ERIC Number: ED396617
Record Type: RIE
Publication Date: 1996-May
Reference Count: N/A
The Cost of Higher Education. Findings from "The Condition of Education, No. 1.
This booklet summarizes major conclusions and the statistical evidence supporting them concerning how changes in higher education revenue and expenditure are related to institutional enrollments, tuition and fee charges, and student financial aid, as well as the overall value of a higher education degree. Findings are organized into the categories of revenue, student financial aid, institutional expenditures, and labor market outcomes. Each major finding is summarized in text, tables, and graphs. These findings include: (1) tuition and fees have increased at all types of higher education institutions over the last decade; (2) tuition and fee income has increased as a source of revenue in most types of higher education institutions; (3) student financial aid, particularly from federal sources, defrays some of the cost to students of attending college; (4) most institutions have increased the amounts they spend on scholarships and fellowships; (5) expenditures per full-time equivalent (FTE) student increased at most institutions but the percentage they increased varies widely; (6) expenditures per FTE student are related to complex interactions among demographic and economic factors; (7) a higher education degree confers a substantial economic advantage to college graduates; and (8) the earnings advantage of completing college increased between 1970 and 1993 for both male and female graduates. (Contains 13 references.) (DB)
Descriptors: College Graduates, Colleges, Degrees (Academic), Educational Benefits, Educational Finance, Educational Status Comparison, Enrollment Trends, Expenditure per Student, Expenditures, Higher Education, Income, Labor Market, Student Financial Aid, Trend Analysis, Tuition, Universities
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (GPO #065-000-00861-1; $2).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.