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1.
Abstract

In the last decade, a majority of states has developed legislation or centralized policy directives which encourage the participation of older adults in institutions of higher education through tuition‐reduction or tuition‐waiver. However, very little research has been conducted to assess their impact on participation and program development. This paper is intended to analyze the awareness and impact of tuition‐waiver policies among older adults and institutions of higher education in the state of Virginia. In addition, this paper is intended to provide an expository framework for the synthesis of secondary data sources which address state policy issues in gerontology and higher education.

Results from the analysis indicate a high level of awareness among administrators at the institutional and state level in higher education and among state legislators, while somewhat less awareness is evident among older adults. In terms of impact, results indicate that older adult participation remains extremely low, and the priority of cost in participation decisions is not well understood. The actual financial burden on institutions is still relatively small; however, with no tuition or state reimbursed funds, the incentives for program development remain insufficient.

Several additional policy and research questions follow from the analysis. Questions must be raised concerning who is benefitting from the legislation and who should be benefitting, what kinds of incentives are necessary for institutions to develop programs, and what role the state should play in facilitating program development. Additionally, a re‐evaluation of tuition‐waiver policies versus other kinds of financial incentives is recommended.  相似文献   

2.
This article discusses community college involvement in a key welfare-to-work training program, the Jobs Opportunities and Basic Skills Training Program (JOBS), as a mirror to reflect on the larger issue of how federal and state workforce policy impacts publicly-controlled institutions of higher education. A qualitative assessment of JOBS programs at community colleges framed discussion regarding the challenges community colleges face as they attempt to preserve these programs within an era of devolved responsibility for welfare-to-work funding from the federal government to the states.  相似文献   

3.
This study examines an emerging trend in state higher education finance policy: the use of an index to establish tuition and fee levels at public institutions. Based on a national survey of tuition-setting policies, this study documents the increasing use of an indexing formula to determine tuition levels. Factors encouraging this trend are examined, and questions that must be addressed by state and institutional policymakers in adopting such a formula are discussed. Policy implications for states and institutions are also considered.  相似文献   

4.
Since the beginning of the Great Recession, many community colleges have experienced significant declines in state revenue, increases in enrollment, higher tuition, and flat or declining state student aid. These conditions have also occurred in an environment of heightened accountability with pressure to advance a student success agenda and to meet workforce training needs. Findings from the annual survey of state community college directors conducted by the Education Policy Center at the University of Alabama, in partnership with Iowa State University and The University of North Carolina at Charlotte, show that the majority of state directors feel states are moving toward a privatized model of higher education and that structural deficits exist in state budgets disadvantaging community colleges. The concern is that these and other related findings demonstrate a situation that may not improve as the nation climbs out of recession; this situation is creating a new norm in community college funding.  相似文献   

5.
An alarmingly high percentage of recent high school graduates are not prepared to succeed in college-level courses, and the impact of this educational shortcoming is substantial. Underprepared college students incur a monetary cost of enrolling in remedial courses, and states and taxpayers subsidize much of the overall cost of developmental education. In addition, underprepared students are less likely to graduate from college, thus impacting their earning potential and the nation's economic need for a more highly educated workforce. One approach to reducing the need for developmental education is high school bridge programs. These programs, which usually take place on a college campus, provide interventions that help targeted students aspire to, prepare for, and achieve college enrollment. This article reports on the effectiveness of bridge programs at Texas colleges in the summer of 2007; it covers two community college programs that demonstrated the highest pre- to postprogram student achievement gains of the participating institutions. Findings from this study and previous research suggest that effective bridge programs (a) have very strong relationships with their partner school districts; (b) provide professional development to all program staff; (c) conduct preprogram orientation sessions and closing ceremonies; (d) provide bus transportation; (e) involve parents in the program; (f) provide students with labs to support classroom instruction; (g) provide academic advising and other support services; and (h) implement both formative and summative evaluation methods.  相似文献   

6.
This study considers the impact of state-level guaranteed tuition programs on postsecondary tuition levels. The analytic framework argues that state-level laws requiring flat tuition rates for four years contain inflationary risk, which encourages institutions to set tuition higher than they otherwise would with annual adjustments. To empirically test this idea, this study uses a national panel dataset and a quasi-experimental difference-in-difference methodological approach, with Illinois’ Truth-in-Tuition law serving as the treatment condition. On average, institutions subject to this law increased annual tuition by approximately 26–30% and aggregate four-year tuition by approximately 6–7% in excess of the amount predicted by the trend for institutions not subject to the law. These findings are robust to multiple alternative specifications and support the idea that state-level guaranteed tuition programs encourage large institutional tuition increases. Implications of these findings for state policymakers, higher education institutional leaders, and college-age students and their families are also discussed.  相似文献   

7.
Community colleges in America are now very visible and highly respected institutions of higher education. More than 1,000 community colleges in all 50 states now comprise nearly 25% of all colleges and universities in the U.S., with over 6.5 million students, or about 45% of all college students.

State and local governance and coordination of community colleges vary from single-state governing boards to minimal state control and strong local governing boards. The relative degrees of state and local control of community colleges generally “follow the money,” in that accountability to state and local governing board and state legislatures is generally about proportional to the funds provided by each level of government.

Funding for operational support of community colleges comes primarily from state and local governments, with considerable federal support for grants and subsidized loans to students. In 2000–2001, the largest proportional funding sources for community colleges were: state governments (44.6%), local governments (19.5%), tuition and fees (19.5%) and the federal government (5.4%). State lotteries in at least 38 states represent a relatively new source of funds for community colleges, often in the form of student scholarships.

Many of the earliest public junior colleges charged no tuition, especially in California in the early 1900s. Now many community college students pay $3,000 or more per year in tuition and fees, and recent annual tuition increases in many states have been in double digits. This is a troubling trend that threatens to reduce access to higher education for poor people.  相似文献   

8.
This article examines recent research on the private returns to investment in baccalaureate and sub-baccalaureate postsecondary education, the social returns to investment in higher education, and student responsiveness to prices and subsidies (e.g., tuition and financial aid). The analysis focuses on the implications of recent research on the economics of attending college for policy and practice in a variety of specific areas such as enrollment management; the role of community colleges and other sub-baccalaureate institutions relative to welfare-to-work programs, tuition taxcredit legislation, and the value of investing in credits even without credentials; the development of effective high-tuition, high-aid, and other state and institutional pricing strategies; and the inequities in the distribution of access and choice in higher education that is evident in the widening gaps in participation rates of white and minority youth and higher- and lower-income students, as well as in the growing concentration of lower-income students at-and the flight of middle- and upper-income students from-community colleges.  相似文献   

9.
Mississippi's system of public community and junior colleges developed as a response to changing educational needs in the state. The need to provide secondary education to rural areas of the state led to the agricultural high school movement in 1908. Time diminished the need for these schools, so the state's educational leadership proposed using the facilities to offer college‐level coursework. In 1928, Mississippi counties were authorized to join together in forming junior college districts. The colleges began as agencies of local government and continue so to the present. A state‐level office with coordinating responsibilities was established at the State Department of Education. The state's system of 2‐year colleges began just 1 year before the national economic depression. Easy access and low costs made the junior colleges attractive to Mississippians then and now. The junior college mission was to offer university transfer programs to students. After World War II, the junior colleges expanded their missions to include vocational and technical training. This was in response to the demands of business and industry as well as the needs of veterans returning to the workforce. Postwar industrial development in the state gave the junior colleges a greater role in workforce training. Mississippi's two‐year colleges have experienced demographic and technology changes that reflect national trends. In contrast to most other states, Mississippi's community and junior college leadership continues to identify university parallel programs as their primary mission.  相似文献   

10.
I use data from the State University of New York to examine whether changes in community college attendance costs yield different impacts on first-time enrollment in different community college programs. Evidence is strong that academic-program enrollment significantly and substantially decreases when 2-year tuition increases, but weaker that it increases when 4-year tuition increases. Occupational-program enrollment is less responsive to 2- and 4-year tuition changes, but more responsive to labor market conditions. These different responses translate into significant changes in the program composition of entering community college cohorts when the costs of attendance change.  相似文献   

11.
This article outlines a technique for analyzing various segments of a college's market for students. Careful scrutiny of the segments in which the college has a relatively limited appeal may suggest strategies for improving the college's performance in those segments. The article further describes a pilot test of the technique using data from Shippens-burg State College. Two key results of the pilot test were: 1. The college should give strong consideration to developing programs of interest to high-ability male students, a group currently underrepresented. 2. The development of a tuition schedule based on parental income would increase the proportion of lower-income students at the college. The cost, however, would have to be borne by the state, as the college would lose upper-income students in substantial numbers.  相似文献   

12.
以浙江省公办普通高校作为研究对象,通过指数构建来研究学费调整机制,发现:学费上涨后,社会家庭呈现出较强的经济负担能力,学费水平在其可承受范围以内;政府对高等教育财政投入的增加一定程度上保障了高校的运营;毕业生收入水增加进一步印证了受教育者的个人教育收益率。但是,在新学费政策的实行中,也有一些问题需要注意和完善:要逐步建立以高校生均培养成本为主的学费调整机制;学费调整应该反映教育投资者的意愿和选择;学费调整应该加大不同学科专业的差异性。  相似文献   

13.
In 2001, the Texas state legislature passed House Bill 1403. With the passage of the law, Texas became the first state to offer in-state tuition rates at public universities for non-citizens (including illegal immigrants) who attended high school in the state for three years. As a result of the policy change, the cost of attending college at public universities in Texas fell dramatically for non-citizens. Using administrative data from five universities in Texas, we employ a quasi-experimental design to identify the effects of the policy change on the probability of enrollment at each of the universities. The results demonstrate a large and significant positive effect of lowering tuition on the enrollment of non-citizens at the University of Texas at Pan American and the University of Texas at San Antonio.  相似文献   

14.
This article is a case study of a community college that received federal funding for two different projects involving welfare-to-work participants and local workforce development. Despite sounding good on paper, the partnerships did not finish on a high note for either the college or the local community. Social capital theory was used to analyze the study, and the goal is to engage in dialogue with the audience on the implications for policy and practice.  相似文献   

15.
Community colleges often are catalysts for economic and workforce development in localities with high unemployment or large numbers of dislocated workers. Increasingly, dislocated workers—individuals who have experienced job loss due to occupational closings, reduced workforces, or severe local economic downturns—are enrolling in educational and retraining opportunities, career counseling, and other supports offered by their local community college in partnership with federal and state assistance programs. Although benchmarks for two-year college success include providing institutional supports to address students’ academic, social, and personal adjustment needs, little research exists to help guide effective practices aimed at supporting dislocated workers’ two-year college adjustment, retention, and success. To help fill this gap, this study collected data describing 117 dislocated-worker students’ academic, social, personal-emotional, and institutional adjustment. Next we compared dislocated worker adjustment factors with those of 143 nondislocated worker students. Contrary to our expectations, the dislocated workers in our study actually reported better academic adjustment and better academic performance than other students. Also contrary to our expectations, we found no differences in adjustment needs between the two different groups on the basis of social support, goal-directedness, or barriers to employment success. We discuss implications for practice arising from our unexpected findings and present limitations of the study and directions for future research.  相似文献   

16.
This study utilized original survey data and a national sample of community college baccalaureate (CCB) institutions to examine how offering baccalaureate programs impacts these colleges and the students they serve. An increasing number of these colleges plan to offer their baccalaureate programs online, and programs in technology are projected to experience the greatest growth. The data suggest that student needs, and not institutional revenue or prestige, are the primary motivation for offering bachelor's degrees. The challenges experienced when establishing the CCB programs were more likely to come from external than internal factors. Collectively, thousands of students have already graduated from these programs. Results from this study can be used by policymakers and college administrators to make data-driven decisions regarding baccalaureate programming at the community college.  相似文献   

17.
地区经济发展差异与高等教育成本补偿属地化   总被引：12，自引：0，他引：12  
根据我国地区经济发展差异 ,对经济发展水平和高等教育成本补偿水平进行的理论和实证研究表明 ,我国各地区间高等教育的生均教育经费与人均国内生产总值成正相关 ,学费水平与人均国内生产总值成正相关 ,学费水平与高等教育生均成本成正相关 ,学费水平与人均可支配收入成正相关。实施高等教育成本补偿属地化是我国现阶段不可避免的政策选择  相似文献   

18.
This study addresses the nature of governmentpolicy toward community colleges in the 1990sand the responses of institutions to thesepolicies. This is an examination of Canadianand U.S. community colleges in two Canadianprovinces and three U.S. states as well asanalysis of government policy in two countries,at the federal, state and provincial levels.Government policies are viewed as directingcommunity colleges toward economic goals,emphasizing workforce training and stateeconomic competitiveness as outcomes,compelling colleges to improve efficiencies,increase productivity, and to becomeaccountable to government and responsive tobusiness and industry. Government responses toeconomic concerns at the provincial and statelevels resulted in economic developmentpolicies applicable to community colleges. Institutional responses among communitycolleges, evident in behaviors such asmarketization and productivity and efficiency,altered college missions, resulting in thepursuit of economic ends by theseinstitutions.  相似文献   

19.
Georgia's legislators have approved a plan whereby public school districts in the state could convert to charter schools to tailor programs for local educational communities. The state has authorized funds for five secondary-level charter career academies that are to be positioned regionally and partnered with a postsecondary community or technical college on-site. This is a model of seamlessness that is predicated upon physical placement near one of the strategic industry clusters in the state. Yet, assignment of these academies is matched not only to geographical targets as designated in the governor's global industry and innovation initiative. Career academies also serve the function of early colleges in that they become a transitioning model between two very distinct educational institutions. This includes close articulation with technical college instructors, curriculums, and workforce and economic development programs—an arrangement that is much more likely to amplify and improve the pool of trained workers for cluster-based firms. Drawing technical colleges and career academies together for an agenda of educational reform signifies that a state is tooling-up both to accommodate new business growth and firm relocations, and also to equip young people with the skills and know-how needed in 21st century workplaces.  相似文献   

20.
The paper uses the Integrated Postsecondary Education Data system (IPEDS) data to simulate the 2020 American Graduation Initiative (AGI) goal introduced by President Obama in the summer of 2009. We estimate community college graduation rates and completion numbers under different scenarios that include the following sets of variables: (a) internal education variables; (b) external workforce development variables; and (c) state and national environmental factors. Our analysis suggests that the likelihood of success of meeting the AGI goal increases dramatically if community colleges are able to raise graduation rates and increase completion numbers by doing the following: (a) lowering the inherent risk factors that prevent students from graduating by implementing proactive retention and completion strategies; (b) operating in economic and workforce development environments of low unemployment levels and (c) taking into consideration the ever-growing globally competitive environment.  相似文献   

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