Crawford, Elizabeth K.
Rausch, David W.; Banks, Steven R.; Freeman Sr., Yancy E.
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
The primary purpose of this study was to examine how best a Tennessee 4-year public university can perform under the state’s outcomes-based funding formula, most commonly identified as either PF 2.0 or the Complete College Tennessee Act (CCTA) funding formula. Using a mixed methods approach, the research analyzed select input variable performance and administrative responses to the outcomes-based formula changes at a moderately-selective, doctoral and professional level Carnegie public institution in Tennessee. There were the following three quantitative and one qualitative research questions: • Research Question 1 (RQ1): Is there a difference in student progression (cumulative credit hours) based on the outcomes-based funding formula focus populations? • Research Question 2 (RQ2): Is there a relationship between degree attainment (yes, no) and the outcomes-based funding formula focus populations? • Research Question 3 (RQ3): Can a model be created to predict progression and degree attainment based on the outcomes-based funding formula focus populations? • Research Question 4 (RQ4): What were the processes developed, policies adopted, and actions taken by the university to maximize state support since the adoption of the Complete College Tennessee Act (CCTA) in 2010? For the quantitative portion of this study, a select portion of unaggregated data were used for the period beginning in fiscal years 2015-16 through 2018-19. It was determined adult learners either progress at a higher rate or have accumulated more hours due to time in study than non-adult learners and students classified as low-income either progress at a higher rate or have accumulated more hours due to time in study than students not classified as low-income. In addition, a regression model determined a statistically significant relationship exists between the focus populations and both cumulative credit hours and whether a student graduated. The qualitative portion included interviews with select senior-level administrators at the focus institution. The interviewees shared significant insights, including how the State of Tennessee’s revisions to the outcomes-based funding formula in 2010 were positive and had positively impacted the focus institution.
Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.
Education, Higher -- Law and legislation -- Tennessee; Universities and colleges -- Finance -- Tennessee
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Forrest, Tyler S., "Tennessee's performance funding model: a mixed methods study designed to predict future success" (2021). Masters Theses and Doctoral Dissertations.