By Patricia Lawson
One element of a certain reverse culture shock I’ve been experiencing since returning to the U.S. after nearly two decades in Europe is the high cost of college. Since I have a high-school senior poised on the brink of higher education, this issue is very immediate. But unlike my son’s friends’ parents, who are ten to fifteen years younger than I, I have a clear memory of a time when college was affordable. For example, I remember that in 1967 the cost of a year’s tuition at Harvard was around $2,400 (excluding room and board). This was considered an exorbitant sum at the time. And indeed, it is worth $15,700 in today’s dollars. Still, a very reasonable price for the top education America had to offer. Most of the other parents, on the other hand, came of age in the 80’s, when college costs had already spiraled out of control. According to a 2010 study:
A comparison of inflation statistics from the Bureau of Labor Statistics and the College Board reveals that since 1978, the cost of attendance at community colleges and 4-year public and private colleges and universities has tripled, with tuition increases rising at an average of double the general inflation rate.1
Furthermore, “From 1982 to 2007, college costs rose a whopping 439%, according to the most recent biennial report by the National Center for Public Policy and Higher Education,www.highereducation.org.”2 An article in the Huffington Post states, “A recent College Board report found average in-state tuition and fees at public colleges and universities this fall rose 7.9 percent to $7,605, while the average sticker price at private nonprofit colleges increased 4.5 percent, to $27,293.”3
Before the inflationary spiral began, in the late seventies,4 college costs constituted an average of 3-4% of family income. Today, according to a 2008 report from the National Center for Public Policy and Higher Education, “On average, students from working and poor families must pay 40 percent of family income to enroll in public four-year colleges. Students from middle-income families and upper-income families must pay 25 percent and 13 percent of family income, respectively.”5
Pointing out how this increase affects student debt, The New York Times on April 17 cited Mark Kantrowitz, publisher of FinAid and Fast Web:
Two-thirds of bachelors´ degree recipients graduated with debt in 2008, compared with less than half in 1993. Overall, student loan debt out-paced credit card debt for the first time last year and is likely to top a trillion dollars this year as more students go to college and more borrow money to do so. “In the coming years, a lot of people will still be paying off their student loans when it´s time for their kids to go to college,”Mr. Kantrowitz said.
Sufficiently overwhelmed? Yet today’s parents seem conditioned to the exorbitant costs and take for granted that their children must graduate with an average of $24,000 of debt.6 I, on the contrary, hark back not only to an earlier time but to my recent stay in Europe, where most higher education institutions are public or quasi-public and the cost ranges from nominal to nothing.
My son, for example, who has dual German-American citizenship, is getting his Ph.D. at Oxbridge. Sum total of tuition and fees for his first year, as a European Union (EU) student? A little less than $9,000. Sum total of a similar year at Harvard? $38,000. (I am excluding room and board, which are too variable across the different countries we’ll discuss.) Until 1998, higher education was free in England. When they finally introduced tuition, they initially capped it at £1,000 (about $1,600) per year. In the course of the decade it has crept up to the present amount of £3,300 (about $5,300 at today’s rates) for EU students. Oxford and Cambridge are exceptions, each having a £ 2,200 ($3,300) surcharge or “college fee.” Non-EU students pay three times the total amount at any given university, although even at that they still pay considerably less than in America.
You could argue that Harvard and Yale are private, and Oxford and Cambridge are public. But the highly-ranked public University of Michigan has a $36,000 out-of-state price-tag. Also, both Oxford and Cambridge, although subsidized by the government, are private in the sense that their endowment takes the form of large chunks of real estate (often seized monastery lands) first granted them in the medieval era or during the Reformation. Fully private universities do exist in Europe, and some are just as exorbitantly priced as in America, but they are the exception.
But on to the continent, to which England is the American-model outlier. (In fact, in 2012, tuition costs in the U.K. are slated to triple, thanks to legislation passed by the new Tory government, over the vociferous protests of students all over England.) On the continent, however, costs are vanishingly low.7 Denmark, Sweden, Finland, and Poland for example, charge nothing for a public university education. Other countries, such as Spain and Germany, in response to neoliberal emanations from America and England, have instituted nominal tuitions. Spain’s is set at a maximum of $1,200 per year. Portugal charges very slightly more. Since 2006, some German states charge an annual $1,600 for a year’s tuition and fees, although other German states continue to charge no tuition at all. At most, a vanishingly small administrative fee. France’s universities follow a similar pattern, with a nominal $200 per year fee for an undergraduate degree, with some higher or specialized degrees costing $1,000 per year. Austria’s higher education is essentially free for those pursuing a degree program, who do not exceed its normal limits by two semesters.
On what basis can the countries of the EU afford to provide all this free education? It’s a meritocracy. Most countries have a fairly stringent set of exams at the end of secondary education that determine whether one can go on to University: the “Bac” for Baccalauréat, in France, the “Abitur” in Germany. Once a student has passed these, the state perceives her as a resource and is willing to invest in her further education. In France, where a loose societal goal is universal university education, admission to ordinary universities is relatively easy (as opposed to the extremely selective Grandes Ecoles, where the country’s elite are educated). Making the grade to remain in the system, however, is up to the student. Germany’s system is stricter, beginning with an unusually early age for selection into university-track secondary education. One’s GPA at the tender age of 9 determines this, whereas in France students don’t enter the university track until 15. There are ways around the German system, however. Gerhard Schroeder himself, Germany’s chancellor before Angela Merkel, missed the academic boat as a boy, but ultimately made his Abitur, went on to law school, and the rest is history.
But personal histories aside, the point about higher education in Europe is that it is not a luxury or privilege to be paid for, but a resource for all who are qualified, which is provided for the betterment of society. On the principle that the better educated a society’s members are, the more advanced and inherently healthy that society will be. In fact, in spite of the recession, France upped its spending on higher education in 2010 by $2.4 billion, an increase of 5.3%, and Germany increased its education budget by 9%.8 Remembering as I do the days when America’s colleges were affordable, and having seen the inexpensive European system up close, I weep for the young people of America who graduate saddled with crippling debt. The $24,000 average I can’t help but think low, since I know in my personal circle a young man who went to two years of community college, benefited to some extent from the GI Bill and paid in-state tuition in the SUNY system, yet who graduated with a debt more than twice the average, while getting a BA.
What is America doing to its youth to saddle them with exorbitant debt? It begins to approach a form of indentured servitude. Next, with the increasing privatization of our society, enterprising parents will present their kids with a bill for their upbringing upon high school graduation. Why is it that an aggregate of European countries of diverse makeup, numbering 500 million people, uniformly perceive higher education to be society’s obligation to the individual, whereas our society seems to increasingly view education as a consumer good like any other?
Some claim that the quality of education at America’s universities is so far superior to that of Europe that the higher tuitions are justified. There is an argument to be made that American higher education and postgraduate education is a lure for the children of elites and the academically proficient worldwide. There’s no denying the flexibility of the system for enabling excellent graduate and post-doctoral research. American universities have produced scores of Nobel Prize winners. But I’m addressing here primarily the costs of a B.A. or B.S., which in America all too often, for the first two years, constitute a remedial review of things that should have been learned in high school. At $20,000 or $25,000, considered moderate tuitions by today’s standards, that’s a pretty bad deal. Whereas the European system tends to accomplish the first two years of liberal arts college in the course of secondary school, leaving the student free to focus on his area of specialization at university. In England, at university, one “reads” and attends classes exclusively in one’s subject. Germany takes the broadening approach of requiring two minor subjects in addition to a major. A greater problem with American education is a certain recent debasement, in that grade inflation is epidemic on American college campuses9, with students expecting to receive A’s simply for showing up.
In terms of facilities and teacher/student ratio, it’s true that in some continental universities, basic university classes are attended by casts of hundreds and classroom space runs short. (Not that large classes for basic courses are unusual in America.) Again, my son, having attended English, French, and German universities, can give credible testimony on the subject. (He did his undergraduate degree in England and his Masters in Germany. Also, he was an exchange student for a year to a French university). At all three universities, he experienced very large classes for basic courses. Germany’s were the largest, at about 200 students in a class, with any excess students sitting on the floor. England’s were the smallest and best accommodated large courses, at about one hundred students a class and no SRO. In Germany, places in seminars for fifty people were allotted on the basis of drawing names, again, with any overflow sitting on the floor. Whereas in England, my son attended undergraduate seminars that had merely ten to twenty people. Dealing with the administrative bureaucracy in terms of getting various certifications needed for his courses was a severe headache in Germany. Once again, in England he felt that the administration was much more student-oriented. But whether this reflects the relatively nominal tuitions that have until now been charged in England, or simply a different cultural orientation, it’s difficult to know. At least Germany, with its recent hefty budget increase, seems to be acknowledging that more money needs to be put into the system.
In all three systems, my son had every respect for the quality of the professors and the instruction they gave, although he did perceive certain cultural biases that shaped the character of learning. In France, there was a great deal of emphasis on detail and thoroughness in terms of mastering factual content. Germany had a more rigorous theoretical and abstract approach to the material. Finally, England emphasized a cultural-historical context and focused on developing the skill of defending an argument.
For my part, the ranking system used in the Anglo-American world seems to me to be extremely chauvinistic. The Quacquarelli Symonds list and the THE (Times Higher Education) ranking system both cheerfully list US and UK universities exclusively in the top ten, while a few continental universities are allowed to creep into the lower ranks of the top twenty. Whereas universities that are highly rated in the German-speaking world, such as the University of Freibourg, rated by a consortium of respected German journals as second in Germany and sixth in Europe, rank 97th in the QS list and 132 on the THE ranking. Sankt Gallen , a well-reputed business and economics-focused university in Switzerland doesn’t even make the top 200. But the Swiss and Germans are no slouches, as we all well know. Both countries are very high-functioning, with extremely high standards of living. Part of this distortion might be the weight given to expenditure-per-student, which will give private and well-endowed universities an edge, while penalizing the primarily public universities in Europe that have economies of scale and strive to keep costs down. Also, these ranking systems have their share of critics who have questioned the reliability of the methodology, charging too much emphasis on citation indexes, for example, which heavily favor natural science-heavy institutions over those emphasizing the social sciences.10
In my personal experience, the general savviness and sophistication of the educated in European countries—of the average graduate—far exceeds that of the college-educated in America. In Europe the level of discourse is very high. In France, talk-shows are more like debating forums rather than the laidback gabfests we have in America. In Europe, readership of books, newspaper and journals far exceeds American levels. Publicly subsidized cultural experiences such as symphony, opera, art history lectures, art films and theater abound. I have sat in a French summer-festival theater in a provincial town watching Racine’s Andromaque, which was written in Alexandrine verse, amazed to see the entire audience on the edge of their seats, reciting the words silently along with the cast. I can’t imagine a similar experience at a Shakespeare performance in America. I’ve spoken to an immigrant-origin market worker in France who knew more about the electoral college system in America than the average American does. No one would expect in their wildest dreams that said American would have the faintest concept of how elections are run in France. Who knows, maybe the market worker was taking courses at university, according to the French social goal? He certainly sounded like it.
But relative merits of European versus American education aside, the critical question about American tuition costs is how did they get to be so high? Ronald Ehrenberg of Cornell University, director of the Cornell Higher Education Research Institute, has made a study of this issue with regard private institutions. The ranking system and colleges’ desire to achieve high rankings turns out to be a great driver of tuition inflation. “To look better than their competitors,the institutions wind up in an arms race of spending to improve facilities, faculty, students, research, and instructional technology.”11 And further, “With long lines of high quality applicants flocking to their doors, top institutions have chosen to maintain and increase quality largely by spending more, not by increasing efficiency, reducing costs, or reallocating funds.”11
According to Ehrenberg, a structural cause of cost increases is decentralized fund allocation under the territorial prerogative of individual deans of colleges, each in competition with the others. Also a factor is government’s requirement for higher matching contributions for research grants these days. Alumnae may threaten to withhold funding if favorite programs are cut. Faculty may object to cuts and may bring a great deal of pressure to bear. Cities may require special payments for new development to compensate for a university’s tax-exempt status.
But perhaps the most perverse factor in high costs is that the much sought-after rankings are to some extent based on the amount spent per student, and no institution wants to look like a cheapskate. This creates a vicious circle, because when costs increase, institutions give more financial aid, which forces them again to increase tuitions so that the people who can pay will cover the aid.
Also, for all campuses, public and private, more and better services are expected these days for students, including supplementary tutoring, psychological counseling, and college placement, not to mention increased on-campus security. “According to a 2009 report by the Delta Cost Project12 the amount of money spent on administrative costs and student services such as security, counseling and career advisement and maintenance has increased by as much as 23 percent since 2002, whereas spending on classroom instruction per student has topped out at 9 percent.”1
For public institutions, recession-induced cuts by state governments are passed on to parents and students in the form of higher tuition. According to the New York Times, in most states, tuition payments rather than state appropriations cover the budget now.13 Many authorities agree that “the era of affordable four-year public universities, heavily subsidized by the state, may be over.”13
“In the next three or four years, we’re going to have more students who are spilling out the bottom, priced out of the expensive institutions,” Ms. [Jane V.]Wellman [Executive Director ] of the Delta Cost Project said. “We’re going to be rationing opportunity. We’re moving in that direction fairly rapidly.”13
In my opinion, for private and a number of public universities, a major factor is also the voracious endowment, which has taken on a life of its own. Traditionally, only a fraction of the very substantial returns on endowment investments benefited students in terms of payouts used for tuition aid that could have obviated the need for tuition hikes. Lyn Munson, an adjunct fellow at the Center for College Affordability and Productivity, and an activist who helped prompt two Senators to hold hearings on the subject in 2007, said she was shocked to realize that some college endowments are the size of certain countries’ GDP. She found this out while working for the National Endowment for the Humanities and reviewing college funding applications.14 She was not alone in her criticism. At those hearings, Congressional Research Service specialist Jane Gravelle cited an average 2006 endowment return of 15.3%, versus a payout rate of 4.6%.
“If Harvard, Yale, Princeton … or Stanford had paid out one-tenth of 1 percent of their endowment for undergraduate tuition, undergraduate tuition increases would have been unnecessary,” she said. “It appears that the main effect of the high returns on endowments, for those institutions with large endowments, is to increase the size of the endowment.”15
The hearings held by Senators Grassley and Welch did have the effect of inducing many Ivy League colleges, on threat of being required by the federal government to pay out at least 5% of their endowment each year, to reform their financial aid systems by substituting more direct grants for loans. Although the committee took no formal action in the face of the 2008 recession and the losses to college endowments, today a larger proportion of qualified students at elite universities have their tuition paid for them through grants from their college. For example, 60% of Harvard students receive some financial aid.16 For families that make under $60,000, tuition is free. Those making up to $180,000 are required to pay no more than 10% of their income. But the Ivy League schools are not necessarily typical, either in the size of their endowments, or their newfound relative generosity with them.
In any case, the recession’s dramatic losses to college endowments might lead one to think that playing the stocks is probably not the wisest application of those funds. Harvard’s $34 billion endowment lost 30% of its value. Nevertheless, by 2010, endowments were showing substantial growth again over 2009, with Harvard back up at $27.6 billion, and Yale at $16.6 billion.
Although everyone wants our universities to be run on a sound financial basis, they appear to be being run on a business model, according to the interests of the institution rather than those of the students or faculty. The for-profit institutions are bad enough, with their blatant Pell Grant scams, whereby they lure in low-income students on exaggerated promises of job placement, without providing sufficient support to the student to enable him or her to complete their degree. There are always plenty more Pell Grants to skim off where the dropped-out student came from. But what are the non-profits doing generating revenues in the tens of millions and investing heavily in financial assets? Furthermore, the use of adjunct professors, who may be paid a paltry $3,000 a semester for teaching two 150-student classes, with no question of benefits, is one manifestation of the penchant for exploitation in the name of “sound business principles” on the part of even our “non-profit” universities.
Can tuition costs in America be brought under control? According to Ehrenburg,
In private institutions, trustees can play a crucial role in backing efforts on the part of presidents and provosts to control costs. Further, colleges and universities must assume the mindset of growing by substitution, not by expansion. And finally, institutions must increase cooperation with their competitors. Consortia to share academic and administrative resources both within campus and across institutions promise significant savings in a number of areas. Clearly, tuition increases need not—and, indeed, given the changes sweeping throughout higher education, cannot—march on inexorably for another century.11
In an recent article entitled “The Endowment Trap,”17 Dr. Vance Fried of the University of Oklahoma goes much further. He acknowledges that limited endowments have the legitimate purposes of providing liquidity, smoothing out expenditures between big donations, and making donors feel immortal by being able to give donations in perpetuity. Nevertheless, he sees today’s behemoth endowments (and not just the Ivy Leagues’) as robbing the student of today in favor of “future generations.” A huge endowment may function primarily as a source of pride for students, trustees, and alumni, giving the college the appearance of being rock-solid regardless of the actual quality of learning that occurs on the campus. Noting that 62 American colleges have endowments of more than $1 billion and 364 have endowments of more than $100 million, Fried is adamant,
These colleges are like poor little rich kids fixated upon their wealth. Although rich, they constantly complain about not having enough money to cover their needs. Although rich, they constantly try to get more money out of their students and society at large. They continue to build their endowments even though each dollar added to endowment represents a dollar that could have gone to providing an education to current students, researching today’s great problems, or to reducing tuition. …
Furthermore, he says,
excess endowments are a non-productive use of society’s limited resources. If a college has excess assets, then it should figure out how to put them to a productive use over the next twenty years. Spend them on research to cure cancer, or start a partner college in Africa, or give full-ride scholarships to low-income students, or build a small cathedral. Or be really radical and cut tuition.17
I would add, this should go double for public institutions. Furthermore, states must stop using the recession as an excuse to cut grants to their public colleges and universities, but should reverse that practice and invest in their young people as Europeans are so obviously willing to do. Instead, American youth are told at each high school graduation ceremony that they are the future and hope of our country, only to find out that’s only really true if they have the funds to pay for it.
But my immediate practical problem is what to do about my younger son’s education. The college of his choice has given him some scholarship money and promises some work-study support against a tuition, room, and board cost of $40,000 per year. Actually, $55,000 if he exercises a certain study option. At this point, I’m inclined to have him put on his German hat (both sons have dual citizenship by virtue of their father’s being German) and head back to Europe.
1Facts About the Rising Cost of College Tuition | eHow.com http://www.ehow.com/about_5434841_rising-cost-college-tuition.html#ixzz1IUbgCugy
2http://degreedirectory.org/articles/How_Fast_are_College_Costs_Rising.html
3http://www.huffingtonpost.com/2011/01/27/college-endowments-reboun_n_814844.html
4HIGHER EDUCATION:HANDBOOK OF THEORY AND RESEARCH. By American Educational Research Association. Division J–Postsecondary Education, John C. Smart,University of Memphis. Kluwer Academic Publishers,Dordrecht, the Netherlands, 2002.
5http://articles.cnn.com/2008-12-03/living/college.costs_1_family-income-college-affordability-higher-education-report?_s=PM:LIVING.
6New York Times, Sunday, April 17, 2011, Week in Review, p.3
7http://en.wikipedia.org/wiki/Public_university#Continental_Europe
8 http://www.time.com/time/world/article/0,8599,1976724,00.html#ixzz1IbmEARQC
9 http://gradeinflation.com/
10http://en.wikipedia.org/wiki/QS_World_University_Rankings#2010_rankings
11http://net.educause.edu/ir/library/pdf/ffp0005s.pdf
12Why Are College Costs Rising?: The Truth Behind Runaway Tuitionhttp://www.suite101.com/content/why-are- college-costs-rising-a90578#ixzz1IUaXxQlr
13http://www.nytimes.com/2011/01/24/education/24tuition.html?pagewanted=1
14http://www.thenewjournalatyale.com/2008/11/fortune-tellers/
15http://www.reuters.com/article/2007/10/24/us-college-endowments-congress-idUSN2427438120071024?pageNumber=2
16http://www.thecrimson.com/article/2011/2/25/aid-financial-percent-year/
17http://popecenter.org/clarion_call/article.html?id=2499