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Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about
Denisa Gándara1, Stijn Daenekindt2
1The University of Texas at Austin.
Educational Evaluation and Policy Analysis
|September 2, 2024
Summary
Educational policymaking rhetoric differs significantly between states adopting performance-based funding (PBF) and those that do not. Implementer states
Area of Science:
- Educational Policy
- Higher Education Studies
- Political Science
Background:
- Understanding educational policymaking requires examining the rhetoric surrounding policy proposals.
- Performance-based funding (PBF) is a significant policy in higher education, but its rhetorical underpinnings are not fully understood.
- Previous research on PBF has not comparatively analyzed rhetoric in both implementing and non-implementing states.
Purpose of the Study:
- To analyze and contrast the rhetoric used in states that implemented performance-based funding (PBF) for higher education with those that opted out.
- To identify key themes and ideological underpinnings in PBF discourse.
- To shed light on policy innovation and diffusion patterns through rhetorical analysis.
Main Methods:
- Employed a sequential mixed-methods design.
- Utilized topic modeling to identify prevalent themes in newspaper rhetoric.
- Conducted qualitative analysis of newspaper content from both implementer and non-implementer states.
Main Results:
- Rhetoric in states that implemented PBF closely aligned with neoliberal ideologies.
- Rhetoric in non-implementer states focused more on higher education agents and policy processes.
- Non-implementer states' rhetoric was more likely to emphasize equity compared to implementer states.
Conclusions:
- Rhetorical strategies differ significantly based on PBF policy adoption.
- Neoliberalism appears to be a dominant rhetorical frame in PBF implementation.
- Contrasting rhetoric offers insights into policy diffusion and resistance.
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