1. Accounting for and Conveying Institutional and Student Success
Re-visioning the VSA
Christine M. Keller, PhD
VSA Executive Director
APLU Associate Vice President, Academic Affairs
Higher Education Government Relations Conference
November 28-20, 2012 ▪ Miami, Florida

2. Voluntary System of Accountability
SLO Workshop - Phoenix
Voluntary System of Accountability
Initiative by public universities to supply straightforward, comparable information on
the undergraduate student experience through a common web report – the
College Portrait.
8/10/2009

3. SLO Workshop - Baltimore
VSA Overview
Developed, launched in 2007
70 institutions, 80 leaders
APLU and AASCU partnership
Three original objectives
Demonstrate accountability, transparency
College search tool
Support innovation in the measurement, reporting of student learning outcomes
315 participating public universities
Collective response to outside pressure – epitomized by Spellings Commission
7/27/2009

4. Evaluating Project Effectiveness
SLO Workshop - Baltimore
Evaluating Project Effectiveness
Student Learning Outcomes pilot project ends December 2012
Directly measure, publicly report learning gains (value-added) using a common method
Tests: CAAP, CLA, ETS Proficiency Profile
Evaluated by NILOA in Spring 2012
Expand assessment tools, approaches
Focus on communication, specific audiences
SLO Centerpiece of the VSA
Evaluation included participants, non participants, stakeholders
7/27/2009

5. SLO Workshop - Baltimore
Challenges
Urgency created by Spellings muted
Participation steady since 2010
Leadership turnover; campus fiscal constraints
Standardized tests lack broad credibility
50% of College Portraits have no SLO
Lack of resources to compete with established college search tools
7/27/2009

6. SLO Workshop - Baltimore
Opportunities
Project financially sound
Traffic to CP website at all time high - up 40% since 2011, up 90% since 2009
Accountability and transparency remain important at national, state level
VSA part of state, system accountability: OH, IN, UNC, CSU, U of WI
Success and progress rate emerging as valuable alternative to federal grad rate
VSA effort credited with advancing SLO work
80,000 visitors in October 2012
71,000 unique
300,000 pageviews
7/27/2009

7. Next Steps for SLO Reporting
SLO Workshop - Baltimore
Next Steps for SLO Reporting
VSA participants describe, publish pilot project experiences to fulfill participation agreement
Required for institutions with no SLO results currently published
Strongly encouraged for all institutions
New instrument options for :
CAAP, CLA, ETS Proficiency Profile
AAC&U VALUE rubrics – critical thinking, written communication
Reporting options: value-added, benchmarking
Through work of technical work group and the guidance of the VSA Board developed a 2 part strategy for SLO reporting
Fair way to wrap up pilot – both the VSA’s commitment to external constituents to publicly report student outcomes and to the institutions who attempted to meet the reporting requirement and were unable to do so for a variety of reasons.
Very enthusiastic about the VALUE rubrics demonstration project – partner with AAC&U, connect with faculty, assessment professional – VSA interested in how learning outcomes can be used both for external accountability/transparency and internal institutional improvement – last time start with external and apply to internal, this time start with something used in programs, on the ground how to communicate to external audiences
7/27/2009

8. New Communication Strategies
SLO Workshop - Baltimore
New Communication Strategies
Re-focus from “college selection tool” to “consumer information tool to demonstrate effectiveness of educational programs”
Develop outreach strategy to recruit new participants and connect with key audiences
Identify, promote, expand key elements on College Portrait – success and progress rate additional cohorts
Create streamlined view targeted at policy makers, government affairs professionals
Provide value to campuses
Accreditors work in ways that compliment accreditation requirements
7/27/2009

9. SLO Workshop - Baltimore
Bottom Line
Unprecedented challenges for public higher education to be more accountable and more transparent concerning results
Work to position the VSA/College Portrait as a tool to respond to those challenges
Your institution is one of our 250 active participants – thank you for your continued support and contributions to growing and shaping the VSA
Institutions that is signed up but doesn’t have a college portrait – encourage take advantage of tools have in place
Institution that is not signed up or has dropped out - take another look
7/27/2009

10. More Information or Questions
SLO Workshop - Phoenix
More Information or Questions
Reports & Presentations Christine Keller, Executive Director Teri Hinds, Associate Director Nathalie Argueta, Project Coordinator
8/10/2009

11. The Voluntary Framework of Accountability
for community colleges,
by community colleges

12. VOLUNTARY FRAMEWORK OF ACCOUNTABILITY
Initiative managed by AACC
Partners
ACCT
College Board
Funders
Lumina Foundation for Education
Bill & Melinda Gates Foundation
Just about two years ago in fall of 2009, AACC began managing the development of the VFA with partners and supported by funders.

13. The Voluntary Framework of Accountability is the
WHAT IS THE VFA?
The Voluntary Framework of Accountability is the
first national system of accountability specifically for community colleges and by community colleges.
The goal was to create an accountability framework for community colleges and by community colleges.
This presentation reviews and discusses the importance of that goal and how we went about meeting it.

14. The Voluntary Framework of Accountability
SESSION OVERVIEW
The Voluntary Framework of Accountability
Landscape
Need for the VFA
Process for developing the VFA
The VFA metrics
Benefits of the VFA
Challenges
Actions to Take
More specifically,
What was the context/landscape in which VFA came about;
What AACC and college leadership did in the metrics development phase;
What we have as the VFA now; the outcomes of developing the metrics; and
Where we are headed and how to utilize the VFA.

15. THE CONTEXT: FROM ACCESS TO COMPLETION

16. Changing landscape: completion
SESSION OVERVIEW
Historically, community colleges, and to some extent all of higher education, have focused on access
Changing landscape: completion
Historically and now, for good reason, community colleges have focused on access and affordability, but the landscape continues to change with an increasing attention to completion.
Why?

17. SPELLING COMMISSION REPORT: GAME CHANGER
We urge the creation of a robust culture of accountability and transparency throughout higher education. Every one of our goals, from improving access and affordability to enhancing quality and innovation, will be more easily achieved if higher education institutions embrace and implement serious accountability measures.”
A lot of the transition nationally to the increased focus on completion circles around the Spellings Commission Report, which did a couple of things:
2. Gave recommendations across a wide-range of areas higher education outcomes areas; and
3. Re-stated the importance of higher education for the nation and for individuals across all demographic and socio-economic backgrounds.
Source: A Test of Leadership: Charting the Future of U.S. Higher Education
A Report of the Commission Appointed by Secretary of Education Margaret Spellings

18. COMMUNITY COLLEGE COMPLETION COMMITMENT
“By 2020, America will once again have the highest proportion of college graduates in the world... So tonight I ask every American to commit to at least one year or more of higher education or career training... every American will need to get more than a high school diploma.”
-President Barack Obama
Address to Joint Session of Congress
February 24, 2009
These statistics and realities is the context in which the completion agenda was born.
President’s Completion Agenda
Increase the U.S. College Degree Attainment Rate from 40 to 60%
a) 10 million additional Americans ages with an associate or baccalaureate degree (includes 8 million beyond projected growth)
b) 3.7 million more high school graduates will become college graduates
c) 6.3 million adult learners will become college graduates
National Associations and Foundations Respond with their Completion Agenda and Goals
GATES
1. “Double the number of low-income adults who earn a college degree or a credential that meets job-market demands by age 26.”
2. “Currently, only 44% of young adults earn a postsecondary degree or certificate by that age. This percentage drops to 19% for people of color and 9% for people from low-income households.”
LUMINA
1. “Big goal – to increase the percentage of Americans with high-quality degrees and credentials to 60 percent by the year 2025.”
College Board
1. “We Recommend that the nation increases the number of 24- to 34-year olds who hold an associate degree or higher to 55 percent by the year 2025 in order to make America the leader in educational attainment in the world.”
Community College’s Make a Completion Commitment
AACC, ACCT, NISOD, League for Innovation, CCSSE, Phi Theta Kappa
“As organizations representing America’s community colleges, we mutually commit and pledge to promote the development and implementation of policies, practices, and institutional cultures that will produce 50 percent more students with high quality degrees and certificates by 2020 while increasing access and quality.”
College Board

19. THE NEED FOR THE VFA
“[Community colleges have] been unable to tell our story in a meaningful way. We are great at what we do, but we don’t have data to tell that story.”
Until now, assessment of community colleges has mostly been based on the same
measures used to gauge four-year institutions, which don’t take into account the unique
mission of community colleges or the characteristics of the students they serve.
You cannot get to where you need to be without having a way to measure where you are…
-Joe May, President, Louisiana Community and Technical College System
(Chronicle of Higher Education, April 11, 2011)

20. EXISTING MEASUREMENTS
Plethora of reporting and accountability models but…existing measurements are limited
Graduation rate not the right tool for measuring community college success
Existing measures do not capture value of full range of community college offerings, like noncredit courses or CTE
Despite importance to U.S. economy, community colleges lack comprehensive way to tell our story
Some Existing Reporting and Accountability Models
Federal
State
Complete College America
Complete to Compete
Achieving the Dream
National Community Benchmarking Project
Regional collaborative (e.g. SREB, WICHE, etc)
Measurement Limitations
Not designed for community colleges and don’t measure important missions of community colleges
Don’t have complete coverage of students (for example, only full-time students or does not include noncredit CTE)
Measures not comparable across states
Inadequate time frames
Don’t recognize the reality of how students are using higher education today
Traditional measures of institutional effectiveness can produce an incomplete or inaccurate picture of community college performance.
For example, most national assessments are pegged to full-time students, but the majority of community college students attend part time.
Given the increasing reliance on our colleges to educate the growing numbers of students to keep our nation competitive, it is essential that the public and policymakers understand what we do and how well we do it.

21. PRINCIPLES FOR VFA DEVELOPMENT
Community colleges need to define the measures against which they should be held accountable
Community colleges want to be accountable, but by using the appropriate measures
Community colleges need to have a common set of measures that can be of use for benchmarking
Measures need to tell the story of what community colleges do while maintaining rigor and assessing quality
What were the principles of VFA development so that the sector could have a better Framework?
Utility;
Rigor;
Comparability; and
Appropriateness

22. DEVELOPING THE VFA
The first national accountability framework designed for community colleges, by community colleges.

23. DEVELOPING THE VFA
The first national accountability framework designed for community colleges, by community colleges.
Steering Committee: 20 college leaders
Twenty community college leaders, representing colleges of different sizes from different parts of the country, served on the Steering Committee that led the VFA’s development.

24. DEVELOPING THE VFA
The first national accountability framework designed for community colleges, by community colleges.
Steering Committee: 20 college leaders
Working groups: 36 college leaders
Thirty-six community college leaders served on the working groups and technical committee that developed specific measures in each of three categories and also developed plans for introducing them.

25. DEVELOPING THE VFA
The first national accountability framework designed for community colleges, by community colleges.
Steering Committee: 20 college leaders
Working groups: 36 college leaders
Pilot sites: 40 sites representing 58 colleges
As with the working groups, pilot sites represented a wide cross-section of types of colleges (small, large, urban, rural, centralized, decentralized, etc.)

26. The VFA is composed of measures in 3 broad areas:
THE VFA MEASURES
The VFA is composed of measures in 3 broad areas:
Student Progress and Outcomes
The VFA will provide measures of student progress and outcomes that are more comprehensive and appropriate than the 3-year graduation rate measure now commonly used to assess the performance of community colleges.
For example:
The VFA will look at the share of students who complete English and math college readiness classes.
It will assess whether, after two years, students are still enrolled, have transferred to another institution, or have completed a certificate or degree.
It will assess how many students, regardless of whether they transfer institutions, complete an Associate’s degree.

27. The VFA is composed of measures in 3 broad areas:
THE VFA MEASURES
The VFA is composed of measures in 3 broad areas:
Student Progress and Outcomes
Workforce, Economic, and Community Development Outcomes
The VFA will assess how well institutions are meeting the workforce and economic development needs of their service areas.
For example,
It will do this by assessing outcomes among career and technical education students (such as the share of students who pass licensing exams for occupations requiring them and workforce outcomes for students).
It will also do this by examining enrollment in noncredit courses.
Finally, it will do this by examining outcomes for students who enroll in adult basic education or GED courses.

28. The VFA is composed of measures in 3 broad areas:
THE VFA MEASURES
The VFA is composed of measures in 3 broad areas:
Student Progress and Outcomes
Workforce, Economic, and Community Development Outcomes
Student Learning Outcomes
The VFA will offer an approach for colleges to report how they assess student learning outcomes: what students know and can do as a result of their educational experience.
The VFA will encourage colleges to share tools and methods to help all colleges do this work in a way that is useful in improving educational programs and student learning.
Although the next several slides outline the cohorts and metrics, the VFA Brochure and Metrics Manual provide greater details on these areas:

29. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES
Student Tracking for SPO Measures
The VFA Cohort
The VFA Sub-cohort
Disaggregation
Cohort (broadly inclusive);
Disaggregation (based on 5 factors);
Sub-cohort (credential-seeking, defined behaviorally; important to show next to the full cohort);

30. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES
Developmental Education Progress Measures
% of students referred that attempted their first math, English, or reading developmental education course
% of students referred that completed highest level math, English, or reading developmental education course
% of students referred that completed any college-level course in math, English, or reading
% of students referred that completed all developmental education

31. USING DEVELOPMENTAL METRICS
Level of Developmental Need
Developmental Math Outcomes
Example 1 – Developmental Education
Questions that the Framework can help you examine and answer, for example:
Are the students who are not college ready in all subjects getting the start they need?
Are students who start in developmental education making it into college level courses?
What does “college ready” mean at my college.
Completing the highest developmental course in sequence?
Can I earn a CTE certificate without college level math? or English?

32. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES
Two-Year Progress Measures
% of credit hours successfully completed in the first term of the cohort
% of students who reached credit thresholds by end of year two (24=part-time; 42=full-time)
% of students who were retained from fall (term one) to their next academic term or completed a formal award
% of students who reached year two outcomes as follows:
Completed certificate or degree
Transferred to a 2-year or 4-year institution
Still enrolled at initial institution
% of credit hours successfully completed at end of year two

33. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES
Six-Year Outcomes Measures
% of students who earned an associate’s degree – without transfer
% of students who earned an associate’s degree – with transfer
% of students who earned an award of less than associate’s degree (certificate) – with transfer
% of students who earned an award of less than associate’s degree (certificate) – without transfer
% of students who transferred to another post-secondary institution, with no degree or certificate
% of students who were still enrolled during the sixth academic year
% of students who left institution without an award and without transfer having earned 30 or more semester credit hours (or equivalent)
% of students who left institution without an award and without transfer having earned less than 30 semester credit hours (or equivalent)

34. SIX-YEAR OUTCOMES Example 3: 6-year outcomes
How important are each of the eight outcomes for my college(s)?

35. GRADUATES Earned Credential
What outcomes do we think we need to focus on increasing?

36. TRANSFERS Example 3: 6-year outcomes
Do we think there are gaps by any critical sub-population of students at my college?

37. “COMPLETERS” (AWARD OR TRANSFER)
Example 3: 6-year outcomes
How does my total cohort compare to the credential-seeking cohort?

38. WORKFORCE, ECONOMIC, AND COMMUNITY DEVELOPMENT (WECD)
Student Tracking of WECD Measures
Outcomes that examine what happens upon leaving the institution
Completers/Leavers: who are these students?

39. WORKFORCE, ECONOMIC, AND COMMUNITY DEVELOPMENT (WECD)
Career and Technical Education (CTE)
Number of awards in CTE
Licensure exam passing rate
% of CTE students that complete a program (both credit and non-credit) or earned 90 contact hours and are employed with a livable wage
Median wage growth of CTE students
Non-Credit Courses
Non-credit workforce enrollment
Number of state/industry-recognized credentials
Transition from non-credit to credit
Adult Basic Education / GED
% of students who complete ABE / GED
% of ABE / GED students who enroll in more education
% of ABE / GED students who gain employment

40. STUDENT LEARNING OUTCOMES (SLO)
Colleges will be asked to share their SLO activities based on a transparency framework developed by the National Institute of Learning Outcomes Assessment (NILOA).
Goals:
transparency; and
developing a common understanding of broad-based institutional measures of learning that colleges can use to demonstrate quality.
Next:
Evaluate the Degree Qualifications Profile (DQP): Using the associate degree as a starting point, a team will be assembled to begin defining expectations for what an associate degree recipient should have in terms of competencies and skills.

41. NATIONAL INSTITUTE FOR LEARNING OUTCOMES ASSESSMENT
Providing Evidence of Student Learning: A Transparency Framework
Components of Student Learning Assessment
Consistent with regional accreditation (working group member can just take their SACS report and drop-it right into the template format), and will make current SLO work more transparent.
Example 2: Student Learning Outcomes
Questions
How many people know my college’s student learning assessment plan?
How many staff know how to find any information on the plan?
How many people are actively involved with the assess-plan-implement-assess cycle?
How many students know what is expected of them?

42. Planning (completed fall 2008 to summer 2009)
STATUS & TIMEFRAMES
Planning (completed fall 2008 to summer 2009)
Developing Measures (completed Sept to Dec. 2011)
Outcomes:
The VFA Metrics Manual to define/instruct calculation of measures and report transparently student learning outcomes
A blueprint and design specifications of a data collection, display, benchmarking, and analytics tool
The results of pilot testing the initial measures
The strategic VFA Communications Plan for college participation, engagement in, and growth of the VFA

43. Parts of Building and Implementing
BUILDING & IMPLEMENTING (starts in early 2012; data tool available in 2013)
Parts of Building and Implementing
Develop data tool; research & development and maintenance (of data tool and of metrics and methodologies);
Round One of “Go Live”
Develop support services, training curriculum/materials, do training, provide help
Strategic Outreach Development and Sustainability (increase # of participants; deepen influence / impact of VFA)

44. HOW CAN WE USE THE VFA FOR MY COLLEGE?

45. BENEFITS AND CHALLENGES

46. BIG BENEFIT: VFA METRICS PROVIDE DATA ON MISSION-DRIVEN OUTCOMES
It will help us to better assess our own performance and identify areas for improvement
Completing developmental education and being successful at college level work.
Transfer
Career and Technical Education and workplace training
ABE/GED
Non-credit workforce preparation
Credential attainment
Internal and external benefits:
- Diagnostic; assessing performance; tracking the right data and appropriate outcomes all leads to a better ability to assess our performance and improve student outcomes; with that we can

47. HOW THE VFA WILL BENEFIT OUR INSTITUTIONS?
Tracking relevant outcomes informs conversations and decisions: internally and externally
It will enable us to communicate the full breadth of our academic mission and show our commitment to it, such as showcasing our role in workforce, economic, and community development
It will help us communicate our value to community members and local, state, and regional policymakers and enable us to more easily collaborate to promote positive policy changes at the state and federal levels.
It will help our efforts to secure grants and public funding.
The VFA will help us to better assess our own performance in a number of ways – and also help us to identify areas for improvement.
Let’s talk about some of the ways the VFA will do this:
First, by disaggregating data by students’ gender, age, race, ethnicity, and financial aid status, the VFA will help us ensure that all students are benefiting from our educational programs.
Second, the VFA will help us benchmark our institutions against like institutions, and important way to help us track our progress that we don’t have now. Peer colleges that are using the VFA can informally share data on commonly-defined metrics, even across states. And the VFA provides a common language for talking with peers, particularly in areas like career and technical education where we didn’t have national definitions before the VFA.
Third, the VFA will enable us to have internal conversations about quality. For example, we’ll be able to assess our developmental education and students’ early college experiences. We’ll be able to assess how well students are accomplishing their goals. We’ll be able to assess how well career and technical students do in the workforce after completing their programs, whether for credit or noncredit.
The bottom line is that the VFA will help us to improve policies and internal procedures, to increase transparency and accountability, and to better design and develop programs to promote student success and help students through to completion.
Community members and policymakers are often unfamiliar with community colleges’ missions and unaware of the different services that community colleges provide. As a result, they do not see the value that community colleges provide to their students and communities, and may not understand the critical role they play in the economy.
The VFA will allow community colleges to demonstrate their value to community members and policymakers at the local, state and federal level, providing accountability measures that help these stakeholders better understand offerings like noncredit courses.
By fostering general agreement across our sector about what success means for community colleges, and by giving us a common platform for discussing our successes, the VFA stands to give our sector a more unified voice in policy discussions at the state and federal levels.
By helping community colleges to better demonstrate their value to key decision makers, the VFA will help colleges secure public funding and grants.

48. HOW THE VFA WILL BENEFIT OUR INSTITUTIONS
Ultimately, it will enable us to tell our story and show our value.
At a time when the demands and pressures on community colleges – including funding constraints – have never been greater, the VFA will enable community colleges, individually and collectively, to show the value they deliver to students, communities and local economies through common definitions of institutional success.

49. ADDRESSING CHALLENGES WITH ADOPTION
Challenges provide the greatest opportunities for benefits we can achieve with the VFA
Lots of reporting requirements, not a lot of bandwidth…
but by replacing other accountability
measures the VFA stands to streamline
reporting requirements.
For all institutions – and particularly smaller ones – reporting requirements can pose a real burden. Institutions must already report different measures to state and federal officials and to private funders. The college leaders who developed the VFA face these same challenges on their own campuses.
Ultimately, we believe that the VFA can replace other accountability measures. There is enormous potential for the VFA to be the framework that satisfies a variety of reporting requirements, thereby streamlining accountability demands for colleges.
To realize that potential, we need large-scale adoption of the VFA by institutions. And that’s at the heart of what is being communicated to you today:

50. THE FUTURE WE CAN BUILD…
“We believe the VFA can be the foundational accountability framework for our colleges for now and into the future.”
If community colleges do adopt the VFA, encourage other colleges to do the same, and work to actively promote the VFA to policymakers, then the VFA could ultimately replace other accountability measures that are less suited to and appropriate for community colleges.
An appropriate, comprehensive accountability framework will enable us to tell our story and communicate to the public and policymakers our value and our importance in the nation’s system of higher education.
VFA as the principal accountability framework for measuring community college performance and identifying areas for improvement
-Walter G. Bumphus, President and CEO, American Association of Community Colleges

51. ACTIONS TO TAKE AND GETTING STARTED

52. MEASURING OUTCOMES TODAY
Metrics can be used today to look at your college
Determine where to start
Do you want to look at all measures or focus on a particular area?
Without benchmarks, multi-year analysis may be a useful approach to see change over time
Are intra-campus comparisons appropriate at my college?
CTE metrics will depend on external wage data matches
On campus – internal preparation and use;

53. EXAMINING DATA AVAILABILITY
Do we have the data available we need?
Is noncredit CTE data collected and stored in a manner that will allow us to calculate these metrics?
Is ABE and/or GED prep data collected to allow outcomes tracking?
Can we get UI-wage data (or similar)?
How accessible would this data be to front-line decision makers?

54. Right Framework, used for multiple purposes
HAVING CONVERSATIONS WITH COLLEAGUES AND PROMOTING THE VFA WITHIN STATE
VFA success will ultimately rely on broad-based community college participation
Your support and promotion of the VFA will be critical
If states modify, upgrade, change accountability reporting – adoption of the VFA metrics will decrease burden
Right Framework, used for multiple purposes
VFA provides common language for talking with peers – particularly important in CTE where little previous uniformity existed
If peer colleges are also using VFA – colleges can informally share data on commonly defined metrics – especially at state-level but even across states

55. RESOURCES www.aacc.nche.edu/vfa
VFA Webinars
VFA Measures Overview
VFA Presentation
VFA Key Points
EDUCATE INTERNALLY AND EXTERNALLY
Watch the VFA Video
Attend a webinar
Use the downloadable resources to understand the VFA and its impacts and inform others
ADVOCATE
Talk to local/state entities about adopting the VFA measures
Bring VFA materials to your meetings
Inform colleagues and stakeholders about the VFA impacts
USE the VFA MEASURES
Review the VFA Metrics Manual Version 1.0 or Overview of the Measures
Talk with your IR and IT department leads to see about calculating the metrics
Go to your stakeholders informed by what the VFA is and how it helps community colleges so that you can have accountability conversations based on the Framework  
STAY INFORMED
Join the discussion
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56. Associate Vice President for Research and Student Success
CONTACT US
Kent A. Phillippe
Associate Vice President for Research and Student Success
Bernadette Farrelly
Project Manager for the VFA

57. Student Achievement Metric
Robert Moran Director of Federal Relations and Policy Analysis, AASCU
2012 Higher Education Government Relations Conference
Miami, Florida
November 29, 2012

58. Student Achievement Measure
Collaborative effort by APLU, AASCU, AAU, AACC, NAICU, ACE to publicly report a more accurate measure of student outcomes.
Characteristics of measure:
Based on Success and Progress Rate from VSA and Student Progress and Outcomes Measure from VFA
Uses data from the National Student Clearinghouse
Tracks enrollments, completions across multiple institutions

59. Student Groups & Reporting Periods
4-yr Institutions
2-yr Institutions
Cohorts
First-time, full-time
Full-time transfer in
Reporting period
4-year, 5-year, and
6-year

60. 4-year Institution Outcomes
Graduated from original institution
Transferred then Graduated from subsequent institution
Still Enrolled at original institution
Transferred then Enrolled at subsequent institution
Current Status Unknown

61. 2-year Institution Outcomes
Graduated from original institution
Still Enrolled at original institution
Transferred to subsequent institution
Current Status Unknown

62. University of North Carolina at Asheville Fall 2005: First-time, Full-time Students
Current SRK – 61% - can’t account for 39% of entering students
Using SAM – 19% graduated, 9% still enrolled, can’t account for 11%

63. University of North Carolina at Asheville Fall 2005: Full-time Transfer-In Students

64. Next Steps Fall 2012 Spring 2013 Early Summer 2013
Form working group, establish framework
Seek outside funding (Gates very positive)
Spring 2013
Build website infrastructure, design/test display
Encourage volunteer participation by institutions
Early Summer 2013
Institutions submit data through website
Website unveiled to public

65. Questions