| 来源类型 | Report |
| 规范类型 | 报告 |
| Mapping out common ground on accountability in higher education | |
| Lanae Erickson; Frederick M. Hess | |
| 发表日期 | 2019-07-15 |
| 出版年 | 2019 |
| 语种 | 英语 |
| 摘要 | Key Points In light of current conversations about reauthorizing the Higher Education Act, the American Enterprise Institute and Third Way recently gathered a small, bipartisan group of experts to seek common ground and clarify areas of principled agreement and disagreement about what Washington should do to improve higher education accountability. These discussions uncovered several points of agreement, including concerns about inadequate transparency around higher education outcomes, high levels of non-completion, and the fact that higher education is, despite some perceptions, far from a free market. Areas of disagreement included how to address market failures in higher education, with Democrats voicing a preference for the federal government playing a more robust consumer protection role and Republicans expressing skepticism that the federal government could craft policy to incentivize positive institutional responses without creating perverse incentives. Read the PDF. Introduction For millions of Americans, a college education offers significant financial and personal upsides. Yet far too many students find themselves enrolling in programs that consistently fail to produce a reasonable return on their investment—or that of taxpayers. Given that the federal government spends $120 billion each year to support higher education, policymakers have developed an understandable interest in asking what—if anything—might be done about the fact that many institutions are consistently leaving large proportions of their students without a degree and unable to make enough money to pay back their loans. Today, both the left and the right generally regard the current higher education accountability regime, dominated by “the triad” of state authorizers, independent accreditors, and the federal government, as unsatisfactory in addressing these concerns. Some policies, such as “Return of Title IV Funds,” the cohort default rate, and the (now-defunct) gainful employment regulations, have sought to address these concerns. Yet whatever one thinks of those specific policy prescriptions, many agree that too many college students find themselves with too much debt and too little to show for it. As Congress considers the reauthorization of the Higher Education Act (HEA), there is bipartisan interest in finding ways to address concerns about student debt and the quality of higher education. One possibility for bipartisan cooperation might be an attempt to provide more accountability in the higher education sector, including additional data and transparency about outcomes. Yet until recently, there has been little clarity around what such policies would look like, how they would work, and what metrics would be used to judge quality. In an attempt to explore these questions, seek common ground, and clarify points of principled disagreement, Third Way and the American Enterprise Institute gathered a small group of bipartisan experts from the Department of Education, the Hill, and academia earlier this spring to discuss what, if anything, Washington can or should do. Four key questions drove the conversation. What should the federal government’s goals be for higher education accountability? What success metrics are appropriate for federal policy on higher education accountability? What mechanisms (carrots and sticks) are appropriate or inappropriate for federal higher education accountability policy? What are the biggest concerns about federal policy designed to hold institutions more accountable? This short report attempts to capture the spirit of these discussions and provide key insights into when there was some level of agreement, or (by contrast) stark disagreement, among experts who represent different perspectives on the ideological spectrum. Read the full report. |
| 主题 | Higher Education |
| 标签 | Accountability ; Higher education ; transparency |
| URL | https://www.aei.org/research-products/report/mapping-out-common-ground-on-accountability-in-higher-education/ |
| 来源智库 | American Enterprise Institute (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/206705 |
| 推荐引用方式 GB/T 7714 | Lanae Erickson,Frederick M. Hess. Mapping out common ground on accountability in higher education. 2019. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| Mapping-Out-Common-G（1767KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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