The Student Success Task Force (SB 1143)

Overview Introductions and 1143 Basics Status of 1143 Metrics Performance Based Funding (PBF) Potential Impact of PBF Questions and Discussion

Faculty Members of the Student Success Task Force Manuel Baca, Member, Board of Governors Richard Hansen, DeAnza College David Morse, Long Beach City College Jane Patton, President, ASCCC Cynthia Rico-Bravo, San Diego Mesa College

Senate Bill 1143, Liu Requires the Board of Governors (BoG) to: Adopt a plan for promoting and improving student success… Establish a Student Success Task Force…

Task Force on Student Success: Outcomes (1) Multiple measures and effective programs for assessing student success and completion… (2) Statutory and regulatory barriers to student success and completion. (3) Best practices for promoting student success and completion, including, but not limited to, the acquisition of basic skills. (4) Alternative funding options for providing necessary services to students and promoting best practices for student success and completion.(4) Alternative funding options for providing necessary services to students and promoting best practices for student success and completion.

Task Force on Student Success: Outcomes (5) Alternative funding options instituted in other states for improving student success and completion.(5) Alternative funding options instituted in other states for improving student success and completion. (6) The effective use of technology by community colleges and districts to promote, evaluate, and improve student success and completion.

“Every student identifies meaningful educational and/or career goals and obtains the knowledge and skills necessary to meet those goals.”

Status of the Task Force on Student Success

“Alternative Funding” Change census date Change basis of funding Now – access-based If the goal is to change to a “success” or “completion” based funding model, what metric or metrics should be used?

Metrics Course completion Certificates Degrees Transfer “Progression” –Level 1 > Level 2 –Basic Skills > Transfer

Performance Based Funding

History of Performance-Based Funding Although states such as South Carolina, Tennessee and others in the late 1980s and early 1990s began allocating some of their funds for colleges through new metrics based on performance rather than traditional enrollment-based formulas, the idea did not catch on widely, and was seen as having relatively limited impact in most states that experimented with it.

Why? Use of “crude measures” Funding issues

The Washington Model “momentum points” “.. extra money for students who earn their first 15 and first 30 college credits, earn their first 5 credits of college-level math, pass a pre-college writing or math course, make significant gains in certain basic skills tests, earn a degree or complete a certificate. Colleges also will be rewarded for students who earn a GED through their programs.

The Washington Model “ All of these benchmarks are important accomplishments that help propel students forward on the road of higher education.” What does this statement – and the funding model – presume? A causal connection. Does the Washington model “work”?

Unintended Consequences Do the potential unintended consequences outweigh the intended ones? Will the intended ones happen? What ‘controls’ need to be implemented?

Discussion, Questions, Conclusions