Thomas M Rabovsky 2012 discusses performance funding and mentions graduation

Thomas m rabovsky 2012 discusses performance funding

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level. Thomas M. Rabovsky (2012) discusses performance funding and mentions graduation rates as a part of that. Toward the end of his piece he references another author whose findings support the fact that increased funds at a given college/university are likely to produce more graduates. This can happen for many reasons. The school may be able to purchase more resources to allot to students while supporting their educational endeavors, the school may be able to support more students financially therefore cutting the percentage of dropouts, or the 4
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ACHIEVING EFFECTIVE MEASURES school may be able to admit more students that will create a false perception of more students graduating because there are larger admitted classes. In reality, the possibilities are endless. What must be considered, is that producing large amounts of graduates, no matter the amount of funds invested into them, does not guarantee their preparation for the workforce. A school could have done an exceptional job and making the work easy for students to pass in order to graduate. Or, a student can be good at the navigational end of school itself but have a hard time gaining practical skills to be a positive agent in the workforce. Regardless, looking at the number of graduates a school produces is not enough. Understanding how prepared they are to enter the workforce answers many more questions. This concept will be addressed later in this paper. Huisman and Currie (2004) focus on the idea that the accountability movement directly correlates with other political trends in the United States. Much like Zumeta (2011), the article takes a slight historical approach to how accountability has become such a major part of public education. Accountability is viewed in an individual context, national context, institutional context and in essence it was found that none of these contexts were effective enough to produce real change. This brings me to the point of the third problem—accountability measures between the public and institutions of higher education are too soft. To be transparent, too soft in this context means there are general conversations surrounding problems and solutions but the solutions are not closely followed up with to follow and ensure effective change. Each of these entities has a different responsibility to the college/university. Individuals owe the university effort and time in order to graduate, the nation is to provide students with various colleges/universities to attend in order to attend his/her goals, and institutions like the federal government are depended upon to provide money to schools and colleges/universities so that they can be successful in their respective ways. 5
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ACHIEVING EFFECTIVE MEASURES Conclusion & Recommendations In conclusion, the accountability conversation is one that exposes the cycle that public research institutions and the public often become involved in. The colleges and universities have a responsibility to educate, equip and prepare emergent generations with the information and tools necessary to run the different facets of this country. Their inability to do so results in an
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  • Winter '17
  • mark koenig
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