| Author(s): | Crellin, M., Aaron, D., Mabe, D., and Wilk, C. |
| Title: | Catalyst for completion: Performance-based funding in higher education: A case study of three states |
| Source: | http://www.nebhe.org/info/pdf/PerformanceFundin... |
| Date: | 2011 |
| Organization: | New England Board of Higher Education |
| Short Description: | The performance-based models in motion in Ohio, Indiana,
and Tennessee depart from the traditional philosophy that
institutional funding be apportioned according to
enrollment levels. Rather than rewarding institutions for
simply enrolling more students, these states have
anchored institutional appropriations to positive outcomes. This policy brief examines three different state models that approach performance-based funding, with varying designs and strategies.
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| Annotation: | The performance-based models in motion in Ohio, Indiana,
and Tennessee depart from the traditional philosophy that
institutional funding be apportioned according to
enrollment levels. Rather than rewarding institutions for
simply enrolling more students, these states have
anchored institutional appropriations to positive outcomes.
Moreover, in a marked shift, these performance-based
models are foundational; they are neither afterthoughts nor
are they toothless. With funding tied primarily to
persistence and completion metrics, among other
measures of performance, institutions in these states are
incentivized to care much more for student success than
for student quantity. This policy brief examines three different state models that approach performance-based funding, with varying designs and strategies. |
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