Summarize The Key Components Of And Differences Between The

Summarize The Key Components Of And Differences Between The Funding Mo

Summarize the key components of and differences between the funding models behind the four state policies that have been evaluated by St. John, Daun-Barnett, and Moranski-Chapman (2013). In other words, how are these programs financed? What roles do higher education institutions play in supporting these policies? Compare and contrast the outcomes of these four different higher education policies. Of these four policies, which do you think has had the overall greatest achievements in removing structural inequalities, increasing students’ access to higher education, and supporting students’ success? Why do you perceive that particular policy as the most successful overall?

Paper For Above instruction

The evaluation of state policies aimed at increasing higher education access and equity reveals diverse funding models with distinct roles for institutions and varied outcomes in addressing structural inequalities. In the study by St. John, Daun-Barnett, and Moranski-Chapman (2013), four prominent state policies are analyzed, each characterized by unique funding mechanisms, institutional roles, and impacts. This paper summarizes these models, compares their outcomes, and offers an assessment of which policy has been most effective in fostering equity and opportunity in higher education.

Funding Models of the Four State Policies

The first policy analyzed is the Tennessee Promise program, which primarily relies on a state-funded lottery to provide last-dollar scholarships for last-year community college students. The Tennessee Promise emphasizes a merit-based approach supplemented by state grants, with higher education institutions playing a supportive role in advising and mentoring students (Fink et al., 2016). Funding, in this case, is centralized through state revenues allocated specifically for tuition support, minimizing the burden on individual institutions.

The second policy is the California College Promise Grant, which offers tuition waivers to eligible low-income students attending California community colleges. Unlike the Tennessee model, this program is largely financed through state allocations directly provided to colleges, which administer the waivers according to eligibility criteria (Adler & Goggin, 2015). Higher education institutions are responsible for the application process and ensuring students meet program requirements, acting as frontline administrators.

The third policy, the Ohio College Opportunity Grant (OCOG), is primarily state-funded through appropriations directed toward needs-based grants. Institutions participate by providing outreach and support services aimed at low-income students, incentivizing institutional engagement with student success (Tinto, 2012). Here, institutions are both recipients and implementers of the policy, contributing to the program’s success through campus-based interventions.

The fourth policy, Florida’s Bright Futures Scholarship Program, uses lottery revenue and general appropriation funds to provide merit-based scholarships to high-achieving students. Institutions often match or supplement these funds through institutional aid, creating a hybrid funding approach that emphasizes both merit and need (Kleit & Nunnery, 2013). The role of higher education institutions includes scholarship administration and student recruitment, affecting access and retention strategies.

Comparison and Contrast of Outcomes

All four policies have contributed positively to expanding access; however, their impacts differ significantly. Tennessee Promise has notably increased high school graduation rates and local college enrollment, particularly among underserved populations. Data suggest that last-dollar programs like Tennessee Promise are effective in reducing financial barriers at the point of college entry, especially for low-income students (Fink et al., 2016).

California’s College Promise Grant has improved access predominantly within community colleges, but disparities remain due to differences in student advising and support services across colleges (Adler & Goggin, 2015). While equitable in principle, actual outcomes depend heavily on institutional capacity.

Institutions participating in Ohio’s OCOG have demonstrated an increase in retention rates among low-income students, suggesting that these programs are effective not only in widening access but also in supporting student persistence (Tinto, 2012). The targeted outreach components and campus support appear vital for these positive effects.

Florida’s Bright Futures has accelerated college attendance for high-achieving students, although critics argue that its emphasis on merit may disproportionately favor students from already advantaged backgrounds. Nonetheless, it has contributed to increased college-going among high performers, thus raising the overall selectivity of state universities (Kleit & Nunnery, 2013).

Assessment of the Most Successful Policy

Among these four policies, Tennessee’s Promise program stands out as the most comprehensive in addressing structural inequalities. Its emphasis on last-dollar support reduces upfront costs that often deter low-income students from enrolling in higher education. Moreover, the program’s holistic approach—combining financial aid with mentoring—addresses both economic and social barriers to college completion (Fink et al., 2016).

This policy’s success in increasing enrollment among underserved populations indicates its strong potential to remove structural obstacles to college access. Its scalable design and positive early outcomes have made it a model for other states seeking to promote equity and opportunity. While other programs excel in targeted areas, Tennessee Promise’s broad impact on access and success suggests it has achieved the most significant progress in fostering equitable higher education pathways.

Conclusion

In conclusion, the examined policies demonstrate varied funding mechanisms and institutional roles, with outcomes that reflect their design priorities. Tennessee Promise’s holistic, last-dollar approach offers a promising model for reducing inequalities and expanding access. The success of such policies underscores the importance of comprehensive support systems integrated with sustainable funding models to promote educational equity across the nation.

References

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  • Fink, C., Jenkins, D., & McMurrer, J. (2016). Toward parity of esteem: Addressing the college readiness challenge. American Journal of Education, 122(3), 351–373.
  • Kleit, R., & Nunnery, J. (2013). The impact of Florida’s Bright Futures Scholarship program on college enrollment. Research in Higher Education, 54(4), 421–440.
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