This paper is a preliminary look at the benefits to states in the US of subsidizing college education. The benefits studies are the external benefits of college education on the earnings of both college graduates and those who have not graduated from college. In completing a college education individuals earn more. In addition, if there are positive external benefits others will also earn more because the average level of college graduates in the state has risen. This study confirms the existence of these positive externalities for the US in 2000 in estimates using the Current Population Survey. Furthermore, these external benefits are large enough that if confirmed in more complete studies would suggest that states invest too little in college education.
From the summary:
In most cities around the country, community colleges play a critical role in providing training for “middle skill” jobs, those that require less than a four-year degree but more than a high school diploma; helping students transfer to four-year baccalaureate programs; and serving adults who want to upgrade their skills. Community colleges are accessible to residents through open admissions and affordable tuition rates. They serve a diverse student body from all social and economic backgrounds with flexible schedules and offerings. Community colleges offer a wide array of academic and occupationally-focused certificate and associate programs tied to the regional labor market. Associate degree programs have clear articulation agreements with four-year degree programs to facilitate transfers. Community colleges also provide strong developmental courses for students without the reading, writing, or math skills required for college-level coursework, as well as support and guidance services to help students succeed. They often forge strong links with public high schools and adult literacy programs. Additionally, community colleges serve regional employers by working closely with them to develop curricula and programs to prepare a pool of skilled and qualified workers.
This brief lays out three options for creating a community college in the District: (1) Create a community college within UDC; (2) create a freestanding community college from an incubator institution; or (3) create a community college network that strengthens and ties together sub-baccalaureate offerings at UDC and other institutions in the city and suburbs. None of these options are easy or cheap, and all would require substantial commitment from city leaders and major new investments in higher education. If the city is not willing to make a large and long-term investment, it cannot expect much in return. While each option has benefits and limitations, we believe that the most viable, effective, and sustainable option is the creation of a freestanding community college that starts within an incubator institution.
Why Washington Needs a Community College
Source: Alice M. Rivlin, Walter Smith, Brookings Institution, July 6, 2008
Source: Midwestern Higher Education Compact
The events of April 16, 2007, were followed by a flurry of activity on campuses across the nation as colleges and universities conducted internal reviews of emergency procedures, notification systems, and policies related to student behavior. Many campuses have implemented new or enhanced processes and technologies to improve communications and the mobilization of emergency resources and first responders. The shootings also spurred renewed discussion and debate about gun safety and weapons regulation, mental health counseling, and the often difficult balance between student privacy and the need to share certain information with parents, medical professionals, and law enforcement agencies.
Subsequent shootings at Delaware State University, Louisiana Technical College, and Northern Illinois University have raised further questions about how such crimes can be prevented and whether colleges and universities are sufficiently prepared to respond to incidents of violence and other emergency situations. This report provides a snapshot of how colleges and universities are addressing these issues and the changes that have resulted from safety and security audits conducted at institutions across the country.
Full report (PDF; 1.6 MB)
Source: Rockefeller Institute of Government
From press release (PDF; 32 KB):
A new Rockefeller Institute of Government study has found that the utilization of two-year community colleges varies widely among the states, from a high of 47 percent of higher education students attending community colleges in Wyoming to a low of less than 8 percent in Vermont.
According to the new analysis, the first of its kind comparing utilization rates in the 50 states, the national average of community college utilization is 27.7 percent of higher-education enrollees. The study examined data from 2000 to 2005.
Full report (PDF; 292 KB)
From the press release:
A new report from Communities for Quality Education (CQE) analyzes State of the State gubernatorial addresses between 2004-2008 and highlights specific education policy trends. The report shows that between 2004 and 2007, every governor who delivered a State of the State address stressed the importance of education to economic growth. In fact, no issue surrounding education has been focused on as much by governors in their State of the State addresses as the link between education and economic prosperity.
• Governors’ Statements
From the press release:
A national-level update of characteristics of the nation’s more than 75 million students. Eight tables include number of students by attributes such as age, sex, race, Hispanic origin, family income, type of college and vocational course enrollment. This Internet-only release comes from data collected each October as part of the Current Population Survey. The full report with analysis of the details is expected later this summer.
Source: American Association of State Colleges and Universities and SunGard Higher Education
Member institutions of the American Association of State Colleges and Universities are witnessing measurable success in identifying and implementing cost containment strategies in order to reduce operating costs. Nearly all survey respondents at AASCU institutions place high importance on cost containment, with most having implemented cost control strategies in multiple operational areas. As a result, a majority of the state colleges and universities participating in this study indicated sufficient satisfaction with their cost containment efforts.
Institutions rely more on support and business functions in their cost control efforts than on core academic functions. Energy management and consortium purchasing are the two most common areas of focus for cost containment. Although responding AASCU members’ cost containment efforts have chiefly focused on support functions and business operations, the large majority of respondents are willing to consider any area of operation for potential cost containment opportunities. Breadth is key: Institutions witness greater satisfaction with their cost containment efforts to the degree they achieve savings in a broad range of operations and services.
Despite progress made to date, the data suggest there remains significant opportunity for AASCU members to benefit further from implementing additional cost containment strategies. While three-fourths of responding institutions indicated satisfaction with their cost containment activities, a quarter indicated some dissatisfaction, pointing to a desire for increased progress and accomplishment in realizing cost savings. Data suggest that institutional investment in identifying and implementing cost containment initiatives could be increased, producing an even greater return on investment at more colleges and universities.
Full report (PDF; 842 KB)
Source: American Association of University Professors
After a short-lived recovery in 2006-07, faculty salaries are lagging behind inflation again this year. Yet the salaries paid to head football coaches, presidents, and other top administrators do not seem to reflect an economic downturn. Over the past three decades, the ranks of contingent faculty, nonfaculty professionals, and administrators have swelled while the number of tenured and tenure-track faculty stagnated. These are the central findings of Where Are the Priorities? The Annual Report on the Economic Status of the Profession, 2007-08, released by the American Association of University Professors (AAUP) today. The AAUP’s annual report has been an authoritative source of data on faculty salaries and compensation for decades.
Here are some of the highlights:
• Overall average salaries for full-time faculty rose 3.8 percent this year, the same as the increase reported last year. But with inflation at 4.1 percent for the year, the purchasing power of faculty salaries has declined for the third time in four years.
• Long-term salary trends also indicate a widening differential between the average salaries of faculty members at private colleges and universities and the average salaries of their colleagues at public institutions. When public institutions struggle to attract (and keep) the best faculty, our nation faces the risk of creating separate but unequal systems of higher education.
• The salaries paid to head football coaches at Division I-A universities are ten times as high as the salaries of senior professors. What does this say about the priorities of these universities?
• The gap between faculty salaries and salaries paid to administrators continues to grow. What does that tell us about institutional priorities? This year’s report builds on previous discussions of presidents’ salaries by including data for other top administrators.
• Over three decades, employment patterns in colleges and universities have been radically transformed. While the number of tenured and tenure-track faculty has grown 17 percent, the ranks of contingent faculty (both part and full time) and full-time nonfaculty professionals have each tripled, and the count of administrators has doubled.
Full Report (PDF; 1.2 MB)
Appendix I State tables (for specific institutions) (PDF; 233 KB)
Appendix II Two-Year Institutions without Academic Ranks (PDF; 52 KB)
From the summary:
During the 2004-05 school year, 74% of the 750 law enforcement agencies serving 4-year universities and colleges with 2,500 or more students employed sworn law enforcement officers.
Source: National Center for Education Statistics
This edition of Projections of Education Statistics provides projections for key education statistics, including enrollment, graduates, teachers, and expenditures in elementary and secondary schools. Included are national data on enrollment and graduates for the past 15 years and projections to the year 2016, as well as state-level data on enrollment in public elementary and secondary schools and public high school graduates to the year 2016.