<p>This dissertation advances scholarship on how financialization ? the increasing power of financial ideologies and markets ? has transformed diverse organizations, including non-profits, state institutions, and households. In three papers, I explain how financialization has contributed to rising organizational inequality in U.S. undergraduate education education since the 1990s: 1) ?The Financialization of U.S. Higher Education? develops new quantitative measures to find large but skewed relative increases in the financial costs and returns from endowments, colleges? institutional borrowing, equity offerings by for-profit colleges, and student loan borrowing, 2) ?The Transformation of U.S. For-Profit Colleges,? uses a unique college-level and multi-wave longitudinal dataset to show how the spread of shareholder value ideology led to a new industrial-scale business model with negative consequences for student outcomes, and 3) ?The Ivory Tower Tax Haven? explains how long-standing tax exemptions have supported new endowment investment strategies that have fueled rising expenditures to maximize the prestige of the wealthiest universities. Altogether, I highlight the importance of finance ideologies in the shifting balance of resources between and within the many heterogeneous types of U.S. colleges.

<p> Small private colleges are an important part of the higher education system. The cost of attending a small private college has increased along with student debt. This has become an issue in the recruitment and retention of students. Loan repayment assistance programs represent a possible solution to the student debt issue for small private colleges, and a path to their continued viability. The purpose of this quantitative, quasi-experimental study was to investigate the changes to freshmen enrollment after the implementation of a loan repayment assistance program at a small private college. The proposed study examined changes between the pre and post implementation of a loan repayment assistance program for incoming freshmen. The student variables examined were the total number of newly enrolled freshmen, their SAT scores, and their initial loan balances. The population for the study was a small private college in Salem, Oregon that recently implemented a loan repayment assistance program. The results showed no statistically significant difference in the number &chi;&sup2; (1) = .69, &rho; > .05 or the SAT scores <i>t</i> (383) = .10, &rho; > .05 of the 2014-15 versus the 2013-14 freshman classes. However, the results did show a statistically significant different in the initial loan balance <i> t</i> (383) = .006, &rho; &lt; .05. Freshman students had larger loan balances after the implementation of a loan repayment assistance program. </p>

<p> This comparative case study provides a qualitative exploration of how four private tuition-dependent colleges approached a tuition price reset, including the organizational context, approaches, and strategies involved. As evidenced by the literature reviewed, there is an increasing awareness that the traditional business model of &ldquo;high tuition/high aid&rdquo; is no longer viable for less selective, tuition dependent colleges and universities caught in the middle of the market. Some of these colleges and universities are trying to innovate to remain competitive and financially sustainable. One innovation is to drastically reduce undergraduate tuition sticker price; a trend referred to as tuition price resets. A tuition price reset is a strategy that shifts the pricing model for an institution from &ldquo;high tuition/high aid&rdquo; to &ldquo;low tuition/low aid&rdquo; by lowering published tuition and financial aid awards, often in similar, but not necessarily equal proportion. There are a number of tuition dependent colleges that either have or will consider resetting tuition. This study provides valuable insight for those individuals and institutions seeking to understand the process that colleges and universities go through in evaluating the tuition price reset strategy. Critical factors in each institution&rsquo;s motivations, challenges and lessons learned are explored, including the background behind the analysis and decision, planning and implementation, as well as the outcomes of the decision.</p>

This dissertation investigates the early closure reform proposal through the derivation of bank-specific market-based closure parameters. The study covers 32 quarters from the years 1984 through 1991. The first essay analyzes the relationship between early closure, the flat-rate deposit insurance premium, and the FDIC direct assistance. Optimal bank-specific closure thresholds, expressed as an assets-to-deposits ratio, which make the deposit insurance premium fair, are generated using the Ronn and Verma (1986) option pricing methodology. The results support the hypotheses that troubled banks have a closure threshold less or equal to one but closer to one than for safe banks and that higher capital levels provide additional cushion, inciting the insuring agency to revise the bank's closure threshold downward. In a second essay, bank-specific closure-condition parameters, which represent the value of the opportunity to become solvent and to preserve the franchise value, are derived using the framework developed by Cordell and King (1992). For most banks, the value of forbearance is near zero. The findings also suggest that the model identifies to a certain extent the banks that are financially unsound. A comparison of the closure-condition parameters determined by the franchise value with the closure thresholds that make the deposit insurance premium fair reveals that for most banks, the insuring agency has enough funds to provide the banks with the opportunity to become solvent and preserve the franchise value. The third essay explores the relationship between the bank-specific closure-condition parameters determined in the second essay and business cycles. A leading economic indicator and state personal income are used separately to capture economic activity. The sample consists of 77 banks that are classified into five regions. A seemingly unrelated / regressions framework is used for each region. The results indicate that banks' conditions are rarely influenced by national business cycles. The findings associated with state personal income provide some evidence to support the contention that banks' conditions are influenced by regional economic activity. / Source: Dissertation Abstracts International, Volume: 55-01, Section: A, page: 0112. / Major Professors: William A. Christiansen; David R. Peterson. / Thesis (Ph.D.)--The Florida State University, 1994.

No description available.

This is a case study that focused on the stakeholders' experiences of school financial management and how the challenging experiences were addressed in the face of Free Primary Education (FPE) programme. In order to answer the research questions, individual interviews at face-to-face basis and document analysis were utilised. The data was collected from the two principals, six educators and four parental representatives of the two primary schools participated in this study. The findings of this study revealed that the two primary schools experienced a severe lack of funds that emanated after the implementation of the FPE programme. The other important issue disclosed was that the government has to communicate with parents of learners and community members stating which basic educational needs are covered by the state funding and which are not catered for. This is hoped to bring understanding to parents and community members that the educational expenses of their children should be a shared responsibility with the government. The findings of this study warrant the following recommendations that the government has to develop a new policy for parental funding as a way of subsidising the government funding. There should be a fund raising policy for all primary schools. The FPE programme, as it does not cater for all educational basic needs. It would be better to call it 'Educational Support Programme' (ESP). The government subvention should be increased from R5.00 at least to three quarters of the former school fees before the implementation of the FPE programme. The findings of this study have implication to the Ministry of Education and Training (MoET) to review and evaluate the FPE programme so that the revealed gaps and suggestions made in this study should be used as a way forward to improve this programme to suit quality education to be provided to all Basotho children. In addition, this should be followed by provision of sufficient funds to cater for and cover all the financial needs of an individual school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Higher education in the United States is known for its diversity; but even more diverse than the system are the methods used to finance it. These methods are, in many ways, a reflection of a pluralistic society trying to work out a democratic way of life within a federal system of government.The types of individuals and groups contributing to institutions of higher education have not changed significantly in the last three hundred years, but their relative contributions have shifted dramatically as the role of higher education in American society has changed. This support has taken two general forms: direct appropriations to institutions and financial aid to students.The end of World War II is a watershed in the history of higher education in the United States because the aggregate cost of education started to rise at an unprecedented rate at that time and it has continued to increase. The three variables which have mainly influenced the costs of higher education since the War are: a growth in the size of enrollments, an enlargement in the functions performed by the institutions, and a lack of growth in man-hour productivity within higher education. The rate of population growth will not be a major factor in college costs after the late 1970's, and there is considerable evidence to indicate that the percentage of population entering college has reached a maximum. However, the demands for services are not abating; and there seems to be no technological breakthrough on the horizon that will enable educators to equal the average three per cent per year increase in productivity experienced by the rest of the economy. This will make education relatively more expensive than other family purchases, and this difference in prices will become progressively larger.Most of the student financial aid programs now in existence were enacted after World War II. These programs were established to meet a rather bewildering variety of national, state, and private needs; but the enhancement of education was seldom the primary purpose for which a given program was developed. In particular, the over-all confusion in the federal programs can be attributed to the fact that each was conceived under the stress of a particular crisis, was therefore narrow in scope, and was independent of other existing programs. There was, and is, no general policy regarding the role of the federal government in higher education.If the direct costs paid by the student are added to the foregone earnings, the average student pays approximately seventy-five per cent of his total educational cost with the public accounting for the remaining twenty-five per cent. Approximately seventy-five per cent of the lifetime income of a college graduate above that which he would have received as a high school graduate can be attributed directly to the college experience. Twenty-five per cent of our recent growth in the gross national product has been the tangible effect of the increased educational level of the labor force. Thus, the balance of private and public benefits and cost would seem to have been reached--at least in terms of the crude accounting terms we have at our disposal.From the standpoint of "equity" and "efficiency" in the investment of resources in higher education, both institutional appropriations and student financial aids have certain merits. The author maintains, however, that society is best served by a diversified system of higher education and financing of higher education similar to the one we now have where the costs and benefits to the individual and society are of the same order of magnitude. To insure this diversity, the financial supporters of higher education should be kept so numerous as to prevent any one contributor from assuming economic control.

<p> California established the Board of Governors (BOG) fee waiver in 1984 to maintain educational access after the implementation of the state's first ever unit-based fees for community college attendance. Although it was not designed as an incentive to stimulate higher levels of academic achievement or student success, recent accountability policy enactments have ascribed this purpose to the BOG fee waiver. An example is the Seymour-Campbell Student Success Act of 2012, which established the first-ever academic satisfactory progress requirements for BOG fee waiver recipients. The purpose of this study was to explore the relationships among students' financial aid awards, including the BOG fee waiver, and measures of success for students who were attending Rio Hondo College. Findings showed that students who had the greatest financial need&mdash;and therefore the highest financial aid awards&mdash;had lower cumulative grade point averages and completed a smaller percentage of units attempted. While the study was unable to control for students' prior academic achievement, it appears that financial aid awards were not sufficient to fully counteract the negative effects of students' need, thus calling to question some of the efficacy of adding academic performance requirements to financial aid awards such as the BOG fee waiver. The paper concludes with a discussion of findings and recommendations for policy, practice, and future research. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3030. Adviser: Daniel Mueller.

<p> The Local Control Funding Formula (LCFF) dispensation requires a Local Control Accountability Plan (LCAP) in which the public participates in a Public Planning Process (PPP) with the district. The problem this qualitative phenomenographic study addressed is how the LCAP&rsquo;s omission of a definition for the inclusive and transparent PPP may unintentionally lead to disproportionate inclusion of individual participants or stakeholder groups. Therefore, the researcher examined 10 California school district superintendents&rsquo; or their designees&rsquo; conceptions about what constitutes an inclusive, fair, and open PPP. For the purposes of this study, the International Association for Public Participation&rsquo;s (IAP2) Quality Assurance Standards, specifically the 7 core values, served as the conceptual framework. </p><p> The objective of the research was twofold, first to identify how local educational agency (LEA) leaders conceive the use of the IAP2&rsquo;s core values to define successful public stakeholder engagement for the LCAP in terms of inclusivity, fairness, and openness. The second goal was to determine what measures, guidelines, and techniques these leaders believe can contribute to the inclusiveness, fairness, and openness of the LCAP public stakeholder engagement process. </p><p> This study resulted in 3 conclusions study. First, the interviewees accepted the IAP2 core values as a foundation for best practices in the LCAP&rsquo;s stakeholder engagement process. Second, data from the study clearly suggest that each interviewee has his/her own conception of what measures, guidelines, and techniques contribute to the inclusiveness, fairness, and openness of the LCAP stakeholder engagement process. Third, authentic participation, communication, equity, facilitation, local control, and trust are suggested as imperative to an inclusive, fair, and open stakeholder engagement PPP. </p><p> The researcher made three recommendations. First, the California Department of Education (CDE) should adopt a set of stakeholder engagement PPP core values for districts to use as a foundation. Second, the CDE should seek out a district or districts to pilot a set of core values to guide the stakeholder engagement component of the LCAP. Third, until the CDE is able to establish a rubric or set of core values to guide the stakeholder engagement PPP, districts should identify their own set of core values based on current research such as IAP2.</p><p>