Measuring student outcomes and college performance in the new millennium
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Measuring Student Outcomes and College Performance in the New Millennium . Thomas Bailey Community College Research Center Third International Congress on Upper-Secondary and Higher Education Mexico City November 15, 2010. Two Developments in the New Millennium.

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Measuring Student Outcomes and College Performance in the New Millennium

Thomas Bailey

Community College Research Center

Third International Congress on Upper-Secondary and Higher Education

Mexico City

November 15, 2010


Two Developments in the New Millennium

  • “Rise” of the community college

    • Two year, low cost, open access institutions with several missions

    • Growing importance in national policy discussion

    • Shift from focus on access to focus on student success

  • New and growing criticism of US higher education

  • Given these shifts, student performance measures are inadequate


  • Growing Criticism of US Higher Education—Why?

    • International comparisons

    • Rising skill demands

    • Growing availability of data showing low completion rates

    • Continued significant differences by income and race

    • Rising costs

    • Deteriorating fiscal situation with calls for greater efficiency


    Measures of Higher Education Performance

    • International rankings

    • Areas of progress from the student point of view

      • Progression measures

      • Employment measures

      • Learning measures


    Progression

    • Graduation rates available for most institutions in the US—limited use for CCs

    • Need to adjust for student characteristics

    • Account for varied missions

      • Occupational degrees and certificates

      • Transfer

      • Non-credit

  • Students must be tracked across institutions

  • Need to assure quality


  • Employment

    • National data suggest strong employment benefits

    • We know much less about outcomes for students in states and institutions

    • Growing availability of longitudinal data—for profits controversy

    • Problems

      • Influenced by labor market conditions

      • Short term measures not accurate


    Student Learning

    • Surprisingly little consistent and reliable information

    • Three areas of progress

      • Measures of general skills

      • Standardization of large introductory and basic courses, especially new technology

      • Occupational licensure and certification


    Beyond Performance Measures

    Emphasize diagnosis, analysis, and improvement, not just static measures of performance


    Committee on Measures of Student Success

    • US. Department of Education

    • For more information

      http://www2.ed.gov/about/bdscomm/list/acmss.html


    For more information:

    Please visit us on the web at http://ccrc.tc.columbia.edu,

    where you can download presentations, reports,

    CCRC Briefs, and sign-up for news announcements.

    Community College Research Center

    Institute on Education and the Economy, Teachers College, Columbia University

    525 West 120th Street, Box 174, New York, NY 10027

    E-mail: ccrc@columbia.edu

    Telephone: 212.678.3091


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