After first appearing in 1979 in Tennessee, performance fundingfor higher education went on to be adopted by another 26 states.This monograph reviews research on a multitude of states to addressthese questions: • What impacts does performance funding have oninstitutional practices and, ultimately, student outcomes? • What obstacles and unintended effects do performancefunding encounter? This monograph finds considerable impacts on institutionalpractices, weak impacts on student outcomes, substantial obstacles,and sizable unintended impacts. Given this, the monograph closeswith a discussion of the implications for future research and forpublic policymaking on performance funding. This is the 2nd issue of the 39th volume of the Jossey-Bassseries ASHE Higher Education Report. Each monograph is thedefinitive analysis of a tough higher education issue, based onthorough research of pertinent literature and institutionalexperiences. Topics are identified by a national survey. Notedpractitioners and scholars are then commissioned to write thereports, with experts providing critical reviews of each manuscriptbefore publication.
... Richard Kazis, Chris Baldwin, and Michael Collins of the Achieving the Dream State Policy Group; and Suzanne Walsh and Michael Collins of Completion by Design. Finally, we wish to thank our families and friends for their support.
Dowd, A. C., & Shieh, L.T. (2013). Community college financing: Equity, efficiency, and accountability. NEA 2013 almanac of higher education (pp. 37–65). Washington, DC: National Education Association. Dowd, A. C., & Tong, V. P. (2007).
What are the impacts? (ASHE Higher Education Report). San Francisco: Jossey- Bass. Dowd, A. C., & Bensimon, E. M. (2015) Engaging the “race question”: Accountability and equity in U.S. higher education.
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The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals.
How do the benefits of higher education compare with its costs, and how does this comparison vary across individuals and institutions? These questions are fundamental to quantifying the productivity of the education sector.
Origins, Discontinuations, and Transformations Kevin J. Dougherty, Rebecca S. Natow ... Folger, J., & Jones, D. P. (1993). ... In V. Gray, R. L. Hanson, & T. Kousser (Eds.), Politics in the American states (10th ed., pp. 1–29).
Brown, M. C., II (1999). The quest to defined collegiate ... sionmgr4008&vid=0&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d %3d#AN=63673&db=nlebk Brown, M. C., II. (2001). ... In M. Lynn & A. Dixson (Eds.), Handbook of critical ...
Education is the foundation to almost all successful lives. It is vital that learning opportunities are available on a global scale, regardless of individual disabilities or differences, and to create more inclusive educational practices.
Teachers College Record, 114(3), 1–42. Dougherty, K. J., & Reddy, V. (2013). Performance funding for higher education: What are the mechanisms? What are the impacts? ASHE Higher Education Report, 39(2), 1–134.