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News, Views and Careers for All of Higher Education

Sept. 7, 2006

Mediocre Grades for Colleges

American higher education is slipping, against the systems of other countries and in terms of being affordable to citizens, according to a report being issued today by the National Center for Public Policy and Higher Education.

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“Measuring Up 2006: The National Report Card on Higher Education” assigns the United States and individual states grades in various categories that reflect how well they do at preparing students for college, having affordable higher education systems, and various other criteria. There aren’t a lot of candidates for the dean’s list. While the report found progress in some areas over the time period that the center has been producing these report cards (this is the fourth biennial study), in other areas, especially related to costs, states appear to be backsliding.

Patrick M. Callan, president of the center, started a press briefing Wednesday on the report by noting the “even the harshest critics” of American higher education tend to preface their analyses by praising the system as the “best in the world.” The report, which includes international comparisons for the first time, “suggests otherwise,” Callan said.

What the data suggest, Callan said, is a system in which American higher education is resting on its laurels from the period of time before the rest of the world started to pay attention to higher education. This is clear when one compares adult populations as a whole to younger adults who more recently were in — or had the potential to be in — college. The United States is second in the world in percentage of adults aged 35 to 64 holding a college degree, but seventh among those 25 to 34. In addition, the data note that Americans are better at starting college than finishing it. The U.S. ranks 5th in the world in the percentage of young adults enrolled in college, but 16th in degrees per students enrolled.

The report card is best known for its grades for individual states — and the grades were particular poor for affordability, with 43 states receiving an F and no states earning an A or a B. Grades are based on a series of factors designed to avoid single national standards, while attempting to hold lawmakers accountable. So for affordability, for example, the study considers among other factors the percentage of family income required to pay net costs of attending a four-year college. This approach is designed not to punish states that have high tuition but high aid or to penalize states with low income and low tuition. The study found numerous states where this percentage is going up, where aid is increasingly focused on merit, and where tuition is increasing faster than sources of aid.

Callan said that on affordability, there is plenty of blame to go around. The federal government has failed to keep Pell Grants’ value rising with the cost of attending college. But he said that more Pell funds alone wouldn’t solve the problems because with rising tuition rates, “all the new money gets absorbed.” He called for a push by colleges to limit increases, while federal and state governments try to provide more need-based aid.

The report looks both at state totals and also at subgroups, with states earning better grades if they don’t have large gaps in the performance of different racial and ethnic groups. Generally, the report found that such gaps are widespread and significant. In New Jersey, for example, the enrollment rate for white 18- to 24-year olds is 47 percent, compared to 27 percent for others. In Colorado, the rates are 40 percent for whites and 17 percent for others.

While Callan said that he was saddened by the lack of progress on affordability, there were other categories in which states demonstrated more progress. On various measures of college completion, 35 states have improved in more than half of the measures used. On measures that go into the preparation grade, 45 states have improved on more than half of the measures.

One of the newer features of the report card is an analysis of learning that takes place in college, where the center does not award letter grades but gives a + to some states and an incomplete grade to others. In 2000, the center awarded incomplete grades to every state, finding that none of them had good systems in place to measure what students actually learn in a way that could be compared from state to state. This year, nine states earned a + for participating in programs that allow for such comparisons, through analyses of the literacy and mathematical skills of graduates and the adult population, passage rates on licensure examinations, admissions to competitive graduate schools and various other measures.

The Secretary of Education’s Commission on the Future of Higher Education, which Callan has advised, has made a priority of pushing colleges to identify and to start using ways to measure learning. While there was much talk during the commission’s deliberations of having some test, the panel did not recommend that any single measure, but called on colleges to have easily understood, consumer-oriented tools that would allow prospective students and their families, as well as the government, figure out what happens during the years of an undergraduate education. Supporters of this push talked about the need for standards and accountability, while critics — especially amid discussion of possible national tests — cautioned against trying to measure all colleges in the same way.

Callan said that he saw a great deal of “synergy” between the ideas he was pushing on measuring student learning and those advocated by the commission.

With the ground covered by the commission, Callan said, “the argument that this can’t be done without destroying higher education or dumbing it down is pretty much dead in the water.” Callan noted that the comparisons the center uses aren’t one single test, but a variety of measures. Still, they are comparable across the country and that’s key, he said. “At the end of the day, if you can’t compare, you don’t know very much,” he said.

The following table features the state-by-state grades. Detailed reports will be available later today on the center’s Web site.

State Grades in Measuring Up 2006

State

Prepa-
ration

Partici-
pation

Afford-
ability

Comple-
tion

Benefits

Learning

Alabama

D-

C

F

B-

B

I

Alaska

B-

C+

F

F

B-

I

Arizona

D

B+

F

B

B+

I

Arkansas

D+

C

F

C

C

I

Calif.

C

A

C-

B

A

I

Colo.

B+

A-

F

B

A-

I

Conn.

A-

A-

F

B+

A

I

Delaware

C

B

F

A-

B-

I

Florida

C

C

F

A

B

I

Georgia

C+

D+

F

A

B-

I

Hawaii

C-

C

D

B-

A-

I

Idaho

C

D+

D

C+

C-

I

Illinois

B

A

F

B+

A

+

Indiana

C

C+

F

B+

C

I

Iowa

B+

A-

F

A

C

I

Kansas

B-

A

F

B+

B+

I

Kentucky

C-

B-

F

C+

C+

+

La.

F

C-

F

C-

D+

I

Maine

B

B-

F

B

B-

I

Maryland

A-

A

F

B

A

+

Mass.

A

A

F

A

A

+

Michigan

C-

A-

F

B

A-

I

Minn.

B

A

D

A

B+

I

Miss.

D-

D

F

B

C

I

Missouri

C

B

F

B+

A

+

Montana

B+

C-

F

B-

C+

I

Nebraska

B

A

F

B+

B

I

Nevada

C-

C

F

F

C-

+

N. Hampshire

B+

C+

F

A

A

I

N. Jersey

A

A-

D

B

A

I

N. Mexico

F

A

F

D

C

I

New York

A-

B-

F

A-

B+

+

N. Carolina

B+

B-

F

B+

B

I

N. Dakota

B-

A

F

B

C+

I

Ohio

B-

B-

F

B

B+

I

Oklahoma

D+

C+

F

C

B-

+

Oregon

C-

C+

F

B-

A

I

Pa.

B

B

F

A

A-

I

Rhode Isl.

C+

A

F

A

B

I

S. Carolina

C+

D+

F

B+

C

+

S. Dakota

B

A

F

B+

C+

I

Tenn.

C-

C-

F

B

C+

I

Texas

B-

C+

F

C+

B-

I

Utah

A

B

C-

B

A-

I

Vermont

B-

C

F

A

A-

I

Virginia

A-

B

F

B+

A

I

Wash.

B

C-

D-

A

A-

I

W. Virginia

C-

C-

F

C+

D+

I

Wisconsin

B+

A-

F

A

B-

I

Wyoming

C-

B+

F

A

C-

I

U.S.

C+

B

F

B

B+

I

— Scott Jaschik

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Comments

Whatever Happened to Continuing Education

One of the things that we ought to consider in addition to the affordability of a college education is the value and affordability we ascribe to continuing education. Why do we assume, as this article implies, that education, learning and specialization are complete at graduation?

Dana, at 9:25 am EDT on September 7, 2006

Mediocre Grades for Colleges

I have been scared about the future of the U.S. educational system for some time. This article supports my fear. You should be scared too. You should start thinking of English as a second language. Here is my shot at Chinese. 我被驚嚇。I just used my language converter and translated “I am scared” from English. You might work on word conversions in several other languages yourself. India and German might be good choices. I will digress now and tell you why I am scared as an academician. Attrition of U.S. students within doctorate programs scares me. You ask why just doc programs. Well it isn’t just doc programs but that is a start as they have a lot to contribute. The overall attitudes of faculty who teach in doctoral programs scare me too at their refusal to realize we must reduce doctoral attrition. The general attitude of ‘well this is the way it was when I was a student’ does not reflect a willingness to consider that change might be needed. Those expressions remind me of the Fall of Rome story where power was changed and scarcely noticeable to the average citizen. Bottom line, civilizations with a highly educated workforce experience higher economic and living conditions than societies with less educated citizenries, therefore, continued 50-60% attrition rate might have a negative impact on the future U.S. economy. That kind of attrition is waaaay high by my standards. India, China, and Germany are growing their graduate degree offerings. International students who do complete their doctorate degrees here in the U.S. are being provided large incentives by their home country to return to their homeland and practice in their profession there. Historically, they remained here in the U.S. after completing their doctorates and they paid taxes and fueled our economy and intellectual knowledge. Since doctoral programs are significant in keeping our nation economically competitive by developing workforce talent and in turn provide a higher quality of living and health care resources for citizens, this brain drain loss creates concern. I think educators can fix the quagmire that we have created. Individuals who enter doctoral programs have a proven history of academic success so I suggest the process needs to change. If 5 out of each 10 individuals admitted to a hospital for treatment died, the institution would investigated how they might change. If 5 of 10 babies were dropped during birth deliveries, lawsuits would abound! If an air traffic controller safely landed only 5 of each 10 incoming flights, this situation would be labeled a national crisis. Business leaders would not remain competitive in the marketplace with a 50-60% loss of customers, yet educational leaders continue to accept this as a cost of doing business. What kind of business sense is this sort of loss? Some reasons for doctoral attrition have been identified and include health, finance, and family issues. However, educational leaders might review internal processes and find an intervention strategy to reduce “some” of doctoral attrition. One reason for attrition identified by researchers includes failure to socialize into the graduate lifestyle as a doctoral learner. I am working on an intervention strategy at the university where I work and then in my free time, I practice on the language translator. The language translator is free for use on the Internet for academic administrators, faculty members, students, foundation personnel, officials of federal and state government agencies, legislators concerned with higher education and any one else not interested in reviewing internal process change initiatives. We as a society need to make changes to remain competitive in this global society. Just my thoughts..... Freda

Freda, at 12:15 pm EDT on September 7, 2006

Cost of the degree becoming more than the benefits...

I have noticed while the cost of a degree seems to be rising beyond what many can afford, the value of the degree is not worth as much after school is out. When two degrees and $50,000 in loans to be paid back turns in to nothing more than an entry level bank teller position, where is the incentive for future students to attend or finish college?

Rebecca, at 12:15 pm EDT on September 7, 2006

The job market is saturated with bogus bachelor degrees

The job market is already saturated with people with bachelor degrees but without experience or common sense. The typical college curriculum should be more stringent and difficult. The cost of college should stay competitive with supply, demand, and the macro-economy.

Peter, at 12:15 pm EDT on September 7, 2006

I agree, learning doesn’t stop after college but continuing an education after college is a personal responsibility, at least it is in my case.

Mark, at 12:50 pm EDT on September 7, 2006

The analysis would have been more meaningful if broken down into Liberal Arts, Sciences, and Engineering disciplines. The best tuttion USA values in Engineering are Georgia Tech and Rice. College education in Germany is restricted but still tuition free.

m, BSE MS (Physics) MD, at 3:25 pm EDT on September 7, 2006

I, too, am a victim of college loans. I am a University of California Freshman this Fall, and I look up to the grey skies, crying, “Why? Why?”

Sometimes I look at Fastweb for scholarships. They ask for essays, and more essays. So I wrote two or three essays. I thought I would do pretty good; I was regarded as a valuable writer in my high school.

But I didn’t get these scholarships — and why? I *suspect* that the quantity of scholarships, or the quantity of financial aid in general, is steadily shrinking to a golden lottery that only superior races of man may win. Hermoines and Urkels.

I know, I know we should all be Hermoines and Urkels. But I agree with this article in that financial aid isn’t keeping up with the EXPLODING cost of colleges.

*Exasperated* 80,000 dollars, about! 80,000! *Out of breath* Scholarships, IF you get them, offer around 500-3,000 dollars, generally. I don’t understand this black evil.

Get rid of the black evil, I say, GET RID OF IT!

Phantas, at 4:30 am EDT on September 8, 2006

Higher Ed in the USA

Well, I was born and bred in California and I am American all the way. But, this report just shows what I already knew years ago.

I went overseas for my Education. Best decision I ever made. Way cheaper, way better, no waste of two years on General Ed...instead I actually received 4 years on my subject, personalized assistance and tutoring, teachers who cared about me, and it was way affordable when compared to the California Universities I had looked at prior to leaving the USA.

Also, I got to avoid the all the red tape of the UC system in California since I was pre-registered for all four years of classes and had nothing to worry me except my subject material and studying for my exams.

Even, simple things like having teachers give you photocopies of subject materials instead of forcing you to buy over priced books saved a ton of money.

As American as I am I can not, unfortunately, endorse our system of higher education. It is far too expensive in terms of money, time and headaches for what you get.

And at this point I am now going overseas again for my Post-Grad degree; once again California loses out.

So I guess we can now add Higher Education to the list of things a lot of Americans can get overseas for less (Medical, Medications, Education, Cost of Living, ect).

God bless affordable overseas education; without I would still be struggling to save up the money for one more semester here in California.

Ivan Thomson, Mr., at 4:30 am EDT on September 8, 2006

Freda makes good points, but perhaps some of the time and energy wasted on abandoned or financially unrewarding doctoral programs could be redirected towards the basic skills gaps that helped produce some states’ poor grades for “preparation".

Likewise, in some countries the preparation and roles of doctorate holders may seem outdated, tradition-bound, or overly regulated, but will freeing up the market a la the US model best serve their basic educational needs?

Finally, international scorecards comparing educational systems leave much unsaid and can award countries such as Japan with high “completion” rates while ignoring an everyone-passes understanding. Also often ignored are administrative/personnel practicies and their impact on higher education. For one appalling example, see:

http://chronicle.com/forums/index.php/topic,28632.0.html

Fredo, at 4:35 am EDT on September 8, 2006

Parent

I’m the parent of two college kids with one more to enter next year. The cost is obscene, I can’t even think about it or I get physically sick. We really can’t afford it,but how can we NOT afford it....so we just bury our heads, sign the parent plus loans and pray that the degrees will be worth it and that our kids will still be talking to us when they graduate and will help pay the loans off. FastWeb, and it’s clones are a joke, who has time to go through that many hoops and dance those dances for the very small chance of getting any real money...we’re all too busy just trying to get by. Yeah, they could go to State Universities for less, but we are betting that they are receiving better educations at a little better named schools..hoping, hoping....then because one wanted to go out of state, our state wouldn’t give any of their money...it’s all just such a boondoggle and tiresome and how much paper and postage must AES spend sending me letters I’m not going to read....ok...I’m just venting all of my frustrations with the whole system now...USA wake up...we need a better system...at least 15 years of free education for everyone..level the playing field....

Lena, at 5:50 am EDT on September 12, 2006

Cost issues

While this report solidifies long-held perceptions, and further eggs on the finger-pointing, it also makes one wonder what are the factors that exist at every IHE, and how can all schools compare and share best practices. Adminsitrative functions is one ares where there is undoubtedly room for streamlining—using one-stop centers for all services, investigating outsourcing to allow for flexible labor expenditures, relying on outside contractors for IT support to avoid expensive investments in hardware. However, there must be some assurance that cost savings are passed on to students and families for this to be seen as a worthy endeavor. Reports and policymakers can urge and suggest, but schools should feel some responsibility to pass on resutling savings to their customers—a sentiment that is arguably absent right now.

Della Cronin, at 10:15 am EDT on September 14, 2006

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