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Author: Washington State Higher Education Coordinating Board, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
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Book Description
Washington state's public four-year universities and college have submitted their 2003-05 accountability plans to the Higher Education Coordinating Board (HECB). The state operating budget directs the Board to review these plans and set biennial performance targets for each institution. For 2003-05, the four-year institutions are reporting on a total of six measures: (1) Graduation efficiency for freshmen; (2) Graduation efficiency for transfer students; (3) Undergraduate retention; (4) Five-year freshmen graduation rate; (5) Faculty productivity (which may be measured differently by each institution); and (6) A unique measure for each institution that reflects its mission. Section I of this report describes efforts undertaken by the institutions in 2001-03. Section II presents accountability data, targets, and definitions. Section III provides comments on institutional performance and targets, and describes strategies the institutions have planned for 2003-05. The institutions have set some goals which seem modest or reduced compared to goals set in 2001-03, but these new targets represent a long-term increase when compared to performance in earlier years. All of the institutions are making efforts to meet the needs of students. It is difficult for an institution to attribute the cause of a single effort to a change in results; rather, all efforts combined seem to contribute to overall results. However, some spikes may reflect increasing selectivity in admissions more than any other factor: efforts to comply with recent legislation to reduce the number of students who graduate with excess credits are mentioned in several institutional plans, and may have a measurable effect on graduation efficiency and five-year graduation rates. (Contains 1 footnote and 6 tables.).
Author: Washington State Higher Education Coordinating Board, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 30
Get Book Here
Book Description
Washington state's public four-year universities and college have submitted their 2003-05 accountability plans to the Higher Education Coordinating Board (HECB). The state operating budget directs the Board to review these plans and set biennial performance targets for each institution. For 2003-05, the four-year institutions are reporting on a total of six measures: (1) Graduation efficiency for freshmen; (2) Graduation efficiency for transfer students; (3) Undergraduate retention; (4) Five-year freshmen graduation rate; (5) Faculty productivity (which may be measured differently by each institution); and (6) A unique measure for each institution that reflects its mission. Section I of this report describes efforts undertaken by the institutions in 2001-03. Section II presents accountability data, targets, and definitions. Section III provides comments on institutional performance and targets, and describes strategies the institutions have planned for 2003-05. The institutions have set some goals which seem modest or reduced compared to goals set in 2001-03, but these new targets represent a long-term increase when compared to performance in earlier years. All of the institutions are making efforts to meet the needs of students. It is difficult for an institution to attribute the cause of a single effort to a change in results; rather, all efforts combined seem to contribute to overall results. However, some spikes may reflect increasing selectivity in admissions more than any other factor: efforts to comply with recent legislation to reduce the number of students who graduate with excess credits are mentioned in several institutional plans, and may have a measurable effect on graduation efficiency and five-year graduation rates. (Contains 1 footnote and 6 tables.).
Author:
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages :
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Book Description
Author: Michael F. Middaugh
Publisher: John Wiley & Sons
ISBN: 1118045521
Category : Education
Languages : en
Pages : 262
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Book Description
PLANNING AND ASSESSMENT IN HIGHER EDUCATION Demonstrating Institutional Effectiveness In this era of increasing pressure on higher education institutions for accountability, Planning and Assessment in Higher Education is an essential resource for college and university leaders and staff charged with the task of providing evidence of institutional effectiveness. Michael F. Middaugh, a noted expert in the field, shows how colleges and universities can successfully measure student learning and institutional effectiveness and use these results to create more efficient communications with both internal and external constituencies as well as promote institutional effectiveness to support student learning. "How can the assessment of institutional effectiveness be used to provide a solid foundation for planning? Middaugh has crafted a comprehensive, practical guide that also explains what accrediting agencies really want and need to know about these topics." Elizabeth H. Sibolski, executive vice president, Middle States Commission on Higher Education "Only Michael Middaugh, the unquestioned national leader in this field, could write such a lucid overview of how to make institutional assessment and planning really work as a tool rather than as a tedious requirement. He helped invent and shape the focus of national assessment rubrics and now offers his insights into how to make them work for your institution." John C. Cavanaugh, chancellor, Pennsylvania State System of Higher Education "Middaugh provides extremely helpful and practical guidance and insights on how colleges and universities can use assessment tools and frameworks to improve both academic programs and administrative operations. A valuable and timely book for all higher education leaders." James P. Honan, senior lecturer on education, Harvard Graduate School of Education
Author: Robert Kelchen
Publisher: JHU Press
ISBN: 1421424738
Category : Education
Languages : en
Pages : 271
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Book Description
Beginning with the earliest efforts to regulate schools, the author reveals the rationale behind accountability and outlines the historical development of how US federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival
Author: California Postsecondary Education Commission
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 12
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309172861
Category : Education
Languages : en
Pages : 136
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Book Description
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author: Nancy Shulock
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 21
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Book Description
Author: Douglas B. Reeves
Publisher: ASCD
ISBN: 0871208334
Category : Education
Languages : en
Pages : 170
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Book Description
How to transform educational accountability into a constructive force for improving learning and teaching rather than something "done to" (and resented by) teachers.
Author: Richard Rothstein
Publisher: Teachers College Press
ISBN: 9780807749395
Category : Education
Languages : en
Pages : 280
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Book Description
Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
Author: K. Carey
Publisher: Springer
ISBN: 0230115306
Category : Education
Languages : en
Pages : 451
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Book Description
In Accountability in American Higher Education prominent academics, entrepreneurs, and journalists assess the obstacles to, and potential opportunities for, accountability in higher education in America. Providing analysis that can be used to engage institutions of higher education in the difficult but necessary conversation of accountability.
