Transcript Reporting Standards in Performance Auditing

Managing to Uncertainty
“Third Down and Ten”
Presentation
Southern University at Shreveport
Faculty/Staff Institute Spring ‘07
January 8, 2007
Martin B. Fortner, Jr.
SACS Liaison/Director
Planning, Assessment & Research
Planning, Assessment & Research ‘07
1
“A Test of Leadership”
“Charting the Future of
U.S. Higher Education ”

Knowledge - Based Economy
• Education-Learning Enterprise
• Core Missions Inclusive of Eco. Development
• Enrollment, Retention & Graduation
• Reduce Minority Achievement Gap
• Workforce Preparation & Participation
• Instructional Quality
• Pedagogy Paradigms / Core Skills & SMET
• Technology
2
Planning, Assessment & Research ‘07
Redirecting Strategic Initiatives
“The Value of Higher Education”
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Performance, Effectiveness, & Accountability.
Refocus Enrollment Management Projections (Diversity).
Increasing Opportunities for Access & Affordability.

Enhancing Academic Relevance and Instructional Quality.

Increasing Retention & Graduation Rates.

Measuring Post Matriculation Outcomes.
Planning, Assessment & Research ‘07
3
Transforming Louisiana
Postsecondary Education

Louisiana Vision 2020
•
•
•
•
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Education Learning Enterprise
Selective Admissions
Workforce Development Emphasis
Institutional Strategic Planning
Performance Measurement
• Enrollment, Retention,& Graduation
• Academic Program Accreditation
• Teacher Quality
• Technology
• Economic Development Impact
Planning, Assessment & Research ‘07
4
SACS Paradigm for Accreditation
“Self Regulation”
Philosophy
The COC Expects Institutions to Dedicate Themselves to Enhancing the
Quality of the Programs & Services Within The Context of Their Mission,
Resources, and Capacities, and to Create an Environment in Which
Teaching, Public Service, Research and Learning Occur.
- Organizational Direction,
- Best Professional Judgment
- Processes Facilitating Positive Outcomes
- Evaluation & Accountability
- Dialogue for Improvement
5
Planning, Assessment & Research ‘07
Principles of Accreditation
“Foundations for Quality Enhancement”
SACS Deliverables
Compliance Certification – Documents Our Response to
- Core Requirements (11)
- Comprehensive Standards (53)
- Federal Mandates (8)
Quality Enhancement Plan (QEP) – Documents SUSLA’s Response
to Core Requirement 12
6
Planning, Assessment & Research ‘07
Principles of Accreditation
“Foundations for Quality Enhancement”
The Quality Enhancement Plan
The Quality Enhancement Plan (QEP) is a Carefully designed and
Focused Course of Action Designed to Improve Student Learning
Quality and Institutional Credibility. The Plan Must be Implemented
Over a Time Period and Demonstrating The Following:
- Planning
- Implementation
- Evaluation
- Recommendations
- Reporting
- Communication
- Inclusiveness
- Collaborations
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Planning, Assessment & Research ‘07
Principles of Accreditation
“Foundations for Quality Enhancement”

Paradigm For SUSLA QEP Development
• Environmental Scan
• Assessment of Student Learning
• Definition of Product
• Core Values
• Value Added
• Action for Change (Quality Emphasis)
8
Planning, Assessment & Research ‘07
SUSLA/SACS Paradigm for Accreditation
“Institutional Effectiveness”

Strategic Planning / Vision 2020: Vibrant Balanced Economy
With a Well-Educated Workforce & Improved Life Quality.

Institutional Operational Plans: Establish Annual
Performance Targets and Reporting Strategic Goal Attainment
Activities.

Institutional Effectiveness Plans: Establish Annual
Performance Targets For Organizational Units

SACS/QEP(s): Linking Institutional Units Into the Strategic
Planning/Reporting & Reaffirmation Process.

Performance Budgeting: Cost Maximization & Resource
Utilization. Emphasis: Cost Avoidance, Cost Liabilities & Cost
Effectiveness.
Planning, Assessment & Research ‘07
9
Planning, Assessment & Research ‘07
Southern University at Shreveport
“Mission Attainment Performance”
Environmental Context
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Afford Citizenry increased opportunities for Higher Learning.
103 Percent Enrollment Increase Since AY ’00/01.
Balance Traditional/Non-Traditional Student Population.
Sensitive to Labor Market Trends.
Open Admissions.
Stable Retention and Graduation Rates.
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Planning, Assessment & Research ‘07
Persistence & Completion Rates
“Opportunities for Improvement”

First Time Full Time Retention Rate Average 57 percent.

SUSLA’s FTF Graduation Rate: 5 Year Average 16 Percent.

Highest Graduation Rates for State Public 2-Year Institutions.

Socio Economic Factors such as Poverty, Family Demographics,
Urban Area, Transfers and Developmental Education affect Degree
Attainment Timeframes.

Peer Group To Assess Similar Matriculation Processes
And Identify Best Practices for Remediation.
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Planning, Assessment & Research ‘07
Enrollment Headcount
3000
2230
2500
1925
2000
1500
1000
2331
1410
(2411)
2319
(2408)
2208
1176
1445
2534
1644
1764
1184
500
0
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
Baseline
1176
1410
1644
1764
2208
2319
2408
Actual
1184
1445
1925
2230
2331
2534
2411 *
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
*
FTFTF Retention Rates
80
63.6
60
50.7
67.1
61.5
63.7
(65.0)
51.7
55.7
57.1
(57.0)
50.3
53.7
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
2006/07
Baseline
50.7
51.7
53.7
55.7
61.5
63.7
65.0
*
Actual
50.7
50.3
63.6
67.1
57.1
51.0
57.0
*
40
50.7
51.0
20
0
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
FTF Cohort Graduation Rates
25
20
19.0
19.6
12.7
15
16.6
15.9
15.6
20.0
(21.0)
(16.9)
10
5
0
4.0
5.1
1.7
2000/01
2001/02
2002/03
2003/04
2004/05
2005/06
Baseline
1.7
4.0
5.1
19.0
20.0
21.0
*
Actual
15.6
12.7
15.9
19.6
16.6
16.9
*
USDOE INTERGRATED POSTSECONDARY DATA SYSTEM (IPEDS)
Postsecondary Associates Degrees
16.0
16.0
11.5
14.0
11.4
12.0
8.9
10.0
8.0
4.2
6.0
3.0
4.0
2.0
0.0
Associates
SUSLA
LSUE
NUNEZ
BPCC
BRCC
DELGADO
16.0
11.5
11.4
8.9
4.2
3.0
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
First Postsecondary Award
150 % of Entry Time
27.7
30
18.8
25
16.7
13.5
20
13.2
15
5.4
10
5
0
All Levels
LSUE
SUSLA
BPCC
NUNEZ
BRCC
DELGADO
27.7
18.8
16.7
13.5
13.2
5.4
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
Time to Degree (Certificate)
Graduation Year 2004-05
7.8
6.2
8
4.1
6
5.6
5.3
4.7
4
2
0
Years
BPCC
SUSLA
LSUE
4.1
4.7
5.3
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
NUNEZ DELGADO BRCC
5.6
6.2
7.8
Time to Degree (Associate)
Graduation Year 2004-05
BPCC
4.9
BRCC
5.0
LSUE
5.3
6.1
SUSLA
NUNEZ
6.4
DELGADO
YEARS
7.1
0.0
1.0
2.0
BOR STATEWIDE STUDENT PROFILE SYSTEM (SSPS)
3.0
4.0
5.0
6.0
7.0
8.0
SUSLA/SACS Paradigm for Accreditation
“Establishing Accountability”

Five Levels of Accountability
1. Policy Accountability
Selection of policies pursued/rejected.
2. Program Accountability *
Goal achievement.
3. Performance Accountability * Efficient operations.
4. Process Accountability *
Using adequate process, procedures,
or measures in performing actions
required.
5. Probity/Legal Accountability * Spending funds in accordance
with approved budget and
legal requirements.
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Planning, Assessment & Research ‘07
SUSLA/SACS Paradigm for Accreditation
“Data Driven Assessments”
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Core Data Systems
Statewide Student Profile System /Explorer
IPEDS
Performance Based Budget Planning & Reporting
Enhanced University Assessment Capability
Perception Based Surveys
Knowledge, Skills & Abilities ( Pedagogy)
Development of Core Indicators/SEIS
Outcome Assessment (Under Construction)
Quality of Academic Experience
Post Baccalaureate Specialization
Employment Earnings Evaluations
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Planning, Assessment & Research ‘07
SUSLA/SACS Paradigm for Accreditation
“Performance Reporting”

IEP Reporting: Performance/Process Accountability
Criteria:
Measure of service accomplishments
(output and outcome indicators)
Measures relating service efforts to service accomplishments
(efficiency and cost-outcome indicators)

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Explanatory Information (Data Quality Measurements)
Relevance
Understandability
Comparability *
Timeliness
Consistency
Reliability
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PAR ‘06
Paradigm for Accreditation
Organizational Liabilities
Ineffective Coordination
1. Significant Transition or Policy
2. Multiple Stakeholders
3. Multiple Disciplines
4. Competing, Conflicting, or Different
Perspectives
5. Ownership or Investment
6. Cooperation, Rather Than Mandated
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Planning, Assessment & Research ‘07
Can We Achieve Reaffirmation ?
“ You Make The Call ”

Communication

Cooperation

Trust

Mutual Respect
“A Willingness to Commit”
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PAR ‘06