Executive Voices, an Op-Ed column
Benefits by
Degrees
Why do so many high school
graduates not go on to college?
By John W. Bardo
The
National Report Card on Higher Education has spurred conversation
regarding the state of higher education in North Carolina. The authors
gave North Carolina a “B” for the preparation of students for
college, “A” for affordability, “B+” for college completion
rates, “D” for participation rates, and “D+” with regard to
the benefits of receiving a higher education.
The scores prompt an important question: If North Carolina has
invested so much in higher education and has kept the costs of
education so low, why are so many North Carolinians not taking
advantage of a college education?
The pattern of results in the national report card for the 50 states
reveals possible reasons for low attendance:
There is a strong relationship nationally between a state’s college
participation rate and the benefits (in that state) of receiving a
college education. North Carolina’s results fit well within that
pattern.
u The more affordable a college education is, the more students will
complete college. North Carolina’s low tuition approach encourages
students to finish college once they start. North Carolina’s pattern
fits well with the national pattern.
u More students prepare to go to college in states where the benefits
of a college degree are rated as “high.” In this area, North
Carolina differs from the typical pattern. The state has been able to
encourage high school students to prepare to attend university, but we
have not been as successful in convincing them actually to attend.
It is clear that there is a tie between the value placed on a college
education, college-going rates, and the economic vitality of the
immediate area. If we wish to increase the college-going rate, we need
to consider how we can create local jobs that pay well and that
provide college graduates career opportunities. We must be aware that
the importance of traditional family and community-centered values,
and the availability of jobs locally, are key to the future of this
state.
In short, if we wish to improve the college-going rate, we need to
develop local economies that place significant value on having a
college degree. Otherwise, we are likely to continue to have sections
of the state that lag in educational attainment and income. Over time,
this will make the entire state far less competitive than it might be.
This line of reasoning holds significant implications at the policy
level for the state and its ability to continue to compete in the
“new economy.”
First, economic development policies that focus on creating mutually
interdependent clusters of businesses are more successful than
policies that attempt to “shotgun” development by attracting
individual businesses. Second, the educational and training needs of
the cluster must be supported locally.
A thorough analysis of the potential for developing economic business
clusters in particular regions could assist the state in focusing the
education and training resources of the community college and
university systems necessary to support the clusters.
The University of North Carolina at Charlotte is developing strong
specialization in finance with support of that area’s banking and
insurance businesses. The Research Triangle institutions strongly
support basic research in technical and medical fields that has been
so important for the development of the businesses in that region.
The peripheral areas of the eastern and western regions of the state
do not yet have defined focuses. This presents a major opportunity for
the state. Investment by the state in specific program areas that
support regional business clusters could provide a “pump-priming”
for the regions’ economies, supporting both the region’s economic
growth and the state’s requirement for increased college attendance.
It becomes both an economic development and educational investment.
Local investment in educational institutions is the key to the success
of this approach. Economic development is fostered when there is a
close working relationship between businesses and faculty specialists.
The intention of such a policy is to create vibrant economies in the
peripheral regions of the state. This promotes the development of the
communities in those regions and it is consistent with the basic
values of the people in those communities.
A continued concentration of economic growth in the central crescent
of the state will lead to significant “diseconomies of scale,”
including congestion, pollution, high land and housing prices, and
decline in the quality of life.
Spreading development across more regions of the state should help
reduce the problems associated with growth in any one area.
The recent report by the Rural Prosperity Task Force spoke to the need
to develop North Carolina’s rural region. Last year’s Legislature
took a significant step in helping create more vibrant regional
economies by enacting the “Millennial Campus” legislation, which
gives universities significant authority to promote and assist
economic development in their regions.
A logical next step would be to assist the campuses in establishing
specializations that could promote the economic vitality of their
regions.
At a time of budget difficulties, it is hard to consider expanding
investments in education and training. But, targeted, specific
investments should positively affect the economic vitality of these
regions and contribute to increases in both income and tax revenues.
A coordinated state-level economic development and educational policy
can fulfill the promise of a better life for people if it takes into
consideration the core values and meaning of being a North Carolinian.
Dr. John W. Bardo of Cullowhee is chancellor of Western Carolina
University.
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