RUTHFULLY YOURS

https://www.nationalreview.com/2020/02/education-department-investigates-harvard-yale-foreign-funding/

The Department of Education cracks down on alleged foreign funding of Yale and Harvard.

L ast week, the Wall Street Journal reported that the Department of Education had opened investigations into Harvard and Yale for allegedly failing to disclose billions in donations from foreign governments. The department claims that American universities received as much as $6.5 billion in unreported gifts from countries including China and Saudi Arabia.

Foreign governments use donations to influence the work of professors and gain access to intellectual property. China’s Thousand Talents Plan, which figures into the investigation, has funneled money to 3,000 university faculty members. In return, Beijing requires them to turn over intellectual property to which they have access, as well as to sign agreements preventing them from disclosing the results of work conducted under Chinese patronage. Meanwhile, Beijing-funded Confucius Institutes, which ostensibly support Chinese studies in the U.S., have reportedly engaged in censorship and espionage of American students and professors.

Section 117 of the Higher Education Act requires universities to disclose foreign contributions exceeding $250,000. If Harvard and Yale failed to comply, that indicates either a disregard for the law (which was enforced only loosely before Trump took office) or a tacit acknowledgment that the funding compromises the integrity of the institutions. In any event, it is clear that American universities do not see themselves as American.

That is not entirely surprising. Harvard and Yale were founded prior to the American Revolution. Primarily focused on ministerial training, they were colleges that educated American leaders but had no strong connection to the government. Universities were considered citadels of knowledge independent of their societies. Since they did not conduct scientific research for roughly the first two centuries of their existence, Harvard and Yale had only an indirect impact on the American military and economy.

https://www.nationalreview.com/2020/02/saving-higher-education-student-constitutional-rights-truth-in-lending-standards/

Start by guaranteeing students’ constitutional rights and holding schools to truth-in-lending standards.

D espite the denials of universities boards, administrators, and faculty, American higher education, particularly in the humanities and social sciences, is a hopeless mess. What basis is there for such a harsh diagnosis?

One, a college education is far too expensive. Nearly 45 million young Americans owe $1.5 trillion in student loans — a staggering sum unmatched in American history. Millions have either defaulted on their loans or are able to pay only the interest and are making no progress on the principle.

Universities have for decades upped their tuition and services higher than the rate of annual inflation. Yet they deny they have any responsibility for the staggering student debt, even though the encumbrances have altered the U.S. economy, culture, and demography. One of many reasons youth are marrying later, delaying child-rearing, and unable to buy a home is that so many of them are burdened well into their late twenties and early thirties with student-loan debt, on average over $30,000 per student. Again, the university more or less shrugs, insisting it has no responsibility for this collective national disaster that it helped create

The student-loan crisis could be alleviated if universities, not the federal government, were the co-signers of the loans, which would make them share with students the moral hazard of loan repayment. Instead of spending superfluously on “diversity and inclusion” czars and entire castes of non-teaching facilitators, universities would have incentives to lower non-teaching costs. It would be in their own financial interest to ensure that students could minimize debt by graduating within four years, and also to invest in job placement for their graduates, so they could move into the full-time workforce months after finishing school.

Two, universities have no methods to analyze whether students are, in fact, better educated after they graduate than when they enrolled. While most colleges still demand to see applicants’ standardized SAT or ACT scores, so they can judge the relative quality and significance of their high-school grade-point average, they allow no such audits on the efficacy of their own four-year course of study.