Increasing Student Expenses on Course Materials

The Cost Inefficiencies of Equitable Access

Authors

  • Maryanne Clifford Eastern Connecticut State University
  • Nicolas Simon Eastern Connecticut State University

DOI:

https://doi.org/10.14288/ce.v16i3.187064

Keywords:

Higher Education, Automatic Textbook Billing, College Student’s Costs, Inclusive Access

Abstract

The high and ever-rising cost of college textbooks is a significant financial burden for students and their families, hindering access to essential learning materials and affecting academic performance and retention rates. To address these issues, instructors and universities are exploring cost-control methods such as free source materials, Open Educational Resources (OER), and automatic textbook billing (ATB) for affordable materials. This study analyzes the impact of automatic textbook billing, more specifically Equitable Access at one institution, examining potential savings for students. However, findings suggest that Equitable Access does not benefit most students financially. It disproportionately benefits students in higher-paying majors with expensive textbooks, subsidized by those in lower-paying majors with cheaper textbooks, raising equity concerns. This issue is particularly significant for students of color, who are more likely to graduate from lower-paying majors, bearing an undue financial burden.

Author Biographies

Maryanne Clifford, Eastern Connecticut State University

Maryanne Clifford is a Professor of Economics at Eastern Connecticut State University with a strong focus on educational innovation and student-centered learning. Her work emphasizes equitable access to education and the integration of Open Educational Resources (OER) into the economics of educational policy. Dr. Clifford is deeply involved in fostering collaborations that enhance student engagement and support academic success. Through her research and initiatives, she contributes to building inclusive learning environments that benefit diverse student populations.    

Nicolas Simon, Eastern Connecticut State University

Nicolas P. Simon is an Associate Professor of Sociology at Eastern Connecticut State University. Dr. Simon’s research focuses on Open Educational Resources (OER) and Open Pedagogy, with a strong commitment to advancing accessible, equitable, and inclusive education. Dr. Simon actively participates in the OER movement in Connecticut and serves on the Steering Committee of the Northeast OER Summit, an annual conference dedicated to promoting Open Education.

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Published

2025-08-15

Issue

Vol. 16 No. 3 (2025)

Section

Articles

License

Copyright (c) 2025 Nicolas Simon, Maryanne Clifford

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