The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions

Autor/inn/en	Boland, William Casey; Gasman, Marybeth; Nguyen, Thai-Huy; Castro Samayoa, Andrés
Titel	The Master Plan and the Future of California Higher Education: Assessing the Impact of State Policy on Minority-Serving Institutions
Quelle	In: American Educational Research Journal, 55 (2018) 6, S.1369-1399 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218787463
Schlagwörter	Higher Education; Master Plans; State Policy; Educational Policy; Minority Group Students; Community Colleges; Institutional Characteristics; State Universities; Educational Finance; State Aid; Enrollment; Graduation; College Transfer Students; Academic Persistence; California + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktionsplanung und -steuerung; Politics of education; Bildungspolitik; Community college; Community College; Staatliche Universität; Bildungsfonds; Einschulung; Abschluss; Graduierung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Kalifornien
Abstract	Many argue that the California Master Plan for Higher Education is no longer effective in meeting the needs of students. This policy analysis assesses the impact of California higher education policy on the state's community colleges that are considered minority-serving institutions (MSIs). Using longitudinal data to determine how the metrics have changed over time, we focus on three public policies that are manifestations of the master plan: (1) transfer between the California Community Colleges and California State University segments, (2) state funding for each segment, and (3) enrollment quotas for the California State University and University of California segments. We assess enrollment, finance, transfer, persistence, and completion measures to answer our primary research questions. While we find challenges for MSI students advancing to the completion of a 4-year degree, our findings also demonstrate that MSI community colleges can encourage minority student retention and associate's degree and certificate completion. By centering MSIs in the state policy context, this study brings to light the growing interrelated relationship between federal and state efforts to reduce racial inequality in higher education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01