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Author: T. Michael Raley
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 117
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Author: T. Michael Raley
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 117
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Book Description
Author:
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 62
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The purpose of this book is to provide a brief overview of South Carolina's system of higher education and outline some of the opportunities and challenges facing higher education in South Carolina.
Author: Armand Alacbay
Publisher:
ISBN:
Category :
Languages : en
Pages : 41
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Book Description
In 2011, South Carolina Governor Nikki Haley signed into law the South Carolina Higher Education Efficiency and Administrative Policies Act, maintaining the transparency and accountability that lead to increased academic quality and affordability at colleges and universities. It is in this context that ACTA (American Council of Trustees and Alumni) offers this review of public higher education. For years, colleges and universities had a simple solution to funding challenges: demand more state money and raise tuition. But increasingly, that approach is not possible. In the wake of stock market volatility and the crash of the housing market, there has been a growing concern that higher education is in a "bubble," with the cost of a four-year degree far outstripping the benefits of acquiring one. In an uncertain environment, it is imperative that state policymakers ensure that money spent on higher education--whether that money comes from students, parents, donors, or taxpayers--is being expended wisely so that students are graduating with the skills and knowledge they need to succeed. At the same time, it is imperative that policymakers have in place a statewide system that ensures quality and cost--with accountability to the taxpayers of the state. To ascertain how South Carolina higher education is doing in these key areas, the authors looked at eight campuses in the state's public university system: the University of South Carolina (USC) campuses at Columbia, Aiken, Beaufort, and Upstate (Spartanburg); Clemson University; South Carolina State University; Coastal Carolina University; and the College of Charleston. These institutions, taken together, represent not only the geographic breadth of the state but also educate the vast majority of undergraduate students who are enrolled at South Carolina's four-year institutions. First, the authors examined cost and effectiveness. The authors asked how much families are paying to attend schools, how the schools are spending that money, and what students are getting in return. And they found that this is an area of real concern. From 2005-06 to 2010-11, in-state tuition and fees at institutions in South Carolina increased between 18 and 36%. Meanwhile, at only three out of eight campuses did they find even two-thirds of the students receiving a degree within six years--suggesting that not only is tuition going up, but many students are paying well beyond the expected four years, and even beyond six years. Indeed, less than a quarter of students graduated within four years at a majority of the institutions studied. With prices rising, are students getting a quality education? In far too many places, the answer is no. The authors examined general education--those courses usually completed within the first two years of a bachelor's degree program to ensure a common intellectual background, as well as college-level skills critical to success in the workforce. Here they found that while over half of institutions require a majority of seven core curricular subjects, only three areas--composition, mathematics, and natural or physical science--are part of the core curricula of the majority of institutions. Only one school (College of Charleston) has an intermediate-level foreign language requirement, and only one requires students to take any coursework in economics (South Carolina State University). Fewer than half of the institutions reviewed require a survey course on U.S. government or history, a sad statistic in a state that has such a significant and illustrious history. Finally, the authors turn to South Carolina's higher education governance structure as seen through actions by the state's Commission on Higher Education ("Commission") and by institutional boards of trustees. These boards are responsible for the academic and financial well-being of the institutions they oversee and for safeguarding the public interest. Their examination of structure and outcomes, based on board minutes and other publicly available materials, suggests that South Carolina will never achieve an effective, coherent plan to meet the state's educational needs of the state until it overhauls the structure of its boards. Selection Criteria for Core Courses are appended. (Contains 63 endnotes.) [This paper was created with the South Carolina Policy Council.].
Author: George Peabody College for Teachers. Division of Surveys and Field Services
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 452
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Author: South Carolina Commission on Higher Education, Columbia
Publisher:
ISBN:
Category :
Languages : en
Pages : 134
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This publication provides a closer look at data reported annually by South Carolina's public institutions of higher education as part of institutional effectiveness reporting and as part of the process of performance funding. Prior to the January 2000 edition, this document was entitled "Minding Our P's and Q's: Indications of Productivity and Quality in South Carolina Public Colleges and Universities." In January 2000, the South Carolina Commission on Higher Education (CHE) substantially revised this publication in efforts to provide a source guide integrating data reported by the state's public colleges and universities in fulfillment of legislative requirements. In this report, the reader will find 11 sections highlighting various aspects of higher education. Sections 1 through 9 reflect the nine "critical success factors" identified by the General Assembly for South Carolina's public colleges and universities (Section 59-103-30). Data from both institutional effectiveness and performance funding reporting are combined in these sections. Often the data is presented by type of institution or sector, as identified in the legislation. The four sectors of institutions as defined in legislation are: (1) Research Universities; (2) Four-Year Colleges and Universities; (3) Two-Year Institutions-Branches of the University of South Carolina; and (4) State Technical and Comprehensive Education System. The CHE maintains historical data on institutions and when appropriate, three years of data are presented for comparison. Section 10, "Campus-Based Assessment," includes a summary of other institutional effectiveness reporting and the web addresses where detailed institutional reports are located. Finally, Section 11 contains each institution's performance ratings as approved by the CHE on June 2, 2005. These ratings affected the allocation of state appropriations for the 2005-2006 fiscal year. (Contains 15 tables and 21 figures.) [For the 2006 edition of this report, see ED492911.].
Author: South Carolina Commission on Higher Education, Columbia
Publisher:
ISBN:
Category :
Languages : en
Pages : 127
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Book Description
This publication provides a closer look at data reported annually by South Carolina's public institutions of higher education as part of institutional effectiveness reporting and as part of the process of performance funding. Prior to the January 2000 edition, this document was entitled "Minding Our P's and Q's: Indications of Productivity and Quality in South Carolina Public Colleges and Universities." In January 2000, the South Carolina Commission on Higher Education (CHE) substantially revised this publication in efforts to provide a source guide integrating data reported by the state's public colleges and universities in fulfillment of legislative requirements. In this report, the reader will find 11 sections highlighting various aspects of higher education. Sections 1 through 9 reflect the nine "critical success factors" identified by the General Assembly for South Carolina's public colleges and universities (Section 59-103-30). Data from both institutional effectiveness and performance funding reporting are combined in these sections. Often the data is presented by type of institution or sector, as identified in the legislation. The four sectors of institutions as defined in legislation are: (1) Research Universities; (2) Four-Year Colleges and Universities; (3) Two-Year Institutions-Branches of the University of South Carolina; and (4) State Technical and Comprehensive Education System. The CHE maintains historical data on institutions and when appropriate, three years of data are presented for comparison. Section 10, "Campus-Based Assessment," includes a summary of other institutional effectiveness reporting and the web addresses where detailed institutional reports are located. Finally, Section 11 contains each institution's performance ratings as approved by the CHE on June 2, 2005. These ratings affected the allocation of state appropriations for the 2005-2006 fiscal year. (Contains 15 tables and 17 figures.) [For the 2007 edition of this report, see ED500526.].
Author: South Carolina Commission on Higher Education
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 144
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Author: South Carolina Commission on Higher Education
Publisher:
ISBN:
Category : College integration
Languages : en
Pages : 394
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Author: South Carolina Commission on Higher Education
Publisher:
ISBN:
Category : College costs
Languages : en
Pages : 72
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Author: Augenblick, Van de Water & Associates
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 294
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