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1.
This study shows that financial aspects of state higher education policies, particularly tuition, have an impact on the level
of enrollment of adult undergraduates within a state. This study also demonstrates how stochastic frontier analysis (SFA)
can be utilized to examine the potential maximum enrollment of adult learners in postsecondary education and generate state-level scores that can be utilized to rank
states according to the difference between the potential maximum and actual enrollment of adults in higher education. 相似文献
2.
F. King Alexander 《Community College Journal of Research & Practice》2013,37(7-8):659-679
This article examines federal student financial aid, with an emphasis on direct grant aid programs to serve needy students attending community colleges. It describes the economic, historical, and political assumptions and incentives to show how public community colleges and their students have been impacted by federal and state direct student aid policies. The article then presents recent data regarding how economic incentives inherent in federal and state direct student aid policies impact public community colleges and their students when compared to other types of institutions of postsecondary education. Data presented show that lower-income students attending public community colleges were likely to receive less direct grant aid from federal and state sources than those attending for-profit proprietary two-year institutions. 相似文献
3.
Vickie C. Natale 《Community College Journal of Research & Practice》2018,42(10):660-677
The study examined how institutional and student characteristics may influence the earning of student success points by state-supported community colleges under the Texas performance funding system that was fully implemented in the 2016–2017 biennium. Texas has historically funded community colleges based on an enrollment formula; however, the funding system was revised in 2013 by setting aside 10% of the enrollment-based formula funding appropriations to be earned back through a performance funding system based on student success points earned. The quantitative study used a correlation design with three hierarchical multiple regression analyses to examine the relationships between the student outcomes measures for public community colleges and institutional and student characteristics. The data examined were collected by the Texas Higher Education Coordinating Board and made available to the public through an interactive website tool. Findings showed that although several student and institutional characteristics were significant predictors of the total success points earned, when the analysis focused on the change in success points between two sets of three-year averages, none of the student or institutional characteristics were significant predictors. These findings support the design of the Texas performance funding system and suggest that community colleges serving higher proportions of at-risk students, including students who are a minority, low socioeconomic status, part-time, and are age 25 and older, will not be disadvantaged using the system’s methodology of comparing an institution to its own historic performance. The contributions of this study are intended to assist state policymakers who are designing performance funding systems. 相似文献
4.
The purpose of this study is to assess the effectiveness of the Texas “Closing the Gaps by 2015” plan to increase Hispanic enrollment into and graduation from institutions of higher education. This study uses Interrupted Time Series with Comparison Group to analyze 26 years of student cohorts in Texas universities. Controlling for historical enrollment and graduation growth as well as population growth, the results show that Hispanic college enrollment significantly increased as a result of the plan, but graduation did not. Several recommendations are offered for those states that wish to emulate Texas policies of increasing college enrollment and graduation of Hispanics. 相似文献
5.
The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions. 相似文献
6.
Terrence A. Tollefson 《Community College Journal of Research & Practice》2013,37(3-4):386-402
Community colleges in America are now very visible and highly respected institutions of higher education. More than 1,000 community colleges in all 50 states now comprise nearly 25% of all colleges and universities in the U.S., with over 6.5 million students, or about 45% of all college students. State and local governance and coordination of community colleges vary from single-state governing boards to minimal state control and strong local governing boards. The relative degrees of state and local control of community colleges generally “follow the money,” in that accountability to state and local governing board and state legislatures is generally about proportional to the funds provided by each level of government. Funding for operational support of community colleges comes primarily from state and local governments, with considerable federal support for grants and subsidized loans to students. In 2000–2001, the largest proportional funding sources for community colleges were: state governments (44.6%), local governments (19.5%), tuition and fees (19.5%) and the federal government (5.4%). State lotteries in at least 38 states represent a relatively new source of funds for community colleges, often in the form of student scholarships. Many of the earliest public junior colleges charged no tuition, especially in California in the early 1900s. Now many community college students pay $3,000 or more per year in tuition and fees, and recent annual tuition increases in many states have been in double digits. This is a troubling trend that threatens to reduce access to higher education for poor people. 相似文献
7.
Josipa Roksa 《Research in higher education》2010,51(1):1-20
Growing accountability pressures, accompanied by a lack of readily accessible measures of institutional performance, have
led to an increasing focus on graduation rates. Although previous research has illuminated myriad factors influencing students’
likelihood of educational success, it has not paid adequate attention to how state contexts may shape student outcomes. I
build on the small but growing body of research exploring the role of state characteristics in facilitating student success
in higher education. Controlling for a range of state and individual attributes, I examine how one aspect of the state context––the
distribution of enrollments in 2 vs. 4-year public institutions––is related to bachelor’s degree attainment of students attending
public 4-year colleges and universities. The results suggest that the larger the proportion of students attending community
colleges in a state, the higher the probability of bachelor’s degree attainment at public 4-year institutions. This appears
to be a product of student sorting: the presence of community colleges facilitates sorting of students into higher education
in a way that is associated with higher degree completion at public 4-year institutions. These findings have important implications
for research on student outcomes and policies aimed at evaluating the performance of public 4-year institutions. 相似文献
8.
Jack Hernandez John R. Slate Sheila A. Joyner 《Community College Journal of Research & Practice》2013,37(11):969-985
In this investigation, we examined the numbers and percentages of Hispanic college students enrolled in Texas two-year colleges and the numbers and percentages of Hispanic students who obtained associate degrees from Texas two-year colleges for the 2000 through the 2011 academic years. Hispanic student enrollment and educational attainment increased from 2000 to 2011. Statistically significant increases were revealed in both the numbers of Hispanic students attending Texas community colleges and in the percentages of enrollment comprised of Hispanic students from 2000 to 2011. Also revealed were statistically significant increases in the numbers of Hispanic students obtaining associate degrees and the percentages of Hispanic students obtaining associate degrees from Texas community colleges from 2000 to 2011. Implications of these findings and recommendations for future research are provided. 相似文献
9.
State support for public higher education has been a primary concern for decades. Online education has been identified previously as an alternative revenue source that can offer financial relief to colleges and universities. This study uses IPEDS data and a fixed effects regression approach to examine whether public universities increase their reliance on online education in response to decreases in state appropriations. Consistent with resource dependence theory, we found a negative relationship between state appropriations and online enrollment at public 4-year institutions. Our findings indicate that public universities, particularly public doctoral institutions, appear to be responding to declines in state appropriations by engaging in revenue diversification and increasing their commitment to online education. 相似文献
10.
11.
Mark M. D’Amico Grant B. Morgan Stephen G. Katsinas J. Lucas Adair Michael T. Miller 《Community College Journal of Research & Practice》2017,41(4-5):288-302
ABSTRACTNoncredit community college enrollment accounts for approximately 40% of all enrollment in the two-year sector, or five million students (American Association of Community Colleges, 2016). Yet, this population is seldom discussed in the higher education literature due to inconsistent definitions, funding, and data reporting at the state level. Many of the structural elements (e.g., funding, enrollment) have not been documented recently or completely. This study used data from the 2015 Survey of Access and Finance Issues, administered annually to the National Council of State Directors of Community Colleges. The authors calculated noncredit enrollment by function and frequencies on funding mechanisms, funding by function, noncredit data reporting, and the measures captured at the state level. The study also employed polychoric and polyserial correlations examining the relationships among structural, contextual, and perspective-based items. This was done to capture the national landscape on this important community college function through the lens of state-level community college leaders. 相似文献
12.
Chuanyou Bao 《Frontiers of Education in China》2006,1(1):40-55
An important function of public policies is to distribute public resources rationally. But for a long time, our public policies
have been so “city-oriented” that public resources are allocated unfairly and majority of high-quality education resources
are concentrated in cities. This has already led to a serious unbalanced development in compulsory education and to a tremendous
gap in conditions in schools—running and enrollment chances for the school-age children between rural and urban areas, which
tend to be enlarged. The unbalanced development in compulsory education has not only blocked the realization of public interest
and equity of compulsory education but also restricted the harmonious social and economic development between urban and rural
areas. It is necessary to look into public policies that have influence on the division of public resources and criticize
them rationally. These policies include land institutions, tax systems, social security systems, policies for the input of
compulsory education, and policies for teachers, etc. New policies should be made to distribute public resources fairly and
rationally, narrowing the gap in compulsory education between urban and rural areas.
Translated from Journal of Beijing Normal University (Social Sciences), 2005: 3 相似文献
13.
Thomas C. Leitzel Samuel D. Morgan Robert J. Stalcup 《Community College Journal of Research & Practice》2013,37(6):489-495
A national study of community colleges found declining state support and increasing enrollments in a majority of the states. Although the community college officials who participated in the study indicated that they did not view current levels of state support as sufficient given the significant increases in enrollment, few reported plans to limit enrollment or restrict access. 相似文献
14.
Jeff J. Stevenson 《Community College Journal of Research & Practice》2013,37(1-4):69-79
This article looks at the relative usefulness of 12 selected factors in the preparation of college administrators as seen by practicing administrators and faculty in comprehensive community colleges, four‐year liberal arts colleges, and universities. Three hundred randomly selected faculty and administrators in the state of Iowa were sent survey questionnaires. The returned surveys and research data were then analyzed in order to answer the research question. The findings suggested that graduates from programs in higher education administration may be more accepted in community colleges than in liberal arts colleges or universities. The findings also showed that university personnel perceived the major research experience as being significantly more useful than the other personnel. Nonclassroom experiences were thought to be the most useful by all personnel, with faculty experience in higher education perceived to be the most useful. This study also showed that both administrators and faculty perceived majoring in higher education administration to be less useful than any of the other 11 preparation variables. One of the recommendations of this study is that students, graduates, and professors in higher education administration programs attempt to educate the participants in higher education and the public on the strengths and uses of their programs. It was also recommended that further research is needed in the area of administrative task analysis at the different types of institutions. 相似文献
15.
This study uses panel data models to analyze international indicators and examines the relationship between education finance policies and higher education access among 86 countries from 1998 to 2009. We find that public expenditure per tertiary student bears a negative association with tertiary enrollment ratios, whereas GDP per capita and public spending on education as a percentage of GDP both have a positive effect on tertiary enrollment. These results imply that for a fixed amount of total budget and rising demands for higher education, various nations have reduced spending per college student and drawn on more private resources to expand higher education access. 相似文献
16.
Heather Bandeen Kristine Snyder Linette Manier 《Community College Journal of Research & Practice》2016,40(4):343-346
Community colleges are typically relied upon to address many challenges in United States higher education and, more recently, are under public pressure to increase student completion rates. This article presents a case study of colleagues at three Minnesota community colleges as they work together to address student and program needs. While traditionally community colleges tend to focus primarily on gaining transfer partnerships with universities, we suggest that collaborations across community college programs may be key to long-term success. If done well, such sister program collaborations can support a trajectory of programmatic strength that not only bolsters the curriculum, enrollment, and program visibility, but also ultimately supports students’ ability to complete and successfully transfer. The result, then, is that university partners are attracted and sustained by a vibrant network of colleagues and a pipeline of student support. 相似文献
17.
Like many other higher education systems in the Western world, Dutch higher education underwent profound changes during the last decade. In this article we will present an overview of these changes, and try to formulate an analytical framework that might be suited to analyze this process. In order to set the stage, we will begin with an overview of the Dutch higher education system, in which the broad structure is described, and some trends are presented. Next, an overview is given of the retrenchment and restructuring operations with which Dutch higher education was confronted during the last decade. Drawing, mainly, on public administration and political theory, we then attempt to formulate a framework for analysis. In this we focus on the Dutch higher education system as a policy network, and address the relationships that exist between the various key actors in the network: between government and higher education, among higher education institutions themselves, and among the different actors within the institutions, especially administrators and academics. In doing so, we hope to demonstrate that at all these levels some identical basic processes operate which to a large extent determine the outcomes of governmental policies aimed at changing the higher education system. Time and again the modern state stumbles over the academic system (Clark 1983: 137) 相似文献
18.
Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
19.
Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls. 相似文献
20.
Institutional administrators, faculty, state planners, and legislatures have little analytical basis available to help them cope with the expected excess higher education capacity of the 1980s. Without objective criteria, state planners and legislatures are likely to propose across-the-board reductions even if it were preferable to close some institutions and expand others. This study is a case application of an optimization model to two community colleges in northern Minnesota. Using estimated enrollment demand functions and readily available data on size, quality, and costs, this model is designed to assist policymakers in identifying overbuilt institutions and programs that should be closed. The state's objective in the model is to satisfy specified proportions of enrollment demand with a minimum expenditure of state funds. 相似文献