ERIC Number: ED533322
Record Type: Non-Journal
Publication Date: 2007-Dec-7
Reference Count: N/A
Policy Considerations for Enhancing Student Access and Persistence in a World in Which Tuition Keeps Rising
Ehrenberg, Ronald G.
Cornell Higher Education Research Institute, Paper prepared for the Aspen Institute Congressional Program (Charleston, SC, Feb 18-22, 2008)
The United States no longer leads the world in college completion rates. Inequality in college access rates by income have barely narrowed over the last 25 to 30 years and inequality in college completion rates have narrowed even less. The groups in the population that are growing the most rapidly are those that have historically been underrepresented in higher education. What types of federal policies might help to address these issues in the face of tuition levels at private colleges and universities that have risen for over a century by an average of 2 to 3.5 percent a year more than the rate of inflation and tuition levels at public colleges and university that have recently risen at similar rates. And why does tuition keep rising and can anything be done about that? Improving undergraduate access and persistence through to graduation is not the only goal for higher education policy. We should seek to improve, or at least maintain, the quality of higher education. In this paper, the author proposes policy considerations for enhancing student access and persistence in a world in which tuition keeps rising.
Descriptors: Higher Education, Educational Attainment, Access to Education, Economic Status, Achievement Gap, Disproportionate Representation, Federal Government, Government School Relationship, Educational Policy, Tuition, Educational Finance, Resource Allocation, Academic Persistence, Public Colleges, Private Colleges, Research Universities
Cornell Higher Education Research Institute. ILR-Cornell University 273 Ives Hall, Ithaca, NY 14853. Tel: 607-255-4424; Web site: http://www.ilr.cornell.edu/cheri
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: Cornell Higher Education Research Institute (CHERI)
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Pell Grant Program