When measuring institutional aid awards that address financial need, some researchers count all awards distributed based upon need-based criteria while other researchers count any awards that meet need. The sole use of either measure will omit key information, so we present two new measures-intentional and incidental need-meeting aid-that can be used effectively in combination. Our empirical analyses find that incidental aid comprises 46% of need-meeting institutional aid but relative to intentional aid, it is less targeted on students with the greatest need, first generation students, and underrepresented minorities and more targeted on students with high SAT scores.

Academic research often does not find its way into the policy arena because of the nature of the work. Policymakers often find journal articles and academic books too long, difficult to understand, and lacking in policy-relevant ideas and recommendations. This article provides suggestions to academic and other researchers on how to make their research policy relevant and most likely to have an impact on policy and practice.

This article presents responses from four College of Education deans to a series of questions posed by the Penn State University Journal of Teacher Education (JTE) editorial team.

Book synopsis: The financing of higher education is undergoing great change in many countries around the world. In recent years many countries are moving from a system where the costs of funding higher education are shouldered primarily by taxpayers, through government subsidies, to one where students pay a larger share of the costs. There are a number of factors driving these trends, including: A push for massification of higher education, in the recognition that additional revenue streams are required above and beyond those funds available from governments in order to achieve higher participation rates. - Macroeconomic factors, which lead to constraints on overall government revenues. - Political factors, which manifest in demands for funding of over services, thus restricting the funding available for higher (tertiary) education. - A concern that the returns to higher education accrue primarily to the individual, rather than to society, and thus students should bear more of the burden of paying for it. This volume will help to contribute to an understanding of how these trends occur in various countries and regions around the world, and the impact they have on higher education institutions, students, and society as a whole. With contributions for the UK, USA, South Africa and China this vital new book gives a truly global picture of the rapidly changing situation.

Гейгер Роджер Л.(Roger L. Geiger) - профессор Центра исследований высшего образования Университета штата Пенсильвания. Эл. адрес: rlg9@psu.edu Адрес: 400 Rackley Building University Park, PA 16802, United States.Хеллер Дональд Е. (Donald E. Heller) - директор Центра исследований высшего образования Университета штата Пенсильвания. Эл. адрес: dheller@psu.edu Адрес: 400 Rackley Building University Park, PA 16802, United States.Современные тенденции в области финансирования высшего образования в США рассмотрены в контексте макротенденций эпохи приватизации начиная с 1990 г. И для частных, и для государственных вузов приватизация означает большую зависимость от рыночных факторов. Представлены данные об изменениях в этот период.Проанализирована динамика численности принятых абитуриентов, доходов и расходов высших учебных заведений. Показано, что в результате неуклонного повышения фактической стоимости обучения произошел сдвиг в финансировании высшего образования: оно теперь в большей мере осуществляется не за счет государственных средств, а за счет студентов и их семей, что стало возможно благодаря усилению финансовой помощи студентам, в частности развитию культуры образовательного кредитования. Система предоставления финансовой помощи студентам стала в настоящее время фундаментом финансирования высшего образования в США. Рассматривается влияние и применение этой системы в частном некоммерческом секторе, в государственном секторе и в частном коммерческом секторе. Показано, что как в государственных, так и в частных колледжах и университетах расходы на академическое и инфраструктурное обеспечение учебных заведений превзошли расходы на преподавание. Описаны тенденции к наращиванию затрат среди самых богатых университетов страны, к увеличению доли вузов с конкурсным отбором, а также к расширению коммерческого сектора высшего образования. Описано влияние приватизации на финансирование и определение приоритетов в академических исследованиях.Обсуждаются возможные последствия нынешнего экономического спада на частный и государственный секторы высшего образования.

The 1947 President's Commission on Higher Education offers insight into higher education policy in the United States. This article reviews and assesses the adoption of its policy recommendations in two key areas: 1) improving college access and equity and 2) expanding the role of community colleges.

Among the many challenges facing US higher education today, affordability, access and accountability are increasingly commanding the attention of the public and policymakers alike. As students and their families struggle to meet rising tuition prices and state resources for the funding of higher education are constrained, policymakers confront issues of affordability within state and institutional budgets. Changing demographics and challenges to affirmative action complicate the admissions process even as colleges and universities seek to diversify enrolments, and issues of institutional accountability have given rise to the restructuring of higher education governing boards and systems and to a re-examination of the role of public trustees in governance. In this book, Donald E. Heller and other higher education scholars and practitioners explore the debates surrounding issues of affordability, access and accountability. In a concluding chapter, Heller considers the impact of technology on public colleges and universities, a subject that dominates many discussions of higher education. Offering a broad perspective that should appeal to policymakers and educators, the book provides an unobstructed view of key issues that will shape the future of higher education.

Financial aid for college students has undergone a number of changes throughout the years. This chapter provides a history of financial aid that has been provided by the federal and state governments, colleges, and universities to undergraduate students and how the structure of financial aid programs has changed over time. The metaphor of three art movements is applied—Realism, Surrealism, and Cubism—to analyze the current structure of the nation’s financial aid system to understand how financial aid has been transformed from a focus on meeting the college access needs of low-income students to myriad purposes often in conflict with each other.

The growth over the last decade of the for-profit sector of higher education (also known as the proprietary sector) has been well documented. In 1999, for-profit colleges and universities enrolled ...

Event synopsis: Our conference theme this year is: Higher Education and Public Policy: What is the Optimal Alignment? Through this focus, we seek to engage the ASHE community in reflecting on how their research can inform the crucial policy debates now swirling in our field, from those relating to the fiscal challenges and demographic changes higher education confronts to the ambitious degree attainment goals that President Obama and other prominent policy players have set for our enterprise. Toward this end, we have organized a series of Presidential Sessions featuring topics including: the changing contemporary role of philanthropy in influencing public policy directions in higher education; public policy challenges in regulating the for-profit collegiate sector; the story of Indiana’s 21st Century Scholars program and its implications for other states’ efforts to increase higher education participation and attainment; the future of higher education “report cards” focused on state policy performance; strategies for increasing educational equity and success in our increasingly diverse student body; and recent developments in methodology and data sources for sophisticated empirical policy research. Finally, a special Presidential Session on Thursday, November 18 at 2:45 PM will feature an interview and discussion with new NCAA President Mark Emmert – just the second NCAA head to come from the ranks of university presidents – focusing on the challenges of melding academic missions with competitive athletics. Dr. Emmert will be interviewed by President Robert Kustra of Boise State University

Synopsis: Over the past few decades, higher education in the United Kingdom has been transformed, expanding to a mass, bordering on universal, system. There are now almost 2.4 million HE students. In this position of relative strength we are left with two broad options: to accept the status quo, or to ask ourselves some difficult questions about what we really want HE to achieve, and what sacrifices we may have to make to get there.

Researchers have paid scant attention to the opportunities and the barriers associated with across-state study of college-transition policies, although the American states comprise a social system especially well suited for comparative analysis. What sorts of questions should researchers ask about college-transition policies and programs? How might these questions be framed conceptually? What data are and are not generally available to researchers? This article examines these questions. Because relatively little comparative-state research on college-transition policies exists, the emphasis is on describing the contemporary policy landscape, identifying broad questions with which to anchor future study, and discussing potential data sources and analytic approaches. The authors argue that researchers should begin asking more empirically oriented questions about both the determinants and the effects of college-transition policies in the states. They contend that both avenues of inquiry pose distinct data and analytic challenges.

Higher education in the United States has received much scrutiny in the recent past from the federal and state governments, the press and the general public. In response to this scrutiny, a number of blue ribbon panels have been formed to examine how effectively higher education is serving American society. In this article, I analyse the proceedings and impact of the most recent prominent panel, the Secretary of Education’s Commission on the Future of Higher Education, commonly known as the Spellings Commission. I also briefly examine how the new administration of President Barack Obama is likely to affect colleges and universities in light of the global economic crisis. Le contexte de la réforme de l’enseignement supérieur aux États-Unis Ces dernières années, le gouvernement fédéral, les États, la presse et l’opinion publique ont placé l’enseignement supérieur aux États-Unis au centre d’une attention toute particulière. En conséquence de cela, de nombreux groupes d’experts se sont formés pour étudier dans quelle mesure le système d’enseignement supérieur sert efficacement la société américaine. Cet article examinera les procédures et l’impact de la commission du ministre de l’Éducation sur le futur de l’enseignement supérieur, plus généralement dénommée la commission Spellings, qui constitue le plus important groupe d’experts récemment constitué. Nous étudierons ensuite brièvement dans quelle mesure la nouvelle administration du Président Barack Obama est susceptible d’affecter les universités dans un contexte marqué par la crise économique mondiale.