Globe offers overly simplistic solutions to complex problems

In a recent Globe editorial they advocate for the University to implement two cost-savings measures:

UMass needs to show state lawmakers that it can produce the graduates the state needs while holding down costs. Before giving the state universities the support they seek, both Patrick and the Legislature need to make sure that they have achieved sufficient savings through two major reforms: Limiting state aid to students who extend their undergraduate experience well beyond the normal four-year graduation path; and eliminating redundancies and duplications in the sprawling higher-ed bureaucracy.

The Globe authors fail to consider alternate explanations in this overly simplistic presentation of the reality of public higher education.

The Globe presents an outdated portrait of lackadaisical students who can't be bothered to complete their degree in four years. They suggest that "a part-time job" might be part of the reason why. Do they know how many hours students typically work these days? Many students have two part-time jobs. Many students are working nearly full-time outside of class to make ends meet. As the State has systematically defunded public higher education, students have had to pick up those costs. One of they ways they've responded is to work more. Perhaps one reason many students take longer to finish is that they're too busy to take more than the minimum number of classes.

It's easy to wave one's hand and talk about redundancies and duplications, but there really aren't that many left. In the previous, repeated and bitter rounds of budget cutting, anything that was duplicative, or wasn't needed, was already cut. Through MHEC, practically all of Massachusetts higher education (check out the list of members) already coordinates purchasing and negotiates group rates with suppliers.

Overly simplistic solutions don't solve anything. Massachusetts higher education is complicated in large part because different institutions serve different functions for different populations. We wouldn't imagine we could teach Chemistry classes with Biology faculty. Trying to build a single administrative structure to support all of the diverse institutions in Massachusetts public education is not likely to save anything -- just result in poorer, less-effective administration. In the long run, that's going to cost more.

The biggest drivers in the funding crisis in the public sector are declining wages for the middle class and increasing health-care costs. Improving education addresses both.