A study of student loans and their relation to higher educational finance

Bibliographic data

Monograph

Identifikator:: 1028402236

URN:: urn:nbn:de:zbw-retromon-41825

Document type:: Monograph

Author:: Chassee, Leo Jeannot

Title:: A study of student loans and their relation to higher educational finance

Place of publication:: New York

Publisher:: Harmon Foundation, Inc.

Year of publication:: 1925

Scope:: 1 Online-Ressource (170 Seiten)

Digitisation:: 2018

Collection:: Economics Books

Usage license:: Get license information via the feedback formular.

Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Chapter II. Sources of educational income

Collection:: Economics Books

Their Relation to Higher Educational Finance 31 Nor have purely educational expenses increased as rapidly as individual incomes. The result has been that family incomes have expanded, students have been given more money for College allowances, and the students who work their way through College no longer pay as large a share of their personally earned income for educational purposes as for- merly. In short, the Student has been paying a constantly decreasing Proportion of his income for his education and an increasing proportion for a rising Standard of living while at College. Comparative Fees and Tuitions in State Institutions A study of fees and tuition charges made by Dr. C. H. Thurber of the University of Buffalo, reveals some interesting facts relative to this source of income. 23 His study shows that from 1900-21 the rise in average fees and tuition charges was as follows: Departments 1900-01 1920-21 Non- Per Cent. Increase Non- Resident Resident Resident Resident Resident Resident Arts and Science... $16 $27 $47 $106 193 293 Dentistry 78 81 150 188 92 132 Medicine 79 83 139 182 75 120 Law 51 53 79 116 55 119 Pharmacy 35 43 69 90 97 109 Engineering 30 53 57 104 90 96 Ihis should not be surprising in private institutions where specifications in endowments may cause such a distribution, but in state institutions it is most amazing because nothing could be more subversive to the public interest. It is not easy to explain why the fees for the different courses were changed as shown by the above data. There seems to have been no fixed policy based on social equity. The per cent. of increase is not sound criterion, examined as of itself, for it is measured from the basic period 1900-01 at which time the distribution was as shown above and in Tables 3 and 3A. Whether the distribution of charges in 1900-01 or in 1924-25 is the most equitable, it is difficult to say. But it is equallv as difficult to defend the changes in charges during this period. Why there was a flat increase, for residents in state Colleges and universities, of $28 for Arts and Science, $24 for Engineering, $21 for Law, $55 for Medicine, etc., is difficult to explain. Nor does there seem to be any underlying principle of equity involved. It can be attributed only to a “makeshift” for the purpose of balancing budgets. In general most people in Arts and Science are preparing themselves for the professions, especially the teaching profession where they will later “cash in” on their educa tional investment at a somewhat nominal sum. Furthermore, women generally form a large proportion of these students. They will receive 23 Thurber, Op. Cit., pp. 48, 51, 55, and 57.

Access restriction

Copyright

fullscreen: A study of student loans and their relation to higher educational finance

Monograph

Chapter

Table of contents

Download

Monograph

This page

Image fragment

Citation links

Citation recommendation