America's Promise and Argentina's Unrestricted Access: A Comparative Analysis of Equity Implications of Tuition-Free and Open-Access Models in Higher Education

Autor/in	Ballerini, Victoria
Titel	America's Promise and Argentina's Unrestricted Access: A Comparative Analysis of Equity Implications of Tuition-Free and Open-Access Models in Higher Education
Quelle	(2018), (353 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-0457-3
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Higher Education; Tuition; Educational Opportunities; Disproportionate Representation; Equal Education; Access to Education; Academic Aspiration; Community Colleges; Comparative Education; Educational Finance; Student Characteristics; Educational Policy; Policy Analysis; Educational Attainment; Citizen Participation; Economic Development; Income; School Holding Power; Academic Persistence; Graduation Rate; Low Income; Minority Group Students; Argentina; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterweisung; Unterricht; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; Vergleichende Erziehungswissenschaft; Bildungsfonds; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsabschluss; Bildungsgut; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Wirtschaftsentwicklung; Einkommen; Niedriglohn; Argentinien
Abstract	It is argued that free-tuition higher education increases opportunity for underrepresented students with positive equity implications. Moreover, access to higher education for free expands existing visions of equal opportunity, as it changes aspirations and behavior. In 2015, Tennessee became the first state in the nation to implement a universal free-tuition community college program called the Tennessee Promise, a model that became the blueprint for initiatives at state and local levels. This study uses a systemic approach to compare the Tennessee Promise with Argentina's free-tuition model, a longer-running free and open-access program. The comparison provides an opportunity to assess the equity implications of two tuition-free and open-access programs, by describing their funding structure, analyzing the evolution of enrollment and the changes in student characteristics, identifying changes in institutional behavior, examining the equity visions behind policy design, and extracting lessons from both experiences. Whereas Argentina's argument in favor of free college is political, as higher education provides a space for political engagement and citizenship building, the argument in Tennessee is an economic one, where the increase in degree attainment is expected to further economic development in the state. These different visions shape policy design, incentives, and levels of funding. The study found that, despite their differences, currently both programs increase the opportunity of access for underrepresented students but offer them low chances of success in the short term, which is evidenced by comparable retention and graduation rates. Nonetheless, data for Argentina show that, in the long term, attainment increases for all income brackets, although gaps still exist. Finally, the study shows that having underrepresented students in the system pushes policy makers to rethink equity and drives institutional and policy changes, creating conditions for policy innovation to increase the retention and graduation of low-income and minority students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01