绩效资助政策设计对大学入学和选择性的影响

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2023-02-13 DOI:10.3102/01623737221147905
Kelly Rosinger, Justin C. Ortagus, Robert Kelchen, Junghee Choi
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引用次数: 2

摘要

本研究利用全面的基于绩效的资助(PBF)数据集和最新的差异中的差异计量经济学来检验特定政策特征(例如,利害关系的机构收入份额和公平指标)对大学入学和选择性的影响。我们发现有启发性的证据表明,收入份额的增加与少数族裔学生入学率的下降有关。与此同时,公平指标可能不足以提高服务不足学生的入学率。然而,由于各种潜在的偏差来源、不令人信服的前趋势和广泛的置信区间,我们的结论是有限的。虽然研究结果对特定设计特征的影响提供了有限的见解,但它们指出了pbf(无论设计如何)在扩大四年制大学入学机会和减少不平等方面的局限性。
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The Impact of Performance Funding Policy Design on College Access and Selectivity
This study draws on a comprehensive performance-based funding (PBF) dataset and up-to-date difference-in-differences econometrics to examine the impacts of specific policy features (e.g., share of institutional revenue at stake and equity metrics) on college access and selectivity. We find suggestive evidence that increases in the share of revenue at stake are associated with decreases in racially minoritized student enrollment. Meanwhile, equity metrics may not be enough to boost enrollment among underserved students. Ultimately, however, our conclusions are limited due to various potential sources of bias, unconvincing pre-trends, and wide confidence intervals. While findings offer limited insight into the impacts of specific design features, they point to limitations of PBF—regardless of design—in expanding access and reducing inequities at 4-year colleges.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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