For almost a century, big-time college athletics has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated, and athletic budgets have ballooned. In the second edition of his influential book Big-Time Sports in American Universities, Clotfelter continues to examine the role of athletics in American universities, building on his argument that commercial sports have become a core function of the universities that engage in them. Drawing on recent scandals on large-scale college campuses and updates on several high-profile court cases, Clotfelter brings clear economic analysis to the variety of problems that sports raise for university and public policy, providing the basis for the continuation of constructive conversations about the value of big-time sports in higher education.

For decades, leaders in higher education have voiced their intention to expand college education to include disadvantaged groups. Colleges have embraced and defended public policies that push back against discrimination and make college more affordable. And yet, as the economist Charles Clotfelter shows, America's system of undergraduate education was unequal in 1970 and is even more so today. In Unequal Colleges in the Age of Disparity, Clotfelter presents quantitative comparisons across selective and less selective colleges from the 1970s to the present, in exploration of three themes: diversity, competition, and inequality. Diversity shows itself in the variety of colleges' objectives but also in the disparity of the material and human resources at their disposal. Competition operates through both the supply and the demand sides of the market, with college admissions becoming more meritocratic even as the most desirable colleges choose to contend fiercely for top-tier students rather than accommodate rising numbers of qualified applicants. Clotfelter shows that exclusive colleges have also benefited disproportionately from America's growing income inequality. As their endowments have ballooned, their students have become more academically advantaged, owing in part to the extraordinary steps affluent families take to groom their children for college admission. Clotfelter finds that despite a revolution in civil rights, billions spent on financial aid, and the commitment of colleges to greater equality, stratification has grown starker. Top colleges cater largely to children of elites.

Since the early 1980s, the rapidly increasing cost of college, together with what many see as inadequate attention to teaching, has elicited a barrage of protest. "Buying the Best" looks at the realities behind these criticisms--at the economic factors that are in fact driving the institutions that have been described as machines without brakes. In designing his study, Charles Clotfelter examines the escalation in spending in the arts and sciences at four elite institutions: Harvard, Duke, Chicago, and Carleton. He argues that the rise in costs has less to do with increasing faculty salaries or lowered productivity than with a broad-based effort to improve quality, provide new services to students, pay for large investments in new facilities and equipment (including computers), and ensure access for low-income students through increasingly expensive financial aid.

In Clotfelter's view, spiraling costs arise from the institutions' lofty ambitions and are made possible by steadily intensifying demand for places in the country's elite colleges and universities. Only if this demand slackens will universities be pressured to make cuts or pursue efficiencies. "Buying the Best" is the first study to make use of the internal historical records of specific institutions, as opposed to the frequently unreliable aggregate records made available by the federal government for the use of survey researchers. As such, it has the virtue of allowing Clotfelter to draw much more realistic comparative conclusions than have hitherto been reported. While acknowledging the obvious drawbacks of a small sample, Clotfelter notes that the institutions studied are significant for the disproportionate influence they, and comparable elite institutions, exercise upon research and upon the training of future leaders. The book contains a foreword by William G. Bowen, President of the Mellon Foundation, and Harold T. Shapiro, President of Princeton University.

"Concern about ever-rising costs runs like a thread through the myriad critiques of higher education that have been published in recent years. . . . One of the great contributions of Clotfelter's work is to dismiss easy explanations for the problems that worry us. With some of the scales removed from their eyes, both those with responsibility for the future of higher education and observers who continue to expect an ever-wider scope of effort from particular colleges and universities, can now adjust their focus. Armed with this original and extremely useful analysis, we can confront more directly (and with less romanticism) the real choices before us as we seek to employ limited resources most effectively in the service of teaching and research."-William G. Bowen, President, Mellon Foundation, Harold T. Shapiro, President, Princeton University, from the foreword

Originally published in 1996.

The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

The United States is distinctive among Western countries in its reliance on nonprofit institutions to perform major social functions. This reliance is rooted in American history and is fostered by federal tax provisions for charitable giving. In this study, Charles T. Clotfelter demonstrates that changes in tax policy--effected through legislation or inflation--can have a significant impact on the level and composition of giving. Clotfelter focuses on empirical analysis of the effects of tax policy on charitable giving in four major areas: individual contributions, volunteering, corporate giving, and charitable bequests. For each area, discussions of economic theory and relevant tax law precede a review of the data and methodology used in econometric studies of charitable giving. In addition, new econometric analyses are presented, as well as empirical data on the effect of taxes on foundations. While taxes are not the most important determinant of contributions, the results of the analyses presented here suggest that charitable deductions, as well as tax rates and other aspects of the tax system, are significant factors in determining the size and distribution of charitable giving. This work is a model for policy-oriented research efforts, but it also supplies a major (and very timely) addition to the evidence that must inform future proposals for tax reform.

Since the early 1980s, the rapidly increasing cost of college, together with what many see as inadequate attention to teaching, has elicited a barrage of protest. Buying the Best looks at the realities behind these criticisms--at the economic factors that are in fact driving the institutions that have been described as machines without brakes. In designing his study, Charles Clotfelter examines the escalation in spending in the arts and sciences at four elite institutions: Harvard, Duke, Chicago, and Carleton. He argues that the rise in costs has less to do with increasing faculty salaries or lowered productivity than with a broad-based effort to improve quality, provide new services to students, pay for large investments in new facilities and equipment (including computers), and ensure access for low-income students through increasingly expensive financial aid. In Clotfelter's view, spiraling costs arise from the institutions' lofty ambitions and are made possible by steadily intensifying demand for places in the country's elite colleges and universities. Only if this demand slackens will universities be pressured to make cuts or pursue efficiencies. Buying the Best is the first study to make use of the internal historical records of specific institutions, as opposed to the frequently unreliable aggregate records made available by the federal government for the use of survey researchers. As such, it has the virtue of allowing Clotfelter to draw much more realistic comparative conclusions than have hitherto been reported. While acknowledging the obvious drawbacks of a small sample, Clotfelter notes that the institutions studied are significant for the disproportionate influence they, and comparable elite institutions, exercise upon research and upon the training of future leaders. The book contains a foreword by William G. Bowen, President of the Mellon Foundation, and Harold T. Shapiro, President of Princeton University. "Concern about ever-rising costs runs like a thread through the myriad critiques of higher education that have been published in recent years...One of the great contributions of Clotfelter's work is to dismiss easy explanations for the problems that worry us. With some of the scales removed from their eyes, both those with responsibility for the future of higher education and observers who continue to expect an ever-wider scope of effort from particular colleges and universities, can now adjust their focus. Armed with this original and extremely useful analysis, we can confront more directly (and with less romanticism) the real choices before us as we seek to employ limited resources most effectively in the service of teaching and research."-William G. Bowen, President, Mellon Foundation, Harold T. Shapiro, President, Princeton University, from the foreword Originally published in 1996. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

"Clotfelter presents an array of evidence showing the failure of school desegregation in the years since Brown. His angle of vision, measuring the lack of interracial contact, is both insightful and informative."--Mary Frances Berry, Geraldine Segal Professor of History, University of Pennsylvania, and Chairperson of the United States Commission on Civil Rights

"Fifty years ago, prompted by the Supreme Court's landmark "Brown" decision, this nation began a major policy initiative by moving to end the racial isolation of African American children in our public schools. In "After Brown," Charles Clotfelter provides the invaluable service of systematically chronicling the history and assessing the impact of this initiative. Much will be written in this anniversary year on the subject of school desegregation, but Clotfelter's meticulous, balanced, and sober assessment has set a standard for rigor that is unlikely to be surpassed."--Glenn Cartman Loury, Boston University

""After Brown" offers an amazing array of data on changes in segregation over generations that students of desegregation policy will use in constructing their arguments about both the past and the future of integrated education."--Gary Orfield, Harvard Graduate School of Education

"Instead of dancing around the subject as many have recently done, Clotfelter comes to the point and shows clearly how and why the decision in "Brown" has had such a painful and tortuous history. The skill and clarity with which he deals with the subject make everything he says quite illuminating and valuable in any effort to understand what has happened. This is must reading for anyone who wishes to follow the history of public educationduring the last half-century."--John Hope Franklin, James B. Duke Professor of History Emeritus, Duke University

"This is an important, clearly written book with thorough analysis not duplicated elsewhere. While there are likely to be many different books, conferences, and events surrounding the fiftieth anniversary of "Brown," Clotfelter's book should become the definitive source for a large number of these."--Eric Hanushek, Hoover Institution, author of "Making Schools Work"

""After Brown" is a valuable contribution to the quantitative study of segregation and race relations more generally. The author is an excellent writer, with an easy, straightforward style."--Robert A. Margo, Vanderbilt University, author of "Race and Schooling in the South, 1880-1950"

For almost a century, big-time college athletics has been a wildly popular but consistently problematic part of American higher education. The challenges it poses to traditional academic values have been recognized from the start, but they have grown more ominous in recent decades, as cable television has become ubiquitous, commercial opportunities have proliferated, and athletic budgets have ballooned. In the second edition of his influential book Big-Time Sports in American Universities, Clotfelter continues to examine the role of athletics in American universities, building on his argument that commercial sports have become a core function of the universities that engage in them. Drawing on recent scandals on large-scale college campuses and updates on several high-profile court cases, Clotfelter brings clear economic analysis to the variety of problems that sports raise for university and public policy, providing the basis for the continuation of constructive conversations about the value of big-time sports in higher education.

In higher education, the United States is the preeminent global leader, dominating the list of the world's top research universities. But there are signs that America's position of global leadership will face challenges in the future, as it has in other realms of international competition. "American Universities in a Global Market" addresses the variety of issues crucial to understanding this preeminence and this challenge. The book examines the various factors that contributed to America's success in higher education, including openness to people and ideas, generous governmental support, and a tradition of decentralized friendly competition. It also explores the advantages of holding a dominant position in this marketplace and examines the current state of American higher education in a comparative context, placing particular emphasis on how market forces affect universities. By discussing the differences in quality among students and institutions around the world, this volume sheds light on the singular aspects of American higher education.

Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works?

In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools.

Lucid and straightforward, "The Questions of Tenure" offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.

In recent years, America's position of leadership in the world has been challenged in many ways. One significant shift is that the country's position as the preeminent global leader in higher education, particularly in the fields of science and technology, has come into question. "American Universities in a Global Market" comprises eleven studies addressing the variety of issues crucial to understanding this change. The studies examine various factors that contributed to America's success in higher education, including openness to people and ideas, generous governmental support, and a tradition of decentralized friendly competition. They also explore the advantages of holding a dominant position in this marketplace and examine the current state of American higher education in a comparative context, placing particular emphasis on how market forces affect universities. Other essays explore the differences in quality among students and institutions around the world and shed light on the singular aspects of American higher education.

With its huge jackpots and heartwarming rags-to-riches stories, the lottery has become the hope and dream of millions of Americans--and the fastest-growing source of state revenue. Despite its popularity, however, there remains much controversy over whether this is an appropriate business for state government and, if so, how the business should be conducted.

Over a million nonprofit organizations, from day-care centers and neighborhood churches to major research universities and metropolitan hospitals, are currently relied upon to deliver an array of essential social services. This is in keeping with a historical conviction that private voluntary action, as opposed to government intervention, should address as many of the nation's social needs as possible. But just how much to rely on the nonprofit sector is the question at the center of a growing debate. Critics challenge the assumption that nonprofit organizations have successfully directed much of their benefits toward the poor and disadvantaged - an assumption that has to date justified favorable tax treatment for donations and nonprofit operations. Who Benefits from the Nonprofit Sector? examines all the major elements of the nonprofit sector - health services, educational and research institutions, religious organizations, social services, arts and cultural organizations, and foundations - describing each institution and its function, and then exploring how their benefits are distributed across various economic classes. The book's findings indicate that while few institutions serve primarily the poor, there is no evidence of a gross distribution of benefits upwards toward the more affluent. The source of an institution's funding is also shown to be an important determinant in how its benefits are distributed. They show, for example, that: . Nonprofit nursing homes and drug treatment centers have a lower concentration of Medicaid patients than their for-profit public counterparts do. Twenty-seven percent of social service agencies serve primarily the poor, and the large majority ofthese received most of their income from the federal government. The effective educational subsidy (i.e., cost of education less tuition) per person at both public and private univenities increases with income. The analysis of this data makes for a book with profound implications for future social and tax policy.