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What European Countries Sacrifice for Free College
It’s not just higher taxes.
The higher-education system in Finland is supposedly every American progressive’s dream. The Finnish government pays 96 percent of the total cost of providing young Finns with a college education; almost all domestic students at Finnish universities pay nothing in tuition. Indeed, Finland subsidizes its universities more than any other country in the developed world. American advocates of free college say that if Finland can do it, so can we. But there’s a catch to the Finnish model, and it’s not just higher taxes.
Finland offers a nice deal for students only if they are lucky and talented enough to get in. In 2016, Finnish institutions of higher education accepted just 33 percent of applicants. That’s the degree of selectivity we’d expect from an elite college in America, yet that is the admissions rate for Finland’s entire university system. There is a price to pay for that kind of selectivity: Finland ranks in the bottom third of developed countries for college-degree attainment. Meanwhile, the tuition-charging United States ranks in the top third, thanks to open-enrollment policies at many of our colleges and universities, along with private financing and plenty of spots offered through a diverse range of institutions.
The Finnish example reveals a reality often glossed over by politicians and activists who advocate mimicking European-style free-college regimes in the United States: government budgets are finite, even when taxes are high. If a government elects to pay for a greater share of each student’s college education, something else has to give. Perhaps the university system will accept fewer applicants and produce fewer graduates, as is the case in Finland. Or maybe it will spend fewer resources per student, potentially lowering the quality of education. Finland is evidence that such tradeoffs are not mere theory or a false choice manufactured by miserly conservatives. Nor is Finland the only country where such stark tradeoffs are on display.
In a new report for the American Enterprise Institute, we compare the performance of 35 developed countries on three aspects of their higher-education systems: how many college graduates the system produces, how much funding is available per student overall, and what share of that funding comes from government sources. In a world of finite resources, these three qualities are inherently in tension with one another, and a government that tries to prioritize one quality usually has to sacrifice one of the others.
We find that the nations of the developed world approach this trade-off in different ways. South Korea, for instance, has the highest college attainment rate in the developed world: 70 percent of young Koreans have earned a college degree. But all those sheepskins have a steep opportunity cost. South Korea ranks near the bottom on our measures of funding and subsidies, leaving Korean students to pay most of the cost of their education and Korean universities to operate on tight budgets. This is the natural result of a system that seeks stratospheric college attainment rates with finite public funding: to keep total spending under control, policymakers must make sacrifices.
While some countries prioritize a heavily subsidized higher-education system and others pursue a high college attainment rate, the evidence suggests that it’s almost impossible for a nation to do everything at once. No large country ranks in the top third of developed nations on all three measures. A nation inevitably has to pick and choose what its higher-education system should emphasize. Does it want free college at all costs? Or does it want higher degree attainment or better-resourced universities, even if that means that students have to pay some tuition?
The United States has chosen the latter path. America ranks eleventh out of 35 countries on degree attainment, and a striking third on our measure of the total resources available to colleges. (Some might argue that administrative bloat and unnecessary amenities on American campuses makes the U.S. ranking on this last measure not entirely desirable.) The United States achieves this high ranking precisely because its government does not insist on picking up every penny of the costs of higher education; we do not prohibit colleges from charging tuition. Students and their families share the burden, and so the higher-education system can do more than it could if it relied on public funding alone.
America is not the only nation to follow this route. An analysis of the English higher-education system found that the end of free tuition at English universities preceded remarkable increases in both student enrollment and funding per head. Universities in the United Kingdom are now the best-funded in the developed world (by our measure), and also post impressive numbers on degree attainment.
Whether the American higher-education system is “better” or “worse” than its peers overseas is the wrong question to ask. Rather, it’s more instructive to compare the world’s higher-education systems on multiple dimensions, because different countries prioritize different outcomes. America is behind Finland on government subsidies, but ahead of it on degree attainment and total funding. Whether that makes America better or worse than Finland depends on your own subjective preferences.
Trade-offs are a fact of life, and higher education is no exception. As Americans debate how to best reform our higher-education system, considering the trade-offs involved will enable clearer thinking about policy proposals such as free tuition. Copying what we like about Finland might mean sacrificing what we like about America.
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NY univ. promotes paper comparing cow insemination to 'rape,' milking cows to 'sexual abuse'
A paper currently being promoted by a New York university calls on society to consider the rampant “sexual exploitation” of dairy cows by the milk industry in order to “fully fight gendered oppression.”
Specifically, the author compares cattle insemination to "rape" and the milking of cows to "sexual abuse."
Titled “Readying the Rape Rack: Feminism and the Exploitation of Non-Human Reproductive Systems,” the paper was published Friday in a journal called Dissenting Voices, which is published and edited by the Women’s and Gender Studies program at the College at Brockport State University of New York.
The published piece aims at discussing the “sexual exploitation of non-human bodies, specifically dairy cows.” The author notes that “as a vegan and animal rights activist,” she feels compelled to reveal the “feminist aspects of animal agriculture,” a topic she says is unfortunately “under-researched,” but is nonetheless important because “the same way women’s health has been at stake for years, a dairy cow’s reproductive system has been poked and prodded.”
According to the publication, “the dairy industry is a host for sex-based discrimination,” and a “site where sexual assault and objectification based on biological makeup are highly prevalent but ignored as we choose to neglect non- humans with whom we share a planet.”
The paper argues that “in order to fully fight gendered oppression,” society must also address the plight of dairy cows, which it asserts are “still subjects to sex-based discrimination and violence,” despite their voices being “not always lifted or comprehensible.”
The piece begins by first attacking the widely contested notion that cow’s milk is even at all beneficial for humans, pointing to the government-funded “Got Milk?” campaign and the questionable motivations behind it.
But author Mackenzie April, an intern for Brockport's Women's Studies Department, goes further than the assertion that milk is bad for humans, by claiming that the practice of dairy farming “also supports and exemplifies the degrading way in which we treat female bodies and reproductive health,” adding that she hopes the publication will inspire feminists and other “social justice”-minded individuals to “incorporate non-human bodies into their own feminist perspectives.”
“If we are going to argue fairly for the rights of all beings in a world soured with sex and gender-based oppression, then dairy cows deserve to be taken into account when discussing issues of reproductive women’s health,” April, who then compares barren female cattle to human women who choose not to have children, writes.
“If women do not choose to become mothers, they are shamed. If a female cow is incapable of successfully bearing a calf, they are sent away for slaughter. Their reproductive system is useless, therefore, they, as a being, are useless,” April notes, arguing that this is indicative of a “double standard,” as civilized society would cringe at the thought of murdering women once they become infertile.
“The outdated stereotype about women being caretakers and most importantly child-bearers remains consistent in the dairy industry, especially when we take into account the means through which these animals are exploited,” April argues, pointing specifically to the insemination of cattle, which she compares to “rape,” the milking of cows, which she compares to "sexual abuse," “emotional trauma related to pregnancy,” and “nonconsensual hormone treatments.”
April encourages readers to attempt to “place the importance of animals’ lives as equal to your own,” and address the plight of dairy cows “similar to how you might validate and advocate for the struggles of women that you personally do not endure due to the privilege of race, gender, class, etc.”
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School Choice means more than a public-private pick
The Australian Scholarships Group (ASG)’s flagship annual publication — the Parents Report Card — dishes up some choice findings about school choice in Australia. It provides a sober account of what matters to parents and dispels the claims of school choice opponents.
For detractors, choice in schooling is scorned as synonymous with educational ‘segregation; into gated school communities. They argue choice is a luxury enjoyed by the rich, while the rest are ‘stuck’ with their local school.
But choice is about more than those who can afford to fork out for private school. Parents in NSW enjoy more options than in other states — for instance, with more selective schools and specialist performing arts and sports schools, all under the public school tent. But when it comes to choice, more is more.
And choice in public schools is now threatened by the crackdown on the number of out-of-area enrolments permitted in NSW. This makes it harder for parents to send children to schools on their way to work, or to where their siblings go, or where their needs are best served.
To be sure, for some parents, choice is a non-starter. And, by all means, parents are free to choose not to choose. But, most parents — and increasingly, their children — value choice and don’t take it lightly.
Many already opt for private school. Over 40% of students in high school and 31% in primary attend a non-government school. Enrolment growth in independent schools, in particular, has been outpacing that of public schools.
A lot goes into the process, but the top considerations according to the ASG are a prospective schools’ reputation, sector, and performance. ABS data shows that for those at private school, reputation is by far the primary reason for choosing a school. For those at public schools, being close to home is the decisive factor.
ASG emphasises that ‘choosing a school with confidence’ is about finding the ‘right’ school, not necessarily the so-called ‘best’ school. This reflects that school reputations are formed by more than scouting the MySchool website — though the tool certainly doesn’t hurt.
For many, choosing a school is also not a decision hatched overnight. 42% considered their high school before commencing primary school — including 61% of those in independent schools, though only 33% in public schools. Another study found one in four consider schools from the time of a child’s birth.
It’s true that choice is not enjoyed equally and fully by everyone. The main barriers reported are cost, waiting lists, and zoning — with barriers more commonly reported by parents of children in public schools.
Cost of some schools is prohibitive for many parents; more than two-thirds report feeling the pinch financially. More efforts to make private school affordable can relieve some of this pressure and make it a viable option.
Waiting lists are tough to nudge, but it pays to remember that they are an indication of demand. One way waiting lists could be reduced is for there to be a greater supply of desirable schools.
The zoning of school catchments compels students of public schools to go local – even if they would prefer to go out-of-area. Zoning also means the composition of schools is less diverse than they would be otherwise – since local areas tend to share demographics. Zoning hurts those living in disadvantaged areas the most — forcing them to pick between public and private, rather than weighing up diverse school offers.
OECD research has argued that to deliver on its promise, choice must be ‘real, relevant, and meaningful’. In Australia, choice needs to be more than just a public-private pick.
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