In his essay ?Student Loans,? the economist Thomas Sowell challenges the US presidency?s student-load syllabus for several reasons: a strange imagery (taxpayers? money) goes to many undeserving students, a high play of recipients distribute to repay their bestows, and the easy availability of money has guide to two lower academic standards and high college tuitions. Sowell wants his readers to ?weigh the cost of things? (133) in order to see, as he does, that the contribute program should non apprehend to much government funding. But does he hand over the evidence of cost and other problems to lead the reader to arrive with him? The answer is no, because hard evidence is less common than knobbed and unsupported assumptions about students, scarcity, and the value of education. Sowell?s portrait of student-loan recipients is questionable. It is constitute on averages, some statistical and some non, but averages ar often deceptive. For example, Sowell cites college graduates? low average debt of $7,000 to $9,000 (131) without acknowledging the fact that many students? debts ar much higher or giving the panoptic check of statistics.
Similarly, Sowell dismisses ?heard-rending stories? of ?the low-income student with a huge debt? as ?not at all typical? (132), yet he invents his own amplify version of the typical loan recipient: an affluent innocent (?Rockefellers? and ?Vanderbilts?) for whom college is a ?place to hang out for a a few(prenominal) years? sponging off the government, while his or her parents clear a profit from making use of the loan program (132). Although such(prenominal) stud ents (and parents) may well exist, are they ! really typical? Sowell does not offer any data one way or the other-for instance, how many loan recipients come from each income group, what percentage of loan funds go to each group, how many loan recipients hold significant help from... If you want to get a full moon essay, order it on our website:
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