Academic freedom is a cornerstone of modern academic life. It is not only implied by basic liberal principles but also contributes to scientific progress and economic growth. It is therefore important to better understand what affects how free scholarly pursuits are, and to that end, we ask whether economic freedom can help explain variation in academic freedom across countries. In our case, relating the Economic Freedom of the World index and its five areas to V-Dem's index of academic freedom and its five areas reveals that the rule of law is positively and robustly related to academic freedom in all its forms. This suggests that the rule of law, in its general and broad sense, can arguably serve as a guarantor of academic freedom. Where the rule of law is weakened, academic freedom can be at risk. There are some indications that regulatory freedom is similarly related to academic freedom, but less robustly so, maybe indicating that interventionism in one policy area (economics) can breed interventionism in another (academia).

Academics worry grade inflation lowers standards; whereas, employers are concerned grades may not distinguish students’ abilities. These concerns are dismissed if higher grades reflect improved academic achievement and not inflation. Potential grade inflation is examined using data from 17,696 classes between 1985 and 2019 in the College of Agriculture and Life Sciences at Texas A&M University. Evidence of systemic grade increase is found after controlling for institution, instructor, and student characteristics. Grade increases are partially explained by recruiting better and more female students. Grade inflation, however, may be associated with increased hiring of graduate students and other instructors.

This study looks at the recent development (1998–2009) in the number of years of schooling that a 6-year old can expect to attend until their 30th birthday for the EU-27 countries. All countries have seen an increase in the number of expected years of schooling, which is driven mainly by increased tertiary enrolment rates. At the same time the education gap vis-à-vis the US has been closed. The dispersion of expected length of education among EU countries has also decreased. Thus, by this measure, education among countries has become more equal. In spite of this progress, some countries will find it difficult to meet their national targets for tertiary educational attainments for 30–34 year-olds in 2020. This is largely because the tertiary education participation rates of young males have been falling behind those of females in many countries. Focussing on the tertiary educational attainments of 30–34 year-olds leaves governments with little time to pursue policies with substantial impact. It would be preferable to supplement the educational attainment target for 30–34 year-olds with an enrolment target for 20–24 year-olds.