The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States

Autor/in	Rubin, Paul G.
Titel	The Policy Filtering Process: Understanding Distinctive State Responses to the National College Completion Agenda in the United States
Quelle	In: Education Policy Analysis Archives, 26 (2018) 60, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	State Policy; State Action; College Graduates; Comparative Analysis; Case Studies; Educational Policy; Governance; Regional Characteristics; Educational Attainment; Partnerships in Education; Administrative Organization; Power Structure; Economic Factors; Educational Administration; Qualitative Research; Semi Structured Interviews; Texas; South Carolina; Georgia + Suchen Sie Ihr Suchwort? Staatliche Intervention; Hochschulabsolvent; Hochschulabsolventin; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Regionaler Faktor; Bildungsabschluss; Bildungsgut; Hochschulpartnerschaft; Ökonomischer Faktor; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitative Forschung
Abstract	The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that "filtered" the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01