Allysia Finley wrote in WSJ:
The expert on the economics of higher education
explains how subsidies fuel rising prices and why there's a 'bubble' in
student loans and college enrollment.
Another
school year beckons, which means it's time for President Obama to go on
another college retreat. "He loves college tours," says Ohio
University's Richard Vedder, who directs the Center for College
Affordability and Productivity. "Colleges are an escape from reality.
Believe me, I've lived in one for half a century. It's like living in
Disneyland. They're these little isolated enclaves of nonreality."
Mr. Vedder, age 72, has taught college
economics since 1965 and published papers on the likes of Scandinavian
migration, racial disparities in unemployment and tax reform. Over the
last decade he's made himself America's foremost expert on the economics
of higher education, which he distilled in his 2004 book "Going Broke
by Degree: Why College Costs Too Much." His analysis isn't the same as
President Obama's.
This week on his back-to-school tour
of New York and Pennsylvania colleges, Mr. Obama presented a new plan to
make college more affordable. "If the federal government keeps on
putting more and more money in the system," he noted at the State
University of New York at Buffalo on Thursday, and "if the cost is going
up by 250%" and "tax revenues aren't going up 250%," at "some point,
the government will run out of money."
Note that for the record: Mr. Obama has admitted some theoretical limit to how much the federal government can spend.
His solution
consists of tieing financial aid to college performance, using
government funds as a "catalyst to innovation," and making it easier for
borrowers to discharge their debts. "In fairness to the president, some
of his ideas make some decent, even good sense," Mr. Vedder says, such
as providing students with more information about college costs and
graduation rates. But his plan addresses just "the tip of the iceberg.
He's not dealing with the fundamental problems."
College costs have continued to
explode despite 50 years of ostensibly benevolent government
interventions, according to Mr. Vedder, and the president's new plan
could exacerbate the trend. By Mr. Vedder's lights, the cost conundrum
started with the Higher Education Act of 1965, a Great Society program
that created federal scholarships and low-interest loans aimed at making
college more accessible.
In 1964, federal student aid was a
mere $231 million. By 1981, the feds were spending $7 billion on loans
alone, an amount that doubled during the 1980s and nearly tripled in
each of the following two decades, and is about $105 billion today.
Taxpayers now stand behind nearly $1 trillion in student loans.
Meanwhile, grants have increased to
$49 billion from $6.4 billion in 1981. By expanding eligibility and
boosting the maximum Pell Grant by $500 to $5,350, the 2009 stimulus
bill accelerated higher ed's evolution into a middle-class entitlement.
Fewer than 2% of Pell Grant recipients came from families making between
$60,000 and $80,000 a year in 2007. Now roughly 18% do.
This growth in subsidies, Mr. Vedder
argues, has fueled rising prices: "It gives every incentive and every
opportunity for colleges to raise their fees."
Many colleges, he notes, are using
federal largess to finance Hilton-like dorms and Club Med amenities.
Stanford offers more classes in yoga than Shakespeare. A warning to
parents whose kids sign up for "Core Training": The course isn't a
rigorous study of the classics, but rather involves rigorous exercise to
strengthen the gluts and abs.
Or
consider Princeton, which recently built a resplendent $136 million
student residence with leaded glass windows and a cavernous oak dining
hall (paid for in part with a $30 million tax-deductible donation by
Hewlett-Packard CEO Meg Whitman). The dorm's cost approached $300,000
per bed.
Universities, Mr. Vedder says, "are
in the housing business, the entertainment business; they're in the
lodging business; they're in the food business. Hell, my university runs
a travel agency which ordinary people off the street can use."
Meanwhile, university endowments don't
pay taxes on their income. Harvard's $31 billion endowment, which has
been financed by tax-deductible donations, may be America's largest tax
shelter.
Some college officials are also
compensated more handsomely than CEOs. Since 2000, New York University
has provided $90 million in loans, many of them zero-interest and
forgivable, to administrators and faculty to buy houses and summer homes
on Fire Island and the Hamptons.
Former Ohio State President Gordon Gee
(who resigned in June after making defamatory remarks about Catholics)
earned nearly $2 million in compensation last year while living in a
9,630 square-foot Tudor mansion on a 1.3-acre estate. The Columbus
Camelot includes $673,000 in art decor and a $532 shower curtain in a
guest bathroom. Ohio State also paid roughly $23,000 per month for Mr.
Gee's soirees and half a million for him to travel the country on a
private jet. Such taxpayer-funded extravagance has not made its way into
Mr. Obama's speeches.
Colleges have also used the gusher of
taxpayer dollars to hire more administrators to manage their bloated
bureaucracies and proliferating multicultural programs. The University
of California system employs 2,358 administrative staff in just its
president's office.
"Every college today practically has a
secretary of state, a vice provost for international studies, a zillion
public relations specialists," Mr. Vedder says. "My university has a
sustainability coordinator whose main message, as far as I can tell, is
to go out and tell people to buy food grown locally. . . . Why? What's
bad about tomatoes from Pennsylvania as opposed to Ohio?"
Mr. Vedder notes that, by contrast,
"you don't have to worry about this at the University of Phoenix. One
thing about the for-profits is that they are laser-like devoted to
instruction." Although for-profits like the University of Phoenix and
DeVry spend more money on marketing, they don't contain as much
administrative overhead.
'The Obama administration has been
beating up on [for-profits] pretty hard for the past two to three
years," Mr. Vedder says. "It's true that drop-out rates are
disproportionately higher at the for-profits, but it's also true that
the for-profits are reaching the exact audience that Obama wants to
reach"—low-income minorities, many of whom are the first in their family
to attend college.
Today, only about 7% of recent college
grads come from the bottom-income quartile compared with 12% in 1970
when federal aid was scarce. All the government subsidies intended to
make college more accessible haven't done much for this population, says
Mr. Vedder. They also haven't much improved student outcomes or
graduation rates, which are around 55% at most universities (over six
years).
Mr. Vedder is skeptical about the
president's proposal to tie federal aid to graduation rates, among other
performance metrics. "I can tell you right now, having taught at
universities forever, that universities will do everything they can to
get students to graduate," he chuckles. "If you think we have grade
inflation now, you ought to think what will happen. If you breathe into a
mirror and it fogs up, you'll get an A."
A better idea, Mr. Vedder suggests,
would be to implement a national exam like the GRE (Graduate Record
Examination) to measure how much students learn in college. This is not
on Mr. Obama's list.
Nor is the president addressing what
Mr. Vedder believes is a fundamental problem: too many kids going to
college. "Thirty-percent of the adult population has college degrees,"
he notes. "The Department of Labor tells us that only 20% or so of jobs
require college degrees. We have 115,520 janitors in the United States
with bachelor's degrees or more. Why are we encouraging more kids to go
to college?"
Mr. Vedder sees similarities between
the government's higher education and housing policies, which created a
bubble and precipitated the last financial crisis. "In housing, we had
artificially low interest rates. The government encouraged people with
low qualifications to buy a house. Today, we have low interest rates on
student loans. The government is encouraging kids to go to school who
are unqualified just as it encouraged people to buy a home who are
unqualified."
The higher-ed bubble, he says, is
"already in the process of bursting," which is reflected by all of the
"unemployed or underemployed college graduates with big debts." The
average student loan debt is $26,000, but many graduates, especially
those with professional degrees, have six-figure balances.
Mr. Obama wants to help more students
discharge their debts by capping their monthly payments at 10% of their
discretionary income and forgiving their outstanding balances after 20
years. Grads who take jobs in government or at nonprofits already can
discharge their debt after a decade.
"Somehow working for the private
sector is bad and working for the public sector is good? I don't see on
what basis one would make that conclusion," Mr. Veder says. "If I had to
make some judgment, I would do just the opposite."
He adds that the president's approach
"creates a moral hazard problem. What it signals to current and future
loan borrowers is that I don't have to take these repayment of loans
very seriously. . . . I don't have to worry too much about getting a
high-paying job." It encourages "sociology and anthropology majors
compared with math and engineering majors."
Can online education, which is being
pioneered in some science disciplines, substantially reduce costs? Mr.
Vedder says it can, but government won't do the innovating. "First of
all, the Department of Education, to use K-12 as an example, has been
littered with demonstration projects, innovation projects, proposals for
new ways to do things for decades. And what has come out? Are American
students learning any more today than a generation ago? Are they doing
so at lower cost than a generation ago? No."
Innovation, he says, is being driven
by entrepreneurs like Stanford computer science Prof. Sebastian Thrun,
who founded the for-profit company Udacity that offers "massive open
online courses" (MOOCs). Mr. Thrun began teaching artificial
intelligence, first at Stanford and then at Udacity. Mr. Vedder notes
that he quickly got "200,000 people to sign up for it. And it's a great
course and people are learning like crazy."
Where the government can help, Mr.
Vedder says, is to get out of the way of progress and encourage
slow-moving accreditors to allow innovations to move forward more
rapidly. But ultimately, the way to improve college affordability is for
the government to disinvest in higher ed and wean students from
subsidies.
Mr. Obama is dead set against that.
"He wants to maintain that world" of nonreality in which demand is
impervious to cost, Mr. Vedder sighs. "That world has to change."
Ms. Finley is an editorial writer for the Journal.