Seven universities have rejected President Trump’s Compact for Academic Excellence in Education, citing concerns over academic freedom and institutional autonomy. The compact, which outlines principles such as merit-based admissions and free speech, was sent to nine schools for feedback, but none agreed to the plan despite the deadline passing.
The Trump administration sought responses from the University of Arizona, MIT, Vanderbilt University, Brown University, Dartmouth College, the University of Pennsylvania, the University of Southern California, the University of Texas at Austin, and the University of Virginia. While most schools submitted feedback by the Monday deadline, none agreed to the compact, raising questions about its viability and the willingness of elite institutions to align with the administration’s educational agenda.
Among the most vocal critics was Brown University President Christina Paxson, who expressed concerns that the compact would restrict academic freedom and undermine the autonomy of Brown’s governance. MIT’s President Sally Kornbluth stated that the school already adheres to the compact’s principles, making participation unnecessary. The University of Pennsylvania’s President J. Larry Jameson, similarly, rejected the compact, highlighting existing alignment with its values.
Dartmouth College dismissed the compact, arguing that government involvement in university affairs, regardless of political leaning, detracts from the mission of higher education. The University of Southern California emphasized that tying research benefits to the compact could undermine the free inquiry and academic excellence it aims to promote. The University of Virginia and the University of Arizona also declined to join, stressing the importance of maintaining merit-based standards.
Vanderbilt University indicated it would provide feedback but had not committed to the compact, while the University of Texas at Austin remained noncommittal. The rejection of the compact underscores a broader tension between federal influence in academia and the autonomy of universities, a theme that has been central to the ongoing debate over educational policy in the United States.