Mizzou’s Loss Is Other Schools’ Gain

Education |
By Michael Q. McShane | Read Time 2 minutes minutes

2,373 students. That is the difference between last fall’s and this fall’s enrollment at Mizzou.  It is worse than what was projected in March, when the university said that it expected around 1,500 fewer students this year. On top of that, as the Columbia Daily-Tribune reports, this drop is particularly acute for high-performing students. Mizzou reports 19% fewer students who scored higher than 30 on the ACT, and 13.9% fewer Bright Flight scholarship recipients.

At the same time, every other public university in Missouri is reporting enrollment growth.

Just a few weeks ago, I highlighted research on the effects of scandals on universities. We’re seeing it play out right in front of us.

So what is to be done?

On one level, this is a case of reaping what has been sown. You can’t un-ring a bell (and you can’t un-mix a metaphor, either). The leadership of the university patently failed at dealing with unrest on campus, and they have tarnished the school’s brand. That is something they simply have to live with now.

But on another level, this shows the necessity of improving Mizzou. If changes aren’t made, there is serious risk that Mizzou will continue to decline in stature both within the state and across the region and nation. Seeing that the best and brightest are choosing other schools (quite possibly outside of Missouri) to attend raises serious concerns about brain drain and the long-term economic and social health of the state.

Finally, while I don’t think we’re there yet, a conversation about Mizzou’s role as the state’s flagship might not be as far over the horizon as we might think. If students decide to vote with their feet and attend other universities, moving to a Kansas- or Iowa-like model of twin flagships might be in our future.

We’ll be watching these enrollment trends closely and offering some ideas for reform. Stay tuned!

About the Author

Michael Q. McShane is Senior Fellow of Education Policy at the Show-Me Institute.  A former high school teacher, he earned a Ph.D. in education policy from the University of Arkansas, an M.Ed. from the University of Notre Dame, and a B.A. in English from St. Louis University. McShanes analyses and commentary have been published widely in the media, including in the Huffington Post, National Affairs, USA Today, and The Washington Post. He has also been featured in education-specific outlets such as Teachers College Commentary, Education Week, Phi Delta Kappan, and Education Next. In addition to authoring numerous white papers, McShane has had academic work published in Education Finance and Policy and the Journal of School Choice. He is the editor of New and Better Schools (Rowman and Littlefield, 2015), the author of Education and Opportunity (AEI Press, 2014), and coeditor of Teacher Quality 2.0 (Harvard Education Press, 2014) and Common Core Meets Education Reform (Teachers College Press, 2013).

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