Work Hard for the Money: Performance-Based Funding in the State of Louisiana
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| Title: | Work Hard for the Money: Performance-Based Funding in the State of Louisiana |
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| Language: | English |
| Authors: | Victoria C. Lloyd |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 163 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Performance Based Assessment, Educational Finance, Educational Equity (Finance), State Aid, Incentives, Minority Group Students, Undergraduate Students, Low Income Students, Enrollment |
| Geographic Terms: | Louisiana |
| ISBN: | 979-83-8262-383-2 |
| Abstract: | The purpose of this study is to examine in what ways, if any, the introduction of the equity incentive portion of Louisiana's performance-based funding model impacted the underserved student groups it was designed to support. I employed a quantitative quasi-experimental design for this study by running three outcome variables (Adult Learner Enrollment, First-Time Enrollment for Racially Minoritized Students, and Low-Income Student Enrollment) by sector (two- and four-year public institutions) and employing a differences-in-differences regression with panel data. In my analysis I uncovered two main findings: 1) Louisiana's equity incentive is showing early signs of success for all three underserved groups (adult learners, low-income students, and students from underserved racially minoritized groups) and 2) Louisiana's equity incentive had more substantial impacts on adult learner enrollment at two-year colleges compared to four-year institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30980010 |
| Accession Number: | ED652903 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to examine in what ways, if any, the introduction of the equity incentive portion of Louisiana's performance-based funding model impacted the underserved student groups it was designed to support. I employed a quantitative quasi-experimental design for this study by running three outcome variables (Adult Learner Enrollment, First-Time Enrollment for Racially Minoritized Students, and Low-Income Student Enrollment) by sector (two- and four-year public institutions) and employing a differences-in-differences regression with panel data. In my analysis I uncovered two main findings: 1) Louisiana's equity incentive is showing early signs of success for all three underserved groups (adult learners, low-income students, and students from underserved racially minoritized groups) and 2) Louisiana's equity incentive had more substantial impacts on adult learner enrollment at two-year colleges compared to four-year institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8262-383-2 |
