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Advocates Push OER Trust Fund to Cut Textbook Costs, Improve Retention
Summary
Open educational resources (OER) supporters told the committee that a statewide trust fund (H.1427) would lower student costs and improve outcomes. Testimony cited UMass Amherst and community college pilots that produced multi-million dollar student savings and improved grades for underserved populations, and called for a coordinated state
Boston Supporters of an open educational resources trust fund told the Joint Committee on Higher Education that state investment would reduce student textbook costs and achieve high returns on a small public outlay.
MASSPIRG, college faculty and instructional leaders described the rise in publisher access codes and bundled course materials that can cost students hundreds of dollars per course. Deirdre Cummings, legislative director at MASSPIRG, told the committee that the cost of college textbooks and course materials "have increased three times the rate of inflation since 1978" and that students skip required materials when prices are too high.
Faculty leaders and campus OER coordinators presented state pilot outcomes: Northern Essex Community College reported more than $10 million in student savings since 2014 through OER adoption; UMass Amherst reported a $2 million saving from a $200,000 grant over eight years. Northern Essex faculty noted improved grades and reduced failure rates, particularly among Pell-eligible and part-time students.
Witnesses described uses for a trust fund: (1) seed grants for faculty to author and adapt open textbooks; (2) technical support for course redesign and accessibility; and (3) statewide coordination to avoid duplication, translate texts (Spanish translations were cited), and scale career-aligned materials.
The committee heard that OER investments produce strong returns: a recent Massachusetts calculation suggested a 58:1 student-savings-to-investment ratio across public campuses adopting OER in FY2024. Supporters asked lawmakers to pass H.1427 quickly to sustain gains from prior federal and private grants and to ensure equitable access to course materials across institutions.
No committee vote was taken at the hearing; witnesses offered to provide grant reports and student-savings data for committee review.
