forbes.com
Urban Institute Project Measures Community College Value Beyond Student Earnings
The Urban Institute launched "Colleges Contributing Value to Communities," a pilot project helping community colleges (enrolling 39% of US undergraduates) measure and communicate their broader community impact, addressing concerns about higher education value beyond individual student earnings.
- What immediate impact will this Urban Institute project have on community colleges and their funding?
- Community colleges, enrolling 39% of US undergraduates, offer significant social and economic benefits beyond student earnings. A new Urban Institute project helps these colleges measure and communicate their community impact, focusing on economic development and social services like childcare and health clinics.
- How do the broader community benefits provided by community colleges compare to the individual benefits for students?
- The project addresses the challenge of quantifying college value beyond individual student success. Historically viewed as a public good, colleges provide broader community benefits, such as workforce training and social services, impacting those not directly enrolled. This is crucial given that 70% of US undergraduates attend public colleges.
- What long-term systemic changes could result from successfully demonstrating the diverse value of community colleges?
- This initiative aims to demonstrate the multifaceted value of community colleges, countering public divestment in higher education. By showcasing their contributions to economic development, social services, and public safety, colleges can secure greater community and governmental support, impacting the nation's long-term success.
Cognitive Concepts
Framing Bias
The article frames the discussion around the need for community colleges to demonstrate their value beyond individual student earnings. This framing, while understandable, might inadvertently downplay the significance of individual student success, which remains a crucial aspect of college value. The headline, "How Are Community Colleges Thinking About Value Beyond Earnings?", subtly prioritizes community benefits over individual gains.
Language Bias
The language used is generally neutral and objective. However, phrases like "higher education is under attack" and "public divestment in higher education" could be interpreted as slightly charged, potentially framing higher education in a defensive posture. More neutral alternatives could be considered, such as "challenges facing higher education" and "shifts in public funding priorities".
Bias by Omission
The article focuses heavily on the economic and social benefits of community colleges, potentially overlooking other aspects of their value, such as research contributions or the development of specific skills. While acknowledging the limitations of space, a broader perspective incorporating these other dimensions would enhance the analysis. The article also doesn't address potential negative impacts of community colleges, such as the displacement of local businesses or environmental concerns.
False Dichotomy
The article presents a false dichotomy by framing the value of college solely as a return on investment versus broader community benefits. It acknowledges the importance of individual financial returns but emphasizes the need to consider wider impacts. While this is a valid point, the framing could benefit from a more nuanced presentation of the interconnectedness of individual and community benefits.
Sustainable Development Goals
The article highlights a project aimed at showcasing the broader societal benefits of community colleges beyond individual student outcomes, thus contributing to improved quality and access to education within communities. The project directly addresses the need for demonstrating the value of higher education to the public and policymakers, which is crucial for sustaining and improving educational opportunities.