We examined how performance-based funding (PBF) for higher education institutions in Tennessee, Ohio, and Indiana affects bachelor's degree completion, admission practices, and the enrollment of underserved students. Utilizing data from the Integrated Postsecondary Education Data System, we employed an event study analysis, in addition to a…

Credit hour policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. In the Unites States, the college completion agenda has been bolstered by national calls from intermediary organizations and philanthropic foundations alike to raise the overall rate and…

Background: Over the last twenty years, retention has increased in popularity with policymakers who are concerned with student achievement and aim to end social promotion (i.e., the practice of advancing a student to the next grade level although they have not yet met the academic expectations of their current grade level). Despite calls to expand…

This article examined the effect of elements within Latina/o students' institutional context on Latina/o student success outcomes. Findings highlight the significant role institutional contexts play in Latina/o success. Specifically, it was found that student success was lower for students enrolled at regional campuses and campuses that serve high…

The purpose of this historical examination is to first understand the context of United States affirmative action legislation and its importance. It provides a spotlight on Indiana University Bloomington (IUB) during the civil rights movement and what led to the creation of policies that would forever impact the institutional makeup of IUB.…

In 1994, the Midwestern Higher Education Compact (MHEC) joined its sister compacts in offering a regional student reciprocity and tuition exchange opportunity known as the Midwest Student Exchange Program (MSEP). The program allowed students from one MHEC state to attend an institution at a reduced tuition rate in another MHEC state when the…

The Every Students Succeeds Act (ESSA) provided states with newfound flexibility on accountability measures and school improvement strategies. Many policy experts have analyzed states' ESSA plans, which explain how states use their federal funds under various provisions of the new law, as well as the approaches states take to identify and rate…

In today's economy, employers increasingly demand that workers have a high school diploma, yet America's graduation rates are unacceptably low, particularly among poor and minority students. Nationally, only about 70 percent of students graduate from high school on time with a regular diploma; for African American and Hispanic students, this…

Gifted students have unique educational needs. Although gifted students are as varied as other students in terms of their learning styles and preferences, all gifted learners have exhibited unusual performance or potential and they have distinctive characteristics, shared by most of these students, which require effective responses from educators.…

In July of 2007, the Center for Evaluation and Education Policy (CEEP) at Indiana University was contracted by the state legislature to conduct an evaluation of the Indiana charter schools. The current study reports the results of an evaluation that has been designed to ensure that all objectives of the provisions of HEA 1001-2007 are fulfilled.…

Jeb Bush campaigned for Governor on a clear and bracing set of education reforms in 1998. Having won office, he immediately pursued a dual track strategy of education reform: standards and accountability for public schools, choice options for dissatisfied parents. Florida lawmakers followed these reforms with additional measures, including…

Education finance policy has become an urgent concern in many state legislatures. Demands for greater equity and accountability have forced states to review, and in many cases to revise, the method by which schools are funded. This study sheds light on Indiana's financing of public K-12 education by providing a clear explanation of the components…

This appendix describes the analytical procedures used to project the status of schools in the Great Lakes state toward meeting AYP (Adequate Yearly Progress) requirements from 2005 to 2014. To "make AYP," the school as a whole and each numerically significant subgroup must meet "Annual Measurable Objectives" (annual…