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National Accountability Initiatives and Their Impact on NCCCS. J. Keith Brown CCPRO Fall Conference October 18, 2010. Purpose. Historical perspective Background on NCCCS accountability efforts Use of “intermediate benchmarks” in accountability Major national initiatives
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National Accountability Initiatives and Their Impact on NCCCS J. Keith Brown CCPRO 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