System Accountability Performance Measures

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System Accountability /Performance Measures

• Baseline Measures and Sub-Measures

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System Performance Funding Program

• Board of Governors approved the original System
  Performance Funding Program in 2000
• Substantial revisions were made to the program in
  2002
• To align the program with the System
  Accountability Plan
• Eight of the 17 measures used in the System
  Accountability Plan (SAP) were identified for use
  in performance funding
• Since 2002, the Program has been expanded to
  include
• Evaluation based on Benchmark comparisons
• Evaluation based on System Performance Target
  comparisons

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Accountability Matrix

• Organizes Accountability Measures and Narrative
  Assessment Statements in relation to System
  Values and Standards
• System Values
• Stimulating Intellectual Growth Applying
  Knowledge
• Serving the Common Good Fostering Citizenship,
  Social Responsibility, Diversity and,
  Practicing Stewardship
• Standards of Performance
• Enhancing Organizational Effectiveness Pursuing
  and Rewarding Excellence and, Enhancing
  Operational Efficiency

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Table A Accountability MatrixAccountability
Measures and Narrative Assessment Statement
Categories
Effectiveness
Excellence
Efficiency
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The Accountability Measures

• (1) Degrees Awarded
• (2) Persistence Rates
• (3) Accredited Programs
• (4) 4 6 year Graduation Rates
• (5) Faculty Productivity
• (6) Distance Education
• (7) PRAXIS (Teacher exams)
• (8) Internships 
• (9) Transfers from Community Colleges (or
  Associate degrees awarded)

• (10) Diversity of Entering Class
• (11) Minority Enrollment
• (12) Staff and Faculty Diversity
• (13) Programs with few Graduates
• (14) Personnel Ratio
• (15) Private Support
• (16) Instructional Costs/FTES
• (17) Faculty with Terminal Degrees

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The Performance Funding Measures

• The 8 Measures are
• Degrees Awarded (by level)
• Two-Year Persistence Rates (overall and by
  ethnicity)
• Six-Year and Four-Year Graduation Rates (overall
  and by ethnicity)
• Faculty Productivity (student credit
  hours/full-time equivalent faculty)
• Faculty Diversity (Minority Faculty - fall
  semester only)
• Personnel Ratio (Total EG Compensation/Total EG
  Expenditures)
• Cost Per FTES (annualized undergraduate and
  graduate)
• Full-Time Tenured and Probationary Non-tenured
  (tenure track) Faculty with Terminal Degrees

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Measure 1 Degrees Awarded (Number and Degree
to Enrollment Ratio)

• The number and degree to enrollment ratios are
  intended to be indicators of our effectiveness in
  ensuring students are succeeding in their
  studies. The greater the number of degrees
  awarded, especially in relation to total
  enrollment, the more effective our universitys
  programs are in having students earn degrees.

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Measure 2 Second Year Persistence (Overall and
by Ethnicity)

• Because the highest drop out rate occurs between
  the first and second year of college, second-year
  persistence sub-measures are indicators of our
  effectiveness in helping students successfully
  make the transition to college.

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Measure 3 Accreditation (Percent of Eligible
Programs that are Accredited)

• Accreditation is one indicator of the rigor and
  quality of professional undergraduate academic
  programs. Accreditation requires faculty and
  administrators to provide sufficient support so
  that the program can meet the standards of the
  accrediting agency, and ensures that faculty are
  qualified and the curriculum is appropriate.

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Measure 4 Graduation Rates (Number and Percent
of Students who Graduated in Four Years and Six
Years Overall and by Ethnicity)

• For various reasons, fewer students graduate in
  four years with a baccalaureate degree than have
  historically done so. Nevertheless, we have begun
  to reverse the trend of declining four-year
  graduation rates. Recognizing the demographic
  shift in college students, who today are
  typically older, work more hours, participate in
  more internships or other field experiences and
  change their major more than their counterparts
  did previously, the federal government now uses
  six years as the standard to measure graduation
  rates.

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Measure 5 Faculty Productivity (Total Credits
per Full-Time Equivalent Instructional Faculty)

• An important efficiency measure is the
  productivity of instructional faculty members,
  expressed in terms of the number of student
  credit hours taught (a typical course enrollment
  is three credit hours).

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Measure 6 Distance Education (Number and
Percent of Students Enrolled in Distance
Education Courses)

• Technology permits us to expand classroom
  offerings via remote sites using
  videoconferencing, cable television, the
  Internet, or other means. Distance learning has
  the potential to increase our visibility and
  effectiveness by reaching previously untapped and
  underserved audiences in Pennsylvania and
  elsewhere.

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Measure 7 PRAXIS Aggregate Pass Rate

• Producing excellent teachers has always been a
  hallmark of Kutztown University. Before graduates
  can teach, however, they must be certified a
  process that requires them to pass a battery of
  examinations.

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Measure 8 Internships (Number and Percent of
Students Enrolled in Internship Courses)

• Although classroom instruction is still the
  principal component of every academic program,
  more students are electing to enhance their
  educational experience by participating in one or
  more internships.

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Measure 9 New Community College Transfers
(Number and Percent)

• As part of the State System, we are committed to
  ensuring access to four-year higher education for
  all students, and partner within the community
  college sector to encourage continued education
  beyond the associate degree. The implementation
  of the Academic Passport has facilitated the
  transfer of students credits from Pennsylvania
  community colleges to Kutztown University.

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Measure 10 Diversity of Entering Class (Number
and Percent of New Black or Hispanic Students)

• One of our missions is to provide quality
  educational opportunities to qualified citizens
  of the Commonwealth. This measure evaluates the
  effectiveness of our efforts to recruit students
  of color.

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Measure 11 Enrollment Diversity (Number and
Percent of Students who are Black or Hispanic)

• A measure of Kutztown Universitys success is the
  continued education of its diverse student body.
  Enrollment diversity contributes to the
  intellectual and cultural environment of our
  university.

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Measure 12 Employee Diversity (Number and
Percent of Female and Minority Employees within
the Executive, Professional, and Faculty
Workforce)

• Diversity is an indicator of excellence in the
  Accountability Matrix. Kutztown University
  strives to foster citizenship, social
  responsibility and diversity. Employee diversity
  contributes to the intellectual and cultural
  environment of our campus and helps to ensure our
  students are well prepared to work and live in a
  culturally diverse society.

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Measure 12 Employee Diversity (Number and
Percent of Female and Minority Employees within
the Executive, Professional, and Faculty
Workforce)

• Diversity is an indicator of excellence in the
  Accountability Matrix. Kutztown University
  strives to foster citizenship, social
  responsibility and diversity. Employee diversity
  contributes to the intellectual and cultural
  environment of our campus and helps to ensure our
  students are well prepared to work and live in a
  culturally diverse society.

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Measure 13 Degree Programs with Few Graduates
(Number and Percent of Undergraduate Programs
with Fewer than 13 Graduates)

• Kutztown University offers a full array of
  academic programs to meet the needs of students
  and accrediting standards. To ensure the
  efficient use of resources and the effectiveness
  of our educational offerings, we periodically
  evaluate the demand for our academic programs.

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Measure 14 Personnel Ratio (Total Personnel
Compensation as a Percent of Total Expenditures
and Transfers)

• Employee compensation comprises more than 70 of
  Kutztown Universitys budget. It is important to
  keep personnel costs under control to the
  greatest extent possible so we have sufficient
  funding available to support all of our other
  necessary expenses, including those required to
  enhance academic programs, provide vital student
  services, purchase equipment and build and
  renovate facilities.

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Measure 15 Private Support (Rate of Change of
Private Funds Raised Less Three Largest Donor
Totals and Endowment - Rate of Change in Market
Value)

• Historically, PASSHE universities received their
  revenue from state appropriations and tuition.
  However, state appropriations have been reduced
  to about 38 of Educational and General revenue,
  compared to 50 in 1992-93. Private giving and
  endowments have become increasingly important
  revenue streams.

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Measure 16 Instructional Cost (Costs per
Full-Time Equivalent Student)

• Kutztown University has a responsibility to be a
  good steward of public resources. We must make
  every effort to maintain the affordability of a
  quality education. One indicator of this
  stewardship is how efficiently we keep our
  instructional costs low.

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Measure 17 Faculty Terminal Degrees (Number
and Percent of Full-Time Tenured or Tenure Track
Instructional Faculty with Terminal Degrees)

• One measure of faculty quality is the percentage
  of full-time permanent tenured and tenure track
  teaching faculty with terminal degrees. Hiring
  qualified faculty with terminal degrees shows a
  commitment to quality that is recognized by
  others, including accrediting organizations.