The Weight of the Metric: Performance Funding and the Retention of Historically Underserved Students

Autor/in	Li, Amy Y.
Titel	The Weight of the Metric: Performance Funding and the Retention of Historically Underserved Students
Quelle	In: Journal of Higher Education, 90 (2019) 6, S.965-991 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Amy Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2019.1602391
Schlagwörter	Disproportionate Representation; Administrator Attitudes; Institutional Mission; Equal Education; Performance Based Assessment; Resource Allocation; State Aid; Educational Finance; School Holding Power; Academic Persistence; Mentors; Program Development; Low Income; Scholarships; Academic Advising; Minority Group Students; College Admission; Standards; Admission Criteria; Access to Education; Student Recruitment; Selective Admission; College Administration; State Policy; State Universities; Pennsylvania; Ohio + Suchen Sie Ihr Suchwort? Leistungsermittlung; Ressourcenallokation; Bildungsfonds; Programmplanung; Niedriglohn; Scholarship; Stipendium; Akademischer Rat; Hochschulzugang; Hochschulzulassung; Zulassung; Standard; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsselektion; College administrators; Hochschulverwaltung; Staatliche Universität
Abstract	Performance funding policies allocate state appropriations to public institutions based in part on retention and completion outcomes, and equity metrics allocate additional funding for graduating historically underserved students. Through interviews of 52 college administrators and state policymakers, I explore campus responses to performance funding equity metrics at five 4-year institutions with varying missions in Pennsylvania and Ohio. Findings suggest that equity metrics prompted institutions to develop mentoring programs for students of color, increase faculty advising, and create more targeted scholarships for lower-income students. However, the policy led to higher admissions standards at one access-oriented institution, and efforts to recruit more academically qualified students at all institutions, indicative of actions unintended by the policy designers. These actions could lead to increased stratification, where underrepresented students are disproportionally enrolled at less selective colleges. Performance metrics to incentivize the retention of underrepresented students do not appear to fully mitigate institutional attempts to increase selectivity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01