Funding U.S. Historically Black Colleges and Universities: A Policy Recommendation

Autor/in	Mitchell, Donald, Jr.
Titel	Funding U.S. Historically Black Colleges and Universities: A Policy Recommendation
Quelle	In: eJEP: eJournal of Education Policy, (2013), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Educational Finance; Financial Support; Black Colleges; African American Students; Low Income Groups; Disadvantaged Youth; At Risk Students; State Aid; Educational Policy; Federal Aid; Resource Allocation; Higher Education; Institutional Autonomy; Educational Administration; Political Issues; Taxes; Partnerships in Education; Organizational Change; Costs + Suchen Sie Ihr Suchwort? Bildungsfonds; Finanzielle Förderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Benachteiligter Jugendlicher; Politics of education; Bildungspolitik; Ressourcenallokation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Autonomie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politischer Faktor; Abgabe; Hochschulpartnerschaft; Organisationswandel; Cost; Kosten
Abstract	Public Historically Black Colleges and Universities (HBCUs) continue to receive inequitable funding at state-levels (Gasman, 2010; Minor, 2008). The Higher Education Act of 1965 designates an HBCU as an "institution whose principal mission was and is the education of black Americans, was accredited and was established before 1964" (UNCF, 2013, para. 1). The current funding situation is problematic because HBCUs have successfully educated African Americans, low-income, and underprepared students (Gasman, 2010). Perhaps with equitable state support, the educational gains of HBCUs may improve. The purpose of this article is to analyze three policy alternatives that would improve resources at HBCUs. First, attention is given to funding trends for HBCUs at federal and state levels. Second, three policy alternatives are introduced along with evaluative criteria to analyze each policy alternative. Finally, a policy recommendation is offered based on the policy alternative that appears to be the most feasible. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04