Akers, Beth. “Don’t Ruin College by Making It Free.” Education Next, 2020. Web.
As many Democratic candidates of 2020 raised the campaign of free education, many people rejected the idea saying that making higher education free will was the fastest way to destroy what makes US education exceptional. Free education will not be of high quality, and no innovation will be achieved in higher education. The main argument is that even though higher education is expensive, the high quality of education provided in the US is worth the increased cost. This source is useful in showing the rough side of making higher education free in the US.
Archibald, Robert B., and David H. Feldman. “Why Do Higher-Education Costs Rise More Rapidly Than Prices In General?” Change: The Magazine of Higher Learning vol. 40, no. 3, 2008, pp. 25-31. Web.
The cost of higher education has increased rapidly with the rise in inflation. As the government funding institution for colleges and universities and the education stakeholders complain about the cost, it is explained by the following factors. The addition of more expensive disciplines in schools, reduced higher education inputs, administration and faculty inflated desire for quality, and poor management in education are some of the reasons for an increased cost. The authors also add government regulation which increases duties for universities and colleges in the list. This source is useful in claiming why education is so costly today.
de Gayardon, Ariane. “There Is No Such Thing as Free Higher Education: A Global Perspective on the (Many) Realities of Free Systems.” Higher Education Policy vol. 32, no. 3, 2019, pp. 485-505. Web.
After examining several settings of free education for higher institutions in many offering countries, the authors conclude that there is no free education. The idea of government funding higher education cannot be fully attained. The cost of maintaining the free education policy is expensive, thus making it unattainable. Free education would mean the provision of low-quality education, which still is charged. Many countries with free education systems still charge students for the same. The authors conclude that free education is not attainable whether the quality is to be included or not. This source is useful in telling why free education is not attainable.
De Jager, E., and E. Bitzer. “The Views Of Commerce Students Regarding “Free” Higher Education In South Africa.” South African Journal of Higher Education vol. 32, no. 4, 2018, pp. 12-36. Web.
Following the increase in university fees by 8% between 2016 and 2017 in South Africa, the students protested in demand for free higher education. The protests pushed the need for research on the same issue, and upon investigation, the concept of free education was not found to be logical. Research results show that even though there would be a policy endorsing free education, the implementation would not be possible. This article is critical in showing how the cost of implementing free education surpasses the need.
Delbanco, Andrew. “A College Education: What Is Its Purpose?” In Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, edited by Sylvan Barnet et al. 12th ed., Bedford Books, 2020, pp. 463-477.
The purpose of a college education is for students to gain skills to help them succeed in the future. For this purpose to be achieved, the college administration by be well equipped to deliver modern and high-quality education to the students. The future of the world is envisioned in today’s education. Thus, making education accessible to all students is an effective way to guarantee a brighter future. Colleges that offer low-quality education or prevent students from attaining the education for baseless reasons miss the purpose of the education. This source helps in giving insights into the significance of education and why making it accessible is critical.
Fay, Laura. “Will’ Free College’ Survive COVID-19? How the Pandemic Could Devastate College Promise Programs — and Why the November Election Might Be Their Only Hope.” The 74, 2020. Web.
The available and promised free educational programs in the US are at risk of failure due to the ongoing health crisis. COVID-19 has led to unemployment and business closure, thus starving the state’s tax revenues. Free education is to be sponsored by tax revenues in various states. Therefore, although free education is a boost to the higher education program, availing it may be difficult. The reduced income tax is going to reduce the number of funds located to boost higher education. This article tells how it is difficult to achieve free higher education in the COVID-19 period.
Falk, John H., and Lynn D. Dierking. “Reimagining Public Science Education: The Role of Lifelong Free-Choice Learning.” Disciplinary and Interdisciplinary Science Education Research vol. 1, no. 1, 2019, pp. 1-8. Web.
Public science education is not sufficiently delivered in the current college and university system. The purpose of learning science education is to help students survive outside the school. The closing of student education to the only school system as the whole package delivery is threatening and ineffective. Public science education should be equitable and learner-centered by not just serving the students’ needs but also the cover the real-life needs, motivations, and realities of all people. This source helps show why education should be distributed equally to serve a purpose beyond that of being a student.
Hanson, Melania. “Student Loan Debt Statistics.” Education Data, 2021. Web.
In the United States, student loans have grown six times the nation’s economy. As of 2021, the total amount of student loans in the country is $1.75 trillion. On average, at least 43.2 million students borrowers owe $39 351 each to the lending institutions. Out of all these students, only 35 million qualified for general student relief under the CARES Act in 2020. On average, a student borrows $30 000 to complete a bachelor’s degree in the US. The concluding words from the authors us that higher education is very expensive. This source is useful in telling the importance of free education in the US.
Kerr, Emma, and Sarah Wood. “See 10 Years of Average Total Student Loan Debt.” US News, 2021. Web.
Study shows that students borrowed $135 less than other years in 2021. On average, each student borrower owes $30 000 to the student funding institutions. According to the US data report, college graduates borrowed $29,927 each in 2020. The continued need for student loans indicates how expensive higher education has become. Student loans debts have worsened for the past 20 years as education increasingly becomes costly. These loans and debts make it hard for college graduates to continue with tertiary education. This source is useful in showing the high cost of education and the need for government-sponsored education.
Moen, Phyllis, Joseph H. Pedtke, and Sarah Flood. “Disparate Disruptions: Intersectional COVID-19 Employment Effects by Age, Gender, Education, and Race/Ethnicity.” Work, Aging and Retirement vol. 6, no. 4, 2020, pp. 207-228. Web.
The disparities caused by COVID-19 have affected education in terms of learning and qualifications. The ongoing health crisis has led to the closure of many businesses and the loss of many jobs. Today, hiring companies are seeking top talents amongst younger generations. The hiring institutions are picking talents with the highest education levels and long experience in different fields. Such conditions have led to a low employment rate hence low income. Reduced income to support higher learning has also contributed to the least number of students joining college and university institutions this year. This article shows the need for free education to support the student in achieving higher education.
Rodney, Arlysse, and Krista Mincey. “Understanding the Relationship between Student Loan Debt and Stress among Female Students at an HBCU.” Journal of African American studies (New Brunswick, NJ) vol. 24, no. 2 2020, pp. 2-69. Web.
As higher education continues to increase in price, female students are suffering from loan debts. Examining black female students, the study found the students suffered from stress and anxiety from unpaid loans, future educational expenses, and financial, educational assistance. The stress and anxiety that come with these debts make female students develop mental health problems. Indeed, it is painful for students to have stressful education, yet they will need to pay the cost. This source is essential as it shows the need for free education amongst black females.
Winston, Gordon C., and David J. Zimmerman. “Where is Aggressive Price Competition Taking Higher Education?” Change: The Magazine of Higher Learning vol. 32, no. 4, 2000, pp. 10-18. Web.
Educational price competition amongst private higher education institutions is alarming. The private schools are competing with public schools where despite selectively admitting students to their schools are offering huge discounts. The authors mention that most private schools offer huge discounts like 80% to the new admissions. From there, the students are charged high education fees, which may make them drop out of school. Public schools that offer around 30 to 40% of the discounts find it difficult to compete with the privates. This source is useful for showing the need for equitable education in the US.
Works Cited
Akers, Beth. “Don’t Ruin College by Making It Free.” Education Next, 2020. Web.
Archibald, Robert B., and David H. Feldman. “Why Do Higher-Education Costs Rise More Rapidly Than Prices In General?” Change: The Magazine of Higher Learning vol. 40, no. 3, 2008, pp. 25-31. Web.
de Gayardon, Ariane. “There Is No Such Thing as Free Higher Education: A Global Perspective on the (Many) Realities of Free Systems.” Higher Education Policy vol. 32, no. 3, 2019, pp. 485-505. Web.
De Jager, E., and E. Bitzer. “The Views Of Commerce Students Regarding “Free” Higher Education In South Africa.” South African Journal of Higher Education vol. 32, no. 4, 2018, pp. 12-36. Web.
Delbanco, Andrew. “A College Education: What Is Its Purpose?” In Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings, edited by Sylvan Barnet et al. 12th ed., Bedford Books, 2020, pp. 463-477.
Fay, Laura. “Will’ Free College’ Survive COVID-19? How the Pandemic Could Devastate College Promise Programs — and Why the November Election Might Be Their Only Hope.” The 74, 2020. Web.
Falk, John H., and Lynn D. Dierking. “Reimagining Public Science Education: The Role of Lifelong Free-Choice Learning.” Disciplinary and Interdisciplinary Science Education Research vol. 1, no. 1, 2019, pp. 1-8. Web.
Hanson, Melania. “Student Loan Debt Statistics.” Education Data, 2021. Web.
Kerr, Emma, and Sarah Wood. “See 10 Years of Average Total Student Loan Debt.” US News, 2021. Web.
Moen, Phyllis, Joseph H. Pedtke, and Sarah Flood. “Disparate Disruptions: Intersectional COVID-19 Employment Effects by Age, Gender, Education, and Race/Ethnicity.” Work, Aging and Retirement vol. 6, no. 4, 2020, pp. 207-228. Web.
Rodney, Arlysse, and Krista Mincey. “Understanding the Relationship between Student Loan Debt and Stress among Female Students at an HBCU.” Journal of African American studies (New Brunswick, NJ) vol. 24, no. 2 2020, pp. 2-69. Web.
Winston, Gordon C., and David J. Zimmerman. “Where is Aggressive Price Competition Taking Higher Education?” Change: The Magazine of Higher Learning vol. 32, no. 4, 2000, pp. 10-18. Web.