The case study is an analysis of a state performance funding policy at a public historically Black college and university (HBCU). The policy attaches state funding to HBCU performance on measures like graduation rates and equity measures like the reduction in achievement gaps between Black and non-Black students. Participants liked that the policy helped the institution to become more outcome minded, but were critical of the equity measures and their relationship with the state system of higher education. The article addresses how the HBCU’s mission was addressed in the policy and its plans for responding that includes focusing on Latino students.
Adams v. Richardson, 351 F. Supp. 636 (U.S. District Court, District of Columbia 1972).
2.
AlexanderF. K. (2000). The changing face of accountability: Monitoring and assessing institutional performance in higher education. Journal of Higher Education, 71, 411-431.
3.
BellD. (1980). Brown and the interest-convergence dilemma. In BellD. (Ed.), Shades of Brown: New perspectives on school desegregation (pp. 90-106). New York, NY: Teachers College Press.
4.
BogdanR. C.BiklenS. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). Boston, MA: Allyn & Bacon.
5.
BolandW. C.GasmanM. (2014). America’s public HBCUs: A four state comparison of institutional capacity and state funding priorities. Philadelphia, PA: Center for Minority Serving Institutions.
6.
BoyatzisR. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
7.
BrownC. M.II. (2001). Collegiate desegregation and the public Black college: A new policy mandate. The Journal of Higher Education, 72, 46-62.
8.
BurkeJ. C.ModarresiS. (2000). To keep or not to keep performance funding: Signals from stakeholders. The Journal of Higher Education, 71, 432-453.
DoughertyK. J.NatowR. S.HareR. J.JonesS. M.VegaB. E. (2011). The politics of performance funding in eight states: Origins, demise, and change. New York, NY: Community College Research Center, Teachers College, Columbia University.
13.
DuBoisW. E. B. (1953). The souls of Black folk. New York, NY: The Blue Heron Press.
14.
EgertonJ. (1974). Adams v. Richardson: Can separate be equal?Change, 10, 29-36.
FriedelJ. N.ThorntonZ. M.D’AmicoM. M.KatsinasS. G. (2013). Performance-based funding: The national landscape. Tuscaloosa: Education Policy Center, The University of Alabama.
17.
GaitherG. H. (1997). Performance indicator systems as instruments for accountability and assessment. Assessment Update, 9(1), 1-2, 14-15.
18.
GaitherG. H.NedwekB. P.NealJ. E. (1994). Measuring up: The promises and pitfalls of performance indicators in higher education (ASHE-ERIC Higher Education Report No. 5). Washington, DC: Education Resources Information Center.
19.
GasmanM. (2013). The changing face of historically Black colleges and universities. Philadelphia, PA: Center for Minority Serving Institutions.
20.
GasmanM.HiltonA. (2012). Mixed motivations, mixed results: A history of law, legislation, historically Black colleges and universities, and interest convergence. Teachers College Record, 114(7), 1-20.
21.
HarperS. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29.
22.
HebelS. (2001, June8). A new push to integrate southern Black colleges. Chronicle of Higher Education, 47, 39.
23.
HoffmanC. M.SnyderT. D.SonnenbergB. (1996). Historically Black Colleges and Universities, 1976 to 1994. Washington, DC: National Center for Education Statistics.
24.
JonesT.WithamK. (2012, November). What is accountability for equity at public historically Black colleges and universities?Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Las Vegas, NV.
25.
KrippendorffK. (1980). Content analysis: An introduction to its methodology. Newbury Park, CA: Sage.
26.
LeeJ. M.KeysS. W. (2013a). Land-grant but unequal state one-to-one match funding for 1890 land-grant universities. Washington, DC: Association of Public and Land-Grant Universities.
27.
LeeJ. M.KeysS. W. (2013b). Repositioning HBCUs for the future. Access, success, research & innovation. Washington, DC: Association of Public and Land-Grant Universities.
McLendonM. K.HearnJ. C.DeatonR. (2006). Called to account: Analyzing the origins and spread of state performance-accountability policies for higher education. Educational Evaluation and Policy Analysis, 28, 1-24.
31.
McMickensT. L. (2012). Running the race when race is a factor. Phi Delta Kappan, 93(8), 39-43.
32.
MinorJ. T. (2004). Introduction: Decision making in historically Black colleges and universities: Defining the governance context. The Journal of Negro Education, 73, 40-52.
33.
MinorJ. T. (2008a). Contemporary HBCUs: Considering institutional capacities and state priorities. East Lansing: Michigan State University.
34.
MinorJ. T. (2008b). Segregation residual in higher education: A tale of two states. American Educational Research Journal, 45, 861-885.
35.
National Center for Education Statistics. (2010a). 1990 through 2009 Integrated Postsecondary Education Data System, “Fall Enrollment Survey.”Washington, DC: U.S. Department of Education.
36.
National Center for Education Statistics. (2010b). Institutional profile. Washington, DC: U.S. Department of Education.
37.
National Center for Education Statistics. (2011). Institutional profile. Washington, DC: U.S. Department of Education.
38.
PalmerR. T.DavisR. J.GasmanM. (2011). A matter of diversity, equity, and necessity: The tension between Maryland’s higher education system and its historically Black colleges and universities over the Office of Civil Rights Agreement. Journal of Negro Education, 80, 121-133.
39.
PriceG. N.SpriggsW.SwintonO. H. (2011). The relative returns to graduating from a historically Black college/university: Propensity score matching estimates from the national survey of Black Americans. The Review of Black Political Economy, 38, 103-130.
40.
RuppertS. (Ed.). (1994). Charting higher education accountability: A sourcebook of state-level performance indicators. Denver, CO: Education Commission of the States.
41.
ShulockN. (2011). Concerns about performance-based funding and ways that states are addressing the concerns. Sacramento, CA: Institute for Higher Education Leadership & Policy.
42.
SolórzanoD. G.YossoT. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8, 23-44.
43.
StakeR. (1995). The art of case study. Thousand Oaks, CA: Sage.
44.
StemlerS. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7, 137-146.
45.
SumP.LightS.KingR. (2004). Race, reform, and desegregation in Mississippi higher education: Historically Black institutions after United States v. Fordice. Law & Social Inquiry, 29, 403-443.
46.
TandbergD. A.HillmanN. W. (2013). State performance funding for higher education: Silver bullet or red herring?Madison, WI: Center for the Advancement of Postsecondary Education.
47.
Thurgood Marshall College Fund. (2010). Thurgood Marshall College Fund 2007-2008 Demographic Report. New York: Thurgood Marshall Fund.
48.
United States v. Fordice, 507 U.S. 1007 (1992).
49.
U.S. Commission on Civil Rights. (2010). The educational effectiveness of historically Black colleges and universities. Washington, DC: Author.
50.
WellmanJ. V. (2001). Accountability systems. Change: The Magazine of Higher Learning, 33(2), 46-52.
51.
WenglinskyH. (1996). The educational justification of Historically Black Colleges and Universities: Policy responses to the U.S. Supreme Court. Educational Evaluation and Policy Analysis, 18, 91-103.
52.
White House Initiative on HBCUs Annual Report (2005). Jessup, MD: Education Publications Center, U.S. Department of Education.
53.
White House Initiative on HBCUs Annual Report (2010). Jessup, MD: Education Publications Center, U.S. Department of Education.
54.
ZumetaW. (2011). What does it mean to be accountable? Dimensions and implications of higher education’s public accountability. Review of Higher Education, 35, 131-148.
