INDEX
Page numbers for entries occurring in figures are followed by an f and those for entries in notes, by an n.
academic freedom, 65–66, 91n60
ACE. See American Council on Education
achievement gaps, 24
adaptive learning, 44, 58, 160
administrators: cost control responsibilities of, 62–63; decision-making structures, 90–91n56; number of, 10, 30n17, 102, 103; reservations about online learning, 50, 87n42
admissions: criteria, 33n27, 89n51, 102; yield, 32n25, 125
affordability of higher education: decline in, 19–21; factors in, 35–36n43, 110; interest in, 18–19; perceptions of, 90n53; tuition increases and, 19, 20f, 115. See also costs of higher education; student debt; tuition
AGB. See Association of Governing Boards
Allen, I. Elaine, 90n55, 95n75
American Association of University Professors, 91n59
American Council on Education (ACE), 55, 87n42
Arabian Nights, 71
Archibald, Robert B., 109
Association of Governing Boards (AGB),89–90n52
athletics. See sports
attainment, 24, 40n69. See also completion rates
Auguste, Byron G., 30n16
Auletta, Ken, 78n6
Avery, Christopher, 22, 38nn59–60, 39n64
Babson College–Olin College–Wellesley College (BOW) collaboration, 104
Babson Survey Research Group, 72, 90n54, 95n75
Bacow, Lawrence S., 11–12, 14, 31n22, 34n37, 78n7, 85n34, 89nn50–51, 94n72
Bailey, Martha J., 40n70
Barriers to Adoption of Online Learning Systems in U.S. Higher Education (Bacow et al.), 55–56, 59, 62
Basken, Paul, 33n31
Baum, Sandy, 4, 22, 26, 28n6, 33n33, 36n45, 36nn47–48, 37n52, 38nn56–57, 41n75
Baumol, William J., 3, 4, 25, 27n2, 27n4, 41n72, 47–48, 79n12, 124, 135, 158–59
Belkin, Douglas, 30n17
Bezos, Jeff, 69–70, 94n71, 142
Bienen, Henry S., 80n13
Bill & Melinda Gates Foundation, 24, 53, 153
blended learning. See hybrid-format courses
Bok, Derek, 8, 23, 29n12, 39nn65–66, 47, 91n58
Bound, John, 33n33
Bowen, Howard, 31n21
Bowen, William G., 3, 4, 8, 15, 23, 27nn1–2, 27nn4–5, 29n12, 31n18, 32n25, 33n27, 33n29, 34nn35–36, 34nn39–40, 38n61, 39nn65–67, 77–78nn1–3, 78n7, 80n15, 81–82nn18–19, 82nn22–23, 83n28, 90n56, 92n66, 129–30
Bowen’s Law, 2. See also cost disease
Brooks, David, 142
Brown, Gordon, 156
Brown, Tina, 130
California: community colleges in, 34n35, 151–52; enrollment caps in, 40n70; higher education funding in, 25
Cambridge University, 92n64
Carnegie Commission on the Future of Higher Education, 2
Carnegie Mellon University (CMU), 58, 64. See also ITHAKA study of hybrid-format statistics course; Open Learning Initiative
Chakrabarti, Rajashri, 36n46
Chance, Beth, 81n16
Chingos, Matthew M., 22, 32n25, 34nn35–36, 34nn39–40, 38n58, 38n61, 39n67, 40n70, 80n15
Christensen, Clayton, 136
City University of New York (CUNY), 17, 34n38, 48
Class2Go platform, 59, 86–87n40
Clotfelter, Charles T., 11, 31n20
CMU. See Carnegie Mellon University
cognitive science, 53, 58, 81–82n19, 94–95n73
cognitive tutors, 48, 73, 76, 80n14
Cohen, Jennifer, 38n62
collaboration: among universities, 103–5, 127; challenges of, 127; international, 105–6
College of St. Scholastica, 83n24
Columbia University, 31–32n23, 134
communications technology, 8, 146
communities, 100–101, 102, 103
community colleges: capacities of, 34n35, 151–52; hybrid-format courses at, 53, 79n11, 86n40, 152; students of, 131
completion rates: cost reductions and, 120, 160–61; crisis of, 24, 119; declines in, 152; economic impact of, 119; efforts to raise, 24; impact of online learning, 52, 54, 153; of low-income students, 24, 40n70; at selective institutions, 17–18, 35n42; by type of institution, 119
computer science classes, 53, 61, 74, 85n35, 88–89n47, 152
Cook, Thomas D., 83n29
Cornell University, 10, 94n72, 95n77, 105
cost disease, 3–4, 25, 27n5, 70, 135–36
costs of higher education: compared to other industries, 109–10; competitive pressures and, 11–15, 32n24; completion rates and, 120, 160–61; controlling, 62, 89–90n52; data sources on, 28–29n6; factors in rise of, 9–18, 29–30n14, 30n17, 31n20; fixed, 11; impact of online learning, 70, 84–85n33, 136, 149, 151; inefficiencies and, 9–11; infrastructure, 52; instructional methods and, 64; measurement of, 33n34; net cost of attendance, 112; productivity improvements and, 9, 149, 160–61; public dissatisfaction with increases in, 26; of research, 113, 116, 117–18; supply-side problems, 16–17; trends in, 2–3, 3f, 4–5, 110, 113–14; value provided and, 90n53. See also tuition
costs of online learning: funding, 60; future research on, 53; of MOOCs, 53, 59–60; ongoing, 45, 60; potential savings, 50–52, 63, 65, 70, 82n22, 83n24; simulations of, 51–52, 54; start-up and transition, 45, 51, 65, 151; studies of, 82n21, 83n24
Cota, Adam, 30n16
Council of Independent Colleges, 83n24
Coursera: business model of, 61, 87–88n44, 89n49; credit-bearing courses, 55, 87n42; customization options, 59; data collected, 153; description of, 74; future development of, 160; potential impact of, 93–94n69; proposed models for, 86n40; research projects of, 53, 55, 79n11; student characteristics, 88–89n47; student feedback to teachers, 85–86n36; student interactions, 146–47. See also massive open online courses
creative destruction, 136
credit card debt, 21f
Crossing the Finish Line (Bowen, Chingos, and McPherson), 16, 17, 32n25, 116, 125
CUNY. See City University of New York
debt. See credit card debt; student debt
decision-making: changing models of, 124, 139; in collaborations, 127; “hour-glass” power structure, 90–91n56; shared governance, 64–66, 67
Delbanco, Andrew, 100
Delisle, Jason, 38n62
delMas, Robert, 81n16
demand for higher education, 20–21
Denneen, Jeff, 30n16
DeParle, Jason, 40n70
Derby, Samara Kalk, 41n76
Desrochers, Donna M., 28n6
de Vise, Daniel, 34n37
distance learning. See online learning; technology in education
Doar, John, 27
Donne, Finley Peter, 105
Dretler, Tom, 30n16
Duke University, 31n20
Duneier, Mitchell, 85–86n36, 92–93n66, 155
Dynarski, Susan M., 40n70
Eaton, Coffin, 39n68
The Economics of the Major Private Universities (Bowen), 2–3, 27nn4–5
education: lifelong, 154; of women, 155
edX: business model of, 87–88n44; collaborating universities, 74, 86–87n40, 89–90n52, 104; community college courses, 52–53, 79n11; customization options, 59; description of, 74; goals of, 86–87n40; research projects of, 79n11; student characteristics, 61; student interactions, 85–86n36. See also massive open online courses
Ehrenberg, Ronald, 33n28
Ekman, Richard, 83n24
Emerson, Ralph Waldo, 140–41, 143
endowments, 5, 31–32n23, 35n43, 112–13
extracurricular activities, 99, 100, 102. See also sports
faculty: academic freedom of, 65–66, 91n60; attitudes toward online courses, 50, 62, 85–86nn35–36, 93n69; changing roles of, 63–64, 66–67; decision-making on instructional methods, 64–66; impact of online learning, 44, 45, 66–67, 137–39; instructional quality differences, 126; mandatory retirement of, 14, 33n28; relationships with institutions, 137–39; relationships with students, 62, 67–68, 101, 103, 124, 141–42, 143; salaries of, 12, 52, 115; star system, 137, 138; stratification of, 137–38; student-faculty ratios, 89n51, 117–18, 120; tenure of, 14; training of, 151
Fain, Paul, 83n24
families: affordability of higher education for, 19–21, 35–36n43, 40n70, 110; incomes of, 19–20, 35–36n43, 40n70, 110, 113, 116; sizes of, 110
Fathom.com, 134, 145, 146
federal government, aid to higher education, 19, 63. See also U.S. Department of Education
feedback loops, 48, 51, 56, 73, 80n14
Feldman, David H., 109
Fethke, Gary C., 31n19, 41n71, 90–91n56
Filreis, Al, 147
financial aid: antitrust regulation, 13–14; availability of, 35–36n43; funding of, 113; grants, 23, 34n37, 114; trends in, 19, 21, 110–13, 111f
Fisher, Douglas H., 85n35
Flaherty, Colleen, 33n28
flipped classroom model: challenges of, 151; costs of, 64; definition of, 90n54; examples of, 79n11, 85n35, 151; faculty interest in, 63–64; using television, 133–34
Ford Foundation, 133
for-profit online learning entities, 58, 74, 87n41. See also Coursera
for-profit universities, 119, 120, 139
Fry, Richard, 39n63
Fuchs, Ira, 86n39
Gallagher, Billy, 78n6
Garber, Alan M., 79n11
Garfield, Joan, 81n16
George Washington University, 32n24
Goldberg, Idana, 33n26
Golding, William, Lord of the Flies, 99
Goldrick-Rab, Sara, 29n8
governance. See decision-making
graduation rates. See completion rates
Graham, Rosalinda, 28n6
Gunter, David L., 29n14
Guthrie, Kevin M., 29n13, 78n7, 80n13, 84n30, 92nn65
Hall, Dee J., 41n76
Harris, Douglas N., 29n8
Harvard University, 31–32n23, 79n11, 101, 103–4, 138. See also edX
Heaton, Paul S., 29nn9–11, 84n31
Heffernan, Neil, 94n73
Hennessy, John, 2, 5, 29–30n14, 33n32, 46, 67, 78n6, 85–86nn36–37, 88n46, 93n68
high school students, 54–55, 75
Hill, Catherine, 32n24
honor codes, 102
Howard University, 72
Hoxby, Caroline M., 18, 31–32n23, 34–35n40, 88n45
Hubbard, Kin, 70
humanities courses, 141, 142, 155
Hutchins, Robert Maynard, 69, 94n70
hybrid-format courses, 95n75; benefits of, 136; at community colleges, 53, 79n11, 86n40, 152; cost savings from, 51–52; costs of, 64. See also ITHAKA study of hybrid-format statistics course
ILO courses. See interactive learning online courses
income-based loan repayment program, 39n64
incomes, family, 19–20, 35–36n43, 40n70, 110, 113, 116
Indiana University, 73
information technology: productivity of,6–7, 54, 84n31, 120; research impact of, 8–9. See also online learning platforms; technology in education
innovation: destructive, 136; in online learning, 50, 70–71, 72–74, 146
instructional methods: adapting to situations, 157–59; decision-making on, 64–66, 67; Emerson on, 140–41; evaluations of, 47–48; evolution of, 63–64; flipped classroom model, 63–64, 79n11, 85n35, 90n54, 133–34, 151; lectures, 64, 147, 151; portfolio approach, 68, 159; student perceptions of, 81–82n19; traditional in-person, 67–68, 141–43. See also online learning
intellectual property rights, 60, 77, 95n79
interactive learning online (ILO) courses,80–81n15. See also online learning
“Interactive Learning Online at Public Universities” (Bowen et al.). See ITHAKA study of hybrid-format statistics course
international collaboration, 105–6
international students, 154–55
Internet: use in higher education, 73; YouTube, 75. See also massive open online courses; online learning
ITHAKA study of hybrid-format statistics course: learning outcomes compared to traditional course, 48–50, 49f, 81–82nn16–19, 82n23, 140, 148–49, 150; limitations of, 52, 159–60; media coverage of, 80n15; potential cost savings, 50–52; research methodology of, 48, 53–54, 81n18, 83n28; student demographics in, 49–50, 81n18
Jacobs, Joanne, 41n76
Jaschik, Scott, 31n19
Jayaram, Kartik, 30n16
Jenkins, Davis, 29n8
Jones, Spencer S., 29nn9–11, 84n31
Kane, Thomas J., 29n14
Kantrowitz, Mark, 39n64
Kelderman, Eric, 34n35
Keynes, John Maynard, 57, 78n5, 86n38
Khan, Salman, 50, 78n6, 85–86n36, 88n46
Khan Academy, 50, 74–75, 79n11, 82n20, 88n46, 93n67
Kirp, David L., 95n76
Kirwan, William E. (“Brit”), 15, 24–25, 41n71, 159
Knight, Frank H., 37n52
Koch, James V., 78n4
Koller, Daphne, 84nn32–33, 87–88n44. See also Coursera
Kolowich, Steven, 84–85n33, 87n43, 88–89n47, 89n49, 89–90n52, 90n54–55
Kurose, Charles, 4, 26, 28n6, 33n33, 36n45, 41n75
Laboissière, Martha C. A., 30n16
labor-intensive sectors, productivity in,3–4, 25, 115–16, 135
Lack, Kelly A., 45, 46, 47, 78nn7–8, 78–80nn10–11, 80n15, 82n21
Lauerman, John, 83n25
learning outcomes: evidence on effects of online learning, 46–50, 52–54, 61, 78n9, 157; potential impact of technology, 136; productivity improvements and, 9, 149–53; as productivity measure, 148. See also completion rates; ITHAKA study of hybrid-format statistics course
LeBlanc, Paul, 137
Lehren, Andrew W., 38n55
Lemann, Nicholas, 38n56
Levin, Sarah, 33n27
Lewin, Tamar, 84–85n33, 85–86n36, 89n48
loans. See student debt
Long, Matthew P., 78n7
Lovenheim, Michael F., 33n33
Lumina Foundation, 24
Lyman, Richard, 69
Lynds, Jen, 95n79
Ma, Jennifer, 36nn47–48, 37n52
Mabutas, Maricar, 36n46
Martin, Andrew, 38n55
Massachusetts Institute of Technology (MIT): collaboration with Harvard, 103–4; cost increases at, 11–12; MITx, 40–41n70, 53, 61, 86–87n40; Open-CourseWare, 60; presidents of, 88n45, 89n49; Singapore campus, 105. See also edX
massive open online courses (MOOCs): advantages of, 153–54; anti-cheating measures in, 84–85n33, 99; business models of, 60, 61, 87–88n44, 140; costs of, 53, 59–60; customization options, 59–60; description of, 73–74, 78–79n10; evaluations of, 47, 52–53, 55, 61, 79n11, 87n42, 140; fees for, 60, 87–88n44, 89n49; media coverage of, 59, 70; non-credit-bearing, 74, 78–79n10, 84n32; organizations offering, 74; potential impact of, 54–55, 60–61, 84–85n33, 93–94n69; potential uses of, 54–55, 86–87n40, 89–90n52, 153–54; productivity improvements from, 55; social networking aspects of, 85–86n36, 92–93n66; student characteristics, 61, 88–89n47, 154; time spent by students, 84n32; transfer credits for, 55, 84–85n33, 86n40, 87n42, 89–90n52, 153. See also Coursera; edX
Mazur, Eric, 150
McAdory, Alice, 78n4
McKinsey & Company, 30n16
McPherson, Michael S., 4, 22, 26, 28n6, 32n25, 33n33, 34nn35–36, 34nn39–40, 36n45, 38nn56–57, 38n61, 39n67, 41n75, 48–49
Means, Barbara, meta-analysis of, 78n9
Medina, Jonathan, 41n74
mental health services, 116
Middaugh, Michael F., 28n6
mismatch problem, 17–18, 23, 34–35nn40–42
MIT. See Massachusetts Institute of Technology
Mitchell, Josh, 38n54
MITx, 40–41n70, 53, 61, 86–87n40
MOOCs. See massive open online courses
Moody’s, 24
Mossberg, Walt, 88n46
NACUBO. See National Association of College and University Business Officers
National Academy of Sciences, 6
National Association of College and University Business Officers (NACUBO), 31–32n23
National Center for Academic Transformation (NCAT), 72, 82n21, 91n58
National Center for Education Statistics (NCES), 22–23, 28n6, 38–39n62
National Collegiate Athletics Association (NCAA), 13
National Survey of Student Engagement (NSSE), 37n51, 38n61
Navarro, Peter, 78n2
NCAA. See National Collegiate Athletics Association
NCAT. See National Center for Academic Transformation
NCES. See National Center for Education Statistics
New England Journal of Medicine (NEJM), 6–7, 54
Newfield, Christopher, 29n7
New York City public schools, 103
New York Times, 21–22, 38n56, 114
New York University (NYU), 105
Ng, Andrew, 84nn32–33, 87–88n44
Noer, Michael, 82n20
NSSE. See National Survey of Student Engagement
Nygren, Thomas I., 80n15
NYU. See New York University
Obama, Barack, 24, 39–40n68, 41n71
OCW. See OpenCourseWare
OLI. See Open Learning Initiative
Olin College, 104
One Day University, 138
online learning: adaptive learning, 44, 58, 160; advantages of, 147; appeal of, 81–82n19, 160; barriers to adoption of, 46, 55–56, 62; business models of, 60, 61, 77, 89n49, 140; challenges of, 151; credit-bearing courses, 55, 75, 84–85n33, 86n40, 87n42, 89–90n52, 153; customizing courses, 56, 58, 59–60, 76–77, 85n35, 87n42; decision-making on, 64–66; early attempts at, 134, 145; enrollments in, 72; evaluations of, 55, 71, 79–80n11; faculty attitudes toward, 50, 62, 85–86nn35–36, 93n69; fees for, 60, 89n49, 140; future research on, 53–54, 70–71, 140; in humanities, 141, 155; implementation challenges, 62–67; limits to, 67–68, 141; new paradigm, 145–47, 150; pressure to participate in, 70, 94n72, 95n77; public perceptions of, 132; resistance to, 92n64; student expectations for, 68; student exploration with, 54–55, 153–54. See also costs of online learning
online learning, potential impact of: on capacity, 152; on completion rates, 52, 54, 153; on costs, 70, 84–85n33, 136, 149, 151; data analysis, 44, 153; on faculty, 44, 45, 66–67, 137–39; global, 60–61, 155–56; on governance, 124, 139; on institutional structures, 91–92n61; on instruction, 44; on learning outcomes, 46–50, 52–54, 61, 78n9, 149–50, 157; in long term, 152; of MOOCs, 54–55, 60–61, 84–85n33, 93–94n69; productivity improvements, 52, 54–55, 149–53, 160–61; on student-faculty ratios, 89n51; on time-to-degree, 52, 54. See also learning outcomes
online learning platforms: cognitive tutors, 48, 73, 76, 80n14; customization capabilities of, 56, 58; data collected, 58–59, 153; development costs of, 60; distinctions among, 75–77, 95n75; future research on, 53; innovations, 50, 70–71, 72–74, 146; interaction techniques, 50, 80–81n15, 146, 160; open source, 86–87n40; tool kits, 55–61; variety of, 45, 56–57, 70–71, 72–74, 77. See also hybrid-format courses; massive open online courses
Ooms, Ann, 81n16
OpenCourseWare (OCW), 60
Open Learning Initiative (OLI), 73, 80n14, 95n78, 140
Open University (OU), 73, 95n76
Organization for Economic Co-operation and Development, 40n69
Orszag, Peter R., 29n14
Otterman, Sharon, 33n33
OU. See Open University
outputs: of education, 6, 8, 148; increases in, 7–8, 27n5. See also learning outcomes; productivity; research
Oxford University, 92n64
Paris peace treaty negotiations, 57
Parry, Marc, 79n11
Paul, Annie Murphy, 94n73
Payea, Kathleen, 37n52
Pew Research Center, 23, 90n53
Policano, Andrew J., 31n19, 41n71, 90–91n56
portfolio approach to curriculum development, 68, 159
Princeton University: admissions, 32n25, 33n27, 125; costs of, 2–3; endowment of, 31–32n23; faculty of, 14; student aid at, 123
private colleges and universities: collaboration among, 103–5; completion rates of, 119; cost savings from online learning, 83n24; endowments of, 31–32n23, 112–13; federal support of, 63; future of, 41n71; student aid at, 5, 23, 112, 113; tuition at, 5
productivity: definition of, 6; of information technology, 6–7, 54, 84n31, 120; in labor-intensive sectors, 3–4, 25, 115–16, 135; measurement of, 6, 7, 148; quality and, 6, 31n20, 120–21
productivity improvements: cost reductions, 9, 149, 160–61; economy-wide, 25; increased student-faculty ratios, 120; in labor-intensive sectors, 115–16;
productivity improvements (continued) in numerator or denominator of ratio, 7–8, 9, 50–51, 65, 148, 149; from online learning, 52, 54–55, 149–53, 160–61; output increases, 7–8, 9; public demand for, 26; time-to-degree, 52, 54, 160–61
public universities: completion rates of, 119; cost trends at, 113–14; enrollment caps in, 25, 36n44, 40n70; federal support of, 19, 63; financial aid at, 19, 21; funding cuts for, 5, 19, 25, 36n44, 41n71, 113, 114–15, 152; performance goals for, 26, 41n76; public support of, 25, 63; resource allocation in, 161; time-to-degree increases at, 16–17; tuition at, 5, 19, 20f, 21, 25, 36n46, 113–14
Reardon, Sean F., 40n70
Reed, Charlie, 41n71
reflection sessions, 103
research: costs of, 113, 116, 117–18; funding of, 113, 118; methodologies of, 48, 53–54, 81n18, 83–84nn28–30; technology use in, 8–9
research universities, 15, 117–18
residential education: advantages of,67–68, 98–101, 106–7; amenities of, 13, 32n24, 102, 116, 124, 130–31; disadvantages of, 99; ideals, 100–101; improving, 101–6; international collaboration, 105–6; net cost of attendance, 112; retaining best features of, 67–70, 99–100, 161; room and board costs in, 111, 112; technology use in, 73
returns to education, 20–21, 37nn51–52, 119, 130–32, 148, 155–56
revenues: of higher education institutions, 24–25, 35–36n43, 41n71; of online courses, 60, 61, 140. See also endowments; state governments
Rice, Andrew, 94n72
Robinson, Joan, 25
Rodriguez, Olga, 29n8
Romanes Lecture, 44–45, 135, 139
Rosovsky, Henry, 138
Rothstein, Jesse, 39n64
Rouse, Cecilia, 39n64
Rudenstein, Neil L., 15, 33n29
Rudin, Robert S., 29nn9–11, 84n31
Sallie Mae/Ipsos survey, 20–21, 36–37n50, 37n52
Sands, Tim, 94n72
San Jose State University, 117–18
Schneider, Eric C., 29nn9–11, 84n31
Schumpeter, Joseph, 136
Seligson, Hannah, 95n80
Semester Online, 75
Sexton, John, 105
Shahid, Abdus, 28n6
The Shape of the River (Bowen and Bok),23–24
shared governance, 64–66, 67. See also decision-making
Sherwin, Jay, 35n41
social media, 146
software. See online learning platforms
Solow, Robert, 6
Sparger, Elena, 94n72
SRI International, 78n9, 79n11
Stanford University: Class2Go platform, 59, 86–87n40; dormitories of, 116; endowment of, 112–13; graduate programs of, 33n32; income sources of, 113; Lyman presidency of, 69; medical school, 93n67, 113; MOOC spin-offs of, 74; reflection sessions of, 103; student aid at, 123; tuition and student aid trends at, 5, 110–13, 111f. See also Hennessy, John
state governments: higher education funding cuts by, 5, 19, 25, 36n44, 41n71, 113, 114–15, 152; Medicaid spending of, 114–15; scholarship programs of, 34–35n40
State Higher Education Executive Officers, 36n44, 36n49
state universities. See public universities
State University of New York (SUNY), 48
statistics courses, 48, 81n16, 126, 159–60. See also ITHAKA study of hybrid-format statistics course
Steele, Claude, 81n18
Steiner, Peter M., 83n29
Stigler, Steve, 126
Stiglitz, Joseph E., 19–20, 36n50
stratification: among faculty, 137–38; among higher education institutions, 5, 12–13, 31–32n23, 123–24, 137; in instructional quality, 126
Streisand, Barbra, 138
student debt: amounts of, 21–23, 21f,38–39n62, 114; borrowing decisions, 22, 23; default rates on, 120; forgiveness of, 39n64; income-based repayment program, 39n64; of non-graduates, 119
student-faculty ratios, 89n51, 117–18, 120
students: amenities for, 13, 32n24, 102, 116, 124, 130–31; demographics of, 116–17; financial concerns, 38n61, 40n70; international, 154–55; jobs of, 16, 22, 38n61, 131; mental health services for, 116; peer interactions of, 56, 68, 98, 99, 100, 146–47, 150, 154–55; predicting performance of, 32n25, 125–26; readiness of, 33n33; relationships with teachers, 62, 67–68, 101, 103, 124, 141–42, 143; revealed preferences of, 37n53; rights of, 69; share of college expenses paid by, 36–37n50. See also completion rates; learning outcomes; time-to-degree
Sullivan, Teresa A., 29n8, 31n19
SUNY. See State University of New York
Taylor, Paul, 90n53
technology in education: increased use of,7–8, 73; measuring productivity improvements from, 7–9; output increases, 7–8; potential impact of, 66–67, 133–34, 148;
television, 7, 133–34, 140, 145, 146. See also online learning
television, 7, 133–34, 140, 145, 146. See also videos
Thille, Candace, 73, 80n14, 86n39, 95n78
Thoreau, Henry David, 143
Thurm, Scott, 30n17
time-to-degree (TTD): impact of online learning, 52, 54; increases in, 16–17, 34n35, 152; reducing, 160–61
Trachtenberg, Stephen, 32n24
TTD. See time-to-degree
Tufts University, 31n18, 34n37, 94n72
tuition: cost drivers of, 115–18; HEPI index of, 112; increases in, 19, 20f, 21, 25, 36n46, 113–14, 115; net, 110–12, 111f; private-public gap, 5; at public universities, 5, 21, 25, 36n46, 113–14; trends in, 4, 5, 110–12, 111f
Turner, Sarah, 16, 18, 22, 33n33, 38n56, 38nn59–60, 39n64
Udacity, 74. See also massive open online courses
United Nations, Education First Initiative, 156
University of California, Berkeley, 10, 74, 117–18, 137–38
University of Chicago, 2, 31n18, 31–32n23, 69, 102, 126
University of Chicago Consortium on Chicago School Research, 17
University of Delaware, 28n6
University of Florida system, 72
University of Illinois, 45
University of Kansas, 72
University of Maine at Presque Isle, 95n79
University of Michigan, 74
University of Minnesota, 30n17
University of Nebraska, 30n17
University of North Carolina, 10
University of Pennsylvania, 31–32n23, 147
University of Phoenix, 72, 139
University of Southern New Hampshire, 137
University of Texas (UT) System, 74, 89–90n52
University of Virginia, 31n19, 94n72
University System of Maryland, 15, 48, 53
Unlocking the Gates (Walsh), 83n26, 95n78, 134
U.S. Department of Education, 24. See also National Center for Education Statistics
U.S. Department of Justice, 13–14
U.S. News rankings, 13
Utah Valley University, 72
UT System. See University of Texas System
values, 69–70, 94n70, 106–7, 142, 161
Vanderbilt University, 2, 85n35
Venturi, Robert, 4
videos, of lectures, 7, 93n67. See also Khan Academy; television
Walker, Scott, 26
Walsh, Taylor, 83n26, 95n78, 134
Wei, Christina Chang, 38–39n62
Wessel, David, 80n15
Western Governors University, 40–41n70
Why Does College Cost So Much? (Archibald and Feldman), 109
Wieman, Carl, 150
Windsor Working Groups, 86n37
Wolfe, Tom, I Am Charlotte Simmons, 101
Yale University, 31–32n23, 105
Young, Jeffrey R., 86–87n40, 87–88n44
YouTube, 75. See also Khan Academy
Zafar, Basit, 36n46
Zilkha, Ezra, 71