Performance-Funding Indicators: Concerns, Values, and Models for Two- and Four-Year Colleges and Universities.

Autor/in	Burke, Joseph C.
Institution	State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government.
Titel	Performance-Funding Indicators: Concerns, Values, and Models for Two- and Four-Year Colleges and Universities.
Quelle	(1997), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Outcomes Assessment; Community Colleges; Educational Policy; Financial Support; Graduation; Higher Education; Licensing Examinations (Professions); Models; Outcomes of Education; Performance Factors; School Holding Power; State Colleges; State Standards; Transfer Students; Arkansas; Colorado; Florida; Kentucky; Minnesota; Missouri; South Carolina; Tennessee + Suchen Sie Ihr Suchwort? Community college; Community College; Politics of education; Bildungspolitik; Finanzielle Förderung; Abschluss; Graduierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Lernleistung; Schulerfolg; Leistungsindikator; Hochschulwechsel; Schulwechsel; Studienortwechsel
Abstract	In two separate articles, this report compared indicators of performance-funding programs for 2-year and 4-year public colleges in eight states. It examined indicators accepted or proposed in Arkansas, Colorado, Florida, Kentucky, Minnesota, Missouri, South Carolina, and Tennessee. It was found that states had as many as 37 and as few as 9 indicators for 4-year schools, and that the indicator selections for both sectors exhibited a surprising lack of common choices. Both sectors had just five indicators picked by four or more states, and only three of these measures applied to both 2- and 4-year schools: retention/graduation rates, 2- to 4-year transfers, and licensure test scores. It was found that the external concerns of state policy makers rather than the internal concerns of the academic community dominated the choice of indicators, and that both sectors showed a shift from input to output and outcome indicators and a heavy reliance on process indicators. Appendixes provide categories of indicators and measures used or proposed for 2- and 4-year public colleges, sources for state performance indicators, and State University System of Florida outcome/output measures. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC