College Mania!, College Meltdown, and the other "C" Words

What are we seeing in US higher education and American society today?  Lower college enrollments (for some colleges), high student loan debt (for some consumers) and upward mobility and increasing wealth for others. Many of us hope to be the fortunate ones, through hard work and persistence.

Culture and society (including myths, marketing and advertising, and media) tell folks that higher education is essential and elite education is necessary for upward social mobility. Others see higher education, especially borrowing money to go to school, as a road to nowhere: of untold debt and unhappiness. What people are seeing would seem to be confusing, but it shouldn't be if we understand our system and how it works.  

 

Capitalism (also known as neoliberalism) is the underlying program or structure that guides behavior in the US. We are immersed in it. It also guides other values that we may hold about family, religion, government, and the economy. Under this system, the differences between the rich and poor have been increasing for more than a half century and life expectancy and fertility rates are stagnant.

Consumers are bombarded with stories that reflect how we should perceive higher education. The stories that we see and hear may vary and may appear contradictory if we are willing to look at all sides. Some of the stories are myths, others are downright lies. Targeted marketing means that we may not get the same messages as others. 

Class is how the program of capitalism works, with elites at the top, small business owners and managers in the middle, and workers who do the labor necessary to keep society running.  These distinctions may be small in some places and enormous in others, and there may even be overlap in wealth and income.  Social mobility is possible, but in the US social mobility is stagnant for many non-immigrants. Workers are sometimes appreciated but often unappreciated and even scapegoated. 

Communities are diverse and cut across class boundaries and even geography. Groups seen as homogeneous are rarely that. And stereotypes are used (and misused) as a short hand for understanding other people or even ourselves. 

Civics is a formal understanding how the program/system works and typically how to be a good citizen. The idea of what makes a good citizen varies. Civics can be used as a tool of social control or a tool of reform and innovation. 

Conflict consists of opposing thoughts and actions. It can exist inside of us as well as outside, causing cognitive dissonance for those who are mindful. Some degree of conflict is necessary for society to be healthy. Too much conflict can destroy the fabric of society. 

Chancellor Martin: Public Means Public (Neil Kraus)

Recently, Chancellor Mike Martin laid out his views on UWRF (the University of Wisconsin River Falls) and higher education in the Student Voice.  I’d like to offer a very different perspective on public higher education.  But given his stated belief in the importance of making the case that higher education is a public good, I believe that Chancellor Martin would agree with my argument.

Chancellor Martin correctly stated that: “In an attempt to appeal to students, we told students, if you get a degree, here’s what your lifelong income is going to be. We made it a private good. When it’s a private good, and then asking the public to pay for it, you’ve got to disconnect, right?”  He then went on to say that: “And I think we need to return not just in Wisconsin, but across public higher education, to the argument that what we have is also a very powerful public good.”

I agree completely.  For many decades, higher education has been made into a private good.  This resulted from the unquestioned dominance of human capital theory, which, as an economist, Chancellor Martin is certainly well-versed in.  In brief, human capital theory promulgates the notion that one’s income is – and should be – tied to one’s education and training levels.

Politically, of course, this framing set up education to fail, which explains our current predicament.  The education system cannot change the jobs that exist or wage levels.  The education system educates.

Yet education is very intentionally and incorrectly held responsible for a predominately low wage, low education labor market.  As a result, decades ago it became politically acceptable to cut public higher education spending perpetually, even during the current period of fiscal prosperity.

This is just politics.  Business and the wealthy want to talk solely about education as the path to economic opportunity because it is in their self-interests to do so.  Because when we’re talking about education, we’re not talking about an economy that has been intentionally constructed for owners and shareholders while it leaves a significant majority of workers behind.

Yet Chancellor Martin inadequately addressed the role that the legislature plays in our public institution when he states: “But if the legislature isn’t going to solve it for you, you better damn well solve it for yourself….But the bottom line, it comes back to what can this institution do innovatively.”

When Chancellor Martin refers to “change in the wind,” he fails to mention who’s in charge of the wind machine.  He seems to be arguing in favor of a fully privatized UWRF, a campus funded by donors, corporations, and foundations, which will necessarily reflect their narrow economic interests.  Private funders have no interest in training students for the larger labor market let alone to be well informed, democratic citizens.

Chancellor Martin’s analysis implies our defunded public institution will never receive any funding increases in the future, which would effectively make it a public institution in name only.  This is the narrative we’ve been hearing from all our administrators since last school year, and it appears to be coming directly from the UW System.

But it is a hopeless narrative, and particularly demoralizing and utterly incomprehensible at a time when the state is drowning in money and the UW System continues to spend tens of millions on software and consultants as our campuses shed faculty, staff, and academic programs.

Is this even real?

The word “public” means something very specific: if a good is public, it means it is paid for with tax dollars, not with private dollars.  The military, the local police department, city park, and school district are public institutions.  Public higher education, on the other hand, has been largely privatized because of decisions made by elected officials.

But we can’t be public and rely on private funds.  That’s not what public means.

Private funders – which represent a miniscule slice of the population -- have their own interests.  They’re primarily interested in getting workers for their narrow industries.

And the question of priorities hangs over the Chancellor’s interview.  The UW System has made its priorities clear – we will continue to purchase, without question, more and more expensive software (most of which we don’t need), as we get rid of faculty, staff, and academic programs.

For all the talk of budget cuts on campus, I’ve yet to hear anyone in front of the room say: “You know, I’m sorry, but we just can’t afford [fill in expensive tech product here] anymore.”  Our leaders only tell us they can’t afford employees.

And Chancellor Martin asserts, yet provides no evidence for, the claim that the campus has surplus capacity. I’ve been at UWRF since 2005, and it’s common knowledge that we have far fewer tenured and tenure track faculty positions now in the College of Arts and Sciences than we had several years ago.

But I’m all for data analysis, so let’s make data-informed decisions.

I’ll say again that Chancellor Martin is correct when he states that public higher education is “a very powerful public good.”  But making this case while moving full steam ahead for a privatized UWRF is a massive contradiction in terms.

The public wants affordable, quality, comprehensive, in-person, public higher education.  And in this state, the only way to get this is by attending a UW institution.  Corporate interests want the opposite of all these things.  They want to not pay taxes and make as much money as possible.  This isn’t complicated.

If we go further down the path of privatization – which is clearly the path sought by the UW System -- we directly undermine the notion that higher education is a public good.  More importantly, we will be providing our students with an inferior, expensive, tech-heavy, narrowed educational experience.  We will be walking away entirely from the Wisconsin Idea.

Public means public.  I ask Chancellor Martin to stand with AFT-Wisconsin for comprehensive, in-person, public higher education that prioritizes students and the public over corporations and the wealthy.


Neil Kraus is a Professor of Political Science at the University of Wisconsin, River Falls since 2005, President of United Falcons, the local chapter of AFT-Wisconsin, and author of three books, including The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement (Temple University Press, 2023).

This article first appeared in the UWRF Student Voice. 

Questioning the Higher Education Establishment

"So that's how it is," sighed Yakov. "Behind the world lies another world." Bernard Malamud

The Higher Education Inquirer has published a number of articles about how US higher education works and the institutions, organizations, and individuals it serves. 

We have written about US higher education in a number of ways, discussing the history, economics, and underlying ideologies (e.g. neoliberalism, white supremacy) and theories making it what it is--an industry that reinforces a larger (and environmentally unsustainable) economic system and an industry that produces too many unneeded credentials--and soul crushing student loan debt. 

We have listed the myths that US higher education perpetuates and the methods it uses to disseminate them. We have examined a number of higher education institutions and their categories (including university hospitals, state universities, private colleges, community colleges, and online robocolleges). We have investigated several businesses associated with higher education, some nefarious, many profit driven, and a few (like TuitionFit and College Viability App) driven by integrity and values. And we have followed the struggle of labor and consumers. HEI has even created an outline for a People's History of US Higher Education.

But we haven't examined higher education as part of the establishment. Like the establishment that students of the 1960s talked about as something not to trust. The trustees, endowment managers, trustees, foundation presidents, accreditors, bankers, bond raters, CEOs and CFOs who make the decisions that affect how higher ed operates and who at the same time work to make consumers, workers, and activists invisible. 

To say we cannot trust US higher education administrators and business leaders may sound passe, or something that only extremists of the Left or Right might say, but it isn't, and more folks are seeing that. 

Examining US higher education needs to be assessed more deeply (like Craig Steven Wilder, Davarian Baldwin, and Gary Roth have done) and more comprehensively (like Marc Bousquet), and it needs to be explained to the People. It's something few have endeavored, because it isn't profitable, not even for tenure in some cases. 

Without our own sustainable business model, the Higher Education Inquirer will continue writing (and prompt others to write) stories significant to workers and consumers, the folks who deserve to be enlightened and who deserve to tell their stories. 

And as long as we can, the Higher Education Inquirer will ask the Establishment for answers that only they know, something few others are willing to do. 

Lies, Damn Lies, and Projections: Higher Ed Business and the Enrollment Cliff

While nothing is for sure, we at the Higher Education Inquirer believe higher education enrollment is going to continue on a slow downward slope for the foreseeable future, and that it could get worse. Looking at the numbers we see, it's difficult to imagine anyone arguing this. But today there is a debate between those who believe in the enrollment cliff and those who do not.

The Debate

Carleton College Professor Nathan Grawe has used the term "enrollment cliff" to describe the decline that is projected to come to a number of states within the next two years and with a trend that will last for a number of years. He uses information from a number of sources, including the Western Interstate Commission for Higher Education (WICHE) to make these estimates. These projected declines are the result of a decline in births during and after the Great Recession. US fertility and birth rates have been declining for generations, but enrollment has been shored up by in-migration and higher rates of high school graduation. These rates could increase as abortions are criminalized.  

US Department of Education enrollment projections are fueling the debate for enrollment cliff deniers. But HEI has observed that ED has been wrong in its projections for years and has largely maintained its faulty formula. Presumably the enrollment cliff deniers also don't believe in the projections by WICHE which predicts modest declines in the number of high school graduates. For the record, these deniers are not uniform in their beliefs, values, or their intentions. 

University of Wisconsin-River Falls Professor Neil Kraus, author of the Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement, believes that "in the aggregate, higher ed enrollments are fairly constant over time, and if you go back decades, have gradually gone up." Kraus has a point. Relatively stable birth rates would seemingly keep enrollments stable, but there are other social, economic, and political factors in the equation. 

It's a Racket on Both Sides 

Some enrollment deniers may not be so sincere. Many in the education business, including the Department of Education, have vested interests in believing everything is OK. But it's not OK. And while funding is important, it's not the entire answer, especially when the money goes into the wrong (greedy) hands, as it frequently does. 

Higher education has become a racket that has garnered increasing public skepticism about its value. That does not mean that parents won't continue to buy into the college mania and encourage all their children to go to a college regardless of the costs, and the potential debt.   

Some who believe in the enrollment cliff, and pitch it to others, may also be insincere. The President of the University of Idaho, for example, has used the enrollment cliff to rationalize their purchase of the University of Phoenix to shore up their revenues, even though Idaho is not likely to feel dramtic looses in enrollment. There are undoubtedly many others who are using this phenomenon to scare people into buying and selling their products and services.

Coming to a Consensus?

Perhaps the term "enrollment cliff" needs to be defined or the term to define the enrollment decline needs to be renamed. No one can deny that US higher education has seen an enrollment peak and a slow steady decline since 2011. There are also estimates that population declines will occur in many states, as a result of out-migration patterns that have been ongoing. There are other states that will continue to see enrollment gains, especially in the South and West. Maybe enrollment cliff is too harsh a term, but reduced enrollment cannot be ignored. 

Related links: 

Department of Education Fails (Again) to Modify Enrollment Projections

State Budgets Are Downsizing (Pew)

College Meltdown 3.0 Could Start Earlier (And End Worse) Than Planned

Baby Boomers Turning 80: The Flip Side of the 2026 Enrollment Cliff

State Universities and the College Meltdown

"20-20": Many US States Have Seen Enrollment Drops of More Than 20 Percent

US Department of Education Fails to Recognize College Meltdown

Forecasting the US College Meltdown

Higher Education, Technology, and A Growing Social Anxiety

The Era We Are In

We are living in a neoliberal/libertarian era filled with technological change, emotional and behavioral change, and social change. An era resulting in alienation (disconnection/isolation) for the working class and anomie (lawlessness) among elites and those who serve them. We are simultaneously moving forward with technology and backward with human values and principles. Elites are reestablishing a more brutal world, hearkening back to previous centuries--a world the Higher Education Inquirer has been observing and documenting since 2016. No wonder folks of the working class and middle class are anxious. 

Manufactured College Mania

For years, authorities such as the New York Federal Reserve expressed the notion (or perhaps myth) that higher education was an imperative for young folks. They said that the wealth premium for college graduates was a million dollars over the course of a lifetime--ignoring the fact that a large percentage of people who started college never graduated--and that tens of millions of consumers and their families were drowning in student loan debt. 

2U, Guild Education, and a number of online robocolleges reflected the neoliberal promise of higher education and online technology to improve social mobility.  The mainstream media were largely complicit with these higher ed schemes. 

2U brought advanced degrees and certificates to the masses, using brand names such as Harvard, MIT, Yale, USC, University of North Carolina, and the University of Texas to promote the expensive credentials that did not work for many consumers. 

Guild Education brought educational opportunities to folks at Walmart, Target, Macy's and other Fortune 500 companies who would be replacing their workers with robotics, AI, and other technologies. But the educational opportunities were for credentials from subprime online schools like Purdue University Global. Few workers took the bait. 

As 2U files for bankruptcy, it leaves a number of debt holders holding the bag, including more than $500M to Wilmington Trust, and $30M to other vendors and clients, including Guild Education, and a number of elite universities. Guild Education is still alive, but like 2U, has had to fire a quarter of its workers, even downsizing its name to Guild, as investor money dries up. It continues to spend money on its image, as a Team USA sponsor.    

The online robocolleges (including Liberty University, Grand Canyon University, University of Phoenix, Purdue University Global, and University of Arizona Global)  brought adult education and hope to the masses, especially those who were underemployed. In many cases, it was false hope, as they also brought insurmountable student debt to American consumers. Billions and billions in debt that cannot be repaid, now considered toxic assets to the US government. 

Along the way there have been important detractors in popular culture, especially on the right. Conservative radio celebrity Dave Ramsey, railed against irresponsible folks carrying lots of debt, including student loan debt. He was not wrong, but he did not implicate those who preyed on student consumers. On the left, the Debt Collective also railed against student loan debt, long before the right, but they were often ignored or marginalized. 

Adapting to a Brutal System

The system  works for elites and some of those who serve them, but not for others, even some of the middle class. Good jobs once at the end of the education pipeline have been replaced by 12-hour shifts, 60 hour work weeks, bullsh*t jobs, and gig work. 

Working-class Americans are living shorter lives, lives in some cases made worse not so much by lack of education, but by the destruction of union jobs, and by social media, and other intended and unintended consequences of technology and neoliberalism. Millions of folks, working class and some middle class, who have invested in higher education and have overwhelming debt and fading job prospects, feel like they have been lied to.

We also have lives made more sedentary and solitary by technology. Lives made more hectic and less tolerable. Inequality making lives too easy for those with privilege and lives too difficult for the working class to manage. Lives managed by having fewer relationships and fewer children. Many smartly choosing not to bring children into this new world. All of this manufactured by technology and human greed.  

The College Dream is Over...for the Working Class

There are two competing messages about higher education: the first that college brings opportunity and wealth and the second, that higher education may bring debt and misery. The truth is, these different messages are meant for two groups: pushing brand name schools and student loans for the most ambitious middle class/working class and a lesser form of education for the struggling working class. 

In 2020, Gary Roth said that the college dream was over. Yet the socially manufactured college mania continues, flooding the internet with ads for college and college loans, as social realities point to a future with fewer good and meaningful jobs even for those with degrees. Higher education will continue to work for some, but should every consumer, especially among the struggling working class, believe the message is for them? 

Related links:

More than half of college grads are stuck in jobs that don't require degrees (msn.com)

AI-ROBOT CAPITALISTS WILL DESTROY THE HUMAN ECONOMY (Randall Collins)

Edtech Meltdown 

Guild Education: Enablers of Anti-Union Corporations and Subprime College Programs

2U Declares Chapter 11 Bankruptcy. Will Anyone Else Name All The Elite Universities That Were Complicit?

College Mania!: An Open Letter to the NY Fed (2019)

"Let's all pretend we couldn't see it coming": The US Working-Class Depression (2020)

The College Dream is Over (Gary Roth, 2020)

Higher Education Inquirer Selected Archive (2016-2023)

In order to streamline the Higher Education Inquirer, we have removed the HEI archive from the right panel of the blog; information that could only be seen in the non-mobile format.   

The HEI archive has included a list of important books and other sources, articles on academic labor, worker movements, and labor actions, student loan debt, debt forgiveness, borrower defense to repayment and student loan asset-backed securities, robocolleges, online program managers, lead generators, and the edtech meltdown, enrollment trends at for-profit colleges, community colleges, and small public and private universities, layoffs and closings of public and private institutions, consumer awareness and organizational transparency and accountability, neoliberalism, neo-conservativism, neo-fascism and structural racism in higher education, and strategic corporate research.  

HEI Resources  
Rutgers University Workers Waging Historic Strike For Economic Justice (Hank Kalet)Borrower Defense Claims Surpass 750,000. Consumers Empowered. Subprime Colleges and Programs Threatened.I Went on Strike to Cancel My Student Debt and Won. Every Debtor Deserves the Same. (Ann Bowers)
Erica Gallagher Speaks Out About 2U's Shady Practices at Department of Education Virtual Listening Meeting
An Email of Concern to the People of Arkansas about the University of Phoenix (Tarah Gramza)
University of California Academic Workers Strike for Economic Justice
The Power of Recognizing Higher Ed Faculty as Working-Class (Helena Worthen)
More Transparency About the Student Debt Portfolio Is Needed: Student Debt By Institution
Is Your Private College Financially Healthy? (Gary Stocker)
The College Dream is Over (Gary Roth)
"Edugrift": Observations of a Subprime College Lead Generator (by J.D. Suenram)
The Tragedy of Human Capital Theory in Higher Education (Glen McGhee)
Let's all pretend we couldn't see it coming (US Working Class Depression)
A preliminary list of private colleges at risk
The Growth of Robocolleges and Robostudents
A Letter to the US Department of Education and Student Loan Servicers on Behalf of Student X (Heidi Weber)
The Higher Education Assembly Line
College Meltdown Expands to Elite Universities
The Slow-Motion Collapse of America’s Largest University
What happens when Big 10 college grads think college is bullsh*t?
Coronavirus and the College Meltdown
Academic Capitalism and the next phase of the College Meltdown
When College Choice is a Fraud
Charlie Kirk's Turning Point Empire Takes Advantage of Failing Federal Agencies As Right-Wing Assault on Division I College Campuses Continues
Navient and the Zombie SLABS Meltdown (Bill Harrington)
College Meltdown at a Turning Point
Charting the College Meltdown
Colleges Are Outsourcing Their Teaching Mission to For-Profit Companies. Is That A Good Thing? (Richard Fossey)
Rebuilding the Purpose of the GI Bill (Garrett Fitzgerald)
Paying the Poorly Educated (Jack Metzger)
Forecasting the US College Meltdown
College Meltdown 2.0
State Universities and the College Meltdown
"20-20": Many US States Have Seen Enrollment Drops of More Than 20 Percent (Glen McGhee and Dahn Shaulis)
Visual Documentation of the College Meltdown Needed

Bibliography of the College Meltdown

Dahn Shaulis

CollegeMeltdown@protonmail.com

Alexander, B. (2020). Academia Next: The Futures of Higher Education

Angulo, A. (2016). Diploma Mills: How For-profit Colleges Stiffed Students, Taxpayers, and the American Dream

Armstrong, E. and Hamilton, L. (2015). Paying for the Party: How College Maintains Inequality

Bennett, W. and Wilezol, D. (2013). Is College Worth It?: A Former United States Secretary of Education and a Liberal Arts Graduate Expose the Broken Promise of Higher Education                          

Berg, G. (2005). Lessons from the Edge: For-profit and Nontraditional Higher Education in America

Best, J, and Best, E. (2014). The Student Loan Mess: How Good Intentions Created a Trillion-Dollar Problem

Blumenstyk, G. (2014). American Higher Education in Crisis?: What Everyone Needs to Know

Bousquet, M. (2008). How the University Works: Higher Education and the Low Wage Nation

Breneman, D. et al. (2006). Earnings from Learning: The Rise of For-profit Universities

Cappelli, P. (2015). Will College Pay Off?: A Guide to the Most Important Financial Decision You'll Ever Make

Chung, A. (2012). Choice of For-profit College Economics of Education Review, v31 n6 p1084-1101.

Cottom, T. (2016). Lower Ed: How For-profit Colleges Deepen Inequality in America

Cottom, T. (2014). For-profits Are Us. AFT Higher Education On Campus 33(4), pp. 7–11.

Donoghue, F.  (2008). The Last Professors: The Corporate University and the Fate of the Humanities

Fabricant, M. (2016). Austerity Blues

Ginsberg, B. (2013). The Fall of the Faculty: The Rise of the All Administrative University and Why It Matters

Giroux, H. (2014). Neoliberalism's War on Higher Education

Golden, D. (2006). The Price of Admission: How America’s Ruling Class Buys its Way into Elite Colleges — and Who Gets Left Outside the Gates

Goldrick-Rab, S. (2016). Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream

Halperin, D. (2014). Stealing America's Future: How For-profit Colleges Scam Taxpayers and Ruin Students' Lives

Hentschke, G. et al. (2010). For-profit Colleges and Universities: Their Markets, Regulation, Performance, and Place in Higher Education

Johnson, B. et al. (2003). Steal This University: The Rise of the Corporate University and the Academic Labor Movement

Kinser, K. (2006). From Main Street to Wall Street: The Transformation of For-profit Higher Education

Leach, T. (2008). The Impact of For-profit Privatization on Higher Education in the State of Massachusetts

Levin, H. (2001). Thoughts on For-profit Schools

McGuire, M. (2012). Subprime Education: For-profit Colleges and the Problem with Title IV Student Aid. Duke Law Journal, 62 (1): 119-160

Mettler, S. (2014). Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream

Morey, A. (2004). Globalization and the Emergence of For-profit Education

Murphy, J. (2013). Mission Forsaken—The University of Phoenix Affair With Wall Street

Newfeld, C. (2011). Unmaking the Public University

Newfeld, C. (2016). The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them

Perini, M.(2011). A Phoenix Still in Ashes: For-profit Open Admissions and the Public Good

Roth, G. (2019). The Educated Underclass: Students and the False Promise of Social Mobility

 
Ruch, R. (2003). Higher Ed Inc.: The Rise of the For-profit University

Selingo, J. (2013). College Unbound: The Future of Higher Education and What It Means for Students    

Stodghill, R. (2015). Where Everybody Looks Like Me: At the Crossroads of America's Black Colleges and Culture                                                                                                       

Vedder, R. (2004). Going Broke By Degree: Why College Costs Too Much          

Washburn, J. (2006). University Inc.: The Corporate Corruption of Higher Education

When college choice is a fraud

Students are targeted and lied to by subprime colleges and they are often treated with indifference by public education.

In 2014, USC graduate student Constance Iloh and her advisor Dr. William Tierney examined the "rational choices" behind college choice. Their subjects were more than 130 students who had chosen either a community college or for-profit college for a vocational nursing or surgical technician associate’s degree.

Rational choice, a common theory in mainstream economics, refers to the theory that individuals make decisions to maximize their benefits and minimize their costs. By talking to focus groups, the researchers hoped to find out why students chose a $30,000 for-profit education lasting 13 months or a $5,000 public program taking two years to finish. Both schools had graduation rates of about 30%.

In the Iloh and Tierney study, students who chose for-profit colleges said that community colleges presented too many barriers and that their schools offered more convenience and accessibility in scheduling and location. With accelerated schedules, for-profit students thought they could graduate earlier than if they attended a community college--which was important as they weighed important family obligations.

Some for-profit college students also believed their education was superior to a community college because it offered more "hands on" opportunities. The researchers did not dig deeper though, to investigate how the students came up with their ideas.

Although most of the students were probably women, and many were working-class people and people of color, the researchers did not discuss important race, class, and gender issues. The researchers also ignored examining cross-culturally: what other nations have done to make higher education more effective, socially just, and democratic, or even how various states in the United States have made college free or low cost to its citizens.

"Rational choice" in US education, however, must be examined in a society affected by deindustrialization and deskilling of work, government austerity and the defunding of public education, neoliberalism, structural racism, increasing economic inequality and reduced intergenerational social mobility, social myths perpetuated by predatory marketing, and ultimately--difficult choices caused by "the injuries of class."

The truth is, millions of hard working low-wage workers (including single mothers, disabled military veterans, struggling immigrants, people with learning challenges or those who have had fewer educational opportunities) may be looking for the most obvious way to achieve the American Dream, whether it's from a message in their email inbox or a friendly voice at the other end of the telephone.

But that's the essence of the for-profit con--something that Iloh and Tierney downplay.  There are subprime schools regularly trolling for the most vulnerable people.

The researchers also fail to recognize that some for-profit students continue along the more financially expensive route, even after realizing they've made a bad choice, believing they have sunk too much into their investment to quit--and knowing that their credits won't transfer.

Theories of Sunken Investment, Time Discounting, and Asymmetric Information may be useful in understanding the difficult personal choices that working class people face--but theories of justice must also be utilized.

Sadly, this study really shows the dysfunctional nature of US education in general. Whether a working class student chooses a for-profit college, community college, or public or private university, he or she is taking on significant risks of either not graduating, taking on enormous debt, subjecting family members to debt obligations, or being taken away from important family interests.

Dr. Tierney is not an objective researcher (no researcher is). He is a tenured professor at an elite university who believes for-profit colleges have a role in American neoliberal society. And he has colleagues who have profited from this line of thinking. Tierney believes for-profit schools have problems, but that they can be reformed. With the poor state of many subprime for-profit colleges and community colleges, it's difficult to imagine how educational reform is possible.

To make better informed choices, working-class people surely need to learn about the myths of college and the sales pitches that are used to hook unsuspecting prospects. But even that is not enough. Without social justice, fairness, and access in society, people will be compelled to pray and make the best of unjust and limited "rational" choices.

"If we expect to increase the rate of degree completion, we must invest in early childhood education and enhance the quality of precollegiate education, especially for students who are African American, Hispanic, and low income" --Diane Ravitch

An earlier version of this article is available at https://www.linkedin.com/pulse/college-choice-rational-dahn-shaulis?trk=mp-author-card