Show Me the Outcomes! The Emergence of Performance and Outcomes-Based Funding in Higher Education

Jones, Tiffany; Jones, Sosanya; Elliott, Kayla C.; Owens, LaToya Russell; Assalone, Amanda E; Gándara, Denisa

doi:10.1007/978-3-319-49436-4_1

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…First, no study has examined Indiana to date, while numerous studies have examined other U.S. states, such as Pennsylvania (Hillman et al, 2014), Tennessee (Banta et al, 1996; Sanford & Hunter, 2011), and Washington (Hillman et al, 2015). Second, Indiana has been noted as a leader in performance-based funding by several higher education organizations and nonprofit groups, such as the New England Board of Higher Education, Center for American Progress, National Center for Higher Education Management Systems, and Complete College America (Crellin, Aaron, Mabe, & Wilk, 2011; Indiana Commission for Higher Education, 2015b; Jones, 2013; Miao, 2012). Third, the implementation of performance-based funding in 2007 provides ample data from Indiana and several comparison groups that did not use performance funding during the same time frame.…”

Section: Case Study Context: Performance-based Funding In Indianamentioning

confidence: 99%

An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education

2015

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Previous studies have shown that state performance funding policies do not increase baccalaureate degree production, but higher education scholarship lacks a rigorous, quantitative analysis of the unintended consequences of performance funding. In this article, we use difference-in-differences estimation with fixed effects to evaluate performance funding in Indiana. We find that performance funding did not increase the number of graduates and instead led to declining admission rates and increased selectivity at Indiana's public universities. When compared with surrounding states, we find limited evidence that the effects of performance funding could disproportionately limit college access for Indiana's low-income and minority applicants.

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Section: Case Study Context: Performance-based Funding In Indianamentioning

confidence: 99%

An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education

2015

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“…More specifically, Dougherty et al (2016) found that institutions subject to PBF implemented efforts to improve tutoring and advising services, whereas Harbour and Nagy (2005) interviewed senior administrators in North Carolina and reported that institutions made targeted adjustments in programs and staffing to improve performance on the metrics incentivized under their PBF system. However, administrators at numerous public colleges and universities have noted that PBF has the potential to limit their capacity to serve individuals who are more expensive to educate, such as academically underprepared students and students from low-income backgrounds (Jones et al, 2017).…”

Section: Pbf In Higher Educationmentioning

confidence: 99%

The Impact of Performance Funding Policy Design on College Access and Selectivity

Rosinger

Ortagus

Kelchen

et al. 2023

Educational Evaluation and Policy Analysis

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This study draws on a comprehensive performance-based funding (PBF) dataset and up-to-date difference-in-differences econometrics to examine the impacts of specific policy features (e.g., share of institutional revenue at stake and equity metrics) on college access and selectivity. We find suggestive evidence that increases in the share of revenue at stake are associated with decreases in racially minoritized student enrollment. Meanwhile, equity metrics may not be enough to boost enrollment among underserved students. Ultimately, however, our conclusions are limited due to various potential sources of bias, unconvincing pre-trends, and wide confidence intervals. While findings offer limited insight into the impacts of specific design features, they point to limitations of PBF—regardless of design—in expanding access and reducing inequities at 4-year colleges.

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“…While state appropriations are tied to measures of institutional performance, it is not unusual for influential policymakers and interest groups to design specific PBF metrics and thus steer resource distribution (Ness et al, 2015; Tandberg, 2010). Research has also consistently shown that PBF adoption does not contribute to degree production, except for short-term certificates, and can disadvantage minority-serving community colleges as they serve a greater proportion of racially minoritized students (Jones et al, 2017; Li et al, 2018; Ortagus et al, 2020). Minority-serving community colleges, disadvantaged in meeting institutional performance measures, do not financially benefit as much as their high-resource, whiter counterparts from state appropriations.…”

Section: Exemplar 3: the Interplay Of Racialization And Neoliberalism...mentioning

confidence: 99%

Community Colleges as Racialized Organizations: Outlining Opportunities for Equity

McCambly

Aguilar-Smith

Felix

et al. 2023

Community College Review

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Purpose: The purpose of this article is to use Victor Ray’s theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve.

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Show Me the Outcomes! The Emergence of Performance and Outcomes-Based Funding in Higher Education

Cited by 5 publications

References 5 publications

An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education

An Examination of the (Un)Intended Consequences of Performance Funding in Higher Education

The Impact of Performance Funding Policy Design on College Access and Selectivity

Community Colleges as Racialized Organizations: Outlining Opportunities for Equity

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