1 What Is College For, Anyway? Thank you, Charles, and the Knight-Wallace program, for inviting me here today. It s a tremendous honor, and I m thrilled to be back in Ann Arbor. And congratulations to the new class of fellows. I hope you guys know just how lucky you are, and how far the Fellowship has come since I was here in Today, you travel to Argentina and Brazil and Turkey, and you dine with presidents and you go for horse rides on the Pampas. Back in my day, Charles made a big deal out of going to (drumroll, please) Toronto. We also went to Atlanta, where the high point was an after-hours visit to the Cheetah Lounge. Not that we didn t learn some things. One of my male colleagues learned you never tell your wife you ve been to a strip club. I m not sure he s ever been fully forgiven. So much has changed in the world since 1997 for the Fellowship, for higher education, and for journalism. Back then, it wasn t unusual for people to spend their entire career as journalists at one paper or one news organization and retire from that one place. That doesn t happen anymore. Today, very few people in journalism feel comfortable enough to stand still for five minutes, much less a lifetime. Well, except maybe me. In 1984, a year out of college, I took an entry-level reporting job at The Chronicle of Higher Education, covering college professors. Twenty-nine years later, I m still there. As Charles noted, I m the editor now the first female editor in the 47-year history of the place. And yes, there were several times I thought about leaving. What I m going to talk about today is why I stayed, and why I wouldn t dream of leaving now. Because what is happening in higher ed is one of the most fascinating stories you could cover right now. In fact, you re covering it already, whether you know it or not. The changes occurring in higher education in this country as you may see in your year here crystallizes a deepening divide in our society between the haves and have-nots. That divide will eventually threaten the foundations of who and what we are as a nation. And many experts believe that higher education, instead of giving people a pathway to success, is a major force in making that divide wider. But first let me tell you a little bit about The Chronicle. It s a daily news operation and weekly print publication that s sometimes called The Wall Street Journal of higher education. Back in 97, in this very house, when we all made our introductions as fellows, Mike Wallace looked at me and said, What the hell is The Chronicle of Higher
2 Education? That was intimidating. I understood then why General Westmoreland never stood a chance with him. I now run a newsroom of 65 reporters, editors, and designers based in Washington DC. We re viewed in the higher education community as the authoritative source of news and information for anyone interested in what is happening on American and global campuses. The Chronicle is still owned remarkably in this age of newspaper fire sales by the same man who founded it in He s 92, and still tack-sharp. That kind of stable ownership has helped keep us focused and independent and still profitable over the last three decades, despite Web competitors and the decline of advertising. And over the last three decades, I ve covered the business side of higher ed as well as the research and publishing sides, was the founding editor for our careers section, ran our ideas magazine, then became editor two years ago. I was thrilled to receive a Knight Wallace fellowship in 1997, when I was 36 an incredible honor. Just like you, I sat here for the Hovey lecture that September, I drank the really crappy sherry on Tuesdays and Thursdays, I traveled up north and shot skeet at Charles house. I even ate grilled boar cooked on the fancy grill Charles designed that we privately used to call the Eisendrath I took advantage of much this great university has to offer, and I went to that strip club. I also think about the incredible people, the giants really, who came to Wallace House that year William Styron and David Halberstam and R.W. Apple, to name just a few. An amazing year. People sometimes ask me: What did the fellowship do for you? And I tell them, I m still trying to figure that out. I don t mean to be flip. The beauty of the fellowship is that it is a year out of time, a year to explore and be curious and maybe make mistakes. If you re lucky, the Knight-Wallace Fellowship will set you up for a lifetime of exploration. After my year, I told myself my life was never going to be the same. I returned to The Chronicle with one thing in mind: that I had to do something different, at a different place. And I tried. Believe me. I applied for one job after another at what we used to call the mainstream media before it fell apart mostly at The Washington Post, but other places too. (Dirty little secret of journalism fellowships you almost always want to do something different when you re done. That s not to say you won t do it just to say everyone before you has wanted the same thing.) Now I look at what s left of daily journalism and I say to myself: Wow. Did I dodge a bullet. I am so glad I made my career at one place. At this place.
3 Today I think I have one of the best and most exciting jobs in journalism. Coverage of higher education isn t a niche issue. It s not about drinking games and frats and will we ever play Notre Dame again. Instead, reporting on higher ed involves some of the most important trends shaping the present and future of our society: it s about class and race and immigration and the lack of social mobility and gun violence, to name a few. You are going to see and learn a great deal in your year here and if you look carefully you ll also learn about what you ll see in real life when you go back to your jobs. My contention is this: The way we go to college the way we think about it, prepare for it, what we do when we re there, who gets to go, and on what terms, and what happens afterwards says everything about our aspirations as a country, and who gets to aspire to what. And it s changed a lot over the last 30 years. So let s take a look at higher education 30 years ago. Your typical college student then let s call her Liz studied at a four-year college. She started college when she was 18 and she earned her degree in the humanities in four years. She lived on campus. She was taught face to face by full-tenured professors who had spent most of their careers at that college. She studied history, literature, and other liberal-arts subjects and didn t worry that taking those courses would ruin her chances for a job. In fact, she went to college hoping to become educated in the fullest sense, and didn t necessarily see a connection between that education and the job she would first get when she graduated, or the career she would later embark on. She bought books and textbooks in print and took exams in blue books. She signed up for classes through the mail and got her grades the same way, on paper. She shared a phone on her hall with other people and if she was lucky she later could afford to have a private phone in her room. She came to school with full financial aid though by the time she graduated she had accumulated some debt, a few thousand dollars or so.
4 She worked at work-study job but her hours were limited to 10 a week. Now let s look at the typical student on campus today. Let s call her Becky (because she is more likely than not a woman). She goes to school but she also works full time as a waitress. She lives at home with her family, not on campus in a dorm. She is 28, and this is her sixth year in college, and she s still not guaranteed to graduate this year. That depends on whether she can get spots in enough courses and that s not easy, given the demand for them on her campus. She didn t go right into a four-year college after high school first she worked, then she took some classes at a for-profit university and her local community college, then she enrolled at the large public university in her state. She s hardly alone in this winding path. People in higher ed call Becky s experience the student swirl. Among her fellow students at her university, just over 50 percent will graduate in six years. Many of them are just like her older, working, often with families. Some are veterans of Iraq or Afghanistan. And unlike Liz, there s very little chance that any of them will ever attend one of the 150 most selective colleges in the country. Becky s major is business administration. She is mainly interested in courses that can help her get a better job, not make her a better person. That s probably not surprising, given that she has some $25,000 in student loans and expects to take out another $10,000 this year. What s Becky getting for that money? Unlike Liz s experience, a stunning majority of Becky s interactions in college happen online. Several of her courses are taught online, and she takes them with hundreds of other students. Some of those courses are taught by professors who teach at universities hundreds of miles away. She would like more contact with her professors but many of the people who teach her courses are adjunct instructors who are not given office space on campus. She does all her course registration online, gets her assignments and course syllabi that way, and her classroom performance is monitored by a sophisticated learning dashboard that tells that professor how well she is mastering the course material.
5 Finally, she is among the nearly three-quarters of Americans who are taking college courses in some form, the highest college-going rate in this country s history. So, you all have your degrees. Why should any of you care about Becky and what she has to go through to get her degree, what that degree will be, and how much debt she ll be in when she gets it? Isn t that just the way things are today? Here s why we need to care: Because Becky represents a huge shift in higher education. She s what we call in the trade a nontraditional student. Except that she has become the rule, not the exception. And for every Becky who eventually makes it through and gets a degree, there are countless more who don t graduate but who still have debt and who still need jobs they can make a living on. The truth is that higher education as it now exists is helping to widen the divide between the Lizs and the Beckys of the world, between the haves and have nots. It s doing that through skyrocketing tuition (even at public universities) and student loan debt, and by devoting the most resources on the wealthiest students. That s an astonishing turn of events in recent American history. Not very long ago, higher education in this country helped create opportunity for people from all walks of life. Public universities like the University of Michigan and those later created as land-grant universities have educated the majority of students in this country. They were founded with the idea that an affordable education should be available for everyone. Higher education was once the great equalizer. No longer. Consider this fact: At the nation s 146 most selective colleges including the top flagship universities only 3 percent of entering freshman come from the bottom socioeconomic quarter, while 74 percent come from the top quarter. Or that community colleges, where low-income and minority students are concentrated, spent an average of $13,000 per student in 2009, while four-year private research institutions, which disproportionately enroll higher-income and white students, spent an average of $67,000 per student. That s a $44,000 difference per student. Think about that, in terms of what the least-advantaged students need to succeed. As the Georgetown University researcher Anthony Carnevale put it last year in The Chronicle, quote, Taken one at time, postsecondary institutions are fountains of opportunity; taken together, they are a highly stratified bastion of privilege. So how did we abandon such a successful model?
6 We could blame short-sighted legislatures and administrators, but the causes are so interwoven and complex that it s difficult to separate one single thread. But we can say the decline didn t happen overnight. Sixteen years ago, in 1987, the states provided about three-quarters of the funds public colleges spent on education. But over time that number has dropped. Given current trends, it is estimated that by 2030, 17 years from now, most state legislatures will no longer provide any support to their institutions of public higher education. As college presidents who come by The Chronicle s offices like to say, they are no longer state universities but merely state located universities. With the steep cuts in state funding, public universities have raised tuition and fees to make up for the shortfall, thus shifting an ever-greater financial burden onto students and families. Since 1985 alone, tuition and fees are up over 500 percent. In essence, as public universities receive less money from states, they are running themselves like private universities and charging higher tuitions. Is anyone surprised that in one recent poll a majority of Americans 62 percent said they could not afford a college education at a public university? As public universities feel this financial squeeze, the undergraduate demographic is changing dramatically. For example, here at Michigan, in 2012, 42 percent of students almost half were from out-of-state or a foreign country. In other words, the students who pay the most. Just ten years ago that figure was about 20 percent. In some states the focus on out-of-state students is getting truly wacky. At the University of California at Los Angeles in 2011, you were more likely to be admitted as an out-ofstate student than as an in-state one. This is a bewildering turn away from the original missions of public universities. The Chronicle and ProPublica reported last week that many public universities are shifting their financial-aid dollars away from the poorest students to wealthier ones mainly to attract out-of-state students or higher-achieving students whose academic profile will help boost these campuses in the rankings. Yet, as the story put it, When those institutions raise tuition and don't offer more aid, low-income students are often forced to decide not just which college to attend but whether they can afford to attend college at all.
7 Educating low-income students minority students and the most disadvantaged in this country increasingly is falling to community colleges and for-profit colleges, which have the highest rate of student debt of any kind of college and the highest rates of students failing to graduate. And if certain experts are right, President Obama s latest proposals for rating colleges and tying financial aid to their student performance will only make things worse for students from low-income families. And once they leave college, non-traditional students like Becky face crushing amounts of debt. Just this past year, we ve passed the trillion-dollar mark in total U.S. student debt. One trillion dollars. For comparison, the total gross national product in 2010 was trillion. This enormous debt will restrict not only individual lives and opportunities but also the economy as a whole for many years to come. We are seeing a generation for whom a college degree may have opened doors, but at what cost? Given that it will severely limit their chance to live the American Dream. Is that what college is intended to do? Some people believe passionately that innovation will save the day that MOOCs and online courses offered at low cost will open up education for many more people. Every day, The Chronicle reports on some new online venture or new educational model that is supposed to disrupt the higher-education landscape Coursera, UDacity, EdX, an alphabet soup of names and acronyms. The idea is that students with ingenuity and discipline will be able to cobble together a reasonably priced undergraduate degree. That will be a great thing, if it happens. Let s not lose sight of the fact, however, that low-cost online education is only filling a need that wouldn t exist at all if public universities had not been forced to alter their mission. There is also the risk that an on-line based education could further exacerbate the inequities in higher education I ve been describing. How many who favor this innovation would choose to educate their own children this way? How many of you here today want an online-only education for your children? So no wonder the value of a college degree is being questioned that colleges are being asked about the return on investment they provide. What is a college education for anyway? Is it just to get that credential so that one can get a job? Is it an experience intended to educate the whole person? Should higher education be thought as a benefit for an individual, or more broadly as an engine for economic development, as a societal good? I would frame the question differently: WHO is college for? What kind of college, and on what terms? Is the traditional four-year degree in this country today just for the affluent?
8 When people talk about this country being on the wrong track, one of the main and largely unspoken reasons, I maintain, is what s happening in higher education. The path to aspiration and social mobility in the United States has become much more narrow in the past three decades. Before our eyes, and without much public discussion, college has become a large socioeconomic sorting device. So. You all are going to have a wonderfully rich year in Ann Arbor exploring this incredible university. But when you go back to your beats next summer whether it s digital technology, science, the media, sports, economics, or politics remember that many of the people and issues you will be reporting on are products of this new educational order, one that many believe is becoming a caste system that reproduces economic privilege in this country. You will be covering the consequences of higher education s struggle to produce a competitive workforce, and you will be covering people dealing with the issues of inequity that higher education is magnifying. Higher education and the questions about who and what it s for is certainly The Chronicle s story. But it s not JUST The Chronicle s story. It is, inevitably, over the years of your careers, the next 30 years of your lives, going to be your story too.
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