College Education: Opportunities, Risks, Costs and Dangers

Introduction
     There are those who may read this that do not know my family and be unaware of our pursuits and values.  My wife and I married prior to my going to college.  Over the years I eventually obtained a Ph.D. and a career in education while my wife was a full time mother to six children.  We had 5 daughters and one son.  Three daughters obtained college degrees.  Our oldest (daughter) went to a private Catholic University and obtained a degree in Mental Health.  The second child (daughter) went to a public University (like her father) and obtained a degree in Communication Arts.  Our third child (son) obtained a degree in Electrical-Optical Engineering at a public University.  The fourth child (daughter) obtained a degree from a public college and runs a business (with her husband) that has 9 employees (at last count).  Our fifth child is in college and was accepted into a nursing program.  Our youngest is presently a junior in high school, is in the National Honor Society and was a member of a "Physics Team" that was the first all female team to win overall at a regional Physics Competition.  So we are big supporters of education but we do struggle with the same issues many other do.

     Education requires a huge investment for a family with limited resources (which describes our family). The opportunity, provided by a college education, to grow in the capability and to reason rationally can have significant life long implications.   The educated person can be empowered to make informed, reasoned and prudent decisions (personal, professional and vocational). There is also risk because the college can be seen as the home for value systems which are short sighted, disconnected from family (in our culture) and the traditional communities that support family affiliation.  I do often wonder  "Is a college education a prudent investment given the economic and cultural conditions that indicate a society possibly transitioning to a new supporting structure?"

     The often mandated assumption about a need for post secondary education is coming under increasing scrutiny.  Our culture struggles with both increasing productivity and an increasing depravity.  The coexistence of these two trends is at the same moment and this a unique time in human history.  The story of the prodigal son, who is persuaded to reform his life due to the the consequences of his actions, does not have the same ending when society insulates that person from the natural consequences of freely made decisions (with support and resources provided having little or no connection to any personal spiritual transformation). The changes in our economic and social structure are happening with such rapidity that reflection is often discouraged, impulsive pursuit of goods and services are encouraged and the prudent use of resources is (in the frantic rush to meet "needs") increasingly more difficult to implement.

     First I will share the personal and practical messages that convinced me (despite warnings) to get an education (I have a "Doctor of Philosophy" in Instructional Systems Design).  I will also examine the caveats and dangers endured first hand and pointed out to me by those close to me (who speak freely about the negative consequences of college education that they experienced directly.)  Throughout this sharing I will detail the experiences and information that have guided my thinking over the years as a a son, professional secondary educator, father and uncle.

My Personal Journey through Public Universities

     The earliest conversation I remember when talking about going to college was while fishing with my father at a golf course. We were both at a pond early in the morning (fishing) and were almost ready to go caddying.  The president had just declared a "price freeze" to slow inflation, the economy was in a severe recession and my father was recently laid off.  We were almost ready to go caddying (carrying golf clubs for those willing to pay).  I asked my Dad "Do you think I should go to college?" and my father was quick to say "Get an education. That is what I needed to do. You can do better than me."

     I thought that my capability in sports might fund this education but I was wrong (though I enjoyed my athletic experiences at the time.)  I decided to rethink the direction of my life. Government aid for college was not so generous at the time (as it is now) and more resources were required than I was willing (or able) to provide.  I decided to join the Air Force that included with a "Vietnam Era GI Bill" which was going to expire in December 1975 (I joined in November 1975).

     Following my discharge I went to college and settled on becoming a "teacher".   During my stint as a student two professors suggested I reconsider the choice of "teaching".  One brought me into her office while the class worked on a translation exercise (in Spanish) and said that "you must have a large heart of charity" to pursue such a profession (as teaching) and that I should consider other avenues to support myself (and at that time a small family).  A second (a college physics teacher) called me into his office and indicated that I had "talent" and might want to consider a science-engineering oriented degree which could yield a more lucrative career.  I remained steadfast because teaching was something I felt called by God to pursue.

      Seven years after joining the USAF I had a Bachelors Degree in "Secondary Education" (with certification in Social-Studies). The job market never allowed me to obtain a job as a social-studies teacher (oversupply of such teachers) for which I trained and desired to teach (history or psychology).  To be more employable I took both science and math courses and was able to be fully certified as a science teacher within a year. The shortage of certified science teachers, which has been continuous throughout my career, has employed me full time for more than 32 years (at the time of this writing)  I pursued a Masters Degree and a higher level of certification because of the increase in the pay on the "scale" and did so as I continued working full time with a growing family.  The four years of veteran benefits ran out just as I completed the Masters Degree and class A certification.  That meant any more schooling was out of my own pocket and the pocket of my growing family. The pay scale was rigid and dependent only upon degree and certification.

     The salary scale was fixed and both public and private schools referenced the state salary scale.  The pay scale favored (somewhat) the teacher who had a doctorate. I spoke with colleagues and even supervisors and many discouraged me while others remained neutral.  Some said the difference in pay scale between a PhD and a Master degree teacher with AA certification was too small to justify the expenditure of funds and effort.  Others asked the question: "Would you be a better teacher if you had a doctorate?  Why do it?"  Review of the difference in pay scale confirmed that the gain for investment was marginal (especially considering the time and effort required to complete the degree).  Numerous colleagues indicated that any doctorate in education was a "waste".
     I had family members (in my wife's family but certainly not mine) with doctorates who spoke with me and indicated that such a degree could be "detrimental" to my employment. They claimed that I could find myself "overqualified" and that employers would want to shed the inflated salary of a PhD to retain or hire someone lower on the salary scale.  Family members shared that they had personally experienced the negative impact of being "overqualified" and warned me out of concern.

     I also had close friends at this time in my life were genuinely concerned for me.  They knew of the my financial struggles.  They also knew who I was and that teaching was my chosen vocation.  My closest friend encouraged me to get the doctorate as soon as possible.  He foreshadowed what was to come when he said "Some with a PhD do not do well but I guarantee you will do well."  I took him at his word but the chorus of naysayers replayed in my mind when things got hard but things never got hard enough for me to quit the pursuit of that "Doctor of Philosophy" degree.

     Earning a PhD without educational debt happened and four years later the Ph.D. "hood" was placed on my neck by my adviser at a graduation involving many hundreds of students (but only 8 Ph.D.'s).  In the first year following the doctorate I was offered a job teaching so much higher than the published salary scale that the entire cost of the PhD was paid for with 18 months of the increase over my previous pay.   In addition I can say without hesitation that I am a much better teacher in part because I became skilled at assembling presentations and documents more quickly so that I can focus more of my attention on the discourse with my students in the classroom (the MOST valuable and effective part of teaching).

     This is my story. The advice of my father and my closest friend were of great value and proved true in my case. This story is clearly a special one in a career delineated by degree and certifications using public pay scales. Others who pursue and obtained the same degrees have not done nearly as well (as I have).  Many did not know that one would be able to come off the public scale so significantly in a career field with a significant shortage (secondary science).  Every step up in my education level was met with greater satisfaction and greater compensation.  I ALWAYS welcomed the upgrade with gratitude to my employer for giving me the opportunity.  I will be ever grateful for the advice of my father and my closest of friends.

The Broader Picture of the Opportunities due to a College Education

Education and Employment

     The data supporting the pursuit of higher education appears at first glance to be overwhelming.  There is no doubt that official employment data overwhelmingly indicates a number of advantages to a college degree including (but not limited to):
      (1) overall higher average earnings over a lifetime
      (2) during downturns in the economy the reductions of those employed among are largest among those least educated
      (3) the more science, math and technology training the better (in both #1 and #2).
      Generally the separation in pay and employment becomes greater when the economy is weaker.  These assertions are not only well accepted but also well documented and they contribute to the ever increasing demand for post-secondary education in every field.  General trends do include, of course, exceptions (on an individual basis).  

     The exceptions (even if significant on an individual basis) but the trends are "washed out" by the overwhelming trends cited above.  Examples of exceptions might include basketball greats (Kobe Bryant) who earn millions of dollars by signing with professional sports teams just out of high school.  Bill Gates who was a sophomore in College when he "dropped out" of college (at Harvard) to pursue the development of his Disk Operating System and founded Microsoft Corporation.  Generally the ability of a college graduate to obtain a job, retain the job and advance in the job appears to be the rule (so much so that extreme exceptions do not blur the aggregate data!)

     Reflection on the data trends raises some interesting questions. Those who do engage college and graduate from college must have a significant degree of discipline, persistence and focus.  Discipline, persistence and focus are what employers seek.  So does college foster these desirable traits or does college merely identify those with such positive traits?   It is the classic "chicken or egg" question.
      If a student had trouble negotiating the demands of a supervising high school teacher would not that same student also have trouble meeting the demands of an employer?  Does a college education merely sort those who seek to accomplish in the face of challenge from those who avoid the challenge all together?  The "chicken or the the egg" question would lessen the value of a college degree and instead recognize that individual character traits are the most important factor determining the impact of a college degree.
     This view flies in the face of how the hiring process generally occurs. Degree and certifications are generally validated and verified, then based on the available credentials the interviews are implemented and finally based on interviews positions are granted.  If a person, even with outstanding character traits, fails to provide appropriate credentials then consideration for the interview is reduced (or non-existent).  Employment for that position is diminished.
     The aggregate data would act, in this case, to support the idea that a college education increases opportunity for the person credentialed. This increase in opportunity increases the likelihood of higher lifetime salary, fuller employment and greater opportunity throughout the life of the individual (so the sooner the better).  This conclusion does recognize that a those without a degree could have a lasting and rewarding career in any career field but such an event would be special and individual to that person. How lucky the institution would be to find that individual early enough!  You can be assured this would be a rare exception because our system of credentials (college) degrees define who is considered for the opportunity (of employment).

     The aggregate data overwhelmingly supports the idea that those with greater Science, Engineering, Technology and Math (also known as STEM) training in college tend to experience higher lifetime salaries, less risk of unemployment and greater likelihood on advancement.  The jobs that those trained in STEM end up obtaining are often (especially after 10 years of experience) NOT jobs that require STEM knowledge (which is pointed out in numerous studies).  Those with STEM backgrounds are often advanced to positions that require the management of human efforts but do not always REQUIRE a STEM background.   In the higher paying management positions the STEM trained person is valuable for two reasons:
      (1) the understanding STEM trained people have of the physical principles of the problems being solved and
      (2) the ability of the STEM manager to guide those who are working on some common STEM based problem.
      So the STEM trained person may have actually left the ranks of the STEM focused employees but the ability to relate, communicate and manage those with STEM based problems is enhanced by those with STEM based knowledge.  I  was told by a software business owner  "Geeks are important to your business but it is really important that you know what those "geeks" are doing."   In conclusion it can be reasonably stated that the value of an employee who is both technically trained (STEM) and personable is among the highest valued among all employees in the present and foreseeable job market.

Education and Vocation

     Finally there is the issue of those who may choose (especially women) to be at home with children.  Is there any value to a college degree for those who will have a smaller proportion of life dedicated to that world of work?  The scenario most effected it the woman who chooses motherhood as a first vocation even after having a college education.   The first phase is the college attended: If the university (or college) has peers with similar values then the likelihood of meeting and marrying a person with compatible values over a lifetime increases exponentially.  The college environment can maximize the likelihood of meeting acceptable mates either because the school has appropriate ministries or because the school has similar values (eg Catholic values for those who are Catholic).
     I had five daughters and so the line of reasoning I used to encourage them to get a degree was that a higher level of education served them personally, served the children (even if they should stay home to focus on raising their children) and provided enhanced income if they should be in the official work force.

     My daughters have struggled with a desire to nurture the children despite the social pressures to leave the children somewhere and return to the work world.    All of our six children were homeschooled.  Four of them have college degrees and I do think the other two will join them in the years to come.  The woman with a college degree is in a position to meet and exceed state guidelines for the training up of children in the home (eg: homeschooling) due to the possession of a credential (degree).  Homeschooling mothers with a college degree have a special place of distinction and protection and the family and child benefit (for both practical and strategic reasons).
      The third phase is when the child departs the home. When the mother does return to the work world they have a college degree that automatically entitles them to consideration for positions with higher INITIAL wages and greater influence.  The mother with a college degree does have the impact of contributing to total family wages over a lifetime.
      The mother with a college degree is in a position to provide children with a culturally protected nurturing environment and with supporting "credential" (degree). The college degree is an investment that can enhance opportunities for a lifetime even if the person is not employed fully over a significant portion of an adult life.

     There is also the gains that come to life in general due to the fullest development of reasoning (if the college education actually provided this).   Faith can be nurtured with more thoughtful, deeper and fuller insights that yield a deeper and more informed truth about the world around us.  Skills in the use of information technology are becoming more and more useful and available and the college educated women can master such skills.  These skills, which can foster BOTH greater communication and deeper analysis CAN result in better decision making.  Those who make better decisions repeatedly over a lifetime will be served by such knowledge and skills.  A college education can benefit a person is and the family they are part of for a large portion of a lifetime.

Challenges to the College Education

The Challenge to the Financial Security of our Children

      The government has increasingly supporting those who pursue post secondary education.  Like other government efforts a huge distortion in market values can occur and the very thing that the government seeks to encourage is harmed by unintended consequences.
       A recent example of "unintended consequences" is the government effort to make home ownership more affordable for the poor.  This effort, though well intended resulted in a huge collapse of the real estate market (in 2008) and many of the poor defaulting out of the debt.  When the government intervenes to "assist" we experience (as a society) "asset bubbles" that over inflate values.  The real estate value collapse of 2008 is well established and took many years to collapse.
      There are presently economists who claim that college education is the present bubble that will in time "burst".  The money so easily obtained and borrowed has inflated the price of attending college and is generating a glut of college graduates who must start LOWER on the pay scale ladder. This in turn is pushing those with lesser education off the ladder completely (the reult is a higher unemployment rate).   There is an increasing the number of "non-participants" and the number of underemployed (those with a college education working in positions that do not require college education).  This trend has been well documented in recent downturns of the economy.  The "pecking order" is very clear.

     The ease with which government sponsored loans can be obtained for the goal of getting a college education is directly influencing the incredible sums that students borrow above and beyond the cost of the college education.  Many individual cases reveal that it is common for students to borrow MORE than the cost of tuition and take LONGER to get what was once 2 or 4 year degree programs.  Studies indicate that additional borrowing is often used to fuel international travel, car purchases and entertainment systems.  Money is fungible (easily used without regard for original intent of the loans) and rationalizations to spend the easily obtained money as "education related" can be used to fund other pursuits.  "Educational debt" is often not due to educational activities and often activities with a "broader educational definition".  Borrowed educational money may be supporting a student who decides to do other things with time and resources not directly in support of getting a degree.   In fact these other pursuits delay the attainment of the degree, lessens lifetime earnings and enlarges a debt which can not be discharged through bankruptcy!  The implications of easy loans and inflated college costs are huge and long lasting and combined with the severing of family ties, legal independence and lost values can be financially devastating for a family with limited resources.

      In addition the ease with money can be borrowed not only causes distraction and encourages spending unrelated to education but the easy government money increases the demand for college education.  The lure of higher paying jobs combined with the ease of obtaining money results in a demand for a college education which makes it more expensive.   Many who would rather not go to college, or would be served by waiting, will do so BECAUSE of the ease of access to government sponsored "borrowed money".  This increase in demand is met by colleges who increase the price.  The cost of college is then inflated due to the ease federally encouraged borrowing.

     Finally the college degree may not, in fact, offer increased lifetime earnings or better decision making.  A college degree may provide an opportunity for  obtaining and advancing in a job but if a person is unable to relate to others in a productive way or unable to perform required tasks in a manner compatible with those in authority then landing the job (and opportunity) may not mean advancement or retention.  In addition if the course work and degree requirements may not intellectually challenge and develop the thinking skills of the student (so even the secondary benefits of the degree are lost).  If the degree did not foster intellectual development then gains possible by a person due to rational decision making is reduced.  A quality college degree yields better decisions because it trains the person in how to analyze and then act in a rational manner.

     The intent of allowing individuals access to easy funding for educational is very noble. It is focused on helping the disciplined, industrious, persistent, focused and intelligent impoverished person an opportunity to land a college education.  The college opportunity also has a dark side that can burden the person who was not able to accomplish getting a degree, or is unable to retain or advance due to personal shortcomings (socialization or intellectual challenges). Thinking skills which a college experience can fail to deliver while granting a degree also can cause harm to the person.

     The college education can lead students away from the faith AND it can also distract or delay those who should have other goals (rather than a college degree).  The present ease of federally encouraged borrowing can foster an environment that squanders resources.  Any person who borrows from the future to pay for the present can carry a long term and discouraging burden.  Finally the college degree does not, in fact, guarantee a well paid position.  A college educational merely provides an opportunity for compensation that is (on average) higher than those without college (depending on degree).

The Challenge to the Faith of our Children

     There are many reasons to be wary of the investment demanded by a college education.

     One of the reasons I married my wife was her faithfulness to the Catholic Church.  I knew that this was a weakness of mine and felt that marrying a wife with a strong Catholic upbringing would help me with my future family.  My wife had attended an all girl Catholic school, talked of times when her family said the rosary together and she had a devotion to Catholic sacramental life.  This was a family I wanted to be influenced by and connected to.  The faith of my future spouse was important to me even if my faith perspective was not fully developed.

     My father in law and I had a moment of genuine exchange when I was a young man just after being married to his daughter.  During this time the present state of the faith life in his family became more fully known.  We visited a daughter who was living with a man outside of marriage and I was aware of another who was struggling with an annulment while also caring for very young child.  My admiration for my wife's family was still genuine but in a private moment I asked my father-in-law "I know you raised them in the faith and sent them to Catholic School. What happened?"  His response was short and to the point "Sent them to college." and he left it at that.  So did I.  I knew that some of his children were even sent to Catholic Colleges.  I was genuinely interested in the process of what happened because I wanted for our children greater adherence to the faith.
      This family which I so admired helped me as a young man realize the challenges of raising children in the faith.  When his children left home they were in the faith.  Once in college this faith failed to be nurtured and eventually was lost.  Knowing that I was enrolled in the University of South Carolina (at the time) I promised him that this would not happen with me and I can remember him saying "I hope not" (on a car ride home from a visit in Washington, DC after visiting a daughter living unwed to another man).  It suddenly dawned on me why he was not so eager to send his youngest daughter to college and actually, it seemed to me, to encourage our early marriage.  Eight Catholic grandchildren baptisms with children (married and single) who still seek to live the faith appear to have verified Papa's insight.  His youngest daughter was a great homeschooling mom who created a culture antithetical to Christianity and who raised some great children.

    If you happen to be of the Christian faith the college also holds a variety of philosophies and world views that undermine these traditional christian values.  Money and powerful interests see the benefit of severing young adults from families and youth.  The frequent loss of Christian values and family ties by those getting a college degree have always given me pause about encouraging college education (at least to distant campuses).  None the less, as evidenced by our children, college has remained as an accomplishment.

The Future and Post-Secondary Education

     So what is the way forward in this culture that is in cultural transition? We have a paradox before us. Our technological society is going to require an ever increasing number of technical skills and an expectation that new technologies be quickly mastered and applied to human needs and problems.  The traditional answer to further education is a “college degree” but the dark side of this avenue gives us great pause (destruction of family ties and value systems, distractions, over-inflated cost, ease of borrowing with long term and permanent debt).  The positive side of a college degree is quite high with the opportunity for greater lifetime compensation and more informed decision making.  So what is the way forward?

     An important factor in the life a person is the faith and values of that person.   In the end these factors will determine the quality of what ever service they render AND how they will spend eternity.  The formation of a person with integrity, persistence, hope, positive outlook, disciplined work habits and reflective attitude (seeking to improve and become better) trump even the highest degrees one can earn.  Productive personal values and integrity mean a person will be in a position to be trusted.  Those who are trusted with little can also be trusted with much.

     There are a number of ways that the benefits of a college education can be realized while reducing the “darker” components of the “college degree”.

     The most prominent and easiest method for avoiding the long term debt is obtaining a scholarship (or array of scholarships) that makes college free to the person attending. Students who have disciplined work habits and focus can develop the intellectual skills needed to obtain scholarship sponsorship while in high school (and this is the only time such an opportunity is available). If a person lacks the maturity to put aside the distractions then full academic college scholarships are a fleeting opportunity with little window for recovery. Full scholarships are available based on athletic accomplishment, grades, standardized test scores and in performance in high stakes academic competitions (like the Science Fair or Physics Competitions). The student still lands a traditional college experience that requires isolation from family and the challenge to family values without the presence of the family is still present BUT the traditional college experience is without the personal cost.

     A person could obtain an associates degree at a nearby community college while living at home which reduces costs, allows for interaction and discourse in the classroom and retains the influence of family values (events and assertions can be discussed and evaluated with family members).

     There are online degrees (Bachelors and Masters degrees) that can cost less that traditional college degree, allow the student to remain at home (further reducing cost) and allowing discourse concerning values with loved one's on a frequent basis.  There are free online certifications programs by some of the finest institutions in the world (example: MIT has a Physics Class online free and provides a certificate of Satisfactory Completion) and the institutions offering such programs is increasing in frequency and quality.  Online certifications programs may be cheaper, automated and provide advertising income to the institutions that implement the programs (as well a branding and future loyalty of those who take such certifications programs).  School systems are making diplomas available online free in recent years (Mobile County School System is doing so this year 2014!)   The online degrees and certifications do lack opportunities for training and discourse (creation of questions and practice in verbal dialogue) but these skills could be learned.  The work place can be a place where online experiences are validated with the recommendations of supervisor(s).

     Commuting to college and seeking online degrees (or certifications) does recognize the student is remaining at home.  Our culture seeks to sever family ties and encourage consumerism (large companies benefit from more consumers especially if federally supported).  Our culture both demeans and discourages young adults from staying at home.  There are many federal programs that empower the separation of family members prior to the acquisition of sufficient personal capital  (section 8 housing, federal EBT assistance, pell grants that encourage independence for eligibility  etc.).  The break up and departure of family members to form a new household with a need to borrow for new furnishings, supplies and appliances are good “for the economy” even if not in the long term interests of the individual.  We then have the emergence of the "consumer" unit when the family ties are severed.

    My father said "Get an education. That is what I needed to do. You can do better than me".  That statement is NOT limited to the traditional “college education”.   College is a big decision me be quite complicated. Prayer and reflection is a must because, in this culture, a lifetime of service and opportunities are at stake. The neat thing is that we have options and opportunities and many paths to choose from. Our lives are certain to be exciting with the awareness that we share with each other!