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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
This report is one of several efforts designed to monitor outcomes in Washington's higher education system, and fulfills the biennial requirement that the Higher Education Coordinating Board (HECB) inform the higher education and fiscal committees of the legislature of progress toward goals. The portrait that emerges from this review of achievements at the baccalaureate institutions is one of strong performance. Degree production is rising and efficiency improvements are occurring. High demand degree production is expected to increase in the next few years after enrollments funded in 2003, 2006, and 2007-09 have been in place long enough for students to complete degrees. In addition, progress is being made with the focus in the statewide Strategic Master Plan on demand for degrees in science, technology, engineering and mathematics (STEM) fields and health care. Particularly noteworthy are the strong gains in the graduation rates for first-time full-time freshmen within six years. Sustaining the levels of progress described would be difficult under the best circumstances, and the report concludes that the current recession poses a serious challenge to the Legislature and the state's higher education institutions. Particularly problematic is that progress made in the last two biennia may be eroded by reductions in 2009--11. Three appendices are included: (1) Baccalaureate Performance Review; (2) Performance Expectations; and (3) Community and Technical College System Performance Review. (Contains 7 endnotes and 6 figures.).
After first appearing in 1979 in Tennessee, performance funding for higher education went on to be adopted by another 26 states. This monograph reviews research on a multitude of states to address these questions: • What impacts does performance funding have on institutional practices and, ultimately, student outcomes? • What obstacles and unintended effects do performance funding encounter? This monograph finds considerable impacts on institutional practices, weak impacts on student outcomes, substantial obstacles, and sizable unintended impacts. Given this, the monograph closes with a discussion of the implications for future research and for public policymaking on performance funding. This is the 2nd issue of the 39th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
In 2007, the Washington State Board for Community and Technical Colleges launched a performance funding policy called the Student Achievement Initiative (SAI) both to improve public accountability by more accurately describing what students achieve from enrolling in community colleges and to provide incentives to colleges through financial rewards for increasing student success. Based on a three-year evaluation that included both a quantitative analysis of "achievement point" accumulation by colleges and qualitative fieldwork, this report assesses how and to what extent the SAI model of performance funding has encouraged two-year public colleges in the state to take steps to improve student achievement. We find that the SAI's intermediate milestone framework is viewed as helpful in focusing collective efforts on student progression and in publicly accounting for college performance. The funding mechanism has proved problematic and unpopular, as SAI funding has come from reallocated base funds rather than as additional funds as originally intended. (Contains 4 figures, 1 table, 9 boxes, and 5 footnotes.).
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Prepared in cooperation with Association for the Study of Higher Education.
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
"College Learning for the New Global Century, published through the LEAP (Liberal Education and America's Promise) initiative, spells out the essential aims, learning outcomes, and guiding principles for a 21st century college education. It reports on the promises American society needs to make - and keep - to all who seek a college education and to the society that will depend on graduates' future leadership and capabilities." -- Foreword (p. vii).