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CASEBOOK

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Since Harvard College was founded in 1636, American higher education has reflected the history of the United States—economically, socially, and culturally. In the early days of the country, a college education was a privilege for the elite few. The nineteenth century—a period of economic expansion—saw the development of the state university system, which educated many engineers, teachers, agricultural experts, and other professionals who participated in the country’s industrial boom. After World War I, the City College of New York provided a free, quality college education to many working-class students, including immigrants, at a time when they were effectively barred from other colleges. However, the most significant expansion in American higher education occurred after World War II, when the GI Bill gave returning veterans money for tuition and living expenses so they could attend college. Enrollment skyrocketed, and many people credit the GI Bill for helping to create postwar prosperity and a large middle class.

In the decades since the first GI Bill was passed, the number of colleges and universities in the United States has increased steadily: as of 2012, there were over 4,700 degree-granting institutions in the United States. Nearly 40 percent of Americans now have at least a two-year college degree, and roughly two thirds of high school graduates enroll in college after graduation. Statistics show that college graduates earn an average of about $17,500 more annually than those who have only a high school diploma. This financial reality, along with the need for a highly educated and competitive workforce in an increasingly global marketplace, has led some to argue that the federal government should do more than it already does to make sure that more—and perhaps even all—Americans attend college. Such proposals raise fundamental questions about higher education. How should colleges maintain academic standards even as they admit more students? How should such institutions control costs? Is higher education a right in the same way that a high school education is? Should everyone go to college? Wouldn’t high-quality vocational training make more sense for many?

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The following four essays address these and other questions, exploring the importance of a college degree and suggesting new ways of viewing post-secondary education. In “College’s Value Goes Deeper Than the Degree,” Eric Hoover argues that a college education offers many tangible and intangible benefits. In “When a Two-Year College Degree Pays Off,” Liz Weston argues that contrary to popular belief, a two-year degree is not inferior to a four-year degree and can, in many instances, lead to a high-paying career. In “What’s Wrong with Vocational School?” Charles Murray argues that too many people are going to college and that some should consider vocational school as a viable alternative. Finally, in “Is College for Everyone?” Pharinet makes the point that as a society, we should accept the fact that certain people simply should not attend college.