiance to the credentialist ideology. You have to reinforce the incumbents and help snuff out innovation. Our program is accredited, and yours is not. So there…
I am not against audits and reputation systems in general. As consumers, we need reputation systems in order to sort out quality. The key is whether a reputation system is reasonably open to innovation, or whether it serves primarily to maintain the status of incumbents…
Jason Delisle
On January 26th the Congressional Budget Office (CBO) will update its “baseline” estimate of federal program costs, including those for student loan programs and Pell Grants…

Senator Conrad will have to choose which estimate to use: the estimate using an outdated 2009 March baseline that is favorable to the bill’s supporters (i.e. President Obama and most Senate Democrats), or the estimate based on the most up-to-date information about the true costs and savings of the bill that is favorable to Republicans and opponents…

The Elasticity of Demand and Student Access

By Richard Vedder

If CCAP had a marketing guru, he would probably say "change the title of this blog; no one will read anything with the phrase "elasticity of demand" in it. Yet this technical economic concept is immensely important to higher education policy.

Dave Narcotte, of the University of Maryland Baltimore County, and Steven Hemelt, a former UMBC student now teaching at Cornell College (which in CCAP's estimation offers at least a good of an education as Cornell University) have estimated the elasticity of demand for higher education at four year schools, especially research universities.

They estimate overall the elasticity of demand is -.10 --- a 10 percent increase in tuition fees will lower the quantity demanded be one percent. That is a low elasticity. To be sure, the elasticity varies some with the type of institution (I suspect it is higher at community colleges, for example), and there is the old issue of gross vs. net tuition. Indeed, colleges price discriminate (give scholarships) to precisely those students who they think are price sensitive --who have a high elasticity of demand.

Let us suppose that Narcotte and Hemelt are fundamentally correct, that in general the demand for higher education is highly inelastic. What are the implications of that? For starters:
1. Attempts to generally keep tuition low to expand student access are not likely to be terribly successful --across the board tuition reductions will only modestly boost the quantity demanded;
2. Enrollment restriction strategies like those currently being followed by the California State university system will lead to sharp increases in equilibrium (market clearing) tuition fees; the economic feasibility of increasing fees a lot increases, although legislative restrictions or other political considerations often prevent universities from following an equilibrium pricing strategy;
3. The strategy of raising sticker prices a lot and price discriminating more makes financial sense to universities ---many students are prepared to pay whatever the market will bear.
4. Student loan, Pell Grant and other programs probably have less of an access impact than supporters believe, probably explaining in part why the exponential growth in federal student loans has actually accompanied a slowdown, not growth, in the rate of increase in higher educational attainment.

Boring economic concepts have big implications. The Marcotte and Hemelt research is useful and needs to be replicated and/or challenged by others.

Tuesday, January 19, 2010

The Epicenter of the Athletics Scandal: The Mid-American Conference

By Richard Vedder

The Grapevine at Illinois State University reports that state appropriations for universities were down this year for the second consecutive year. After allowing for inflation and enrollment increases, the declines average something on the order of 10 percent per student over two years, with little prospect that this will reverse soon, particularly since federal stimulus money will not be provided in the future. Yet amidst all of this, university subsidies for ball throwing and related athletic activities are soaring, and new data gathered by USA TODAY and reported today in INSIDE HIGHER ED is mind-blowing.

It is true that most big nationally contending sports powers get by on very modest subsidies --the Ohio States, LSUs, Oklahomas, even Cal Berkeley and Illinois (whose major sport athletic success in recent years is relatively mediocre). But many of the schools aspiring to athletic greatness are getting clobbered financially, and the epicenter of that phenomenon is the Mid-American Conference, a group of 13 schools with so-so athletic prowess but alumni and bubbas who have huge aspirations.

The survey provided, by my calculations, data on 10 of the Mid-American Conference Schools: Ball State, Bowling Green State U., Central Michigan, Eastern Michigan, Kent State, Miami (Ohio), Northern Illinois, Ohio University, and the universities of Akron and Toledo. Collectively, these schools had $140.7 million in subsidies in 2008, well over two-thirds total sports revenues of $209.6 million. The typical school in this group probably has 20,000 students, and a budget excluding auxiliary enterprises of perhaps $400 million. That typical school is now devoting $35 of every $1000 raised to athletic subsidies, which typically now exceed $700 per student --typically well over 10 percent of net tuition fees collected by the schools.

The best example is Eastern Michigan University, nestled in the suburbs of the nation's most dysfunctional economic basket case, Detroit. A good runner could run the 5.7 miles from Eastern Michigan's Rynearson Stadium to the University of Michigan in Ann Arbor's Big House in well under an hour. My friend at Michigan, ex-prez Jim Duderstadt, tells me state appropriations there now are (or soon will be) less than in 1990. Yet next door to this athletic powerhouse, Eastern Michigan University, amidst declining incomes and massive unemployment, used $21.4 million to subsidize sports --and the program appears to have run a budget deficit, so the true subsidy may have been greater. My guess is the subsidy is equal to at least 20 percent of EMU state appropriations. In a state desperate to finance the most basic of services, why is it allowing this school to drain perhaps one-fifth of state funds received away from core missions in order to make alums and bubbas happy and engage in unaffordable hubris?

My school, Ohio U., is slightly worse than average for the bunch. Aside from drawing nearly $15 million in subsidies, the program routinely exceeds its budget (absolutely forbidden of nearly all other units of the university), and recently added scores of thousands of dollars to the deficit so it could play a losing game in a fourth rate bowl (called the Little Ceasars Pizza Bowl--best known for their $5 Hot-n-Ready pies), in a fifth-rate city (Detroit) to a sixth-rate sized audience --the stated attendance, 30,000, according to friends I know who were there, was in fact a gross exaggeration. It was on ESPN. Big deal. Losing one of the lesser bowl games on national television to a smallish audience ---how does that further the academic mission?

Why is this being allowed? Why don't states apply a tax on appropriations? For every dollar of athletic subsidies equal one percent of core (non-auxiliary enterprise) revenues or expenses, there will be a reduction of state appropriations by two dollars. At Ohio U., I think this would be an appropriations reduction approaching $20 million a year --enough to make the Bubbas and their puppets (university trustees and the president) realize that we must down-size sports just as we downsize the English Department and get rid of some of the excessive bureaucracy.

Economic Decisions Are Better Left to Individuals

by Daniel L. Bennett

Edububble has an interesting post up concerning recent statement from ED Secretary Arne Duncan concerning basketball players and college.
Mr. Duncan, who played four years at Harvard, scolded the NCAA and the NBA for letting kids play professional basketball when they’re 19 and then used the “farce” word. Clearly he doesn’t want kids to have a successful career in the NBA without the benefit of four years in college.

This move by the colleges is so self-serving. When the kids are at college, they must play for free because it would somehow be a terrible corrupting crime to give them a cut of what the university gets from the gate and the television revenues. But if they head off the NBA and get a share of the revenues, they’re somehow robbed of the wonderful chance to have a college degree.

This might make sense if the college degrees were really worth that much. This might make sense if dragging a horse’s ass to knowledge will make him think. This might make sense if more humans were drawn to academic pursuits. But none of those facts are true. If a kid doesn’t have a real drive to learn, there’s no reason for him to be wasting everyone’s time in college.
I couldn't agree more. If an extremely talented individual has the opportunity to pursue what he loves and gain economically by doing so, then the government or anybody else should not be authorized to stop him or her. These decisions are better left to the individuals directly affected rather than handed down from some bureaucrat. Professional Athletes have a short career span and spending 4 years or more in college will only diminish their opportunity to make a living doing what they love. They can always enroll in distance education while "employed" or take courses towards a degree during the off-season, or even pursue college after their career, if they so choose to do so. Forcing them to go to college is similar to forcing all actors to go to college before they can star in a movie or tv show, or forcing Bill Gates to complete his degree before allowing him to found Microsoft.

As for the issue regarding colleges benefiting from the low cost labor, Dr. Vedder and Matt Denhart covered that in this WSJ article.

Links for 1/19/10

Bill Henderson
Yet, 50 to 75 other law schools raising tuition in order to buy their way into the Top 15 is a classic positional competition--and it is socially harmful, with our students bearing the cost…
Chad Aldeman
the NEA won’t embrace experiments in proving something effective if that something hasn’t already been proven effective.
David Moltz on the worst excuse ever for not tracking graduation rates: it costs too much to look at our own records to see if someone graduated or not.
Officials from small, tuition-driven colleges criticized a pilot program to gather the graduation rates of athletes from Division III institutions … arguing that they cannot bear the cost of additional data collection.
Phil Kabler HT: Kris Amundson
West Virginia has too many four-year colleges, based on its population and college-graduation rates, a legislative audit released Tuesday concludes.

Friday, January 15, 2010

The Old Facutly Diversity Argument Reappears

by Daniel L. Bennett

Another new report making the case for increased diversity among faculty was recently released, this time focused on MIT, one of the best science and engineering universities in the world. While we generally leave scrutiny of these types of reports to our better versed friends such as Roger Clegg, I couldn't resist commenting on a quote appearing in Inside Higher Ed's coverage.
"It is intrinsic to the mission of excellence in science and engineering that we engage a truly diverse faculty; otherwise, we stand to lose in both our competitive advantage and our overall mission."
Funny, I would have thought that the mission of excellence in science and engineering would revolve around having the best scientists and engineers that money can buy to train the scientists and engineers of tomorrow, regardless of the diversity of their race or ethnicity. It seems to me that not seeking out the best qualified faculty would lead to exactly the opposite - a decline in competitive advantage. Another finding from the report noted:
departments -- such as nuclear science, chemistry and mathematics -- that did not hire a single underrepresented minority faculty member from 1991 through 2009. In other departments, such as music, theater and writing, more than one fourth of hires were from underrepresented groups.
Science and engineering are areas that require a very specific set of skills. These skills may or may not be proportioned among the population the way that race or ethnicity is, so it is ludicrous to believe that these professions need to reflect the overall demographic proportions.

Why Do We Have Taxpayer Subsidized State Universities?

By Richard Vedder

While I often will argue with their conclusions, the Education Trust is a respected and needed advocacy group promoting equal access in higher education. Its president, Kati Haycock, is someone I greatly respect, and she served with distinction with me on the Spellings Commission. So I take notice when Kati issues a new report on the progress of flagship state universities in achieving equal access goals.

Drawing from Doug Lederman's excellent report in yesterday's INSIDE HIGHER ED, I think it is fair to say the trend of flagship state universities to become schools for the affluent is continuing. In 2003, as I calculate it, it was 1.93 times more likely that a kid from an affluent family (top 20 percent of the income distribution) would attend one of the 50 flagships as a poor kid (from the bottom 20 percent). In 2007, that ratio had risen rather dramatically, to 2.31 times as great.

It is true that financial aid increased more for lower income kids than higher income ones --grants got larger, etc. for poor kids. But the bottom line is that the flagship schools are increasingly serving relatively upper income kids. In a world where college admissions were trully blind with respect to income and nothing else (especially academic quality) mattered, we would expect the ratio of high income kids to low income kids to be 1.00 or even less, since presumably the wealthy kids disproportionately would attend private schools. Increasingly, at the elite state schools, we are deviating from that model.

The reason, of course, is that on average kids from wealthy families are better students than kids from poor families. They went to better high schools, had more after school enrichment training with parental support, and, dare I say it, probably on average have at least slightly higher IQs. If meritocracy is the defining admission criterion, the high ratio of affluent kids to non-affluent kids is to be expected.

There is a trade-off at work: schools can emphasize the egalitarian ideal, or they can emphasize the meritocracy ideal --both are part of American traditions and the American Dream. The American Dream does not say "everyone has an equal chance of being rich no matter what they do or how they act," but rather "everyone who works hard and has talent and determination can move up the ladder of economic opportunity." I have some sympathy for the flagships having to deal with the impossible task of trying to meet two goals --meritocracy and equality.

However, Kati and company do have a point. What is the rationale of state government subsidized universities? One is that allegedly universities provide some positive spillover effects to society, a somewhat dubious proposition in our view after researching the issue for many years. The second goal is the egalitarian goal ---rich kids can afford private schools, so state schools are designed to provide a low cost option (that is a laugh these days!) for those otherwise unable to attend college. Increasingly, the flagships are emulating the prestigious private schools. They restrict supply, turning decent if not spectacular students away. They say, "go to lesser, inferior schools." This rather haughty attitude is inconsistent with the egalitarian ideal, which is one reason why the prestige-seeking state universities are losing state support (Jim Duderstadt, former U of Michigan prez, told me last week that only about 5 percent of U of M funding now comes from the state).

Basically, I think too many kids, not too few, go to college. But if you are going to subsidize universities largely on egalitarian motives, then it is not unreasonable to expect that those subsidized schools would meet more closely the goals of the funders, namely the taxpaying public. Alternatively, schools like Michigan, Virgina and Colorado have the option of transitioning to private status, probably the best alternative given the impossibility of meeting incompatible goals.

Mike Rustigan Has His Head on Straight

by Daniel L. Bennett

Mike Rustigan has an excellent op-ed in the LA Times hammering away at American society's ill-conceived obsession with academic education, something that I am dismayed at daily. There are many people whose skill sets are just not cut out for academics, but have skills that would prove very valuable in a number of vocational trades. Yet, the "intellectuals" of society have stigmatized those who make a living in such professions as inferior beings, creating the notion that college is the only path to success. We need to alter this public perception and encourage our youth to pursue careers that will help them improve their standard of living and make needed contributions to society - we all need car repairs, plumbers and electricians on occasion. Here are some great quotes from Rustigan's piece:
Not every student needs to go to college. There are plenty of high school kids who find college-prep classes boring and irrelevant. Many drop out because they feel school is not preparing them for anything practical. Most of these kids are not lazy or defiant; they just want to work with their hands, learn a skill and pursue a solid, honorable, blue-collar trade after high school.

For too long, academic elites and politicians -- both Democrats and Republicans -- have oversold us on the necessity of getting a college degree. We have reached the point at which it has become almost un-American to admit that for a sizable number of our young people, college is a waste of time.

we are currently ignoring an important cadre of students who need something different.

to expect every high school student to meet university admission requirements is not only foolish, it is tyrannical.

the cynics keep telling us, nothing can be done with these lazy, low-achieving slackers because the root causes are broken homes and lousy parenting. Yet, in my experience, when you offer these same kids the right form of education, they flourish. The magic of learning something that is useful and relevant sparks a strong desire to achieve.

Thursday, January 14, 2010

A Note on Comments

by Andrew Gillen and Daniel L. Bennett

A recent comment in this post spurred us to explain our approach to comments.

To date, CCAP has never censored our comments section.

For awhile, most of the comments came from a single individual, who didn’t think too highly of us. Attempts to engage that person in the comments section often degenerated into ugly name calling and attacks on our character on his part, and a waste of time on ours, so we instituted a policy of not responding to comments.

As we started getting more comments from a wider variety of people, this policy had the effect of making our blog less interactive than it should be. So within the past few months, we’ve lifted the internal ban on commenting. We encourage you to post topic-relevant comments and we will do our best to facilitate an interactive discussion.

A remaining issue is whether we will start censoring comments. While we do not currently plan to do so, if the level of spamming continues to grow, and if certain people continue using our comments section as their personal graffiti wall, we may have to revisit that decision.

"Students Be Damned"

By Richard Vedder

For decades, the academic function has been increasingly downplayed. Classes are cancelled for field trips, to celebrate football teams (the University of Alabama has done this recently, living up to its Bubba reputation nationally), taking more holidays off, etc. Teaching loads have fallen and professors have been told that research is more important than teaching for academic success.

Never has this trend been more clearly delineated than in an email I received from the new provost of Ohio University, one Pam Benoit. The university is transitioning from quarters to semesters (they were previously on semesters before 1967).

The calendar agreed upon last spring upset faculty, because it "did not allow for extended time in the summer to work on teaching, research, and creative activity." (Translation: we need to teach less so we can "work on" teaching). She said ending the spring semester earlier than originally planned will allow "the longest possible summer to pursue ...scholarship..." So the Provost announced instead of a 15 week semester we would have a 14 week one. Maybe we can lengthen periods by a few minutes to make up instructional time.

In 1965 when I began teaching at Ohio University, the first day of classes was September 11, and the first semester classes ended January 20, and exams on January 27. The second semester ended nearly in mid-June. There were 32 weeks of instruction per year. In 2012, the same university will offer 4 weeks less instruction, for courses. The faculty teaching loads will be 4 courses typically a year instead of 6. Whereas in 1965, the typical faculty member was in class 288 hours a year, in 2012 his counterpart will be in class 168 hours --over 40 percent less. Why? Allegedly to promote research. Yet most of the research produced outside the sciences at my university is marginal in quality, articles for third rate journals read by few. Universities are not being run for students, but for the faculty. Shame, shame, shame. Benoit suggests "other campuses are doing the same thing." In other words, this is not an isolated example of subordinating the instructional function to the desires of the faculty. I suspect the provost is right.

It is time for some adult supervision of American higher education, with a goal of restoring it to its original purposes.

More on Entry to the Nursing Profession

by Daniel L. Bennett

Last week I wrote in opposition to higher ed's desire to mandate a bachelor's degree for entry to the nursing profession, describing it as a barrier to a profession that is only beneficial to special interest groups due to artificial labor supply reductions that lead to higher compensation for a restricted number of workers. Today, Beverly Malone -CEO of the National League for Nursing - writes for Inside Higher Ed on the matter:
The NLN remains convinced that the more reasoned and effective strategy is to focus attention on how best to propel those with associate degrees, and also those with baccalaureate degrees, to continue their education.

Options (such as RN to BSN or RN to MSN) that are not based on entry but are rather viewed as opportunities for lifelong learning and progression for those who enter the nursing profession through diploma and associate degree programs
Although Malone's statements somewhat support my argument that mandating a credential for entry to a profession is an artificial barrier, I digress that Malone's NLN is not a disinterested party in the debate. Her organization represents nursing education and advocates for increased "lifelong learning" (aka more education credentials) among practicing nurses who have already gained entry to the field.

While I argue that the medical field changes with new discoveries quite frequently and practitioners staying up to date with the latest medical breakthroughs is likely beneficial to the consumer, I seriously doubt that nursing education programs offered by colleges are the best method to achieve this. As with other professional fields, there is often a disconnect between the real world and what is taught in the classroom. Rather, what is likely to be included in college nursing education are the latest fads that scholars think will improve the profession, and are often not based on any empirical evidence.

It appears to me that Malone is representing the interests of NLN members (nursing faculty) in calling for more education of nurse practitioners, only at a point after entry. Her motive is obvious in statements calling for things such as more government support of nursing education and higher compensation for nursing education faculty. Both of these things are certainly in the interests of the nursing education field, but are they in the best interest of the profession and the consumers who rely on its services? These are the questions that need to be addressed empirically before we allow barriers to entry and advancement to be erected for the profession.

Campus Whores in Cambridge

By Richard Vedder

My distinguished colleague and friend Lowell Gallaway, on reaching his 80th birthday, said his only regret about his career is that the profession that he worked in for over a half of century -- economics -- had become so ideological, non-scientific, wrong, pompous, irrelevant and, most fundamentally, corrupt. A strong indictment, but supported by the evidence. Another friend, Doug North (winner of the Nobel Prize in Economics) has successfully argued that a good university should NOT have a sociology department -- I ask, should they have an economics department? (I think the answer is still "yes" but the case for the opposing view is growing).

Almost no one in economics warned the President, Congress, the financial community, etc., of the forthcoming financial crisis of 2008, of the dangers of subprime lending, or of the separation of loan origination's from loan risk, or of the dangers of excessive Fed monetary creation, etc. Economists on average were pretty mediocre in their response to what happened. Their models don't deal with financial panics, for example. They were clueless what to do. Most of them had no historical perspective, a useful thing (since there were distinct parallels to the Great Depression). A year ago, the new incoming chair of the Council of Economic Advisers, Christina Romer, said passage of the Obama stimulus package would keep unemployment from rising above 8 percent --we have had 3 consecutive months of 10 percent joblessness. And so it goes.

But let's talk about the "corrupt" part of the Gallaway remark. Sen. Charles Grassley is upset, and rightly so in my judgement, about the behavior of Professor Jonathan Gruber of MIT. He has testified before the Senate Finance Committee about the great benefits of the Obama health care proposal --failing to point out he had been given at least $400,000 (one account says $700,000) to 'research" and "evaluate" the health care bill. And he told no one about his financial ties to the Obama Administration.

This is triply deplorable. First, Prof. Gruber is guilty of a huge ethical lapse, despite Paul Krugman's pleas to the contrary (Krugman is worth another blog, another day). Second, the government is engaging in the politicization of the academy, giving un-bid, presumably non-peer reviewed contracts in huge amounts to favored economists who will support political objectives. Third, all of this tarnishes higher education in general, and MIT in particular.

Prediction: Nothing negative whatsoever will happen to Prof. Gruber. He will get a salary increase for next year, and not even a reprimand from the MIT administration --the Law of No Consequences at work (not the first ethical lapse problem in Cambridge amongst economists in the past decade, I might add). No congressional hearings will be held on the prostituting of "science" (if one wants to call economics that) for political purposes. And the decline in the integrity, the nobility, the greatness, of American higher education will continue unabated.

Links for 1/14/10

Christoph Knoess
The U.S. approach to secondary education is rarely questioned in the discussion on how to fix education, even though it is quite different from that of most other countries, in that it provides just a single format for all students irrespective of their aptitude and interests (but accepts wide diversity in terms of standards and outcomes) and it positions success in that format as a “deliverable” our school districts owe to every one of their students (that they are expected to deliver irrespective of cost considerations).

Post-secondary education is left to deal with the consequences of this approach…

But the “student-as-a-customer” attitude has created a problem for traditional higher education. Playing to that attitude has led institutions to compete on the luxury of their dorms and athletic facilities rather than the uniqueness of their mission. It has reduced the differences between institutions and has created a bland sameness characterized by unnecessary costs…
once a four year education has become almost as expensive as a single family home, it is very difficult for institutions to resist the “I-am-a-customer” attitude of their students…
Eric Kelderman
Among the proposed improvements in states' higher-education systems this year, Louisiana's may seem the most counterintuitive: Send far fewer students to four-year colleges.
Directing more people to community and technical colleges, say some elected officials and business leaders, would build a better work force by ensuring that more students graduate with usable skills and at a price that fits the state's budget…

the entire process runs the risk of pitting four-year colleges against two-year colleges in an endless fight over state tax support…
Scott Jaschik
What the research found is that the reputational scores don't correlate with changes in factors such as resources or graduation rates, but correlate with the previous year's rankings. In other words, the way you get a good reputational score -- and in turn a good ranking -- is to already have a good ranking…

“You want reputation to be a perceptual indicator of something that's not the rankings you just produced."

Wednesday, January 13, 2010

Links for 1/13/10

Katherine Mangan
Law schools would be required to identify key skills and competencies and develop ways to test how well their graduates are learning them under controversial revisions to accreditation standards being proposed by the American Bar Association…

Instead of judging law schools primarily on "input" measures, such as faculty size and library holdings, the proposed revisions would look more at "outcome" measures, such as what students are actually learning…

Some law deans question whether the kinds of skills that make a good lawyer can be measured through traditional assessment techniques… [they’re unique after all)
Jane S. Shaw
William Patrick Leonard is at war with himself. As a teacher of economics, he instructs his students to look for examples of waste and inefficiency and to come up with alternatives. But as an administrator, he knowingly participates in wasteful practices, because—well, because he is a university administrator.
James Guthrie
Philanthropic foundations have distributed billions of dollars in incentives for school reform. The number of school personnel has doubled over the past forty years. The answer is clear. An effort has been made.
Diane Auer Jones
Instead of just complaining about regulatory burden, colleges and universities should take the time to calculate actual cost of compliance -- including the cost of personnel, information systems, specialized facilities, and programmatic changes that are required to meet regulatory standards -- and then disclose this information to students and the public on the institution’s homepage as well as on each student’s bill.

Moreover, instead of burying compliance costs in the overall tuition rate, I urge institutions to start billing students separately for their portion of the compliance costs through a line-item Federal Regulatory Compliance Fee. Utilities have used this sort of billing practice for years...

Unwilling to Contribute to the Costs of its Own Objectives

by Daniel L. Bennett

The higher ed establishment has outdone itself with a recent letter that it sent to Congress, ostensibly supporting the proposed health care bill, but asking for special treatment with respect to "student group-like insurance plans". My problem with the fact that many colleges mandate students to maintain health insurance while enrolled (forced consumption), often with enrollment in the college insurance plan as the default, aside, this is very troubling.

In its letter, the group suggests that the bill will subject the student plans to the same reforms that apply to individual plans, and that this would lead to higher premiums. This is due to the fact that the bill will essentially subsidize the health care costs of riskier consumers (old, unhealthy) by enforcing higher premiums on less risky consumers (young, healthy). Forcing all persons to buy health insurance regardless of risk or need in order to spread the risk of the insurance pool is the fundamental theory behind the bill's attempt to lower health care costs and expand coverage. This necessitates that the traditional college age group be subject to higher insurance premiums -whether they are on their parent's plan or a school-sponsored one. Exempting such a huge segment of the young and healthy population from incurring the premium increases needed to subsidize the government's social intervention would render the effort much more costly.

The group's letter also expresses concern that the health care bill could reduce public support of higher education due to the state's having to spend more on Medicaid because the bill would increase the numbers enrolled in the program. This is a likely outcome of the bill, which ought to be reason for the higher ed establishment to oppose the bill, rather than support it. Yet, the group instead opts to plea for mercy in the form of federal subsidies to offset the increase in state Medicaid costs in an attempt to preserve their share of funding.

Despite contending in the letter that higher ed advances the common good, its plea for special treatment suggests otherwise. The lobby expresses support for a bill that will in some way fulfill its desire for so-called social justice by expanding publicly provided health care coverage by imposing costs on all others (not to mention stripping away individual liberty and choice), but wishes to shield itself from contributing to this social goal that it so feverishly promotes. The higher ed establishment once again provides evidence that it only seeks to advance its own interests, with complete disregard for the costs conferred to the public at large. This is despicable.

Tuesday, January 12, 2010

Who's to blame for the problems in California?

by Andrew Gillen

Rich and I have been agreeing a lot with Kevin Carey lately, but this post is just downright strange. In it, Carey essentially wants to blame the current mess that is California on conservatives for something they did in 1978, while assigning no blame to the liberals who have been running the state for most of the time since.

California taxed like conservatives and spent like liberals. This is not sustainable, and you can certainly blame conservatives when this happens and they are in power (eg, at the federal level from 2003-2006).

But it’s very strange to try to blame them when they aren’t in power, as was the case in California. Given the state’s cumbersome Constitutional requirements, the reliance on voter initiatives, and the fact that Republicans did have the governorship for about 2/3rds of the time post 1978, you can’t blame liberals entirely for the current mess. But they certainly deserve more blame than conservatives given that they have controlled both houses in the legislature for all but 2 of the 32 years since prop 13 was passed.

Barriers to Career Entry: Law Edition

by Daniel L. Bennett

Last week, I wrote about a proposal from the Carnegie Foundation to mandate a bachelor's degree for entry into the nursing field - one in which the demand for qualified workers exceeds the supply. This week, I'd like to turn the attention to the law profession. There has been significant online chatter this past week (here, here, here) concerning the declining value of law school due mainly to the supply of law school graduates greatly exceeding the demand.

An article in the CHE Monday draws further attention to this matter. Faced with this glut of law school graduates that are unable to find work, the American Bar Association has proposed that Schools of Law develop measurements of what students actually learn in law school that would provide prospective employers with additional information to base their hiring decisions, as opposed to the prevalent mechanism currently in place of ranking candidates by the reputation of their school, which is based on input measures such as faculty size and library holdings. It seems that this proposal stems from law practitioners themselves, who are increasingly dismayed by law school grads that do not possess the core competencies needed to be effective employees. Phillip A. Bradley was cited in the CHE article as likening
law schools to car companies that are "manufacturing something that nobody wants."
Not surprisingly, law schools themselves are adamantly opposed to evaluating what their student's learn, offering predictable establishment rhetoric such as colleges are facing touch budgets and that the costs would be too high to develop an assessment. This is precisely the type of secrecy that Kevin Carey vividly described in a recent Democracy essay. Essentially, colleges have a vested interest in prohibiting information about the value that they add from being known - law schools are no different. In fact, they are much worse because the ABA has a monopoly on the production of lawyers, which has erected barriers to entry in the field via very expensive 3-year postgraduate degrees and passage of the bar exam.

These barriers have artificially driven up the wages of lawyers and greatly distorted the labor market for lawyers due to the expected enumeration of newly minted entrants who arrive with hundreds of thousands of dollars in debt and 3 years of lost wages (opportunity cost). In response, firms are hiring only a fraction of law school graduates, leaving a surplus of workers. Theoretically, this should drive down wages in the field, making it a less desirable career path if the price of law school remains high and it remains a barrier to entry in the field.

If the law schools themselves do not want to serve the needs of the end users (hiring firms)of their product (graduates) via not providing them with the core competencies necessary to be an effective employee, then I suspect that the customers will soon find an alternative supplier. There is evidence of this already taking place as the paralegal field, which only requires an associates degree for entry, is expected to grow by 28% by 2018 (versus 12% for lawyers) as employers (according to BLS) try to
"reduce costs and increase the availability and efficiency of legal services by hiring paralegals to perform tasks once done by lawyers."
The only problem with firms hiring more paralegals as opposed to licensed law practitioners is the other barrier to entry - the bar exam. Theoretically speaking, I see no problem with requiring passage of an exam to prove one's competence in a field, similar to the CPA exam for accountants. In fact, I think that assessment is a better barometer of competence in a given profession than an academic credential. Charles Murray would certainly agree with me. The problem, however, is that the ABA oversees the bar exam and requires that examiners have a JD or LLB before being eligible to sit for the exam. I see no reason that a paralegal should be barred from testing his/her knowledge and competence of the field in order to gain a promotion just because they do not have an academic credential. Such professionals may have very well gained enough experience through OJT and/or self-study to pass the bar exam and should be able to prove their merit for a promotion without having to attain an academic credential at an exorbitant cost to feed the education establishment's industrial complex.

Links for 1/12/10

Oriana Bandiera, Valentino Larcinese,and Imran Rasul
we estimate the impact of class size on the final exam marks…

The effect of class size on students’ performance is – as expected – negative; students do worse in big classes…

If moved from a very small class (of size 10) to a very large class (of size 150), the average student can be expected to suffer a loss corresponding to about 50% of the overall variation in exam marks the average student experiences across all of her courses…

Reducing the size of very large modules (above 100) could be a cost-effective way to improve students’ performance. For modules in the range 30-100 reducing class size could be a rather ineffective strategy, while for classes below 30 it could be a valid but not necessarily cost-effective strategy…

here appear to be at least two ways that larger classes reduce students' performance. First, changes in student behaviour such as their attentiveness or participation. Second, reduced resource availability, such as library books or faculty time during office hours…
David Wolman on diploma mills. Read it and count how many times those in positions of power choose the easy way out instead of the right one. HT: Ben Miller

Scott Jaschik
One of the most sensitive issues discussed was whether there are too many graduate students or programs. At the forum, one professor got up and said he was morally troubled by the decision of his university to expand its history graduate program at a time when graduates weren't finding jobs…

one issue was declared off limits by the AHA: any effort to evaluate program quality and to do some sort of "certification of programs" so prospective students and others could determine whether they were worthy.

Bender said he remains concerned that -- even without such a certification system -- prospective students don't have enough information…
The red carpet treatment. HT: Edububble

Where Have the Men Gone?

By Richard Vedder

Whenever feminists talk about the under representation of women in this or that, I laugh, contemptuously. Women greatly outnumber men in colleges in America today, a dramatic change over the past six decades. But reading Postsecondary Education Opportunity for December, I realize that this is a world wide phenomenon, although there are some interesting international differences.

For eight countries around the world (Australia, Brazil, France, Germany, Korea, Japan, U.K. and the US)I calculated the percent of women who are college graduates in the young adult (25-34) population relative to the percent of male young adults with degrees. In the U.S., the proportion of female graduates exceeds that of males by 22.6 percent (34.2 percent of females have at least a bachelor's degree, vs. 27.9 percent for males.) A similar gap exists in France and even larger ones exist in Brazil (38.1 percent) and Australia (27.1 percent).

Are there countries where the gender differences are negligible or at least small (under 10 percent)? Sure -- Korea, Germany, and Britain. And there is one country where women are still very clearly underrepresented in college --Japan, where the female proportion is 36.4 percent less than the male one.

Exploring the data a bit further, it turns out that the quintessential Scandinavian welfare states --e.g., Sweden, Denmark, Finland --have among the largest differentials --women graduates are at least one-third more numerous then men. I ask the question, has the welfare state somewhat robbed men of their masculinity, their traditional role as the leading family breadwinner, etc.? Is this a triumph of gender equality or something less positive?

It is an interesting question to me why in general there is a dearth of males, but also why some important nations do NOT have this. Since even now men have higher rates of lifetime labor force participation than women nearly everywhere, are we training more and more persons who have college degrees but do not participate in the world of work, staying home to be mothers or parental caretakers? Since output is largely created by the efforts of workers (Marx would have said entirely by workers), and college is allegedly an important source of human capital formation, these international gender differences are potentially of some importance in any study of international differences in economic performance. More work is needed here.

Monday, January 11, 2010

CCAP in the News: January 11, 2010

Richard Vedder was one of the featured experts for the NY Times Room for Debate forum on January 3, which asked the question: Are They Students? Or ‘Customers’? Here were Dr. Vedders remarks:
Since student evaluations of professors became commonplace 35 years ago, students have played a greater role in campus decision-making. The growth in grade inflation, the near abandonment of Friday classes on many campuses, and the provision of country club-like facilities are three indicators that universities increasingly look at students as customers requiring pampering

As tuition costs soar and the pool of college age Americans starts to shrink, this trend will grow. As a consequence, however, universities are endangering their reputation as being rigorously committed to academic excellence.
Surveys show that typically students study, attend class and write papers fewer than 30 hours a week, for only about 30 weeks a year. While the typical American employee works 1,800 hours a year, the typical college student works half that amount on academics.

The “student as customer” philosophy has created an underworked and overindulged group of future national leaders, something that likely will prove costly in the long run.
Andrew Gillen was quoted in Charlotte Allen's January 5 Minding the Campus essay on student loans.
"Direct Loan is highly susceptible to politicization on the budgeting level. In the short term, all that borrowing [the $1 trillion] ought to pay for itself in the interest rates the government charges the students as they pay back the loans. In the long term, it's not realistic to expect high enough interest rates to prevail. There's always going to be political pressure for lower interest rates, which means that taxpayers will be taking up the slack."

"I think that having a federally run program makes some sense, as long as the government is limited to determining need based eligibility and setting the loan limits. Get rid of lender subsidies, let interest rates vary, and let the government subsidize students interest payments directly if it wants to. For private loans, drop the non-dischargeability and let the market determine the terms of lending."
Richard Vedder was quoted in a January 7 Washington Examiner article, stating:
There seems to be an obsession with getting people into college," when up to 50 percent don't graduate in four years, and those who do often find college skills useless in the job market

I'm not against higher education -- it's done wonderful things. But it's like anything else in economics -- it's subject to the law of diminishing returns

Links for 1/11/09

Gilbert Cruz interviews Kevin Carey.
What information don't colleges want people to have?
There's the information that exists that they don't want you to know about, and then there's the information that doesn't exist that they don't want to exist. In the latter category, no one knows how much students learn at a given college or university…

Why is that?
There's no upside for them…

The argument is basically "If I'm unique, I'm incomparable. And if I'm incomparable, I'm not accountable, because no one can judge me." Colleges have a vested interest in being in a position where no one can judge them, because then they can do whatever they want.

it's reasonable to ask private colleges to disclose a lot more information. I do think that's a fair exchange for the public dollar…

People … won't really argue the point. They won't say, "Oh, there's nothing wrong with our K-12 schools. They're awesome. We just need to keep giving them more money and stay out of their business." But that's what a lot of people think about colleges. And colleges do more than anyone to perpetuate that myth. But it is a myth.
David Moltz
The third-largest university in the country could get a lot larger, thanks in part to an increasingly popular guaranteed transfer initiative it sponsors with four community colleges in Orlando.

The University of Central Florida, which enrolled a record 53,537 students this fall, introduced DirectConnect in 2006. The program offers guaranteed entrance and accelerated admission to the university for all students and alumni of Brevard Community College, Lake Sumter Community College, Seminole State College of Florida and Valencia Community College who complete an associate degree.
John Robertson
The big change appears to be that those in school have become increasingly less attached to the labor market. The percentage of school enrollees aged between 16 and 24 who are also participating in the labor market was relatively stable between 1989 and 1998 at around 51 percent. However, labor market participation by those in school declined between 1999 and 2008 from 50 percent to 42 percent. In contrast, labor force participation by those aged between 16 and 24 not enrolled in school has declined only modestly—from 82 percent to 80 percent between 1989 and 2008.
Michael Mandel on the change in earnings by degree.