Improving Measurement of Productivity in Higher Education (2012) / Chapter Skim
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Appendix A: Commonly Used Performance Metrics for Higher Education
Appendix A: Commonly Used Performance Metrics for Higher Education
Pages 137-144
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From page 137... ...
All other graduation rate statistics are modeled on the GRS, but allow varying time frames, different degree designations, and different inclusion standards in the denominators that describe the cohort. Principal variations allow adjustments for part-time student starters and incoming transfer students in the cohort.
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From page 138... ...
, its variables indicate, for example, the condition of facilities and pass rates of graduates taking professional licensing exams. The California State University system attempts to approximate the value of degrees, posting online the median starting and mid-career salaries for graduates of each campus, as well as their average student loan debt.
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From page 139... ...
at the same institution Unknown outcomes 78.5 Graduated in less than 3 years, but at 1.9 another institution Graduated in 3-6 years, at different 14.0 institution Graduated in 3-6 years, at same 6.0 institution No degree after 6 years, but still 7.4 enrolled at four-year institution No degree after 6 years, but still 10.5 enrolled at less-than-four-year institution No degree, never returned 37.3 The IPEDS graduation rate correctly shows the proportion of full-time, first-time, degree-seeking students who started in a two-year public college and completed a certificate or degree within 150 percent of normal time at the same institution.3 Members of the higher education community generally recognize these subtleties but, in practice, the figures above are often condensed in public statements to "21.5 percent of community college students graduate," which many leaders have come to believe is the entire story. There is much more to it, however, as the results of the BPS survey show.
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From page 140... ...
More important, the measure is sensitive to changing population size. If enrollment is growing rapidly, for example, the ratio will understate student success because the degrees conferred in a given period are awarded to students from an earlier period characterized by smaller entering classes.
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From page 141... ...
Extended duration to degree may reflect shortcomings of the institution, such as unusually complex curricula or insufficient course offerings and scheduling complication resulting in lack of available courses and students ultimately taking far more credits than the minimum needed for graduation. 4 Whether or not students can get into classes they need for prerequisites is a very important determination of time to degree.
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From page 142... ...
The two figures are then cast as a ratio. For example, among potential performance metrics being considered by the National Governors Association and some state higher education systems is "credentials and degrees awarded per $100,000 state, local, tuition, and fee revenues -- weighted by STEM and health (for example, public research universities in Virginia produce 1.98 degrees per $100,000 in state, local, tuition, and fee revenues)
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From page 143... ...
Larger classes can be made qualitatively different from smaller ones through the use of technology and altered pedagogy where students can learn from one another. Meanwhile, there is growing empirical evidence from the large course redesign projects undertaken by the Center for Academic Transformation that it is possible to increase enrollment in a course while simultaneously improving learning outcomes.
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