Policy Papers
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Countless students would agree: transfer does not work. To challenge the status quo, the Tackling Transfer Policy Advisory Board released a set of strong and clear recommendations for systems change, with an emphasis on state, system and federal policies, that dismantle inequitable transfer policies and build a new approach designed to center students and the recognition of their learning as they transfer across institutions and move through their varied lived, work and learning experiences beyond high school.
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The 2021 report “The State of State Transfer Policy: A Typology to Evaluate Transfer and Recognition of Learning Policies,” released by HCM Strategists, establishes a first-of-its kind typology framework to assess state transfer policies in four critical policy clusters that research has shown affect student outcomes.
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The COVID-19 pandemic has disrupted the global and U.S. economy more profoundly than any other event since World War II. Just as the subprime mortgage crisis ushered in an 18-month economic decline and an ensuing state budget crisis, the current economic slide threatens to leave us in an even larger fiscal hole. The Great Recession also taught the nation several lessons about higher education. Generally, the more education you have, the more likely you are to remain employed during economic hardship. States with higher educational attainment also see greater economic growth.1,2 Conversely, disproportionate cuts to higher education undermine statewide attainment goals. States will often pursue “across-the-board” cuts to institutions in what may appear to be a “fair” way to distribute losses, but this can cause significant harm.
By Bill & Melinda Gates Foundation and Lumina Foundation -+ View Policy Paper -
The 2015 report “Driving Better Outcomes: Typology and Principles to Inform Outcomes-Based Funding Models,” released by HCM Strategists, established a comprehensive typology of Student Success Funding (SSF) models and a state-by-state classification of funding systems according to the typology.
By Martha Snyder, Scott Boelscher and Danielle Zaragoza -+ View Policy Paper -
By Joni E. Finney, Kristin D. Hultquist, Scott D. Pattison, Martha J. Snyder -+ View Policy Paper -
Mental health conditions in the United States are widespread. According to the National Institute of Mental Health, almost 1 in 5 adults lives with a mental health condition. However, the stigma surrounding these conditions is a significant barrier for people seeking help.
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By Amanda McMahon and Jessica Bonilla -+ View Policy Paper -
In today’s economy, a postsecondary degree or similar credential of value is critical for economic and social mobility. During the Great Recession, those without a college degree fared much worse than bachelor’s degree holders — a trend that continued during the recovery.
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The 2015 report “Driving Better Outcomes: Typology and Principles to Inform Outcomes-Based Funding Models,” released by HCM Strategists, established a comprehensive typology of outcomes-based funding (OBF) models and a state-by-state classification of funding systems according to the typology.
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Madeline Will of The Chronicle asks the question–“Who’s tying money to college performance, and how?” The answer is found in the new report released today by HCM Strategists.
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Principles to Inform Outcomes Based Funding Models,” established a comprehensive typology of outcomes-based funding (OBF) models and a state-by-state classification of funding systems according to the typology. The 2016 update of “Driving Better Outcomes” provided an enhanced typology informed by continued engagement with state policymakers and promising practices as well as updated state-by-state data.
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The current economic climate and need for expanded access and completion for all students, especially underserved populations, in higher education have sparked renewed interest in outcomes-based funding (OBF) policies, which tie a portion of state funding to institutional performance metrics.
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The current economic climate and need for expanded access and completion for all students, especially underserved populations, in higher education have sparked renewed interest in outcomes-based funding (OBF) policies, which tie a portion of state funding to institutional performance metrics.
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The current economic climate and need for expanded access and completion for all students, especially underserved populations, in higher education have sparked renewed interest in outcomes-based funding (OBF) policies, which tie a portion of state funding to institutional performance metrics.