The No Child Left Behind (NCLB) Act, which received bipartisan support for its passage in 2001, requires that states implement a variety of assessment mechanisms for students and teachers in order to qualify for federal education funding.  This federal act does not establish criteria to which all states must adhere; the means of assessment are left to each state to implement as it sees fit.  In January 2001, President George W. Bush said of NCLB, “’These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America.’” Calling it the “cornerstone” of his Administration, President Bush touted the various components of NCLB.

NCLB, at the time of its passage, was intended to provide “increased accountability for States, school districts, and schools; greater choice for parents and students, particularly those attending low-performing schools; more flexibility for States and local educational agencies (LEAs) in the use of Federal education dollars; and a stronger emphasis on reading…” The Act ties federal education dollars to performance on standardized testing.  In large part, this stipulation has been the foundation for continued criticisms of the program. 

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In March 2000, the heads of state of the European Union (EU) nations set an ambitious goal for themselves: to make the EU “’the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion’” by 2010.  Known as the Lisbon Agenda, this program aimed to revitalize the nations of the EU that had collectively experienced economic stagnation in the years preceding the agreement.  Just as President Obama has identified education in general and college graduation rates in particular (stating that “by 2020, America will once again have the highest proportion of college graduates in the world”) as a vehicle for driving economic growth, the Lisbon Agenda put emphasis on the same.

A 2006 report from the Commission of the European Communities titled “Delivering on the Modernisation Agenda for Universities: Education, Research, and Innovation,” noted that the “modernization of Europe’s universities, involving their interlinked roles of education, research and innovation” is a “core condition” for the success of the Lisbon Agenda.  In that same year, the Spring European Council agreed upon the establishment of the European Institute of Innovation & Technology (EIT) which would “contribute to improving Europe’s capacity for scientific education, research and innovation, while providing an innovative model to inspire and drive change in existing universities, in particular by encouraging multi-disciplinarity and developing the strong partnerships with business that will ensure its relevance.”  Additionally, the Commission called on member nations to create national systems that allowed for geographic mobility of degrees between various EU member states, greater autonomy with strengthened accountability for universities, incentives for partnerships between universities and the business community, and an increased “employability” of graduates. 

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Today’s higher education environment vis-à-vis the national economic situation has ignited a debate over whether a college degree is worth the cost.  Significant budget cuts in many states have meant that colleges are raising tuitions, increasing fees, and offering less in scholarship money to students.  Few students had enough money saved to pay for college prior to the economic downturn which has had a catastrophic impact on many schools (see my daily headline postings and links in the “Impact of the Economy on Higher Education” section of my blog for some examples).  With less money allotted for scholarships, work study programs, and higher tuitions and fees, more students than ever before are incurring large debts to pay for their college educations.  The current unemployment rate stands at 9.1 percent and recent college graduates are reporting extreme difficulties in finding a job.  All of these factors have combined to fuel the debate over whether college is as invaluable as once believed or not valuable at all given recent economic realities.

Within only a couple months of taking office, President Obama announced his goal to increase the national college graduation rate which is woefully low (40.4 percent, according to statistics from the College Board) compared to those of other nations including Japan (53.7 percent), Russia (55.5 percent), and Canada (55.8 percent).  One of the main initiatives associated with President Obama’s plan to boost college graduation rates included a proposal to provide $12 billion in funding to US community colleges over a ten year period.  Per the President’s plan, however, these funds would be for use in improving programs, courses, and facilities; not, in other words, to assist students in paying for their degrees at these schools.  Obama also told community colleges that he would like to see them play a more active role in creating jobs while simultaneously graduating five million more students than current rates by the year 2020. 

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For years, I have been a semi-regular reader of The Economist, primarily because it’s written from the perspective of the European community and not Americans.  As a foreign policy student knows, perspectives are often colored by events and politics within your own country and an outside viewpoint may influence your thinking about a particular issue.

Most likely for that reason, I pre-ordered The Global Auction when I received a notice of it from the Oxford University Press.  The authors are professors at universities in the United Kingdom (Brown is Professor of Social Sciences at Cardiff University, Lauder is Professor of Education and Political Economy at University of Bath, and Ashton is Professor Emeritus of Labour Market Studies at University of Leicester) and their premise is that the American Dream that emphasizes higher education as the path for the lower class to become middle class and the middle class to become prosperous is deeply in trouble.

The authors discuss the fact that world economics have become more integrated and networked and that the market value of American workers is no longer compared to local citizens, but rather is part of a global auction for jobs.  According to the authors, economists who compare America, Britain, and Germany as head nations (brains) and China and India as body nations (brawn) have missed the point that the new global economy has allowed emerging economies to create a high-skill, low-wage workforce capable of competing for the hi-tech, high-value employment prized in the head nations. 

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Budget problems at public colleges and universities have been published in the press for the past year and a half.  Approximately a year or so ago, I decided to collect articles about the situation and organized them on this blog by state under the title Higher Ed’s Economic Challenges.  As the recession continues to impact the value of residential and commercial real estate (or was it the real estate that impacted the recession?), many states’ tax collections are below the level of three or four years ago. 

Unlike the federal government that is allowed to print money, most state constitutions have a balanced budget requirement.  When taxes decrease, expenditures must decrease as well.  K-12 education and Medicaid are two of the largest mandated expenditures at the state level.  Higher education has never been a mandated expenditure at the state level, so when state budgets have to be cut, higher education has usually been one of the first areas impacted.  Some states in some years increase student tuition rather than cut their higher education expense budgets.

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The global economic downturn has had a profound impact on nearly all industries.  Higher education is no exception.  As students struggle to find affordable options for continuing their educations, institutions of higher education have found it increasingly difficult to conduct “business as usual” in the face of shrinking government funding, dwindling endowments, and increasing enrollments.  Read the rest of this entry »