Higher Education in the United States is in Trouble—Really?

Dec 19, 2024

The Wall Street Journal published an opinion piece today (12/17/2024) written by William A. Galston titled “Higher Education is in Trouble1,” which is dead wrong. It’s important that folks with experience and background in higher ed call out contorted, irrational assertions like those Galston makes.

I’m printing the introduction verbatim to provide the gist. Then I will argue that American higher education is the envy of the world. Here is the introduction Galston wrote:

“Higher education in the U.S. faces a crisis: Its credibility is under attack. The public is increasingly skeptical of university-trained experts and the test-score-based meritocracy that dominates America’s upper middle class.

In a mass democracy, the public accepts elite privilege only when it benefits average citizens. But the 21st century has brought a litany of elite failures: inaccurate intelligence about Iraq’s weapons of mass destruction, regulatory failures that permitted the Great Recession, mismanagement of the pandemic leading to unnecessary deaths and devastating losses for small businesses and students, and the worst inflation since the early 1980s. In retrospect, the populist revolt was inevitable.

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At a university assessment conference in 2008 or thereabouts which I attended, academics working on learning outcomes assessment practices in colleges to meet new accreditation standards came together to learn lessons from leaders in Europe.

One speaker discussed the situation in Chinese higher education. Around 1998-2003, China implemented significant reforms in higher education under initiatives like “Project 211” and “Project 985” aimed at strengthening key institutions and disciplines, including engineering, as part of a national strategy to enhance global competitiveness.

By 2000, the Chinese government had begun emphasizing quality improvements in undergraduate education, including engineering programs2. According to the conference speaker I heard, China contracted with accreditation experts in engineering in America to come to China to help them design their programs. The goal was to educate engineers in China rather than send their best talent to study in…guess which country?3

The United States. The system Galston says is on life support.

For proof of America’s power—China’s production of STEM doctoral degrees surged during this period, surpassing the U.S. by 2007 in natural sciences and engineering PhDs.4

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America’s elite universities are in trouble?Galston’s editorial makes several flawed assumptions and overlooks crucial aspects of American higher education.

First, it conflates political/institutional failures with the value of higher education itself. The examples cited—Iraq War intelligence5, financial regulation6, pandemic response7—were primarily failures of government policy and leadership, not of academic institutions or university-trained experts per se. Many academics and university researchers actually challenged these policies.

Second, the global context is telling. The U.S. remains the world's leading destination for international students and scholars precisely because of the strength and credibility of its higher education system. In 2022/2023, over one million international students chose to study in the U.S.8 International students accounted for 6% of the total U.S. higher education population and contributed more than $50 billion to the economy in 20239. This continued influx of global talent reflects the enduring value and respect that American universities command worldwide, particularly in advanced research, innovation, and specialized fields.

Third, Galston’s argument ignores the role of American universities in driving innovation and economic growth. Universities contribute significantly to research and development with U.S. institutions having spent nearly $90 billion on R&D in 202110. They perform a large share of the country’s basic research that underpins technological progress and economic growth. Many breakthrough technologies, medical advances, and scientific discoveries emerge from U.S. university research. Silicon Valley's success is intrinsically linked to institutions like Stanford and Berkeley11.

The “Boston Corridor” refers to the Route 128 Corridor, a significant technology and business hub in the Greater Boston area. It has played a pivotal role in the region’s economic development, particularly through its concentration of high-tech companies, research institutions, and innovation-driven industries.12

Fourth, the piece mischaracterizes meritocracy as purely "test-score-based." Many U.S. universities employ a holistic admissions approach, evaluating applicants on diverse factors such as leadership potential, intellectual curiosity, resilience, and creativity. This approach aims to construct a well-rounded student body.13

Finally, Galston’s "populist revolt" framing—viewing Trump’s return to power as evidence that Americans are turning their backs on universities—oversimplifies complex social and economic challenges. While there are legitimate concerns about college affordability and access, these issues call for reform and improvement, not wholesale rejection of higher education's value.

Historically, populist movements in the United States have had a strained relationship with higher education. In the late 19th century, populists criticized universities as bastions of elitism but simultaneously advocated for reforms to make higher education more accessible and practical14.

Both historical and current populist movements reveal a tension between criticism of academia’s perceived elitism and recognition of its societal value. Concerns about affordability and access are valid15, a consequence of slow public starvation of university budgets over the past 45 years, but they call for thoughtful reform rather than rejection of higher education.16

*****

Americans owe their universities far more than a simple thank you. From the laboratories that gave us the internet to the classrooms that shaped generations of innovators, our universities have been the furnaces where American ingenuity is forged.

They remain beacons that draw the world's brightest minds to our shores, creating an intellectual ecosystem that has produced everything from life-saving medicines to the digital revolution.

When we walk into a doctor's office, board a plane, or use a smartphone, we are benefiting from the relentless pursuit of knowledge that defines American higher education.

The story of American universities is the story of democracy. These institutions over the span of our country’s history transformed themselves from elite strongholds into engines of social mobility, opening their doors ever wider while maintaining their commitment to excellence. Yes, they face challenges, from funding pressures to questions of access. But to mistake these growing pains for terminal illness is to misread both history and potential.

Our universities have adapted before and will adapt again, not because they are perfect, but because they are not, and they know it. They embody what makes America exceptional. We share an audacious belief that knowledge and opportunity should be available to all who seek it, and that through education, we can build a better world.

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Higher Education in the United States is in Trouble—Really?

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