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State policies and community college...

Benson, James.

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State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment./
作者:	Benson, James.
面頁冊數:	299 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0058.
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437179
ISBN:	9781124367675

State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment.
Benson, James.

State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment. - 299 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0058.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.

This dissertation assesses the relation between state-level education policies and attainment for community college students. The policies pertain to preparation for college, including graduation credit requirement, high stakes exit exam, and curriculum reform; and postsecondary finance sources, such as direct government appropriations, tuition revenue, and financial aid.

ISBN: 9781124367675Subjects--Topical Terms:

1018008
Education, Community College.

State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment.
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245 1 0 $a State policies and community college students: Do high school and finance policy reforms promote postsecondary attainment.
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500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0058.
500 $a Adviser: Adam Gamoran.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.
520 $a This dissertation assesses the relation between state-level education policies and attainment for community college students. The policies pertain to preparation for college, including graduation credit requirement, high stakes exit exam, and curriculum reform; and postsecondary finance sources, such as direct government appropriations, tuition revenue, and financial aid.
520 $a The study adopts a quasi-experimental design, relying on a two-stage selection-outcome modeling strategy to arrive at unbiased estimates of policy-attainment relations. The selection stage models the uneven sorting of students into postsecondary options as a function of student characteristics, geographic proximity and the structural accessibility of colleges and universities within each student's state of residence. The outcome model assesses the credit and degree attainment as functions of state-level policies, student characteristics, and the selection parameter from the stage-one model.
520 $a Findings from the high school policy analysis indicate that students who attend high school in states where state education agencies provide curricular guidance---in the form of frameworks for core high school subjects---have a higher probability of completing a college degree. At the same time, students in states that prescribe course-specific syllabi have a lower probability of completing a college degree. Finance policy findings indicate that direct appropriations from states to two-year colleges exert a positive influence on credit and degree attainment. Federal and state need-based financial aid programs are positively associated with degree attainment, whereas non-need-based aid is unrelated to degree attainment and negatively related to credit attainment.
520 $a The conceptual framework for this research adds a macro-level policy dimension to the analysis of postsecondary education policy. Previous models of postsecondary attainment have either focused exclusively on the within-college environment, or conceptualized the outside-college environment only in terms of local economic conditions. Findings from this study are consistent with the perspective that state-level policies are a crucial dimension of the broader context that influences opportunities and activities within high schools and colleges.
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