Transcript A Starting Point for Developing a Performance Funding Model for Illinois Performance Funding Steering Committee Governors State University August 30, 2011 National Center for Higher.

A Starting Point for Developing a
Performance Funding Model for Illinois
Performance Funding Steering Committee
Governors State University
August 30, 2011
National Center for Higher Education Management Systems
3035 Center Green Drive, Suite 150
Boulder, Colorado 80301
Some Givens
• Dealing only with the performance funding component of
the larger financing model for Illinois higher education
• Performance funding will be implemented with or
without new money (?)
Design Principles
• Performance funding aligned with goals as stated in the public
agenda
• Create different models for different kinds of institutions
– Research universities, comprehensive universities, community colleges
– Encourage mission differentiation
– Gives all institutions an opportunity to benefit
• Include provisions that reward success with underserved
populations
• Keep the driving metrics
– Few in number
– Clear in intent and presentation
• Reward continuous improvement rather than achievement of fixed
targets
• Avoid metrics/drivers that can be gamed
– Use numbers, not rates
Implementation Principles
• Phase-in
• Stop-loss – but not hold harmless
• Have a strategy for ensuring that quality isn’t
compromised in the process of increasing degree
production
Public Agenda Goals
1. Increase educational attainment to match bestperforming states
–
–
–
Eliminate achievement gaps by race, ethnicity, socioeconomic
status, gender, and disability
Increase number of adults completing a postsecondary
credential
Reduce geographic disparities in educational attainment
2. Ensure college affordability for students, families, and
taxpayers
–
Make Illinois one of the five most affordable states in the
country to get a college education
(continued…)
Public Agenda Goals
(continued)
3. Increase the number of high-quality postsecondary
credentials to meet the demands of the economy and
an increasingly global society
–
–
–
Increase the number of people with high-quality postsecondary
credentials
Improve transitions all along the education pipeline
Increase the number of postsecondary degrees in fields of
critical skills shortages
4. Better integrate Illinois’ educational, research, and
innovation assets to meet economic needs of the state
and its regions
–
Boost Illinois into the ranks of the five states with the fastest
growing economies
Remember
• Performance funding isn’t the only tool in the policy tool
box
• Not all goals have to be reflected in the performance
funding metrics
Best Candidates for Inclusion in Performance
Funding Model
1. Increase educational attainment to match bestperforming states
–
–
–
Eliminate achievement gaps by race, ethnicity, socioeconomic
status, gender, and disability
Increase number of adults completing a postsecondary
credential
Reduce geographic disparities in educational attainment
2. Ensure college affordability for students, families, and
taxpayers
–
Make Illinois one of the five most affordable states in the
country to get a college education
(continued…)
Best Candidates for Inclusion in Performance
Funding Model
(continued)
3. Increase the number of high-quality postsecondary
credentials to meet the demands of the economy and
an increasingly global society
–
–
–
Increase the number of people with high-quality postsecondary
credentials
Improve transitions all along the education pipeline
Increase the number of postsecondary degrees in fields of
critical skills shortages
4. Better integrate Illinois’ educational, research, and
innovation assets to meet economic needs of the state
and its regions
–
Boost Illinois into the ranks of the five states with the fastest
growing economies
Some Possible Components
Comprehensive Four Year Universities
– Increase in numbers of baccalaureate degrees awarded
– Increases in numbers of baccalaureate graduates who are
•
•
•
•
•
Hispanic, African American, or Native American
Pell/MAP eligible
Male
Disabled
Recipients of degrees in critical needs fields
(continued…)
Some Possible Components
(continued)
Research Universities
– Increases in numbers of baccalaureate graduates who are
•
•
•
•
•
Hispanic, African American, or Native American
Pell/MAP eligible
Male
Disabled
Recipients of degrees in critical needs fields
– Increase in numbers of doctoral degrees awarded
– Increase in research expenditures of funds from external sources
(continued…)
Some Possible Components
Community Colleges
(continued)
– Increases in numbers of individuals who
• Receive AA degrees
• Receive industry-recognized high-value certificates requiring a year or more
of study
• Transfer to a 4-year institute after accumulating 36 credits (or number in
transfer core)
– Increase in numbers of completers who are
•
•
•
•
•
•
•
Hispanic, African American, or Native American
Pell/MAP eligible
Male
Disabled
Recipients of degrees in critical needs fields
Academically at risk – started in developmental ed
Adults – entered college after age 24
– Increase in numbers of students who
• Successfully complete related college level course after initial placement in
developmental ed
Suggestions Regarding Implementation
• Specify by enumeration those institutions to be treated
as research universities
• Create separate criteria for each type of institution
– A percent of state general fund appropriations to each
• Phase in
– 3% First year
– 3% additional each year for next 4 years
• Stop-loss
– Cumulative decreases (contributions to pool minus rewards)
limited to 5% in first 3 years