A Quote by Trish Regan
What incentive does a university have to control costs when it has a steady supply of students being lent federal funds?
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When students have access to low-interest loans and government aid, colleges have no incentive to cut costs. Why should a college lower tuition if more students are able to pay with subsidized loans from the government?
What central banks can control is a base and one way they can control the base is via manipulating a particular interest rate, such as a Federal Funds rate, the overnight rate at which banks lend to one another. But they use that control to control what happens to the quantity of money. There is no disagreement.
Student loans have been helpful to many. But they offer neither incentive nor assistance to those students who, by reason of family or other obligations, are unable or unwilling to go deeper into debt. ... It is, moreover, only prudent economic and social policy for the public to share part of the costs of the long period of higher education for those whose development is essential to our national economic and social well-being. All of us share in the benefits - all should share in the costs.
The central banks cannot control interest rates. That's a mistake. They can control a particular rate, such as the Federal Funds rate, if they want to, but they can't control interest rates.
Paying interest on reserve balances enables the Fed to break the strong link between the quantity of reserves and the level of the federal funds rate and, in turn, allows the Federal Reserve to control short-term interest rates when reserves are plentiful.
Lent is the time for trimming the soul and scrapping the sludge off a life turned slipshod. Lent is about taking stock of time, even religious time. Lent is about exercising the control that enables us to say no to ourselves so that when life turns hard of its own accord we have the stamina to yes to its twists and turns with faith and hope. Lent is the time to make new efforts to be what we say we want to be.
In 1946, Oxford University in England was offered large funds to create a new Institute of Human Nutrition. The University refused the funds on the ground that the knowledge of human nutrition was essentially complete, and that the proposed institution would soon run out of meaningful research projects.
When we're able to identify disparities in education, we can better determine whether federal grant programs are effectively reaching our students, allowing us to improve how to distribute and implement these funds across communities.
We need to align the incentives so that colleges have an incentive to keep down their costs... to graduate students on time with degrees in areas where they're going to be able to get jobs and going to be able to pay back those loans.
I think there's a group of students - whether it's the micro-aggression or the safe space or the trigger warning that garner a lot of attention - but that the fundamental issues that they're more interested in are - and I'll be very frank here - how much money do I pay for a unit? And what is that unit going to do for me when I'm graduating?And even though this is mostly in a progressive landscape, they're asking questions that have not been asked of the university. And the university can't supply answers to them.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
The loan crisis and the increasing slashing of funds for students, coupled with the astronomical rise in tuition, represent an unparalleled attack on the social state. The hidden agenda here is that when students graduate with such high debts, they rarely choose a career in public service; instead, they are forced to go into the corporate sector, and I see these conditions, in some ways, as being very calculated and as part of a larger political strategy to disempower students.
We are living in a time when the very integrity of the Constitution is being threatened daily, from federal bailouts to federal assumption of control over private business.
I fear that the impact of university censorship and university denial of due process will be to mis-educate a generation of students away from core values of civil liberties and constitutional safeguards. Students who have been led to believe by university administrators and faculty that censorship and denial of due process are acceptable norms will be more susceptible to accepting those norms in their post-university lives. That would be a tragedy for America.
Once they arrive, affirmative action kids are generally left to sink or swim academically. Brown (University) offers plenty of counseling and tutoring to struggling students, but, as any academic Dean will tell you, it's up to the students to seek it out, something that a drowning minority student will seek to avoid at all costs, fearing it will trumpet a second-class status.
Why would you invest in a company which is out of synch with the needs of society, that does not take its social compliance in its supply chain seriously, that does not think about the costs of externalities or of its negative impacts on society?
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