Expensive Education
(EDITOR’S NOTE: There seems to be a giant disconnect between the quality of education offered in this country (on a state by state basis) and the amount of money spent in pursuit thereof. While I have long been a proponent of augmenting the educational system in the United States, it hardly seems that taxpayers are getting their money’s worth. Pathetic test scores, a student body that is falling ever farther behind on the global map, and a general malaise towards excellence threaten to unseat the United States’ predominant position if this matter is not remedied sooner rather than later.
In excerpts from his column at Forbes.com, Richard Vedder provides some simple observations and statistics that help to enlighten the reader and disavow the notion that spending money solves all problems. At some point, a more impassioned and creative effort is going to be required. –EBO)
On My Mind: College Is a Bad Investment
By RICHARD VEDDER
Forbes.com
June 20, 2005
Pouring more taxpayer money into universities doesn't lead to prosperity. When university presidents plead for government money, they often make an argument for social investment. Pump funds into higher education and the economy will grow, they claim.
But the evidence suggests that increased public funding for universities doesn't lead to greater prosperity-and may even reduce the chances of it. Compare the growth in real per capita income in states that spend a lot on higher education with that of states that spend less and a few surprises show up.
Over the past 50 years low-support New Hampshire outdistanced neighboring Vermont on nearly any economic measure, though Vermont spent more than twice as much of its population's personal income on higher education (2.37% versus 1.15% in New Hampshire). Missouri, with modest state university appropriations (1.32% of personal income), grew faster than its neighbor to the north, Iowa (at 2.41%).
Using data for all 50 states from 1977 and 2002, I compared the 10 states with the highest state funding for universities against the 10 states with the lowest. The result: The low-spending states had far better growth in real income per capita, a median growth of 46% compared with 32% for the states with the highest university spending.
How could this be? Colleges have devoted relatively little new funding over the past generation to the core mission of instruction (spending only 21 cents of each new inflation-adjusted dollar per student on it), preferring instead to assist research, hire more nonacademic staff, give generous pay increases, support athletics and build luxurious facilities. In 1976 American education employed three nonfaculty professional workers (administrators, counselors, librarians, computer experts) for every 100 students; by 2001 that number had doubled.
Another piece of the puzzle: Taxes reduce private-sector activity. People who must pay high taxes tend to work and invest less and also tend to migrate to lower-tax areas. In other words, increasing funding to universities means transferring resources from the relatively productive private sector to higher education, which tends to be less productive and efficient.
So what should we do? College is still a decent individual investment, certifying that the graduate meets minimum standards (often missing in high school) for competence, intelligence, maturity and literacy. But we should rethink the nature and magnitude of public support for universities. Big changes are coming to higher education. They are overdue.
Richard Vedder is a professor of economics at Ohio University and author of Going Broke By Degree: Why College Costs Too Much

