Date of Award

12-29-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Amanda Nolen

Second Advisor

James Vander Putten

Abstract

The purpose of this study was to better understand the impacts of the current Performance Based Funding formula on Arkansas’ public two-year universities. States throughout the nation have moved to this productivity based funding model during a time with decreasing monetary support. The goal of this transition was to use incentives to create change on university campuses to meet pre-determined outcomes set forth by local, state, and national policy makers. This study utilized a quantitative, quasi-experimental Time Series analysis on variables within the formula to determine the impact from the implementation of the current productivity formula in Arkansas. The findings were mixed, as was expected. There was an increase in credentials earned by students after the implementation of the formula, but the majority of the increase was due to low market value short term credentials. Although there was an increase in credentialing, there was a decrease in transfer rates to public four year universities. Also notable was the statistically significant increase in funding towards Faculty Salaries after the implementation of the formula, which was a type of change incentivized by the formula. These findings are beneficial for state, local, and national policy makers that are interested in either moving to this type of funding model, or who currently are utilizing one within their state.

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