The plan focuses on 5 main areas:

Report
Complete College America: How states are
utilizing the Common Completion Metrics in
performance funding formulas and other
state policy initiatives.
SHEEO Higher Education Policy Conference
August 10, 2012
Complete College America
Founded in 2009 with a single focus on working with states to:
 Significantly increase the number of students successfully
earning degrees and credentials of value in the labor market,
and
 Close attainment gaps for traditionally underrepresented
populations, including minority and low-income young adults.
Goal: By 2020, six out of ten young adults in the U.S. will have a
college degree or certificate of value.
The Alliance of States
COMMITMENT TO STATE AND CAMPUS GOALS
•
Commit to set state and campus numerical goals to increase completion and close
attainment gaps by 2020
COMMITMENT TO MEASURING PROGRESS & SUCCESS
•
State and campus leaders pledge to measure and publicly report annual progress
on key progression and completion metrics
COMMITMENT TO BOLD ACTION
•
•
•
•
•
Ensure all students are ready to start and succeed in freshman credit courses
Redesign remediation strategies to substantially improve success
Reduce time to degree and increase the number of students completing on time
Provide financial incentives to students and colleges for progress
Develop new, shorter and faster pathways to degrees and certificates of value
CCA Alliance States
Arkansas
Colorado
Connecticut
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Minnesota
Mississippi
Missouri
Nevada
New Mexico
Ohio
Oklahoma
Oregon
Pennsylvania
Rhode Island
South Dakota
Tennessee
Texas
Utah
Vermont
West Virginia
CCA Modus Operandi
• National Convening
•
•
•
•
•
•
Completion Academies
Institutes
In-State Completion Academies
Completion Innovation Challenge Grant
Publications
In-State Technical Assistance
COMMON METRICS UNDERLIE EVERY CCA ACTIVITY
Purpose of CCA/NGA Common
College Completion Metrics
 INFORM: To help policymakers and the public understand how
students, colleges, and the state are doing on college completion
 ANALYZE: To help policymakers and colleges identify specific
challenges and opportunities for improvement
 SHOW PROGRESS: To establish a fair baseline and show progress over
time
 HOLD ACCOUNTABLE: To hold students, colleges, and the state
accountable to the public and to policymakers investing taxpayer
dollars in higher education
Disaggregations
Gender
Race/Ethnicity
Income (Pell Grant recipients)
Age Group (where applicable)
Full-time/Part-time /Transfer Entry Status
Discipline/Degree-type
Remedial Status
*
7
= NOT Collected in IPEDS
*
*
*
*
*
Progress Metrics
REMEDIATION: ENTRY and SUCCESS
SUCCESS in FIRST-YEAR COLLEGE COURSES
(1st yr. math and English)
CREDIT ACCUMULATION
*
*
*
RETENTION RATES
COURSE COMPLETION
*
8
= NOT Collected in IPEDS
*
Outcome Metrics
DEGREES AWARDED ANNUALLY
(# and change over time)
GRADUATION RATES
TRANSFER RATES
CREDITS AND TIME TO DEGREE
*
9
= NOT Collected in IPEDS
*
REMEDIATION
Higher Education’s Bridge to Nowhere
Data in Use: Completion
Academies
STUDENTS ENROLLING IN REMEDIAL EDUCATION (of all entering students)
Math Only
English Only
Both Math & English
Any Remedial (Total)
All Students
Hispanic Students
African American Students
White Students
Other Races
Directly from HS (Age 17-19)
Age 25 and over
Age 20-24
Pell Grant Recipients (at entry)
STUDENTS COMPLETING COLLEGE-LEVEL GATEKEEPER MATH/ENGLISH COURSES
FIRST-TIME ENTRY STUDENTS COMPLETING
BOTH MATH AND ENGLISH GATEWAY COURSES
IN FIRST TWO ACADEMIC YEARS
All Students
Hispanic Students
African American Students
White Students
Other Races
Directly from HS (Age 17-19)
Age 25 and over
Age 20-24
Pell Grant Recipients (at entry)
STUDENTS ENROLLED IN REMEDIAL
EDUCATION COMPLETING REMEDIAL AND
CORRESPONDING GATEWAY COURSE(S)
WITHIN TWO YEARS
NP*
Data in Use: Institutes and
Outreach
Complete College America:
How Illinois is Utilizing the Common
Completion Metrics in Performance
Funding & Other Policy Initiatives
SHEEO Higher Education Policy Conference
August 10, 2012
Karen Helland, Senior Associate Director
Illinois Board of Higher Education
IBHE Presentation
1
4
CCA Alliance State:
Illinois
COMMITMENT TO STATE AND CAMPUS GOALS
• Goal of 60 x 2025
COMMITMENT TO MEASURING PROGRESS & SUCCESS
• Illinois Public Agenda for College and Career Readiness
• Illinois Longitudinal Data System (ILDS)
COMMITMENT TO BOLD ACTION
• Performance Funding
IBHE Presentation
15
Illinois Commitment to College Completion
• September 24, 2010
• Governor Pat Quinn
• Goal of 60 x 2025 – 60% of
adults (25-64) with a
postsecondary credential by
the year 2025
IBHE Presentation
16
Goal of 60 x 2025
Requires > 4,000 Additional Graduates per Year
(or 40% increase from 2011 to 2025)
Total Annual Degree Production*
200,000
CCA Goal
Current Production
175,000
182,646
150,000
130,906
125,000
100,000
2025
2024
2023
2022
2021
2020
2019
2018
2017
2016
2015
2014
2013
2012
2011
2010
2009
2008
2007
2006
* Includes certificates of 1 year or greater, associates degrees, & baccalaureate degrees
IBHE Presentation
17
Public Agenda for College & Career Success
Master Plan for Education
Goal 1
Goal 2
Goal 3
Goal 4
IBHE Presentation
• Increase educational attainment
• Ensure college affordability
• Increase number of credentials
• Better integrate assets
18
Public Agenda for College & Career Success
Goal 1: Increase educational attainment to match bestperforming U.S. states and world countries
• Performance Measures
–
–
–
–
–
–
Education Level of Adult Population
Goal of 60 x 2025
Ethnic/Racial Groups: High School Graduates
Ethnic/Racial Groups: College Graduates
Students with Disabilities: College Graduates
Remedial Courses
• State Accountability Report
IBHE Presentation
19
Illinois Longitudinal Data System (ILDS)
• Commitment to a statewide P-20 data system
• Collect student data, facilitate evaluation of
education programs, and facilitate education
research
• Illinois Higher Education Consortium (IHEC)
– Public universities, community colleges,
proprietary and not-for-profit institutions
– Standing Committee for Data Elements
IBHE Presentation
20
Illinois Longitudinal Data System (ILDS)
Source of data for future performance funding measures
For example:
•
•
•
•
•
•
•
Articulation and retention of transfer students
Progress of students requiring remediation (math/language arts)
Credit hour accumulation (e.g., 24/48/72)
Time to completion (e.g., 100%, 150%, 200%)
Students defined as first generation
Students by age
Students by geographical location
IBHE Presentation
21
Higher Education Performance Funding
• Rewards institutions that meet state goals
• Focuses on outputs, not inputs
– Course completion instead of course enrollment
– Degree recipients instead of degree candidates
• Encourages at-risk students
• Maintains quality
• Increases funding with meeting more goals
IBHE Presentation
22
Illinois’ Principles for Performance Funding
1) Focus on the fundamental goal of increasing
completion
2) Reward performance of institutions in advancing the
success of students who are:
•
•
•
•
IBHE Presentation
Academically or financially at risk
First generation students
Low-income students
Students traditionally underrepresented in higher education
23
Illinois’ Principles for Performance Funding
3) Recognize and account for the differentiated missions
of institutions of higher education
4) Recognize the unique and broad mission of public
community colleges
5) Maintain the quality of degrees, certificates, courses,
and programs
IBHE Presentation
24
Illinois Performance Funding Model
(4-Year Public Universities)
Step 1: Identify
Performance
Metrics
Step 2: Collect Best
Available Data
Step 3: Award
Premium for
Student Success
Step 4: Normalize
Data (or Scale)
Step 5: Weight by
Mission (Carnegie)
Step 6: Calculate
Weighted Results
Step 7: Use
Weighted Results to
Distribute Funds
IBHE Presentation
25
Illinois Performance Funding
(4-Year Public Universities)
Performance Measures
3-Year Average
Bachelors Degrees
2007-09
Masters Degrees
2007-09
Doctoral & Professional Degrees
2007-09
Undergraduate Degrees per 100 FTE
2007-09
Education & General Spending per Completion
2009-11
Research & Public Service Expenditures
2009-11
Premiums for Degrees Awarded
Low Income (Pell Eligible/MAP Recipient)
40%
Adult (Age 25 and Older)
40%
Hispanic
40%
Black, non-Hispanic
40%
STEM & Health Care (by CIP Code)
40%
IBHE Presentation
26
Illinois Performance Funding
Potential Future Performance Measures
Retention (by Cohort)
Remediation Success
Time to Completion
Diversity of Staff and Faculty
Student Accumulation of Credit Hours
Quality
Student Transfers
Potential Future Premiums for Degrees Awarded
Part-Time
English Language Learners
Students with Disabilities
Residents of Underserved Counties
Veterans
Additional Ethnic Categories
First Generation
IBHE Presentation
27
Illinois Performance Funding
(Community Colleges)
Performance Measures
Degree and Certificate Completion
Degree and Certificate Completion of “At Risk” Students
Transfer to a Four Year Institution
Remedial and Adult Education Advancement
Momentum Points
Transfer to a Community College
IBHE Presentation
28
What We Accomplished
• Developed a workable performance funding model
• Model and budget recommendations were approved by both
the Steering Committee and the IBHE Board
• A performance funding component was included in the FY
2013 Higher Education Budget Submission by IBHE
• The IBHE funding recommendation was included in the
Governor’s Budget without change
• The Illinois General Assembly allocated funding based on
performance consistent with the IBHE performance funding
recommendation
29
FY 2013 Performance Funding Results
• At Public Universities:
– 0.5% of the base ($6.15M) was re-allocated based on the
performance funding model
• At Community Colleges:
– $360K was re-allocated based on their model’s six
performance measures
30
Continually Improve & Refine
Performance Funding
• Fiscal Year 2013 performance funding model is the
starting point
• Performance Funding Refinement Committee meets
quarterly to consider performance measures, data
collection and analyses, and new calculations
• Working on the Fiscal Year 2014
IBHE Presentation
31
Questions/Comments?
Karen Helland
[email protected]
Illinois Board of Higher Education
www.ibhe.org
(217) 782-2551
IBHE Presentation
32
PRESENTATION TO SHEEO
CHICAGO, AUGUST 10TH
TONY HUTCHISON,
VICE CHANCELLOR FOR STRATEGIC PLANNING
& ANALYSIS AND WORKFORCE & ECONOMIC
DEVELOPMENT
Complete College America
A Plan for Increasing Postsecondary Credentials to Fuel a Strong Economy
1
FOCUS ON READINESS
2 TRANSFORM REMEDIATION
3 BUILD BRIDGES TO
CERTIFICATES & DEGREES
4 REACH HIGHER FOR ADULT
COMPLETION
5 TRACK & REWARD
PROGRESS & COMPLETION
Higher education and K-12 will work together to develop and implement
a strategy that seeks to identify students not on target to be collegeready by graduation and targets activities in the 11th and 12th grades to
reduce remediation demands in the transition from high school to
college.
Every Oklahoma institution will implement transformational models of
remedial placement and support through a statewide phased
implementation and refinement process.
Develop and implement a "Program Equivalent Project" that bridges
Career Tech credit hour completion to certificate and A.A.S. degree
completion in the community colleges.
Further expand and develop Reach Higher as a degree and certificate
completion effort that involves the entire system of postsecondary
education.
Reform Oklahoma’s successful Brain Gain Performance Funding Program
to provide metrics and accountability for measuring state and campus
progress toward completion goals.
34
HOW WE ARRIVED
CONFLUENCE OF FACTORS
State Question 744
Complete College America –
 OSRHE
 Oklahoma Secretary of Education Phyllis Hudecki
 Oklahoma Governor Mary Fallin
Council of Presidents Desire for Funding Formula reform
MORE THAN A YEARS WORTH OF WORK BY THE
OSRHE COUNCIL OF PRESIDENTS
Several factors needed to be addressed. They included:
• Dramatic Reform of the old cost base/peer institution
model
• Replacement with performance metrics
• Addressing equity issues from the old model
NEW FORMULA BUILDS OFF OF OLD “BRAIN GAIN”
Old Model
 98% of funding flowed through a cost/peer model
 2% performance from Brain Gain
Graduation Rates
First year Retention Rates
Degrees Conferred
Two unique campus measure
NEW FORMULA
100% of New Money goes through a CCA Performance
Based Formula.
% of Campus CCA target
Degrees and Certificates Conferred
System Graduation Rate for Four Year Campuses
Progression Rate (Grad Rate and Successful
Transfers) for Two Year Colleges
First year Retention
First Year Retention of Pell Students
Successful Completion of 24 credit hours of college
level credit in first year
PHASE IN
First Two Years OSRHE acceptance of campus
completion plan is weighted heavily.
By year three all the performance factors are
implemented and weighted plan phased out.
OSRHE can withhold 10% of New Funds for Base
adjustments.

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