sheeo higher education policy conference august 10, 2012

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

Complete College AmericaFounded 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.

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

CCA Alliance StatesArkansasColoradoConnecticutFloridaGeorgiaHawaiiIdahoIllinoisIndianaKentuckyLouisianaMaineMarylandMassachusettsMinnesota

MississippiMissouriNevada

New MexicoOhio

OklahomaOregon

PennsylvaniaRhode IslandSouth Dakota

TennesseeTexasUtah

VermontWest Virginia

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

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

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

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

DEGREES AWARDED ANNUALLY (# and change over time)

GRADUATION RATES

TRANSFER RATES

CREDITS AND TIME TO DEGREE

9

Outcome Metrics

= NOT Collected in IPEDS*

*

REMEDIATIONHigher Education’s Bridge to

Nowhere

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

Data in Use: Institutes and Outreach

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

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


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


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*


* Includes certificates of 1 year or greater, associates degrees, & baccalaureate degrees

Public Agenda for College & Career Success

Master Plan for Education


• Increase educational attainmentGoal 1

• Ensure college affordabilityGoal 2

• Increase number of credentialsGoal 3

• Better integrate assetsGoal 4

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


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


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)


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


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


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


Illinois Performance Funding Model(4-Year Public Universities)


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

Illinois Performance Funding(4-Year Public Universities)

Performance Measures 3-Year Average

Bachelors Degrees 2007-09Masters Degrees 2007-09Doctoral & Professional Degrees 2007-09Undergraduate Degrees per 100 FTE 2007-09Education & General Spending per Completion 2009-11Research & Public Service Expenditures 2009-11


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%

Illinois Performance Funding


Potential Future Performance Measures

Retention (by Cohort) Remediation SuccessTime to Completion Diversity of Staff and FacultyStudent Accumulation of Credit Hours QualityStudent Transfers

Potential Future Premiums for Degrees AwardedPart-Time English Language Learners

Students with Disabilities Residents of Underserved Counties

Veterans Additional Ethnic Categories

First Generation

Illinois Performance Funding(Community Colleges)


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

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

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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


Questions/Comments?

Karen [email protected]

Illinois Board of Higher Educationwww.ibhe.org

(217) 782-2551


mailto:[email protected]

http://www.ibhe.org/

O K L A H O M A ’ S C

O M P L E T E CO L L E G E A

M E R I CA

P E R F O R M A N C E FU N D I N

G MO D E L

PRESENTATION TO SHEEOCHICAGO, AUGUST 10TH

TONY HUTCHISON, VICE CHANCELLOR FOR STRATEGIC PLANNING & ANALYSIS AND WORKFORCE & ECONOMIC DEVELOPMENT

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.

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HOW WE ARRIVEDCONFLUENCE OF FACTORSState Question 744Complete College America – OSRHEOklahoma Secretary of Education Phyllis Hudecki

Oklahoma Governor Mary FallinCouncil of Presidents Desire for Funding Formula reform

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

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

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

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.

sheeo higher education policy conference august 10, 2012

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