Oppose any attempts to impose federal cost containment measures on institutions. Public institutions of higher education in only 11 states have full independent authority to set their own tuition rates. These include Alabama, Arkansas, Delaware, Indiana, Massachusetts, Michigan, Missouri, Ohio, South Carolina, Virginia and Wyoming.
Increases in tuition at public colleges are strongly related to declines in state appropriations; that is, when state appropriations decrease, tuition and fees must be increased—sometimes significantly—to make up the shortfall. While the recession has sharply exacerbated disinvestment in state operating support for higher education on a per-student basis, enrollment is surging at many state colleges. According to College Board data, state appropriations per $1,000 of personal income dropped from $8.22 in 1990-1991 to $6.33 in 2010-2011. State funding for higher education, excluding federal stimulus funds received by states, was only $6.11 per $1,000 in personal income in 2010-2011.
Encourage federal recognition of voluntary reporting structures such as the Voluntary System of Accountability.
12
therefore C1 = 1×1/2×1 = 1
2021.5.26
◆ Focus national educational completion goals and federal evaluation efforts on the absolute number of Americans with a degree or certificate, rather than solely on institutional graduation rates.
◆ Work to devise more accurate student progress and completion measures that encompass the persistence and success of all students, including transfer and part-time students.
To the extent that graduation rates are used as a metric in institutional evaluation, improve their value using students' federal financial aid status as a proxy for income, and assure that these disaggregated rates are reported in IPEDS. These graduation rates were identified in the HEOA for the following groups: Pell Grant recipients, Subsidized Stafford Loan recipients who are not Pell Grant recipients, and students who do not receive any federal aid or who receive only unsubsidized loans.
∴ x1 = 1 ∴ x2 = -1 ∴ x3 = -2 ∴ x4 = -3
■ Support mandatory public disclosure and dissemination of findings from final accreditation reports.
■ Encourage the six regional accrediting associations to clearly define and broadly communicate their expectations for assessing and reporting student