An Examination of the Costs of Texas Community Colleges. REL 2023-142

Autor/inn/en	Levin, Jesse; Baker, Bruce; Lee, Jason; Atchison, Drew; Kelchen, Robert
Institution	Regional Educational Laboratory Southwest (ED/IES); National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); American Institutes for Research (AIR)
Titel	An Examination of the Costs of Texas Community Colleges. REL 2023-142
Quelle	(2022), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Educational Finance; Financial Support; Access to Education; Success; Needs Assessment; Educational Equity (Finance); Costs; First Generation College Students; Two Year College Students; Disadvantaged Youth; Low Income Students; Age Differences; Nontraditional Students; English Language Learners; Equal Education; Resource Allocation; Barriers; Economically Disadvantaged; Educational Policy; Student Needs; Expenditures; Texas + Suchen Sie Ihr Suchwort? Community college; Community College; Bildungsfonds; Finanzielle Förderung; Education; Access; Bildung; Zugang; Bildungszugang; Erfolg; Bedarfsermittlung; Cost; Kosten; Benachteiligter Jugendlicher; Age; Difference; Age difference; Altersunterschied; Ressourcenallokation; Politics of education; Bildungspolitik; Ausgaben
Abstract	Policymakers in Texas want to understand the funding levels necessary for community colleges to meet their promise of providing an affordable and accessible pathway to a postsecondary certificate or degree. Regional Educational Laboratory Southwest conducted this study to help leaders at the Texas Higher Education Coordinating Board better understand the extent to which Texas community colleges have adequate funding for reaching the desired levels of student success, as measured by success points milestones used in the state's performance-based funding system. The study involved three types of analyses: a needs analysis, an equity analysis, and a cost function analysis. The needs analysis found that community colleges with higher percentages of first-generation college students, students who are economically disadvantaged, students who are academically disadvantaged, students older than 24 years, and English learner students earn fewer success points milestones per full-time equivalent student. The equity analysis found that community colleges with higher percentages of students who are academically disadvantaged spent less per full-time equivalent student, suggesting that there may be resource inequities for these students. The cost function analysis found that spending was not high enough to cover the cost of providing an equal opportunity for first-generation college students, students who are economically disadvantaged, students older than 24 years, and English learner students to achieve the same level of outcomes as students without these needs. The findings from this study can inform Texas policymakers' efforts to distribute funding for community colleges to support equitable opportunities for all students to succeed in college. [For the appendixes, see ED623285.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01