Finney, Joni E
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Publication 2016 College Affordability Diagnosis: National Report(2016-01-01) Finney, Joni ECollege Affordability Diagnosis is the most comprehensive state-by-state study of college affordability since 2008, when the last Measuring Up report was completed by the National Center for Public Policy and Higher Education.Publication Driven to Perform: Tennessee's Higher Education Policies & Outcomes: A Case Study(2017-04-01) Finney, Joni E; Leigh, Elaine W; Ruiz, Roman; Castillo, Wendy; Smith, Edward; Kent, Daniel CThis report presents a picture of how multiple converging state policies affect higher educaton performance in Tennessee as the state pursues an aggressive plan to improve the educational attainment of its residents. Policy is a powerful lever for advancing—or hindering—a state's higher education attainment agenda. By taking into account Tennessee's particular state context, we can better understand the factors influencing the content, formation, implementation, and ultimate success of higher education policy intended to improve performance and meet state attainment goals (Perna & Finney, 2014).Publication Perpetuating Disparity: Performance and Policy in Georgia Higher Education(2012-05-01) Finney, Joni E; Perna, Laura W; Callan, PatrickAt a time when postsecondary education is more important than ever, Georgia’s higher education policies and priorities are putting up barriers that make it harder for black, Hispanic and poor Georgians to get a college education. Higher education in Georgia lags below the national average on most key measures of performance, threatening the state’s ability to compete economically. Georgia ranks 29th among states in the share of adults 25 and older who have earned at least an associate’s degree, at 34%. Yet by 2018, about 58% of Georgia jobs are projected to require at least some postsecondary education or training. The state’s college-age population (ages 18 to 24)is projected to increase by 40% by 2030, creating pressure on the state’s K-12 and higher education institutions to serve more students. Most of this growth will be among Latinos, a fast-growing minority, as well as among blacks, in a state with the nation’s largest black population. To produce enough college-educated citizens to compete for skilled 21st-century jobs, Georgia must find a way to reduce huge disparities in educational attainment between minorities and whites. But at present, Georgia’s higher education policies have the unintended consequence of perpetuating these disparities.Publication Renewing the Promise: State Policies to Improve Higher Education Performance(2014-02-01) Finney, Joni E; Perna, Laura W; Callan, Patrick MAs the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training and education beyond high school. The failure to attain postsecondary degrees and workforce certificates is particularly pervasive among low-income and minority populations. An undereducated citizenry leaves the country at a competitive disadvantage, diminishes the middle class, and lowers the standard of living for more and more people. Although the federal government plays an important role in higher education, states bear the primary responsibility for developing their own public higher education systems, including policies for funding and governing higher education and for connecting higher education with public schools. Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states— Georgia, Illinois, Maryland, Texas, and Washington—that have similar challenges as other states, such as the need to increase educational attainment and close persistent gaps in opportunity by race, ethnicity, income, and geography. The study reviewed state higher education performance and policies from the early 1990s through approximately 2010, including policies and statutes related to higher education finance, accountability, structure, and governance. We augmented our review of state policies and data by interviewing political, business, and higher education leaders in each state.Publication RoadMap for the Development of Education in Kazakhstan: Higher Education Roadmap Recommendations(2013-11-01) Canning, Mary; Finney, Joni E; Jones, Dennis; McGuinness, AimsThis document presents a set of recommendations for the Roadmap Project of the Republic of Kazakhstan developed by the Higher Education Project Team (Mary Canning, Joni Finney, Dennis Jones and Aims McGuinness). It is based on the July 2013 report Development of Strategic Directions for Education Reforms in Kazakhstan for 2015-2020.and on the reports of the Steering Committee.Publication Maryland's Higher Education Gains at Risk(2012-02-20) Perna, Laura W; Finney, Joni EThis Op-Ed described the struggles that Maryland's higher education is currently facing, outlining several solutions.Publication 2016 College Affordability Diagnosis: State Assessments(2016-01-01) Finney, Joni EPublication Renewing the promise: State policies to improve higher education performance(2014-02-01) Finney, Joni E; Perna, Laura W; Callan, Patrick M.As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training and education beyond high school. The failure to attain postsecondary degrees and workforce certificates is particularly pervasive among low-income and minority populations. An undereducated citizenry leaves the country at a competitive disadvantage, diminishes the middle class, and lowers the standard of living for more and more people. Although the federal government plays an important role in higher education, states bear the primary responsibility for developing their own public higher education systems, including policies for funding and governing higher education and for connecting higher education with public schools. Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states— Georgia, Illinois, Maryland, Texas, and Washington—that have similar challenges as other states, such as the need to increase educational attainment and close persistentgaps in opportunity by race, ethnicity, income, and geography. The study reviewed state higher education performance and policies from the early 1990s through approximately 2010, including policies and statutes related to higher education finance, accountability, structure, and governance. We augmented our review of state policies and data by interviewing political, business, and higher education leaders in each state.Publication State Policy Response to the Taxpayer Relief Act of 1997(1999) Conklin, Kristin D; Finney, Joni EThe Taxpayer Relief Act of 1997 (TRA 1997) is the largest single increase in federal funding for higher education since the GI Bill. This chapter explores the impact of this new federal law on state higher education policy and offers options and recommendations for state response. These recommendations are based on the belief that programs which support both access and affordability are necessary to advance the larger national policy of college opportunity, but that affordability should not be allowed to supersede access as a policy goal.Publication Higher Education's Changing Contours: The Policy Implications of an Emerging System(2000-01-01) Callan, Patrick M; Finney, Joni EAmerican higher education is remarkably adaptive. A "system" only in the broadest sense of the term, it has been flexible enough to absorb and adapt to broad changes that, at the time, were outside the traditional purview of mainstream colleges and universities—for example, the land grant movement, the creation of community colleges, the passage of the GI Bill, and the need to serve increasing numbers of adult students. On the threshold of the twenty-first century, American higher education faces yet another new movement, one that has been described variously as "part-time," "postbaccalaureate," or "non-degree" education. But for public policy purposes, these characterizations are too narrow; the emerging, diverse aggregation of educational activities and interests beyond the boundaries of traditional higher education are too broad to be so described. "System of users" seems more appropriate—at least for preliminary policy analysis.