Performance Funding Comes of Age in Tennessee

Banta, Trudy W.; Rudolph, Linda B.; Dyke, Janice Van; Fisher, Homer S.

doi:10.1080/00221546.1996.11780248

Cited by 45 publications

(19 citation statements)

References 1 publication

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“…One such institution is The University of Iowa, the focus of the study discussed below. With regard to state higher education policy, in some states the concern with graduation rates and time to graduation has led to the adoption of retention and graduation rates as criteria for evaluating institutional performance (Banta & Rudolph, 1996). For instance, Texas has adopted the number of graduates as a criterion for performance funding (Ashworth, 1994) and Virginia intends to tie institutional funding to graduation rates and a number of other outcomes (Hebel, 1999).…”

Section: Introductionmentioning

confidence: 99%

A Nested Analysis of Factors Affecting Bachelor's Degree Completion

DesJardins

Kim

Rzonca

2003

Journal of College Student Retention: Research, Theory & Pr

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The main objective of this study was to examine the effects of selected factors on retention, graduation, and timely bachelor's degree completion at The University of Iowa. An additional purpose was to identify the stage-varying effects of selected variables. Reflecting the sequential nature of bachelor's degree completion, this study focused on three stages of students' progress to graduation: 1) dropout vs. persistence in the first year, 2) graduation vs. failure to graduate among first year persisters, and 3) graduation in four years or less vs. graduation in five years or more. We found that college academic performance, pre-matriculation academic achievement, and college major were the most important variables in explaining success at The University of Iowa. We also found fairly consistent results across the three models. 407

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Section: Introductionmentioning

confidence: 99%

A Nested Analysis of Factors Affecting Bachelor's Degree Completion

DesJardins

Kim

Rzonca

2003

Journal of College Student Retention: Research, Theory & Pr

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“…In turn, this has allowed Tennessee higher education institutions to pursue supplemental funding for improvements in higher education instruction despite the decrease in state revenues. As Banta et al (1996) state, "giving institutions an opportunity to set their own goals and methods of monitoring in areas that are of interest to the state, such as increasing minority enrollment and retention/graduation rates, also holds promise for serving the twin purposes of accountability and improvement" (p. 44).…”

Section: Discussionmentioning

confidence: 99%

“…In 1979, the state of Tennessee was the first to initiate performance funding standard criteria; since then, one-third of the states have adopted similar methods (Banta, Rudolph, Van Dyke, & Fisher, 1996). Tennessee's public, two-year higher education institutions, however, differ from other state systems in that they are uniquely governed by the Tennessee Board of Regents, which has implemented a system of uniform policies and procedures that have had strong, positive effects on institutional development, as well as students and the state (Consacro & Rhoda, 1996).…”

Section: Tennessee's System Of Public Two-year Collegesmentioning

confidence: 99%

Institutional Expenditure Patterns and the Facilitation of Mission

Thompson

Riggs

2000

Community College Review

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Considering that efficiency and effectiveness have been recent domains of high criticism from state legislators and the general public, it is important that the public perceives an institution's system of governance as performing efficiently and delivering programs effectively. Such perceptions lead to public confidence and support and positive perceptions of an institution's contribution to the state's well-being. Creating public confidence and trust in an institution as a good investment contributes to the institutional growth and development that fulfill the primary missions of institutions: instruction, research, and public service (Cohen, Brawer, & Associates, 1994).How higher education institutions fulfill their mission through the resource allocation process can be examined by four criteria in an economic model described by Tuckman and Chang (1990, p. 54): (a) a set of goals can be identified that results in increases in the satisfaction of decision-makers; (b) where multiple decision-makers are involved, a means can be found to select from among the myriad of sometimes conflicting goals of participants; (c) enough goal stability exists that the optimal resource allocation remains fairly stable; and (d) increases in the resources devoted to pursuing goals can be related to recognizable outputs.One of the greater powers residing with college presidents and governing boards in higher education is the allocation of educational and general funding in fulfilling the institution's mission in the most efficient and effective manner possible (Vandament, 1989). Satisfaction with an institution's efficiency and effectiveness in fulfilling its mission is accentuated when the president or governing board allocates resources to those goals that yield the highest utility, thus establishing equilibrium and pat-Community

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“…At the center of this framework is the performance funding program, which is designed to stimulate instructional improvement and student learning under the operating rubric of institutional missions. By establishing common standards for assessing institutional and student-level performance, the initiative promotes rational academic planning and assessment, as well as ongoing academic program improvement (Banta, Rudolph, Van Dyke, and Fisher, 1996). Performance funding provides institutions with the opportunity to earn budget supplements of approximately 5.45 percent of their general appropriation for performance in the areas noted in Exhibit 7.1.…”

Section: The Public Accountability Framework In Tennesseementioning

confidence: 99%