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Search returned 61 results using Keyword: "Policy"



1. Access to success.
Each participating A2S system, for which updated system-level report cards appear below, sets its own improvement targets and agrees to a common set of metrics to evaluate progress.
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2. 2011, June 24. Black college presidents want in on completion agenda.
This brief article highlights conversations at a national seminar on the role of HBCUs in the national college completion agenda.
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3. Carnegie Knowledge Network.
The Carnegie Knowledge Network seeks to provide education policymakers and practitioners with timely, authoritative research and information on the use of value-added methodologies and other metrics in teacher evaluation systems.
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4. Common education: Data standards.
The Common Education Data Standards (CEDS) is a specified set of the most commonly used education data elements to support the effective exchange of data within and across states, as students transition between educational sectors and levels, and for federal reporting. This common vocabulary will enable more consistent and comparable data to be used throughout all education levels and sectors necessary to support improved student achievement. The standards are being developed by NCES with the assistance of a CEDS Stakeholder Group that includes representatives from states, districts, institutions of higher education, state higher education agencies, early childhood organizations, federal program offices, interoperability standards organizations, and key education associations and non-profit organizations. CEDS is a voluntary effort and will increase data interoperability, portability, and comparability across states, districts, and higher education organizations.
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5. Complete College America.
Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations.
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6. Data quality campaign.
The Data Quality Campaign (DQC) is a national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement.
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7. Educational Evaluation and Policy Analysis.
Educational Evaluation and Policy Analysis publishes scholarly articles of theoretical, methodological, or policy interest to those engaged in educational policy analysis, evaluation, and decision making. It is a multidisciplinary policy journal and considers original research from multiple disciplines, theoretical orientations, and methodologies.
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8. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
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9. 2003. National Assessment of Adult Literacy (NAAL).
The 2003 National Assessment of Adult Literacy is a nationally representative assessment of English literacy among American adults age 16 and older. Sponsored by the National Center for Education Statistics (NCES), NAAL is the nation's most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey (NALS).
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10. SHEEO Peer Collaboration Network .
Peer Collaboration Networks (PCNs) bring SHEEOs and their key staff together to address common state higher education policy needs and challenges. Of interest is the PCN on Student Learning-Accountability. SHEEO serves AL, AZ, CA, ID, IA, KY, LA, ME, MO, NE, NH, NM, OK, OR, RI, SC, SD, TN, TX, WV.
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11. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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12. Aldeman, C., & Kelly, A. P. 2010, March 1. False fronts? Behind higher education's voluntary accountability systems.
This report examines the efforts of voluntary accountability systems, such as the National Association of Independent Colleges and Universities (NAICU), University and College Accountability Network (U-CAN), American Association of State Colleges and Universities (AASCU), Association of Public Land-Grant Universities (APLU), and Voluntary System of Accountability (VSA).
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13. Arnold, J.C. 2001. Student transfer between Oregon community colleges and Oregon University system institutions.
Issues of student transfer are examined in this article.
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14. Bailey, T. 2011, April 10. Strategies for accelerating student success: Findings & recommendations from the assessment of the evidence series.
This presentation offers recommendations for community college leaders, "including ideas and examples for practical application from community college presidents and state system leaders."
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15. Bresciani, M. Summer 2011. Identifying barriers in implementing outcomes-based assessments program review: A grounded theory analysis.
While conversations proposing standardized testing within higher education abound (Allen & Bresciani, 2003; Department of Education (DOE), 2006; Ewell, 1997a, 1997b; Ewell & Jones, 1996; Maki, 2004; Palomba & Banta, 1999), proponents of outcomes-based assessment program review are still applauding the value and extent that the process can be used to inform decisions to improve student learning and development (Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Huba & Freed, 2000; Maki, 2004; Mentkowski, 2000; Palomba & Banta, 1999; Suskie, 2004). As such, practitioners of outcomes-based assessment continue to seek various ways to meaningfully engage in outcomes-based assessment program review in order to find ways to improve student learning and development.
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16. Carey, K., & Aldeman, C. 2009, June 30. Ready to assemble: Grading state higher education accountability systems.
In 2008 and 2009, Education Sector conducted a comprehensive analysis of higher education accountability systems in all 50 states, the District of Columbia, and Puerto Rico. We analyzed thousands of documents, Web sites, policies, and laws attempting to answer two questions: What information do states collect on their higher education institutions? How do they use that information to affect institutional improvement?
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17. CHEA International Quality Group. 2013, May.. A Government Official's Guide: Quality Assurance of Higher Education in an International Setting.
This is the first issue of CHEA International Quality Group's Policy Brief series. This issue provides a succinct discussion of quality assurance of higher education in an international setting.
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18. Collins, R. K. 2010. Fueling the race to postsecondary success: A 48-institution study of prior learning assessment and adult student outcomes.
Prior Learning Assessment, or PLA, is another important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including employment, military training/service, travel, hobbies, civic activities and volunteer service. PLA recognizes and legitimizes the often significant learning in which adults have engaged in many parts of their lives.
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19. Connors, R. & Smith, T. 2011. Change the culture, change the game: The breakthrough strategy of energizing your organization and creating accountability for results.
This book offers advice for shaping and managing organizational culture.
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20. Council for Adult and Experiential Learning. 2012. Employer views on the value of the PLA.
This CAEL research brief, produced in partnership with Prometric, presents highlights from conversations with 19 U.S. employers representing a range of industries on the topic of PLA. The conversations address the value of PLA to workers and corporations, as well as employers’ views on PLA as an allowable expense within their tuition assistance programs.
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21. Council for Adult and Experiential Learning. 2011. Moving the starting line through prior learning assessment (PLA).
This research brief provides an analysis of the average number of credits students earn for what they already know. It offers information on the average number of PLA credits earned by a subgroup of 4,905 students in our sample, looking at how the average number of credits differs by institution type and by students of various demographic groups.
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22. Council for Higher Education Accreditation. 2013. Accreditation tool kit.
The tool kit links to fact sheets, advisories, directories and other information found on the CHEA Website on issues ranging from the laws and regulations governing accreditation to public accountability, student learning outcomes and transfer of credit.
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23. Cunningham, A., & Leegwater, L. 2011. Minority-serving institutions: What can we learn? .
The role that MSIs play in the lives of low-income, students of color, in respect to institutional policies and practices particular to these institutions, are the focus of this chapter. Included are promising practices facilitating student success and ways to circumvent potential barriers for low-income students at MSIs.
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24. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
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25. Del Rios, M., & Leegwater, L. 2008. Increasing student success at minority-serving institutions: Findings from the Beams project.
The primary purpose of Building Engagement and Attainment for Minority Students (BEAMS) is to help institutions cultivate data-driven initiatives that promote student learning, engagement and success. The BEAMS Report discusses findings from those MSIs who participated in its’ project from 2004-2008. Teams were given assistance in building a culture of evidence to help inform their decision making concerning their institution.
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26. Delta Cost Project on Postsecondary Education Costs, Productivity, and Accountability. 2009, December. Calculating cost-return for investments in student success.
This report provides resources for those interested in trying to calculate the cost-effectiveness of retention programs for first-year students. Cost-return worksheets for institutional use are also included.
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27. Ewell, P., Jankowski, N., & Provezis, S. September 2010. Connecting state policies on assessment with institutional assessment activity.
The coincidence of two national surveys—one at the state level and one at the institutional level—enabled researchers at the National Institute for Learning Outcomes Assessment (NILOA) to explore the relationships between state policies on student learning outcomes assessment and institutional approaches to assessing student learning and related phenomena. This report shows the findings of that study.
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28. Fain, P. 2012, May 7. College credit without college.
Outlines the history, challenges, and present practices surrounding PLA.
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29. Fain, P. 2012, May 23. Common Sense on Completion.
In an effort to meet the nation's college completion goals, higher education institutions are looking into statewide reverse transfer systems to give "credit when it's due."
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30. Gasman, M. 2008. Minority-serving institutions: The path to successfully educating students of color.
This document was prepared for a gathering arranged by Lumina Foundation to: acknowledge the successes of MSIs and build upon them; seek partnerships with MSIs on new initiatives that ensure the future of these institutions; listen to and learn from MSIs to more effectively support these institutions’ leaders as they spur new conversations around the strengths, benefits and opportunities that can be found among MSIs; seek to elevate the presence and relevance of this sector of institutions of higher education; and aims to amplify MSIs’ collective voice in an effort to change the national discourse regarding MSIs and the education of students of color.
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31. Gorka, S., Miller, J.R., & Yoas, D.W. 2011. A competency based approach to developing articulation agreements in computing.
In order to increase its enrollment of transfer students from community colleges, this article looks at efforts to create competency based articulation agreements.
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32. Gross, B., & Goldhaber, D. 2009. Community college transfer and articulation policies: Looking beneath the surface.
From abstract: This paper explores " the relative importance of specificpolicy components (such as common course numbering or common general education requirements) on post-secondary outcomes, and how such policies differently impact students with different aspirations or economic and ethnic backgrounds. In addition, we explore how the potential impacts of these policies compare with some institution-level policies such as support for tenured faculty, expenditures for student services, or expenditures for instruction."
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33. Gross, B., & Goldhaber, D. 2009, January 23. State transfer and Articulation Policies: Looking beneath the surface.

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34. Harris, D. 2011. Value-added measures in education what every educator needs to know .
This book examines misuse and the use of value-added assessment measures in teacher evaluation and improvement, and policy making.
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35. Hart Research Associates. Spring 2013. It takes more than a major: Employer priorities for college learning and student success.
This report provides a detailed analysis of employers’ priorities for the kinds of learning today’s college students need to succeed in today’s economy. It also reports on changes in educational and assessment practices that employers recommend.
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36. Higher Education Quality Council of Ontario (HEQCO). 2013, April 4. Quality: Shifting the focus. A report from the expert panel to assess the strategic mandate agreement submissions.
Government must play a more active, assertive and purposeful role to drive system-level planning and change, according to an Expert Panel convened by the Higher Education Quality Council of Ontario (HEQCO) that reviewed Strategic Mandate Agreement submissions from Ontario’s 44 public colleges and universities. The Panel’s report, Quality: Shifting the Focus: A Report from the Expert Panel to Assess the Strategic Mandate Agreement Submissions resulted from one of a series of initiatives by the Ministry of Training, Colleges and Universities (MTCU) to strengthen Ontario’s public postsecondary sector. MTCU launched the process to establish Strategic Mandate Agreements (SMA) with each of the postsecondary institutions “that will strongly inform future decisions, including allocation decisions and program approvals.”
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37. Hughes, K.L. and Scott-Clayton, J. 2010, August. Assessing development in community colleges: A review of the literature.
This paper presents a literature review on community college assessment policy and argues that remediation policy is incomplete without a thorough understanding of the role of assessment.
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38. Jacobs, B.C., Cutright, M., Niebling, G.F., Simon, J.F., & Marling, J.L. (Eds.). 2010. Exploring promising practices in transfer student services: A Texas initiative.
In this monograph, best practices of transfer success within Texas' postsecondary institutions in the areas of Enrollment Management, Academic Support Services, Student Services, Curricular Education, Collaboration Between (Partnerships), Internal Collaboration, Print Communication, and Web/Multimedia Communication are highlighted.
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39. James T. M. Minor details.
This blog provides insights from Dr. James T. Minor on college completion agenda, higher education policy, and institutional performance which are often of importance to MSIs.
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40. Keller, C. M. 2014, September/October. Lessons from the Voluntary System of Accountability (VSA): The Intersection of Collective Action & Public Policy.
This resource offers four lessons for federal policymakers and higher education administrators and faculty from the Voluntary System of Accountability (VSA): (1) Build a foundation of trustworthy data; (2) Report meaningful, targeted information; (3) Educate users on key metrics; and (4) Work toward collective, integrated action.
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41. Kotter, J.P. 2006. Leading change.
Using an eight-step process and examining the challenges of over 100 companies, Kotter presents readers with ideas for change for organizations trying to overcome their challenges. The eight steps include: 1) establishing a sense of urgency; 2) creating the guiding coalition; 3) developing a vision and strategy; 4) communicating the change vision; 5) empowering employees for broad-based action; 6) generating short-term wins; 7) consolidating gains and producing more change; and 8) anchoring new approaches in the culture.
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42. Kuh, G. 2013, February 28. Toward a sea change in what counts as meaningful evidence of student learning.
This presentation accompanied the keynote speech at the 2013 New Mexico Higher Education Assessment and Retention (NMHEAR) Conference.
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43. Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. 2005. Student success in college: Creating conditions that matter.
"Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. This book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment."
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44. Lederman, D. 2012, April 30. Credit Hour (Still) Rules.
This article describes Western Governors University's attempt to link student learning to assessments rather than the standard credit hour.
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45. Lederman, D. 2010, March 1. The 'prior learning' edge.
Discusses the positive impact that using PLA to award credit hours has on student retention and graduation.
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46. Lingenfelter, P. E. May 2011. It is time to make our academic standards clear.
The seal of the United States of America bears the phrase, E Pluribus Unum, “out of many, one.” In education, however, e pluribus pluribus is a better description of our national character. We insist on “local control” in elementary and secondary education, which David Cohen and Susan Moffitt in The Ordeal of Equality suggest has impeded nearly a half-century of efforts to improve the education of poor children. In higher education “institutional autonomy” is the functional equivalent of “local control.” We resist “standardization” with every fiber of our being, while asserting our commitment to ever higher standards of scholarly achievement.
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47. Michael Bassis. August 17, 2015. The Transformation of Higher Education in America: Understanding the Changing Landscape.
Michael Bassis assembled a fairly comprehensive annotated collection of material that describe and analyze the changing landscape of American higher education from multiple points of view. The collection, A Primer on The Transformation of Higher Education in America, covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation”, influential websites, supportive foundations and other material of note.
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48. Naser, C. R. January 2012. What assessment personnel need to know about IRBs .
Because assessment projects across all disciplines are now employing systematic research methods that include access to students’ confidential data and artifacts, faculty need to be cognizant of our obligation to protect human subjects in our research. Beyond simple compliance, we want to be respectful of students and to be sure we are acting ethically. By the same token, it is easy to misunderstand the policies and procedures of Institutional Review Boards (IRBs). What is the proper role of IRBs in student learning assessment?
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49. National Assessment of Adult Literacy (NAAL). 2005, December.. A first look at the literacy of America's adults in the 21st century.
This report presents data from the 2003 National Assessment of Adult Literacy (NAAL), which measures the English literacy of adults in America.
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50. National Commission on the Future of Higher Education. 2006. A test of leadership: Charting the future of U.S. higher education..
This report looks at the future of higher education and the issues of: value, access, cost and affordability, financial aid, learning, transparency and accountability, and innovation.
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51. Ochoa, E. M. April 2012. The state of assessment of learning outcomes.
My sense of assessment of learning outcomes in higher education is framed by what I think is its ultimate purpose and ideal end-state. Ideally, we would have a well-articulated, measurable set of desired educational outcomes associated with all our academic programs. Such measures would exhibit some commonalities in terms of capacities associated with different degree levels, as well as unique aspects by discipline and institutional mission. Student progress toward achieving those capacities would be gauged based on how far and how many of the desired outcomes have been attained using well-established metrics, rather than by seat time or actual hours of work.
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52. Poole, M.S. & Van deVen, A.H. (Eds.). 2004. Handbook of organizational change and management.
This book introduces research methods that are specifically designed to support the development and evaluation of organizational process theories.
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53. Rogers, E.M. 2003. Diffusion of innovations.
This book examines the ways in which new ideas are shared and transferred through organizations.
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54. Seymour, D., Everhart, D., & Yoshino, K. 2015. The Currency of Higher Education: Credits and Competencies.
With a focus on competency-based education (CBE), this report highlights the challenges associated with developing a program that moves away from the credit-hour standard.
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55. Southern Education Foundation. 2010. Still striving: Trustees and presidents of historically black colleges and universities’ unprecedented dialogue about governance and accreditation.
As a result of a SACS meeting in which HBCU presidents, chancellors, trustees and education scholars were invited to speak on governance and accreditation, this paper "captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is “must” reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function" (SEF, 2011).
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56. State Higher Education Executive Officers. 2005. Accountability for better results: A national imperative for higher education.
Within this report, the National Commission on Accountability in Higher Education recommends an ongoing and vigorous dialogue targeted on meeting the educational needs of the American people, issuing a series of recommendations designed to improve student preparation, public investment in educational priorities, teaching and research, cost-effectiveness, and the availability of key data.
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57. Sullivan, T. A., Mackie, C., Massy, W. F., & Sinha, E. 2012. Improving measurement of productivity in higher education.
A report recently released by the National Research Council titled, "Improving Measurement of Productivity in Higher Education," discusses various ways to measure institutional quality and college productivity.
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58. The Civic Learning and Democratic Engagement National Task Force. 2012. A crucible moment: College learning and democracy's future.
The importance of civic learning in colleges and universities is the focus of this report. A civic institutional matrix for institutional use is included.
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59. Thigpen, K. 2014. Digital badge systems: The promise and potential.

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60. Various. 2008, August. A practical guide to benchmarking in European higher education.
The handbook is based on the findings of the two-year EU funded project (Benchmarking in European higher education), which explored the concepts and practices of benchmarking in higher education. more specifically the project focused on collaborative benchmarking in higher education, be it initiated by a single higher education institution, by a European association or a university network.
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61. Vuong, B., & Hairston, C. C. 2012, October. Using data to improve Minority-Serving Institution success.
This brief highlights how MSIs from the Lumina MSI-Models of Success project have used data to implement policy and programmatic changes on their campuses in support of student and institutional success.
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