ERIC Number: ED208799
Record Type: RIE
Publication Date: 1982-Feb
Reference Count: 0
How States Compare in Financial Support of Higher Education, 1981-82.
Halstead, D. Kent
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)
Publication Type: Reports - Descriptive; Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Inst. of Education (ED), Washington, DC.
Identifiers: Chambers (M M)
Note: Tables may not reproduce well due to small print.