1 Increasing Student Achievement- An Incentive Plan Washington State Board for Community and Technical Colleges Loretta Seppanen, Assistant Director Research and Analysis

34 Colleges with Local Boards 9 Member State Board All Board appointed by Governor All Board appointed by Governor No local tax base No local tax base 78% of expenditures from state allocation 78% of expenditures from state allocation 2

3 State Board Vision Statement Build strong communities, individuals and families, and achieve greater global competitiveness and prosperity for the state and its economy by raising the knowledge and skills of the state’s residents Build strong communities, individuals and families, and achieve greater global competitiveness and prosperity for the state and its economy by raising the knowledge and skills of the state’s residents SBCTC System Direction

4 Planning began in 2006 Planning began in 2006 Goal: Incentive system that rewards colleges for improvements in student achievement Goal: Incentive system that rewards colleges for improvements in student achievement Small % of total funding for performance – range of 2-5% Small % of total funding for performance – range of 2-5% Reward goes to the base – stays with the college permanently Reward goes to the base – stays with the college permanently ent.aspx ent.aspx Student Achievement Initiative

5 Principles: Cover all mission areas, reflect diverse communities served by colleges Cover all mission areas, reflect diverse communities served by colleges Long term aim – more students reach at least the “tipping point” (at least 1 year of college- level work & certificate) Long term aim – more students reach at least the “tipping point” (at least 1 year of college- level work & certificate) Keep it simple measures - reliable and valid Keep it simple measures - reliable and valid Colleges can influence achievement points Colleges can influence achievement points Use measures data to increase understanding of where students are blocked and promising practices to help students over the hurdles Use measures data to increase understanding of where students are blocked and promising practices to help students over the hurdles Student Achievement Initiative

6 Achievement Measures Research based Research based National literature review National literature review Partnership with Columbia University Community College Research Center Partnership with Columbia University Community College Research Center Based on academic momentum concept – complete remedial builds to 15 credits, 30 credits, college math, completion transfer Based on academic momentum concept – complete remedial builds to 15 credits, 30 credits, college math, completion transfer

7 Achievement Measures 1) Achievement points that build towards college-level skills 1) Achievement points that build towards college-level skills Significant adult literacy or English language proficiency test score gains (Adults Basic Education and English as Second Language) Significant adult literacy or English language proficiency test score gains (Adults Basic Education and English as Second Language) Earning GED or high school diploma Earning GED or high school diploma Passing pre-college writing or math courses (up to 4 levels of remedial course work – must pass at level that permits entry to higher level) Passing pre-college writing or math courses (up to 4 levels of remedial course work – must pass at level that permits entry to higher level)

8 Achievement Measures 2) Achievement points that build to Tipping Point and beyond 2) Achievement points that build to Tipping Point and beyond Earning first 15 college level quarter credits Earning first 15 college level quarter credits Earning first 30 college level quarter credits Earning first 30 college level quarter credits 3) Earning college level credits in math 3) Earning college level credits in math

9 Achievement Measures 4) Completions 4) Completions Certificates Certificates Associate degrees Associate degrees Apprenticeship training Apprenticeship training Note: post-college status (transfer, employment) not part of the system Note: post-college status (transfer, employment) not part of the system Most transfers complete the associate degree first Most transfers complete the associate degree first Credentials, not just job preparation course work, critical for tipping point Credentials, not just job preparation course work, critical for tipping point

Incentive Funding Colleges compete against themselves – past performance – not against others Colleges compete against themselves – past performance – not against others Stable, predictable and cumulative funding – goes to the base Stable, predictable and cumulative funding – goes to the base New funds provide the greatest incentive (due to budget constraints in Washington, only a portion of first reward funds represent new $) New funds provide the greatest incentive (due to budget constraints in Washington, only a portion of first reward funds represent new $) Year to year growth measured (adjusted for cases of declining enrollment) Year to year growth measured (adjusted for cases of declining enrollment) 10

11 Achievement Point Growth

12 First Reward October 2009 Learning year, $52,000 funding per college up front funding Learning year, $52,000 funding per college up front funding First performance year, First performance year, First rewards, October 2009 First rewards, October 2009 $1.8 million, 0.2% of total funding $1.8 million, 0.2% of total funding $31 per point, average of $40,000 $31 per point, average of $40,000 Range -$5,000 to $170,000 Range -$5,000 to $170,000 Part of biennial budget request Part of biennial budget request