Date of this Version
Institute for Research on Higher Education - Graduate School of Education, University of Pennsylvania
This report presents a picture of how multiple converging state policies affect higher educaton performance in Tennessee as the state pursues an aggressive plan to improve the educational attainment of its residents. Policy is a powerful lever for advancing—or hindering—a state's higher education attainment agenda. By taking into account Tennessee's particular state context, we can better understand the factors influencing the content, formation, implementation, and ultimate success of higher education policy intended to improve performance and meet state attainment goals (Perna & Finney, 2014).
Originally published by the IRHE at Penn GSE © 2017. Available online at: https://irhe.gse.upenn.edu/sites/default/files/Driven_to_Perform_Case_Study.pdf
Finney, J. E., Leigh, E. W., Ruiz, R., Castillo, W., Smith, E., & Kent, D. C. (2017). Driven to Perform: Tennessee's Higher Education Policies & Outcomes: A Case Study. Institute for Research on Higher Education - Graduate School of Education, University of Pennsylvania, Retrieved from https://repository.upenn.edu/gse_pubs/466
Date Posted: 02 November 2018