A Study of the Relationship Between Texas Community College Funding and Selected Performance Measures PDF Download
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Author: Anne J. Matula
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 586
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Book Description
Author: Anne J. Matula
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 586
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Book Description
Author: Kevin J. Dougherty
Publisher: JHU Press
ISBN: 142142083X
Category : Education
Languages : en
Pages : 276
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Book Description
Ultimately, the authors recommend that states create new ways of helping colleges with many at-risk students, define performance indicators and measures better tailored to institutional missions, and improve the capacity of colleges to engage in organizational learning.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 570
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages :
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
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Author: Donald C. Hudson
Publisher:
ISBN:
Category :
Languages : en
Pages : 546
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Book Description
The purpose of this investigation was to analyze the public policy guiding the funding of community colleges in Texas. In essence, the history of community college funding from 1942 to 2006 has been documented. Specifically, the study focused on the funds community colleges have received from the State of Texas, analyzed the funding shares from state and local sources, assessed the changes in the state/local source relationship over time, and detailed the development of the Texas community college formula system. A two-phase research process was used for this policy analysis. First, an archival analysis located both primary and secondary documents related to Texas community college funding. After examining these records, a revenue database for Texas community colleges was created. Second, thirteen open-ended interviews of individuals with knowledge of community college funding were conducted. Based upon the analysis of state funds and other revenue sources, several conclusions were reached including: 1) During the pre-formula period (1942-1973), state funds were provided solely as an instructional supplement to public community colleges. This was known as the sufficient-to-supplement policy; 2) There has been an agreement between the State of Texas and the community colleges regarding community college funding as the formula system was implemented. The state would fund instruction and the college districts would pay for facilities; 3) The proportion of Texas community college operating revenues from the state has decreased relative to the other sources of revenue available to community colleges; 4) Full formula funding is a concept that is much discussed among Texas community college leaders. However, it has never been realized in the history of funding Texas public community colleges; 5) "Sufficient-to-supplement" is not an adequate or meaningful policy for funding community colleges in Texas. The policy recommendations that emerged from the study were: 1) The State of Texas should establish an explicit policy on how public community colleges will be financed, and 2) The State of Texas should adequately fund the new policy.
Author: Christopher M. Mullin
Publisher: John Wiley & Sons
ISBN: 1118954939
Category : Education
Languages : en
Pages : 340
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Book Description
Smart financial management means more students served Community College Finance provides an introduction to best practices for community college leaders and their boards, with guidance on the complex regulations, processes, and considerations surrounding the financial management of these unique institutions. As community colleges continue to increase in importance, this book provides non-technical yet extensive information to guide current and future leaders toward the establishment of effective processes to secure and maintain the funding that is so crucial to the education and future of millions of students nationwide. Readers will gain insight into the background and foundation of community college finance and learn the essentials of practice in today's economic and political climate. The discussion covers student financial aid, tuition, budgeting, and more, and explores the future of federal policy and what it means for the institutions that play such a critical role in the nation's educational system. Over eight million students attend more than a thousand community colleges in the United States today, and those colleges are now facing the retirement of their founding generation of leadership. Meanwhile, the balance between traditional funding sources is shifting as new models and approaches are being implemented, and comprehensive, guiding resources are lacking. This book fills that need with expert insight reflecting current realities and a true understanding of the challenges community colleges face. Readers will: Delve into factors affecting funding and the cost of attendance Develop a budgeting style and process that serves the institution Learn to manage fiscal crises effectively without reducing standards Consider the future of federal policy and how it will affect budgeting At a time when a difficult economy raises questions about the value of higher education, the value that community colleges offer becomes ever more clear. Community College Finance provides the guidance leaders need to help their institutions flourish.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1208
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Author: Alicia K. V. Moore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 86
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Book Description
Background: Legislators and higher education policy makers increasingly are turning to policy initiatives to incentivize institutions of higher education to transform policies and practices in the name of student success, with success typically defined as retention and graduation rates. One such policy receiving increased attention amongst states is outcomes-based funding, a state-level funding model that rewards institutions for better performance towards--or outcomes on--specific metrics. Purpose: While research on the effectiveness of outcomes-based funding (OBF) towards achievement of state level metrics is growing for universities, little research exists as to whether such it is an effective policy tool for community colleges. Therefore, the purpose of this study was to examine whether states that implement an OBF model experience a statistically significant increase in student success indicators by aggregating community college student success data within each state. Research Design: The unit of analysis for this study is states that implemented OBF for its public community colleges, noting that institutional data was aggregated to provide a state-level view of retention and completion rates. The population included individual states that dedicated a portion of funding towards enrollment, regardless of the level of funding or how funding was administered. In support of advocacy coalition theory, this study employed a longitudinal analysis, measuring part-time student retention, full-time student retention, and completion rates over a 10-year period (measured at three years before and seven years after implementation of an OBF model). This framework yielded the five states included in this study: Arkansas, Indiana, New Mexico, Texas, and Washington. A right-tailed p-hat test was used to determine significance and binary regression analysis was used to control for variables known to positively affect retention and graduation rates. Findings: This study concluded that only three states experienced a statistically significant change over time in retention rates--Arkansas, Texas, and Washington, noting that Arkansas's change was negative. When controlling for the independent variables, results indicated that outcomes-based funding did not yield statistically significant results (p > .95) for retention rates. Additionally, this study found that only one state--Texas--experienced a statistically significant change in graduation rates and like Arkansas, this change was negative. Conclusion: This study concludes, similar to other studies, that outcomes-based funding may not be an effective policy tool for increasing statewide student success metrics. Readers are cautioned, however, that these results study need to be taken in concert with findings from other current and future OBF research and that the analysis method used is not intended to demonstrate causality. A question for policymakers is whether OBF models should recognize the comprehensive mission of the community college or whether community colleges should begin a shift in their mission to address OBF models. Future research possibilities include, but are not limited to, inclusion of other states as they adopt and sustain such models, as well as dedicate additional funds to performance; review of what characteristics of various outcomes-based funding models yield the greatest success; and the need for additional quantitative OBF research.
