The Impact of State and Federal Funding Regulations on Nontraditional Postsecondary Education.

Autor/in	Meeth, L. Richard
Institution	State Higher Education Executive Officers Association.; Education Commission of the States, Denver, CO. Inservice Education Program.
Titel	The Impact of State and Federal Funding Regulations on Nontraditional Postsecondary Education.
Quelle	(1975), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Accountability; Budgeting; Educational Innovation; Federal Aid; Federal Regulation; Funding Formulas; Government School Relationship; Guidelines; Higher Education; Nontraditional Education; Private Colleges; Public Policy; Resource Allocation; School Surveys; State Aid; State Colleges; State Standards + Suchen Sie Ihr Suchwort? Verantwortung; Instructional innovation; Bildungsinnovation; Bundeskompetenz; Funding; Finanzierung; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Privathochschule; Öffentliche Ordnung; Ressourcenallokation
Abstract	The nature and extent of restraing imposed by state and federal funding formulas, guidelines, and regulations on emerging, innovative, nontraditional postsecondary educational programs was assessed. Interviews were conducted with administrators of several innovative programs. In addition, a questionnaire was mailed to over 300 nontraditional programs which were free of traditional time or place limitation. Of the 134 responses, 48 indicated some serious problem with state or federal funding formulas, and 86 institutions reported no particular problems. Of those reporting great difficulty with state or federal funding agencies, 70 percent were public and 30 percent were private. Public colleges and university programs operating within larger traditional schools seemed to have the greatest difficulty with funding guidelines. The formulas from which many of the problems arise are reviewed, and examples of restrictive policies faced by nontraditional programs are described. Among the possible solutions are the following: pass the costs on to students; use soft money for start-up costs; exert political pressure on state and federal legislators; do away with the formulas and guidelines entirely; arbitrarily assign credit hours to everything done in time-free and place-free programs; develop a new formula based on a concept entirely different from credit hours; and use program budgeting as a way out of the formula dilemma. Program approval, another area of concern to nontraditional programs, is briefly considered. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC