Since education is expensive, it is reasonable for a student to expect a return on their investment (ROI). Given that the taxpayers contribute to the education of students, it makes sense that they also receive a return on their investment.
A practical measure of the ROI for a student is often the salary of the job they get relative to the cost of their education. Roughly put, a student should be able to work out of their school debt and be able to live with the job that education is supposed to get them. In terms of the ROI for the taxpayer, the return is similar: students funded by the taxpayers are supposed to get jobs and repay the investment through the taxes they pay. The student becomes the taxpayer, thus enabling the next generation of students to also become taxpayers. One could also factor in the role of the worker as a consumer and the impact of the very few who become job creators.
Because the cost of education grew so high, some folks placed their hopes on the free market. The idea was that for-profit schools would provide a high-quality product (education that leads to a job) at a lower cost than the state and traditional private schools. As might be suspected, the ideal turned out very different from the real.
While state schools obviously receive state funds, the for-profit schools received massive federal support. Unfortunately, this money was ill-spent: 20% of the for-profit school students defaulted on student loans within three years of entering the repayment period. About half of all student loan defaulters went to such for-profit schools, although these schools made up only 13% of the student population. The estimate was that about half the loans funneled through students to the for-profit schools were lost to default, which is not a good investment for the taxpayer.
Students most often default on loans due to financial hardship. As might be imagined, not earning an adequate paycheck leads to hardship. While there are over 2,000 programs where the students had loan debt, but whose earnings put they below the poverty line, 90% of these programs were at for-profit schools. As such, these schools were a bad investment for both taxpayers and students. While public and traditional private schools did account for the other 10%, they have been a better investment for taxpayers and students. This is not to say that such schools do not need improvement—but it is to say that the for-profit model was not a solution and probably never will be. For all the obvious reasons you suspect.
There were some attempts, such as in 2011, to impose regulations against the predatory exploitation of students (and taxpayers) by institutions. Not surprisingly, these were countered by the well-paid lobbyists working at the behest of the for-profits. Under the Trump regime, the stated goal is to destroy the Department of Education, so little help for students can be expected from that department.
Interestingly, some states pushed hard for performance-based funding for public institutions. For example, my adopted state of Florida has seen the Republican dominated state legislature micro-managing of education and imposing their professed ideology. In any case, we have been operating under a performance-based model in which funding is linked to achieving goals set by the state. Naturally, for-profit schools do not fall under the same rules as public schools, which could give them an advantage.
Some might suspect the performance-based funding approach is cover for reducing funding even more. This approach also shifts funding towards schools that have more political influence—which is supported by looking at where the money goes.
It might be suspected that performance-based funding was designed to harm public schools and push students towards for-profit schools. These schools often enjoy political connections and would benefit from reduced public education opportunities. Of course, the profits of such schools come largely at the expense of students and taxpayers. They are well-subsidized by the state in a new twist on the old corporate welfare system. Shockingly enough, there has been little conservative rage at this wasteful socialism and these academic welfare queens.
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A basic moral challenge is sorting out how people should be treated. This is often formulated in terms of obligations to others, and the usual question is “what, if anything, do we owe other people?” While some would like to exclude economics from ethics, the burden of proof rests on those claiming the realm of money deserves exemption from ethics. While this could be done, it will be assumed that economic matters fall under morality. But there are many approaches to morality.
Pundits and politicians on the right consistently demonize the poor. For example, Fox News seems to delight in a narrative of the wicked poor destroying America. It is worth considering why the poor are demonized.
One political narrative is the tale of the poor defrauding government programs. The (alleged) grifter Donald Trump, for example, claims that the poor commit a lot of fraud. Fox News consistently claims, usually without evidence, that government programs aimed to help the poor are exploited by the poor. In most cases, the “evidence” presented in support of such claims seems to be that they feel that there must be a lot of fraud. However, there is little inclination to look for supporting evidence—if they feel strongly enough that a claim is true, that is good enough for them.
While the American right favors tax cuts, the left sometimes proposes tax increases. One argument advanced by the right against increasing taxes is the demotivation argument. The gist of the argument is that if their taxes are increased, the rich will become demotivated and this will have negative consequences. Since these negative consequences should be avoided, the conclusion is that taxes should not be increased.