Political administrations in the U.S., since the 1980s, have, in effect, closed the door to higher education for many individuals from low to moderately-low income families. Federal and state public financing for higher education shifted over this period from student aid in the form of need-based grants to, primarily, loan-based funding paradigms. Although minority participation rates in higher education have increased over the past two decades, the graduation rates particularly from community colleges, the least expensive alternative for those seeking higher education, remains significantly lower for black students than those for white students (NCES, 2003). Black students attending public and private four year institutions have, in comparison, higher graduation rates, however the rising costs of attending these institutions results in prohibitive entry due to inadequate public funding of federal and state grant programs. Projected increases in minority participation in higher education without accompanying adequate funding strategies can result in a loss of revenue, programs, and even institutions that have, within the American tradition, provided great benefit to individual citizens and to society, in general.
         Reductions in grant-based student aid in higher education has required the shouldering of enormous debt burdens by families that cannot reasonably be met by those earning moderate-level incomes. The debt-burden of American families, in general, is also evidenced by the decline in U. S. savings rates, which is shown to be the lowest among industrial nations. 
         American Black family income is $29,982/year, 36% lower than White median family incomes of $47,194/year (U. S. Census, 2002). While black and white students who enter community colleges possess similar expectations of associate degree completion, 44.3% and 50.7% respectively, black students’ associate and bachelor degree attainment rates after enrollment in community colleges are 7.7% and 3.1% respectively. In comparison, white students entering community colleges have associate degree attainment rates of 16.8% and bachelor degree rates of 12.0% (NCES, 2003).
         Higher education leaders must craft cogent arguments for increases in funding initiatives for students and for higher education institutions, in general. The Nobel laureate economist, Milton Friedman, argued that government support of education is justified in order to sustain democracy. Consensus-building is required to adequately define for the 21st century the term ‘minimum schooling’ to include the public funding of K-16 education for those students with unmet financial need at American higher education institutions. 
         For example, the Institute for Higher Education Policy may be in a strategic position to work with student, parent and community organizations to mobilize policy-based interest groups on K-16 financing in higher education. Their mission is to “increase access and success in postsecondary education around the world through unique research and innovative programs that inform key decision makers who shape public policy and support economic and social development” (IHEP, 2009, p.1).  Dispossessed lower-income interest groups of all races within our nation, as well as those who are more economically fortunate with a “social conscience” must act to ensure that acceptable public funding paradigms for American K-16 education is restored.

Institute for Higher Education Policy (2009). Retrieved on June 14, 2009, from http://www.ihep.org/
National Center for Education Statistics (2003). Community College Students: Goals, Academic Preparation, and Outcomes.   
        Postsecondary Education Descriptive Analysis Reports. Retrieved on June 14, 2009, 
        from  http://nces.ed.gov/pubs2003/2003164.pdf">http://nces.ed.gov/pubs2003/2003164.pdf
National Center for Education Statistics (2003). Table 7a. Percentage distribution of 1995–96 beginning postsecondary students first 
        enrolled in public 2-year institutions according to highest degree attained through 2001, by various student characteristics. 
        Retrieved on June 14, 2009, from /%3Ca%20href=">http://nces.ed.gov/pubs2003/2003164.pdf
U. S. Census (2002). Income 2002. Retrieved on October 23, 2004 from
        http://www.census.gov/hhes/income/income02/3yr_avg_race.html
U. S. Department of Education (2001). Access Denied: Restoring the Nation’s Commitment to Equal Educational Opportunity. A 
        Report of the Advisory Committee on Student Financial Assistance. Retrieved on June 14, 2009, from
        http://www.ed.gov/about/bdscomm/list/acsfa/access_denied.pdf