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![Page 1: Complete College America: How states are utilizing the Common Completion Metrics in performance funding formulas and other state policy initiatives. SHEEO.](https://reader036.fdocuments.in/reader036/viewer/2022062713/56649ceb5503460f949b6bf0/html5/thumbnails/1.jpg)
Complete College America: How states are
utilizing the Common Completion Metrics in performance funding formulas and other
state policy initiatives.
SHEEO Higher Education Policy ConferenceAugust 10, 2012
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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.
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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
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CCA Alliance StatesArkansasColoradoConnecticutFloridaGeorgiaHawaiiIdahoIllinoisIndianaKentuckyLouisianaMaineMarylandMassachusettsMinnesota
MississippiMissouriNevada
New MexicoOhio
OklahomaOregon
PennsylvaniaRhode IslandSouth Dakota
TennesseeTexasUtah
VermontWest Virginia
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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
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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
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Race/Ethnicity
Income (Pell Grant recipients)
Age Group (where applicable)
Full-time/Part-time /Transfer Entry Status
Discipline/Degree-type
= NOT Collected in IPEDS
Remedial Status
Gender
*****
*7
Disaggregations
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REMEDIATION: ENTRY and SUCCESS
SUCCESS in FIRST-YEAR COLLEGE COURSES (1st yr. math and English)
CREDIT ACCUMULATION
RETENTION RATES
COURSE COMPLETION
= NOT Collected in IPEDS
*
*
*
**
8
Progress Metrics
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DEGREES AWARDED ANNUALLY (# and change over time)
GRADUATION RATES
TRANSFER RATES
CREDITS AND TIME TO DEGREE
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Outcome Metrics
= NOT Collected in IPEDS*
*
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REMEDIATIONHigher Education’s Bridge to
Nowhere
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Data in Use: Completion Academies
Math Only English Only Both Math & English Any Remedial (Total)All StudentsHispanic StudentsAfrican American StudentsWhite StudentsOther RacesDirectly from HS (Age 17-19)Age 25 and overAge 20-24Pell Grant Recipients (at entry)
STUDENTS ENROLLING IN REMEDIAL EDUCATION (of all entering students)
FIRST-TIME ENTRY STUDENTS COMPLETING BOTH MATH AND
ENGLISH GATEWAY COURSES IN FIRST TWO ACADEMIC YEARS
STUDENTS ENROLLED IN REMEDIAL EDUCATION COMPLETING REMEDIAL
AND CORRESPONDING GATEWAY COURSE(S) WITHIN TWO YEARS
All StudentsHispanic StudentsAfrican American StudentsWhite StudentsOther RacesDirectly from HS (Age 17-19)Age 25 and overAge 20-24Pell Grant Recipients (at entry) NP*
STUDENTS COMPLETING COLLEGE-LEVEL GATEKEEPER MATH/ENGLISH COURSES
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Data in Use: Institutes and Outreach
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IBHE Presentation 14
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 DirectorIllinois Board of Higher Education
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CCA Alliance State: IllinoisCOMMITMENT 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
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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
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Goal of 60 x 2025Requires > 4,000 Additional Graduates per Year
(or 40% increase from 2011 to 2025)
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
2025
2026
100,000
125,000
150,000
175,000
200,000
182646
130,906
CCA Goal
Current Production
Tota
l Ann
ual D
egre
e Pr
oduc
tion*
IBHE Presentation 17
* Includes certificates of 1 year or greater, associates degrees, & baccalaureate degrees
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Public Agenda for College & Career Success
Master Plan for Education
IBHE Presentation 18
• Increase educational attainmentGoal 1
• Ensure college affordabilityGoal 2
• Increase number of credentialsGoal 3
• Better integrate assetsGoal 4
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Public Agenda for College & Career Success
Goal 1: Increase educational attainment to match best-performing 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
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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
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Source of data for future performance funding measuresFor 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
Illinois Longitudinal Data System (ILDS)
IBHE Presentation 21
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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
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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:• Academically or financially at risk• First generation students• Low-income students• Students traditionally underrepresented in higher education
IBHE Presentation 23
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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
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Illinois Performance Funding Model(4-Year Public Universities)
IBHE Presentation 25
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
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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
IBHE Presentation 26
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%
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Illinois Performance Funding
IBHE Presentation 27
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 AwardedPart-Time English Language Learners
Students with Disabilities Residents of Underserved Counties
Veterans Additional Ethnic Categories
First Generation
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Illinois Performance Funding(Community Colleges)
IBHE Presentation 28
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
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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
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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
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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
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Questions/Comments?
Karen [email protected]
Illinois Board of Higher Educationwww.ibhe.org
(217) 782-2551
IBHE Presentation 32
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OK
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P E RF O
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UN
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PRESENTATION TO SHEEOCHICAGO, AUGUST 10TH
TONY HUTCHISON, VICE CHANCELLOR FOR STRATEGIC PLANNING & ANALYSIS AND WORKFORCE & ECONOMIC DEVELOPMENT
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Complete College AmericaA Plan for Increasing Postsecondary Credentials to Fuel a Strong Economy
1 FOCUS ON READINESS Higher education and K-12 will work together to develop and implement a strategy that seeks to identify students not on target to be college-ready by graduation and targets activities in the 11th and 12th grades to reduce remediation demands in the transition from high school to college.
2 TRANSFORM REMEDIATIONEvery Oklahoma institution will implement transformational models of remedial placement and support through a statewide phased implementation and refinement process.
3 BUILD BRIDGES TO CERTIFICATES & DEGREES
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.
4 REACH HIGHER FOR ADULT COMPLETION
Further expand and develop Reach Higher as a degree and certificate completion effort that involves the entire system of postsecondary education.
5 TRACK & REWARD PROGRESS & COMPLETION
Reform Oklahoma’s successful Brain Gain Performance Funding Program to provide metrics and accountability for measuring state and campus progress toward completion goals.
34
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HOW WE ARRIVEDCONFLUENCE OF FACTORS
State Question 744
Complete College America – OSRHEOklahoma Secretary of Education Phyllis Hudecki
Oklahoma Governor Mary FallinCouncil of Presidents Desire for Funding Formula reform
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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
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NEW FORMULA BUILDS OFF OF OLD “BRAIN GAIN”
Old Model98% of funding flowed through a cost/peer model
2% performance from Brain GainGraduation RatesFirst year Retention RatesDegrees ConferredTwo unique campus measure
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NEW FORMULA100% of New Money goes through a CCA Performance Based Formula.
% of Campus CCA targetDegrees and Certificates ConferredSystem Graduation Rate for Four Year Campuses
Progression Rate (Grad Rate and Successful Transfers) for Two Year Colleges
First year RetentionFirst Year Retention of Pell StudentsSuccessful Completion of 24 credit hours of college level credit in first year
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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.