STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA 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
Transcript
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
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
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.
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By Student Demographics
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Where do VA HS Graduates Go to College?
18% 26% 26%
48% 61%
31% 36%
48% 45% 46% 45%
13% 7% 14%
16% 10%
10% 19%
15% 14% 15% 15%
69% 67%
60% 37%
30% 58%
45% 37%
41% 39% 40%
Students w/ Disabilities
Limited English Proficient Students
Economically Disadvantaged
2 or More
Asian
Hispanic
Black
White
Male
Female
All students4-year public 4-year private 2-year
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.
Trends by Gender
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HS Graduate College Enrollment
72 72 71 71 71 72
72
75 75 74 75 76 77 77
69 68 67 66 67 66 67
2008 2009 2010 2011 2012 2013 2014
Female
All
Male
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.
5
Trends by Race
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HS Graduate College Enrollment
74 74 73 72 73 73 74
66 67 67 66 66 66 66
59 59 58 61 61 63 65
82 81 81 81 83 85 86
2008 2009 2010 2011 2012 2013 2014
Asian
White Black
Hispanic
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.
Trends by Other Characteristics
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HS Graduate College Enrollment
58 57 58 58 58 59
63 61 59 58
60 63 65
58 57 53 52 54 53 52
2008 2009 2010 2011 2012 2013 2014
Limited English Proficient
Economically Disadvantaged
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.
• 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
Recommendations from the study
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• 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
Recommendations from the study
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• 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
Potential Items for Council Discussion
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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.
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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 first-generation high school students. Participating students spend four weeks on campus
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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
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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
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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-APHIS-funded 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.
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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.
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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.
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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 post-
secondary 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.
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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.
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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 2015 SHEEO
Ranking
Alabama Alabama does not have anything like this in the state constitution or statute to my knowledge.
39th GF per student 8th Tuition per student 19th Total 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: “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.”
37th GF per student 20th Tuition per student 29th Total per student
Arkansas Our state constitution does not include any provisions for sufficiency.
15th GF per student 40th Tuition per student
20
46th Total per student
California 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.
9th GF per student 50th Tuition per student 44th Total per student
Connecticut None in Connecticut. 5th GF per student 7th Tuition per student 3rd Total per student
Florida Florida does not have anything in the state constitution that describes sufficient funding for higher education, but it does for k-12.
30th GF per student 48th Tuition per student 50th Total per student
Georgia 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.
14th GF per student 43rd Tuition per student 38th Total per student
Hawaii Hawaii constitution does not have provisions that describe sufficiency of funding to maintain a system of higher education.
3rd GF per student 28th Tuition per student 4th Total per student
Idaho 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. The State of Idaho’s Constitution does not contain a provision regarding funding for higher education. The only provision regarding school funding reads “it shall be the duty of the legislature of Idaho, to
16th GF per student 45th Tuition per student 45th Total per student
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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 No. Neither the Iowa Constitution nor the Iowa Code guarantees a set level of funding to the State universities.
29th GF per student 11th Tuition per student 15th Total per student
Kansas 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. § 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.
15th GF per student 26th Tuition per student 32nd Total per student
22
Kentucky 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.
23rd GF per student 25th Tuition per student 27th Total per student
Louisiana Louisiana does not have any provisions that describe sufficiency of funding for higher education.
41st GF per student 42nd Tuition per student 49th Total per student
Main 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.
17th GF per student 10th Tuition per student 11th Total per student
Massachusetts
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
12th GF per student 27th Tuition per student 17th Total per student
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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.
Michigan 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.
36th GF per student 3rd Tuition per student 6th Total per student
Mississippi 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.
31st GF per student 36th Tuition per student 42nd Total per student
Minnesota 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,
27th GF per student 16th Tuition per student
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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
Missouri 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 31st Tuition per student 36th Total per student
Nebraska Nebraska has no such constitutional provisions.
7th GF per student 32nd Tuition per student 16th Total per student
Nevada 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.
24th GF per student 46th Tuition per student 48th Total per student
New Jersey NJ does not have such provisions in its constitution. 20th GF per student 6th Tuition per student 8th Total 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.
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. 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
8th GF per student 44th Tuition per student 30th Total per student
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.
12th GF per student 27th Tuition per student 17th Total per student
Ohio Ohio does not have a provision in its budget regarding the sufficiency of funding for higher education.
38th GF per student 15th Tuition per student 22nd Total per student
Pennsylvania
No for Pennsylvania. 47th GF per student 5th Tuition per student 14th Total per student
Tennessee Tenn. Const. Art. XI, § 12 The State of Tennessee recognizes the inherent value of education and encourages its support. The
22th GF per student 30th Tuition per
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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 31st Total per student
Texas 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 five-year 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 41st Tuition per student 41st Total per student
Washington Short answer: Washington State’s constitution does not describe a level of sufficiency or adequacy for public higher education funding. Context: the state constitution has a very strong,
28th GF per student 34th Tuition per student
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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. 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 k-12, 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/online-edition/online-edition/washington-states-mandate-the-constitutional-obligation-to-fund-post-secondary-education/), though again this has not been approved/tested in court.
40th Total per student
Wyoming Wyoming's constitution has a couple provisions: One related to establishment: Art. 7, Sec. 1: The legislature shall provide for the establishment and maintenance of a complete and uniform system of public instruction, embracing free 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:
2nd GF per student 49th Tuition per student 7th Total per student
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.
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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 six-year 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.
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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.
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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
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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
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 &
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:
● 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.
III. 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,
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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 course-based 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)
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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 6-year 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
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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.
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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 4-year 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.
