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Lara Pheatt

December 2017

Can High School Transition Courses Help Students Avoid College Remediation? Estimating the Impact of a Transition Program in a Large Urban District

This paper examines the impact of one transition course model, the At Home in College program, offered to selected high school students in New York City by the City University of New York (CUNY).
October 2016

Performance Funding for Higher Education

This book is the culmination of a three-year study of performance funding in Indiana, Ohio, and Tennessee. Based on interviews with state officials and staff at 18 public institutions, the book delves into the policy implications of performance funding, which ties state financial support of colleges and universities to institutional performance.
April 2016

Looking Inside the Black Box of Performance Funding for Higher Education: Policy Instruments, Organizational Obstacles, and Intended and Unintended Impacts

In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.
March 2016

Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes

This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
January 2016

What We Know About Transition Courses

Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
January 2016

Implementation of High School-to-College Transition Courses in Four States

Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.
March 2015

Organizational Learning by Colleges Responding to Performance Funding: Deliberative Structures and Their Challenges

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.
November 2014

Unintended Impacts of Performance Funding on Community Colleges and Universities in Three States

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.
November 2014

Obstacles to the Effective Implementation of Performance Funding: A Multistate Cross-Case Analysis

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.
November 2014

Institutional Changes to Organizational Policies, Practices, and Programs Following the Adoption of State-Level Performance Funding Policies

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.
November 2014

Policy Instruments in Service of Performance Funding: A Study of Performance Funding in Three States

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.
November 2014

Implementing Performance Funding in Three Leading States: Instruments, Outcomes, Obstacles, and Unintended Impacts

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.
September 2014

Performance Funding for Higher Education: Forms, Origins, Impacts, and Futures

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.
February 2014

The Political Origins of Performance Funding 2.0 in Indiana, Ohio, and Tennessee: Theoretical Perspectives and Comparisons With Performance Funding 1.0

This paper examines the political forces supporting the enactment of performance funding 2.0 programs—in which performance funding is embedded into base state funding for higher education—in three leading states.
January 2014

Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States

Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.
August 2013

Envisioning Performance Funding Impacts: The Espoused Theories of Action for State Higher Education Performance Funding in Three States

This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.

Recent Publications

December 2017

Can High School Transition Courses Help Students Avoid College Remediation? Estimating the Impact of a Transition Program in a Large Urban District

October 2016

Performance Funding for Higher Education

April 2016

Looking Inside the Black Box of Performance Funding for Higher Education: Policy Instruments, Organizational Obstacles, and Intended and Unintended Impacts

March 2016

Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes

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