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Record Nr. |
UNINA9910826722403321 |
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Titolo |
America's historically Black colleges and universities [[electronic resource] /] / Giovani Lucisano, editor |
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Pubbl/distr/stampa |
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New York, : Nova Science Publishers, c2010 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (201 p.) |
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Collana |
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Education in a competitive and globalizing world |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Historically Black colleges and universities |
African Americans - Education (Higher) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Intro -- AMERICA'S HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- AMERICA'S HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- CONTENTS -- PREFACE -- Chapter 1 MILLER STATEMENT AT COMMITTEE HEARING ON "AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE" -- Chapter 2 STATEMENT OF HAZEL O'LEARY, BEFORE THE HOUSE EDUCATION AND LABOR HEARING ON "AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE -- FISK' S STORIED HISTORY OF ACADEMIC EXCELLENCE -- II. THE TURNING POINT - IMPACT AND OPPORTUNITY -- III. REINVENTING A HISTORICAL EDUCATIONAL INSTITUTION WITH A RACIAL DESIGNATION -- IV. FINANCIAL CHALLENGES -- V. THE PATHWAY FORWARD -- Chapter 3 STATEMENT BY RAYMOND C. PIERCE, NORTH CAROLINA CENTRAL UNIVERSITY SCHOOL OF LAW -- Chapter 4 STATEMENT OF EARL S. RICHARDSON, MORGAN STATE UNIVERSITY, COMMITTEE ON EDUCATION AND LABOR UNITED STATES HOUSE OF REPRESENTATIVES "AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE" -- Chapter 5 COMMITTEE ON EDUCATION AND LABOR HEARING TOPIC: AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE -- Chapter 6 STATEMENT OF DOROTHY COWSER YANCY, JOHNSON C. SMITH UNIVERSITY, UNCF MEMBER, NATIONAL |
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ASSOCIATION FOR EQUAL OPPORTUNITY IN HIGHER EDUCATION BEFORE THE HOUSE EDUCATION AND LABOR HEARING ON AMERICA'S BLACK COLLEGES AND UNIVERSITIES: MODELS OF EXCELLENCE AND CHALLENGES FOR THE FUTURE -- RECOMMENDATIONS -- OTHER ISSUES AND CHALLENGES -- CONCLUSION -- End Notes -- Chapter 7 LIST OF HBCUS-WHITE HOUSE INITIATIVE ON HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- Chapter 8 FEDERAL RESEARCH AND DEVELOPMENT FUNDING AT HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- SUMMARY -- INTRODUCTION -- HISTORICAL BACKGROUND17 -- CLASSIFICATION OF HBCUS. |
FEDERAL RESEARCH AND DEVELOPMENT SUPPORT AT HBCUS -- RESEARCH FUNDING AT HBCUS -- RESEARCH FACILITIES AT HBCUS -- VARIOUS AGENCY PROGRAMS TO ENHANCE SUPPORT OF RESEARCH AT HBCUS52 -- POLICY OPTIONS -- CONGRESSIONAL ACTION IN THE 110TH CONGRESS -- End Notes -- Chapter 9 CAPITAL FINANCING: DEPARTMENT MANAGEMENT IMPROVEMENTS COULD ENHANCE EDUCATION'S LOAN PROGRAM FOR HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- WHY GAO DID THIS STUDY -- WHAT GAO RECOMMENDS -- WHAT GAO FOUND -- ABBREVIATIONS -- RESULTS IN BRIEF -- BACKGROUND -- Program Description -- Federal Credit Reform Act of 1990 -- 2005 Gulf Coast Hurricanes and Disaster Assistance -- Disaster Assistance Agencies -- HBCUS REPORTED SUBSTANTIAL CAPITAL PROJECT NEEDS, BUT ONLY ABOUT HALF OF AVAILABLE PROGRAM FUNDS HAVE BEEN BORROWED -- HBCUs Reported Having Substantial Capital Project Needs, although Such Needs Are Not Well Documented in National Studies -- Approximately 14 Percent of HBCUs Have Borrowed Just Over Half of the Available Program Funds -- Education Has Taken Limited Steps to Determine Schools' Financing Needs and Collect Information and Report on Program Utilization and Effectiveness -- THE PROGRAM PROVIDES NEEDED ACCESS TO LOW-COST CAPITAL FINANCING, BUT CERTAIN LOAN TERMS AND CONDITIONS DISCOURAGE PARTICIPATION -- The Program Provides Low-Cost Financing and Certain Flexibilities in Comparison to Other Capital Funding Sources -- The Escrow Arrangement, among Other Terms and Conditions, Was Cited as a Disincentive to Participating in the Program -- EDUCATION HAS TAKEN SOME STEPS TO IMPROVE THE PROGRAM, BUT WEAKNESSES IN MANAGEMENT CONTROL EXIST -- Education Has Recently Introduced Some Program Improvements, Including Flexible Loan Terms -- Weaknesses in Management Control Exist -- Communication with HBCUs. |
Compliance with Program and Budget Laws and Federal Financial Accounting Standards -- Monitoring the Performance of the DBA -- HBCUS AFFECTED BY HURRICANES EXPRESSED SATISFACTION WITH SPECIAL LOAN PROVISIONS AND CONCERNS WITH APPLICATION DEADLINE, WHILE EDUCATION OFFICIALS SAID THEY WOULD EVALUATE LOAN PROCESSES -- Gulf Area HBCUs Experienced Significant Hurricane Damage, and the Full Financial Impact May Remain Unknown for Years -- Schools Found Select Terms for Emergency Loans Favorable, but Said They Would Be Challenged to Make Application in the Time Allotted -- Education Is Preparing to Take Steps to Ensure It Can Provide Loans from Available Funds to Help Hurricane-Affected HBCUs Restore Their Campuses -- CONCLUSION -- RECOMMENDATIONS FOR EXECUTIVE ACTION -- AGENCY COMMENTS -- APPENDIX I: LIST OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES GAO INTERVIEWED -- APPENDIX II: NUMBER OF HBCUS ELIGIBLE TO PARTICIPATE IN CAPITAL FINANCING PROGRAM BY STATE (AS OF AUGUST 31, 2006) -- APPENDIX III: HBCUS LOCATED IN GEOGRAPHIC AREA AFFECTED BY |
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HURRICANE KATRINA IN 2005 -- APPENDIX IV: COMMENTS FROM THE DEPARTMENT OF EDUCATION -- End Notes -- Chapter 10 ECONOMIC IMPACT OF THE NATION'S HISTORICALLY BLACK COLLEGES AND UNIVERSITIES -- EXECUTIVE SUMMARY -- ACKNOWLEDGMENTS -- INTRODUCTION -- 2. METHODOLOGY -- 2.1. The Concept of the Short-Term Economic Impact of an HBCU -- 2.2. Identifying the Nation's HBCUs -- 2.3. Analytic Approach -- 2.4. Initial Spending by the Institutions for Wages and Salaries -- 2.5. Initial Spending by the Institutions for Non-Wage and Salary Items -- 2.6. Students' Personal Expenditures -- 3. RESULTS -- 3.2. Total Output Impact -- 3.3. Total Value-Added Impact -- 3.4. Labor Income Impact -- 3.5. Employment Impact -- 4. SUMMARY -- REFERENCES -- APPENDIX A. TABLES -- APPENDIX B. A TEMPLATE FOR PUBLIC HBCUS. |
ECONOMIC IMPACT TEMPLATE FOR PUBLIC HBCUS -- Part 1: Estimating the Regional Economic Impact of HBCUs' Spending for Wages & -- Salaries -- Part 2: Estimating the Regional Economic Impact of HBCUs' Spending for Other Items (e.g., not Wages and Salaries) -- Part 3: Estimating the Regional Economic Impact of Spending by Undergraduate Students -- Part 4: Estimating the Regional Economic Impact of Spending by Graduate and Professional Students -- Part 5: Estimating the Total Regional Economic Impact of All Spending -- Part 6: Instructions -- APPENDIX C. A TEMPLATE FOR NOT-FOR-PROFIT HBCUS -- ECONOMIC IMPACT TEMPLATE FOR NOT-FOR-PROFIT HBCUS -- Part 1: Estimating the Regional Economic Impact of HBCUs' Spending for Wages & -- Salaries -- Part 2: Estimating the Regional Economic Impact of HBCUs' Spending for Other Items (e.g., not Wages & -- Salaries) -- Part 3: Estimating the Regional Economic Impact of Spending by Undergraduate Students -- Part 4: Estimating the Regional Economic Impact of Spending by Graduate and Professional Students -- Part 5: Estimating the Total Regional Economic Impact of All Spending -- Part 6: Instructions -- APPENDIX D. TEMPLATE MULTIPLIERS -- APPENDIX E. REGIONAL ECONOMIES AFFECTED BY HBCUS -- Public HBCUs -- Not-for-Profit HBCUs -- End Notes -- CHAPTER SOURCES -- INDEX -- Blank Page. |
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