How Should We Define Adequacy-Based Funding in Public Higher Education? A Case Study of Illinois

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Abstract

In this paper, we focus on Illinois as a case study to conceptualize how to adequately fund public four-year higher education. Drawing on prior literature, we argue that an adequacy-based funding policy may be more appropriate for advancing equity in higher education than currently used state funding practices. We consider metrics that could be included in an adequacy-based formula by examining variation in instructional and student support expenditures, which relate to student outcomes through universities’ ability to offer courses and wraparound student services. We also examine how adequacy-based funding could prioritize equity-based outcomes, such as student indebtedness and social mobility, which vary substantially across state institutions. We close by discussing the significance and implications for developing an adequacy-based funding model.

Authors

• Mike Abrahamson, Partnership for College Completion

• Caitlin Donnelley Power, Partnership for College Completion