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The last two decades have been a turbulent period for American higher education, with profound demographic shifts, gyrating salaries, and marked changes in the economy. While enrollments rose about 50% in that period, sharp increases in tuition and fees at colleges and universities provoke accusations of inefficiency, even outright institutional greed and irresponsibility. As the 1990s progress, surpluses in the academic labor supply may give way to shortages in many fields, but will there be enough new Ph.D.'s to go around?

Drawing on the authors' experience as economists and educators, this book offers an accessible analysis of three crucial economic issues: the growth and composition of undergraduate enrollments, the supply of faculty in the academic labor market, and the cost of operating colleges and universities. The study provides valuable insights for administrators and scholars of education.

The United States is distinctive among Western countries in its reliance on nonprofit institutions to perform major social functions. This reliance is rooted in American history and is fostered by federal tax provisions for charitable giving. In this study, Charles T. Clotfelter demonstrates that changes in tax policy—effected through legislation or inflation—can have a significant impact on the level and composition of giving.

Clotfelter focuses on empirical analysis of the effects of tax policy on charitable giving in four major areas: individual contributions, volunteering, corporate giving, and charitable bequests. For each area, discussions of economic theory and relevant tax law precede a review of the data and methodology used in econometric studies of charitable giving. In addition, new econometric analyses are presented, as well as empirical data on the effect of taxes on foundations.

While taxes are not the most important determinant of contributions, the results of the analyses presented here suggest that charitable deductions, as well as tax rates and other aspects of the tax system, are significant factors in determining the size and distribution of charitable giving. This work is a model for policy-oriented research efforts, but it also supplies a major (and very timely) addition to the evidence that must inform future proposals for tax reform.

The American system of higher education includes over 5,000 degree granting institutions, ranging from small for-profit technical training schools up to the nation’s elite liberal arts colleges and research universities. Over 20 million students are enrolled, with federal, state, and local governments spending almost 3 percent of GDP on higher education. Yet how can we evaluate the effectiveness of such a large, fragmented system?  Are students being adequately prepared for today’s labor market? Is the system accessible to all? Are new business methods contributing to greater efficiency and better student outcomes?  In Higher Education Effectiveness, editors Steven Brint and Charles Clotfelter and a group of higher education experts address these questions with new evidence and insights regarding the effectiveness of U.S. higher education. 

Beginning with the editors’ authoritative introduction, the contributors assess the effectiveness of U.S. higher education at the national, state, campus, and classroom levels. Several focus on the effects of the steep decline in state funding in recent years, which has contributed to rising tuition at most state universities.  Steven Hemelt and David Marcotte find that the financial burdens of attendance, even at public institutions, is a significant and growing impediment for students from low-income families. John Witte, Barbara Wolfe, and Sara Dahill-Brown analyze 36 years of enrollment trends at the University of Wisconsin, Madison, and find increased enrollment of upper-income students, suggesting widening inequality of access.
James Rosenbaum and his coauthors examine the effectiveness of “college for all” policies and find that on a wide range of economic and job satisfaction measures, holders of sub-baccalaureate credentials outperform those who start but do not complete four-year colleges.  Two papers – by Kevin Dougherty and coauthors and Michael Kurlaender and coauthors – find that the use of new regulatory mechanisms such as performance funding and rating systems are plagued by unintended consequences that can provide misleading measures of institutional effectiveness.  Lynn Reimer and co-authors examine the effectiveness of the “promising practices” in STEM education (science, technology, engineering, and mathematics) promoted by the National Academy of Sciences, and find that they can increase completion rates among low-income, first-generation, and under-represented students.

Expanding college access and effectiveness is a key way to promote economic mobility. The important findings in this issue illuminate the strengths and weaknesses of the U.S. system of higher education and suggest new avenues for improving student outcomes.
 

In the United States today, there are some 3,400 separately governed colleges and universities, amounting to a higher education industry with expenditures that constitute 2.8% of the gross national product. Yet, the economic issues affecting this industry have been paid relatively little attention. In this collection of eight essays, experts in economics and education bring economic analysis to bear on such underexamined topics as the nature of competition in higher education, higher education's use of resources, and who chooses to purchase what kind of education and why.

In higher education, supply refers to such issues as government support for public colleges and universities, the means by which graduate programs allocate financial support to students, and the criteria that universities use for investing endowments. Demand pertains to patterns of student enrollment and to the government, business, and individual market for the service and research activities of higher education.

Why are tuitions nearly the same among schools despite differences in prestige? How are institutions with small endowments able to compete successfully with institutions that have huge endowments? How are race and ethnicity reflected in enrollment trends? Where do the best students go? What choices among colleges do young people from low-income backgrounds face? This volume addresses these questions and suggests subjects for further study of the economics of higher education.

This accessible study examines all the major elements of the nonprofit sector of the economy of the United States —health services, educational and research institutions, religious organizations, social services, arts and cultural organizations, and foundations—describing the institutions and their functions, and then exploring how their benefits are distributed across various economic classes. The book's findings indicate that while few institutions serve primarily the poor, there is no evidence of a gross distribution of benefits upward toward the more affluent. The analysis of this data makes for a book with profound implications for future social and tax policy.