Most Americans believe that a college education is a prerequisite to financial success. According to a study conducted by Sallie Mae, 84 percent of students strongly agreed that higher education was an investment in their future. When asked if they would attend college solely for the experience -- despite future earnings -- only 32 percent strongly agreed that they would.
But the assumption that a college education is a ticket to economic stability, rather than simply an opportunity to grow intellectually, is a recent one.
American higher education was initially based on the traditional English university, but was transformed into an entirely different beast with the introduction of the Morrill Act of 1862 – nearly two centuries after the first colleges were founded in the U.S. The first Morrill Act designated public land for universities teaching agriculture and mechanic arts, marking the first time public funding would be allocated to higher education.
If the Morrill Act introduced higher education as a means of providing better financial opportunities to the American public, the 1944 G.I. Bill solidified the concept by making higher education a staple of the American dream: Returning veterans could look forward to a finding a wife, owning a home, and earning a college degree.
In 1950, 2.6 million Americans – less than two percent of the population – were enrolled in college. By 1990, the number of Americans in college had jumped to 13.2 million, or more than five percent of the overall population. And between 1997 and 2007, undergraduate enrollment rose by 25 percent.
According to Professor Jane Robbins, who studies the development and societal role of the university in America, “there’s just been enormous changes [in the structure of the university] – not [ones that were] necessarily chosen, but rather accepted, allowed, and evolved” She added that such reactionary change has lead to unmitigated, unexpected, and often unexamined growth.
And, she says, this type of unintentional growth has lead to a system that is both rife with inefficiencies and extremely powerful.
In an attempt to begin to pinpoint the problems within American higher education, the Huffington Post spoke with a number of professors specializing in problematic areas in U.S. universities and colleges. When asked to identify the main problem with higher education and offer a possible solution, each said that this was impossible – the system is too large and the complications too intricate to pare down to one cause. But certain points were brought up repeatedly throughout these conversations, and begin to paint a picture of what is wrong with American higher education.
Check out ten of the greatest challenges facing American institutions of higher learning today -- and possible ways to begin to correct them, as identified by the professors listed below.
Claudia Dreifus co-wrote Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids---and What We Can Do About It
Andrew Hacker co-wrote Higher Education?: How Colleges Are Wasting Our Money and Failing Our Kids---and What We Can Do About It
Sigal Alon studies inequality of access in higher education
Lori Patton studies multiculturalism, diversity and race inequality in higher education
Mark C. Taylor wrote Crisis on Campus: A Bold Plan for Reforming Our Colleges and Universities
Jane Robbins studies the theory of the American research university
Alicia Dowd studies finance equity in higher education. She currently serves as co-director of the Center for Urban Education.
What do you think of this list? Let us know in the comments section.
What's Wrong With American Higher Education?
Focus on Elite Institutions (01 of10)
Open Image ModalLack of Diversity (02 of10)
Open Image ModalStandardized Testing (03 of10)
Open Image ModalSigal Alon: [According to] the ethos of a meritocracy, [we] want to select students in terms of qualifications, and in recent years, we have evidence of growing polarization in terms of test scores between the rich and the poor. One of the mechanisms [of this disparity] is the corporation -- private tutors and private classes to improve test scores. Which is an option if you have money, but not an option if you don't. There is room for the SAT [in the application process] but I don't think that there is any justification for over-emphasizing the test. Predictive validity is very low, especially in comparison with class rank and other achievements. I wouldn't say that we should dismiss them altogether, but definitely there is a need to lower the weight. It's not justified and it became the main mechanism for the reproduction of inequality in higher education.Mark C. Taylor: Standardized test are biased. The unfortunate part is that institutions still rely heavily on them, which limits access for students of color. (credit:Getty )
Rankings (04 of10)
Open Image ModalSigal Alon: Rankings are indirectly contributing to the inequality. Maybe even directly. Kids in 5th grade already know the rankings, which started in the mid-80s -- which is exactly the time when class inequality [started to rise]. Certification is one of the reasons for rising inequality in higher education in general...but institutions are forced to participate, institutions who choose not to participate are punished, [their] rankings are declining. But if some of the leading institutions together decided not to participate in the ranking business any longer, then this is going to be a huge blow for the ranking business. Jane Robbins: Everyone is just seeking prestige because they believe that it draws more resources into the universities -- more students, donors, whatever. It gives them more visibility. That's why there's all this jockeying around for high rankings, even though nobody believes in that stuff. Mark C. Taylor: The problems are structural. [We] need to understand higher education as a system and need to begin to think about different ways that institutions can cooperate and collaborate. And yet we're in a system where everyone is competing for ratings, which leads to wasteful competitions.
Low Transfer Rates From 2- to 4-Year Institutions (05 of10)
Open Image ModalSigal Alon: Another [problem] is... low transfer rates from community colleges to four year institutions, which is also related to the inequality problem. If we could strengthen the link between the two there could be another channel for minorities and poor students to obtain a bachelor's degree.Alicia Dowd: Many more [students] would like to transfer than ever actually transfer. Improving transfer to four year degrees is one of the biggest challenges.Students who come into community colleges are put into developmental courses that are not for credit and they get discouraged, and don't finish. [Students can take] 3 or 4 classes before they even get credit. How do we accelerate that developmental curriculum? In a field like engineering there's poor alignment even within public systems in the curriculum. Making the courses line up so that you can go from associate's to bachelor's -- that's hard to do because they don't line up, and they should. Jane Robbins: I will say that universities do need to be much more efficient. But efficiency is a means, not an end in itself. Administrative restructuring, going in and finding ways to cut costs and bring a few things into better alignment. You can look at [the university's] history and its structure and you can understand where this disconnectedness comes from. The objective of the pieces of the university can be very, very different -- you have groups of people whose loyalty or orientation is external. It's to someone else. This has nothing to do with the fact that they interact with the outside. Of course they do, of course they have to. But there is no shared concept of the university within most universities or within the institution. This notion of alignment, being more strategic, thinking long-term about who they are... I think that's going to be a big deal. (credit:AP)
Low Retention Rates(06 of10)
Open Image ModalLack of Accountability (07 of10)
Open Image ModalUndervaluation of Teaching (08 of10)
Open Image ModalClaudia Dreifus: I don't understand why the [academic] culture doesn't genuinely, whole-heartedly support teaching. This is coming from the top [administrators] -- they often give lip service to teaching and they'll have teaching centers and student excellence achievement centers, but what they don't have is a genuine commitment to [teaching] because it isn't valued. Andrew Hacker: [American higher education] is getting bigger and bigger, universities become empires, they set up campuses ten thousands mile away, they take on any grant they can get, anti-terrorist technologies or anything. Education, particularly of young people, is on the bottom of the list. It's about tenth on the list.Mark C. Taylor: All energy and focus is on the grad students because that's where the rewards are. Teaching is undervalued, in my judgment. (credit:Getty )
Lack of Leadership (09 of10)
Open Image ModalToo Much Research (10 of10)
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