Tennessee Higher Education Commission Tennessee Code …

Sunset Public Hearing Questions forCreated by Section 49-7-201, Tennessee Code Annotated (Sunset termination June 2012)
1. Provide a brief introduction to the Tennessee Higher Education Commission, including
information about its purpose, statutory duties, and staff. The Tennessee Higher Education Commission was created in 1967 for the purpose of achieving cooperation and unity in higher education. The coordination function grew out of a nationwide trend by governors and legislators to promote planned growth, equitable funding, and accountability among the state’s colleges and universities. Since that time the Commission has created funding formulae, funding initiatives based on performance, legislative benchmarks, master plans, and criteria for new academic programs. THEC has been at the forefront in the implementation of the Complete College Tennessee Act (CCTA) to include an outcome based funding formula, master planning to reflect the intent of the CCTA and the development of the universal transfer of general education courses and pre-major pathways to ensure seamless transfer between state institutions. The Commission is also charged with a wide range of other responsibilities including providing detailed analysis of the lottery scholarship program, regulation of the proprietary school industry, serving as the state approving authority for veteran education programs, among other grants and programs. A more detailed outline of the Commission’s responsibilities is included with this response as Attachment A. 2. Provide a list of current members of the commission and describe how membership complies
with Section 49-7-204, Tennessee Code Annotated. Who appoints members? Are there any vacancies on the commission? If so, what steps have been taken to fill the vacancies?
A listing of the current commission members follows. As noted in the list, members are appointed by the Governor from each congressional district for six year terms pursuant to the provisions of T.C.A. Section 49-7-204. The Governor also appoints the two student members, one each from the University of Tennessee system and the Tennessee Board of Regents, to two-year staggered terms. The student who is serving in the second year has voting privileges. Of the four ex officio members, the three constitutional officers have voting privileges, while the executive director of the State Board of Education is a non-voting member. There are currently no vacancies on the commission.
1. Ms. Sue Atkinson Fifth Congressional District
2. Mr. Charles Bone Sixth Congressional District
3. Mr. Gregory Frye, non-voting student member UT Martin
4. Mr. Tre Hargett Secretary of State
1
5. Ms. Sharon Hayes Eighth Congressional District
6. Mr. Greg Isaacs Second Congressional District
7. Mr. Cato Johnson Seventh Congressional District
8. Mr. Jon Kinsey Third Congressional District
9. Mr. David Lillard, Jr. State Treasurer
10. Mr. Charles Mann Fourth Congressional District
11. Mr. Gary Nixon, non-voting ex-officio Executive Director, State Board of Education
12. Mr. Zachary Walden, voting student member East Tennessee State University
13. Mr. Justin Wilson Comptroller
14. Mr. A C Wharton, Jr. Ninth Congressional District
15. Mr. Robert White First Congressional District
3. Does the commission’s membership include public/citizen members? Female members?
Members of a racial minority? Members who are 60 years of age or older? As noted in question #2 above, the Governor appoints 11 of the Commission’s 15 members so it is very much dominated by public/citizen members. The Commission membership includes two women, three racial minorities, as well as six appointed members and two ex officio members who are 60 years of age or older.
4. Is the commission subject to Sunshine law requirements (Section 8-44-101 et seq., Tennessee Code Annotated) for public notice of meetings, prompt and full recording of minutes, and public access to minutes? If so, what procedures does the commission have for informing the public of its meetings and making its minutes available to the public?
In November of each year, the Commission posts the dates of its meetings for the following calendar year on its website. At least two weeks prior to each meeting the agenda is posted on the website followed by a posting of meeting agenda items generally one week prior to the meeting. Notice of this information with the appropriate website links is provided via email to members of the press and other
2
interested parties as it becomes available. Notice of the meeting and the agenda are also posted in public places several days before the meeting. The Commission meetings can be viewed live on line via streaming video and the appropriate link to access the webcast is provided on the website. Additionally, the webcast of each meeting is archived and the website maintains a link that will enable a person to view past meetings after the fact. Minutes of past meetings are also available on the website. 5. In addition to the disclosure requirements placed on some ex officio members of the
commission at Section 8-50-501, Tennessee Code Annotated, does the commission have any policies in place to address potential conflicts of interests by commission members, commission employees, or other state employees who work with the commission in any capacity?
The Commission has adopted similar, but different policies on conflict of interest for both Commission members and staff. Each includes a conflict of interest statement that must be completed and signed by the Commission members and all staff, respectively, on an annual basis. Additionally, the Commission has adopted a Code of Ethics applicable to the members and a Code of Conduct governing staff interaction. Copies of each of these policies are included with this response as Attachment B. ________ Responses continue on page 6.
3
6. What were the commission’s revenues (by source) and expenditures (by object) for fiscal years 2010 and 2011?
Tennessee Higher Education Commission
Administration – 332.01
Category FY 2010 FY 2011 Salaries $ 3,567,396 $ 3,724,071 Longevity 45,432 46,000 Overtime 1,873 3,635 Benefits 1,247,620 1,270,652 Subtotal $ 4,862,322 $ 5,044,358 Travel $ 98,065 $ 127,909 Printing and Duplicating 6,614 26,201 Utilities and Fuel 39 14 Communications 9,239 11,658 Maint. & Repairs 37,336 41,595 Prof Services Third Party 739,178 1,894,212 Supplies and Materials 48,580 91,746 Rentals and Insurance 10,076 8,660 Motor Vehicle Operation 34 41 Awards and Indemnities 176 393 Grants and Subsidies 2,895,112 3,959,489 Equipment - 1,137.45 Training 27,162 221,310 Data Processing 134,104 179,351 State Professional Services 1,336,712 550,013 Subtotal $ 5,342,427 $ 7,113,730 Total $ 10,204,749 $ 12,158,088 State 1,496,560 1,975,908 Federal 5,596,121 4,943,583 NonGovernmental 83,780 417,221 Current Services 1,626,779 1,878,838 Interdepartmental 1,401,510 2,942,538
4
Total $ 2,094,800 $ 2,216,600
$ 3,767,475 $ 3,679,041
Centers of Emphasis - 332.11 Grants 1,360,300 1,348,000
7. What have been the commission’s major accomplishments for the past two years? The major accomplishments of THEC for the past two years have largely grown out of Complete College Tennessee Act (CCTA) implementation and THEC’s participation in significant federally- and privately funded grant initiatives. These activities demonstrate THEC’s success in developing and putting into place the State’s overarching college readiness agenda and Tennessee’s college completion public policy. In every instance, this success is coming through collaboration with K-12, business and industry, the private sector, government, communities, and from THEC’s coordination of system efforts of the Tennessee Board of Regents and the University of Tennessee to meet college readiness and college completion goals. Specifically, these major THEC accomplishments to date are:
• Developed and implemented the State 2010-2015 Public Agenda (Master Plan) that capitalizes on available resources to increase the number of postsecondary graduates, without diminishing instructional quality. In January 2011, one year following the signing of the CCTA, the Commission convened the Public Agenda Steering Committee and higher education national leaders to monitor progress and design next steps. Governor Haslam, who had just taken office at the time, took this opportunity to lend his support to the college completion agenda.
5
• Sharpened focus on mission distinctions for all public college and universities to accentuate differentiated institutional strong suits and research capabilities and to avoid unnecessary duplication of programs and services.
• Published a labor market supply-demand study to avoid unnecessary duplication of programs and assist institutional leaders in making academic program planning decisions in light of limited state resources. The study compared the supply of higher education graduates relative to state labor market demand by occupation and highlighted critical shortage areas.
• Developed and implemented a higher education outcomes-based funding formula that distributes appropriations based on student success and institutional gains in the number of graduates rather than on enrollment. The formula provides added incentives for the graduation of low-income and adult students, establishing these groups as student sub-populations critical to the future of Tennessee.
• Reached out to underserved students in low-income and low educational attainment counties to improve college readiness and to transition students into postsecondary education through GEAR UP TN.
• Collaborated with metropolitan and county governments and private community funders to provide last dollar scholarships and mentoring through tnAchieves.
• Collaborated with K-12 and the Governor’s office to implement the State’s Race to the Top (RTTT) $500 million grant, with THEC providing grant management for pre-service teacher training on: science, technology, engineering, and mathematics (STEM) instruction and using value-added data; implementing the national K-12 Common Core Standards in teacher preparation curricula; and issuing the legislatively required Report Card on Teacher Education Programs. THEC continues to provide leadership in implementing the RTTT-funded Tennessee Longitudinal Data System, a P-20 student unit record database, under construction with Race to the Top funds, to link K-12, higher education, and labor market data.
• Secured one of ten Completion Innovation Challenge Grants awarded nationwide by Complete College America. This $1 million grant is being used to:
o disseminate the Adaptive Advising Tool developed by Austin Peay State University;
o propagate and standardize practice relative to institutional assessment and awarding of credit for prior learning; and
o develop programming for three college completion academies designed to assist Tennessee colleges and universities in implementing a completion agenda at the institutional level.
Moreover, THEC played a significant role as an independent broker of reliable information on postsecondary performance and educational attainment by meeting the research and analysis needs of legislative committees, individual members, and Governor’s staff. The Commission produced several annual reports, including the Tennessee Higher Education Fact Book, the Legislative County Higher Education Profiles, and the Articulation and Transfer Report. Finally, charged with serving as a repository of information relative to the Tennessee Education Lottery Scholarship, the Commission has reported annually since 2006 on recipients’ college access, progress, and success. In addition to these annual reports, the Commission produced analyses in the past year, including:
6
• cost-savings scenarios for the Lottery Stabilization Committee; • long-range scholarship program cost projections to 2014-15 for the State Funding Board; and • a series of short research reports targeting: a baseline evaluation of the Wilder-Naifeh Technical
Skills Grant; the impact of the provisional renewal rule; the impact of extending the 2.75 renewal GPA to the 48-hour benchmark; the lottery scholarship and college affordability; and the General Assembly Merit Scholarship and its outcomes.
8. What parts of the Complete College Tennessee Act of 2010 have been implemented and what
remains to be implemented? Status of CCTA implementation of Fall 2011 Requirements Complete: Institutional mission differentiation. THEC has worked with systems and institutions to formulate institutional profiles which declare institutional mission distinctions and these differentiated missions serve as the basis for the new THEC outcomes-based funding formula. This action furthers the aim of the CCTA by clarifying expectations for each individual institution to contribute to the graduate production, workforce development, and (where appropriate) research needs of the State. Complete: Outcomes-based funding formula. THEC has developed and implemented a formula for allocating appropriations based on institutional performance in producing graduates and demonstrating student success, such as student retention and persistence. The outcomes-based formula replaces a formula driven by Fall term enrollment FTE and supports the production agenda of the CCTA. Complete: Universal transfer of general education and pre-major pathways. The TBR and UT, in consultation with THEC, have established a fully- transferrable (across all community colleges and state universities) 41-hour common general education core. Additionally, the two systems, in consultation with THEC, have fulfilled the CCTA objective of universal transfer of 19-hour pre-major pathways to baccalaureate majors. In total, 46 pathways have been developed across 28 disciplines. Complete: Dual admission. The two systems, in consultation with THEC, have established a common dual admission procedure for use in all state higher education. All universities have established dual admission provisions with at least one community college identified as its primary transfer partner. Through dual admission, a student benefits from the programs and services of both institutions and, upon associate degree completion, will hold junior status at the university. Complete: Designated not-for-transfer courses. Institutions identify courses that meet applied degree (AAS) requirements but are not designed for transfer as equivalent to university parallel associate programs (AA/AS). Such
7
courses are identified in college catalogs, advisement tools, and web-based information. Underway: Common course numbering in community colleges. The TBR has established common
learning outcomes for courses meeting general education requirements and in most all cases has established common course numbering. Significant progress has been made, through the faculty deliberations in developing the 19-hour pre-major pathways, toward greater commonality in numbering for courses in the disciplines.
Significant Progress toward meeting July 1, 2012 requirements
Remedial/Developmental courses taught only in community colleges. Universities and community college partnerships have been forged whereby community colleges provide student support courses to university students. With the TBR developmental studies redesign, remedial/developmental courses have been removed from the universities.
Community college system. The TBR has appointed a Vice Chancellor for Community Colleges, has begun work on degree acceleration processes (such as block scheduling and alternative scheduling) through external funding, and has begun publicity “branding” the unified and comprehensive” community college system within the TBR.
Progress toward meeting June 30, 2013 Requirement Community college budgets determined by TBR. The TBR, in consultation with THEC, has begun the planning that will acknowledge the outcomes-based foundation of the new funding formula while allocating individual college budgets through developing processes. On-going (no completion date assigned in CCTA) Research enhancement at the University of Tennessee Knoxville. As enabled by the CCTA appropriation of $6 million for research enhancement through UTK and Oak Ridge National Laboratories, the university has proposed and THEC has approved a Ph.D. in Energy Sciences and Engineering. The doctoral program will anchor enhanced research, produce graduates trained to lead emerging energy science technologies, conduct research furthering the State’s economic development in energy sciences, and attract additional collaboration to the UTK-ORNL partnership. Memphis Research Consortium. Enabled by the $10 million appropriation, the University of Memphis, the University of Tennessee Health Sciences Center, St. Jude’s, and other Memphis health sciences partners have established the consortium aimed at furthering research in targeted biosciences and biotechnologies.
8
9. What are the future funding implications of the Outcomes-Based Funding Formula mandated by the Complete College Tennessee Act?
The outcomes-based funding formula completely altered the methodology of allocating higher education state appropriations. Universities are now funded based on the number of degrees they produce, student retention, research and other factors, while community colleges are funded based on degrees, student retention, remedial success, job placement and other factors. The CCTA ushered in an era in public policy where funding will no longer flow to institutions with the greatest enrollment growth, but those with the highest levels of productivity. The CCTA established that productivity and educational attainment are the most important public policy goals for higher education, and the funding formula now reflects that.
10. What is being done in higher education facilities and institutions to reduce costs through the
implementation of efficiencies? Due to the backlog of capital maintenance and capital outlay projects across the higher education system, institutions have had to increase facility efficiency in order to accommodate increasing numbers of students. TBR and UT institutions utilize night and weekend classes as much as possible, while utilizing off-campus locations to increase their capacity to serve students. In addition, many public institutions have energy savings performance contracting programs, which produce lower energy usage and costs. Institutional master plans incorporate space utilization analysis, which allows a campus to understand the types and uses of facilities on the campus. Institutions also extensively use tools such as computerized scheduling and energy usage tracking that allows campus personnel to make better and data-driven decisions regarding the campus infrastructure.
11. There is an ongoing discussion in the state’s media concerning increases in tuition being
charged to attend higher education facilities in Tennessee. How is the money being used from the most recent tuition increase?
Average university tuition and fees in Tennessee is $6,044 which compares to a regional average of $6,185 (per data from the Southern Regional Education Board). Community college tuition and fees average $3,211, compared to a regional average of $3,039. Tennessee’s tuition and fee rates are comparable to other states in spite of the fact that state funding has declined by $267.4 million or 19.4 percent since 2008. While tuition prices have risen in response to state funding reductions, higher education total revenues per student have declined over the last few years. Total revenue per student, defined as state appropriations and tuition and fee revenue per student, fell by $1,800 or 14 percent from 2008 to 2012 after adjusting for inflation. Therefore, while it is true that tuition has increased, which has partially but not completely offset state funding reductions, overall higher education revenues per student have declined in recent years. Tuition revenue is used exclusively for operating purposes.
9
12. What is the role of private education institutions in meeting the ongoing need for graduates in Tennessee? What is being done to ensure the quality of private institutions in Tennessee?
The state’s demand for college graduates cannot be met by public higher education institutions alone. Reaching the national average in degree attainment by 2025 requires public and private higher education working together toward the goal. Additionally, citizens of the state of Tennessee are well-served by the diversity of academic offerings, institutional values, and geographic access that private institutions provide. The educational attainment benchmark against which Tennessee measures itself relative to other states comes from the U.S. Census Bureau’s annual American Community Survey, which asks respondents to report their highest level of education completed. The question does not specify whether the college(s) attended were public or private, or even for-profit or non-profit. In the eyes of the Census, a degree is a degree. Therefore, the private colleges, which accounted for about 37 percent of fall term headcount in fall 2010 (18 percent in TICUA institutions, 19 percent for-profit), have a significant role to play in meeting the ongoing need for graduates in Tennessee. For Tennessee to meet the educational attainment goals outlined in the 2010-2015 Public Agenda for Tennessee Higher Education, sustained statewide degree increases of four percent annually will be required. Given their recent history of growth, private colleges and universities are being counted on to sustain increases in the numbers of graduates that are slightly above the state average.
What is being done to ensure the quality of private institutions in Tennessee? Regional accreditation is recognition of institutional quality understood by the general public as well as the education community. The regional accreditor for the southeast U.S. is the Southern Association of Colleges and Schools (SACS) Commission on Colleges (COC). Private institutions stand for accreditation through the COC and are evaluated through the same accreditation processes as state colleges and universities. An example of such recognition of quality through accreditation is evident in the framing of the Tennessee lottery scholarship program requirements. Students can receive the scholarship only through enrollment in regionally-accredited institutions (with a few legislated exceptions). The same standard for scholarship eligibility for public institutions is applied to private institutions. A second mark of private institution quality is eligibility for membership in the Tennessee Independent College and University Association (TICUA), a federation of private institutions subscribing to the same quality expectations. To be a TICUA member, private colleges must be SACS-COC accredited. Additionally, private institutions seek specialized programmatic accreditation (in engineering, teacher preparation, and business, for example) by the same recognition bodies accrediting public institutions. Additionally, proprietary institutions as well as out-of-state institutions and some non-profit schools are subject to the oversight of the Commission pursuant to T.C.A. § 49-7-2001, et seq. The Commission ensures that these institutions meet the minimum standards established by the Legislature in order to operate in Tennessee.
10
13. What role does the commission have in Race to the Top and what activities have been undertaken by the commission as part of that program?
As a part of the American Recovery and Reinvestment Act of 2009, President Barack Obama and Secretary of Education Arne Duncan announced the United States Department of Education’s Race to the Top competition. Race to the Top is a $4.35 billion incentive program designed to make drastic reforms and improvements in education and student performance. Tennessee was one of 41 states to submit applications for the program in January of 2010. After a rigorous competition, Tennessee emerged as one of two states awarded Race to the Top funding and is receiving $501 million to implement the proposed reforms. Tennessee’s Race to the Top proposal concentrated on five areas of improvement: Great Teachers and Leaders, Standards and Assessments, Data Systems to Support Instruction, Turning Around Low- Performing Schools, and STEM (Science, Technology, Engineering, and Math) Education. This sweeping educational reform requires collaboration from all educational stakeholders. The Tennessee Department of Education, State Board of Education, Tennessee Higher Education Commission, and Governor’s Office are leading the efforts in implementing the reforms proposed in Race to the Top. The Tennessee Higher Education Commission works closely with the Department of Education as one of two agencies with programmatic and fiscal responsibility for Race to the Top initiatives as well as serving in a leadership capacity for the reform agenda. The THEC Executive Director serves on the First to the Top Advisory Council which oversees implementation. THEC staff also serve on various First to the Top working teams such as the Project Management Oversight Committee, STEM leadership team, and the First to the Top Oversight Team. Tennessee’s Race to the Top framework names THEC as directing and managing several projects with a total fiscal impact of over $23 million. These projects aim to accomplish the following: • Improve teacher preparation programs to increase the quality and quantity of teachers in K-
12 education. Two Race to the Top programs focus on the content and curriculum of teacher training programs in higher education institutions: Integrating TVAAS into Pre-Service and Integrating Common Core Standards into Pre-Service. THEC is contracting with the SAS Corporation to develop curriculum to be implemented in all teacher training programs. This curriculum will be a required component of the over 40 teacher training programs in the state. The training will be based on interactive computer modules which will simulate student achievement data that teachers will use once they are in the classroom. This will enable pre-service teachers to have an in-depth understanding of Tennessee’s K-12 assessment system and how to use their students’ data to improve student learning and achievement. (Integrating TVAAS into Pre-Service Training: $1,350,000) The State Board of Education adopted the Common Core State Standards in 2010. All K-12 classrooms will transition to the Common Core Standards and Assessments by 2014-15. Teacher preparation programs are beginning the transition to Common Core Standards currently so that all graduates will be prepared to teach the standards upon graduation. THEC will issue a competitive Request for Proposals and will work collaboratively with a representative committee of teacher training programs to develop a pre-service curriculum addressing the Common Core State Standards.
11
All teacher training programs will adopt this curriculum. (Integrating Common Core Standards into Pre-Service Training: $1,350,000)
• Provide accountability in teacher and school leader preparation focused on strengthening
programs. Responsibility for the Report Card on Teacher Preparation has been shifted from the State Board of Education to THEC, and this responsibility is addressed in the Race to the Top framework. The Report Card process provides accountability for the teacher preparation programs and their graduates and provides valuable feedback to the institutions to make programmatic changes. In addition to the statutorily required Report Card on the Effectiveness of Teacher Training Programs, a School Leaders Study will be developed. This study will be similar to the teacher preparation report card and will assess the effectiveness of the principal preparation programs approved to license school administrators. The School Leaders Study will evaluate programs on multiple measures including graduate performance in school wide value-added data, placement and retention rates, and interviews with school district personnel.(Teacher Preparation Program Effectiveness Report Card: $432,000; School Leaders Study $172,800)
• Increase Tennessee’s competitiveness in STEM. The STEM network in Tennessee will continue to expand through Race to the Top through two new initiatives. In addition to the two UTeach replication sites being currently funded by THEC and TDOE, the Race to the Top funding names the establishment of two additional UTeach replication sites at the University of Memphis and UT Chattanooga. THEC will facilitate these additions which will dramatically increase the number of secondary math and science teachers across the state. (UTeach Program Replication: $4,104,000) THEC will also contract with the university STEM centers to provide high quality professional development to K-12 teachers in STEM disciplines. (STEM Professional Development: $6,480,000)
• Expand the College Access Network. THEC will receive additional funding to expand the current
College Access Network and to assist students in successful application and admission to colleges and universities. (College Access Network: $3,240,336)
• Oversee the work of the Tennessee Consortium on Research, Evaluation, and Development. The Race to the Top application established the Tennessee Consortium on Research, Evaluation, and Development as the primary mechanism to evaluate the Race to the Top reforms and recommend changes in the reform agenda. This consortium is operated out of Vanderbilt University and is managed by THEC. (TNCRED $4,966,360)
In addition to the work and projects listed above, THEC is a partner in the development of the State Longitudinal Data System (SLDS). The SLDS will combine K-12, higher education, and workforce data that will allow researchers to study outcomes and interventions in education leading to greater success in college and the workforce.
14. A finding in the November 2007 performance audit of the commission found: “The Tennessee
Higher Education Commission lacks sufficient documentation for the Student Information System (SIS). In your six-month follow-up to that audit you stated that you were
12
implementing the auditor’s recommendations to that finding and that, additionally, you were hiring an external consultant “to review the completed database documentation for comprehensiveness and clarity.” Has that process been completed and what were the results of the review by the external consultant?
Subsequent to the November 2007 performance audit, documentation of all procedures, queries, and programs was developed and catalogued within THEC’s Lottery Assessment Unit. This was done with the goal that a new employee, who was unfamiliar with the design of THEC’s Student Information System (SIS) but familiar with a SQL Server-based data environment, could continue database operations in a seamless fashion. A local external reviewer was engaged to review this documentation. An individual was recommended to THEC by the head of the Computer Science department at Nashville State because of his knowledge of Microsoft operating systems and database systems design. Further, he was fluent in the Microsoft TransactSQL operating environment utilized for THEC’s Student Information System. The review was conducted from March through May of 2008.
The review contained the consultant’s appraisal of how well the documentation facilitates the reconstruction of database systems in the event of a catastrophic incident. The review covered database structures, stored procedures, roles, security provisions, database object relationships, data validation and error capturing, and the ease of understanding the re-construction process instructions. The review also included suggestions to increase performance or decrease system maintenance time.
The reviewer concluded that “the document in its current form would prove to be an invaluable tool and would, in this author’s opinion, enable a technically competent individual to continue this critical business function on an emergency basis if needed.” He went on to make recommendations as to how current documentation could be improved with the inclusion of flow charts diagramming the flow of information into and throughout the system. He further stated that each documentation section should include an introduction clearly stating the purpose of that section and clearly identifying the affected databases. Since then, the tradition of external appraisal of database operations has been continued with the hiring of Dr. George Malo, the Board of Regents’ recently retired Associate Vice Chancellor for Research and Assessment, to conduct a review of SIS data quality. He found that data quality improved significantly after the creation of the Lottery Assessment Unit and the resulting upload-edits and table cross-checks were implemented. Beginning with the UT Institutional Research Officers’ Retreat on September 29, THEC has begun sharing this information with system and institutional research and information technology staff, so that recommended data quality improvements can be corrected at the source level. 15. Another finding read: “The Minority Teacher Education program files lack documentation as
required by internal policy and program requirements.” What processes were ultimately instituted to correct this lack of documentation and how successful were they?
With the settlement of the Geier desegregation lawsuit, and in light of current federal laws, the Minority Teacher Education program has evolved into the Diversity in Teaching program. During the previous audit, two findings were identified under the auspices of a lack of documentation:
13
1) Failure to obtain grant signatures prior to the start date of the contract.
This finding has been fully addressed, and all current DIT contracts were signed prior to the start date. Institution Signature Date Project Start Date Austin Peay 7-29-11 8-15-11 Lee University 7-26-11 8-15-11 UT-Chattanooga 7-18-11 8-15-11 UT-Knoxville 7-18-11 8-15-11
2) Need to develop a standardized annual evaluation format to monitor programs. A standardized evaluation instrument was developed, and is now administered to all Diversity in Teaching programs. This report is completed by the staff at each Diversity in Teaching site, and includes a comprehensive review of program expenditures, measures of recruitment and retention success, discussions of local education partnerships and PRAXIS exam passage rates. This instrument is just one component of a comprehensive monitoring program that includes on- site orientation meetings for all project directors, campus audit visits, mid-term performance assessments, and mandatory final report narratives.
16. Describe any items related to the commission that need legislative attention and your proposed legislative changes.
The Commission is charged with making a number of reports to the Legislature and/or the Governor. Over the years some of the reports have been expanded to ensure that the intended recipient obtains a complete picture of the status of higher education as it relates to a particular report. This has also resulted in some duplication in the various reports. In addition, at least one report is no longer relevant. Specifically, T.C.A. § 49-5-5024 requires the Commission to report on the status of achieving the goals developed in keeping with the SREB Challenge 2000. The SREB no longer has such goals and the intent of the report can be achieved through the reporting requirements in the CCTA. The Commission will provide the Government Operations Committee with suggestions on how to combine some of the currently required reports to reduce the actual number of reports without reducing the information the Legislature and the Governor expects and needs. 17. Should the commission be continued? To what extent and in what ways would the absence of
the commission affect the public health, safety, or welfare? The Commission continues to serve the state for the purposes for which it was established through enabling legislation, and the Complete College Tennessee Act recertifies and, to some degree, expands the service of the coordinating board in furthering the welfare, health, and safety of Tennesseans. Specifically, the CCTA directs the Commission to approve institutional mission differences to capitalize on institutional strengths in contributing to the economic development, research, and programmatic needs of the State without unnecessary duplication. Such mission distinctiveness among institutions as
14
health sciences, medicine, and engineering are examples of the type of financial and quality assurance public agenda planning vested in the THEC by legislation. Mission distinction also constitutes the foundation of the outcomes based funding formula, which focuses on state institutions producing a greater number of college graduates for the health and welfare of the state’s economy. Without the centrality of the funding formula, administered by the Commission, equities in funding to individual institutions would not likely be assured. The THEC as a coordinating entity supports the effective roles of the governing boards of the two systems. The coordinating function is essential not only in appropriations distribution, mission differentiation, but also in ensuring a comprehensive public university and community college network providing access to higher education and providing student financial assistance through the THEC/TSAC-managed HOPE lottery scholarship system and other student financial assistance. 18. Please list all commission programs or activities that receive federal financial assistance and,
therefore are required to comply with Title VI of the Civil Rights Act of 1964. Include the amount of federal funding received by program/activity.
[Federal financial assistance includes:
(1) Grants and loans of Federal funds, (2) The grant or donation of Federal Property and interests in property, (3) The detail of Federal personnel, (4) The sale and lease of, and the permission to use (on other than a casual or transient basis), Federal property or any interest in such property without consideration or at a nominal consideration, or at a consideration which is reduced for the purpose of assisting the recipient, or in recognition of the public interest to be served by such sale or lease to the recipient, and (5) Any federal agreement, arrangement, or other contract which has as one of its purposes the provision of assistance. 28 C.F.R. Sec. 42.102(c)] [The term recipient means any State, political subdivision of any State, or instrumentality of any State or political subdivision, any public or private agency, institution, or organization, or other entity, or any individual, in any State, to whom Federal financial assistance is extended, directly or through another recipient, for any program, including any successor, assign, or transferee thereof, but such term does not include any ultimate beneficiary under any such program. 28 C.F.R. Sec. 42.102(f)] The following Commission programs were funded with federal funds for FY 2010-2011:
• GEAR UP Grant from the U. S. Department of Education (this grant expired August 30, 2011) $3,500,000;
• College Access Challenge Grant from the U. S. Department of Education, $2,716,766; • Race to the Top Grant via Tennessee Department of Education, $744,255;
15
• Improving Teacher Quality Grant Program from the U. S. Department of Education, $988,228;
• Veterans Education via contract with the U. S. Department of Veterans Affairs to serve as State Approving Authority with authority to ensure institutions offering veterans benefits to its students meet federal standards, $318,290.
If the commission does receive federal assistance, please answer questions 19 through 26. If the commission does not receive federal assistance, proceed directly to question 25.
19. Does your commission prepare a Title VI plan? If yes, please provide a copy of the most recent plan.
The Commission does prepare a Title VI plan. The most recent plan was filed with the Tennessee Human Rights Commission on September 30, 2011, a copy of which is included with this response as Attachment C.
20. Does your commission have a Title VI coordinator? If yes, please provide the Title VI
coordinator’s name and phone number and a brief description of his/her duties. If not, provide the name and phone number of the person responsible for dealing with Title VI issues.
The individual responsible for developing, reporting and enforcing Title VI guidelines is Will Burns, Associate Executive Director for Legal and Regulatory Affairs who reports directly to the Executive Director. Mr. Burns can be contacted at (615) 741-7571 or via e-mail at [email protected]. As the Title VI coordinator, Mr. Burns is charged with developing the Commission’s Title VI implementation plan and plan updates and provides overall direction and leadership to the Commission’s Title VI compliance activities, including professional development. If a complaint is filed with the Commission, Mr. Burns would thoroughly investigate the complaint and make appropriate findings.
21. To which state or federal agency (if any) does your commission report concerning Title VI?
Please describe the information your commission submits to the state or federal government and/or provide a copy of the most recent report submitted.
Pursuant to §§ 4-21-203 and 4-21-901, the Commission submits its annual plan to the Human Rights Commission.
22. Describe your commission’s actions to ensure that commission staff and clients/program
participants understand the requirements of Title VI. Title VI training for the Commission staff was accomplished this year through an on-line tutorial module through Edison. The module provided an overview of Title VI to include its history, key elements and principles regarding application of the law to the work of the Commission. The training included a post-test in which the staff responded to questions related to the on-line tutorial. The training module was available on June 7, 2010, for each staff member to take as time permitted. Through
16
Edison, it was verified that 100 percent of the Commission staff completed the module as of June 28, 2010. Additionally, the Commission’s Title VI Implementation Plan is an agenda item each year at the November meeting of the Commission. At that time, information similar to what was covered in the on- line tutorial for staff is reviewed with the Commission, as well as highlights of the most recent Title VI plan. Specifically, this review was included at the November 18, 2010, meeting of the Commission and will be included at the November 10, 2011, meeting. Please also refer to pages 18 through 24 of the Commission’s Title VI plan for detailed information regarding the actions of the Commission to ensure Title VI compliance by grantees/participants/clients.
23. Describe your commission’s actions to ensure it is meeting Title VI requirements. Specifically,
describe any commission monitoring or tracking activities related to Title VI, and how frequently these activities occur.
The information outlined in pages 18 through 24 of the Commission’s Title VI plan also address the information requested here.
24. Please describe the commission’s procedures for handling Title VI complaints. Has your
commission received any Title VI-related complaints during the past two years? If yes, please describe each complaint, how each complaint was investigated, and how each complaint was resolved (or, if not yet resolved, the complaint’s current status).
The Commission has not had any Title VI related complaints during the past two years, or during any other period of time. Should such a complaint be filed the Commission would follow the procedure outlined on pages 15 through 17 of the Commission’s Title VI plan.
25. Please provide a breakdown of current commission staff by title, ethnicity, and gender.
Tennessee Higher Education Commission Staff September 28, 2011
LAST NAME FIRST NAME MI PERSON TITLE GENDER
ETHNIC GROUP
Rhoda Richard G THEC-EXECUTIVE DIRECTOR Male White Carter Lovella EXECUTIVE SECRETARY 2-NE Female White Dunn Melinda J ADMIN SERVICES ASSISTANT 3-NE Female White Gibson Jessica R THEC-HIGHER ED PROGRAM ADMIN Female White Bellard Chase Stephanie A PSA ASSISTANT EX DIRECTOR Female Black Stevenson Melissa F EXECUTIVE SECRETARY 3-NE Female Black Wiley Eboni INVESTIGATIONS OFFICER Female Black Coleman Christina A PSA DIRECTOR Female Black Warren Teresa L PSA TCL EDUCATION SPECIALIST Female White Brice Erica M EDUCATIONAL SPECIALIST 3 Female Black Mansfield Richard G GRADUATE ASSISTANT-NE Male White Cunningham Ronald L THEC-INV OFF & LEAD AUDITOR Male Black Crittenden James W PSA ASSISTANT DIRECTOR Male White
17
Cook Nicholas R THEC-REGULATORY AFFAIRS A DIR Male White Witter Wayne A GRADUATE ASSISTANT-NE Male Black Kouadio Diby M THEC-RESEARCH & STAT AN DIR Male Black Perrin Lynda L THEC - INVESTIGATIONS OFFICER Female White Smith Tanisha C THEC-RESEARCH ANALYST Female Black Qualls Carolyn G THEC-LEGAL & ADMIN SPECIALIST Female Black Woodruff Julie M THEC-REG AFF&COMPLAINT RES DIR Female White Cavender Jason P HE ADMIN & FISC SERVICES DIR Male White Deaton Steven B THEC-FIS POL&ADM ASSOC EX DIR Male White Dickson Wiley Corsina A THEC-ADMIN BUDGET ANALYST 3 Female Black Higley Otho W FISC AFFAIRS/ IT A EX DIRECTOR Male White Strong Stephanie L FISCAL DIRECTOR 3 Female Black Douglas Susan D ADMIN SERVICES ASSISTANT 3-NE Female Black Nolan Patsy A ADMIN SERVICES ASSISTANT 4-NE Female White King Heather B THEC-INFO TECH ASST DIRECTOR Female White Boelscher Scott FIS POL/FAC ANALYSIS DIRECTOR Male White Tierney Sean FISCAL POLICY & FAC ANA ADIR Male White Dandridge Johnson Betty POLICY PLNG & RES A EX DIR Female Black Krause Michael T THEC-HIGHER ED PROGRAM ADMIN Male White Doran Linda D AC AF ASSOCIATE EX DIRECTOR Female White Burns James W L&R AFFAIRS ASSOC EX DIRECTOR Male White Padgett Rosie THEC-ADMIN ASSISTANT 4 Female Black Wright David ASSOCIATE EX DIRECTOR-PPR Male White Freeman Matthew P GRADUATE ASSISTANT-NE Male White Gorbunov Alexander V LOTTERY SCH ANALYSIS RES DIR Male White Sanford Thomas THEC-LOT SCHOL & STUDENT FA RD Male White Brewer Christopher B THEC-PPR ASST EXD & INFO SY DR Male White Bursik Patrik DATA MANAGEMENT SPECIALIST Male White Hawkins James R THEC-STUDENT INFO SYS ASSOC DR Male White Grant James T THEC-CACG DIRECTOR Male White Bolton Stephanie M REGIONAL COORDINATOR Female White Craig Flora REGIONAL COORDINATOR Female Black Barker Matthew C OUTREACH SPECIALIST Male White Kreinberg Leslie M GRADUATE ASSISTANT-NE Female White Merry Leigh Ann RESEARCH & PLANNING ANALYST Female White Cullum James D THEC-FISCAL MANAGER Male White Gardner Deborah A VETERANS EDUC DIRECTOR Female White Morrison Thomas R VETERANS EDUC A EX DIRECTOR Male White Cowherd Franklin C EDUCATIONAL SPECIALIST 3 Male White Purvis Robert A EDUCATIONAL SPECIALIST 3 Male White Hall John W THEC-HIGHER ED PROGRAM COOR Male White Carter Emily C THEC-HIGHER ED PROGRAM ASST DR Female White Miller Katrina M THEC-HIGHER ED PROGRAM ADMIN Female Other
26. Please list all commission contracts, detailing each contractor, the services provided, the
amount of the contract, and the ethnicity of the contractor/business owner. A listing of the Commissions contracts, both fee-for-service contracts and grant contracts, follows. The ethnicity of the contracts is not included as none of the contracts were issued to individuals or entities in which ethnicity could be determined. Specifically, three of the five fee-for-services contracts and all
18
grant contracts were issued to non-profit entities or higher education institutions. The other two fee-for- services contracts were awarded to corporations.
CONTRACTOR or GRANTEE NAME DESCRIPTION AMOUNT FUNDING
Fee-for-Services Contracts
Lottery/ Federal
2 Tennessee Business Roundtable
Contract to engage business community in master planning process per CCTA TCA 49-7-202(c)(1)(A) $ 225,000.00 MOA Grant
3 Walker and Associates- Amendment 1
Contract for creation of a broad based public outreach campaign to encourage college access $ 2,040,000.00 Federal
4 National Student Clearinghouse
Contract to provide Student Tracker services to the State and its Public Higher education Institutions $ 75,000.00 MOA Grant
5 Vanderbilt University- TN CRED
Contract to evaluate effectiveness of the state’s reforms under RTTT grant $ 3,180,000.00 Federal
Grants
8 SREB-Doctoral Scholars
Grant to support Tennessee doctoral students pursuing degree in underrepresented fields of study $ 375,000.00 State
9 Oasis Center Grant to establish Tennessee College Access and Success Network $ 86,500.00 Federal
10 University of Tennessee Chattanooga Replicate UTeach program $ 1,714,707.00 Federal
11 University of Memphis Replicate UTeach program $ 1,730,416.00 Federal
12 Dyersburg State Community College
Grant to develop initiative to enhance success on adult students $ 220,000.00
Lumina Grant
13 Middle Tennessee State University
Grant to develop initiative to enhance success on adult students $ 220,000.00
Lumina Grant
Grant under Improving Teacher Quality Program $ 75,000.00 Federal
15 Lee University Grant under Improving Teacher Quality Program $ 75,000.00 Federal
16 Lipscomb University Grant under Improving Teacher Quality Program $ 75,000.00 Federal
17
18
19
19
20 University of Tennessee Chattanooga
23 University of Tennessee Martin
24 Oasis Center Grant to expand Tennessee College Access and Success Network $ 750,000.00 Federal
25 Alliance for Business and Training
Grant for the development of statewide College Mentor Corps $ 776,249.00 Federal
26 Ayers Foundation Grant for the development of statewide College Mentor Corps $ 945,142.56 Federal
27 Knoxville Chamber of Commerce
Grant for the development of statewide College Mentor Corps $ 904,080.00 Federal
28 Oasis Center Grant for the development of statewide College Mentor Corps $ 1,527,661.03 Federal
29 Public Education Foundation
Grant for the development of statewide College Mentor Corps $ 1,089,000.00 Federal
30 Southwest Tennessee Development District
Grant for the development of statewide College Mentor Corps $ 1,540,100.54 Federal
31 SREB Regional Education Program
Grant to reserve student slots for Tennessee residents per TCA 49-7- 303, -303 & -404 $ 1,132,902.00 State
32 SREB Doctoral Scholars
Grant to support Tennessee doctoral students pursuing degree in underrepresented fields of study $ 225,000.00 State
33 Meharry Medical College Family Practice
Grant to support family practice training in Tennessee per TCA 49-7- 402 $ 168,000.00 State
34
Meharry Medical College Preventive Medicine
Grant to support preventive medicine training in Tennessee per TCA 49-7- 402 $ 85,200.00 State
35
John A. Gupton College Mortuary Science
Grant to reserve student slots for Tennessee residents per TCA 49-7- 203(b)(3) $ 32,040.00 State
36
Vanderbilt University Bridge Nursing Program
37 Maryville College Sign Language Interpretation
38
Meharry Medical College Conditional Grant
39 University of Tennessee, Knxoville Diversity in Teaching Grant $ 50,000.00 State
20
21
40 Austin Peay State University Diversity in Teaching Grant $ 40,000.00 State
41 University of Tennessee Chattanooga Diversity in Teaching Grant $ 47,892.00 State
42 Lee University Diversity in Teaching Grant $ 50,000.00 State
43
44 Lipscomb University Grant under Improving Teacher Quality Program $ 113,027.00 Federal
45 East Tennessee State University
46 East Tennessee State University
47 Austin Peay State University
48 Middle Tennessee State University
49
50
51
54 Oasis Center
Grant to support workshop to educate college access and success professionals $ 10,000.00
Lumina Grant
55 Oasis Center
Grant for development of website for the Tennessee College Access and Success Network $ 18,482.00
Lumina Grant
56 Tennessee Business Roundtable
Grant for conference to aid education institutions' efforts to meet increased educational attainment levels $ 100,000.00 Gates Grant
57 Austin Peay State University
Grant to lead expansion of the Adaptive Advising Tool for use by all Tennessee higher education institutions $ 449,214.00 Gates Grant
Attachment A
Programs Administered by the Tennessee Higher Education Commission
The Tennessee Higher Education Commission was created in 1967 for the purpose of achieving cooperation and unity in higher education. The coordination function grew out of a nationwide trend by governors and legislators to promote planned growth, equitable funding, and accountability among the state’s colleges and universities. Since that time the Commission has created funding formulae, funding initiatives based on performance, legislative benchmarks, master plans, and criteria for new academic programs. The Commission believes strongly in working in a collaborative effort with the two public governing boards, and the independent sector to communicate clearly and frequently with various and diverse constituency groups. The Commission currently:
• recommends a budget for a statewide system that is a billion dollar enterprise,
• is engaged in master planning with a central focus on increasing
educational attainment, focusing institutional missions and expanding the use of technology, and
• answers questions regarding accountability measures on a daily basis.
The Commission is committed to the principles of equity, excellence, accessibility, and accountability and strives to coordinate all of Tennessee higher education according to those principles.
ENABLING LEGISLATION 1. Study the use of public funds for higher education in Tennessee and
analyze programs and needs in the field of higher education. T.C.A. § 49-7-202(a)
2. Undertake such specific duties as may be directed by resolution of the
general assembly or as may be requested by the Governor. T.C.A. § 49- 7-202(b)
3. Develop a master plan for the future development of public higher
education in Tennessee, and make recommendations regarding the implementation of the plan. The focus of the master plan shall include consideration of the state’s economic development, work force development and research needs. It will also require attention to increased degree production and consider the missions of the institutions as part of the process. T.C.A. § 49-7-202(c)(1)
4. Approve the mission of each institution after consultation with the
respective governing board. The Commission shall consider the make up
1
Attachment A
of the student population at each institution as well as other unique features of the institutions. T.C.A. § 49-7-202(c)(2)
5. Develop policies and formulae or guidelines for the fair and equitable
distribution and use of public funds among the state’s institutions of higher learning, to include provisions for capital outlay and institutional operating expenditures.
Consistent with the direction of the master planning, the funding formula shall be outcomes-based. Elements such as “end of semester enrollment for each semester, student retention, timely progress toward degree completion” shall be included, as well as unique factors of the community colleges. Additionally, such things as “student transfer activity, research and student success” may be included. Additionally the formula or guidelines shall provide for the consideration of the impact of tuition, maintenance fees and other charges assessed by each institution and in consideration of these factors, the Commission shall make recommendations to the governing boards on adjustments to tuition and maintenance fees. T.C.A. § 49-7-202(c)(3)-(4)
6. Study the need for particular programs, departments, academic
divisions, branch operations, extension services, adult education activities, public service activities and work programs of the various institutions of higher learning, with a particular view to their cost and relevance and to make recommendations for the governing boards for the purpose of minimizing duplication and overlapping of functions and services and to foster cooperative programs among the institutions. T.C.A. § 49-7-202(c)(5)
7. Review and approve or disapprove all proposals for new degrees or degree
programs, or for the establishment of new academic departments or divisions within the various institutions. T.C.A. § 49-7-202(c)(6)
8. Conduct a program of public information concerning higher education in
Tennessee. T.C.A. § 49-7-202(c)(7) 9. Study and make determination concerning the establishment of new
institutions of higher learning as to the desirability or understandability of their establishment, their location, standards, functions, financing and source of governance. T.C.A. § 49-7-202(c)(8)
10. Submit a biennial report to the governor and the general assembly commenting upon major developments, trends, new policies, budgets and financial considerations which would be useful to the governor and the general assembly in planning for the sound and adequate development of the state’s program of public higher education. T.C.A. § 49-7-202(c)(9)
2
Attachment A
11. Review and approve or disapprove all proposals by an existing higher education institution to establish a physical presence at any location other than its main campus, or to expand an existing location, which will be utilized for administrative purposes or to offer courses for which academic credit is offered. Report to the chairs of the fiscal review and education committees by February 15 on the applications filed in the previous year and the status of the application. T.C.A. § 49-7-202 (c)(10)
12. Develop a university tract program consisting of sixty (60) hours that will
allow a student to transfer from a community college as a junior. The sixty (60) hours is to consist of forty-one (41) general education instruction and nineteen (19) hours of pre-major instruction. Additionally, to ensure that the transition from a community college to a university as seamless as possible the Commission shall develop a common course numbering system at the community colleges and direct that any list of course offerings by a community college will be listed in a way that clearly identifies courses that will not transfer to a university. Beginning with the fall 2010 semester the Commission will report on progress being made to the chairs of the Education and Finance, Ways and Means Committees of both the House and Senate prior to each semester until Fall 2011 implementation. The Commission shall have ongoing responsibility to update and revise the requirements as necessary and report to the various committees on action taken each year. T.C.A. § 49-7-202(d)-(f)
13. Determine and post on the Commission’s website information concerning
career opportunities for the various fields of study leading to a baccalaureate degree at all institutions of higher education within the University of Tennessee and the Tennessee Board of Regents systems. Such information shall include, but not be limited to potential job market in Tennessee, the median income or an income range for the jobs and whether an advanced degree is required to obtain a position within a particular discipline. T.C.A. § 49-7-202(h)
14. By February 1, transmit jointly with the State Board of Education an
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee. The Annual Joint Report outlines progress toward P-16 performance goals. T.C.A. § 49-1-302(a)(10))
15. By February 15, transmit the Annual Master Plan Progress Report, which marks annual progress toward the five-year goals outlined in the Master Plan for Tennessee Higher Education. T.C.A. § 49-5-2054 (c)(2))
16. By February 15, transmit the Statutory Data Report, which provides a
variety of data points on public universities, community colleges, and technology centers including accredited programs, admissions data, job placement rates, and licensure exam scores. T.C.A. § 49-7-210
3
Attachment A
Additional Legislative Imposed Responsibilities Academic Common Market The Academic Common Market was created in 1974 as a means of sharing specialized academic programs among Southern Regional Education Board states. Over 1,800 programs at the baccalaureate and higher degree levels at over 151 colleges and universities currently participate in the Market. The Academic Common Market is administered by the Southern Regional Education Board with the cooperation of 14 of the 15 SREB states. The Market allows residents of participating states to have a broader range of educational opportunities at in-state tuition rates. The Market has a three-fold purpose: (1) eliminating unnecessary duplication among states, in that it is impractical for any institution or single state to develop or maintain degree programs in every field of knowledge; (2) support existing degree programs that have the capacity to serve additional students; and (3) provide access and encourage movement across state lines for programs not available in a student’s home state. T.C.A. § 49-7-301 Combat Sports Grant In 2008 the Legislature created the Tennessee Athletic Commission to regulate mixed martial arts and other “professional unarmed combat” sports including licensing of individuals involved in any aspect of the sport including combatants, managers, promoters and ringside physicians. The law directs that beginning with FY 2010-2011 a portion of the funds generated through regulation of this industry shall be set aside to fund a grant program that will develop and maintain NCAA Division I combat sports programs in the state’s postsecondary educational institutions. The Commission is charged with developing the grant in collaboration with athletic directors of each postsecondary educational institution in the state with an NCAA Division I sanctioned combat sports program. T.C.A. § 68-115-107 Community Service Awards The Community Service Awards were created in 1991 to reward faculty and students in higher education who provide a public service to the community. Those honored by an award have distinguished themselves in the many dimensions of community service and leadership roles in community organizations. They serve as ambassadors for community service among public and independent institutions of higher education. T.C.A. §§ 49-7-208 and -209 Consortium of Historically Black Colleges and Universities The Commission is authorized to provide assistance to a consortium of Tennessee historically black colleges and universities in their efforts to impact the economic development of the state by strategically partnering with the State and private industry. The Commission is to facilitate strategy development and coordinate the implementation of the partnership between the Consortium and other parties. The program has not yet been funded. T.C.A. §§ 49-7-2901 et seq.
4
Attachment A
Contract Education Program The Contract Education Program provides Tennessee residents with the opportunity to pursue academic programs where access is limited due to the size and/or location of the programs or where the programs are not offered in a public college or university. Providing access to these special needs areas in this manner is more economical than initiating or expanding comparable programs in public institutions. In addition to reserving positions for Tennessee residents in these special needs areas, the contract education program also provides some form of financial assistance to the students. Additionally, in an effort to meet a shortage of physicians in family medicine and preventive medicine, the contract education program partially funds medical residency positions at Meharry Medical College, regardless of their state of residence. Some additional programs currently being contracted are Mortuary Science, Sign Language Interpretation, Optometry and graduate level nursing programs. T.C.A. §§ 49-7-203(b), 49-7-301 et seq., 47-7-401, -402 and -404 Education Lottery Scholarship Program The Commission has been charged with the responsibility to collect and analyze data related to students receiving lottery scholarships to provide the General Assembly with information related to student success and scholarship retention. The Commission is to make an annual report to the General Assembly on its findings by the second Tuesday in January. T.C.A. § 49-4-903 Legislative Benchmarks – Challenge 2010 The legislative benchmarks were created in 1984 as an accountability measure to be developed and reported by the Commission. The benchmarks were revised in 1989 to mirror goals established by the Southern Regional Education Board for its 15 member states and became known as Challenge 2000. With the passing of the year 2000, the Commission established Challenge 2010 The Annual Progress Report, which marks progress on the 2005-2010 Master Plan. Preparation of the annual benchmark report requires access to statewide data from both public and independent institutions. The Commission developed and maintains the statewide data to support this accountability measure. Through this and other assessment activities (e.g. performance funding), Tennessee continues to lead the way in developing usable accountability measures of higher education outcomes. The Commission is currently updating these goals. T.C.A. § 49-5-5024 Medical School Authorities Act of 2010 The Medical School Authorization Act of 2010 authorizes certain municipalities to establish a medical school authority to aid in the establishment and operation of a medical or dental school. The Commission shall review and approve for public funding any proposed project of a medical school authority where state or municipal bonds will be issued, or if state funding in otherwise included in the project. Additionally, a medical school authority can not approve a project, regardless of funding source, until the Commission finds there is a need for the project and that it is consistent with the state’s higher education master plan, and if debt is to be issued, the ability of the authority
5
Attachment A
and medical education program to repay the incurred debt. T.C.A. § 7-90-122 and -123 Postsecondary Education Authorization Program The Postsecondary Education Authorization Act of 1974 was established to protect the education and welfare of the citizens of the State of Tennessee. The Tennessee Higher Education Commission has been designated as the agency to authorize the operation of institutions in Tennessee, which are included under this Act. The Commission establishes minimum standards concerning quality of education, ethical and business practices, health, safety, and fiscal responsibility, and protects the Tennessee consumer against fraudulent institutions and practices. It also authorizes the granting of degrees, diplomas, or other educational credentials by postsecondary institutions; prohibits the granting of false educational credentials; regulates the use of terminology in naming institutions; and prohibits misleading literature, advertising, solicitation, or representations by institutions. T.C.A. § 49-7-2001 et seq. Teacher Diversity Program A competitive matching grant program was established in 1989 to support pilot projects designed to expand the recruitment pool of minorities preparing to be teachers. Since the resolution of the state higher education desegregation lawsuit, the focus of the program has become one where an examination of a student’s commitment to diversity in instruction will be of primary import in determining eligibility. The program will continue to be a joint effort between higher education institutions and local school districts, these projects target groups including teacher aides, substitute teachers, high school students, community college students, non-degreed community residents, military personnel, and college graduates presently not teaching who are interested in entering the teaching profession. Project initiatives must include matching state-appropriated funds with local funds on a one-to-one basis and the establishment of an evaluation model. This program is authorized through funding in the appropriations bill and the two year awards are contingent on such funding. Tuition Discount and Fee Waiver Programs The dependent children age 24 years and under of all full-time state employees (who have been employed for more than six months) or retired state employees may receive a 25 percent maintenance fee discount on undergraduate tuition at any public college or university. The discount is also available for the child of a former State employee who died while employed by the State, whether or not the death was job-related or in the line of duty. The same 25 percent discount also applies for the dependent children of current full-time public school teachers in Tennessee, as well as the dependent children of former public school teachers who die while their child is receiving the benefit as long as all other eligibility requirements are met. Full-time state employees and members of the General Assembly are allowed to take one course per term at any public college, university, technology center or the Tennessee Foreign Language Institute at no charge. When these discounts were authorized by the General Assembly, the Tennessee Higher Education
6
Attachment A
Commission was charged with formulating the rules and regulations to implement the waiver. T.C.A. §§ 8-50-114, 8-50-115, 49-7-119
FEDERAL PROGRAMS
College Access Challenge Grant (CACG) The U.S. Department of Education awarded Tennessee a two year College Access Challenge Grant in 2008; Tennessee’s grant award amount totaled $1,453,709 each year of the grant. Tennessee’s CACG is coordinated and administered by the Tennessee Higher Education. By design, Tennessee’s CACG compliments and significantly enhances the depth and breadth of statewide college access and success programs, awareness, and partnerships. The CACG includes five programmatic components including sub-grants to non-profit organizations, two Outreach Specialist positions in the Tennessee Student Assistance Corporation (TSAC), professional development, enhanced public awareness and outreach campaign, and a collaborative college access course for pre- and in-service counselors. The five core components of Tennessee’s CACG expand college access and success initiatives to reach many underserved, low-income, populations in every corner of the state. The sub-grants directly serve 847 students and nine communities in east, middle and west Tennessee; the TSAC Outreach Specialists help to expand total outreach activities by 188 percent; professional development initiatives included over 690 middle and high school counselors; the public outreach campaign introduced new brochures to students, parents and guardians, and plans to touch every middle and high school counselor in the state; and, finally, the collaborative online counselor course will fill a knowledge and instruction gap in counselor degree and professional development programs Gaining Early Awareness & Readiness for Undergraduate Programs (GEAR UP) In April 2005, the Tennessee Higher Education Commission applied for a federal Gaining Early Awareness & Readiness for Undergraduate Programs grant. In September 2005, THEC was awarded a $3.5 million federal discretionary grant by the U.S. Department of Education, known as Gaining Early Awareness & Readiness for Undergraduate Programs (GEAR UP). GEAR UP provides resources to assist state efforts to increase the number of low- income students who are prepared to enter and succeed in postsecondary education. Partnering together in the development and implementation of GEAR UP Tennessee (GEAR UP TN) are the Tennessee Higher Education Commission, Tennessee Department of Education, Tennessee Board of Regents, University of Tennessee System, along with other consultants and local/regional partnerships. GEAR UP TN will serve an estimated 6,000 students per year in 9 counties and 47 schools. The project is designed to promote student achievement, enhance awareness and expand access to post-secondary education statewide, especially in those areas of the state that are traditionally underserved. During the grant
7
Attachment A
period from 2005 to 2011, GEAR UP TN will provide participating counties with resources to serve the high school Class of 2011 from their 8th grade year through the completion of high school. Concurrently, GEAR UP funds will be used to promote college access initiatives and incentives to 11th and 12th grade students in the partnering counties. Any student graduating from a participating high school with a regular or special education diploma will be eligible for a GEAR UP TN Bridge Award of no less than $750 to be utilized at any public or private institution in Tennessee participating in the Tennessee Lottery Scholarship Program. Through the creation of early intervention programs, enhanced academic assessments, and a broad-based outreach campaign articulating the importance of postsecondary access, GEAR UP TN aims to achieve the following goals:
• Increase educational expectations of GEAR UP students and their families through an expanded knowledge of postsecondary access and financial aid opportunities.
• Enhance the academic preparation of GEAR UP students to improve high school graduation rates and postsecondary enrollment, retention, and completion.
• Provide effective professional development for classroom teachers and school staff to ensure increased academic rigor and postsecondary preparation.
• Encourage family and community involvement through GEAR UP to foster an environment that supports life-long learning.
GEAR UP TN will directly serve students in Campbell, Cocke, Grundy, Hardeman, Johnson, Lake, Meigs, Union and Wayne counties. Improving Teacher Quality Grant Program This federal program operates as Title II Part A of No Child Left Behind. It was established to provide grants to colleges and universities in order to provide professional development for K-12 teachers, paraprofessionals and principals. The chosen areas of study are: mathematics, science, social studies, English/language arts, foreign languages and related arts. One of the missions of the Commission is to study the need for particular programs, departments, academic divisions, branch operations, extension services, adult education activities, public service activities and work programs of the various institutions of higher learning. One of the goals established was to develop a collaborative planning partnership between higher education and K-12 education for teacher preparation and continuing professional development. This program helps stimulate the linkages between higher education faculty and K-12 faculty for the preparation of teachers to use curriculum and instructional processes which promote active learning, problem solving, interdisciplinary learning, and content application. Race to the Top With Tennessee’s successful Race to the Top bid, higher education will have a significant role in achieving the overall goals of the federal school reform grant. THEC and institutions of higher education are instrumental in ensuring the
8
9
success of Race to the Top in the state. The THEC Executive Director serves on the First to the Top Advisory Council which oversees implementation. THEC staff also serve on various First to the Top working teams such as Project Management Oversight Committee, STEM leadership team, and the First to the Top Oversight Team. Not only will higher education be involved in shaping the education reforms being enacted but will also be directly responsible as programmatic and fiscal manager for numerous programs. Individual institutions will have opportunities to apply for funding for projects that will address the provisions of the federal award. Tennessee’s Race to the Top framework names THEC as directing and managing several projects with a total fiscal impact of over $20 million. Veterans Education Program In 1983 the Tennessee Higher Education Commission was assigned to be the State Approving Agency for determining training programs in the state in which eligible veterans may enroll and receive veteran’s education benefits, more commonly known as the GI Bill. The Commission works in partnership with the U.S. Department of Veterans Affairs, following both state and federal legislation and regulations in administering the approval program. Many of the institutions and programs that are reviewed for authorization are also reviewed by Commission staff members for veteran’s education approval purposes. September 6, 2011
Attachment B
Section Title: Legal and Regulatory Policies Policy Title: Code of Ethics for Commission Members Policy Number: LR5.0
5.0.10 1. The Tennessee Higher Education Commission is charged by statute to achieve coordination and unity in public higher education in Tennessee. To ensure the effectiveness of the Commission, its members must adhere to the strictest of ethical standards. The purpose of this policy is to outline those general principles.
5.0.11 1. Commission members must carefully prepare for, regularly attend, and actively participate in board meetings and special assignments.
2. The business of the Commission shall be conducted only in public meetings and properly publicized in accordance with Title 8, Chapter 44, Part 1 on Tennessee Code Annotated, as it is amended from time to time.
3. Commission members must accept and abide by the legal and fiscal responsibilities of the Commission as specified by statute, state rules and regulations and the Commission’s policies.
4. Commission members are expected to perform their duties faithfully and efficiently and never to give rise to suspicion of improper conflict of interest. Additionally, Commission members should not use the position as Commission member for personal benefit or gain and shall promptly and honestly file all conflict of interest statements as required by state law and/or Commission policy.
5. Commission members shall not accept any favor or gratuity from any firm, person, or corporation which is engaged in, or attempting to engage in, business transactions with the Commission or any institution that is coordinated or regulated by the Commission which might affect or be suspected of affecting a Commission member’s judgment in the impartial performance of his/her duties.
6. Commission members shall not grant or make available to any person any consideration, treatment, information or favor beyond that which is general practice to grant or make available to the public at large.
7. Commission members shall base all decisions on all available facts in each situation and vote his/her honest conviction in every case, not to be swayed by partisan bias of any kind and abide by and support the final decision of the Commission.
8. Commission members shall have no legal authority outside the
1
Attachment B
meetings of the Commission and shall conduct all relationships with governing boards, public and private institutions, media and other interested entities and persons on the basis of that fact. Commission members shall avoid acting as a spokesperson for the entire Commission unless specifically authorized to do so.
Approved: July 13, 2003
Attachment B
Section Title: Legal and Regulatory Policies Policy Title: Conflict of Interest Disclosure Policy for Commission
Members Policy Number: LR5.1 5.1.10 1. It shall be inappropriate for a Commission member to have a direct
interest in any contract the Commission has entered into for goods or services as a result of a bid process or any other business transaction with the Commission.
2. A Commission member shall disclose any of the following interests: (a) Any indirect interest in any contract or other business
transaction with the Commission; (b) Any interest in any contract or other business transaction with
any higher education institution which is coordinated by, contracted by, contracted with, or authorized by the Commission; and
(c) Any indirect interest created by a relative who has (to the extent the Commission member is aware) any contract or business transaction with the Commission or with any higher education institution which is coordinated by, contracted by, contracted with, or authorized by the Commission.
3. “Direct interest” means any contract to provide goods or services to
the Commission as a result of a bid process or any other business transaction with a: (a) the Commission member; (b) a relative of the Commission member; or (c) a business in which the Commission member or the Commission
member’s relative is: (i) the sole proprietor; (ii) a partner; or (iii) the person having the controlling ownership or control of
the largest numbers of outstanding shares owned by any single individual or corporation.
4. “Indirect interest” means any contract in which the Commission
member is interested but not directly so, but includes contracts where the Commission member is directly interested but is the sole supplier of goods or services.
5. “Relative” includes spouse, parents, siblings, or children.
6. In the event a member of the Commission has an indirect interest in a matter to be voted upon, a Commission member may abstain for
3
Attachment B
cause by announcing such to the Chair of the Commission. Any Commission member who abstains from voting for cause on any issue coming to a vote before the Commission shall not be counted for the purpose of determining a majority vote. This provision shall not be construed to prohibit any Commission member from voting on the higher education funding recommendation, or amendments thereto, unless the vote is on a specific amendment to the funding recommendation in which such person has a direct interest.
7. The basic underlying principle in conflict of interest is that Commission members should disclose any activity, investment, or interest that might reflect unfavorably upon the Commission, using the disclosure form. Because of the sensitive nature of the Commission’s relationship with all of the postsecondary institutions, as well as the General Assembly, it is important that members resolve questions of conflict of interest by disclosure. Any activity which might constitute, or be perceived to constitute, a prohibited conflict should be fully reported. Full disclosure of any situation in doubt should be made.
8. The conflict of interest form must be filed within thirty (30) days after the Commission’s regular Spring meeting, but in no case shall it be filed later than June 1. In the case of a member appointed to the Commission after the Spring meeting, the newly appointed member shall file a conflict of interest statement no later than thirty (30) days after the first Commission meeting following his/her appointment.
9. A Commission member shall amend his/her disclosure because of termination or acquisition of interests of which disclosure is required.
Approved January 31, 1992 Revised: April 15, 2004
4
TENNESSEE HIGHER EDUCATION COMMISSION 1900 Parkway Towers, 404 James Robertson Parkway
Nashville, TN 37243-0830 (615) 741-3605
TENNESSEE HIGHER EDUCATION COMMISSION
DISCLOSURE STATEMENT FOR INDIRECT INTERESTS OF COMMISSION MEMBERS
I, the undersigned member of the Tennessee Higher Education Commission, in order to assure that any appearance of conflict of interest is avoided, and in order to assure that any indirect interests are publicly acknowledged, hereby make the following statements and assurances:
1. I am related to the following employees of the Tennessee Higher Education Commission or any official of any corporation, partnership, sole proprietorship, association, institution of higher education or other entities which do business with, are licensed by, or are otherwise involved with the Tennessee Higher Education Commission:
2. I am employed or professionally affiliated with the following corporation,
partnerships, sole proprietorships, associations, institutions of higher education or any other entities which are licensed by the Tennessee Higher Education Commission:
3. I have an ownership interest in or serve on the Board of the following
corporations, partnerships, sole proprietorships, associations, institutions of higher education or other entities which, to my knowledge, do business with postsecondary institutions coordinated or licensed by the Tennessee Higher Education Commission:
5
Attachment B
4. In my household and among my dependents, to my knowledge, the
following individuals have an ownership interest as stated in Number 3 above:
5. I am

Date post:	12-Dec-2021
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Tennessee Higher Education Commission Tennessee Code …

Documents

TENNESSEE REAL ESTATE COMMISSION

Tennessee Higher Education Commissionknowledgecenter.csg.org/kc/system/files/higher_education... · 2020. 9. 15. · David L Wright and Russ Deaton, Tennessee Higher Education Commission

MINUTES TENNESSEE HIGHER EDUCATION …...2007/07/26 · MINUTES TENNESSEE HIGHER EDUCATION COMMISSION July 26, 2007 1:00 p.m. CDT The meeting was called to order by Chairman Katie

Tennessee Higher Education Commission

Tennessee Education Lottery Scholarship Program Annual Report Tennessee Higher Education Commission April 28, 2011.

Tennessee Higher Education Commission 2016-17 Funding Recommendations Tennessee Higher Education Commission November 18, 2015.

Tennessee’s Outcomes-Based Funding Formula Tennessee Higher Education Commission 1.

1 Tennessee Higher Education Commission Tennessee’s Outcomes-Based Funding Formula AASCU – December 1, 2011.

1 Tennessee Higher Education Commission Outcomes Formula Technical Details TBR May 17, 2011.

Tennessee Education Lottery Scholarship Program Annual Report Tennessee Higher Education Commission Winter Quarterly Meeting 25 January 2007.

1 Tennessee Higher Education Commission Tennessees Outcomes-Based Funding Formula.

Profiles Trends - Tennessee€¦ · Profiles Trends in Tennessee Higher Education 2014 Annual Report Tennessee Higher Education Commission Tennessee Higher Education Commission, Authorization

Tennessee Public Utility Commission...Tennessee Public Utility Commission Tennessee Public Utility Commission 502 Deaderick Street, 4th Floor Nashville, TN 37243 (615) 741-2904 or

STATE OF TENNESSEE DEPARTMENT OF COMMERCE AND … · TENNESSEE REAL ESTATE COMMISSION TENNESSEE REAL ESTATE COMMISSION MINUTES February 10th, 2016 The Tennessee Real Estate Commission

HIGHER EDUCATION ENTITIES T B REGENTS … Education... · Tennessee Higher Education Commission 1518 Georgetown Court ... Focus on College and ... the president of the Tennessee Association

Tennessee Higher Education Commission - Division of ...

Articulation and Transfer in Tennessee Higher EducationTennessee Higher Education Commission 2016 Articulation and Transfer Report i TENNESSEE HIGHER EDUCATION COMMISSION MEMBERS 2016-2017

Pursuant to Tennessee Code Annotated § 49-7-210, the ... · 2016 – 2017 Tennessee Higher Education Fact Book i The Tennessee Higher Education Commission was created in 1967 by