The Problem of Higher Education in the United States

Over the immediate past decades the cost of higher education in the United States has escalated to astronomical levels, bringing into question the value of such education when considering the cost of such. Higher education has always been costly relative to the general economy, but just as healthcare has risen at faster rates of inflation, so has higher education.

In Wisconsin, the two research universities, UW-Madison and UW-Milwaukee will cost the average residential student somewhere between $8,000 - $10,000 per academic year for tuition and books. Given that fact; is the benefit worth the cost?

Traditional colleges and universities were never designed for the kind of demand that is the current trend. Much of the demand for enrollment and education is based on the notion that a college education and degree/s are necessary for career entry and advancement, all leading to the fulfillment of the American Dream and middleclass membership.

This may have been the case at one time; but, I think, that time has long passed. What has always been true is that a college education was necessary for entry into the professions, except for the law. College has always provided the prerequisites for entry into certain vocations or professions and never claimed to directly train for employment except for careers in academia. The emphasis of curriculum had always been on teaching of the liberal arts and sciences. Actual employment training occurred outside of the classroom and was largely gained after entering the workforce.

Beginning in the late 1960s, high schools and colleges both began a steady process of grade inflation. Much of the practice was based on helping students to not only get into college, but once in, to stay in; thus, avoiding the draft during the Vietnam War. However, once the grade inflation began, it was almost impossible to stop. In the end, the net affect has been graduating people that have not had to meet a strict and rigorous curriculum and conditions. This has not universally affected all academic disciplines, but it has impacted enough of them that a Bachelors Degree does not carry the same statement of educational attainment and status that it once did.

Another problem of higher education is the curriculum offerings. Too many schools offer too many curriculum specialties, also degrading the value of a BA or BS. There have always been sub-specialties in any given general discipline, but now you see colleges and universities listing majors well into triple digits. Again, this deludes the overall value of the degree.

Colleges and universities have begun whoring themselves to attract students and participate in the financial aid game. Like any institution, higher education institutions are now into increasing enrollment to get a greater share of the education dollar. By keeping their admissions standards weak, the institutions can reap the benefits of a high demand for services with guaranteed money to pay for it. This has also led to the opening of a multitude of privately owned, for profit, colleges and universities. They admit a number of low qualified students who eventually drop out, owing considerable sums in student debt. Those that do complete the programs may not have had an adequate education to support the same degree that is offered at the more traditional nonprofit schools. Also, accreditation is a huge factor.

Just recently, UW-Madison introduced a new program that eliminates a great deal of course and classroom work by giving credit for life experience. Supposedly this is to attract the nontraditional adult student. In my opinion it is nothing more than a marketing move to attract a continuous flow of students and their money. I strongly oppose high school students receiving college credits for “AP classes”. Again it’s a marketing ploy and doesn’t really represent a true college curriculum. I know that both these programs are touted as a means for students to spend less time in school to receive their degrees, but in reality it is of very little benefit.

If you hadn’t figured it out by now, when it comes to higher education, I am a traditionalist and very much of an academic elitist. In my opinion, our population would be better served by fewer degreed people who have met a rigorous academic curriculum. A good target would be somewhere around only 20%. Many of the vocational training schools such as business, teaching, nursing and social work don’t really require the same curriculum and exposure as do the liberal arts and sciences degrees. They would function just as well or better without being associated with a college or university.

In summary; U.S. colleges and universities have become too expensive, too easy to enroll into, financial aid is to easy to qualify for and get, curriculum majors are too broad, classes are not rigorous enough and are too dependent on principles of supply and demand for survival. A college or university should only survive when the quality of their product is known and valued.