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September 17th, 2020

↳ Geography+of+higher+ed

Unceasing Debt, Disparate Burdens: Student Debt and Young America

Since the Great Recession, outstanding student loan debt in the United States has increased by 122% in 2019 dollars, reaching the staggering sum of \$1.66 trillion in June of this year. Student loan debt has grown faster than other debt types, including auto, credit card and mortgage debt. For many, education is the only pathway towards good employment with benefits, leading to economic and social opportunities later in life. But as college becomes more unaffordable with each passing year, student loans are bridging the ever-expanding chasm between college savings and obtaining an education. The crisis has reached the national political arena, with policymakers recently calling for debt cancellation up to \$50,000 for federal borrowers.

Our research demonstrates that the student debt crisis has exacerbated existing inequalities. We found that all young borrowers are saddled with dramatically rising debt since 2009, but low-income groups, BIPOC, and those in their 30s fare far worse than others. While richer students have higher absolute debt, low-income students experience massive and growing relative debt burdens. And students in majority-Black and Hispanic zip codes, who are more likely to attend for-profit private institutions, have seen larger debt increases than those in majority-white zip codes. Debt levels have jumped in states like Wisconsin, Michigan, Pennsylvania, and Ohio. Gaining insight into broad trends in debt accumulation, as well as details about the particular demographic or labor market characteristics that shape changes in individuals’ debt burden over time, allows us to more effectively tailor our policy recommendations. For example, our research finds that forgiving $50,000 in student loans would make 80% of young adult borrowers student debt free.

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June 25th, 2020

Declining Access, Rising Cost: The Geography of Higher Education Post-2008

Mapping concentration and prices in the US higher education industry

During and after the Great Recession, public funding for higher education was slashed as part of state budget austerity. Staff and programs were cut and tuition rose; in many states, even by 2018, funding had not returned to pre-recession levels. Meanwhile, enrollment soared. As students locked out of a slack labor market were told they “lacked the skills necessary for today’s jobs,” the solution to unemployment and wage stagnation was to be found in more degrees at higher prices. The result was the acceleration of what is now a four or five-decade trend in US higher education: the replacement of a public good model with a private consumer model, dependent on tuition financed with federal debt, all justified on the back of supposed earnings increases that fail to materialize.

With skyrocketing prices and ballooning student debt, the private for-profit model has taken hold in even traditional schools, which are seeking to cut teaching costs while retaining students and their hefty tuition payments. Even leaving aside the possible collapse of tuition revenues from nonattendance, forecasts for state budget cuts coming out of the Covid-19 recession are alarming—unless the patterns of the Great Recession are avoided, we can abandon hope of a more equitable, inclusive, or expansive higher education landscape into the 2020s.

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December 18th, 2019

Unequal and Uneven: The Geography of Higher Education Access

Mapping market concentration in the higher education industry

In much of the existing higher education literature, “college access” is understood in terms of pre-college educational attainment, social and informational networks, and financial capacity, both for tuition and living expenses. The US ranks highly on initial college access by comparison with other countries, but this access—along with all major metrics of college success, including completion rates, default rates, and debt-to-income ratios—exhibits drastic inequality along familiar lines of race, gender, class, and geography.

Along with other pernicious myths, the media stereotype of the college student often figures undergraduates traveling far from home to live in a dorm on a leafy campus. The reality is far from the case: over 50% of students enrolled in four-year public college do so close to their home. This means that the geography of higher ed institutions strongly determines the options available to a given student. While much higher education policy discourse justly attempts to improve students’ access to information on school costs, financial aid information, completion rates, or post-graduation employment statistics to inform their school choices, political attention to geographic access remains overlooked.

Previous research on the geography of higher ed has simply reported the number of institutions in a given area. But the raw number of schools is ambiguous, as it fails to account for enrollment. We wanted to complicate the picture: given the uneven distribution of higher ed institutions and institution types—public and private non-profits, as well as for-profits of all kinds—around the country, we wanted to examine what role market concentration might play in a higher education industry increasingly characterized by a wide divide between elite institutions and the landscape of what Tressie McMillan Cottom has termed "Lower Ed." Starting from the perspective that many students are not going to travel long distances to be in residence full time at a leafy campus, how many options are they realistically looking at? And what’s the relationship between concentration, disparities on the basis of race, class, and geography, institutions’ resulting market power, and college cost, debt loads, and post-graduate earnings?

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