Public Higher Education in Georgia

The Governance Structure

Governor (1)

State Board of Technical College

System of Georgia (2)

Board of Regents (3) Georgia Student Finance

Board of Commissioners (4)

Chancellor

University System of

Georgia

President Executive Director

Georgia Student Finance

Commission

Professional Standards

Commission

Executive Director

Governor’s Office of

Student Achievement

Professional Standards

Commission (5)

Commissioner

Technical College System

of Georgia

35 Colleges and

Universities

- 26 Technical Colleges

- The Adult Education Program

- Economic and Workforce

Development Programs

- Georgia Higher Education

Assistance Corporation

- Georgia Student Finance

Authority

Corresponding Information and Descriptive Analysis

Public Higher Education in Georgia – The Governance Structure

(1) Governor

The governor, an elected official serving a 4-year term, appoints all members of the State

Board of Education and has the ability to create and influence policy that directly impacts

education in Georgia. He must ultimately approve the budget each year, allotting educational

funding in Georgia.

(2) State Board of Technical College System of Georgia

A. Commissioner – Commissioner of the Board is appointed by the Governor.

B. Technical College System of Georgia – The State agency responsible for overseeing

26 technical colleges, The Adult Education Program, and various other economic and

workforce development programs including Quick Start and the General Educational

Development program.

(3) Board of Regents (BOR)

The BOR Provides governance, control, and management of the University System of

Georgia and all institutions in that system. It was created in 1931 as part of a reorganization

of the state government. Public higher education in Georgia was then unified for the first

time under a single management and governing authority. With the existence and

utilization/implementation of the Georgia Board of Regents, Georgia’s higher Education

Governance structure is that of a consolidated governing board.

The BOR is comprised of 18 (serving 7 year terms) members appointed by the Governor and

confirmed by the Senate. Members include 1 member for each congressional district and 5

additional members.

A. Chancellor – The Chancellor is elected by the BOR and serves as the Chief Executive

Officer and Chief Administrative Officer to the University System of Georgia.

B. University System of Georgia (USG) - The BOR 35 colleges and universities within

the USG which include:

a. 4 Research Universities – Georgia Health Sciences University, Georgia Institute

of Technology, Georgia State University, and the University of Georgia

b. 2 Regional Universities – Georgia Southern University and Valdosta State

University

c. 13 State Universities – Albany State University, Armstrong State University,

Augusta State University, Clayton State University, Columbus State University,

Fort Valley State University, Georgia College & State University, Georgia

Southwestern State University, Kennesaw State University, North Georgia

College and State University, Savannah State University, Southern Polytechnic

State University, and the University of West Georgia

d. 14 State Colleges – Abraham Baldwin Agricultural College, Atlanta Metropolitan

State College, College of Coastal Georgia, Dalton State College, Darton State

College, East Georgia State College, Gainesville State College, Georgia Gwinnett

College, Georgia Highlands College, Georgia Perimeter State College, Gordon

College, Macon State College, Middle Georgia College, and South Georgia

College

e. 8 2-Year Colleges – Bainbridge College and Waycross College

(4) Georgia Student Finance Board of Commissioners

Overseers of the Georgia Student Finance Commission. Members are appointed by the

Governor and confirmed by the Senate. Members also serve as the Board of Directors for the

Georgia Student Finance Authority and the Georgia Higher Education Assistance

Corporation.

A. President – Appointed by the Board of Commissioners. The president also serves as

president of the GHEAC and the GSFA (below).

B. Georgia Student Finance Commission (GSFC) – State agency aimed at enabling a

larger number of high school graduates to continue their education through financial

support such as loans, grants, and scholarships including programs such as HOPE. This

commission is also responsible for the administration of GACollege 411, an online

resource designed to help students and their families select and apply to colleges and the

assist with the financial planning necessary and associated with attending college.

C. Georgia Student Finance Authority (GSFA) & Georgia Higher Education Assistance

Corporation (GHEAC) - Agencies which work in conjunction with the GSFC and share

the same mission, board members, and executive leadership. The GSFA is a public

corporation designated by state statute to originate and service Federal Family Education

Loan Program loans as well as state and lottery funded service loans.

(5) Professional Standards Commission (PSC)

Attains full responsibility for the certification, preparation, and conduct of certified, licensed,

or permitted personnel employed in Georgia public schools. The PSC includes 18 members

consisting of 9 teachers, 2 higher education representatives, 2 local school board members, 2

superintendents, and 3 members from the private sector.

A. Executive Directors – There are two executive directors for the PSC. One is

appointed by the Commissioners and oversees the PSC (above). The other is appointed

by the Governor and oversees the Governor’s Office of Student Achievement (GOSA).

a. Governor’s Office of Student Achievement (GOSA) – Aims to increase student

achievement and school completion through analysis and communication of statewide

data and provides policy support to the Governor and citizens of Georgia.

Running Head: GOVERNING STRATEGIES 1

Governing Strategies and Coping: Current Trends and Issues in Georgia’s System of Higher

Education

Amy H. Weaver

EDLD 8433

Instructor: Dr. Devon Jensen

July 19, 2012

GOVERNING STRATEGIES 2

Governing Strategies and Coping: Current Trends and Issues in Georgia’s System of Higher

Education

As noted in Part II of this assignment (above), Georgia’s higher education governance

structure is that of a consolidated governing board. The Board of Regents (BOR), created in 1931

as part of a reorganization of the state government in Georgia, is the single management and

governing authority for higher education in the state. The BOR, as appointed by the Georgia

Governor (currently Nathan Deal), provides governance, control, and management of the University

System of Georgia and all institutions within that system.

Within the past decade, several issues have arisen and affected the state of higher education

in Georgia. The Governor, flanked by the Board of Regents as well as other collaborative agencies

including the State Board of Technical Colleges, The Georgia Student Finance Board of

Commissioners, and the Professional Standards Commission continue to adopt strategies specifically

to address the biggest issues in Georgia higher education. The biggest issues currently affecting the

state of higher education in Georgia, as well as strategies developed to govern higher education in

those respects are outlined below.

Money, money, money, money

In dozens of ways, money is one of the biggest issues, if not THE biggest issue in higher

education today. It is also an issue that continues to plague the governing bodies of our state.

The presence of funding, or at this point lack thereof, affects every aspect of higher education,

including, and most importantly, the quality of the education our students receive. Budget and

other funding cuts trickle down in a way that affects the students, faculty, staff, facilities and

environment, and overall opportunity provided at institutions of higher education. However, a

larger focus on what is best for everyone in our state, rather than just a select group, dictates that

GOVERNING STRATEGIES 3

other issues such as health care usually take a front seat when appropriations are being decided

upon by our Governor and the General Assembly.

According to a report from the Center for the Study of Education Policy at Illinois State

University (as cited in Rampell, 2012), state appropriations for colleges fell by 7.6 percent

between 2011 and 2012. At singular institutions, that percentage is often much higher. Over the

past two years, 13 states cut higher education appropriations by more than 10 percent with the

state of Arizona actually suffering a staggering 22 percent cut (Kelderman, 2011). As for

Georgia, state spending for FY 2013 results in a 19.8 percent cut in state funding to the

University System and an 11 percent cut to the Technical College System since FY 2009. In

total, the system has experienced more than $450 million in funding cuts (Johnson, 2012).

In many states, the percentage of revenue generated through student tuition and fees now

exceeds the percentage of funding by both the state and federal governments. We are no

different. And while we hope to be on the upswing of this crisis, we are miles and miles from

recovery. In fact, it is likely that the financial resources and fiscal structure of our universities

will never quite be the same as governing bodies continue to push for fiscal accountability and

self-sustenance within institutions of higher education.

The Cycle

The pain and burden of our state’s financial crisis continues to filter down and fall onto

the shoulders of our students and their families. In an effort to offset the shortage of funding

provided by our state, The Board of Regents continues to approve tuition hikes and additional

student fees at our colleges and universities. Since FY 2011, state funding per full-time

equivalent student within the University System has declined 58 percent when adjusted for

GOVERNING STRATEGIES 4

inflation. Meanwhile, the cumulative average increase in tuition and mandatory fees, adjusted

for inflation, totaled 92 percent by FY 2012. For FY 2013, students within the University

System will once again see their tuition bills increase. Students attending state colleges and

universities will experience a 2.5 percent increase in tuition while students attending research

institutions will experience tuition increases between 3.5 and 6 percent (Johnson, 2012). The

translation in dollars is stifling, negatively affecting both accessibility and affordability for

current and potential students. In addition, slashes in funding have drastically reduced state

employment opportunities, including most part-time positions reserved specifically for student

workers. With limited opportunity for flexible employment on campus, students are being

forced to take outside jobs which are less forgiving and more demanding of their time. The

pressures of academics, accompanied by those of employment are negatively affecting our

students’ ability to focus and continue on at a rapid pace toward a degree. The result here is

lower rates of retention and an increase in the amount of time it takes to complete a degree as

well as lower performing students. The problem is cyclical in nature. The longer the student

must stay in school, the more fees and debt they will incur and the higher the attrition rates will

grow as financial hardship is a key reason why students leave school before earning a degree or

certificate (Johnson, 2012). This, in turn, diminishes an educated and capable workforce and

hinders an already floundering Georgia economy.

Problems with Performance

Georgia’s performance on preparation for college, participation in college, and college

completion continues to lag behind the national average (Callan, Finney & Perna, 2012). In

addition, Georgia’s low performance in higher education masks even lower outcomes for black,

Hispanics, and low-income students (Callan, Finney & Perna, 2012). Many agree that the lack

GOVERNING STRATEGIES 5

of funding is negatively impacting the quality of education that our institutions are able to

provide for our students. Class sizes are larger, faculty workloads are heavier, and yet

institutions lack the funding to provide the additional resources and services that both faculty and

students need to succeed.

In addition, there is little need-based aid for students who wish to attend college but

cannot afford the financial burden. While Georgia invests substantially in student financial aid

through efforts such as the HOPE scholarship program which is implemented through the

Georgia Student Finance Commission, the benefits are not need-based, funneling most of the

financial assistance to students from middle-class families. In fact, Georgia students whose

family income is in the top 20 percent receive more money from the state than do those whose

families fall in the lowest 20 percent (Stein, 2012). Considering that the wealth of Georgia’s

population is relatively low (ranking it as 38th

in per capita personal income), it’s obvious that

need-based financial aid should be a high priority for the governing bodies of Georgia’s system

of higher education (Callan, Finney, & Perna, 2012).

Finally, additional issues including lacking support for P-16 efforts, difficulty in transfer

from the Technical College System to the University System of Georgia, and needed

improvement in educational data collection and use all attribute to poorly performing students

and institutions of higher education within Georgia (Callan, Finney, & Perna, 2012).

The Governor’s Strategy and Collaboration Between Entities

Many argue that current policies are not in place which will facilitate improvement in

higher education and degree obtainment in Georgia (Trevizo, 2012). However, Georgia’s

Governor, in particular, has recently taken steps to improve some of the issues highlighted

GOVERNING STRATEGIES 6

above. Governor Deal, as of August 4th

, 2011, announced plans to launch a “Complete College

Georgia” initiative to “fuel policy and innovations and reforms aimed at significantly increasing

college completion (Office of the Governor, 2011). As noted by Governor Deal, “By 2018, more

than 60 percent of job openings in Georgia will require some form of postsecondary education

(Office of the Governor, 2011). This fact becomes troubling when considering that currently,

only 34 percent of adults in Georgia have an associate degree or higher (Johnson, 2011). Deal’s

“Complete College Georgia” initiative aims at not only increasing the number of students

attending postsecondary institutions through creating better access, it also aims to assist students

with timely degree completion.

Key elements of the plan call on the University System of Georgia as well as the

Technical College System of Georgia. “Completion plans” from both institutions are required

and the initiative aims to assist college students with transitioning between USG and TCSG

institutions with ease. In addition, the creation of a needs-based scholarship program is another

important facet of the initiative. The initiative will further utilize the Georgia Student Finance

Commission and its GACollege 411 resource for student and family FAFSA assistance as well as

providing professional development for school counselors. The initiative also “places a premium

on better serving traditionally underserved students including part-time, adult, first-generation,

minority, low-income, and students with disabilities” stated Houston Davis, executive vice

chancellor and chief academic officer for the University System of Georgia (Trevizo, 2012).

Conclusion

As in other states across the country, governance and policymaking in Georgia consists of

a complex web of entities, decision makers, and levels of government. Georgia, all together, has

GOVERNING STRATEGIES 7

seven state education agencies in addition to the Georgia General Assembly and local education

agencies. The issues and strategies highlighted above allow for a better understanding of the

actual functioning of Georgia’s higher education governing structure, which allows and provides

for much collaboration between its key entities. While the governance structure is that of a

consolidated governing board, the main entities included in the overall system (Governor,

Technical College System of Georgia, Board of Regents, Student Finance Board of

Commissioners, and Professional Standards Commission) all work together for the betterment of

the higher education system in Georgia.

GOVERNING STRATEGIES 8

References

Callan, P., Finney, J. & Perna, L. (2012). Perpetuating disparity: Performance and policy in

Georgia higher education. Institute for Research on Higher Education. Retrieved from

http://www.gse.upenn.edu/pdf/irhe/Perpetuating_Disparity_Georgia.pdf

Johnson, C. (2012). FY 2013 Budget Analysis: Higher education. A review of the enacted FY

2013 budget. Georgia Budget &Policy Institute. Retrieved from http://gbpi.org/wp-

content/uploads/2012/05/fy2013-budget-analysis-pk-12-education-05162012-FINAL.pdf

Johnson, C. (2011). Making a case for need-based financial aid in Georgia. Georgia Budget &

Policy Institute. Retrieved from http://gbpi.org/wp-content/uploads/2011/12/case-for-

need-based-financial-aid-20111208.pdf

Kelderman, E. (2011, January 24). State spending on higher education edges down, as deficits

loom. The Chronicle of Higher Education. Retrieved from

http://chronicle.com/article/State-Spending-on-Colleges/126020/

Office of the Governor, State of Georgia. (2011). Deal announces $1 million grant, complete

college Georgia initiative. Retrieved from

http://gov.georgia.gov/00/press/detail/0,2668,165937316_173980087_174094372,00.htm

l

Rampell, C. (2012, March 1). Where the jobs are, the training may not be. The New York

Times. Retrieved from

http://money.cnn.com/2011/10/26/pf/college/college_tuition_cost/index.htm

GOVERNING STRATEGIES 9

Stein, K. (2012). Georgia’s higher education policies hurt blacks, Hispanics, and poor, Penn

study finds. Retrieved from http://www.upenn.edu/pennnews/news/georgia-higher-

education-policies-hurt-blacks-hispanics-and-poor-penn-study-finds

Trevizo, P. (2012). Georgia’s higher education policies cause ethnic and income disparities,

report finds. Retrieved from http://timesfreepress.com/news/2012/may/12/dalton-state-

college-barriers-to-higher-ed/