Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future

FIGURE PHE-1 Distribution of BA-granting institutions, by sector.

SOURCE: S. Turner. “Policy Implications of Changing Funding for Public Higher Education.” Presentation to National Academies’ Board on Higher Education and Workforce, April 2005.

STRESSES IN THE FINANCIAL STRUCTURE OF PUBLIC HIGHER EDUCATION

Public higher education is under severe financial pressures. The first source of pressure is increasing enrollments. The children of the baby boom are now reaching college age and will increase enrollments at some institutions over the coming decade (see Figures PHE-3A, B, and C). At the same time, the value of higher education as a means for students and society to achieve economic, social, and political goals also is boosting enrollments. Because public institutions typically do not charge students for the full cost of their education, the financial demands on these institutions are expected to grow significantly.¹

A second stress on the system is the growing cost of higher education. Costs per student in higher education have grown consistently since the 1960s and steeply since the 1970s.² Both internal and external factors ap-

¹	R. C. Dickeson. Collision Course: Rising College Costs Threaten America’s Future and Require Shared Solutions. Indianapolis, IN: Lumina Foundation for Education, Inc., 2004.
²	J. L. Dionne and T. Kean. Breaking the Social Contract: The Fiscal Crisis in Higher Education. Report of the Commission on National Investment in Higher Education. New York: Council for Aid to Education, 1997.

Table of Contents

Front Matter R1-R26

Executive Summary 1-22

1 A Disturbing Mosaic 23-40

2 Why Are Science and Technology Critical to America's Prosperity in the 21st Century? 41-67

3 How Is America Doing Now in Science and Technology? 68-106

4 Method 107-111

5 What Actions Should America Take in K–12 Science and Mathematics Education to Remain Prosperous in the 21st Century? 112-135

6 What Actions Should America Take in Science and Engineering Research to Remain Prosperous in the 21st Century? 136-161

7 What Actions Should America Take in Science and Engineering Higher Education to Remain Prosperous in the 21st Century? 162-181

8 What Actions Should America Take in Economic and Technology Policy to Remain Prosperous in the 21st Century? 182-203

9 What Might Life in the United States Be Like if It Is Not Competitive in Science and Technology? 204-224

Appendix A Committee and Professional Staff Biographic Information 225-240

Appendix B Statement of Task and Congressional Correspondence 241-248

Appendix C Focus-Group Sessions 249-300

Appendix D Issue Briefs 301-302

K–12 Science, Mathematics, and Technology Education 303-324

Attracting the Most Able US Students to Science and Engineering 325-341

Undergraduate, Graduate, and Postgraduate Education in Science, Engineering, and Mathematics 342-356

Implications of Changes in the Financing of Public Higher Education 357-376

International Students and Researchers in the United States 377-396

Achieving Balance and Adequacy in Federal Science and Technology Funding 397-414

The Productivity of Scientific and Technological Research 415-422

Investing in High-Risk and Breakthrough Research 423-431

Ensuring That the United States Is at the Forefront in Critical Fields of Science and Technology 432-443

Understanding Trends in Science and Technology Critical to US Prosperity 444-454

Ensuring That the United States Has the Best Environment for Innovation 455-472

Scientific Communication and Security 473-482

Science and Technology Issues in National and Homeland Security 483-500

Appendix E Estimated Recommendation Cost Tables 501-512

Appendix F K–12 Education Recommendations Supplementary Information 513-516

Appendix G Bibliography 517-536

Index 537-564

STRESSES IN THE FINANCIAL STRUCTURE OF PUBLIC HIGHER EDUCATION