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EJ956031 - Impact of Performance-Funding on Retention and Graduation Rates

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ERIC #:	EJ956031
Title:	Impact of Performance-Funding on Retention and Graduation Rates
Authors:	Sanford, Thomas; Hunter, James M.
Descriptors:	Higher Education; Public Education; Educational Finance; State Aid; Government School Relationship; Accountability; Institutional Evaluation; Academic Achievement; School Funds; Outcomes of Education; School Holding Power; Academic Persistence; Graduation Rate; Graduation; Educational Policy; Incentives; Program Effectiveness
Source:	Education Policy Analysis Archives, v19 n33 Nov 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Date:	2011-11-30
Pages:	30
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	As the architect of the oldest and most stable performance-funding program, Tennessee provides a unique opportunity to analyze the impact of changes in performance-funding policies on changes in institutional retention and six-year graduation rates over time. Utilizing spline linear mixed models, this study examines the impact of changes in Tennessee's performance-funding policies on retention and six-year graduation rates at public four-year institutions from 1995-2009. The results show tying retention and graduation rates to performance-funding was unrelated to changes in the performance measures over the fifteen year period examined. Additionally, the doubling of the monetary incentive associated with the retention and six-year graduation rate measures in 2005 was not associated with increases in retention rates. These results suggest that at their current funding levels, states' adoption of performance-funding programs, such as the one in Tennessee, may be insufficient to incentivize changes in institutional outcomes as desired by state leaders. (Contains 8 tables and 1 footnote.)
Abstractor:	As Provided
Reference Count:	55

Note:	N/A
Identifiers:	Tennessee
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1068-2341
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
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