Adequately Funding Postsecondary Institutions as State Assets

Autor/inn/en	Koch, Zac; Prescott, Brian T.
Titel	Adequately Funding Postsecondary Institutions as State Assets
Quelle	In: Change: The Magazine of Higher Learning, 53 (2021) 5, S.56-64 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2021.1963160
Schlagwörter	Educational Finance; State Colleges; Financial Support; State Aid; Costs; Public Support; Community Colleges; Expenditure per Student + Suchen Sie Ihr Suchwort? Bildungsfonds; Finanzielle Förderung; Cost; Kosten; Öffentliche Förderung; Öffentliche Trägerschaft; Community college; Community College
Abstract	Understanding the funding requirements of public institutions starts with recognizing them as state assets with capacity to meet state needs, especially those that disproportionately serve underrepresented, low-income, or rural student populations and adult learners. As policy makers wrestle with resource allocation decisions under unfavorable conditions, they could benefit from an evidence-based framework designed to help them recognize and consider the level of public support necessary to provide for the most basic of institutional funding requirements. Such a framework would offer insights that help policy makers avoid making decisions that contribute to institutions drifting toward fiscal peril. It would also encourage a strategic conversation about which institutions are addressing state priorities and the level of funding needed to ensure that they are able to continue doing so (Prescott et al., 2021). This article summarizes findings from a white paper drafted by the National Center for Higher Education Management Systems for a series on public finance of higher education sponsored by the State Higher Education Executive Officers national association (2020). The paper also proposes a framework for thinking about institutional budgets and their basic foundational costs (Prescott et al., 2021). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01