One of the striking ways in which state governments have pursued better performance in public higher education is through the use of performance funding. Performance funding involves tying state support directly to institutional performance on specific outcomes such as rates of graduation and job placement. The principal rationale for performance funding has been that the introduction of market-like forces will prod institutions to become more efficient, delivering "more bang for the buck." Kevin Dougherty, an expert on state performance funding, finds its development puzzling. First, despite the great interest in it, only half the states have ever adopted performance funding for higher education. Moreover, of the states that did adopt performance funding, over half later dropped it. Finally, in the states that have retained performance funding over a long period of time, their programs have undergone considerable changes in the amount of state funding they devote to performance funding and in the content of the indicators they use to allocate that funding. In spite of this, performance funding continues to attract interest as a way of improving educational outcomes. This book, based on an extensive ten-state study, aims to shed light on the social and political factors affecting the origins, evolution, and demise of these programs"--
Implications for Research -- Concluding Thoughts -- Appendixes -- A. The Nature and History of Performance Funding in Indiana, Ohio, and Tennessee -- B. Interview Protocol for State Officials -- C. Interview Protocol for University Administrators and Faculty -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- W
Gettysburg is divided into five chapters, outlining the campaign, the fighting on July 1, July 2, and July 3, as well as the aftermath. Including more than 200 archival photographs, illustrations, paintings, and maps, Gettysburg is a colorful, accessible guide to the great battle that marked the turning point in the Civil War.
This book systematically analyzes the evidence on four key issues that have divided commentators on the community college: The community college's impact on students, business, and the universities; the factors behind its rise since 1900; the causes of its swift vocationalization after 1960; and what direction the community college should take in the future.
After first appearing in 1979 in Tennessee, performance funding for higher education went on to be adopted by another 26 states. This monograph reviews research on a multitude of states to address these questions: • What impacts does performance funding have on institutional practices and, ultimately, student outcomes? • What obstacles and unintended effects do performance funding encounter? This monograph finds considerable impacts on institutional practices, weak impacts on student outcomes, substantial obstacles, and sizable unintended impacts. Given this, the monograph closes with a discussion of the implications for future research and for public policymaking on performance funding. This is the 2nd issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
The first nation-wide analysis of the politics of performance funding in higher education. Performance funding ties state support of colleges and universities directly to institutional performance on specific outcomes, including retention, number of credits accrued, graduation, and job placement. The theory is that introducing market-like forces will prod institutions to become more efficient and effective. In The Politics of Performance Funding for Higher Education, Kevin J. Dougherty and Rebecca S. Natow explore the sometimes puzzling evolution of this mode of funding higher education. Drawing on an eight-state study of performance funding in Florida, Illinois, Indiana, Missouri, Ohio, South Carolina, Tennessee, and Washington, Dougherty and Natow shed light on the social and political factors affecting the origins, evolution, and demise of these programs. Their findings uncover patterns of frequent adoption, discontinuation, and re-adoption. Of the thirty-six states that have ever adopted performance funding, two-thirds discontinued it, although many of those later re-adopted it. Even when performance funding programs persist over time, they can undergo considerable changes in both the amount of state funding and in the indicators used to allocate funding. Yet performance funding continues to attract interest from federal and state officials, state policy associations, and major foundations as a way of improving educational outcomes. The authors explore the various forces, actors, and motives behind the adoption, discontinuation, and transformation of performance funding programs. They compare U.S. programs to international models, and they gauge the likely future of performance funding, given the volatility of the political forces driving it. Aimed at educators, sociologists, political scientists, and policy makers, this book will be hailed as the definitive assessment of the origins and evolution of performance funding.
Long relegated to a secondary position behind Gettysburg, Vicksburg has more recently earned consideration by historians as the truly decisive battle of the Civil War. Indeed, Vicksburg is fascinating on many levels. A focal point of both western armies, the Federal campaign of maneuver that finally isolated the Confederates in the city was masterful. The NavyÕs contribution to the Federal victory was significant. The science of the fortifications and siege tactics are rich in detail. The human drama of VicksburgÕs beleaguered civilian population is compelling, and the Confederate cavalry dashes that first denied the Union victory were thrilling. But perhaps more than any other factor, the key to the Federal victory at Vicksburg was simply better leadership. It is this aspect of the campaign that Leadership Lessons: The Campaigns for Vicksburg, 1862Ð1863 seeks to explore. The first section of this book familiarizes the reader with the challenges, characteristics, and styles associated with leadership during the Civil War in general. It also outlines the Vicksburg Campaign by explaining the strategic significance of the Mississippi River and Vicksburg, detailing the opposing forces and the terrain, discussing the failed attempts to capture Vicksburg over the winter of 1862Ð63, and tracing the brilliant campaign of maneuver and logistics that allowed Grant to ultimately lay siege and win a Federal victory. The second section of the book contains 30 Òleadership vignettesÓ that span the actions of the most senior leaders down to those of individual soldiers. Each vignette focuses the campaign overview to the specific situation in order to provide appropriate context, explains the action in terms of leadership lessons learned, and concludes with a short list of Òtake-awaysÓ to crystallize the lessons for the reader. The human drama of Vicksburg involved such traits as daring, persistence, hesitation, raw courage, vascillation, self-confidence, and over-relianceÑall with a great prize at stake. This study of many of the Civil WarÕs most famous commanders who vied for the Rebel ÒGibraltar on the MississippiÓ reveals combat on a wide scale, but more importantly lessons on decision-making that still apply to this day. Kevin Dougherty, a career Army officer and more recently a university history instructor and tactical officer at the Citadel, is the author of six previous books on the Civil War.
This book systematically analyzes the evidence on four key issues that have divided commentators on the community college: The community college's impact on students, business, and the universities; the factors behind its rise since 1900; the causes of its swift vocationalization after 1960; and what direction the community college should take in the future.
Ultimately, the authors recommend that states create new ways of helping colleges with many at-risk students, define performance indicators and measures better tailored to institutional missions, and improve the capacity of colleges to engage in organizational learning.
Gettysburg is divided into five chapters, outlining the campaign, the fighting on July 1, July 2, and July 3, as well as the aftermath. Including more than 200 archival photographs, illustrations, paintings, and maps, Gettysburg is a colorful, accessible guide to the great battle that marked the turning point in the Civil War.
Surveys the changing landscape of American higher education, from academic freedom to virtual universities, from campus crime to Pell Grants, from the Student Privacy Act to student diversity.
Surveys the changing landscape of American higher education, from academic freedom to virtual universities, from campus crime to Pell Grants, from the Student Privacy Act to student diversity. In the years following World War II, college and university enrollment doubled, students revolted, faculty unionized, and community colleges evolved. Tuition and technology soared, as did the number of first-generation, minority, and women students. These changes radically transformed the American system of postsecondary education. Today, that system is in trouble. Its aging professoriate prepares for retirement, but low academic salaries can no longer attract the best minds to replace them. A flood of corporate dollars funds commercial research, but money for basic research—the seedbed of American scientific preeminence—has dried up. Colleges and universities also face heated competition with for-profit education providers for students, faculty, and external financial support, along with the costs of providing remedial education to growing numbers of students who are unprepared for postsecondary education. Higher Education in the United States provides a comprehensive analysis of these issues and others that scholars and practitioners of higher education study, discuss, and grapple with on a daily basis.
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