What is actually happening on college campuses in the years between admission and graduation? Not enough to keep America competitive, and not enough to provide our citizens with fulfilling lives. When A Nation at Risk called attention to the problems of our public schools in 1983, that landmark report provided a convenient "cover" for higher education, inadvertently implying that all was well on America's campuses. Declining by Degrees blows higher education's cover. It asks tough--and long overdue--questions about our colleges and universities. In candid, coherent, and ultimately provocative ways, Declining by Degrees reveals: - how students are being short-changed by lowered academic expectations and standards; -why many universities focus on research instead of teaching and spend more on recruiting and athletics than on salaries for professors; -why students are disillusioned; -how administrations are obsessed with rankings in news magazines rather than the quality of learning; -why the media ignore the often catastrophic results; and -how many professors and students have an unspoken "non-aggression pact" when it comes to academic effort. Declining by Degrees argues persuasively that the multi-billion dollar enterprise of higher education has gone astray. At the same time, these essays offer specific prescriptions for change, warning that our nation is in fact at greater risk if we do nothing.

Jeff Selingo, journalist and editor-in-chief of the Chronicle for Higher Education, argues that colleges can no longer sell a four-year degree as the ticket to success in life. College (Un)Bound exposes the dire pitfalls in the current state of higher education for anyone concerned with intellectual and financial future of America.

America is facing a higher education bubble. Like the housing bubble, it is the product of cheap credit coupled with popular expectations of ever-increasing returns on investment, and as with housing prices, the cheap credit has caused college tuitions to vastly outpace inflation and family incomes. Now this bubble is bursting. In this Broadside, Glenn H. Reynolds explains the causes and effects of this bubble and the steps colleges and universities must take to ensure their survival. Many graduates are unable to secure employment sufficient to pay off their loans, which are usually not dischargeable in bankruptcy. As students become less willing to incur debt for education, colleges and universities will have to adapt to a new world of cost pressures and declining public support.

The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Two decades ago A Nation at Risk sounded a national alarm on K-12 education. Now, an equally urgent alarm is being sounded for higher education in America. In Declining by Degrees, leading authors and educators such as Tom Wolfe, Jim Fallows, and Jay Mathews provide us with a valuable understanding of the serious issues facing colleges today, such as budget cuts, grade inflation, questionable recruitment strategies, and a major focus on Big Time Sports. Tied to the PBS documentary of the same name, Declining by Degrees creates a national discussion about the future of higher education and what we can do about it.

"The economics of American higher education are driven by one key factor--the availability of students willing to pay tuition--and many related factors that determine what schools they attend. By digging into the data, economist Nathan Grawe has created probability models for predicting college attendance. What he sees are alarming events on the horizon that every college and university needs to understand. Overall, he spots demographic patterns that are tilting the US population toward the Hispanic southwest. Moreover, since 2007, fertility rates have fallen by 12 percent. Higher education analysts recognize the destabilizing potential of these trends. However, existing work fails to adjust headcounts for college attendance probabilities and makes no systematic attempt to distinguish demand by institution type. This book analyzes demand forecasts by institution type and rank, disaggregating by demographic groups. Its findings often contradict the dominant narrative: while many schools face painful contractions, demand for elite schools is expected to grow by 15+ percent. Geographic and racial profiles will shift only slightly--and attendance by Asians, not Hispanics, will grow most. Grawe also use the model to consider possible changes in institutional recruitment strategies and government policies. These "what if" analyses show that even aggressive innovation is unlikely to overcome trends toward larger gaps across racial, family income, and parent education groups. Aimed at administrators and trustees with responsibility for decisions ranging from admissions to student support to tenure practices to facilities construction, this book offers data to inform decision-making--decisions that will determine institutional success in meeting demographic challenges"--

Following Grawe's seminal first book, this volume answers the question: How can a college or university prepare for forecasted demographic disruptions? Demographic changes promise to reshape the market for higher education in the next 15 years. Colleges are already grappling with the consequences of declining family size due to low birth rates brought on by the Great Recession, as well as the continuing shift toward minority student populations. Each institution faces a distinct market context with unique organizational strengths; no one-size-fits-all answer could suffice. In this essential follow-up to Demographics and the Demand for Higher Education, Nathan D. Grawe explores how proactive institutions are preparing for the resulting challenges that lie ahead. While it isn't possible to reverse the demographic tide, most institutions, he argues persuasively, can mitigate the effects. Drawing on interviews with higher education leaders, Grawe explores successful avenues of response, including • recruitment initiatives • retention programs • revisions to the academic and cocurricular program • institutional growth plans • retrenchment efforts • collaborative action Throughout, Grawe presents readers with examples taken from a range of institutions—small and large, public and private, two-year and four-year, selective and open-access. While an effective response to demographic change must reflect the individual campus context, the cases Grawe analyzes will prompt conversations about the best paths forward. The Agile College also extends projections for higher education demand. Using data from the High School Longitudinal Study, the book updates prior work by incorporating new information on college-going after the Great Recession and pushes forecasts into the mid-2030s. What's more, the analysis expands to examine additional aspects of the higher education market, such as dual enrollment, transfer students, and the role of immigration in college demand.

How will America's colleges and universities adapt to remarkable technological, economic, and demographic change? The United States is in the midst of a profound transformation the likes of which hasn't been seen since the Industrial Revolution, when America's classical colleges adapted to meet the needs of an emerging industrial economy. Today, as the world shifts to an increasingly interconnected knowledge economy, the intersecting forces of technological innovation, globalization, and demographic change create vast new challenges, opportunities, and uncertainties. In this great upheaval, the nation's most enduring social institutions are at a crossroads. In The Great Upheaval, Arthur Levine and Scott Van Pelt examine higher and postsecondary education to see how it has changed to become what it is today—and how it might be refitted for an uncertain future. Taking a unique historical, cross-industry perspective, Levine and Van Pelt perform a 360-degree survey of American higher education. Combining historical, trend, and comparative analyses of other business sectors, they ask • how much will colleges and universities change, what will change, and how will these changes occur? • will institutions of higher learning be able to adapt to the challenges they face, or will they be disrupted by them? • will the industrial model of higher education be repaired or replaced? • why is higher education more important than ever? The book is neither an attempt to advocate for a particular future direction nor a warning about that future. Rather, it looks objectively at the contexts in which higher education has operated—and will continue to operate. It also seeks to identify likely developments that will aid those involved in steering higher education forward, as well as the many millions of Americans who have a stake in its future. Concluding with a detailed agenda for action, The Great Upheaval is aimed at policy makers, college administrators, faculty, trustees, and students, as well as general readers and people who work for nonprofits facing the same big changes.

Before we can improve college education, we need to know what it's for. In our current age of reform, there are countless ideas about how to "fix" higher education. But before we can reconceptualize the college experience, we need to remember why we have these institutions in the first place—and what we want from them. In What's the Point of College?, historian Johann N. Neem offers a new way to think about the major questions facing higher education today, from online education to disruptive innovation to how students really learn. As commentators, reformers, and policymakers call for dramatic change and new educational models, this collection of lucid essays asks us to pause and take stock. What is a college education supposed to be? What kinds of institutions and practices will best help us get there? And which virtues must colleges and universities cultivate to sustain their desired ends? During this time of drift, Neem argues, we need to moor our colleges once again to their core purposes. By evaluating reformers' goals in relation to the specific goods that a college should offer to students and society, What's the Point of College? connects public policy to deeper ethical questions. Exploring how we can ensure that America's colleges remain places for intellectual inquiry and reflection, Neem does not just provide answers to the big questions surrounding higher education—he offers readers a guide for how to think about them.