The Financing of Public Colleges and Universities in the United States

2012 ◽  
pp. 673-692
Keyword(s):  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Public Colleges ◽  
Public Colleges And Universities

Book Reviews

2019 ◽  
Vol 57 (4) ◽  
pp. 1007-1008
Keyword(s):  
Higher Education ◽  
United States ◽  
College Student ◽  
The United States ◽  
Colleges And Universities ◽  
Public Colleges ◽  
Urban Institute ◽  
Public Colleges And Universities ◽  
Higher Education Costs

Sandy Baum of The Urban Institute reviews “The Impoverishment of the American College Student,” by James V. Koch. The Econlit abstract of this book begins: “Explores the reasons for increasing higher education costs, focusing on four-year public colleges and universities in the United States.”

scholarly journals Are International Students Cash Cows? Examining the Relationship Between New International Undergraduate Enrollments and Institutional Revenue at Public Colleges and Universities in the US

2015 ◽  
Vol 5 (4) ◽  
pp. 512-525 ◽  
Author(s):  
Brendan Cantwell
Keyword(s):  
International Students ◽  
International Education ◽  
International Student ◽  
The United States ◽  
Colleges And Universities ◽  
Public Colleges ◽  
Tuition Revenue ◽  
The Us ◽  
Regression Techniques ◽  
Public Colleges And Universities

There has been growing interest in the business of international education. It is often assumed that universities seek international students as a means of generating revenue. The broad purpose of this study was to understand the effects of increased international student enrollment on net tuition revenue. Informed by resource dependency and academic capitalism theory, this study used panel regression techniques to estimate the effect of enrolling an international undergraduate student on tuition revenue among public colleges and universities in the United States Findings show some but not all institutions are able to generate additional income by enrolling additional international students.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

Black Public Colleges and Universities as Projects: How do they Rank Relative to White Public Colleges and Universities?

1996 ◽  
Vol 24 (4) ◽  
pp. 65-79 ◽  
Author(s):  
Lawrence Morse ◽  
Ryoichi Sakano ◽  
Gregory N. Price
Keyword(s):  
Colleges And Universities ◽  
Public Colleges ◽  
Public Colleges And Universities
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