<p> This study explores the relationship between state and federal funding policies and the ability of minority-serving institutions (MSIs) to support low-income and minority students. The way US public higher education is financed has changed dramatically since the Great Recession. State appropriations to institutions have declined (SHEEO, 2017), tuition increases have dramatically outpaced growth in household income (College Board, 2016a) and state financial aid has drifted from need-based to merit-based (College Board, 2016b). Many wonder how this policy environment is impacting low-income and minority students and the institutions that serve them. MSIs have risen to the forefront of institutions committed to serving these students, and more should be known about how these institutions are affected by the current fiscal policy environment. </p><p> The purpose of this study is to explore the relationship between finance policies and the ability of MSIs to serve their students. Case study methodology was used to provide an in-depth analysis of how three campuses in New Mexico respond to state and federal finance policies and shifting revenue streams, and how these responses impact students. The three campuses include one Native American-serving Nontribal Institution that is a community college, and two Hispanic-Serving Institutions&mdash;a community college and a regional comprehensive university. These campuses share similar geographic and student characteristics, but are funded through different finance polices. The findings suggest that: local appropriations play a critical role in the fiscal stability of community colleges in New Mexico; state funding favors well-resourced institutions and students; and institutional leaders perceive federal funding as providing the most support for low-income student success. This study also reveals that finance policies in the state are not aligned to their full potential for increasing degree attainment.</p><p>

<p> Contenders disputing electoral results in Sub-Saharan African countries often attribute defects in presidential electoral processes to the implementation of rules and procedures. Yet despite the considerable decision-making authority poll workers are entrusted with and the significance of the tasks performed by therm, scholars have not closely investigated poll workers&rsquo;contributions to elections&rsquo; management in Sub-Saharan Africa. Using principal-agent theory as the foundation, the purpose of this case study was to examine the challenges encountered in the organization of the presidential election in Togo, held on April 25, 2015, with a particular emphasis on poll workers&rsquo; job performance. Research questions focused on whether poll workers in Togo have the ability and the resources necessary to carry out quality elections and the perceived effects of poll workers&rsquo; performance on the integrity of the presidential electoral process. Data were obtained from interviews with 11 purposely selected poll workers and review of social media audio and video records of the election. These data were inductively coded and subjected to thematic analysis. A key finding was that deficiencies in poll workers&rsquo; performance reflect a complex interplay of ill-conceived legal framework, lack of infrastructure, poor training, personal ineptitude, underfunding, partisanship, and tribalism. Further findings indicated that poll workers performing poorly resulted in long lines of voters, voter suppression, inaccuracies in vote counts, and delay in results announcement. Implications for positive social change include election practitionners&rsquo; increased awareness that improving the quality of service delivery to voters on election day may foster confidence in and legitimacy of election results, seen as prerequisite to peaceful presidential elections in this part of the world.</p><p>

All education systems are charged with improving the language abilities of the students for whom they have responsibility. The challenge is particularly acute for policy makers when the issue as to which languages are to feature in the curriculum is politicized. Language planning has provided educators with many insights into language-in-education issues and how to successfully respond to those issues. However, the contribution of language planning is piecemeal and scattered, and it is the need for a coherent and integrated view that underlies this study. This study has three aims. The first aim is to bring together, as a language-in-education planning model, the processes that occur from when a language-in-education issue emerges from a linguistic environment to when the issue is resolved in an education system by the successful implementation of an appropriate plan. The second aim focuses on part of the model, specifically on ascertaining the resources, by required languages, for each option. The concern is to establish (a) the interrelationship between language linked identity aims, curriculum programs (i.e. mediums of instruction and curriculum subjects) and resources and (b) the consequence for resources when a change in these aims causes a change in the curriculum programs. Resources, by required languages, refers to all those resources which need to have language specific attributes, e.g. the languages that teachers and advisors need to speak and materials need to be written in. The third aim is to apply the language-in-education planning model to the complex, politicized linguistic situation in New Hebrides and Vanuatu from the 1820s to 1991 and to the education system as it was in 1990. Five relevant options are presented and analyzed. The analysis shows that the model successfully discriminates along several important language-in-education planning dimensions. Consequently, the use of the model can result in more explicit advocacy, development of superior options, more informed decision making about the demand for personnel with skills in specific languages, and improved implementation of plans.

It is generally recognized that disparities both in funding and the quality of educational services exist among school districts throughout the Commonwealth of Massachusetts. Using the property tax as the mainstay of educational funding can decrease educational opportunities for children from poorer districts. The Equal Educational Opportunity (EEO) grants program, introduced in 1985, was designed to equalize educational spending. The purpose of this study was to determine whether the Equal Educational Opportunity grants program has increased equity in per pupil expenditures since its implementation. This study examined all single community K-12 vocational member districts, and compared Fiscal 1987 and Fiscal 1991 regular day weighted per pupil expenditures to assess the effectiveness of the EEO grant program. The first phase of the study was a quantitative analysis of FY '87 and FY '91 data, using statistical measurements frequently cited by school finance experts to determine fiscal (horizontal) equity. Both sets of data were compared to monitor progress over time. Additionally, the study determined the number of EEO communities moving closer to the state average over the time period, and compared that number with the number of non-EEO communities that also approached the state average to describe the relative success of the EEO program in achieving equity (as determined by approach to the state average). From the statistical analysis, the researcher concluded that little, if any, progress toward increasing horizontal equity was achieved through the EEO grant program. The disparity in per pupil expenditures between low-spending and high-spending districts as measured by range, restricted range, standard deviation, and coefficient of variation increased between fiscal 1987 and fiscal 1991. Slight, but nearly negligible, improvement was demonstrated by the federal range ratio and the McLoone index. Phase two of the project included a qualitative analysis of four selected communities to determine if fiscal inequities translate into educational opportunity inequities. Two EEO communities that spend approximately 70% of the state per pupil average, Brockton and Sandwich, and two communities that spend approximately 130% of the state average, Avon and Belmont were described. Both EEO communities faced significant personnel and program reductions. The non-EEO communities were able to maintain smaller class sizes, a longer school day, and better library and guidance services.

Thesis (M.A.)--University of Delaware, 2007. / Principal faculty advisor: G. Arno Loessner, School of Urban Affairs & Public Policy. Includes bibliographical references.

Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis (M.S.P.H.)--University of Michigan, 1940.

Thesis (M.M.S.)--University of Waikato, 2009. / Title from PDF cover (viewed October 2, 2009). Includes bibliographical references (p. 161-169)

The study of policy transfer has seen remarkable developments and received considerable attention in developed countries, but it has so far been ignored in the context of Libya. Thus, this research will fill a gap in the literature and further understanding of the topic of policy transfer, not only in relation to Libya but developing countries in general. This thesis aims at providing a comprehensive and systematic picture of the public health care system in Libya and, at the same time, to learn lessons from the UAE which can be transferred to the Libyan context in order to achieve a more effective health service. At the theoretical level, this research depended on the assumption that lessons can be drawn from the UAE to help build the public health system in Libya. This was achieved through the application of the framework of policy transfer. In order to build a more complete picture in relation to the success or failure of the transfer, the path dependency approach was used to explain the importance of old trajectories or how past legacy can lead to “lock-in" or decrease the ability of the lesson-drawing. Empirically it examined the public health sector in Libya as its main case study, comparing it with the UAE. Qualitative data collection methods were used, including personal interviews and official documents. With this in mind, the research aims to understand the public health care systems in the two countries and, through comparative analysis, make suggestions as to what lessons can be learned. The findings reveal that many lessons can learned from the practices of the UAE public health policy. Such experiences would help to remove the problems in public health services in Libya as well as to facilitate improvement of policies and plans. However, there are two factors, namely the legacy of the past regime and state capacity, which may hinder the success of the transfer. Furthermore, political will held by policy makers, including a desire for modernization of the public sector, could facilitate the transfer of the suggested lessons.

<p> The purpose of this qualitative study was to better understand how institutional infrastructures influence the experience of faculty holding joint appointments by exploring this phenomenon in three U.S. schools of public health. The data for this research were collected through interviews with joint faculty as well as key administrators at each of the three sites. Observations from site visits as well as institutional documents were also used as part of the case study design. Institutional documents included accreditation self-study reports, institutional bylaws and policies, websites, and strategic plans. </p><p> Analysis of the case studies suggests that it is not a specific administrative infrastructure per se that prevents problems associated with joint appointments and/or promotes faculty satisfaction; rather, what matters is how the infrastructure aligns with organizational culture. In addition to looking inward to institutional culture, the study also suggests that schools should 1) foster strong faculty mentoring for joint faculty, 2) prioritize institutional transparency around joint appointment decision-making, 3) value and appreciate the unique arrangements and contributions of joint faculty and 4) recognize that place in career may influence joint faculty experience. (Abstract shortened by ProQuest.)</p>