The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this rea...

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Bibliographic Details
Main Authors:	Paul G. Rubin, James C. Hearn
Format:	Article
Language:	English
Published:	Arizona State University 2018-05-01
Series:	Education Policy Analysis Archives
Subjects:	United States higher education education policy college completion governance
Online Access:	https://epaa.asu.edu/ojs/article/view/3447

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spelling	doaj-71fdec9834b04a8fb330524d94ded2022020-11-25T03:11:48ZengArizona State UniversityEducation Policy Analysis Archives1068-23412018-05-0126010.14507/epaa.26.34471755The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United StatesPaul G. Rubin0James C. Hearn1University of Georgia AERA/AAAS Congressional FellowUniversity of GeorgiaThe United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that “filtered” the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas.https://epaa.asu.edu/ojs/article/view/3447United Stateshigher educationeducation policycollege completiongovernance
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Paul G. Rubin James C. Hearn
spellingShingle	Paul G. Rubin James C. Hearn The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States Education Policy Analysis Archives United States higher education education policy college completion governance
author_facet	Paul G. Rubin James C. Hearn
author_sort	Paul G. Rubin
title	The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States
title_short	The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States
title_full	The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States
title_fullStr	The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States
title_full_unstemmed	The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States
title_sort	policy filtering process: understanding distinctive state responses to the national college completion agenda in the united states
publisher	Arizona State University
series	Education Policy Analysis Archives
issn	1068-2341
publishDate	2018-05-01
description	The United States has faced stagnant postsecondary education degree completion rates for over a decade. When coupled with improved educational outcomes in other nations, the one-time world leader in higher education attainment has precipitously declined in standing internationally. Coupling this reality with the need for a more educated workforce domestically led President Barack Obama to proclaim improving higher education completion rates a national imperative in 2009. Despite input from the federal government, due to the decentralized nature of American postsecondary education, individual states maintain primary responsibility for governance and policy decisions. Consequently, there has been a range of state responses to improving college completion. Through a comparative case analysis, this study considers a putatively homogenous region to investigate state-level factors that “filtered” the national college completion agenda to distinct responses in Georgia, South Carolina, and Texas.
topic	United States higher education education policy college completion governance
url	https://epaa.asu.edu/ojs/article/view/3447
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The policy filtering process: Understanding distinctive state responses to the National College Completion Agenda in the United States

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