Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
2018
Journal or Book Title
Texas Education Review
Volume
7
Issue
1
First Page
85
Last Page
101
DOI
10.26153/tsw/15
Abstract
Higher education policy discussions are largely shaped by competing viewpoints regarding who benefits from higher education—society or the individual (Bowen et al., 1997). This tension around who higher education most benefits informs decision-making for policy makers who might ultimately decide who should pay for higher education—the individual or state and federal governments (Labaree, 1997). Most importantly, the aforementioned premise undergirds policy makers’ perceptions of higher education as a justifiable public investment, which shapes their beliefs regarding their role in determining the function of public universities as state institutions (Labaree, 2013).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Copyright Owner
The Author(s)
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
Bradley, Dwuana and Doran, Erin E., "Texas House Bill 51—An incognito performance-based funding policy: Implications for access and equity in Texas" (2018). Education Publications. 165.
https://lib.dr.iastate.edu/edu_pubs/165
Comments
This article is published as Bradley, D., & Doran, E. E. (2018). Texas House Bill 51—An incognito performance- based funding policy: Implications for access and equity in Texas. Texas Education Review, 7(1), 85-101. DOI: 10.26153/tsw/15. Posted with permission.