Education in Debt: Part One

College is a great investment.  Graduates from bachelor’s programs earn about $500,000 more during their lifetimes than peers with only high school diplomas. In fact, even those that go to college but don’t graduate will get around $100,000 more in lifetime earnings than high school only graduates, according the DC-based Hamilton Project, which is part of the Brookings Institution. In a June study, the group concluded that investment in a college education offers returns two to three times higher, on average, than those from investments such as stocks, bonds, gold, treasury bills, and housing.

Student debt, young graduate debt

Young graduates struggle to stay ahead of their student debt payments

Still, college is expensive, even if it is a good investment. And it is getting more expensive. Educational costs rose 165% from 1993 to 2011, more than broad inflation and medical care costs, which were up 56% and 100% respectively, according to Emily Dai of the Federal Reserve Bank of St. Louis. Several factors are involved.

One is that, once upon a time, most people that worked at universities were in the classroom teaching. Nowadays, there are more administrators, vice-provosts, assistant deans and chairpersons of committees on something or another. There are more researchers as well. A report from the DC-based Delta Cost Project showed that the proportion of education spending set aside for instruction decreased from 2000 to 2010, with costs related to research, student services, academic and institutional services all growing more quickly. Student-to-teacher ratio has hardly changed in thirty years.

Schools are also spending more money on facilities that will attract quality students and well-known professors. That sounds reasonable. Everyone wants good students and teachers. At the same time, I am not sure if you want your students to stay because of a nice swimming pool. Well, except that if they drop out, or even if they get accepted but decide not to come, that affects your school’s ranking in the college books and magazine ratings.

While spending has gone up, financial support at the state and local levels has dropped off significantly. Most universities have tried to fill the gap, or at least some of it, with higher tuition. In 2010, for the first time ever, tuition contributed more toward education expenses at public research and master’s institutions than local and state government appropriations, according to Delta.

Luckily, or sort of luckily, there are many programs to help students pay for school, including scholarships, grants, loans, and work-study programs. Most students, 71% according to the Department of Education, receive some form of financial aid. Forty two percent take out federal student loans.

Those loans can easily be repaid once these students are all out in the real world and making big bucks. Only that doesn’t always happen. As it turns out, not every business venture needs a philosopher (my major, by the way). Few 18-year olds truly understand the amount of risk and responsibility they take on when signing those loan papers. Many of them don’t know to separate colors from whites in the laundry either.

With this in mind, it is easy to draw parallels to the conditions preceding the mortgage crisis. Abundant credit is readily available to inexperienced buyers, a situation which feeds market bubbles. In real estate, we know how that story ends, or least the most recent chapter. Housing prices inflated, then popped, wreaking havoc on the national economy, then the global economy. In the case of education, it is the tuition prices inflating, and we don’t yet know the consequences. In other words, student loans, which help individuals go to school, are pushing up prices for college attendees as a whole.

Emily Dai of the St. Louis Federal Reserve Bank explains, “A college education, like home ownership before the financial crisis, is increasingly viewed as a social good – but one that could quickly become a liability. And the maximum federal loan amount available to students continues to increase, underpinning the fear of the size of the potential liability.”

Defaults are already rising. A study released from the Consumer Financial Protection Bureau earlier this month finds that almost one third of all federal borrowers are in default, deferment, or forbearance.

Nationally, outstanding student debt now totals more than $1 trillion, doubling since 2007.  That total is still less than mortgage debt, but more than outstanding credit card debt or automotive debt. And it is more difficult to escape than credit card or mortgage debt as well. You can give a house back to the bank and declare bankruptcy for most other debts, but that won’t erase student loans.

In our next post, we’ll look at some of the effects this debt has on young graduates.

Class Dismissed

Is it time to question the traditional, expensive education models? Does education need to equate to decades of debt? Could education be acquired outside universities?

Is it time to question the traditional, expensive education models? Does education need to equate to decades of debt? Could education be acquired outside universities?

Throughout history, or at least the part I know about, students have sat through class, impatiently waiting for a bell to ring, a clock to tick enough ticks, enough sand to run through the hourglass, a teacher to utter the words, class dismissed. Well, that waiting may be over for good, at least for some university students.

On Monday, the US Department of Education approved Capella University’s FlexPath programs for bachelors and masters degrees. FlexPath allows students to get credit for classes by performing well on competency examinations, with no requirements on class attendance. In other words, as long as students can prove they have the knowledge, they can get credit for the class.

This is the first accredited program in the country to make such an offer. The implications are profound and affect several types of students. First, older students, who may have more experience in their particular field, can avoid spending time in classes on topics about which they are already familiar.

Second, bright, motivated students will also benefit. The Doogie Howsers of the world no longer need to sit through classes covering material that they already understand or could understand very easily by studying on their own. In such a competency-based program, these students could easily pass through lower level classes at a much more rapid pace than your average student.

Finally, and most importantly, this program will drive down prices. Universities can hardly justify their astronomically high fees when students work through material at their own pace, at home, with professors offering support but not serving as the centerpiece of the course. The university’s responsibility is as much evaluation as direct teaching.

We talk a lot in this blog about disruptive technologies, and thus far, computers and the internet have only had minimal effects on education, at least when compared to industries such as travel, music, and consumer retail. To see an example, just pass by your local bookstore, or at least the spot where it used to be.

The awarding of credits has complicated the transformation of education through technology. Students need personalized evaluations from their professors, gauging their participation in class and performance on homework as well as exams. Professors can only work with so many students, and their time is not cheap.

Shifting to a competency-based system of evaluation for credit opens many opportunities for students that have learned their skills through less traditional means, including non-credit online courses. For the universities, it offers opportunities to reduce costs. It also puts pressure on them to improve the value of their students’ experiences, in and out of the classroom.

I went to a four-year college and had an excellent time. I made many friends and gained much, not only from my time inside class but my time outside of class as well. With tuition prices soaring, however, today’s students are questioning whether those experiences are worth decades of student debt payments.  It is an important question, and universities will increasingly have to provide a satisfactory response.

 

Breaking Barriers

As we outlined last Wednesday, there are several significant barriers preventing low-income people and other disadvantaged groups from accessing quality education. How can new technology address these deficiencies?

1.      Technological advancement will lower the input costs of education. The traditional teacher-classroom education model is no longer the only game in town. With intuitive and flexible online platforms, teachers and learners will be able to meet in a virtual environment, drastically cutting costs. Before, this transaction would have had to incorporate the cost of transportation, a brick-and-mortar location, and materials, but now it only has to address the cost of hiring a great educator. Both the student and the teacher benefit.

2.      Online platforms will allow a teacher to interact effectively with a greater number of students. Currently, a major limiting factor in the efficiency of education is class size. Thoughtfully designed online learning platforms can eliminate the constraints of the physical classroom while preserving (and even enhancing) the teacher-student relationship. This will further hack away at the major barrier to entry for many people – cost – while improving quality.

3.      Online education technology will also bridge the quality gap by increasing accessibility. The beauty of learning online is that teacher and student can interact from anywhere in the world at any time. People in areas that are remote or lacking in quality teachers will be able to connect with great educators around the world – educational demand and supply will be connected in a dramatically new and more efficient way.

The possibilities are truly exciting.

Please check back with us all next week for more about educational problems and solutions!

Socioeconomic barriers

On this blog, we’re always talking about problems in education that need solving. One of these is the socioeconomic gap in access, quality, and achievement. What specific issues should stakeholders in education be aware of in solving this problem? Here are some examples:

High cost

Sure, in most countries public education is funded by the taxpayer, so it’s ostensibly free. Unfortunately, this isn’t the whole picture. Even in the developed world, public education is often of low quality, requiring learners to supplement their instruction with expensive, resource-heavy private services. And outside of primary school education, the world is full of people who want to learn something but aren’t able to because of prohibitive costs.

Poor access/low quality

In low-income areas of developed countries, as well as those in the developing world, access to quality education is in short supply. Good teachers are few and far between, and other educational resources are even more scarce.

Lack of relevance

As we discussed in our commentary on curricular problems and in our last post, the things that are being taught in public schools are often irrelevant to the learners. For example, often people who require instruction in a trade will receive an abstract education that is of little use in advancing their career aspirations. There are no services broadly available to effectively and cheaply educate interested people in a subject they find relevant or necessary to their life or career advancement.

In our next installment, we’ll be talking about the ways in which online education technologies can help to address these issues.