“A good education is key to unlocking the promise of today’s economy in the 21st century. Without it, people are at an ever-increasing risk of falling behind” (Bill Clinton, 1995 as quoted in Center for Women Policy Studies, 2002). Two years after this statement was made, Bill Clinton went on to assert that “we must make the first two years of college – the 13th and 14th years of education – as universal for young Americans as the first 12 are today. And, we must make college affordable for all Americans” (Bill Clinton, 1997, as quoted in Center for Women Policy Studies, 2002). Then-President Bill Clinton made a very good point with these statements: a college education is an integral part of American life, and without it, the chances for a life above the poverty line decrease drastically. This same president, in the year between the two statements quoted here, signed into law the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, which most Americans are familiar with by its moniker “welfare-to-work” or “workfare.” The idea of the workfare programs is that any job or work-related activity is the key to getting out of poverty, but in reality, these programs work neither to prevent nor repair the problem of poverty. The best prevention was noted above by Mr. Clinton: education, and more specifically, college education.
Even the man who most touted the welfare-to-work reforms understood the value of education in socio-economic achievement, as is evident by his statement that those without this level of education are at risk of falling behind. More importantly, “reports from the Bureau of Labor Statistics consistently show that the median weekly earnings of female college graduates are at least two-and-a-half times those of women without a high school diploma” (Pandey & Zhan, 2007, p. 5). Moreover, almost half of all single mothers living below the poverty line have not completed even high school ( DeGroat, 1998; Kahne, 2004; Pandey & Zhan, 2007; Tenkin, 2007). Studies have shown that “eighty-eight percent of women who finish their college degree move permanently out of poverty” (Lane, 2008). The lesser-known fact about the welfare reforms of 1996 is that, in addition to requiring 35 weekly hours of work-related activities, it limits recipients’ education to twelve months while on the programs, and it specifically excludes college education as a work-related activity (Center for Women Policy Studies, 2008; Lane, 2008; Pandey & Zhan, 2007).
I would argue that access to postsecondary education for single mothers is not just the answer to an existing problem, but also a means of preventing the problem in the first place. There are around ten million single mothers in this country (US Census Bureau, 2006), and of these women, about half live below the poverty level (DeGroat, 1998; Kahne, 2004; Tenkin, 2007). This means that there are somewhere around 2.5 million American mothers with no high school degree, and at least another 2.5 million who have completed high school but never attended college. These women live in poverty largely because, as former President Clinton noted, a college education is the key to success in America. This education, however, is inaccessible to the younger single mothers who require government assistance to meet their daily needs, and therefore are subject to the welfare-to-work policies.
A program to provide a college education to these women is not as costly as the opposition would have us believe. The cost of a full year’s tuition for a community college is around $2,000 (Lazarony, 2005). If we assume that each of the 5 million single mothers in poverty took advantage of a government-funded community college degree program, the cost would amount to ten billion dollars annually. While this amount seems monumental and expensive at a glance, it is a small price when compared to the $112 billion that the government typically spends in a single year to support single-parent families through welfare programs (Scafidi, 2008).
What this country needs, more than further workfare regulations limiting a single mother’s access to education, is a comprehensive education program that will give young people, mothers or otherwise, the opportunity to complete their college education. This would serve as a primary means of preventing education-influenced poverty in the first place. However, since we know that there are currently around five million single mothers living in poverty largely because they have not completed their educations, I propose that we must start there. Socio-economic mobility is influenced more by education than by work experience in modern America, and education is the surest way to ensure that single mothers can break out of poverty (Pandey & Zhan 2007). The short-term expense is significantly lower than the long-term cost of maintaining welfare benefits for these families. In 20th century America, we were told that education was the key to success. Surely in 21st century America, we can help people obtain this education and achieve success and self-sufficiency.
References
Center for Women Policy Studies (2002). From poverty to self-sufficiency: the role of postsecondary education in welfare reform. Retrieved September 8, 2008, from http://www.centerwomenpolicy.org/pdfs/POV1.pdf
DeGroat, B. (1998, November 23). Many single mothers on welfare face multiple barriers to employment, U-M researchers say. The University Record. Retrieved July 21, 2008, from http://www.ur.umich.edu/9899/Nov23_98/28.htm
Kahne, H. (2004, December). Low-wage single-mother families in this jobless recovery: can improved social policies help?. Analyses of Social Issues and Public Policy, 4(1), 47-68. Retrieved July 18, 2008 from EBSCOhost Database
Lane, M. (2008, August). Want to reduce poverty? Expand education access. Retrieved September 8, 2008, from http://www.dmiblog.com/archives/2008/08/to_reduce_poverty_expand_educa.html
Lazarony, L. (2005). Community college: a stepping stone to higher-education savings. Retrieved September 8, 2008, from http://www.bankrate.com/brm/news/pf/20020225a.asp
Pandey, S. & Zhan, M. (2007). Postsecondary education, marital status, and economic well-being of women with children. Social Development Issues, 29(1), 1-26. Retrieved July 23, 2008, from EBSCOhost Database.
Scafidi, B. (2008). The taxpayer costs of divorce and unwedchildbearing. New York, NY: Institute for American Family Values.
Tenkin, E. (2007, April). Single mothers working at night: standard work and child care subsidies. Economic Inquiry, 45(2), 231-250. Retrieved July 30, 2008, from EBSCOhost Database.
U.S. Census Bureau. (2006, March). Mothers Day: May 14, 2006. Retrieved September 8, 2008, from http://www.census.gov/Press-Release/www/releases/archives/facts_for_features_special_edition