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State support for higher education in the United States over the last four decades can best be characterized as having fluctuations and shifts in priorities. Using fiscal year (FY) 1980 as a starting point, while overall state support for higher education has grown, it has done so with volatility driven in part by decreased revenue as a result of recessions, and it has frequently taken years for state support to recover to pre-recession levels. In four states, state support on a constant 1983-dollar basis is still less than was spent in 1980. Looking back at the impacts of the Great Recession of 2008 is even more illustrative of the long recovery period after recessions; in FY2024, just 20 states and Washington, D.C., spent more in constant dollars than they did in FY2008. An additional nine states surpassed their FY2008 spending levels at some point after FY2011 but did not maintain that through FY2024. In fact, just one state, North Dakota, has provided support for higher education above FY 2008 values in every year since.

In the last 20 years, college tuition has doubled, making tuition and required fees the major component of the rising costs of attending college. Figure 1 shows that the average tuition and fees at public four-year schools increased by 84% between the 1999-2000 and 2019-2020 academic years, far faster than the 15.7% increase in median household income during that period (note this period was chosen to avoid pandemic era swings in data).

With classes resuming for the fall term, SSTI continues its reflection on the state of higher education. In last week's issue, today's and next week's, we’re examining where higher ed has been and where it currently stands. The post-secondary education system is the cornerstone of the American innovation system—as an R&D performer, moving research into the marketplace, offering technical assistance to companies, and supplying a skilled workforce. The challenges are significant—eroding public support for universities, cuts to state funding during each economic downturn that takes years to recover, and burgeoning tuition and student debt.
 
In today’s issue, we consider public attitudes toward higher education and its value. Attitudes have changed over time, from thinking of a college education as something for the wealthy to thinking that all high school graduates should go to college and now back to a growing opinion that not everyone needs to go to college. We also consider different societal contexts that have influenced public attitudes toward higher education, such as the rising costs of attending, the expected return on investment, and political affiliation.

Public perceptions of higher education are complex and multifaceted. A Chronicle of Higher Education 2023 report found that while Americans believe in the value of a college credential, they are not convinced higher education is fulfilling its promise to society; nonetheless, many recent polls, surveys, and reports also conclude that people, whether they have a four-year degree or not, would advise others to pursue one. Respondents are mixed on whether they think four-year institutions do a good job educating their students—or that colleges and universities greatly benefit graduates. Alternatives like trade schools or community colleges appear to many Americans as a viable path to a successful livelihood. However, colleges’ value to communities and society draws skepticism. Overall, the Chronicle found that respondents felt higher education is important for individual attainment, but not necessarily for the greater good.

With classes resuming for the fall term, SSTI thought now would be a good time to reflect on the state of higher education. In this issue and the September 5 issue, we’ll examine where higher ed has been and where it currently stands. The post-secondary education system is the cornerstone of the American innovation system—as R&D performer, moving research into the marketplace, offering technical assistance to companies, and supplying a skilled workforce. The challenges are significant—eroding public support for universities, cuts to state funding during each economic downturn that takes years to recover, and burgeoning tuition and student debt.

The educational landscape of the United States has undergone significant transformation over the past three decades, with the percentage of individuals 25 and older having earned a bachelor's degree steadily increasing since the 1990s. Nationwide, 20% of those aged at least 25 had a bachelor’s degree in 1990, while in 2021 this figure jumped to 38%. However, educational attainment varies greatly across states. Many states, such as Massachusetts, Maryland, Colorado, New Jersey, and Rhode Island, alongside 15 other states, fall above the national value of 38% in 2021. However, a total of 30 states fall beneath the national value.

The landscape of American higher education has transformed dramatically since Harvard’s founding in 1636. What began as a handful of institutions primarily focused on training clergymen in the American colonies has expanded into a vast and diverse system of colleges and universities. Today, students pursue degrees across a wide and ever-growing range of fields.

This year’s legislative sessions saw a handful of governors and lawmakers proposing noteworthy reforms or other changes to their states’ institutions of higher education—from system overhauls to the expansion of tuition-free community college programs—all in efforts to align their state’s education investments with current and future workforce needs, as well as address future costs under tightening budgets.

The number of graduate students in science, engineering, and health has grown from approximately 328,000 to 760,000 from 1975 to 2021, a 132% increase, according to the National Science Foundation’s (NSF) Survey of Graduate Students and Postdoctorates in Science and Engineering (GSS). When compared to a 60% increase (from 9.7 to 15.4 million) in total undergraduate enrollment across all fields of study over the same time period, the scale of growth can be better seen. However, while the number of graduate students in science has seen an upward trend over the 46-year period, the number of graduate students in engineering has stagnated since 2014.

Research and Development (R&D) is an essential component of innovation and economic growth, where higher education institutions play a key role. However, with these institutions being responsible for funding just a quarter of all HERD expenditures, it is important to see the influence of outside funding sources on the fields of R&D. For example, Health and Human Services (HHS) has long been the largest contributor of funding into higher education R&D, which is reflected in life sciences being the R&D field with the most significant funding levels.

Restrictions placed on registering for high-wage-potential academic majors have had an increasingly disproportionate adverse effect on students from underrepresented minority groups (URM: Black, Hispanic, and American Indian or Alaska Native), according to research from the Bookings Institution.

Less than half of one percent of Americans attend Ivy-Plus colleges, according to the National Bureau of Economic Research (NBER). Yet these twelve colleges account for more than 10% of Fortune 500 CEOs, a quarter of U.S. Senators, half of all Rhodes scholars, and three-fourths of Supreme Court justices appointed in the last half-century.