The Conversation, a journalistic publication focusing on academia, interviews Denisa Gándara, assistant professor of higher education in Simmons, about performance-based funding for state colleges and universities.
She points out there is a resurgence in tying state funding to graduation rates because of a renewed interest in college completion. The Great Recession also pushed state legislators to ask higher education institutions to do more with less. The question is, does performance-based funding work?
“I call performance-based funding policies the “zombies of higher education,” she says. “I say this because they seem to be the higher education policies that no amount of evidence can kill.” Read more on why she believes the approach does not work.
Gándara first published a paper on the topic in the Journal of Higher Education, May 2019.
In a clever imagining of how could humans could be redesigned to run faster, The New York Times’ Good Question talks to Dr. Peter Weyand about what might work — longer or extra legs, wider hips? Read more.
Simmons Associate Professor Candace Walkington and North Central Texas College’s Elizabeth Howell collaborated on research that examines the support systems in community colleges for students who are under-prepared in math when they enrolled. Their article is published in the Journal of College Student Retention: Research, Theory & Practice.
The study looks at two 5-year longitudinal data sets of community college students to explore factors associated with successful outcomes in developmental mathematics. Additional linear regression models examine the time required to complete developmental coursework. Tutoring has a strong association with positive student outcomes, as do full-time enrollment and developmental mathematics coursework grades. Implications for developmental mathematics programs in community college settings are discussed.
Park Cities People and Preston Hollow People published a special section on STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, including an article on the design and planning for the new West Dallas STEM school. The work for the PreK-8 school is supported by a $2 million grant provided by Toyota USA Foundation to SMU Simmons. Read more about the partnership between Simmons, Dallas ISD, Toyota, and members of the West Dallas communities.
Dominique J. Baker, assistant professor of education policy, has been awarded an American Educational Research Association (AERA) research grant and a Spencer Foundation small research grant.
The AERA research grant will provide $25,000 to examine the effect of a Texas state policy designed to increase college completion and limit college student debt by incentivizing students to take fewer classes unrelated to their degree (excess semester credit hour policies).
In Texas, public institutions may charge in-state students up to the full out-of-state price once students gain credits above a certain level.
This policy is designed to discourage students from taking classes not needed for graduation while encouraging colleges to create more streamlined pathways to a degree. Prior research suggests that these types of policies may encourage students to simply borrow more instead of focusing on graduating more quickly. These types of policies may also affect transfer students if their transfer credits do not count toward their degree program, but do count toward the overall number of cumulative credits they are allowed to pursue.
The Spencer small research grant will provide $50,000 for Baker to investigate whether Texas community college districts show evidence of racial gerrymandering. Some scholars have found evidence of racial gerrymandering in K-12 attendance school zones across the United States. However, little research has focused on how district boundaries are created for community colleges. This project will use several different geospatial techniques to produce evidence on whether racial gerrymandering exists, and whether boundaries alleviate or worsen segregation in community colleges.
While both research projects focus on Texas as case studies, these policies exist in several other states. Baker aims to provide scholars, policymakers, and the public with evidence on the extent to which inequities are embedded within state higher education policies on course-taking behaviors, and in the creation of community college districts.
Student homelessness is on the rise nationally, and roughly 10 percent of all U.S. homeless students live in Texas. To see how this growing student population is faring educationally, professors Alexandra Pavlakis, Meredith Richards, and postdoctoral fellow Kessa Roberts are engaged in long-term research with the Houston Independent School District, the seventh-largest district in the country. The number of homeless students there rose to approximately 30,000 after Hurricane Harvey, and many have not recovered.
Working with the school district and Houston Education Research Consortium (HERC) at Rice University, Pavlakis, Richards, and Roberts want to know how homeless students are doing relative to non-homeless students. They are examining attendance, discipline, achievement, and attainment. Part of what they are seeing is that outcomes depend on factors such as where students sleep at night, and if they are on their own or accompanied by adults.
They just concluded their first phase of research, which involves quantitative analysis, and their report comes out in the spring.
As a commitment to the project, their research team created and distributed a bilingual directory of community resources to homeless families in the school district. The Moody Foundation and SMU’s University Research Council support the research.
More students from higher-income families are taking out loans to go to college, according to a Marketplace report on public radio. Assistant Professor Dominique Baker explains how higher-income families are more apt to chose more expensive schools and also use Parent PLUS, which allows borrowing up to the full cost of attendance.
Baker says, “Income is not wealth. That’s critical to keep in mind because there are some families that have the same amounts of income, but they have different economic resources that they can tap into to help support students through college.” Read more.
Denisa Gándara, assistant professor of higher education in the Department of Education Policy and Leadership, is one of ten finalists for the William T. Grant Scholars Program. Early career researchers submit proposals for five-year research and mentoring plans designed to expand their skills and knowledge. Applicants are nominated by their institutions.
The ten finalists will be interviewed in February 2019 and four to six Scholars will be announced in March. Those selected will each receive $350,000 over five years and participate in annual meetings. The Scholars Program began in 1982 and has a rich history of supporting the development of early-career researchers in the social, behavioral, and health sciences.
The strength of a dedicated partnership between SMU Simmons, Dallas ISD, and Toyota to create a new STEM school in West Dallas will create new opportunities for students and their families, says Dean Stephanie L. Knight in a commentary published in The Dallas Morning News, November 26, 2019. Her op-ed was written in response to a city-wide challenge issued by the chairman of the Dallas Citizens Council to bridge the economic divide found in under-resourced areas.
Toyota awarded a $2 million planning grant to the Simmons School for the development of a new STEM pre-K to eighth-grade school, and Dallas ISD anticipates opening the school in 2021. Read more.