State-Level Centralization and Policy Innovation in U.S. Postsecondary Education

Hearn, James C.; Griswold, Carolyn P.

doi:10.3102/01623737016002161

Cited by 64 publications

(74 citation statements)

References 34 publications

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“…Recent higher education research has found that state governance characteristics influence the adoption of policy innovation and state accountability reforms (Hearn and Griswold 1994;McLendon et al 2006). Our finding shows that no matter whether a state adopted a top-down or bottom-up approach, institutional performance was not affected by the different types of reform approaches.…”

Section: Discussionmentioning

confidence: 99%

Impacts of performance-based accountability on institutional performance in the U.S.

Shin

2009

High Educ

125

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In the 1990s, most US states adopted new forms of performance-based accountability, e.g., performance-based budgeting, funding, or reporting. This study analyzed changes in institutional performance following the adoption of these new accountability standards. We measured institutional performance by representative education and research indicators-graduation rates and levels of federal research funding. We collected data from 1997 to 2007 and used a hierarchical linear modeling growth curve analysis. The main finding was that states which adopted performance-based accountability did not see a noticeable increase in institutional performance. In addition, we highlighted a critical policy issue-whether state and institutional factors contribute most to institutional performance in higher education.

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Section: Discussionmentioning

confidence: 99%

Impacts of performance-based accountability on institutional performance in the U.S.

Shin

2009

High Educ

125

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“…Many states shape their educational institutions like responsive government agencies while other states emphasize local control and independence from government (Volkwein 1987;Volkwein and Malik 1997). The public administration literature increasingly indicates that different governance structures influence the management choices and performance of public agencies (Hearn and Griswold 1994;Heinrich and Lynn 2002). Among the 50 states, Aims McGuinness identifies at least 19 different models for higher education governance and coordination, and 17 states altered these arrangements or experimented with different structures between 1992(McGuinness 2003.…”

Section: Policy Problem and Conceptual Frameworkmentioning

confidence: 99%

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Volkwein

Tandberg

2007

Res High Educ

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Using Measuring Up data from 2000, 2002, 2004, and 2006, this study examines the extent to which the state performance grades, and changes in grades, are associated with the characteristics of each state and its arrangements for higher education governance and control. To what extent is each state's higher education performance a product of relatively controllable governance and regulatory practices versus relatively uncontrollable measures of state size, affluence, and demographics? Using both Time Series Analysis and OLS Regression, the results show that the measures of state size, affluence, education levels, and growth account for the greatest share of explained variance in State Measuring Up grades. Few of the higher education governance and accountability practices are statistically associated with the index scores on Measuring Up. Only the centrality of state higher education governance is significantly related to two of the state grades, and the relationship is negative. Moreover, changes in state regulation, performance systems, and governance structures over the past decade have not produced dramatic changes in the grades each state receives on the national report card.

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“…Structural barriers, other than those posed by Whetten and Bozeman (1991), were not found. The fact that state education governance structures affected collaboration is not surprising given previous research noting student achievement and policy differences linked to state governance structures (see Hearn & Griswold, 1994;Koedel, 2014;Manna, 2006Manna, , 2013Tandberg, 2013). Although the finding is not surprising, it furthers the literature and knowledge in this area by demonstrating that theoretical constructs from organizational literature, such as Whetten and Bozeman's (1991) framework, can be relevant in the education field.…”

Section: Discussionmentioning

confidence: 61%

Barriers to Success? The Role of Statewide Education Governance Structures in P-20 Council Collaboration

Rippner

2015

EPAA

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Collaboration between K-12 and higher education sectors has not been as productive as participants and policy leaders would like -especially in an era of emphasis on college readiness and completion, which requires such collaboration. Various mechanisms have been used to foster collaboration including state P-20 (early learning through higher education) councils, however these have not always produced the results participants desire and research on why this is so is limited. This study utilizes state education governance and inter-organizational relations literatures to hypothesize that structural barriers to collaboration prevent P-20 councils from reaching their potential. This comparative case study of three state P-20 councils finds that state education governance structures may erect barriers to collaboration. However, this research also shows that P-20 councils, if thoughtfully structured, can help ameliorate these barriers. Keywords: P-20 Council; education governance; higher education; K-12; state education policy; collaboration; inter-organizational relations ¿Barreras Para el Exito? El Papel de las Estructuras de Colaboración y Gobierno Estaduales en los Consejos P-20 Resumen: La colaboración entre los sectores de educación superior y los de educación básica no ha sido tan productiva comosus participantes y líderes políticos les gustaría -especialmente en una era de énfasis en la preparación para ingresar y completar la universidad, que requiere este tipo de epaa aape Education Policy Analysis Archives Vol. 23 No. 74 2 colaboración. Varios mecanismos se han utilizado para fomentar la colaboración incluyendo consejos estaduales de coordinación entre los diferentes niveles (P-20=del preescolar a laeducación superior) sin embargo, estos no siempre han producido los resultados que los participantes desean y la investigación sobre por qué esto es así, es limitada. Este estudio utiliza la literatura sobre gobernanza de la educación estatal y de relaciones inter-organizacionales, para analizar la hipótesis de que las barreras estructurales a la colaboración impiden a los consejos P-20 de alcanzar su potencial. Este estudio de caso comparativo de tres consejos estaduales P-20 concluye que las estructuras de gobernanza de educación estatales pueden erigir barreras a la colaboración. Sin embargo, esta investigación también muestra que concejos P-20, si son estructurados cuidadosamente, pueden ayudar a eliminar estas barreras. Palabras clave: Consejos P-20; gobernanza de la educación; educación superior; K-12; política educativa estatal; colaboración; relaciones inter-organizacionales Barreiras para o Sucesso? O Papel das Estruturas de Colaboração e Governo Estadual nos Conselhos P-20Resumo: A colaboração entre os sectores do ensino superior e educação básica não tem sido tão produtiva quanto seus participantes e líderes políticos gostariam -especialmente em uma época de ênfase na preparação para entrar e completar os estudos superiores, que requer este tipo de colaboração. Vários mecanismos têm sido ut...

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State-Level Centralization and Policy Innovation in U.S. Postsecondary Education

Cited by 64 publications

References 34 publications

Impacts of performance-based accountability on institutional performance in the U.S.

Impacts of performance-based accountability on institutional performance in the U.S.

Measuring Up: Examining the Connections among State Structural Characteristics, Regulatory Practices, and Performance

Barriers to Success? The Role of Statewide Education Governance Structures in P-20 Council Collaboration

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