American Higher Education and Income Inequality

2016 ◽  
Vol 11 (3) ◽  
pp. 325-339 ◽  
Author(s):  
Catharine B. Hill
Keyword(s):  
Higher Education ◽  
Income Inequality ◽  
Financial Aid ◽  
The United States ◽  
Policy Implications ◽  
American Higher Education ◽  
Selective Admissions ◽  
The Government ◽  
Aggregate Amount ◽  
Access And Affordability

This paper demonstrates that increasing income inequality can contribute to the trends we see in American higher education, particularly in the selective, private nonprofit and public sectors. Given these institutions’ selective admissions and commitment to socioeconomic diversity, the paper demonstrates how increasing income inequality leads to higher tuition, costs, and financial aid. A numerical example is presented that estimates how much lower tuition, spending (costs), and financial aid would have been if household incomes in the United States had grown by the same aggregate amount between 1971 and 2009, but with no increase in income inequality. The policy implications include the government addressing rising income inequality directly or changing the incentives facing higher education and will be of interest to those concerned with the rising cost of higher education and issues of access and affordability.

scholarly journals Higher Education and the Market

2015 ◽  
Vol 1 (2) ◽  
pp. 35
Author(s):  
Catharine Hill
Keyword(s):  
Higher Education ◽  
Market Failure ◽  
The United States ◽  
Policy Implications ◽  
Market Failures ◽  
Non Profit ◽  
For Profit ◽  
Goods And Services ◽  
Government Sector ◽  
The Government

<p>Neoclassical economists make the case for profit seeking firms in the private sector because they supply goods and services efficiently, meeting consumer demand at the least possible price and the highest quality. The government also supplies some goods and services directly, and also has made provisions for non-profit firms to do so, recognizing that in some cases for-profit firms will not supply them efficiently, because of a variety of market failures. In the United States, higher education has been one of those services that has traditionally been supplied to a large extent by non-profits and the government sector, and not by the for-profit sector. Over the last few decades, that has been changing radically, with much of the growth in enrollments in higher education taking place in the for-profit sector. Understanding the evolving roles of for-profits, non-profits and the public sector in the provision of higher education over the past several decades is important because they can have public policy implications. The government’s response to market failure, in particular, has welfare implications for both individuals and society.</p>

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

Book Review: The Shaping of American Higher Education

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Gary H. Knock
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Early History ◽  
Quarter Century ◽  
American Higher Education ◽  
History Of ◽  
Broad Understanding

In the introduction of this book, Arthur Cohen states that The Shaping of American Higher Education is less a history than a synthesis. While accurate, this depiction in no way detracts from the value of the book. This work synthesizes the first three centuries of development of high-er education in the United States. A number of books detail the early history of the American collegiate system; however, this book also pro-vides an up-to-date account of developments and context for under-standing the transformation of American higher education in the last quarter century. A broad understanding of the book’s subtitle, Emergence and Growth of the Contemporary System, is truly realized by the reader.

Higher Education Policy: Implications for Gender-Balancing the Curriculum

1983 ◽  
Vol 36 ◽  
pp. 12-13
Author(s):  
Thomas A. Mulkeen
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
The United States ◽  
Policy Implications ◽  
Industrial Society ◽  
Public Higher Education ◽  
Agriculture Industry ◽  
Scientific Principles ◽  
Industry And Commerce ◽  
New Institutions

American higher education has been molded by forces outside the educational community. From the Civil War through the mid-1970's our political leadership considered investment in education good for the economy and, therefore, good public policy. This link between schooling and the economic system developed as the United States moved from an agrarian to an industrial economy. Industrialization demanded skills that neither the family nor the church could provide, and tax-supported public higher education was to assist the transformation to an industrial society. The catalyst for this transformation came in 1862 with the passage of the Morrill Act establishing the land grant colleges. These new institutions emphasized the development of technical skills and the application of scientific principles to agriculture, industry and commerce.

scholarly journals American Engineering Doctoral Enrollments

2015 ◽  
pp. 23-24
Author(s):  
Richard Skinner
Keyword(s):  
Higher Education ◽  
United States ◽  
International Education ◽  
Doctoral Programs ◽  
The United States ◽  
American Higher Education ◽  
Long Term Trends

International education has deep historical roots and has spurred relationships that persist for decades. In the case of the United States and the field of engineering, American dependence since the mid-1960s on other countries' students – especially Indian ones – for enrollments and graduates of engineering doctoral programs has been, is and will likely continue to be significant. But long-term trends portend a time when the appeal of American higher education may be less than has been the case.

International debt and linkage strategies: some foreign-policy implications for the United States

1985 ◽  
Vol 39 (4) ◽  
pp. 699-727 ◽  
Author(s):  
Benjamin J. Cohen
Keyword(s):  
United States ◽  
Foreign Policy ◽  
Latin American ◽  
Debt Crisis ◽  
Policy Instruments ◽  
The United States ◽  
Policy Implications ◽  
Power Resources ◽  
The Government ◽  
The Imf

The global debt problem influences the foreign-policy capabilities of the United States through its impact on the government's “linkage strategies” in foreign affairs. In some circumstances policy makers are forced to make connections between different policy instruments or issues that might not otherwise have been felt necessary; in others, opportunities for connections are created that might not otherwise have been felt possible. The Polish debt crisis of 1981–82, the Latin American debt crisis of 1982–83, and the IMF quota increase in 1983 are suggestive in this regard. Linkage strategies bred by the debt issue are more apt to be successful when the interest shared by the United States with other countries in avoiding default is reinforced by other shared economic or political interests. They will also be more successful to the extent that the government can supplement its own power resources by relating bank decisions to foreign-policy considerations. Power in such situations, however, is a wasting asset, even when employed indirectly through the intermediation of the IMF.

Community Colleges in America and Distance Learning

2011 ◽  
pp. 302-303
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United States ◽  
Community Colleges ◽  
Distance Learning ◽  
The United States ◽  
American Higher Education ◽  
Common Mistake ◽  
External Pressures ◽  
Institutional Types ◽  
Four Year Institutions

Community colleges in the United States have played an important role in the development and implementation of various forms of computer- and media-based education. A common mistake made when discussing distance learning in American higher education is to fail to distinguish the policies and practices of different institutional types. Generalizations about distance learning are particularly misleading if one does not recognize the very large differences in mission, resources, stakeholders, and external pressures between community colleges and four-year institutions.

scholarly journals Admissions in Japanese National Universities: The Need for Change

2018 ◽  
pp. 25-27
Author(s):  
Yukiko Ishikura ◽  
Tatsuo Kawashima
Keyword(s):  
Higher Education ◽  
College Admissions ◽  
Higher Education Institutions ◽  
The United States ◽  
Educational Backgrounds ◽  
Holistic Review ◽  
Admission Decisions ◽  
The Government ◽  
Perceived Desirability ◽  
National Universities

Higher education institutions have undergone significant changes concerning college admissions. Leading countries for higher education, such as the United Kingdom and the United States, as well as countries in Asia such as China, Korea, and Taiwan are making changes to their higher education systems. There is also a call for change in college admissions in Japan. Japanese universities, especially national universities, have heavily relied on test scores for student selection. However, universities are currently shifting theircollege admissions processes toward a holistic review approach. This involves making admission decisions by assessing not only academic achievements, but also students’ backgrounds, personal experience, and potential. This task was initiated by the government in response to the changing concepts of knowledge and fairness, as well as the perceived desirability of attracting students with diverse educational backgrounds. For higher education institutions both in Japan and abroad, college admission reforms become a necessary process. Japan, where the government has the most power for making decisions, offers other countriespriceless lessons about how top-down education/admission reforms are implemented or impeded.

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