SCHEV Special Council Meeting:
The Virginia Plan for Higher Education Update
April 12, 2017 11:00am-4:00pm
Owens and Minor
9120 Lockwood Blvd.
Mechanicsville, VA
11:00 - 11:15
Welcome and overview of the day: Council Chair Gil Minor and Council
Director Peter Blake
11:15 - Noon
State Board of Education and Virginia Department of Education
overview: Superintendent Dr. Steven Staples and State Board of
Education President Dr. Billy Cannaday
Noon - 12:15
Lunch
12:15 - 2:00
Discussion: Council members and guests
Background documents:
• Review of existing efforts/resources (page 1)
• PK-12 initiatives in 2015-16 six-year plans (page 11)
2:00 – 2:15
Break
2:15 - 3:45
Initiative Updates: Council members and staff
Background documents:
• Pathways Initiative #1 (page 17)
• Funding Initiative #2 (page 19)
• Efficiencies Initiative #3 (page 31)
• Quality Initiative #4 (page 32)
• Communications Initiative #5 (page 39)
• Research Initiative #6 (page 40)
3:45– 4:00
Next steps: Gil Minor and Peter Blake
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
Review of Existing Efforts/Resources
Special Council Meeting
April 12, 2017
1
Overview
• Efforts in other states
• Types of postsecondary activities or services
currently offered
• Shared resources/activities between K-12
and higher education
• Data and qualitative analysis
2
1
Efforts in Other States
Activities
Statewide in Virginia?
Shared goal attainment
Partially. Statewide postsecondary attainment
goal but not starting at secondary level
State-based website for
students to learn about
postsecondary education
Partially. VAWizard.org, schev.edu and I-amthe-one.com (SCHEV adminstered) offers
information for students but still fragmented
Campaigns for students to
go to college
No. 1-2-3 Go to College! for schools at highest
risk, college access provider initiatives by high
school
Free or low cost college
opportunities
No. Specific options are college or regionallybased
Note: Less information available on the effectiveness of these programs/initiatives
3
Types of Postsecondary Activities or Services
By entity leading the service/activity
Middle/High School
College Access Providers Postsecondary Education
(college or nonprofit led)
•
•
•
•
•
•
•
Profile of a High
School Graduate
Academic and career
plans
Career planning and
financial literacy
courses
Counseling
Software to support
career planning
IB/AP coursework
Industry certifications
•
•
•
•
•
Coaching (college
advising corps,
high school
coaches)
Test preparation
Parent outreach
Awareness
activities/events
Financial aid
assistance
•
•
•
•
•
•
Pathway programs
(scholarship
programs, early
college credit, etc
Summer Camps
Bridge programs
Dual enrollment
Faculty in-residence
Teacher/counselor
preparation &
professional
development
4
2
Shared Resources/Activities/Networks
• Virginia Longitudinal Data System (VLDS)
(vlds.org)
• Virginia Wizard (vawizard.org)
• Taskforce on High School to Postsecondary
Transitions
• Roundtable on College Access
• VDOE and SCHEV staff participation in common
activities (curriculum review, roundtable and
taskforce, conferences, grant reviews)
5
Data and Qualitative Analysis
• Data analysis of postsecondary enrollment
data of recent high school graduates
• Results of study commissioned by SCHEV,
conducted by VCU's Metropolitan Education
Research Consortium (MERC)
6
3
Number of High School Graduates
75,185
77,039
78,806
80,047
80,586
81,314
80,763
80,027
2008
2009
2010
2011
2012
2013
2014
2015
7
Percentage of VA HS Graduates Going to College
By Student demographics
All
Female
Male
White
Black
Hispanic
Asian
2 or More Race
Economically Disadvantaged
Limited English Proficient
Students w/ Disabilities
72
77
67
74
66
65
86
73
59
65
52
Source/notes: Virginia Department of Education data based on the number of Virginia public high school graduates from 2014
that enrolled in any college within 16 months of completion.
8
4
Where do VA HS Graduates Go to College?
By Student Demographics
4-year public 4-year private 2-year
45%
15%
40%
46%
15%
39%
45%
14%
41%
48%
15%
37%
36%
19%
45%
31%
10%
58%
61%
10%
30%
48%
16%
37%
26%
14%
60%
26%
7%
67%
18% 13%
69%
All students
Female
Male
White
Black
Hispanic
Asian
2 or More
Economically Disadvantaged
Limited English Proficient Students
Students w/ Disabilities
Source/notes: Virginia Department of Education data based on the number of Virginia public high school graduates from 2014
that enrolled in any college within 16 months of completion.
9
HS Graduate College Enrollment
Trends by Gender
Female
All
Male
75
75
74
75
76
72
69
72
71
71
71
68
67
66
67
2008
2009
2010
2011
2012
77
72
66
2013
77
72
67
2014
Source/notes: Virginia Department of Education data based on the number of Virginia public high school graduates from 2014
that enrolled in any college within 16 months of completion.
10
5
HS Graduate College Enrollment
Trends by Race
Asian
82
74
66
White
Black
Hispanic59
2008
81
74
67
81
73
67
81
83
85
86
72
66
73
66
73
66
74
66
59
58
61
61
63
65
2009
2010
2011
2012
2013
2014
Source/notes: Virginia Department of Education data based on the number of Virginia public high school graduates from 2014
that enrolled in any college within 16 months of completion.
11
HS Graduate College Enrollment
Trends by Other Characteristics
63
Economically
Disadvantaged 58
Limited English
Proficient
61
59
58
57
57
53
58
58
52
60
58
54
63
58
53
65
59
52
Students w/
Disabilities
2008
2009
2010
2011
2012
2013
2014
Source/notes: Virginia Department of Education data based on the number of Virginia public high school graduates from 2014
that enrolled in any college within 16 months of completion.
12
6
HS Graduate Enrollment in Developmental Education
26%
23%
25%
24%
22%
21%
20%
19%
18%
2005-06
26%
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
18%
2015-16
Source: http://research.schev.edu/enrollment/R3_Trends.asp
13
Results of College Access Study
• Study commissioned by SCHEV, conducted by VCU's
Metropolitan Education Research Consortium
• Update to the 2009 "Statewide Examination of College Access
Services and Resources in Virginia”
• Documents the need for postsecondary access resources in
Virginia and the services provided by existing postsecondary
access organizations
• VDOE school performance data used to identify high risk
schools
• 97 organizations and 211 access advisors/coaches responded
to a survey about existing access services and service areas
14
7
15
16
8
Recommendations from the study
• Expand support for early awareness and
aspirations
• Continue efforts to involve parents
• Expand support for SAT/ACT test preparation
• Expand communication and cooperation between
access providers and other institutions or
organizations to help address service gaps and
challenges
18
9
Recommendations from the study
• Expand communication within the
postsecondary access community
• Expand the use of data to inform program
development and resource allocation
• Conduct further research tailored to specific
questions
19
Potential Items for Council Discussion
• Creation of shared goals/measures
• Development of webpage/campaign for
students/parents
• Support of targeted resources to high need schools
• Shared communications between education systems
through workgroups/networks
• Facilitation of regional dialogue
• Engagement of business community/other partners
20
10
VIRGINIA PUBLIC COLLEGES AND UNIVERSITIES:
INITIATIVES INVOLVING PK-12 STUDENTS/TEACHERS/ADMINISTRATORS
(Most Information Derived from 2015/2016 Six Year-Plans)
Most of the following initiatives involving PK-12 students, teachers, and/or
administrators were included in the 2015/2016 Six-Year Plans. Some other initiatives,
such as those funded by the Affordable Pathways Partnership Grants, are also
included.
This list is not comprehensive, but provides examples of activities by
institutions. In addition, some initiatives may not have started due to budget cuts and
others may have started that were not included in the plans.
Christopher Newport University
Torggler Summer Vocal Institute: A summer residential program in the vocal arts that
offers study and performance experience for forty students from high schools, colleges
and universities across the state.
STEM-Related Activities: Events that expose middle and high school students to the
campus and reinforce the strength of the science programs to the broader academic
and scientific communities. Events include science fairs, Engineering Day, STEM
Community Day, and regional robotics competitions.
The College of William and Mary
Design Thinking for K-12 Educators and School Leaders in a Distributed On-Line
Connected Course:
The purpose of this initiative is to provide professional
development in innovative thinking and problem solving to K-12 educators and school
leaders.
George Mason University
Pathway to the Baccalaureate (not in six-year plan): Pathway to the Baccalaureate is
a consortium of 10 educational institutions in Northern Virginia -- K-12 public school
systems, Northern Virginia Community College (NOVA) and George Mason University –
who have joined forces to provide a seamless web of support to selected students as
they pursue a four-year college degree, beginning with the transition from high school,
through NOVA, to George Mason or another university.
James Madison University
Pipeline for Virginia K-12 Students: JMU plans on promoting student competitions
and collaborations that grow the culture, expand the interest and extend the recruitment
value of JMU as the national model for the engaged university.
11
Longwood University
Early Childhood Education: Longwood’s Early Childhood Initiative (ECI) commenced
its work with the start of a free one-day program to build up skills and expertise of
community childcare providers.
Norfolk State University
Outreach Efforts: Over 3,000 students participated in outreach activities such as the
ACCESS College Foundation Program, Summer School Success Program, Girls STEM
Camp, the Tidewater Gardens After School Program, CSET NSU-STEP Program, Bite
of Science Event, Staying Healthy Workshop, Water Safety Day and Tech Savvy
(STEM Career Conference for Girls).
Old Dominion University
Affordable Pathways Partnership Grant (not in six-year plan):
Old Dominion
University is partnering with Kempsville High School and Tidewater Community
College to establish a program that will offer students a path from the high school’s
Entrepreneurship and Business Academy, through enrollment in TCC’s business and
entrepreneurship program, to ODU’s leadership major. It will use online and other
resources rather than textbooks to reduce costs to students.
Radford University
Mobile Innovation Learning Lab (MILL) K-12 Consortium: Institutional resources
were used by the development team at the Mobile Innovation Learning Lab (MILL) to
develop an iPad game that uses a systematic, explicit, success-oriented approach to
help young readers master fundamental literacy skills in phonics, phonemic awareness,
and fluency. Peppin’s Bay is viewed as an iPad game template that will enable ingoing
repopulation with various content. Initially, Peppin’s Bay will target the early childhood
literacy market with a game-based word study approach. This approach will also
provide opportunities to target the emerging English Language Learners (ELL) or
English as Second Language (ESL) both nationally and internationally.
Richard Bland College
Dual Enrollment Partner Schools: Richard Bland College (RBC) has an initiative to
increase the number of Dual Enrollment Partner Schools and a goal to convert 30% of
Dual Enrolled students into matriculated students at RBC.
University of Mary Washington
Science Outreach Initiative:
This initiative targets minority, female and firstgeneration high school students. Participating students spend four weeks on campus
12
working on research projects in the natural and physical sciences, mathematics, and
computer science.
University of Virginia
Appalachian Prosperity Project: The University continues to enhance the Southwest
Virginia Economic Development Partnership, the Appalachian Prosperity Project. One
area of focus for the project is K-12 education support which includes professional
development programs for teachers, the Virginia College Advising Corps counselors at
local high schools, and the creation of a community and youth development center.
The University of Virginia’s College at Wise
STEM Early College Academy: This program seeks to smooth the pathway from high
school into challenging STEM majors where entry-level courses often have failure rates
of 30 to 40 percent. The Academy addresses the dearth of rigorous STEM preparatory
course-work in the senior year, by providing college classes on the university’s campus
to high-performing high school seniors.
Science Consortium: The University plans to expand efforts to offer programming to
public high schools students that promotes interest in science related careers and
prepares students for success in STEM fields.
Center for Teaching Excellence: The University continues to work with school
districts to better serve educators’ evolving professional development and state
certification needs.
Virginia Community College System
Dual Enrollment: VCCS colleges and school divisions have worked collaboratively to
create and implement on-ramps for Virginia high school students. Now all Virginia high
school students have the opportunity to complete an associate degree or general
education certificate at the same time they earn their high school diploma. Nearly
28,000 high school students were enrolled in dual enrollment courses in spring 2015
compared to 23,000 in spring 2011.
Encourage College Readiness: The collaboration between the VCCS and K-12
continues to seek methods to promote college readiness. New college readiness
measures using ACT scores were implemented at the VCCS during fall 2014.
Rural Horseshoe Initiative: This initiative is a joint program with the community
colleges’ foundations and the Virginia Foundation for Community College Education. It
aims to (1) double the percent of students in rural Virginia who earn a postsecondary
13
credential and (2) cut in half the percent of rural Virginians who fail to earn a high school
diploma by providing full-time career coaches in rural high schools and providing $1,000
scholarships for use at a community college as an incentive for citizens who did not
finish high school to obtain a GED. The pilot of this program was launched at seven
rural community colleges, where 10 full-time coaches were hired and trained, and more
than 3,000 students were provided with one-on-one services.
Affordable Pathways Partnership Grants: Five community colleges are involved in
the Affordable Pathways Partnership Grants:





Reynolds Early College Academy is a partnership between Reynolds
Community College and Richmond City Public Schools. The academy will give
participating students a chance to earn Associates of Science degrees in social
sciences while in high school.
Tyler Early College Academy, a partnership of John Tyler Community College
with Hopewell City and Petersburg City Public Schools. The grant will be used to
expand the college-level coursework for students attending the academy.
Old Dominion University, Kempsville High School and Tidewater Community
College. The program will offer students a path from the high school’s
Entrepreneurship and Business Academy, through enrollment in TCC’s business
and entrepreneurship program, to ODU’s leadership major. It will use online and
other resources rather than textbooks to reduce costs to students.
Patrick Henry Community College, Henry County and Martinsville City Public
Schools. The program will create an advanced-manufacturing pathway for
advanced technical training.
Piedmont Virginia Community College and Charlottesville Albemarle
Technical Education Center. The program will establish options to earn both high
school and college credit in healthcare, hospitality and cybersecurity.
Virginia Commonwealth University
Richmond Public Schools Partnership (not in six-year plan): The VCU Health
Sciences Academy has been established in partnership with two Richmond Public High
Schools, John Marshall High School and Richmond Community High School. The
Academy offers a health sciences exploration course, interactive lectures from health
care workers, a mentoring program with VCU undergraduates, and field trips to Monroe
Park and VCU Health campuses.
Virginia Institute of Marine Science
GK-12 PERFECT (Partnership between Educators and Researchers for Enhancing
Classroom Teaching): This program is with the region’s middle and high schools
14
divisions, including schools in areas with traditionally underserved populations. The
program has brought marine and environmental science to over 7,500 middle and high
school students in Tidewater Virginia, while growing the professional expertise of 16
teachers and 50 Graduate Teaching Fellows.
Outreach Programs: In calendar year 2015, the Institute offered a total of 348
outreach programs reaching more than 21,500 citizens. These programs were in the
form of campus tours, after hours lecture series, discovery labs, summer camps for
children in grades 1-8, workshops, training programs and more.
Virginia Military Institute
STEM Conference Series: VMI’s Center for Leadership and Ethics (CLE) developed a
series of annual conferences to address STEM education issues. The CLE conference
series is a public-private partnership. The mission of the VMI STEM conference series
is to gather leaders in STEM education across stakeholder boundaries to discuss
strategies, priorities, and resources that will support student success, understanding
and accomplishment in science, technology, engineering and mathematics.
Virginia State University
AgDiscovery Summer Enrichment Program: The Agricultural Research Station
hosts the AgDiscovery Summer Enrichment Program. AgDiscovery is a USDA-APHISfunded program for teens who are interested in agriculture and related sciences, and
VSU is one of seventeen universities across the U.S. to host an AgDiscovery program.
VSU’s AgDiscovery program focuses on the animal, veterinary and food sciences. In
2015, 40 teens, ages 14 to 17, applied for the 16 slots in the program. The participants
came from Virginia (7), North Carolina (4), Florida (2), Maryland (2) and Arizona (1).
The group worked closely with VSU faculty and staff both on campus and at Randolph
Farm, participating in hands-on activities with the Aquaculture, Small Ruminant, and
Food Science researchers. They took field trips to such varied destinations as
consolidated labs, a zoo, a dairy farm, and food processing plants, all the while meeting
and working with professionals from a variety of fields related to animal care, veterinary
science and food science. During their time at VSU, the AgDiscovery participants
experienced a taste of college life through living in the dorms on campus and dining in
Gateway Dining Hall.
Agriculture Summer Enrichment Program: This program is designed to introduce
high school students to agriculture as a field of study. Twenty students participated in
the first year of the program in 2015. The program runs as a residential camp, allowing
students to fully experience VSU life on campus. As a result of this camp being hosting
during the past two summers, three students enrolled at VSU and are majoring in
agriculture.
15
The Hospitality Management Bridge Summer Program: This program is designed
as a one-week residential camp to provide an overview of the hospitality management
and travel and tourism industry. The student participants tour many aspects of the
industry, including culinary and restaurant management, and hotel management.
Virginia Tech
K-12 Pipeline Opportunities for Underserved Virginia Residents: The University
will expand upon existing outreach programs to provide a comprehensive K-12 Pipeline
Program that will offer educational opportunities to students. The newly developed K-12
Pipeline Initiative is a two-pronged approach that will 1) enhance outreach to
underserved Virginians while students are in the K-12 system and 2) expand student
financial aid to increase access to Virginia Tech.
Cyber-Security Test Range: Virginia Tech is developing the cyber-security test range
for use by high school students throughout the state to develop the next generation of
cyber-ready professionals.
16
The Virginia Plan for Higher Education Initiative Updates: April 2017
In December 2016, the Council affirmed that it should continue its focus on the
six initiatives from the prior year in the areas of pathways, funding, efficiencies,
quality, communications and research.
The following is a brief overview of the initiatives along with planned activities for
2017.
Pathways Initiative #1
Coordinate the development and implementation of programs that align
resources from PK12, colleges, universities and other public sources to ensure
affordable, efficient and effective pathways for students in all parts of the state.
Transfer and Dual Enrollment Pathways:
 During the 2015-16 academic year, SCHEV staff worked with the State
Committee on Transfer (SCT) and the Instructional Programs Advisory
Committee (IPAC) to update the State Policy on College Transfer. The
Policy update clarifies institutional responsibilities and incorporates new
components. For 2016-17 staff is concentrating on implementation of the
Policy through a web- and survey-based review of institutional policies.
 At the request of the Secretary of Education, SCHEV staff has been
working with institutions—public and private—to recommend new dual
enrollment policies intended to promote enhanced quality and
transferability of dual enrollment courses taken as part of students’ high
school curriculum. A draft policy on dual enrollment, developed in
consultation with the Council’s Academic Affairs Committee and the Dual
Enrollment Working Group, is included on the following page.
 Much of the work on dual enrollment will be applicable to SCHEV’s
responsibilities in implementing two bills passed by the 2017 General
Assembly: HB1662 (Dual Enrollment) and SB1234 (Passport Credit). The
bulk of the work on dual enrollment will be completed during the 2017-18
academic year. The Passport Credit legislation calls for final
implementation in the 2020-21 academic year.
PK-12 Partnership Development
 SCHEV staff formed a taskforce of representatives from high schools and
school divisions, college access associations, Virginia 529 and higher
education institutions. The taskforce will identify short-and long-term
strategies to improve high school to postsecondary transitions. Associated
funding and policy recommendations would be included in SCHEV 2017
budget recommendations.
 SCHEV awarded five grants for affordable pathways programs between
high schools and institutions of higher education. Later this year, staff will
evaluate the progress of the programs and report to Council, the Governor
and the General Assembly on that progress.
17
Draft Dual Enrollment State Policy Recommendations
I. Purposes of Dual Enrollment
Dual Enrollment courses are first and foremost college courses. Dual enrollment
affords qualified high school students in the Commonwealth the opportunity to
enroll in college-level coursework while concurrently satisfying high school
graduation requirements. Dual enrollment programs have many potential
benefits for students, depending on their talents, intentions, and the particular
postsecondary path they intend to pursue. These include improving the student’s
ability to complete postsecondary programs efficiently, enriching educational
opportunities, and preparing for future employment. To support the achievement
of these goals, dual enrollment courses should:




Provide access to postsecondary education and pathways to the workforce
for qualified high school students from all backgrounds.
Expose students to rigorous coursework that familiarizes them with the
academic and behavioral expectations of colleges and universities.
Contribute to enhanced student success and quality outcomes in
postsecondary education.
Afford the opportunity to reduce time to completion and cost in postsecondary education.
It is the responsibility of all Virginia higher education institutions offering dual
enrollment in public high schools, on-campus academies, and early colleges to
collaborate with school districts to ensure the Commonwealth’s dual enrollment
programs fulfill the aims articulated above.
II. Principles of Transferability
1. Institutions admitting and enrolling students who have taken dual enrollment
transfer courses in high school shall credit such courses to the same extent
they would be credited if taken on the campus of the offering institution.
2. Dual-enrollment general education courses, to the maximum extent possible,
should be acceptable toward the satisfaction of lower division general
education requirements at four-year institutions.
3. Institutions should maintain rigorous transparency about how postsecondary
credentials (certificates and associate degrees) earned through dual
enrollment will be treated relative to admissions, guaranteed admission
agreements and post-admission student standing.
4. Dual enrollment career technical education courses are not intended for
transfer, and should be clearly presented as such.
5. Schools should not alter grades granted for student performance in dual
enrollment courses, i.e., the high school transcript should show the same
grade as the college transcript for a given course.
18
Funding Initiative #2
Seek legislative changes that support stable and sustainable public funding for higher
education, such as a constitutional amendment, a dedicated funding source, and a
revenue stabilization fund.
Constitutional amendment
 Last year, the State Higher Education Executive Officers (SHEEO) surveyed
states on constitutional provisions in other states. SCHEV staff also had access
to some independent research on the subject. The attachment on the following
page includes the responses SCHEV has gathered. It also includes current
rankings among states of state investment per student in higher education.
Targeted funding for institutions by sector
 At the March meeting, Council reviewed a range of options related to stable and
sustainable funding. In addition to wanting to learn more about constitutional
amendments in other states, members ask staff to explore in more detail the
option to provide targeted funding for institutions by sector. Under this approach,
the Governor and the General Assembly would direct limited state general fund
appropriations to selected sectors and institutions based on state priorities and
on an institution’s capacity to generate revenue on its own. For example, to
preserve lower-cost options, the Governor and the General Assembly could
direct more state general fund support to community colleges and simultaneously
authorize institutions to maximize their own revenue-generating capacity. Over
the next several months, SCHEV staff will present options for sector-based
funding, which could become part of the Council’s 2018-2020 budget
recommendations.
19
Attachment: Constitutional Provisions in other states
The following are response to an inquiry of state funding led by SCHEV in partnership
with the State Higher Education Executive Officers Association in 2014. The question
posed and subsequent responses are included below.
Does your state constitution include provisions that describe sufficiency of funding to
maintain a system of public institutions of higher education? If so, what are they?
State
State Response
Alabama
Alabama does not have anything like this in the
state constitution or statute to my knowledge.
2015 SHEEO
Ranking
39th GF per student
8th Tuition per
student
Arizona
Below is Arizona’s constitution language regarding
funding to maintain public institutions. Arizona
constitution (Section 1 of Article XI) specifies that
the public school system consists of everything from
kindergarten through universities. Section 10 of
Article XI is unique in the Arizona Constitution in
terms of addressing funding sources and specifying
funding levels:
19th Total per
student
37th GF per student
20th Tuition per
student
29th Total per
student
“The revenue for the maintenance of the respective
state educational institutions shall be derived from
the investment of the proceeds of the sale, and from
the rental of such lands as have been set aside by
the enabling act approved June 20, 1910, or other
legislative enactment of the United States, for the
use and benefit of the respective state educational
institutions. In addition to such income the
legislature shall make such appropriations, to be
met by taxation, as shall insure the proper
maintenance of all state educational institutions, and
shall make such special appropriations as shall
provide for their development and improvement.”
Arkansas
Our state constitution does not include any
provisions for sufficiency.
15th GF per student
40th Tuition per
student
20
California
Connecticut
Cal Const, Art. XVI, § 8
(a) From all state revenues there shall first be set
apart the moneys to be applied by the State for
support of the public school system and public
institutions of higher education.
None in Connecticut.
46th Total per
student
9th GF per student
50th Tuition per
student
44th Total per
student
5th GF per student
7th Tuition per
student
Florida
Georgia
Hawaii
Idaho
Florida does not have anything in the state
constitution that describes sufficient funding for
higher education, but it does for k-12.
The response for the Board of Regents of University
System of Georgia is that the Georgia Constitution
only indicates that the appropriation to institutions is
in a lump sum to the Board which allocates at its
discretion. No language is found regarding
sufficiency of funding or funding requirements.
Hawaii constitution does not have provisions that
describe sufficiency of funding to maintain a system
of higher education.
Idaho’s constitution does not address funding of
higher education. It establishes the State Board of
Education as the Governing Board of Regents for
the University of Idaho.
3rd Total per
student
30th GF per student
48th Tuition per
student
50th Total per
student
14th GF per student
43rd Tuition per
student
38th Total per
student
3rd GF per student
28th Tuition per
student
4th Total per
student
16th GF per student
45th Tuition per
student
The State of Idaho’s Constitution does not contain a 45th Total per
provision regarding funding for higher education.
student
The only provision regarding school funding reads “it
shall be the duty of the legislature of Idaho, to
21
establish and maintain a general, uniform and
thorough system of public, free common schools,”
which has been interpreted to apply only to K-12.
Iowa
Kansas
No. Neither the Iowa Constitution nor the Iowa Code
guarantees a set level of funding to the State
universities.
Kansas does not have a constitutional provision for
sufficiency of funding for higher education, though it
does for K-12. Below are the relevant Kansas
Constitutional provisions, both found in Article 6.
§ 1. Schools and related institutions and activities.
The legislature shall provide for intellectual,
educational, vocational and scientific improvement
by establishing and maintaining public schools,
educational institutions and related activities which
may be organized and changed in such manner as
may be provided by law.
29th GF per student
11th Tuition per
student
15th Total per
student
15th GF per student
26th Tuition per
student
32nd Total per
student
§ 6. Finance
(a) The legislature may levy a permanent tax for
the use and benefit of state institutions of
higher education and apportion among and
appropriate the same to the several
institutions, which levy, apportionment and
appropriation shall continue until changed by
statute. Further appropriation and other
provision for finance of institutions of higher
education may be made by the legislature.
(b) The legislature shall make suitable provision
for finance of the educational interests of the
state. No tuition shall be charged for
attendance at any public school to pupils
required by law to attend such school, except
such fees or supplemental charges as may
be authorized by law. The legislature may
authorize the state board of regents to
establish tuition, fees and charges at
institutions under its supervision.
(c) No religious sect or sects shall control any
part of the public educational funds.
22
Kentucky
Louisiana
KY does not have any constitutional provisions
pertaining to higher education. We do have statutory
language calling for an adequately funded system of
post-secondary education. We have neither, in fact:
no system and no adequate funding.
Louisiana does not have any provisions that
describe sufficiency of funding for higher education.
23rd GF per student
25th Tuition per
student
27th Total per
student
41st GF per student
42nd Tuition per
student
Main
Massachuse
tts
Me. Const. Art. VIII, Pt. 1, § 1
A general diffusion of the advantages of education
being essential to the preservation of the rights and
liberties of the people; to promote this important
object, the Legislature are authorized, and it shall be
their duty to require, the several towns to make
suitable provision, at their own expense, for the
support and maintenance of public schools; and it
shall further be their duty to encourage and suitably
endow, from time to time, as the circumstances of
the people may authorize, all academies, colleges
and seminaries of learning within the State;
provided, that no donation, grant or endowment
shall at any time be made by the Legislature to any
literary institution now established, or which may
hereafter be established, unless, at the time of
making such endowment, the Legislature of the
State shall have the right to grant any further powers
to alter, limit or restrain any of the powers vested in
any such literary institution, as shall be judged
necessary to promote the best interests thereof.
ALM Constitution Pt. 2, Ch. V, Sec. II
: Wisdom, and knowledge, as well as virtue, diffused
generally among the body of the people, being
necessary for the preservation of their rights and
liberties; and as these depend on spreading the
opportunities and advantages of education in the
various parts of the country, and among the different
orders of the people, it shall be the duty of
legislatures and magistrates, in all future periods of
this commonwealth, to cherish the interests of
49th Total per
student
17th GF per student
10th Tuition per
student
11th Total per
student
12th GF per student
27th Tuition per
student
17th Total per
student
23
Michigan
Mississippi
Minnesota
literature and the sciences, and all seminaries of
them; especially the university at Cambridge, public
schools and grammar schools in the towns; to
encourage private societies and public institutions,
rewards and immunities, for the promotion of
agriculture, arts, sciences, commerce, trades,
manufactures, and a natural history of the country;
to countenance and inculcate the principles of
humanity and general benevolence, public and
private charity, industry and frugality, honesty and
punctuality in their dealings; sincerity, good humor,
and all social affections, and generous sentiments
among the people.
MCLS Const. Art. VIII, § 4
The legislature shall appropriate moneys to maintain
the University of Michigan, Michigan State
University, Wayne State University, Eastern
Michigan University, Michigan College of Science
and Technology, Central Michigan University,
Northern Michigan University, Western Michigan
University, Ferris Institute, Grand Valley State
College, by whatever names such institutions may
hereafter be known, and other institutions of higher
education established by law. The legislature shall
be given an annual accounting of all income and
expenditures by each of these educational
institutions. Formal sessions of governing boards of
such institutions shall be open to the public.
Miss. Const. Ann. Art. 8, § 213
The State having received and appropriated the
land donated to it for the support of agricultural and
mechanical colleges by the United States, and
having, in furtherance of the beneficent design of
Congress in granting said land, established the
Agricultural and Mechanical College of Mississippi
and the Alcorn Agricultural and Mechanical College,
it is the duty of the State to sacredly carry out the
conditions of the Act of Congress upon the subject,
approved July 2, A.D. 1862, and the Legislature
shall preserve intact the endowments to and support
said colleges.
No constitutional provision.
Minnesota does have a funding policy of attempting
to provide at least 67 percent of the cost of
education (Funding Policy, Minnesota Statutes,
36th GF per student
3rd Tuition per
student
6th Total per
student
31st GF per student
36th Tuition per
student
42nd Total per
student
27th GF per student
16th Tuition per
student
24
Missouri
Nebraska
Section 135A.01, 2007). Neither the state
constitution nor legislative statue or law outlines
minimum funding level necessary to sufficiently
maintain the public higher education system in
Minnesota.
18th Total per
student
Mo. Const. Art. IX, § 9(b)
The general assembly shall adequately maintain the
state university and such other educational
institutions as it may deem necessary.
26th GF per student
Nebraska has no such constitutional provisions.
31st Tuition per
student
36th Total per
student
7th GF per student
32nd Tuition per
student
Nevada
New Jersey
Nevada Constitution (Article 11, Section 6) does
address funding by legislative appropriation, but
does not describe sufficiency or otherwise
determine levels.
1. In addition to other means provided for the
support and maintenance of said university and
common schools, the legislature shall provide for
their support and maintenance by direct legislative
appropriation from the general fund, upon the
presentation of budgets in the manner required by
law.
NJ does not have such provisions in its constitution.
16th Total per
student
24th GF per student
46th Tuition per
student
48th Total per
student
20th GF per student
6th Tuition per
student
New
Hampshire
There is no constitutional obligation to fund public
higher education at any level in New
Hampshire. Interestingly, there is a provision in the
constitution to “adequately” fund grades 1-12, and
the definition of what constitutes “adequate” has
been the source of numerous law suits.
8th Total per
student
50th GF per student
4th Tuition per
student
21st Total per
student
25
North
Carolina
Article IX of the North Carolina Constitution contains
two sections that are responsive to this
inquiry. Section 8 obligates the North Carolina
legislature to “maintain a public system of higher
education, comprising The University of North
Carolina,” and such other institutions of higher
education that the legislature may deem
wise. Section 9 provides that the “benefits of The
University of North Carolina,” and such other public
higher education institutions shall be extended to
the people of North Carolina “free of expense” as far
as practicable. These two sections can be seen as
relating to sufficiency of funding, given the power
and authority vested in the legislature to establish
the State budget and appropriate funds, combined
with the responsibility to see to the “maintenance
and management” of the University of North
Carolina.
8th GF per student
44th Tuition per
student
30th Total per
student
Sec. 8. Higher education.
The General Assembly shall maintain a public
system of higher education, comprising The
University of North Carolina and such other
institutions of higher education as the General
Assembly may deem wise. The General Assembly
shall provide for the selection of trustees of The
University of North Carolina and of the other
institutions of higher education, in whom shall be
vested all the privileges, rights, franchises, and
endowments heretofore granted to or conferred
upon the trustees of these institutions. The General
Assembly may enact laws necessary and expedient
for the maintenance and management of The
University of North Carolina and the other public
institutions of higher education.
Sec. 9. Benefits of public institutions of higher
education.
The General Assembly shall provide that the
benefits of The University of North Carolina and
other public institutions of higher education, as far
as practicable, be extended to the people of the
State free of expense.
http://www.ncga.state.nc.us/Legislation/constitution/
article9.html
26
North
Dakota
From ND. With regard to funding, the state
constitution states:
It shall be the duty of the heads of the several state
institutions hereinbefore mentioned, to submit the
budget requests for the biennial appropriations for
said institutions to said state board of higher
education; and said state board of higher education
shall consider said budgets and shall revise the
same as in its judgment shall be for the best
interests of the educational system of the state;
and thereafter the state board of higher education
shall prepare and present to the state budget board
and to the legislature a single unified budget
covering the needs of all the institutions under its
control. "Said budget shall be prepared and
presented by the board of administration until the
state board of higher education organizes as
provided in subsection 6a." The appropriations for
all of said institutions shall be contained in one
legislative measure. The budgets and appropriation
measures for the agricultural experiment stations
and their
substations and the extension division of the North
Dakota state university of agriculture and applied
science may be separate from those of state
educational institutions.
Ohio
Pennsylvani
a
Ohio does not have a provision in its budget
regarding the sufficiency of funding for higher
education.
No for Pennsylvania.
12th GF per student
27th Tuition per
student
17th Total per
student
38th GF per student
15th Tuition per
student
22nd Total per
student
47th GF per student
5th Tuition per
student
Tennessee
Tenn. Const. Art. XI, § 12
The State of Tennessee recognizes the inherent
value of education and encourages its support. The
14th Total per
student
22th GF per student
30th Tuition per
27
Texas
Washington
General Assembly shall provide for the
maintenance, support and eligibility standards of a
system of free public schools. The General
Assembly may establish and support such
postsecondary educational institutions, including
public institutions of higher learning, as it
determines.
student
Tex. Const. Art. VII, § 17
(a) In the fiscal year beginning September 1, 1985,
and each fiscal year thereafter, there is hereby
appropriated out of the first money coming into the
state treasury not otherwise appropriated by the
constitution $ 100 million to be used by eligible
agencies and institutions of higher education for the
purpose of acquiring land either with or without
permanent improvements, constructing and
equipping buildings or other permanent
improvements, major repair or rehabilitation of
buildings or other permanent improvements,
acquisition of capital equipment, library books and
library materials, and paying for acquiring,
constructing, or equipping or for major repair or
rehabilitation of buildings, facilities, other permanent
improvements, or capital equipment used jointly for
educational and general activities and for auxiliary
enterprises to the extent of their use for educational
and general activities. For the five-year period that
begins on September 1, 2000, and for each fiveyear period that begins after that period, the
legislature, during a regular session that is nearest,
but preceding, a five-year period, may by two-thirds
vote of the membership of each house increase the
amount of the constitutional appropriation for the
five-year period but may not adjust the appropriation
in such a way as to impair any obligation created by
the issuance of bonds or notes in accordance with
this section.
18th GF per student
Short answer: Washington State’s constitution does
not describe a level of sufficiency or adequacy for
public higher education funding.
28th GF per student
31st Total per
student
41st Tuition per
student
41st Total per
student
34th Tuition per
student
Context: the state constitution has a very strong,
28
some say unique, directive in Article IX that says
that an “amply funded” K-12 system must be the
“paramount duty” of the legislature. Recent state
Supreme Court decisions have held that the
Legislature has failed this constitutional test, and
subsequent to that, failed to make adequate
progress in remedying this situation. Thus, the state
Supreme Court has held the Legislature in contempt
based on article IX.
40th Total per
student
In Washington, there’s no formula funding for higher
education. Institutions (and the Comm./Tech.
college system) receive appropriations in the budget
bill. There’s always discussion about trying to
expand article IX to include higher ed, or arguments
that say that some level of higher education is as
important now as a “common school” education was
when the state Constitution was written, but the
courts have never interpreted it that way, and thus
there’ve been no legal challenges to state funding
cuts in higher education (which were high, in
percentage terms, during the recent
recession). Given the importance of article IX for k12, some still argue that there’s an equivalent, if
lesser, obligation for higher ed (see this recent law
review article: https://www.law.uw.edu/wlr/onlineedition/online-edition/washington-states-mandatethe-constitutional-obligation-to-fund-post-secondaryeducation/), though again this has not been
approved/tested in court.
Wyoming
Wyoming's constitution has a couple provisions:
2nd GF per student
One related to establishment:
49th Tuition per
student
Art. 7, Sec. 1: The legislature shall provide for the
establishment and maintenance of a complete and
7th Total per
uniform system of public instruction, embracing free student
elementary schools of every needed kind and grade,
a university with such technical and professional
departments as the public good may require and the
means of the state allow, and such other institutions
as may be necessary.
and, funding:
29
Art. 7, Sec. 16: The university shall be equally open
to students of both sexes, irrespective of race or
color; and, in order that the instruction furnished
may be as nearly free as possible, any amount in
addition to the income from its grants of lands and
other sources above mentioned, necessary to its
support and maintenance in a condition of full
efficiency shall be raised by taxation or otherwise,
under provisions of the legislature.
30
Efficiencies Initiative #3
Review and recommend potential initiatives for further restructuring and shared services
that enhance institutional and administrative flexibility and improve quality and
efficiency.
Discuss with the Op Six the direction of restructuring and the need for a review to
identify opportunities for simplification and additional efficiencies.
 “Op Six” is the informal name given to state officials identified in the Higher
Education Opportunity Act of 2011 to perform certain functions. Op Six members
include the Secretary of Finance, the Secretary of Education, the Director of the
Department of Planning and Budget, staff directors of the Senate Finance
Committee and the House Appropriates Committee, and the director of SCHEV.
SCHEV staff briefed Op Six members at a March 28 meeting. Members
concurred with the need for such an assessment.
Recommend that further restructuring ideas are solicited from the institutions via the sixyear plans.
 Six-year plans will include instruction for institutions to include this information.
Institutions will submit initial plans by July 1.
Initiate an internal review and discussion of restructuring-related activities that SCHEV
is currently involved with to ensure they are streamlined, informative and value-added.
 This review has begun in consultation with institutions. Initially, it will include a
review of education-related performance measures for Level II institutions.
Recommend additional incentives for institutions to receive to promote further
restructuring and efficiencies.
 Based on feedback from committee members, SCHEV staff will explore
opportunities for institutions to rely more on self-generated revenues (not just
tuition); allowing institutions to be more entrepreneurial; and emphasizing the
institutions’ commitment to serve students with financial need.
 The Finance Advisory Committee workgroup on shared services and efficiencies
is in the process of planning a statewide conference for this fall (now planned for
October 19 at VCU’s Siegel Center) to share innovative and best practices
across the larger higher education community for consideration and adoption.
 SCHEV staff also will work closely with the Joint Subcommittee on the Future
Competitiveness of Virginia Higher Education as it undertakes a review of
institutional autonomy and flexibility.
31
Quality Initiative #4
Collaborate with institutions to measure the quality of undergraduate education,
including civic engagement of graduates and relevance to demand occupations across
regions of the state.
Policy on measuring quality
 Through the 2016-17 academic year staff members have been working with
institutions through the Task Force on Quality and Assessment to develop a new
policy and process to measure quality in key subjects/competencies, with an
emphasis on improvement. The Academic Affairs Committee received a briefing
(including institutional representatives) at its January meeting. Staff will continue
working with the Task Force and IPAC though the spring and summer, with
completion anticipated in time for action at Council’s July meeting. A copy of the
draft policy begins on the following page.
Statewide meeting on civic engagement
 In conjunction with the College of William and Mary (CWM), SCHEV staff is
coordinating a state meeting on civic engagement, to take place on June 9 at
CWM. The purpose of the meeting is to share best practices and help
institutions build capacity in defining and measuring civic engagement.
Supply/demand dashboard
 In partnership with the Secretary of Commerce and Trade’s office, SCHEV
supplied degree and wage data to be used in a supply demand dashboard for the
Commonwealth. The dashboard is intended to identify areas of high demand by
degree type and major occupational groupings. Additional discussions will occur
in the spring and summer to identify how these data can be used to support
economic growth.
32
Policy on Student Learning Assessment and Quality in Undergraduate Education
The Code of Virginia § 23.1-203 defines the duty of Council with regard to assessment as
follows:
“[The Council shall…] in cooperation with public institutions of higher education,
develop guidelines for the assessment of student achievement. Each such
institution shall use an approved program that complies with the guidelines of the
Council and is consistent with the institution’s mission and educational objectives in
the development of such assessment. The Council shall report each institution’s
assessment of student achievement in the revisions to the Commonwealth’s
statewide strategic plan for higher education.”
Goal #2 of the Virginia Plan for Higher Education directs SCHEV to “optimize student success
for work and life,” and, specifically, to “strengthen curricular options to ensure that graduates are
prepared with the competencies necessary for employment and civic engagement.” Priority
Initiative #4 for 2016 includes a commitment to “collaborate with institutions to measure the
quality of undergraduate education, including civic engagement of graduates and relevance to
demand occupations across regions of the state.”
This policy identifies critical competencies for student success and establishes guidelines for the
assessment of student achievement in accordance with Goal #2 and Initiative #4 of the Virginia
Plan and in fulfillment of Council’s statutory duty as cited above. The policy is grounded in the
belief that good assessment is a valuable tool that, properly wielded, will improve and enhance
teaching, and facilitate greater levels of student learning.
Glossary
“Assessment” refers to a systematic effort to gather and analyze information in order to make
broader judgments about quality or level of performance. For the purposes of this policy,
assessment will focus primarily on student learning and development.
“Competency” is used primarily as a general term for an area of knowledge or skill. In some
cases, it implies adequate mastery of the given knowledge/skill area.
“Outcomes” are specific and measurable expectations for performance. “Learning outcomes”
refer to expectations about what students will know or be able to do after participating in a given
educational experience.
I.
Aspirational Statement on Quality
A high-quality college education must promote students’ intellectual and personal growth in
ways that equip them to succeed in work and life. Higher education seeks to impart learning that
is broadly relevant, intellectual skills that are rigorous and widely adaptable, and dispositions
and knowledge that contribute to a productive role in one’s personal and social relations. To that
end, a college education in Virginia—regardless of major or specialized field of study—ideally
Last updated: 2/21/2017
33
should emphasize
●
Broad learning about science, society, technology, arts and humanities, human
diversity, and global cultures and interdependence;
●
Intellectual and practical skills that support evidence-based reasoning and
innovation—including analysis, communication, critical and creative thinking, quantitative
fluency, information literacy, and collaborative problem solving;
●
Integrative and adaptive learning, including the demonstrated ability to apply
knowledge, skills, and responsibilities to complex problems and new settings;
●
Personal and social responsibility, including ethical reasoning, civic and democratic
knowledge and engagement, global acumen, and the capacity to work productively with
diverse people and perspectives.1
These four hallmarks of a quality education and their descriptions were taken—and slightly modified—
from the LEAP Employer-Educator Compact, published in 2013 by the Association of American Colleges &
Universities (AAC&U). http://www.aacu.org/sites/default/files/files/LEAP/compact.pdf
1
Last updated: 2/21/2017
34
II.
Principles Guiding Assessment and Quality Assurance
In advancing toward the goals of the Virginia Plan for Higher Education, Council and Virginia
institutions jointly affirm and are guided by the following principles:
III.
●
Student learning is the core mission of higher education.
●
A high-quality education is about more than access and completion. Consistent with the
“Aspirational Statement on Quality” above, undergraduate education must equip
students with the tools and skills they need to succeed in work and in life.
●
The skills and preparation of incoming students vary greatly, as do institutional missions.
Consequently, assessment should focus on outcomes, student learning, and program
improvement rather than on single or common standards for all students and/or
institutions.
●
Students attending Virginia institutions may have different needs based on their personal
histories, identities, and life circumstances. It is essential that institutions pay attention to
educational quality as it pertains to various subgroups to ensure all students—regardless
of their background, identities, or circumstances—receive a high-quality education.
●
Quality enhancement is a shared responsibility, involving institutional leaders, faculty
and staff, students, families, governmental and non-governmental entities, and the
public. True improvement can occur only when all parties focus beyond mere
compliance to engage in a process of genuine quality enhancement.
●
Like all complex processes, institutional assessment processes benefit from periodic
review. Such reviews of the assessment process itself (not simply the results generated
through the process) allow institutions to have confidence that their assessment
strategies and methods in fact provide the information faculty and institutional leaders
need, and also allow institutions to make any necessary adjustments to improve or
ensure the continued effectiveness of their assessment processes.
Parameters for Assessment
This policy focuses on core competencies that are critical to the success of all Virginia
undergraduates, regardless of their field of study or which institution they attend. The Council
recognizes that all Virginia public institutions are required to conduct comprehensive
assessments of their educational programs in order to maintain their accreditation with regional
and specialized accrediting agencies. As accrediting agencies and Council share a goal to
ensure the quality and effectiveness of postsecondary education, institutions are encouraged to
optimize their assessment efforts by integrating assessment activities being done in fulfillment of
each agency’s requirements.
1. Competencies and Outcomes
A. Each institution will assess student achievement in at least six competency areas,
Last updated: 2/21/2017
35
representing several different types of knowledge and/or skills. Four core competencies
will be assessed by all institutions: (1) critical thinking, (2) written communication, (3)
quantitative reasoning, and (4) civic engagement. These areas are described broadly as
follows:
●
Critical thinking – the ability to subject one’s own and others’ ideas, arguments,
assumptions, and evidence to careful and logical scrutiny in order to make an informed
judgment, draw a sound conclusion, or solve a problem.
●
Written communication – the ability to develop and communicate ideas effectively in
writing as appropriate to a given context, purpose, and audience. It includes a variety of
styles, genres, and media, including computer-mediated communications.
●
Quantitative reasoning – the ability to manipulate, analyze, and/or evaluate numbers
and numerical data. It may involve calculation and/or analysis and interpretation of
quantitative information derived from existing databases or systematic observations, and
may be based in a variety of disciplines, not limited to mathematics and the natural and
physical sciences.
●
Civic engagement – an array of knowledge, abilities, values, attitudes, and behaviors
that in combination allow individuals to contribute to the civic life of their communities. It
may include, among other things, exploration of one’s role and responsibilities in society;
knowledge of and ability to engage with political systems and processes; and/or coursebased or extra-curricular efforts to identify and address issues of public or community
concern.
In addition, each 4-year institution and Richard Bland College shall articulate and assess
student achievement in at least two additional competency areas. These areas shall be
selected in accordance with institutional priorities for student learning and development. The
State Board for Community Colleges will determine the additional competency areas for
Virginia Community College System (VCCS) institutions.
Each institution shall articulate one or more goals or outcomes—for example, what students
are expected to know or be able to do—in each competency area, tailoring the broad
definitions provided above if necessary to align more closely with an institution’s mission
and curriculum. Because of the multifaceted nature of civic engagement, the goal(s) for this
competency may address dimensions other than student learning. Expectations may be
articulated in the form of institution-level outcomes (for competencies developed through
general education or across departments) or as program-level outcomes (for competencies
developed primarily through students’ majors or other defined curricular and co-curricular
programs).
2. Assessment Strategies and Methods
In assessing the six competencies, institutions shall employ rigorous strategies that rely
primarily on direct measures (i.e., using actual student work or student performance). These
strategies must produce information that can be used by faculty, staff, and administrators to (1)
Last updated: 2/21/2017
36
substantiate judgments about the degree to which the stated goals and outcomes have been
achieved, and (2) guide changes to enhance teaching and learning. Where possible and to the
extent it is meaningful, institutions should disaggregate data in order to identify possible gaps in
student achievement and address those gaps where they exist. Disaggregated data ideally
should address characteristics used to define underrepresented populations in the Virginia
Plan’s Measures and Targets (non-white; Pell grant recipient; age 25 or older; or from a Virginia
locality with low undergraduate attainment rates), in addition to any other characteristics of
particular interest to the institution.
Assessment of the six competencies may be done at the level of general education, disciplinary
and interdisciplinary majors, curricular and co-curricular programs, or a combination of these,
depending on the needs and priorities of the institution and the particular outcome being
assessed. Assessment strategies may include methods that generate quantitative data,
qualitative data, or both. Indirect methods (such as surveys and student self-reports of
achievement) and logical inferences may be used as a complement to the direct assessments
described above.
IV.
Schedule of Reporting and Review
For the purposes of assessment planning and reporting, community colleges will be treated as
individual entities, each responsible for their own assessment of the four specified competency
areas, as well as the additional two competency areas established by the State Board (as stated
in Section III.1 above).
1. Assessment Plans
Within [time frame TBD] of the adoption of this policy, each 4-year and 2-year institution shall
submit a plan to SCHEV articulating the following:
●
●
●
The specific outcomes it intends to assess;
The assessment strategy and methods to be used for each outcome, including plans for
the disaggregation of data;
The schedule for assessing each outcome and reporting the results. Recognizing that
some assessment strategies and methods require more time than others, institutions
may use their discretion as to the schedule and length of the assessment cycle for each
individual outcome. However, all outcomes must be assessed at least once in a given 6year period.
These plans should be accompanied by a summary of any available assessment results
generated within the last four years related to any of the six competencies. Plans will be
reviewed and approved by SCHEV to ensure appropriate scope and rigor.
2. Assessment Reports
Assessment offers a means for communicating with the public about the quality of Virginia
institutions. Assessment reports, therefore, must be accessible to the public and must clearly
Last updated: 2/21/2017
37
answer the following questions:
(1) What does an institution expect students to learn?
(2) What courses, experiences, or activities allow students to develop their knowledge
and/or abilities in these areas?
(3) How do faculty and staff know whether—and how well—students have learned?
(4) How does the institution use this information to improve students’ educational
experience and enhance future achievement?
(5) Have changes made on the basis of previous assessment findings had the desired
effect?
To that end, institutions shall generate and maintain a publicly available document and/or
website providing answers to these questions in language that can be understood by a general
audience. This document/website may also include other performance metrics or information
that addresses the quality of students’ educational experience (e.g., standardized exam scores,
rates of participation in high-impact practices). The document/website shall be updated annually
to reflect new findings as institutions cycle through their assessments of the six competencies.
SCHEV will provide guidance in the form of templates for the public assessment report.
Assessment reports will be reviewed by SCHEV as they are submitted/posted. Institutions will
be advised of any identified deficiencies and may be required to make revisions or develop a
corrective plan of action.
Last updated: 2/21/2017
38
Communications Initiative #5
Launch a communications strategy to address public knowledge and benefits of higher
education, through Council reports, traditional media, social media and other means.
SCHEV staff members continue to work on communications strategies to three major
audience groups. These groups are identified below along proposed strategies and
activities planned for 2017.
Students and parents
 Issue: Students and parents choose (or do not choose) postsecondary
opportunities based on information that is fragmented, confusing and potentially
inaccurate.
 Goal: Students and parents in Virginia will make smart decisions about options
after high school including training programs, community college and 2- and 4year institutions.
 Strategies: Develop consistent messaging detailing available options, cost, value
and variety of postsecondary institutions and programs in Virginia; align message
across groups that work with students and parents through outreach and training;
initiate direct outreach strategies to students
Business and economic development
 Issue: Higher education information important to businesses and economic
development officials to make business decisions is fragmented across
institutions. In addition, institutions can be difficult to approach for businesses
without the appropriate contacts. This can lead to lost economic-development
opportunities.
 Goal: Businesses and economic-development partners will make decisions
based on accurate, timely and useful information about postsecondary resources
in Virginia. There will be “no one door” for businesses and economic developers
to connect with higher education.
 Strategies: Develop messages that support business and economic development
needs; and align messages of higher education opportunities through
businesses, economic-development partners and business-focused media.
Policymakers
 Issue: Given the complexities of higher education, policymakers do not always
make decisions that are not aligned with Virginia’s higher-education policies and
budget priorities.
 Goal: Policymakers will be better informed of higher education needs to support
decisions that are aligned with Virginia’s higher-education policy and budget
priorities.
 Strategies: Launch a Higher Ed 101 series focused on finance, governance and
restructuring; and increase the awareness among legislators of the SCHEV
weekly digest of news and information and other SCHEV initiatives.
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Research Initiative #6
Promote economic development for the Commonwealth by implementing a long-term
plan that supports recruitment and retention of research faculty, provides matches to
federal and private research grants and enhances commercialization of higher
education research.
Virginia Research Investment Committee
 As lead staff for this committee, SCHEV staff will continue to support the
committee’s efforts, including the development of the Strategic Roadmap, the
issuing of research grants and the support of collaboration efforts within and
among institutions related to research.
 More information is available in the agenda materials for the Ad Hoc Research
Committee.
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