Washington State Student Achievement Initiative Policy Study: Final Report

Autor/inn/en	Jenkins, Davis; Wachen, John; Moore, Colleen; Shulock, Nancy
Institution	Columbia University, Community College Research Center
Titel	Washington State Student Achievement Initiative Policy Study: Final Report
Quelle	(2012), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Incentives; Technical Institutes; Community Colleges; Rewards; Two Year College Students; Student Improvement; Financial Support; Educational Finance; Evidence; Cooperation; Cohort Analysis; Correlation; Longitudinal Studies; Achievement Gains; College Readiness; College Credits; School Policy; Institutional Characteristics; Student Characteristics; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Anreiz; Technische Fakultät; Community college; Community College; Reward; Belohnung; Finanzielle Förderung; Bildungsfonds; Evidenz; Co-operation; Kooperation; Kohortenanalyse; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement gain; Leistungssteigerung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Schulpolitik
Abstract	In 2007, the Washington State Board for Community and Technical Colleges launched a performance funding policy called the Student Achievement Initiative (SAI) both to improve public accountability by more accurately describing what students achieve from enrolling in community colleges and to provide incentives to colleges through financial rewards for increasing student success. Based on a three-year evaluation that included both a quantitative analysis of "achievement point" accumulation by colleges and qualitative fieldwork, this report assesses how and to what extent the SAI model of performance funding has encouraged two-year public colleges in the state to take steps to improve student achievement. We find that the SAI's intermediate milestone framework is viewed as helpful in focusing collective efforts on student progression and in publicly accounting for college performance. The funding mechanism has proved problematic and unpopular, as SAI funding has come from reallocated base funds rather than as additional funds as originally intended. (Contains 4 figures, 1 table, 9 boxes, and 5 footnotes.) (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10