Is the skill and knowledge that colleges teach students really worth all the cost? In the article “Are Colleges Worth the Price of Admission?”, Andrew Hacker, a professor emeritus of political science at Queen College, and Claudia Dreifus, teacher of international affairs and media at Columbia University, explain the many views of the cost. Hacker and Dreifus explain the many negative effects that could easily be changed for colleges to be successful to and for college students. Engaging all students making them use their minds by using online resources will allow kids the opportunity to learn more efficiently. Hacker and Dreifus elaborated by indicating that the colleges should better themselves and actually focus on the kids enrolling in their colleges. After enrolling in college, they should teach kids to say what they think and have an opinion. College would be easier for those kids if they started doing work with more technology and online activities. Many individuals assume that textbooks would engage students, but Hacker and Dreifus think differently. They explained, “Unlike a textbook, soft-ware can pose interactive questions, review answers, and tell students to try again, offering hints on when they may have gone wrong” (Hacker and Dreifus 182). What Hacker and Dreifus are trying to say is that if we had more online activities in college, kids would then start understanding subjects better. Raritan Valley Community College and the University of Notre Dame have high staffing allowing kids to be more engaged and have more help with their teachers. Making the most of adjuncts, allowing fewer sabbaticals, and replacing tenure with a program more effective would allow colleges to make the most of their funding and be the most productive institution as possible. Hacker and Dreifus are explaining that colleges aren't spending their money or making all of the right decisions. According to Hacker and Dreifus, it is often said that “Most adjuncts are committed teachers who were overproduced by Ph.D. factories, more politely called graduate schools” (Hacker and Dreifus 181). Adjuncts don't receive the same pay or as many benefits as an assistant professor even when they both have the same amount of schooling. Berea College is one of the many colleges thinking about their money decisions. They budget their money correctly and think about how much college is actually worth for students. Lowering the pay of administrators, not incorporating medical schools in college, and being more balanced in distributing donations, would allow universities to maximise their potential. Colleges believe that they need to pay high for the best administors but that isn't really true.Most of the public would assume it’s common sense to assist the most deserving and disadvantaged organization, but Hacker and Dreifus explain why some don't. Hacker and Dreifus emphasize that “Too many benefactors donate to institutions that are already well provided” (Hacker and Dreifus 183). This does not allow all colleges the potential that other colleges that are already receiving wealthy donations the same amount of potential. Just like donations if they did not incorporate medical schools in colleges it would allow kids the full attention that they are paying for. Also, lowering the pay of administrators would allow the college that extra amount to buy new items for the school instead of one person receiving a large portion of the money. For example, Princeton University is one of the colleges well off without a medical school. Are colleges truly worth the cost students pay? In the article “Are Colleges Worth the Price of Admission?”, Andrew Hacker and Claudia Dreifus give examples to make the colleges successful in every aspect. Hacker and Dreifus give negative effects that colleges are doing to themselves but then explain how they can be fixed. Works Cited Hacker, Andrew, and Claudia Dreifus. "Are Colleges Worth the Price of Admission." They Say I Say With Readings. By Gerald Graff and Cathy Birkenstein. Ed. Russel Durst. 2E ed. New York: W.W. Norton & Company, 2012. 179-189. Print