Does Everyone Go to College? A Critical Policy Analysis of State Proposed and Enacted Tuition-Free Legislation

Autor/in	Ison, Matthew P.
Titel	Does Everyone Go to College? A Critical Policy Analysis of State Proposed and Enacted Tuition-Free Legislation
Quelle	(2022), (145 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Ohio University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1257-9
Schlagwörter	Hochschulschrift; Dissertation; Educational Policy; Policy Analysis; Educational Legislation; State Legislation; Paying for College; Tuition; Neoliberalism; Ideology; Community Colleges; Discourse Analysis; Policy Formation; Stakeholders + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Politics of education; Bildungspolitik; Politikfeldanalyse; Bildungsrecht; Schulgesetz; Landesrecht; Studienfinanzierung; Unterweisung; Unterricht; Neo-liberalism; Neoliberalismus; Ideologie; Community college; Community College; Diskursanalyse; Politische Betätigung
Abstract	This qualitative dissertation critically analyzes proposed and enacted state-level, tuition-free college legislative documents. Taking a three-article approach to the research, this study adds to the recent literature of tuition-free programs focusing on program design characteristics and the inequitable outcomes for students. The first article draws on theoretical perspectives of neoliberalism to better understand the ideological spaces from which policymakers craft tuition-free legislation. Paying close attention to the community college sector, the article finds a dual discourse surrounding the utility of free college that binds a tentative coalition of conservative and progressive factions. The second article examines the data and research cited as evidence in tuition-free community college legislation. Drawing on the work of several policy theorists who conceptualize the political use of evidence in policymaking, findings suggest that conservative and progressive policymakers deploy evidence that fits within their broader ideological preferences. Finally, the third article draws on critical policy analysis to examine salient program characteristics and consider how these design decisions might benefit specific student populations or stakeholders at the expense of others. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01