Browsing by Author "Kelly, Patrick J."

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    As America Becomes More Diverse: The Impact of State Higher Education Inequality
    Kelly, Patrick J. (National Center for Higher Education Management Systems (NCHEMS), 2005-11-01)
    This report has three components: 1) Descriptive measures of educational attainment and income equity (by race and gender) for each of the states. Educational attainment measures are benchmarked against the emphasis that nearly all states have work to do for all their citizens. 2) Diagnostic measures to identify where in the educational pipeline interventions designed to enhance educational attainment might best be focused. 3) A future component consisting of projections of each state’s likely future if interventions are not successful and current attainment levels are applied to projected population mixes.
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    Beyond Social Justice: The Threat of Inequality to Workforce Development in the Western United States
    Kelly, Patrick J. (National Center for Higher Education Management Systems (NCHEMS), 2008-07-01)
    Two emerging realities are combining to make the need to close educational attainment gaps more urgent than ever in the US. First, the U.S. is in the midst of sweeping demographic changes. The fastest-growing groups within our population are racial/ethnic minorities (especially Hispanics) that our educational infrastructure has poorly served historically, while the number of White non-Hispanics in our public schools is declining. This is happening at a time when the globalized knowledge economy is increasingly demanding better-educated, higher-skilled workers from developed economies like that of the U.S. This report calls upon an array of state-by-state data to help WICHE’s member states better understand the scope of the challenge facing them and the relationships between educational attainment and workforce participation for different racial/ethnic groups. It paints a sobering picture of how much progress needs to be made in ensuring that all residents are well prepared to succeed in the global knowledge economy, in order for the U.S. to retain its place at the forefront of nations.
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    Closing the College Attainment Gap between the U.S. and Most Educated Countries, and the Contributions to be made by the States
    Kelly, Patrick J. (National Center for Higher Education Management Systems (NCHEMS), 2010-04-01)
    This report describes the rationale for determining the college attainment goal for the U.S., the calculations used to derive the number of additional college degrees the U.S. needs by 2020, an estimate of the additional degrees each state should produce in order to contribute to the nation’s goal, and several assumptions and limitations associated with the approach.
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    A New Look at the Institutional Component of Higher Education Finance: A Guide for Evaluating Performance Relative to Financial Resources
    Kelly, Patrick J.; Jones, Dennis P. (National Center for Higher Education Management Systems (NCHEMS), 2005-12-01)
    This report supported by The Pew Charitable Trusts is an effort to address the performance of state higher education systems, and the public sectors within them, relative to their levels of funding. The report aims to respond to the following questions: (1) Are there states and public sectors within states performing at high levels with relatively low levels of funding?; (2) Are there distinguishing characteristics between sectors of public institutions that perform very differently despite being similarly funded,or between sectors that perform essentially the same with very different levels of funding?; and (3) Are there external factors that influence performance relative to funding? Findings reveal that not all institutions need more resources; some can perform better with what they have, and some can maintain or improve performance with fewer resources. These considerations are rarely addressed in the complex and politically charged environment of higher education finance; when they are, they are usually statements of opinion without supporting data.