ERIC Number: ED427637
Record Type: RIE
Publication Date: 1999-Feb
Reference Count: N/A
The Tuition Puzzle: Putting the Pieces Together. The New Millennium Project on Higher Education Costs, Pricing, and Productivity.
This report reviews two decades of trends in college tuition, the effects on student access and college choice, and how governments and institutions have responded. Among major findings are: (1) overall, average tuition and fees have increased almost five-fold over the last two decades; (2) a major cause of higher prices has been the declining role of public revenues; (3) access to college is being maintained despite higher prices; (4) the enrollment response to higher prices has included shifts toward community colleges by low-income students and away from community colleges by middle- and upper-income students; (5) spending on instruction has not kept pace with spending in other categories; and (6) federal and state policymakers have focused on increasing the number of financial options to help students meet the higher prices. Four recommendations for states include rewriting state budget practices and ensuring that tuition policies are realistic and mutually reinforcing. Five recommendations for institutions include changing the role of tuition revenue in institutional planning and budgeting. Following an introduction, individual sections of the report examine how college prices have increased, the causes of higher prices, consequences for student access and choice, responses to higher prices, and recommendations for institutions and states. (Contains 41 references.) (DB)
Descriptors: Access to Education, College Choice, Educational Finance, Educational Policy, Government Role, Higher Education, Paying for College, Productivity, State Aid, Student Costs, Trend Analysis, Tuition
Institute for Higher Education Policy, 1320 19th St., NW, Suite 400, Washington, DC 20036; Tel: 202-861-8223; Fax: 202-861-9307; Web site: http://www.ihep.com
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Education Resources Inst., Boston, MA.
Authoring Institution: Institute for Higher Education Policy, Washington, DC.