Some colleges do not produce large incomes. Are they worth it?


Without any changes to the higher education system and its institutions, the debt will continue to climb into the billions of dollars.

Here’s a question we don’t ask often enough: What should we do with schools that left student borrowers in a tough spot to begin with? Without any changes to the higher education system and its institutions, the debt will continue to climb into the billions of dollars. Robert Neubecker/The New York Times

As student debtors nationwide enter the 20th month of waiting to find out when or if President Joe Biden will fulfill his promise to cancel some of their debt, many questions remain unanswered.

How much should the federal government lay off? Should high income earners qualify? If everyone gets at least some relief, will future debtors expect it too?

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But here’s a question we don’t ask often enough: what should we do with schools that left borrowers in a tough spot to begin with? Without any changes to the higher education system and its institutions, the debt will continue to climb into the billions of dollars.

One thing is that candidates and their families buy differently. A good place to start is to study government data available for any school you’re considering to see if people who attended earn more than they would have had they entered the workforce directly after high school.

In many schools, the answer is no. Three years ago, in a review that should have received a lot more attention, the centre-left think tank Third Way pulled together all the available data for all higher education institutions. It found that in 52% of schools, more than half of enrollees were earning no more than the typical high school graduate six years after starting school. After 10 years, the figure was still 29%.

Anyone can download the school-by-school spreadsheet published by Michael Itzkowitz, the author of the Third Way study. I chose 28 four-year institutions to contact, focusing on those whose most recent data showed that 60% or fewer people were earning more than a typical high school graduate six years after enrolling.

Just under half of them did not respond to requests for comment. But officials at several other schools were willing to engage — and they wondered how much a metric could tell a story.

Before hearing them, a little more about the data in question. It comes from the College Scorecard, a Department of Education website that debuted in 2015. Itzkowitz was the director of the Scorecard in 2015 and 2016. It includes information such as a school’s net price, rate graduation rates and student debt.

The department describes the income data as “the share of people who received federal student financial aid, worked, and were not enrolled in school who earned more than the typical high school graduate six years after entering high school. the university”.

That income figure for the typical high school graduate was $28,000 when Itzkowitz aggregated federal data. And in case it’s not clear, the department includes both people who graduated from the school they started and those who left before finishing.

For Itzkowitz, who is a senior fellow at Third Way and also works as an independent consultant, the number is a simple, basic measure of whether people got what they came for. After all, most students pursue higher education to increase their earning power.

College administrators don’t dispute this, for the most part. But some students crave the quality of the undergraduate experience, especially at specialist schools. And they may be willing to borrow to do so, even with the possible income outcomes in mind.

At the New England Conservatory of Music in Boston, 57% of people earned more than a high school graduate six years after enrolling, according to data used by the Third Way study. (More recent data for this particular institution is not available on the College scorecard.)

Zach Schwartz, associate director of enrollment there, said he and his colleagues spend a lot of time with admitted students and their families talking about money and debt. Sometimes it is clear that it is a bad idea, financially, for a student to enroll.

He also asks all applicants to consider an average boring Tuesday there and compare it to that at a more standard undergraduate institution. At a conservatory, this day may include rehearsals with an orchestra and chamber band, as well as solo exercises and lessons in music history and theory.

At Grambling State University in Grambling, Louisiana, and other historically black colleges and universities, there are additional concerns. These institutions help students who may not have been well served by their previous schools, may face discrimination when looking for a job, and may face it again when asking for a raise.

Only 43% of students who start Grambling earn more than high school graduates six years later. “Our interest is not in financially attracting the elite, but in attracting students who would not have had opportunities at other institutions,” said Gavin R. Hamms, associate vice president of the registration management. “It’s deeper than the data.”

Warren Wilson College in Swannanoa, North Carolina faces a unique challenge. It is a so-called working college, which means that students have a job mission on campus. There are also community involvement requirements, in addition to regular classroom work and any additional employment students may need to earn extra income.

The school’s graduation rate is just 53%, according to the College Scorecard. If those among the 47% enter the labor market without a diploma, they are disadvantaged. Indeed, only 37% of the students who enter it exceed secondary school graduates six years later.

Warren Wilson’s provost Jay Roberts didn’t shy away from the figure in an interview. Warren Wilson has barriers to completion—and therefore higher earnings—that most other schools don’t. Although it has reduced on-campus work requirements in recent years, the school still won’t be suitable for every teenager who shows up thinking it is.

However, Roberts asks people to consider other metrics as well. The school, he said, does better than its peers on survey questions from those who graduate about whether the school has prepared them for social and civic engagement and whether they find their meaningful work.

Indeed, there are students who are by no means undecided about their education and career and who enter college with a reasonably clear idea of ​​their modest financial goals. Those at Hampshire College in Amherst, Mass., earn 46% more than high school graduates six years after starting.

“The majority of our students come and go because they want to be activists, artists, educators or entrepreneurs,” said Hampshire President Edward Wingenbach. “None of these career paths are successful at the start of income.”

According to Wingenbach, Hampshire surveys of incoming students show that when asked to rank their top future life values ​​from a list of options, “being financially well off” ranks seventh. If anyone is tempted to suggest the place is filled with wealthy dilettantes, he noted that 36% of those entering this year’s class are eligible to receive Pell grants for low-income students.

That said, he also has confidence in the long-term prospects of his students. He pointed to research which shows that by the age of 40, people who pursue a liberal arts education such as that offered in Hampshire see their earnings catch up with those who have majored in science, technology, engineering and maths. .

He also pointed to Hampshire’s above-average performance in a recent Third Way review of colleges that offer the most socio-economic mobility. Itzkowitz — who also authored it, as well as another study that created price-to-revenue calculations for schools — noted that seven historically black colleges were in the mobility review’s top 100.

The question of who earns more than high school graduates shouldn’t be the only one college buyers consider. But even if it’s not the last word on the subject, it’s a very good first.

The data is a conversation starter, and it should lead fairly quickly to big-picture questions that teens and all family members who help them should be asking. What is the definition of success here? You may have the ability to pay or borrow for higher education, but how willing should you be, given the story a school’s data tells? And did you give this institution a chance to put all the data into context before dismissing it out of hand?

Itzkowitz is adamant that some schools have some explaining to do.

“Some institutions deal with enrolling a high proportion of low-income students,” he said, “and ultimately leave them worse off than if they hadn’t attended college in the first place. venue.”

This article originally appeared in The New York Times.


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