Outcomes Based Funding and Race in Higher Education

Outcomes Based Funding and Race in Higher Education : Can Equity be Bought?

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Description

This book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education. Over the last decade, higher education has become entrenched in a movement that holds colleges and universities more accountable to its supporters. There are pressures to answer questions about student outcomes and performance, the value of education, the effectiveness of instructors, and the ability of existing leaders to manage efficiently and effectively. It is within this climate that states have adopted POBF policies. Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. This book provides an overview for policymakers of how racial equity has been addressed, the impact of these approaches, and recommendations for moving forward.
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Product details

  • Hardback | 170 pages
  • 148 x 210 x 11.18mm | 3,392g
  • Cham, Switzerland
  • English
  • 1st ed. 2017
  • 4 Illustrations, black and white; IX, 170 p. 4 illus.
  • 331949435X
  • 9783319494357

Back cover copy

This book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education. Over the last decade, higher education has become entrenched in a movement that holds colleges and universities more accountable to its supporters. There are pressures to answer questions about student outcomes and performance, the value of education, the effectiveness of instructors, and the ability of existing leaders to manage efficiently and effectively. It is within this climate that states have adopted POBF policies. Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. This book provides an overview for policymakers of how racial equity has been addressed, the impact of these approaches, and recommendations for moving forward.
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Table of contents

Chapter 1. Show Me the Outcomes! The Emergence of Performance and Outcomes Based Funding in Higher Education
Chapter 2. Double or Nothing, States Betting it all on Performance and Outcomes Based Funding and the Implications for Equity
Chapter 3. Reparations and Rewards: Performance and Outcomes Based Funding and De Jure to De Facto Segregation in Higher Education Systems
Chapter 4. Impacting the Whole Community: Two-Year Minority-Serving Institutions and Performance and Outcomes Based Funding in Texas
Chapter 5. A Critical Analysis of the Socio-Political Climate for POBF in Three States
Chapter 6. Policy Actors, Advocates, & Critics: The promotion and critique of performance and outcomes based funding's impact on equity
Chapter 7. Between Words and Action: The Problem with POBF Indictors for Achieving Racial Diversity
Chapter 8. Toward a New Framework for funding for equity
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About Tiffany Jones

Tiffany Jones is Program Director for Higher Education Research and Policy at the Southern Education Foundation.
Sosanya Jones is Assistant Professor of Qualitative Methods and Higher Education in the Department of Educational Administration and Higher Education at Southern Illinois University-Carbondale, USA.
LaToya Russell Owens is doctoral candidate and Dean's Fellow in the College of Education at Georgia State University, USA, and doctoral intern at the Southern Education Foundation.
Amanda E. Assalone is Postdoctoral Research and Policy Analyst at the Southern Education Foundation.
Kayla C. Elliott is a Doctoral Student in the Higher Education Leadership program at Florida Atlantic University, USA. She is an experienced nonprofit fundraising professional dedicated to education, equity, and empowerment.
Denisa Gandara is Assistant Professor in the Department of Education Policy and Leadership at Southern Methodist University, USA. She is the recipient of the Ford Foundation Dissertation Fellowship and the Zell and Shirley Miller Graduate Fellowship.
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