Literaturnachweis - Detailanzeige
| Autor/inn/en | Voorhees, Richard A.; Cheng, Xing |
|---|---|
| Institution | Colorado Community Coll. and Occupational Education System, Denver. Dept. of Research and Planning. |
| Titel | Challenges in Implementing Core Indicators of Effectiveness for Colorado's Community Colleges. |
| Quelle | (1994), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accountability; Articulation (Education); College Outcomes Assessment; College Planning; Community Colleges; Educational Planning; Educational Quality; Program Effectiveness; Program Implementation; School Effectiveness; Self Evaluation (Groups); Statewide Planning; Student Educational Objectives; Two Year Colleges |
| Abstract | In response to calls for increased accountability in educational institutions, the American Association of Community Colleges developed the following 13 core indicators of institutional effectiveness: student goal attainment, fall to fall persistence rates; degree completion rates; placement rates in the work force; employer assessments of students; number and rate of transfers; performance after transfer; basic skills students' success in subsequent coursework; demonstration of critical literacy and citizenship skills; client assessment of programs; responsiveness to community needs; and service area participation. The Colorado Community College and Occupational Education System has identified several challenges for implementing these indicators in the state, including the following: (1) developing an instrument for determining student goals at entry; (2) establishing a longitudinal database to track student outcomes; (3) tabulating state employment information; (4) developing mechanisms to survey employers and maximize response rates; (5) assessing student transfer intentions at matriculation or later at the campus level; (6) addressing literacy and citizenship as an outcome; (7) developing data sources to address client satisfaction and determine opinions about programs and services; (8) conducting community needs assessment, focus groups, and surveys to determine responsiveness to community needs; and (9) addressing participation rates in the service area through attendance records and community impact surveys. (TGI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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