National Accountability Initiatives and Their Impact on NCCCS J. Keith Brown CCPRO Fall Conference...

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?