Higher Education Institutions
In California, the combination of budget cuts and high unemployment from the Great Recession has resulted in "overcrowded" conditions, with more students attempting to enroll in fewer available classes. State-level policy recommendations have focused on altering registration priorities to mitigate the impact of overcrowding, but it is unclear whether these changes will impact enrollment as little is known about student behavior within these systems.
We explore how dynamic processes related to socioeconomic inequality operate to sort students into, and create stratification among, colleges. We use an agent-based model to simulate a stylized version of this sorting processes in order to explore how factors related to family resources might influence college application choices and college enrollment. We include two types of “agents”—students and colleges—to simulate a two-way matching process that iterates through three stages: application, admission, and enrollment.
This paper assesses the relationship between prices and market integration in public higher education. The analysis focuses on the eect of Tuition Reciprocity Agreements (TRAs) on in-state resident tuition and fees of 4-year public institutions. Those agreements, which lower tuition for out-of-state students, can be understood as market integration devices.
I have been a long-term student of organizations, but only an episodic student of educational organizations. I am the author or co-author of two texts that attempt to provide a comprehensive overview of the state of organizations, an early text written with Peter Blau (Blau and Scott 1962/2003), and a later text that first appeared in 1981 but has been updated periodically up to the present (Scott 1981; Scott and Davis 2007).
The majority of American students who successfully complete high school today reach graduation without satisfying even the minimal qualifications for admission to a four-year college or university (Green and Forster, 2003). For some students, this is neither surprising nor troubling, as they understand the paths ahead of them and have little interest in pursuing postsecondary education. For others who have done everything asked of them to receive a diploma, high school graduation brings with it a harsh lesson about the chasm between America’s K-12 and postsecondary education systems.
A report on the conference, “Reform and Innovation in the Changing Ecology of U.S. Higher Education: Inaugural Strategy Session”. Stanford University, 2-3 December 2010
Authors: Michael W. Kirst, Mitchell L. Stevens, and Kristopher Proctor
Colleges and universities with essentially open admissions enroll the vast majority of US students, yet until very recently they received only a small proportion of the social-science attention given to higher education. Academic researchers, policymakers, journalists, and the general public often are attracted to the glamour of academically selective schools - the handful of "elite" institutions to which admission is a coveted prize. This attention bias in favor of elites poses important intellectual, political, and policy problems as we consider the state of higher education in the US. It makes a small number of statistically atypical schools the implicit standard by which many others appear as lesser imitations. It fogs policy discussions with outdated conceptions of "traditional" college students on "traditional" campuses. It distracts many researchers, philanthropists, and elected officials from understanding and responding to sweeping changes in the organization of US higher education. In light of the Obama administration's ambitious new goals for college attainment, the need for researchers to assess higher education without distortion is especially important.
A report on the conference, “Mapping Broad-Access Higher Education”. Stanford University, 1-2 December 2011
Authors: Mitchell L. Stevens, Kristopher Proctor, Daniel Klasik, and Rachel Baker
This report specifies urgent priorities for research and policy improvement for broad-access higher education. We present them as three ideas for encouraging creative destruction and cumulative improvement in how the broad-access sector is understood, assessed, managed, and experienced.