Degree
Doctor of Philosophy (PhD)
Department
CHSE/HEA
Document Type
Dissertation
Abstract
The purpose of this study is to examine in what ways, if any, the introduction of the equity incentive portion of Louisiana’s performance-based funding model impacted the underserved student groups it was designed to support. I employed a quantitative quasi-experimental design for this study by running three outcome variables (Adult Learner Enrollment, First-Time Enrollment for Racially Minoritized Students, and Low-Income Student Enrollment) by sector (two- and four-year public institutions) and employing a differences-in-differences regression with panel data. In my analysis I uncovered two main findings: 1) Louisiana’s equity incentive is showing early signs of success for all three underserved groups (adult learners, low-income students, and students from underserved racially minoritized groups) and 2) Louisiana’s equity incentive had more substantial impacts on adult learner enrollment at two-year colleges compared to four-year institutions.
Date
10-31-2023
Recommended Citation
Lloyd, Victoria C., "WORK HARD FOR THE MONEY: PERFORMANCE-BASED FUNDING IN THE STATE OF LOUISIANA" (2023). LSU Doctoral Dissertations. 6289.
https://repository.lsu.edu/gradschool_dissertations/6289
Committee Chair
Ashley B. Clayton
Included in
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