Publications by Lara Pheatt

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).

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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.

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.