State-Level Responses to U.S. Federal Policy on State Authorization for Higher Education

Autor/inn/en	Natow, Rebecca S.; Reddy, Vikash; Ioannou, Victoria
Titel	State-Level Responses to U.S. Federal Policy on State Authorization for Higher Education
Quelle	In: Education Policy Analysis Archives, 31 (2023) 4, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Natow, Rebecca S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Responses; Higher Education; Educational Policy; Policy Formation; Program Implementation; State Policy; State Government; Accountability; Federal Government; Federal State Relationship; Nongovernmental Organizations; Compliance (Legal); California; Illinois; Massachusetts; North Carolina; Pennsylvania + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Politische Betätigung; Bund-Länder-Beziehung; Verantwortung; Bundesregierung; Kalifornien; Master-Studiengang
Abstract	In the United States, higher education institutions must be authorized as postsecondary education providers -- through a process known as state authorization -- to be eligible to receive federal student financial aid funds. Through state authorization policies, state governments play a key role in maintaining accountability for higher education. Since 2010, the federal government has issued a series of significant reforms on postsecondary state authorization; yet little is known about how state-level officials implement these policies. The purpose of this multi-case study was to analyze the experiences of five states (California, Illinois, Massachusetts, North Carolina, and Pennsylvania) responding to federal policy on postsecondary state authorization. Through semi-structured interviews with 25 officials across the five states and analysis of policy-relevant documents, this study found much consistency in the ways policy actors responded to federal state authorization policies. This study also found that states' implementation of these policies was challenged by insufficient staff capacity, limited communications with the federal department of education, complexity of federal policies, and high compliance costs. Intermediary organizations and policy actors' networks played important roles in many aspects of states' responses to the policies. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01