Cuomo tuition plan – USA Gov Policy

The New York Analysis of Policy and Government concludes its study of the free tuition concept with a review of why tuition is so expensive,

Largely ignored is the question of why college tuition has become so unaffordable.

In a CNN study, Julia Freeland Fisher “Rather than ratcheting up aid to meet ever-increasing price tags, we must get at the root of the affordability crisis by addressing the most fundamental component of any organization: the business model. … a closer look at the traditional business model of higher education reveals a stockpile of embedded inefficiencies and warped incentives… Troubling inefficiencies have also arisen out of a subset of colleges’ attempts to compete on the basis of infamously indulgent non-academic offerings — rock climbing walls, lazy rivers and extravagant student housing facilities, to name a few — intended to lure students, …In 2012, there were at least 157 recreational projects in progress at 92 U.S. colleges, representing more than $1.7 billion in new construction and renovation. These costs are inevitably passed along to students…”

A Business Insider report found that the average annual increase in college tuition from 1980-2014 grew by nearly 260% compared to the nearly 120% increase in all consumer items. A Brookings study revealed that: “Education costs have soared…College tuition, net of subsidies, is 11.1 times higher in 2015 than in 1980, dramatically higher than the 2.5 increase in overall personal consumption over the period.

The Brookings analysis also revealed one key reason why those costs have gone up: the extraordinary growth in the number of high-paid, non-teaching positions within universities. Brookings found that “In 1988, for every 100 full-time equivalent students, there were on average 23 college employees. By 2012, that number had increased to 31 employees, with a shift toward the highest paying non-teaching occupations. Managers and professionals now outnumber faculty, who comprise just a third of the higher education workforce.”

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“In 2011, the last year for which figures are available, 42 private college and university presidents received more than a million dollars each for their work. Robert Zimmer (University of Chicago) was the best-paid, at $3,358,723. At public colleges and universities, nine top administrators garnered more than $1 million each in 2012-2013, with the best-paid, E. Gordon Gee (Ohio State University), receiving $6,057,615…In addition to their formal compensation, college and university presidents receive some very lavish perks. These include not only free luxury cars and country club memberships, but free university housing.

“The soaring incomes of campus administrators are paralleled by their soaring numbers. Between 1993 and 2009, their numbers reportedly increased by 60 percent, to 230,000―ten times the rate of growth of the faculty. According to a February 2014 report by the American Institutes for Research, between 1987 and 2012 the number of administrators at private universities doubled, while their numbers in central university system offices rose by a factor of 34.

While those nonteaching positions are a burden on tuition payers, they are good for the same politicians who push for more people to go to college. Sara Swann, writing for Open Secrets reports “For the 2016 election cycle, the education industry had a record-high contribution total of almost $81 million. Nearly all of this money is donated by school employees… Democrats received 86 percent … Since 1990, the education industry has never given less than 58 percent of its contributions to Democrats, with an overall average of 77 percent going to the left.” The two most prominent presidential candidates advocating for college for all received extensive support from the education industry. Published sources reveal that Hillary Clinton took in about $23.7 million, while Bernie Sanders Her primary challenger pulled in $5.5 million. By contrast, Donald Trump only received $778,000.

Photo: State University of New York at Albany (NY Analysis photo)

The promise of free tuition has become a favorite campaign theme of many politicians. New York’s governor Andrew Cuomo, facing a primary battle from a celebrity opponent to his left, is providing a version of that in his state. The odds are it will cause more harm than good. The free tuition idea follows another political error, that of the federal government subsidizing student loans. That resulted in universities charging higher rates.

The appeal, not only to potential university students, but to young adults burdened with debts from unjustifiably high tuition for an education that failed to get them a well-paying job is obvious. The politics, not just for Cuomo, but for presidential contenders such as Bernie Sanders who have made this type of program the centerpiece of their platform, are appealing, but the results for students and their cash-strapped families, far less so.

There has been little discussion about how a state that continues to produce underperforming students at the grammar and high school levels and that imposes a tax burden that is chasing residents to other jurisdictions will afford the idea. There has been inadequate acknowledgement that the push, over the past few decades, for every student to attend college has simply resulted in the replacement of the requirement of a high school degree with that of a college degree, without any commensurate increase in either the pay or prestige of those positions.

Making college free for all will certainly increase enrollment, which has already expanded significantly. The National Center for Education Statistics reports that about 20 million people attended college in 2017, and that figure is expected to grow regardless of public financing schemes. Governing magazine noted that former President Obama’s College Education for all Goal would have resulted in a stunning doubling of current enrollments. That would have required more personnel and more facilities, driving up costs even further.

The broadening of college participation brings only the illusion of greater learning. As enrollment has increased, the quality of higher education has decreased. Marc Tucker, writing for Education Week, noted: “…many community college teachers do not assign much writing at all to their first-year students because they cannot write…for close to 40 percent of our college students, the first two years of college add virtually no value at all, and ‘not much’ value for the rest…colleges are typically teaching most students what we used to teach in the high school college-bound track and are not doing it very well…What I have just described amounts to an across-the-board collapse of standards in American education over the last 40 to 45 years…”

A Burning Glass report found that occupations historically dominated by workers without a college degree now require one. Employers now require bachelor’s degrees for a wide range of jobs, but the shift has been dramatic for some of the occupations historically dominated by workers without a college degree. The credential gap can amount to 25 percentage points or more for middle skill jobs in some occupational families, like Office and Administrative and Business and Financial Operations. For example, 65% of postings for Executive Secretaries and Executive Assistants now call for a bachelor’s degree. Only 19% of those currently employed in these roles have a B.A.

In some roles, employers prefer bachelor’s credentials even when that makes the position harder to fill. For example, Construction Supervisor positions that require a B.A. take 61 days to fill on average, compared to 28 days for postings that don’t require a bachelor’s degree.
In other occupations, such as entry level IT help desk positions, the skill sets indicated in job postings don’t include skills typically taught at the bachelor’s level, and there is little difference in skill requirements for jobs requiring a college degree from those that do not. Yet the preference for a bachelor’s degree has increased. This suggests that employers may be relying on a B.A. as a broad recruitment filter that may or may not correspond to specific capabilities needed to do the job.
Jobs resist credential inflation when there are good alternatives for identifying skill proficiency. Many health care and engineering technician jobs, such as Respiratory Therapists6 , show little sign of upcredentialing. That is likely because those positions are governed by strict licensing or certification standards, well-developed training programs, or by measurable skill standards such that employers do not need to look at a college degree as a proxy for capability.

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The Report Concludes Monday.

Illustration: Harvard’s Widener Library (NY Analysis Photo)

Quick Analysis

Why the Electoral College is Vital

Proposals for radical alterations in the way Americans vote are dangerous concepts that would have dramatic consequences for the nation and its Constitution. Some, such as ranked choice voting, are an unblushing bid to prop up fringe, leftist candidates. Others. if adopted, would essentially disunite the nation and overturn its Constitution. As they consistently have after each election loss, Democrat spokespeople have flooded the airwaves with complaints about the Electoral College. Why, they ask, can’t we have a “popular vote,” and let it be done with. Since the Electoral College process is part of the original design of the U.S. Constitution, it would be necessary to pass a Constitutional amendment to change this system. The National Archives notes that over the past 200 years more than 700 proposals have been introduced in Congress to reform or eliminate the Electoral College. There have been more proposals for Constitutional amendments on changing the Electoral College than on any other subject. The answer is as simple as the name of the country: The United States of America. The incredibly successful nation created almost two and a half centuries ago was a union of separate states. Fresh off of dealing with a monarch, it was intentionally set up that way to both prevent the possibility of having an all-powerful dictator, and to prevent larger states from bullying smaller ones. Abolishing the electoral college would essentially disenfranchise smaller states from having any say in the presidency. Indeed, even less populated areas of large states would lose influence. A collection of large cities, (New York, Los Angeles, Chicago, Houston, Phoenix, Philadelphia, San Antonio, San Diego, Dallas, Austin, Jacksonville, etc.) would decide the outcome in who gets the White House. Considering how badly many of those urban centers are run, that would not bode well for the future of the country! Beyond the practical policy implications, it would alienate the populations of those not living in California, Texas, New York, Florida, Pennsylvania, Illinois, who would, for the most part, be reduced to bystanders in the race for the only nationally-elected position. A Heritage study analyzed the concept of a “National Popular Vote” (NPV) this way: “The National Popular Vote (NPV) plan is the latest in a long line of schemes designed to replace the Electoral College. Imbued with the ideals of this nation’s Founders, the Electoral College has proved itself to be both effective in providing orderly elections for President and resilient in allowing a stable transfer of power of the leadership of the world’s greatest democracy. Therefore, while it would be a mistake to replace the Electoral College, replacing this system with the NPV would be a disaster. The NPV would devalue the minority interests that the Founders sought to protect, create electoral administrative problems, encourage voter fraud, and radicalize the U.S. political system. It also would likely violate the U.S. Constitution’s Compact Clause while directly contravening the Founders’ view of federalism and a representative republic. In an age of perceived political dysfunction, effective policies already in place—especially successful policies established by this nation’s Founders, such as the Electoral College—should be preserved.” Trent England, writing for the National Conference of State Legislatures outlined key reasons for the institution: “At the Constitutional Convention, the primary concern of delegates opposed to direct election was that big states would dominate presidential politics. By using a two-step election process, the Electoral College prevents one region, or a handful of major metropolitan areas, from controlling the White House. Support must be geographically distributed around the country in order to win enough states to capture an electoral vote majority. This was particularly important after the Civil War. The nation remained divided, and Democrats became dominant in the south. A combination of intense popularity with some voters and violent suppression of others allowed Democrats to receive the most popular votes in 1876 and 1888 even though they lost the Electoral College and thus those elections.” Eliminating the Electoral College would be a disaster for the United States/