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Show Foundation Report Student fee declines despite increase in value of education damental question as to what portion of the costs incurred in providing an education should be borne by the individual and what portion by the State. At Utah public institutions of higher education the portion of education and general expenditures ex-penditures borne by student fees has declined from 29 percent in 1967-68 to 24 percent in 1972-73, with even greater reductions indicated in 1973-74 and 1974-75. The study notes that the basic policy of what portion of institution in-stitution costs should be borne by the students and what portion by the general taxpayer is determined deter-mined by the State Legislature, the State Board of Regents (formerly the State Board of Higher Education), and the institutional in-stitutional councils of the respective institutions. When the 1974 Utah Legislature approved the 1974-75 appropriations for higher education, it specified that "there shall be no tuition increase in-crease for Utah residents attending at-tending any institution of higher education within the state of Utah". In effect, this legislative provision bars any tuition increases in-creases for resident students in 1974-75, but does permit some adjustment in fees for out-of-state students. In addition, it allows institutions to adjust some of the special fees and charges to resident as well as nonresident students. Although education has become an increasingly important im-portant factor in determining the income that may be earned by an individual, the portion of educational costs at Utah's colleges which are actually borne by the student has been declining during recent years. This was the conclusion reached by Utah Foundation, the private research organization in their analysis of the relationship between education and income. The Foundation. report is based in part on a more extensive analysis prepared by the U. S. Bureau of the Census. The study points out that there are definite monetary gains realized by an individual with the successful achievement of each identifiable educational plateau. For example, the average lifetime earnings of a typical male college graduate in the United States is 58 percent more than would be earned during a lifetime by the average male high school graduate. The lifetime earnings of the typical male high school graduate in turn is 39 percent greater than what would be earned by a man with only an eight-grade education. Foundation analysts observe that the study clearly demonstrates demon-strates the value of education to the individual in terms of higher earnings over a lifetime work experience. The benefits accruing ac-cruing to society as a whole from a well-educated citizenry, however, are less easily defined. This is particularly true in a state, such as Utah, where a substantial number of individuals in-dividuals trained in the state colleges and universities leave the state after graduation and never return the capital invested in them by the Utah taxpayers. This situation, according to the Foundation, raises a fun- |