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Author: Kevin J. Dougherty Publisher: JHU Press ISBN: 1421416913 Category : Education Languages : en Pages : 272
Book Description
The first nation-wide analysis of the politics of performance funding in higher education. Performance funding ties state support of colleges and universities directly to institutional performance on specific outcomes, including retention, number of credits accrued, graduation, and job placement. The theory is that introducing market-like forces will prod institutions to become more efficient and effective. In The Politics of Performance Funding for Higher Education, Kevin J. Dougherty and Rebecca S. Natow explore the sometimes puzzling evolution of this mode of funding higher education. Drawing on an eight-state study of performance funding in Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington, Dougherty and Natow shed light on the social and political factors affecting the origins, evolution, and demise of these programs. Their findings uncover patterns of frequent adoption, discontinuation, and re-adoption. Of the thirty-six states that have ever adopted performance funding, two-thirds discontinued it, although many of those later re-adopted it. Even when performance funding programs persist over time, they can undergo considerable changes in both the amount of state funding and in the indicators used to allocate funding. Yet performance funding continues to attract interest from federal and state officials, state policy associations, and major foundations as a way of improving educational outcomes. The authors explore the various forces, actors, and motives behind the adoption, discontinuation, and transformation of performance funding programs. They compare U.S. programs to international models, and they gauge the likely future of performance funding, given the volatility of the political forces driving it. Aimed at educators, sociologists, political scientists, and policy makers, this book will be hailed as the definitive assessment of the origins and evolution of performance funding.
Author: Kevin J. Dougherty Publisher: JHU Press ISBN: 1421416913 Category : Education Languages : en Pages : 272
Book Description
The first nation-wide analysis of the politics of performance funding in higher education. Performance funding ties state support of colleges and universities directly to institutional performance on specific outcomes, including retention, number of credits accrued, graduation, and job placement. The theory is that introducing market-like forces will prod institutions to become more efficient and effective. In The Politics of Performance Funding for Higher Education, Kevin J. Dougherty and Rebecca S. Natow explore the sometimes puzzling evolution of this mode of funding higher education. Drawing on an eight-state study of performance funding in Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington, Dougherty and Natow shed light on the social and political factors affecting the origins, evolution, and demise of these programs. Their findings uncover patterns of frequent adoption, discontinuation, and re-adoption. Of the thirty-six states that have ever adopted performance funding, two-thirds discontinued it, although many of those later re-adopted it. Even when performance funding programs persist over time, they can undergo considerable changes in both the amount of state funding and in the indicators used to allocate funding. Yet performance funding continues to attract interest from federal and state officials, state policy associations, and major foundations as a way of improving educational outcomes. The authors explore the various forces, actors, and motives behind the adoption, discontinuation, and transformation of performance funding programs. They compare U.S. programs to international models, and they gauge the likely future of performance funding, given the volatility of the political forces driving it. Aimed at educators, sociologists, political scientists, and policy makers, this book will be hailed as the definitive assessment of the origins and evolution of performance funding.
Author: Adrianna Kezar Publisher: John Wiley & Sons ISBN: 1119177952 Category : Education Languages : en Pages : 371
Book Description
This important book explores the various ways that higher education contributes to the realization of significant public ends and examines how leaders can promote and enhance their contribution to the social charter through new policies and best practices. It also shows how other sectors of society, government agencies, foundations, and individuals can partner with institutions of higher education to promote the public good. Higher Education for the Public Good includes contributions from leaders in the field—many of whom participated in dialogues hosted by the National Forum on Higher Education for the Public Good. These leaders are responsible for creating successful strategies, programs, and efforts that foster the public’s role in higher education.
Author: Kevin J. Dougherty Publisher: John Wiley & Sons ISBN: 1118754271 Category : Education Languages : en Pages : 145
Book Description
After first appearing in 1979 in Tennessee, performance funding for higher education went on to be adopted by another 26 states. This monograph reviews research on a multitude of states to address these questions: • What impacts does performance funding have on institutional practices and, ultimately, student outcomes? • What obstacles and unintended effects do performance funding encounter? This monograph finds considerable impacts on institutional practices, weak impacts on student outcomes, substantial obstacles, and sizable unintended impacts. Given this, the monograph closes with a discussion of the implications for future research and for public policymaking on performance funding. This is the 2nd issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author: T. Parker Publisher: Springer ISBN: 1137367032 Category : Education Languages : en Pages : 301
Book Description
The State of Developmental Education is the first book to provide a thorough, comparative picture of how developmental education is carried out at higher education institutions and investigate how different state-level policies and priorities change the availability, types, and quality of developmental education available.
Author: Richard Shavelson Publisher: Stanford University Press ISBN: 0804761205 Category : Education Languages : en Pages : 256
Book Description
This book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.
Author: June M Thomas Publisher: Univ of South Carolina Press ISBN: 1643362607 Category : Biography & Autobiography Languages : en Pages : 326
Book Description
The battle for equality in education during the civil rights era came at a cost to Black Americans on the frontlines. In 1964 when fourteen-year-old June Manning Thomas walked into Orangeburg High School as one of thirteen Black students selected to integrate the all-White school, her classmates mocked, shunned, and yelled racial epithets at her. The trauma she experienced made her wonder if the slow-moving progress was worth the emotional sacrifice. In Struggling to Learn, Thomas, revisits her life growing up in the midst of the civil rights movement before, during, and after desegregation and offers an intimate look at what she and other members of her community endured as they worked to achieve equality for Black students in K-12 schools and higher education. Through poignant personal narrative, supported by meticulous research, Thomas retraces the history of Black education in South Carolina from the post-Civil War era to the present. Focusing largely on events that took place in Orangeburg, South Carolina, during the 1950s and 1960s, Thomas reveals how local leaders, educators, parents, and the NAACP joined forces to improve the quality of education for Black children in the face of resistance from White South Carolinians. Thomas's experiences and the efforts of local activists offer relevant insight because Orangeburg was home to two Black colleges—South Carolina State University and Claflin University—that cultivated a community of highly educated and engaged Black citizens. With help from the NAACP, residents filed several lawsuits to push for equality. In the notable Briggs v. Elliott, Black parents in neighboring Clarendon County sued the school board to challenge segregation after the county ignored their petitions requesting a school bus for their children. That court case became one of five that led to Brown v. Board of Education and the landmark 1954 decision that declared school segregation illegal. Despite the ruling, South Carolina officials did not integrate any public schools until 1963 and the majority of them refused to admit Black students until subsequent court cases, and ultimately the intervention of the federal government, forced all schools to start desegregating in the fall of 1970. In Struggling to Learn, Thomas reflects on the educational gains made by Black South Carolinians during the Jim Crow and civil rights eras, how they were achieved, and why Black people persisted despite opposition and hostility from White citizens. In the final chapters, she explores the current state of education for Black children and young adults in South Carolina and assesses what has been improved and learned through this collective struggle.
Author: Jeffrey Selingo Publisher: Scribner ISBN: 1982116293 Category : Education Languages : en Pages : 336
Book Description
From award-winning higher education journalist and New York Times bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. Getting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In Who Gets In and Why, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window. Selingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers. While many have long believed that admissions is merit-based, rewarding the best students, Who Gets In and Why presents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted. One of the most insightful books ever about “getting in” and what higher education has become, Who Gets In and Why not only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.
Author: Jerry S. Davis Publisher: ISBN: 9780965912709 Category : College costs Languages : en Pages : 59
Book Description
This report attempts to define the nature and dimensions of the "college affordability crisis." It covers trends in college costs, student ability to pay, and some of the ways in which affordability problems are being addressed. The report finds that while annual growth in college costs has slowed, cost continues to exceed growth in family income and in the Consumer Price Index, but it notes that high tuition is not universal. It discusses student and family concerns about affordability and debt burdens on students after they leave college.It also notes that institutional reactions to these concerns include an increase in college-supported student aid. In looking at why college costs are rising, it notes that one factor is reduced growth in state funding, but also finds that an increasing number of private four-year colleges discount tuition. The report also discusses changes in federal student aid; looks at other explanations for the growth in tuition, including colleges' financial conditions; reviews policymakers' positions and views on affordability; and gives examples of how the media looks at affordability. Appendix tables provide comparative tuition data vis-a-vis income and enrollment, and grant aid as a percentage of total costs. (Contains 60 references.) (CH)
Author: United States. Advisory Commission on Intergovernmental Relations Publisher: ISBN: Category : Intergovernmental fiscal relations Languages : en Pages : 428
Author: Kevin J. Dougherty
Author: Kevin J. Dougherty
Author: Adrianna Kezar
Author: Kevin J. Dougherty
Author: T. Parker
Author: Richard Shavelson
Author: June M Thomas
Author: Jeffrey Selingo
Author: 
Author: Jerry S. Davis
Author: United States. Advisory Commission on Intergovernmental Relations