Document Type

Article

Publication Date

2022

DOI

10.1177/08959048221120274

Publication Title

Educational Policy

Volume

37

Issue

6

Pages

1735-1762

Abstract

To achieve Higher Education Act Title V funding goals, policymakers must reconsider approaches, respond to Hispanic-Serving Institution (HSI) diversity, and prioritize servingness. This study investigated HSI heterogeneity across traditional performance metrics and student-engagement indicators using data sources previously only examined independently. A multi-step TwoStep cluster analysis revealed six clusters of HSIs. The two most important predictors of cluster membership were years with an HSI designation (transitioning and established) and institution type (associate, bachelor, and special focus). Key quantitative metrics may be useful for policy actors seeking an equity-minded Title V award strategy that considers HSI heterogeneity and prioritizes HEA Title V policy aims.

Rights

© The Authors 2022.

This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0) License which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages.

ORCID

0000-0003-1208-8698 (Burbage), 0000-0002-6706-5613 (Glass)

Original Publication Citation

Burbage, A. K., & Glass, C. R. (2022). The evolving identities of HSI and differentiated funding. Educational Policy, 37(6), 1735-1762. https://doi.org/10.1177/08959048221120274

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