As current political discourse moves closer to the subject of free collegiate education, it becomes more important to define what measures, if any, should be taken in this direction. Some may advocate merely for free or extremely discounted community college or two-year degrees, while others may argue for full free undergraduate collegiate education. Although, it is obvious that some form of free college must be adopted, on the grounds that it will allow many that would not normally receive a college education to receive one, challenge anti-intellectualism and elitism, and benefit the economy and workforce. For the purposes of this essay, the focus will be on comprehensive free education, that being fully funded public undergraduate education.
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In her article New Models for American Higher Education, Geraldine Evans, President of Rochester Community College, details a brief history of American higher education from the late 1700s to today, and shows how programs to aid students in pursuing higher education, especially in response to an increasingly skill-based, technological economy(Evans 1-3). Public education in the United States, even the early, colonial states have highly valued public education through at least the grammar school level, in order to allow the “common man” to participate in the democratic process and keep up with the new industrial and technological ideas in society(Evans 2). Since the 1980s, however, the economy has changed, with explosions in jobs requiring post-high school training or education, especially those requiring bachelor’s degrees. Employers reported that the most attractive skills, such as learning, strong written and verbal skills, computation, problem-solving, and personal and social skills, are all those taught in post-secondary training and education, especially the recent development of the community college, which balances between education and affordability(Evans 5). Now, up to 75% of the American population must enter or return to education in order to develop the skills and qualifications needed to survive in the current economy, or to take part in lifelong educational opportunities, and 80% of the general population will, at some point, require higher education. This will allow for the average citizen to be more informed on their country and responsibilities, and to manage their lives more effectively as a result, as well as the skills they need to work effectively in the changing economy(Evans 8). While this might be good for the workers, there is vast evidence that education benefits the economy at large. According to
In her article New Models for American Higher Education, Geraldine Evans, President of Rochester Community College, details a brief history of American higher education from the late 1700s to today, and shows how programs to aid students in pursuing higher education, especially in response to an increasingly skill-based, technological economy(Evans 1-3). Public education in the United States, even the early, colonial states have highly valued public education through at least the grammar school level, in order to allow the “common man” to participate in the democratic process and keep up with the new industrial and technological ideas in society(Evans 2). Since the 1980s, however, the economy has changed, with explosions in jobs requiring post-high school training or education, especially those requiring bachelor’s degrees. Employers reported that the most attractive skills, such as learning, strong written and verbal skills, computation, problem-solving, and personal and social skills, are all those taught in post-secondary training and education, especially the recent development of the community college, which balances between education and affordability(Evans 5). Now, up to 75% of the American population must enter or return to education in order to develop the skills and qualifications needed to survive in the current economy, or to take part in lifelong educational opportunities, and 80% of the general population will, at some point, require higher education. This will allow for the average citizen to be more informed on their country and responsibilities, and to manage their lives more effectively as a result, as well as the skills they need to work effectively in the changing economy(Evans 8). While this might be good for the workers, there is vast evidence that education benefits the economy at large. According to