The Wall Street Journal's economics blog reports on a Webber and Ehrenberg paper that looks at the way higher education institutions allocate resources and finds that more money spent on support services improves graduation and persistence rates, especially at institutions that have low rates to begin with. They suggest that at such institutions, spending more on services and less on instruction might be a beneficial reallocation of scarce resources.
Now I haven't read the paper other than the abstract and what the WSJ reports (once victim of reduced budgets at state universities - no access to NBER working papers), and I know Ron Ehrenberg and he is an excellent economist (and one of the nicest guys you'll ever meet), but one problem jumps out at me immediately and it is not one that has an easy control in the statistical examination of the data. It may well be that increased spending on student services, especially for schools with a large population of struggling students can lead to a dramatic improvement in drop out rates and graduation rates. I have no problem believing this finding. At such schools, this effect may be larger than the impact of an extra dollar spend on instruction. But making the logical leap that perhaps resources should be taken away from instruction and put toward student services is tricky.
In other words an easy way to improve 'success' rates in any endeavor is to make it easier, but is this really benefitting students? I am all for increasing student services, but we have already ventured too far along the instructor track in my view. It is not, by the way, that instructors are bad teachers, they are generally exceptional. But incentives matter, so we should be making these instructors professors.
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