Access and Success with Less: Improving Productivity in Broad-Access Postsecondary Institutions

Autor/inn/en	Jenkins, Davis; Rodriguez, Olga
Titel	Access and Success with Less: Improving Productivity in Broad-Access Postsecondary Institutions
Quelle	In: Future of Children, 23 (2013) 1, S.187-209 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-8289
Schlagwörter	Access to Education; Postsecondary Education; Success; College Students; Higher Education; Cost Effectiveness; Costs; Educational Finance; Public Colleges; Productivity; Educational Quality; Academic Standards; Certification; Education Work Relationship; Outcomes of Education; Income; Private Colleges; Budgeting; Remedial Instruction; Community Colleges; Intervention; Online Courses; Curriculum Development; Financial Support; Educational Indicators; Tuition; Tennessee; Washington + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Erfolg; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Cost; Kosten; Bildungsfonds; Produktivität; Quality of education; Bildungsqualität; Abschlusszeugnis; Zertifizierung; Lernleistung; Schulerfolg; Einkommen; Privathochschule; Förderkurs; Community college; Community College; Online course; Online-Kurs; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Finanzielle Förderung; Educational indicato; Bildungsindikator; Unterweisung; Unterricht
Abstract	Achieving national goals for increased college completion in a time of scarce resources will require the postsecondary institutions that enroll the majority of undergraduates--community colleges and less-selective public universities--to graduate more students at a lower cost. Davis Jenkins and Olga Rodriguez examine research on how these "broad-access" institutions can do so without sacrificing access or quality. Research indicates that the strategies broad-access institutions have relied on in the past to cut costs--using part-time instructors and increasing student-faculty ratios--may in fact reduce productivity and efficiency. The limited evidence available suggests that some of the most popular strategies for improving student success are not cost-effective. New strategies to cut costs and improve college success are therefore imperative. Some believe that redesigning courses to make use of instructional technologies will lead to better outcomes at lower cost, although the evidence is mixed. Recently, a growing number of institutions are going beyond redesigning courses and instead changing the way they organize programs and supports along the student's "pathway" through college. These efforts are promising, but their effects on cost per completion are not yet certain. Meager funding has so far hampered efforts by policy makers to fund colleges based on outcomes rather than how many students they enroll, but some states are beginning to increase the share of appropriations tied to outcomes. Jenkins and Rodriquez argue that as policy makers push colleges to lower the cost per graduate, they must avoid providing incentives to lower academic standards. They encourage policy makers to capitalize on recent research on the economic value of postsecondary education to measure quality, and urge colleges and universities to redouble efforts to define learning outcomes and measure student mastery. (Contains 83 endnotes, 1 figure, and 1 table.) (As Provided).
Anmerkungen	Woodrow Wilson School of Public and International Affairs at Princeton University and The Brookings Institution. 267 Wallace Hall, Princeton University, Princeton, NJ 08544. Tel: 609-258-6979; e-mail: FOC@princeton.edu; Web site: http://futureofchildren.org/futureofchildren/publications/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10