{"id":43504,"date":"2018-04-30T13:06:19","date_gmt":"2018-04-30T20:06:19","guid":{"rendered":"http:\/\/world.edu\/?p=43504"},"modified":"2018-04-30T13:06:19","modified_gmt":"2018-04-30T20:06:19","slug":"3-vital-ways-to-measure-how-much-a-university-education-is-worth","status":"publish","type":"post","link":"https:\/\/world.edu\/3-vital-ways-to-measure-how-much-a-university-education-is-worth\/","title":{"rendered":"3 vital ways to measure how much a university education is worth"},"content":{"rendered":"

\"\"
\nThe past several years have seen increased calls for colleges and universities to demonstrate their value to students, families and taxpayers. And the pressure has come from both sides of the political spectrum. Barack Obama, for example, didn\u2019t mince his words\u00a0when he spoke<\/a>\u00a0a few years ago on the University of Michigan campus: \u201cWe are putting colleges on notice\u2026you can\u2019t assume that you\u2019ll just jack up tuition every single year. If you can\u2019t stop tuition from going up, then the funding you get from taxpayers each year will go down. We should push colleges to do better.\u201d<\/p>\n

So how is a would-be student or a tax-paying citizen to decide the value of a given university or degree? There is certainly no shortage of tools that have been developed to help in this regard.<\/p>\n

The federal\u00a0College Scorecard,<\/a>\u00a0for example, is meant to \u201chelp students choose a school that is well-suited to meet their needs, priced affordably, and is consistent with their educational and career goals.\u201d<\/p>\n

Various magazines put together college rankings. There have been\u00a0efforts at the state level<\/a>\u00a0to show what graduates of a given institution or program can expect to earn. And some colleges and universities are working to provide those\u00a0data<\/a>\u00a0themselves.<\/p>\n

So we asked our panel of presidents \u2013 from the University of Michigan, University of Oregon and The Ohio State University: If you had to devise just one tool or metric to help the general public assess the value of a particular college or degree, what would it be and why?<\/p>\n

Greater life expectancy<\/strong><\/h4>\n

Michael Drake, president of The Ohio State University<\/strong><\/p>\n

\"\"

Michael Drake, president of The Ohio State University. The Ohio State University<\/p><\/div>\n

When I ask individuals if they want their own children to attend college, the answer is, overwhelmingly, yes. The\u00a0evidence is clear<\/a>. College graduates are more likely to be employed and more likely to earn more than those without degrees.\u00a0Studies<\/a>\u00a0also indicate that people with college degrees have higher levels of happiness and engagement, better health and longer lives.<\/p>\n

Wow.<\/p>\n

If living a longer, healthier and happier life is a good thing, then, yes, college is worth it.<\/p>\n

A four-year degree is not necessarily the best path for everyone, of course. Many people find their lives are enhanced by earning a two-year or technical degree. For others, none of these options is the perfect choice. But if there is one data point I want to highlight, it is the correlation between a college education and greater life expectancy. In fact,\u00a0one study<\/a>\u00a0suggests that those who attend college live, on average, seven years longer.<\/p>\n

Last year was\u00a0the second year in a row<\/a>\u00a0that average life expectancy in the U.S. went down. But greater mortality didn\u2019t affect all Americans equally. Studies point to\u00a0a growing gap in life expectancy<\/a>\u00a0between rich and poor. Higher education may, in other words, be part of the solution to this problem.<\/p>\n

This is just one of the reasons that so many of our country\u2019s institutions of higher learning are focused on the question of how to make sure more Americans have access to a quality \u2013 and affordable \u2013 college education.<\/p>\n

Since December 2016, the\u00a0American Talent Initiative<\/a>, a coalition of 100 (and counting) colleges and universities, has been working to educate 50,000 additional lower-income students by 2025. In another initiative, the 11 public universities in the\u00a0University Innovation Alliance<\/a>\u00a0are committed to producing more U.S. graduates and have, over the past three years, increased their\u00a0number of low-income graduates by 24.7 percent<\/a>.<\/p>\n

As educators, we must continue to increase pathways to the American Dream \u2014 a journey that includes health, happiness, long life and, very often, a college degree.<\/p>\n

Social mobility<\/strong><\/h4>\n

Michael Schill, president of the University of Oregon<\/strong><\/p>\n

\"\"

Michael Schill, president of the University of Oregon. University of Oregon, Author provided<\/p><\/div>\n

While it is impossible to devise only one indicator to describe the value of a university, I would suggest that a good place to begin would be the number of first-generation students it admits and the rate at which they graduate.<\/p>\n

As a first-generation college student myself, I may be somewhat biased, but I believe that our generation will be judged by how well we enhance the opportunities for social mobility among our citizens. And despite some skepticism about the value of higher education on the part of pundits and politicians, it is\u00a0well-documented<\/a>that there is no better way for young people to achieve the \u201cAmerican Dream\u201d than by getting a college degree.<\/p>\n

Note that my metric is really two \u2013 first-generation enrollment numbers and graduation rates. The simple fact is that students who go to college and don\u2019t receive a degree may well be in worse shape economically than those who don\u2019t go at all. They will have invested time and money, yet without a diploma will not achieve the economic returns from that investment. Moreover,\u00a0many are hobbled by student loans<\/a>\u00a0without the economic wherewithal to repay them.<\/p>\n

It is easy for universities, colleges and community colleges to admit large numbers of students from modest backgrounds. That happened in the for-profit sector. However, the\u00a0graduation rate<\/a>\u00a0at for-profit institutions is only 23 percent, compared to the 59 percent rate overall. The hard part is to support students so that they can succeed.<\/p>\n

First-generation students make up a third of college undergraduates in the United States. They are\u00a0more likely<\/a>\u00a0to be minorities and to come from low-income households, and are far less likely to graduate than their peers who had one or more parent attend college. We can do better.<\/p>\n

Part of the solution is for more\u00a0universities to provide more adequate need-based financial assistance<\/a>, but even that isn\u2019t enough. College can be a confusing experience for first-generation kids, both in terms of learning how to succeed academically and \u201cfitting in\u201d socially. Real value will accrue to students and American society only if we can provide them with appropriate advising and counseling so that they not only get in, but persist and flourish.<\/p>\n

Freedom<\/strong><\/h4>\n

Mark Schlissel, president of the University of Michigan<\/strong><\/p>\n

\"\"

Mark S. Schlissel, president of the University of Michigan. University of Michigan<\/p><\/div>\n

To devise one metric to help the public assess our value, we need to challenge ourselves the same way we challenge students in our classrooms and labs. Let\u2019s first determine the right question to ask. What are our students looking for in life and how can a college degree change the quality and trajectory of their lives?<\/p>\n

Higher education gives graduates the best opportunity to pursue their ambitions, change careers, define and solve complex problems, and persuade and lead others. College graduates enjoy higher salaries, qualify for further levels of education and are at a lower risk of ending up in jobs that become obsolete. Moreover, they lead richer and fuller lives \u2013\u00a0happier<\/a>, healthier,\u00a0wealthier<\/a>\u00a0and\u00a0longer<\/a>.<\/p>\n

Each of these outcomes is a component of the value of a college education, yet none of them alone fairly captures its full value. In considering these metrics together, in the context of our question, I believe that one very important concept emerges.<\/p>\n

That concept is freedom.<\/p>\n

Freedom\u2019s link to education has long been a quintessential American value. As the educator and philosopher\u00a0John Dewey wrote<\/a>\u00a0at the beginning of the 20th century, \u201cWe naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.\u201d<\/p>\n

At its best, higher education gives us the freedom to make decisions based on our values, desires, human talents and willingness to work hard. We are free to choose our own path.<\/p>\n

Education takes freedom beyond its status as a legal right and elevates it into a lifetime of choices. It\u2019s the trajectory of those lives, changed by the opportunities available through a college education, that I am most interested in measuring.<\/p>\n

The American public rightfully expects higher education to serve as an enabler of prosperity and equality. I would devise a metric that captures higher education\u2019s greatest potential: to enhance the freedom of an individual graduate in a nation founded on constitutionally guaranteed rights of life, liberty and the pursuit of happiness.<\/p>\n

Note: The Ohio State University is a member of the University Innovation Alliance. The University of Michigan and The Ohio State University are members of the American Talent Initiative.<\/em><\/p>\n

Author Bios:<\/strong> Mark S. Schlissel is President of University of Michigan, Michael H. Schill is President of the University of Oregon and Michael V. Drake is President of The Ohio State University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The past several years have seen increased calls for colleges and universities to demonstrate their value to students, families and taxpayers. And the pressure has come from both sides of the political spectrum. Barack Obama, for example, didn\u2019t mince his words\u00a0when he spoke\u00a0a few years ago on the University of Michigan campus: \u201cWe are putting […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":43505,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[185155],"coauthors":[11733],"class_list":["post-43504","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-value-of-higher-ed"],"acf":[],"yoast_head":"\n3 vital ways to measure how much a university education is worth - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/3-vital-ways-to-measure-how-much-a-university-education-is-worth\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"3 vital ways to measure how much a university education is worth - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The past several years have seen increased calls for colleges and universities to demonstrate their value to students, families and taxpayers. And the pressure has come from both sides of the political spectrum. 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