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National Accountability Initiatives and Their Impact on NCCCS
J. Keith BrownCCPRO Fall Conference
October 18, 2010
Purpose
• Historical perspective• Background on NCCCS accountability efforts• Use of “intermediate benchmarks” in
accountability• Major national initiatives• Next steps for NCCCS
Historical Context: National
• Initially colleges judged on inputs• 1980’s: a shift to emphasizing outputs• 1990’s: performance funding• 2000’s: longitudinal data and focus on
subgroups
Historical Context: NCCCS
• 1989: Critical Success Factors mandated• 1991: College level data included in CSF• 1993: GPAC report mandating performance
standards; Annual Program Audits initiated• 1998: New performance measures/standards
and performance funding mandated• 2007: Performance measures/standards and
performance funding revised
Drivers of Change
• Consensus that some college was necessary for access to good jobs
• Loss of faith in the superiority of US higher education and concern about the economy
• Rising costs of college and focus on productivity
• Longitudinal data that showed low completion rates and persistent inequality
Conceptual Shifts
• Emphasis on longitudinal data• Use of intermediate outcome measures• Use of outcome measurements for diagnosis
rather than accountability
Intermediate Success Indicators
• Focus on indicators that contribute to student success
• Achieving the Dream Cross State Data Team led much of the early work in this area
• Washington State performance funding first to incorporate momentum points
• Drives policy development• Creates more robust accountability system
Examples
• Transition from basic skills to curriculum • Developmental Ed success rates• Passing gatekeeper courses• Retention• Credit hour accumulation• Resource: Taking the Next Step: The Promise of
Intermediate Measures for Meeting Postsecondary Completion Goals (see Jobs for the Future website)
National Initiatives
• Committee on Measures of Student Success• Voluntary Framework of Accountability (VFA)• Complete College America/Complete to
Compete• Achieving the Dream Cross State Data Work
Group• Gates Foundation Common Outcome
Measures
Committee on Measures of Student Success (CMSS)
• Authorized by Higher Education Opportunity Act
• Response to criticisms of Student Right to Know graduation rate
• Recommend alternative success measures for community colleges
• First meeting on October 19, 2010; work to be completed in 18 months.
• Potential changes to IPEDS collection
Voluntary Framework of Accountability
• Being developed by AACC• Purpose is the development of a set of
measures that are appropriaed for community colleges
• 3 major working groups: – Student Persistence and Outcomes– Workforce, Economic and Community
Development– Student Learning Outcomes
Voluntary Framework of Accountability
• Draft of technical manual defining measures under review
• RFP for college participation released
Complete College America/Complete to Compete
• 23 states joined Complete College America initiative
• National Governors’ Association (NGA) has endorsed CCA
• Applies to both 4-year and 2-year institutions• Focuses on increasing the number of
individuals with postsecondary credentials
Achieving the Dream
• Emphasis on improving the success rates of low-income, minority students in 2-year colleges
• Focus on developmental education• Established a Cross State Data Work Group
that has been testing success measures
Gates Foundation Common Outcomes Measures
• Initiative being led by Peter Ewell at the National Center for Higher Education Management Systems (NCHEMS)
• Measures have not yet been released• Once adopted reporting on the measures will
be required of any institution receiving Gates funding
Analysis of Initiatives: Commonalities
• Consistency of measures across initiatives• Longitudinal data• Incorporates both intermediate benchmarks
and outcome measures• Focus is on student success and increased
graduation rates
Analysis of Initiatives: Differences
• Cohort definitions• Length of time for success
Overview of Measures
• College completion metrics:– Graduation rates– Transfer rates– Number and percent of degrees and certificates
awarded– Time to degree– Credits to degree
Overview of Measures
• Intermediate metrics– Enrollment in developmental education (enrollment
vs referred)– Successful completion of developmental education– Enrollment in gate-keeper English and math– Success completion of gate-keeper courses– Credit accumulation – Fall-to-fall retention– Course completion as a percent of courses attempted
(Ohio funding on course completions)
Overview of Measures
• Workforce metrics:– Licensure/certification exam passing rates– Employment– Wage gains– Retention in employment– Noncredit program completion– Number of industry-recognized credentials
Overview of Measures
• Other metrics:• Success rates of basic skills students• Transition rates from basic skills to curriculum
or non-credit workforce programs• Measures of economic and community impact
being developed
Overview of Measures
• Student Learning Outcomes (VFA):– Content/career specific skills and knowledge– Global understanding and citizenship– Analytical reasoning and critical thinking– Teamwork and collaborative skills– Communication– Quantitative literacy– Information literacy– Innovative and creative thinking
NCCCS Initiatives
• Major role in Achieving the Dream and Developmental Education Initiative
• Two committees looking at performance measures and performance standards
• Representation from CCPRO• Work to be completed and adopted in time
for 2013 legislative session
Questions/Comments?