This series provides a scholarly forum for interdisciplinary
research on the financing of public, private, and higher education
in the United States and abroad. The series is committed to
disseminating high quality empirical studies, policy analyses, and
literature reviews on contemporary issues in fiscal policy and
practice. Each themed volume is intended for a diversity of
readers, including academic researchers, students, policy makers,
and school practitioners. The first volume in the series, Fiscal
Policy in Urban Education, addressed the continuing challenge of
large, complex urban school systems to operate both equitably and
efficiently. Guest edited by Faith Crampton and David Thompson, the
second volume in our series, Saving America's School
Infrastructure, examined the relationship between the physical
environment of schools and student achievement. The third volume,
High Stakes Accountability in Education: Implications for Resources
and Capacity, compiled a diversity of research studies focused
local, state and national efforts to respond to the reauthorization
of the federal Elementary and Secondary Education Act, commonly
referred to as No Child Left Behind (NCLB). In this fourth volume,
attention is turned to both theoretical and pragmatic concerns in
American higher education. During the final stages of the
preparation of this manuscript, our schools, colleges, and
universities have been confronted with what can be referred to as a
"once in a century" set of challenges. As the global COVID 19
pandemic penetrated the United States in early 2020, colleges and
universities have scrambled to address this ongoing public health
crisis. Emergency task forces were established, campuses were shut
down, faculty moved their instruction to virtual formats, and the
entire higher education industry braced itself for the financial
fallout. In addition to having to invest additional resources in
classroom technology, ventilation, and personal protective
equipment, colleges and universities continue to respond to revenue
shortfalls, including reductions in both tuition and room and board
revenue. This financial landscape requires judicious policy-making
and research informed practice. With this in mind, contributing
authors were asked to pay specific attention to contemporary
challenges and opportunities during a pivotal period in America's
colleges and universities. The contributing authors were asked to
think of policymakers and practitioners at local, state, and
national levels as the intended audiences for their work. Our
contributors responded with a collection of studies examining the
impact of federal and state policymaking on higher education
finance and on specified educational outcomes and practices.
Throughout the volume, particular attention is paid to issues of
equity and adequacy in American higher education, including the
deployment of incentives and structures that support the access and
achievement of traditionally underrepresented students.
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