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Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

Brian A. Peters, Ginger Burks Draughon
Copyright: © 2017 |Pages: 24
ISBN13: 9781522526650|ISBN10: 152252665X|EISBN13: 9781522526667
DOI: 10.4018/978-1-5225-2665-0.ch007
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MLA

Peters, Brian A., and Ginger Burks Draughon. "Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education." Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., et al., IGI Global, 2017, pp. 153-176. https://doi.org/10.4018/978-1-5225-2665-0.ch007

APA

Peters, B. A. & Draughon, G. B. (2017). Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education. In H. Alphin, Jr., J. Lavine, & R. Chan (Eds.), Disability and Equity in Higher Education Accessibility (pp. 153-176). IGI Global. https://doi.org/10.4018/978-1-5225-2665-0.ch007

Chicago

Peters, Brian A., and Ginger Burks Draughon. "Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education." In Disability and Equity in Higher Education Accessibility, edited by Henry C. Alphin, Jr., Jennie Lavine, and Roy Y. Chan, 153-176. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2665-0.ch007

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Abstract

Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

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