Download Free Accountability For Student Success In Washington Higher Education Book in PDF and EPUB Free Download. You can read online Accountability For Student Success In Washington Higher Education and write the review.

This report summarizes Washington-statewide results achieved in the most recent academic year for which statewide data are available (in most cases, the 2005-2006 academic year). Data on results for individual four-year institutions, as well as a variety of background information and contextual data is presented separately in a comprehensive report. To assist the reader in understanding the meaning of results from the most recent year, trend data is provided. Results from two previous periods of time are shown: (1) The annual average for the five years from the 1997-1998 academic year though 2001-2002; and (2) The annual average for the three years immediately preceding the most recent year. Comparable data from other states is included when available. Placing students at the center of policy development is a commonly sounded theme. Focusing on students is a challenge when it comes to reporting statewide system results. A foundational purpose of the Washington Higher Education Coordinating Board (HECB) is to advocate for students. This report spotlights a few of the students whose lives and educational experiences lie behind the numbers and the percentages. State policymakers are commended for creating opportunities for these students and urged to ensure opportunities will remain available for students who have yet to knock on the door of higher education.
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
Reimagining the Culture of Leadership for Student Success A revision to the practical and popular guide, this book asks the crucial question within today's environment, "What's a student-ready college?" Higher education leaders are responsible for preparing their institutions to serve the students they admit in the best way possible. By asking ourselves how we can transform our institutions into student-ready colleges to create a new culture of leadership that is responsive to current challenges and focuses on understanding and utilizing student assets and social capital to achieve shared goals for student success. Becoming a Student-Ready College shows you how. Conversations in higher education tend to focus on defining college readiness for students. Too often, we forget to ask the question from the other side, and we miss important opportunities to develop institutions in ways that can help students thrive. Higher education leaders and educators can better serve today's college students through responsive and redesigned practices and policies. This updated edition features revisions and new material that speak to the social realities of today's incoming students and cover the latest strategies and techniques for connecting with learners to foster equity and success. Leverage existing resources to the benefit of students and deliver the right support at the right time to achieve equity in student outcomes and build on students' assets Design eco-systemic partnerships and support programs that nurture the relationship between the student and the institution Strengthen institutional capacity-building for achieving defined student-ready goals Build shared governance to promote agency and to foster change and collaboration Becoming a Student-Ready College explores leaders' shared responsibilities in advancing student success and provides practical recommendations for educators at all levels.
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.
The first comprehensive overview charting the accountability of higher education. As the price tag of higher education continues to rise, colleges and universities across the country are under increasing pressure to demonstrate their value. Graded on numerous metrics, including cost and ability to prepare students for the job market, colleges must satisfy requirements from multiple stakeholders. State and federal governments demand greater accountability. Foundations and private donors, as well as today's parents and students, approach education with a consumer sensibility. How can colleges navigate these pressures while trying to stay true to their missions and values? In Higher Education Accountability, Robert Kelchen delivers the first comprehensive overview of how colleges in the United States came to face such overwhelming scrutiny. Beginning with the earliest efforts to regulate schools, Kelchen reveals the rationale behind accountability and outlines the historical development of how federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival. With so many diverse and conflicting entities holding colleges responsible for their performance, the variety of accountability systems in play can have both intended and unintended consequences. Immersed as they are in current debates about how best to respond to these pressures, faculty and administrators will welcome this up-to-date and timely account, which offers not only a look at current practices but also an examination of the future of accountability in American higher education.
Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field.
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.).
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.