Disaggregating Higher Education Finance Data for Student-Centered Decision Making

Autor/in	Johnson, Nate
Titel	Disaggregating Higher Education Finance Data for Student-Centered Decision Making
Quelle	In: Change: The Magazine of Higher Learning, 55 (2023) 3, S.20-27 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2023.2195272
Schlagwörter	Higher Education; Educational Finance; Data Analysis; Educational Equity (Finance); Ethnicity; Racial Differences; Investment; Expenditure per Student; Teacher Salaries; Endowment Funds; State Aid; Costs; Majors (Students); Illinois; Texas; Florida; Minnesota + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsfonds; Auswertung; Ethnizität; Rassenunterschied; Investments; Geldanlage; Investiton; Lehrerbesoldung; Lehrervergütung; Stiftungsvermögen; Cost; Kosten
Abstract	In recent decades, education leaders and researchers have increasingly sought to disaggregate key higher education outcome data--graduation rates, attainment, employment, and income--by race and ethnicity in order to uncover and narrow equity gaps. The same is true, recently, for affordability, especially as it relates to the differential impact of student debt on students and families. What has been missing from these developments, however, are methods to disaggregate and talk about the financial inputs as well as the outcomes. In part, this is because the conventions of expenditure analysis in higher education were built around institutions and departments, not students, with a view to efficiency rather than equity. This article presents a set of measures intended to inform a conversation about equity in the measurement of postsecondary finance. Building on a framework that looked at institutional funding differences for lower- and higher-income students (Johnson, 2017), this effort focused primarily on race and ethnicity (and in a few cases, gender). Ideally, these measures would complement the work already done on disaggregated outcomes and help quantify gaps in investment that at least partially explain gaps in results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01