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?