Performance Funding Policy Impacts on STEM Degree Attainment

2018 ◽  
Vol 34 (2) ◽  
pp. 312-349 ◽  
Author(s):  
Amy Y. Li
Keyword(s):  
Degree Attainment ◽  
Performance Funding ◽  
Public Institutions ◽  
Special Science ◽  
Funding Policy ◽  
Data Set ◽  
Funding Policies ◽  
Bachelor's Degrees ◽  
Policy Impacts ◽  
And Mathematics

Performance funding policies for higher education allocate appropriations to public institutions based on student outcomes such as degree completions. This study investigates whether a special science, technology, engineering, and mathematics (STEM) incentive in 13 state performance funding policies leads to greater undergraduate degree completions in STEM fields. This study applies a conceptual framework of principal–agent theory and anticipatory policy effects. Incorporating a panel data set on 551 public 4-year institutions from 2003-2004 to 2014-2015, results from difference-in-differences analyses suggest that the STEM incentive increases total STEM bachelor’s degrees completed as well as STEM bachelor’s degrees completed as a proportion of all bachelor’s degrees. Findings are robust to alternative specifications, suggesting that institutions are responding to the performance funding STEM incentive by graduating more students in these high-demand fields.

scholarly journals The creation of performance funding in Michigan: Partnership, promotion and points

2016 ◽  
Vol 24 ◽  
pp. 122 ◽  
Author(s):  
Renata Opoczynski
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Financial Incentives ◽  
Performance Funding ◽  
Measure Data ◽  
Funding Policy ◽  
Funding Policies ◽  
Decision Making Processes ◽  
The Creation ◽  
Education Administrators

While accountability in higher education has been a topic of debate for decades, in recent years the discussions have shifted to emphasize efficiency and economic measures of success. A prominent example of this accountability movement is the increase in popularity of performance funding policies. One of the most recent states to implement performance funding is Michigan, which began their performance funding policy in 2012. This study explored the creation and implementation of the state of Michigan’s performance funding policy. In particular, the decision making processes institutional administrators and state leaders engaged in while designing, promoting, and implementing the policy. Using a case study design and interviewing both higher education administrators and state leaders who were involved in the creation of the performance funding policy in Michigan yielded five large trends: 1) The importance of advocacy coalitions; 2) Securing support through a focus on higher education affordability; 3) Concerns with how to measure data and compare institutions; 4) Insufficient financial incentives; and 5) Limited impact on institutional decision making.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

Equity or Disparity: Do Performance Funding Policies Disadvantage 2-Year Minority-Serving Institutions?

2018 ◽  
Vol 46 (3) ◽  
pp. 288-315 ◽  
Author(s):  
Amy Y. Li ◽  
Denisa Gándara ◽  
Amanda Assalone
Keyword(s):  
Developmental Education ◽  
Performance Metrics ◽  
Underrepresented Students ◽  
Performance Funding ◽  
State Funding ◽  
Retention Rates ◽  
Gateway Courses ◽  
Funding Policies ◽  
Funding Formulas ◽  
Minority Serving Institutions

Objective: We investigate whether performance funding—an increasingly prevalent state policy that allocates appropriations based on outcomes that prioritize retention and completion—places minority-serving institutions (MSIs) at a financial disadvantage due to these institutions serving a greater proportion of historically underrepresented students. Method: Using data from 2004-05 to 2014-15 within Texas and Washington, we compare state funding allocations to 2-year institutions designated as MSIs versus non-MSIs, before and after performance funding policies are implemented. We additionally compare funding allocations for each performance metric. Results: On average, MSIs in Texas and Washington are allocated the same or less in per-student state funding after performance funding compared to non-MSIs. MSIs in Texas are advantaged in performance metrics for transfers and for gateway courses in math (credit-bearing courses that serve as a “gateway” to continued study), and MSIs in Washington are advantaged in developmental education courses. However, MSIs are typically disadvantaged in metrics for degree completions. Conclusion: Our findings suggest that MSIs in Texas and Washington are not financially disadvantaged due to performance funding because the funding formulas in both states incentivize milestones in addition to outputs. We recommend that policy makers consider incorporating performance metrics for developmental education and gateway courses in addition to retention rates and degree completions, and tailor metrics to the student population of institutions to mitigate the potentially inequitable funding consequences of performance funding policies.

scholarly journals Licenciatura no Cenário da Educação Superior Brasileira / Degree in Scenario of the Brazilian Higher Education

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Ivo de Jesus Ramos ◽  
Luiz Henrique Amaral
Keyword(s):  
Higher Education ◽  
Mathematics Teachers ◽  
Public Spending ◽  
Public Institutions ◽  
The Other ◽  
Financial Resources ◽  
Current Scenario ◽  
The Government ◽  
And Mathematics ◽  
Science And Mathematics Teachers

ABSTRACTThis research, exploratory nature, aims to identify the current scenario of degrees in Science and Mathematics in Brazil, its weaknesses and offer. The number of vacancies in the IES Degree courses in Science and Mathematics is insufficient to meet demand in teacher training in this area? That was the question that guided the investigation. In this sense, we try to see if there are no vacancies, if there was a reduction in enrollment, evaluate evasion, estimate the annual public spending on vacancies unoccupied in 2011, these degrees. In response to the question presented in this study, the results corroborate the analysis of Tardif and Lessard (2009), with the prospect of an increase in the deficit of teachers. On the other hand, the survey indicated that the financial resources expended by the Government, especially in public institutions, little impact due to the high percentage of evasion, considering the offered vacancies and loss of students during the process. About 920 million reais annually, only in public HEIs, the resources made available for training of science and mathematics teachers do not produce effective results.RESUMOEsta investigação, de natureza exploratória, tem como objetivo identificar o atual cenário das licenciaturas de Ciências e Matemática no Brasil, suas fragilidades e oferta. A oferta de vagas pelas IES nos cursos de Licenciatura em Ciências e Matemática é insuficiente para atender a demanda na formação de professores nessa área? Essa foi a questão que norteou a investigação. Nesse sentido, procuramos verificar se há falta de vagas, se houve redução das matrículas, avaliar a evasão, estimar o gasto público anual com as vagas não ocupadas, em 2011, nessas licenciaturas. Em resposta ao questionamento apresentado nesta pesquisa, os resultados corroboram com a análise de Tardif e Lessard (2009), com a perspectiva de um agravamento no déficit de professores. Por outro lado, a pesquisa apontou que os recursos financeiros despendidos pelo Governo, em especial nas Instituições Públicas, pouco efeito produzem devido ao alto percentual de evasão, considerando-se as vagas ofertadas e perda de alunos durante o processo. Cerca de 920 milhões de reais anuais, apenas nas IES Públicas, dos recursos colocados à disposição para formação de professores de Ciências e Matemática não geram resultado efetivo. Contacto principal: [email protected]

scholarly journals Harga Saham Kini: Dalam Bayang-bayang Fundamental

2020 ◽  
Vol 17 (1) ◽  
pp. 71-80
Author(s):  
Sari Gabe Sagala ◽  
Mochamad Muslih
Keyword(s):  
Financial Performance ◽  
Stock Prices ◽  
Stock Price ◽  
Quantitative Methods ◽  
Industrial Revolution ◽  
Stock Exchange ◽  
Secondary Data ◽  
Pharmaceutical Companies ◽  
Funding Policy ◽  
Funding Policies

This study aims to determine the effect of liquidity, funding policies, and financial performance on the stock prices of pharmaceutical companies listed on the Indonesia Stock Exchange (BEI) for the 2009-2018 period. The theory tested in this research is signaling theory. This research uses quantitative methods. The research variables are stock price, company liquidity, funding policy, and financial performance. The data used are secondary data taken from the Indonesia Stock Exchange (IDX). The population in this study is pharmaceutical companies listed on the Indonesia Stock Exchange. The research sample is 7 (seven) pharmaceutical companies listed on the Indonesia Stock Exchange (IDX) for the period 2009-2018. The results showed that company liquidity had no significant effect on stock prices, funding policies had no significant effect on stock prices, and financial performance had no significant effect on stock prices. The results of this study add to the outer layer of knowledge building according to Imre Lakatos. The implication of this research is that the company's fundamental conditions do not necessarily affect stock prices, depending on the type of stock market. It is recommended to investors to be more careful in observing the factors that influence stock prices in the 4.0 industrial revolution era. Next researchers are advised to use other fundamental aspects as their independent variables so that more fundamental elements of the company are examined in relation to stock prices in the 4.0 industrial revolution era.

scholarly journals Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree?

2009 ◽  
Vol 31 (1) ◽  
pp. 30-53 ◽  
Author(s):  
Bridget Terry Long ◽  
Michal Kurlaender
Keyword(s):  
Community Colleges ◽  
Instrumental Variables ◽  
Baccalaureate Degree ◽  
Public Higher Education ◽  
Detailed Data ◽  
Data Set ◽  
Baccalaureate Degrees ◽  
Higher Education System ◽  
Multiple Strategies ◽  
Bachelor's Degrees

Community colleges have become an important entryway for students intending to complete baccalaureate degrees. However, many question the viability of the transfer function and wonder whether students suffer a penalty for starting at 2-year institutions. The authors examined how the outcomes of community college entrants compared with those of similar students who initially entered 4-year institutions within the Ohio public higher education system. Using a detailed data set, the authors tracked outcomes for 9 years and used multiple strategies to deal with selection issues: propensity score matching and instrumental variables. The results suggest that straightforward estimates are significantly biased, but even after accounting for selection, students who initially began at community colleges were 14.5% less likely to complete bachelor’s degrees within 9 years.

Performance Funding Policy Effects on Community College Outcomes: Are Short-Term Certificates on the Rise?

2017 ◽  
Vol 46 (1) ◽  
pp. 3-39 ◽  
Author(s):  
Amy Y. Li ◽  
Alec I. Kennedy
Keyword(s):  
Postsecondary Education ◽  
Performance Metrics ◽  
State Level ◽  
Cost Effective ◽  
Performance Funding ◽  
Funding Policy ◽  
Level Control ◽  
Medium Term ◽  
Short Term ◽  
The Impact

Objective: Performance funding (PF) policies allocate a portion of state funding to colleges based on student outcomes. This study is the first to account for policy type and design differences, and explores the impact of performance funding on three levels of credential completions: short-term certificates, medium-term certificates, and associate’s degrees. Method: We create a panel dataset of 751 two-year colleges from years 1990 to 2013 using data from the Integrated Postsecondary Education Data System. We conduct a series of analyses using difference-in-differences with the inclusion of college- and state-level control variables. Results: We find that, on average, performance funding produces no significant changes in completions of any of the three credentials. Policy types characterized by a greater proportion of funding tied to the base budget, mission differentiation in performance metrics, inclusion of underrepresented student metrics, and longer periods of operating years produce an increase in short-term certificates, no significant change in medium-term certificates, and a decrease in associate’s degrees. Contributions: This study’s findings suggest that because awarding more short-term certificates is a relatively quick and cost-effective way to capture performance funds, colleges might be engaging in a path of least resistance by churning out short-term certificates and redirecting focus away from associate’s degrees, which is concerning given that short-term certificates generally offer limited labor market benefits compared to medium-term certificates and associate’s degrees. Our results also underscore the importance of policy designs in explaining differential impacts on credential completion.

scholarly journals Funding for Performance and Equity: Student Success in English Further Education Colleges.

2006 ◽  
Vol 14 ◽  
pp. 24
Author(s):  
Ozan Jaquette
Keyword(s):  
Student Success ◽  
Basic Education ◽  
Community College Student ◽  
Further Education ◽  
Performance Funding ◽  
Success Rates ◽  
Funding Formula ◽  
Funding Policies ◽  
Further Education Colleges ◽  
The Impact

The impact of performance funding on community college student outcomes is a contested issue. Performance funding policies in most U.S. states involve too small a proportion of funding to change college behavior. English further education colleges are similar to U.S. community colleges. 1992 policy reforms in England centralized policy control, and implemented a per-pupil funding formula; 10% of all funding is based on student success but other components of the funding formula pay colleges more money for enrolling disadvantaged students. This research uses five years of student level data to test the impact of these policies. Overall student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighborhoods. Although the English system depends on regulatory agencies that do not exist in the U.S., the major assertion of this research is that market-based funding policies˜if properly designed˜can promote equity in educational achievement.

scholarly journals Accessing Active Inference Theory through Its Implicit and Deliberative Practice in Human Organizations

Entropy ◽  
2021 ◽  
Vol 23 (11) ◽  
pp. 1521
Author(s):  
Stephen Fox
Keyword(s):  
Lived Experience ◽  
Public Institutions ◽  
Active Inference ◽  
Energy Principle ◽  
Private Companies ◽  
Free Energy Principle ◽  
Starting Point ◽  
And Mathematics ◽  
Autopoietic Organization ◽  
Inference Theory

Active inference theory (AIT) is a corollary of the free-energy principle, which formalizes cognition of living system’s autopoietic organization. AIT comprises specialist terminology and mathematics used in theoretical neurobiology. Yet, active inference is common practice in human organizations, such as private companies, public institutions, and not-for-profits. Active inference encompasses three interrelated types of actions, which are carried out to minimize uncertainty about how organizations will survive. The three types of action are updating work beliefs, shifting work attention, and/or changing how work is performed. Accordingly, an alternative starting point for grasping active inference, rather than trying to understand AIT specialist terminology and mathematics, is to reflect upon lived experience. In other words, grasping active inference through autoethnographic research. In this short communication paper, accessing AIT through autoethnography is explained in terms of active inference in existing organizational practice (implicit active inference), new organizational methodologies that are informed by AIT (deliberative active inference), and combining implicit and deliberative active inference. In addition, these autoethnographic options for grasping AIT are related to generative learning.

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