Toward a Single Definition: Accountability by the Numbers

TOWARD A SINGLEDEFINITIONAccountability by the NumbersDiane Auer JonesVP for External and Regulatory Affairs, CECFormer Assistant Secretary for Postsecondary Education,U.S. Department of Education

Who Wins? Elite Institutions – Research I Institutions (Public and Private) Research Funding, Graduate Student Funding Pell Grants/Campus Based Aid – SEOG – Perkins/SL/PLUS Tax Exemptions Primarily Undergraduate Institutions Pell Grants/ Campus Based Aid/SL/PLUS Education Grants MSI Formula Funds and Grants Tax Exemptions Community Colleges State and Local $ Pell Grants/SL/PLUS/CB Tax Exemptions Career Colleges Pell/Loans

Who Pays? Who Wins, Who Pays? Jorge Klor de Alva, Mark Schneider, 2011

Dual Definitions of IHEs• For-profit institutions are looking more and more like traditional, comprehensive institutions. • Bachelor’s, Master’s and Doctoral Degrees • Liberal Arts• Traditional, comprehensive institutions are looking more and more like career and vocational institutions. • Vocational programs – engineering, nursing, accounting • Adult and continuing education

Single Definition• We need to demonstrate the ways in which we serve our students through: • Participating in apples-to-apples comparisons • Conducting “value added” assessments • Understanding how students value their experience and education • Understanding the lifelong value of the educational experience • Employment • Salary • Taxes paid • Community Engagement • Educational Achievement of their Children • Good citizens • Reduced reliance on public assistance • Higher self esteem

Our Advantage…The Focus onAccountability

The Focus on Accountability 35000 History of 30000 Pell Funding 25000 20000 Millions 15000 Approp in Millions Current Approp in Millions Constant 10000 Recipients 5000 0 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 0 1 2 3 4 5 6 7 8 9 10 ACCESS AGENDA ACCOUNTABILITY AGENDA

Who Gets It?• The majority of federal funds (including public subsidies, grants, etc.) goes to institutions that primarily serve students who are: • 18 – 24 years old • Are admitted through a selective admissions process • Full time, residential students • Academically prepared • Beneficiaries of parents who saved or who will borrow on their behalf • Sometimes able to avoid loan defaults because they have parents who are either willing to make payments on their behalf or provide some other sort of financial cushion if the graduate experiences financial hardship • Able to hide in graduate school if they can’t find a job after college.

Integrated Postsecondary Education DataSystem - IPEDSFirst-time, Full-Time Students (FTFT)Does IPEDS participation rate correlate to graduation rate? Institution Selectivity - % % Pell Recipients Percent of Graduation Rate admitted undergraduates in of IPEDS IPEDS participants Princeton 8% 10 100 96 Lehigh 33 13 96 88 University of 41% 15 85 90 Michigan – Ann Arbor Coppin State 54% 62 61 16 University UMBC 61% 18 53 57 University of 71% 45 39 38 Michigan - Flint Comm College of Open Admission 54 32 9 Baltimore County

What is the Role of Selectivity?Alan Krueger and Stacy Dale (Mathematica PolicyResearch), Feb. 2011• Students 1976 and 1989• Institutional selectivity per se does not impact long-term student earnings and success, except in the case of students who are Black, Hispanic or children of parents who do not have a college credential.• Student characteristics, not institutional quality, are responsible for long-term earnings gaps.• In other words, inputs are the greatest determinate of outcomes.http://www.scribd.com/doc/49309574/Estimating-the-Return-to-College-Selectivity-over-the-Career-Using-Administrative-Earning-Data

The Game Changer

Complete College America

Time is the Enemy• 33 States (public institutions)• 60% of students are part time and not counted• 75% of students are non-traditional Credential Full-Time/Public Part-time/Public Institutions Institutions 1 year certificate 27.8% 12.2% in 2 years 2 year associate 18.8% 7.8% in 4 years 4 year bachelor’s 60.6% 24.3% in 8 year

The Story of Parallel UniversesNCES 2002-012: Nontraditional Students (Susan Choy, MPR Associates) Traditional Students Non Traditional Students• Full Time • Part Time• 18 – 24 years old • Over 25• Direct Entry to College • Delayed Entry to College• Financially Dependent • Financially Independent• Unmarried • Have Dependents• No children • Being a Single Parent• Work 10 hours or less • Full Time Work• High School Diploma • No HS Diploma THE 8 RISK FACTORS

Distribution of Nontraditional Students

Student Demographics • Minimally NT: One Risk Factor • Moderately NT: Two to three • Highly NT: Four or MoreAdult Learners in Higher Education: Barriers to Success (ETA Occasional Paper 2007-03)

Risk-Based Assessments• Using statistical data and mathematical algorithms to weight performance based on student demographics, characteristics and risk.• Department of Labor – Workforce Improvement• Why should graduating a student with a perfect entering GPA, high SAT scores, educated parents, and significant financial support “count” as an equal success when compared to graduating a student who is poorly prepared for college, has few if any role models in the immediate family, has multiple out-of- school responsibilities and is financially independent?

Persistence and Attainment of Nontraditional Students, 1994, NCES http://nces.ed.gov/pubs/web/97578g.asp

Current Accountability Models• College Navigator• Voluntary System of Accountability • NSSE • CLA • CAPP • MAPP • Educational Profile• Voluntary Framework of Accountability• Transparency by Design• Gainful Employment• National Governor’s Association

College Navigator• NCES• Based on IPEDS data• Proxies • Tuition, Fees and Estimated Expenses • Financial Aid • Net Price • Enrollment • Admissions • Retention and Graduation Rate • Programs/Majors • Varsity Athletic Teams • Accreditation • Campus Security • Cohort Default Rates

Voluntary System of Accountability• AASCU and APLU• Students• Admissions• Net Price• Classes• Campus Life• Student Engagement• Student Success• Student Learning

Voluntary Framework of Accountability• Student Cohort Tracking • 2 year and 6 year tracking • Credential Seeking • Developmental • Demographics (Race, Age, Developmental, Gender, Pell, FT/PT)• Career and Technical Information • At least 90 hours• Adult Basic Education/GED• Student Learning Outcomes • Degree Qualifications Profile - Lumina

Transparency by Design• College Choices for Adults• Greater transparency among regionally-accredited, adult- serving, distance education institutions.• Program Level Outcomes• Third-party quality review by WICHE• Focus on adult learners – progress toward personal goals (not campus life)• Student Engagement, Student Satisfaction, Alumni Satisfaction

National Governor’s Association• Common Completion Metrics

How Do We Define Success?• How do we define success? • Short term • Long term• What “metrics” are relevant to students? • Traditional students – Amenities or outcomes? • Nontraditional students - • Reduced opportunity costs (year-round access, accelerated programs, non-traditional schedules, online access) • Class availability • Lack of waiting lists • Flexible and plentiful class times • Parking • Access to faculty who are practitioners in their field • Streamlined admissions/enrollment • Predictable course choices and pathways

How Do We Define Success?• What metrics are accurate indicators of quality • Do graduation rates actually matter to adult students? • Does institutional quality impact adult learner graduation rates as much as “life happens” circumstances with work and family? • Are other metrics actually more important to our students? • Do they enroll to get new jobs/careers or to advance in their current careers? • How many enroll to improve their basic skills or to develop some specific proficiencies but not gain a new credential? • Do students feel compelled to say they want a credential when what they really want is a few classes (do they think this helps them with admissions, aid eligibility, etc.)

How Do We Define Success?• Which students should be counted? • All students as opposed to just first-time, full-time • Degree seeking versus other goals• How do we monitor and report? • How do we go beyond IPEDS • The role of State databases• What is our plan?

Toward a Single Definition: Accountability by the Numbers

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