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Accountability Versus Inclusion? The Urgent Need to Evaluate the Effects of “Returned Value” Outcome-Based Funding on College Students with Disabilities: A Call to Action (2018)

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  • Giwa Onaiwu, Morénike

Abstract

Returned-value funding is a relatively new higher education allocations strategy and minimal research has been done on the model since its implementation. Understanding the effects of returned-value funding is critical as students with disabilities are less likely than their non-disabled peers to enroll in college, and when they do enroll they are less likely to graduate. There is no known research that has assessed the impact of a returned-value funding model on enrollment, graduation and placement rates of college students with disabilities. This paper outlines several reasons why assessing the impact of “returned value” outcomes-based higher education funding on students with disabilities at the only college in the nation utilizing this model for 100% of its state-allocated funding is an important human rights issue.

Suggested Citation

  • Giwa Onaiwu, Morénike, 2024. "Accountability Versus Inclusion? The Urgent Need to Evaluate the Effects of “Returned Value” Outcome-Based Funding on College Students with Disabilities: A Call to Action (2018)," OSF Preprints e6ykr, Center for Open Science.
    • Handle: RePEc:osf:osfxxx:e6ykr
    DOI: 10.31219/osf.io/e6ykr
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