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Measuring Community College Student Success Associated with Performance Funding : = Moving from Research to Action.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Measuring Community College Student Success Associated with Performance Funding :/
其他題名:	Moving from Research to Action.
作者:	Schneider, William James.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Enrollments. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29228690click for full text (PQDT)
ISBN:	9798841527718

Measuring Community College Student Success Associated with Performance Funding : = Moving from Research to Action.
Schneider, William James.

Measuring Community College Student Success Associated with Performance Funding :Moving from Research to Action. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--North Carolina State University, 2022.

Includes bibliographical references

The aim of this dissertation is to inform policy makers when designing and making decisions on performance measure and performance-based funding models. While performance measures are designed to incent and inform college efforts to increase levels of student success, many of the models unfairly assess college outcomes and fund based on those results. States should consider student characteristics when assessing institutional results and funding based on those results. Without considering student characteristics, colleges serving higher proportions of students with higher success are favored while hindering those colleges serving student populations who have historically experienced lower success rates.Through a document analysis, the dissertation provides higher education systems, elected officials, and researchers with a resource to better understand how states with performance funding models measure student success, including the (1) measures of student success, (2) inputs impacting outcomes, and (3) outputs associated with the importance of specific outcomes. A quantitative study focusing on the impact first-time curriculum student characteristics (sex, age, race, Pell status, and course load) and their intersection explain student performance in North Carolina community colleges as measured by four state performance measures: English success, math success, student retention, and four-year completion. Based on what was learned from the research, a model incorporating age, race, Pell status, and course load is recommended for assessing college outcomes across those four measures.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841527718Subjects--Topical Terms:

3562827
Enrollments.
Index Terms--Genre/Form:

542853
Electronic books.

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520 $a The aim of this dissertation is to inform policy makers when designing and making decisions on performance measure and performance-based funding models. While performance measures are designed to incent and inform college efforts to increase levels of student success, many of the models unfairly assess college outcomes and fund based on those results. States should consider student characteristics when assessing institutional results and funding based on those results. Without considering student characteristics, colleges serving higher proportions of students with higher success are favored while hindering those colleges serving student populations who have historically experienced lower success rates.Through a document analysis, the dissertation provides higher education systems, elected officials, and researchers with a resource to better understand how states with performance funding models measure student success, including the (1) measures of student success, (2) inputs impacting outcomes, and (3) outputs associated with the importance of specific outcomes. A quantitative study focusing on the impact first-time curriculum student characteristics (sex, age, race, Pell status, and course load) and their intersection explain student performance in North Carolina community colleges as measured by four state performance measures: English success, math success, student retention, and four-year completion. Based on what was learned from the research, a model incorporating age, race, Pell status, and course load is recommended for assessing college outcomes across those four measures.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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