Governor Foster Furcolo and His Vision on Public Higher Education in Massachusetts
More than 2,000,000 students or almost 43% of the college level student population annually would never have the opportunity to attend public higher education in Massachusetts unless the Governor Foster Furcolo’s passionate and untiring struggle to set up 15 Community Colleges within the state was not successful in 1950s. As the Republicans’ Editorial correctly expressed in September 2009, his services were long forgotten by the politicians. In appreciation of his services Massachusetts general laws were amended, only two years back, to designate the 15 Community Colleges Collectively as the “Governor Foster Fucolo’s Community Colleges.” At a time when the private higher education was dominant, and had access mostly to the students from well to do families, Governor Furcolo opened the door for public higher education to those who could not afford to attend costly private educational institutes. He wanted the colleges to locate closer to communities, provide the education at a lower cost to the individuals as well as to the state, meet the demands of the rising manufacturing and service sectors, and to raise the income of families and the revenue of the state in the long run. The benefits of his intelligent foresight could be seen clearly in the Massachusetts economy and society today.
One of his aims was to provide opportunity for higher education for members from low income families who wanted to pursue their higher education. He wanted to reach immigrants, non- working adults, working men and women and disable people who wish to enhance their skills and engage in economic activities. The composition of student population at present shows how far the Governor Furcolo’s target groups reached and benefited from his community college movement. According to a recent economic impact report, the average household income of those students attended community colleges was less than US$ 36,000 per annum, and 60% of the financial aid recipients, particularly the Pell Grant recipients, were from families who earned less than US$ 18,600 per year.
Governor Furcolo saw the growing college age population in mid fifties, and the obstacles they had to get into higher education. His solution was to have a public higher education system to help this population, providing opportunity for them to engage in skill enhancing studies, on-part time, open enrollment basis, and if required with opportunity to enroll in remedial courses. Examination of the composition of student population in Community Colleges in Massachusetts shows that the majority belong to the part-time adult student groups. More than 61% of students in Community Colleges in Massachusetts are half time or quarter time students, and were over 25 years of age, Only 39% were full-time students and in the traditional college age group. Many of them required to have remedial courses such as Math and English, Writing and Reading prior to enrolling for college work. As to a recent study, based on 2005 high school students who entered the Community Colleges in Massachusetts, 37% in average, needed at least one remedial course prior to start work at the college level(Conaway 2008).
Achievement of Fucolo’s vision to make public college education affordable to poor families is evidenced from comparing cost for community college education with other college systems, even today. The national average for college tuition cost for public universities is $4,694 for in state residents. The tuition and fees in a private college is around $ 20,000 in the nation, while in a community college the cost is averaged to $ 2,076. The same pattern is observable in Massachusetts. The nature of the student population required higher education, as Furcolo viewed it, required a dispersed pattern of education facilities. Low distance to facilities save time, and reduce movement cost, reducing the overall cost to an individual, and also minimizing the disturbance to daily routines. Furcolo envisioned that the colleges are located at a commuting distance, so those who were busy with household as well as work place chores could attend them conveniently. Hence, his Public Higher Education Act in 1958 provided laws to set up state wide system of 15 Community Colleges throughout in Massachusetts. They have become the house for 46% of the college students in Massachusetts at present, and it is more than four times of the student enrollment in Higher education in 1950s (Burns 1995).
Fucolo understood the need of the skilled labor in the growing business and the manufacturing sectors at the time, and the responsibility of the public higher education to create a skilled labor pool, if Massachusetts was to be competitive and keep pace with the other states. The community Colleges, therefore, seen as the solution to the shortage of skilled manpower problem at the time. The skilled labor training is a core function of the community colleges even today. Comprehensive Regional Community Colleges in Massachusetts today offer an array of programs leading to associate degrees, certificates and vocational programs. They provide basic, continuing, and remedial courses for college age students and adults. They affiliate with schools, industries and work places and develop programs to improve the skills and the quality of labor helping to increase efficiency and productivity. Massachusetts Community colleges have pioneered an innovative, low- cost, state wide workforce training resource for business and industry called Mass* Net, and it helps to provide workforce training in 21 technological fields. According to a Community College information source more than 5000 work force development programs are yearly offered by Massachusetts Community Colleges. By providing, skilled manpower needs of the states industry, commercial as well as other service units, they have helped to increase income of the manufacturing units, individuals, and the State.
Governor Furcolo wanted to make the Community Colleges a “preparation ground” for higher education. One of the important missions of these colleges today is to facilitate their graduates to transfer to four year colleges which is also an important component of the most community college students’ educational aspirations. At present, Community Colleges have well designed programs and provisions to facilitate student transfers through transfer agreements, and bindings with four year colleges and universities. As a member of a Public Higher Education System, Quinsigamond Community College for example,maintains ties with all the Massachusetts four year colleges and universities and facilitate student transfers through Mass Transfer program introduced in 2008.This program helps for students through reduced tuition fees, and credit transfers, and make transfer process quick, smooth and affordable..
The economic impact of the Community Colleges on individuals, families, and business is clearly seen today in Massachusetts. A recent economic impact report estimated that the incremental annual income of the Community College graduates as US$ 21400 compared to non-graduates. Education also opens to opportunity for better jobs with better benefits.It has been estimated that 90% of the Massachusetts Community College graduates working in the state after their graduation in business, industry, or other services, and the income they generate hence spent mostly within the state. This means that the state is able to generate more revenues taxing the personal income of the community college graduates working in the state. Further, the expenditure in Community Colleges has created a multiplier effects and further regional growth as to various studies. These colleges help also the local economies to sustain their economic activities through spending of students and visitors, and workers. Thus the Community Colleges in Massachusetts have become a growth engine for the state according to the same economic impact report mentioned earlier.