Nearly 30 states have adopted or are transitioning to performance-based funding programs for community colleges that allocate
funding based on institutional performance according to defined metrics. While embraced by state lawmakers and promoted by outside
advocacy groups as a method to improve student outcomes, enhance accountability and ensure return on investment of public resources in
higher education, limited research exists confirming the effectiveness of performance-based funding in meeting intended policy goals. The
policy analysis examined performance-based funding programs administered in Florida as the status quo and Ohio as the policy alternative.
Prompted by their Governors, both states recently developed new approaches to performance-based funding that move funding away from
enrollment and tie substantial amounts to student outcomes. To provide a context for the policy analysis, the study chronicled the history
of performance-based funding and accountability programs for higher education enacted by states and reviewed policymaking processes and
influences. The study applied a multi-goal approach to compare the policy alternatives applied in each state. Although it is still too
early to assess the effectiveness of the performance-based funding programs in both states, the review of both system and institutional
level performance data and interviews with stakeholders in Ohio revealed little to no connection between the intended program goals and
behaviors exhibited by colleges. Based on the study findings, policy recommendations were proposed to enhance the effectiveness of the
performance-based funding program for the Florida College System. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial
fulfillment of the Doctor of Education. / Spring Semester 2016. / March 25, 2016. / Appropriations, Community college, Funding, KPIs, Performance, Performance-based funding / Includes bibliographical references. / Thomas Kent Wetherell, Professor Directing Dissertation; Frances Prevatt, University
Representative; David A. Tandberg, Committee Member; Bradley E. Cox, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_360318 |
| Contributors | Balog, Scott Evans (authoraut), Wetherell, T. K. (Thomas Kent) (professor directing dissertation), Prevatt, Frances F. (university representative), Tandberg, David A. (committee member), Cox, Bradley E. (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting department) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (177 pages), computer, application/pdf |
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