Do Higher Education Cuts Harm Residents? The Relationship between State Appropriation and Resident Enrollment in U.S. Public Colleges and Universities, 1992-2010
Abstract/Contents
- Abstract
- Using data from 1139 public colleges and universities in 49 states between 1992 and 2010, I employ a fixed-effects model to examine how these institutions’ revenues from state appropriations are associated with their resident enrollments. Additionally, I analyze how states’ resident enrollments are associated with their higher education appropriations. At the university level, the results indicated that the state appropriation share in the presence of its lagged values had a significant positive relationship with the resident enrollment share at four-year nonflagship institutions, but not at two-year institutions. Furthermore, a significant negative relationship was found at competitive flagship institutions which value prestige over revenue. At the state level, state higher education appropriation is significantly associated with the state’s resident enrollments. As the resident enrollment share declined, states that usually have high shares increased state support, while those usually with low shares further decreased state support.
Description
| Type of resource | text |
|---|---|
| Date created | July 2014 |
Creators/Contributors
| Author | Chen, Chentong |
|---|
Subjects
| Subject | Higher education appropriation |
|---|---|
| Subject | Public universities |
| Subject | Resident enrollment |
| Subject | Principalagent theory |
| Subject | State legitimacy |
| Genre | Thesis |
Bibliographic information
| Related item | |
|---|---|
| Location | https://purl.stanford.edu/kf999gv4507 |
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- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education International Comparative Education Master's Monographs
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- Contact
- chentong@stanford.edu
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