How States Compare in Financial Support of Higher Education, 1981-82 / D. Kent Halstead.

A model that is designed to measure and provide early understanding of the principle factors governing state support of public higher education and which is based on M. M. Chamber's annual data on state higher education appropriations is described. Design principles of the model are identified. The...

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Bibliographic Details
Main Author: Halstead, D. Kent, 1930-
Corporate Author: National Institute of Education (U.S.)
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 1982.
Subjects:
Genre:
Physical Description:68 pages
Format: Microfilm Book

MARC

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245 1 0 |a How States Compare in Financial Support of Higher Education, 1981-82 /  |c D. Kent Halstead. 
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500 |a Educational level discussed: Higher Education. 
520 |a A model that is designed to measure and provide early understanding of the principle factors governing state support of public higher education and which is based on M. M. Chamber's annual data on state higher education appropriations is described. Design principles of the model are identified. The model consists of seven independent factors, four dependent factors, and a final output measure of financial support. Four factors are classified as nonvariable and collectively labeled "inputs;" three are adjustable by legislative action and labeled "financial process factors." The "output" measure equals the inputs multiplied by the process factors. In brief, the model derives state and local government appropriations by the fiscal actions of taxing effort and allocation applied to the state's inherent tax wealth or capacity. The student load is derived by application of a college attendance ratio to state high school graduates, and enrollments are adjusted by a system cost index. The final output measure of estimated appropriations and tuition revenues per student adjusted for load represents a comparable overall support level for public higher education provided by state residents. The input factors of tax capacity, high school graduates, college attendance ratio, and system are relatively stable, while the process factors of tax effort, allocation, and tuition factor can be altered by legislative action. These measurements are described in detail and reported in two tables: collectively by state in alphabetical order, and independently by state rank order. The eight elements of raw data with source information also are presented. Additionally, general observations to promote understanding of the overall or macro role of state governments and citizens in financing public higher education are considered. (SW) 
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650 1 7 |a Educational Finance.  |2 ericd 
650 0 7 |a Enrollment Trends.  |2 ericd 
650 0 7 |a Financial Support.  |2 ericd 
650 0 7 |a Government School Relationship.  |2 ericd 
650 1 7 |a Higher Education.  |2 ericd 
650 0 7 |a Local Government.  |2 ericd 
650 0 7 |a Models.  |2 ericd 
650 1 7 |a Resource Allocation.  |2 ericd 
650 0 7 |a School Taxes.  |2 ericd 
650 1 7 |a State Aid.  |2 ericd 
650 1 7 |a State Colleges.  |2 ericd 
650 0 7 |a State Government.  |2 ericd 
650 1 7 |a Tax Allocation.  |2 ericd 
653 0 |a Chambers (M M) 
655 7 |a Reports, Descriptive.  |2 ericd 
655 7 |a Reports, Research.  |2 ericd 
655 7 |a Numerical/Quantitative Data.  |2 ericd 
710 2 |a National Institute of Education (U.S.)  |0 http://id.loc.gov/authorities/names/n79042241 
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