An Examination of Pace's Model of Student Development and College Impress |
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Authors: | Corinna A Ethington Robert A Horn |
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Institution: | 1. University of Memphis , Memphis, Tennessee, USA cethngtn@memphis.edu;3. University of Memphis , Memphis, Tennessee, USA |
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Abstract: | ABSTRACTFor 8 years Washington State has operated a performance funding policy, the Student Achievement Initiative (SAI). The policy allocates appropriations to the state’s 34 community and technical colleges based on points earned through student achievement of college-readiness, retention, and completion milestones. Grounded in a conceptual framework of principal-agent theory, this study explored one community college case to examine knowledge of, perspectives on, and responses to the SAI. Through semi-structured interviews with seven faculty, administrators, and staff, combined with document analysis, five themes emerged: information transmission, initiating the initiative, the point of the point, consequences of imperfect data, and faculty skepticism. This study concludes with implications and recommendations for practice and policy. |
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