TY - JOUR
T1 - Funding for equity and success in English further education colleges, 1998-2003
AU - Jaquette, Ozan
N1 - Funding Information:
Before incorporation, colleges were funded through a combination of local property taxes and block grants from the national government to local education authorities. These districts were responsible for hiring and firing, curriculum design, financial administration, and allocation of funds to individual colleges (McLure, 2000). Incorporation in 1993 moved control of policymaking from the local districts to the central government. The Further Education Funding Council (FEFC) was created to allocate funding and inspect colleges. The FEFC devised a per-pupil funding formula, first implemented in the 1993/94 academic year, in which funding followed individual students to whatever college they decided to attend, essentially creating a national voucher system.
Funding Information:
Additional learning support (ALS) is funding for support in addition to what is normally provided in a standard learning programme (Further Education Funding Council, 2000). ALS funding facilitates the employment of specialist staff including additional teachers to reduce class size (used especially in ABE), personal care assistants, mobility assistants, readers, note-takers, and educational psychologists (Further Education Funding Council, 2001).
PY - 2009/2
Y1 - 2009/2
N2 - 'Incorporation' in Further Education in England and Wales centralised policy control and implemented a per-pupil funding formula that promoted equity, in that colleges were paid more for enrolling 'disadvantaged' students, and for performance, in that funding was contingent on retention and student success rates. This article analyses the impact of funding policy on student success rates for adults in general further education colleges using five years of student-level administrative data from 1998/99 to 2002/03. Results from descriptive statistics show that student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighbourhoods. Logistic regression results mirror the descriptive statistic results but find especially strong gains for adult basic education students and students receiving additional learning support funding.
AB - 'Incorporation' in Further Education in England and Wales centralised policy control and implemented a per-pupil funding formula that promoted equity, in that colleges were paid more for enrolling 'disadvantaged' students, and for performance, in that funding was contingent on retention and student success rates. This article analyses the impact of funding policy on student success rates for adults in general further education colleges using five years of student-level administrative data from 1998/99 to 2002/03. Results from descriptive statistics show that student success rates rose by 10% during the five-year period, with the largest gains made by ethnic minorities, adult basic education students, and students from disadvantaged neighbourhoods. Logistic regression results mirror the descriptive statistic results but find especially strong gains for adult basic education students and students receiving additional learning support funding.
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U2 - 10.1080/03054980802253155
DO - 10.1080/03054980802253155
M3 - Article
AN - SCOPUS:61549118479
SN - 0305-4985
VL - 35
SP - 57
EP - 79
JO - Oxford Review of Education
JF - Oxford Review of Education
IS - 1
ER -