Appendix 2. Metrics for System- and Institution-Level Indicators | Accountability | Access to Excellence | CSU
 
Access To Excellence2008 Accountability Plan

Appendix 2
Metrics for System- and Institution-Level Indicators

Continuing Cornerstones Accountability Indicators
  • Providing every eligible applicant with admission to at least one CSU institution
    • For impacted institutions or institutional programs, eligible applicants not admitted — for first-time freshmen and upper-division CCC transfers;
    • For impacted institutions or institutional programs, eligible applicants not admitted to first choice, but admitted to another CSU institution — for first-time freshmen and upper-division transfers
  • Improvement in progress to degree
    • # of regularly-admitted first-time freshmen needing remediation in mathematics and % of regularly-admitted first-time freshmen remediated in mathematics within one year (system and individual universities)
    • # of regularly-admitted first-time freshmen needing remediation in English and % of regularly-admitted first-time freshmen remediated in English within one year (system and individual universities)
    • First-year retention of first-time freshmen (expanding to all for consistency with NASH, system and individual universities)
    • First-year retention of undergraduate transfers (expanding to all for consistency with NASH, system and individual universities)
    • The average number of upper-division units completed at graduation by students who entered the CSU as upper-division CCC transfer students (system and individual universities)
    • The average number of upper-division units completed at graduation by students who entered the CSU as native first-time freshmen (system and individual universities)
  • Improvement in persistence and graduation rates at the institution of origin (and anywhere in the CSU)
    • Graduation rate of first-time freshmen at the CSU institution of origin (expand to all for consistency with NASH, use persistence and graduation to estimate final graduation, system and individual universities)
    • Graduation rate of undergraduate transfers at the CSU institution of origin (expand to all for consistency with NASH, use persistence and graduation to estimate final graduation, system and individual universities)
    • Graduation rate of first-time freshmen anywhere in the CSU (expand to all for consistency with NASH, use persistence and graduation to estimate final graduation, system and individual universities)
    • Graduation rate of undergraduate anywhere in the CSU (expand to all for consistency with NASH, use persistence and graduation to estimate final graduation, system and individual universities)
  • Improvement of persistence and graduation rates via the CSU anywhere
    • Graduation rate of first-time freshmen anywhere in the United States (expand to all for consistency with NASH, expand Clearinghouse use at the institution of origin, use persistence and graduation to estimate final graduation, system and individual universities)
    • Graduation rate of undergraduate anywhere in the United States (expand to all for consistency with NASH, expand Clearinghouse use at the institution of origin, use persistence and graduation to estimate final graduation, system and individual universities)
  • Increase in non-traditional instruction (instruction offered via evenings, Fridays, weekends, summers, distance-learning, and off-site)
    • For main campuses, # of course FTES in evenings, Fridays, weekends, summers, distance learning, off-site, and total and % in non-traditional instruction.
    • For state-supported, CPEC-approved off-campus centers, # of course FTES in evenings, Fridays, weekends, summers, distance learning, off-site, and total and % in non-traditional instruction.
NASH “Access to Success” Initiative Indicators
  • Reduction of the gap in first-year retention for underrepresented, low-income, and male/female students (indicators for system and individual universities)
    • First-year retention rate for underrepresented new undergraduates
    • First-year retention rate for white new undergraduates
    • First-year retention rate for Pell first new undergraduates
    • First-year retention rate for non-Pell new undergraduates
    • First-year retention rate for female new undergraduates
    • First-year retention rate for male new undergraduates
  • Reduction of the gap in graduation rates for underrepresented, low-income, and male/female students (indicator for system and individual universities; graduation rate at institution of origin, CSU final graduation)
    • Graduation rate for underrepresented new undergraduates
    • Graduation rate for white new undergraduates
    • Graduation rate for Pell new undergraduates
    • Graduation rate for non-Pell new undergraduates
    • Graduation rate for female new undergraduates
    • Graduation rate for male new undergraduates
  • Reduction of the gap in baccalaureate awards to undergraduate enrollment for underrepresented, low-income, and male/female students (indicator for system and individual universities)
    • # of underrepresented undergraduates
    • # of underrepresented baccalaureate awards
    • Ratio of underrepresented baccalaureate awards to undergraduates
    • # of white undergraduates
    • # of white baccalaureate awards
    • Ratio of white baccalaureate awards to undergraduates
    • # of Pell undergraduates
    • # of Pell baccalaureate awards
    • Ratio of Pell baccalaureate awards to undergraduates
    • # of non-Pell undergraduates
    • # of non-Pell baccalaureate awards
    • Ratio of non-Pell baccalaureate awards to undergraduates
    • # of female undergraduates
    • # of female baccalaureate awards
    • Ratio of female baccalaureate awards to undergraduates
    • # of male undergraduates
    • # of male baccalaureate awards
    • Ratio of male baccalaureate awards to undergraduates
  • Reduction of the gap in Science, Technology, Engineering, and Mathematics (STEM) baccalaureate awards to undergraduate majors for underrepresented, low-income, and male/female students (indicator for system and individual universities)
    • # of underrepresented STEM undergraduate majors
    • # of underrepresented STEM baccalaureate awards
    • Ratio of underrepresented STEM baccalaureate awards to undergraduate majors
    • # of white STEM undergraduate majors
    • # of white STEM baccalaureate awards
    • Ratio of white STEM baccalaureate awards to undergraduate majors
    • # of Pell STEM undergraduate majors
    • # of Pell STEM baccalaureate awards
    • Ratio of Pell STEM baccalaureate awards to undergraduate majors
    • # of non-Pell STEM undergraduate majors
    • # of non-Pell STEM baccalaureate awards
    • Ratio of non-Pell STEM baccalaureate awards to undergraduate majors
    • # of female STEM undergraduate majors
    • # of female STEM baccalaureate awards
    • Ratio of female STEM baccalaureate awards to undergraduate majors
    • # of male STEM undergraduate majors
    • # of male STEM baccalaureate awards
    • Ratio of male STEM baccalaureate awards to undergraduate majors
Additional Indicators
  • Increase from entry to graduation in the extent to which CSU students engage in real-world workplace experiences to provide students with the kinds of exposure and skills that employers value
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who have had workplace experiences with careers and the estimated number of hours spent in these activities [e.g., internships and other field experiences in law offices, hospitals, engineering firms] (institution, system)
  • Increase from entry to graduation in the extent to which CSU students gain and improve global understanding and foreign language skills so they can compete in the global economy and participate in a global society
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who have gained and improved global understanding
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who achieve defined levels of "foreign" language proficiency (institution, system)
    • Percentages and numbers of students studying in environments that engender interactions with cultures tied closely to non-U.S. locations (including but not limited to students who travel to study in non-American locations) - by duration, destination, major, demographic characteristics
    • Numbers of degree-seeking and non-degree-seeking students who are citizens of other countries
  • Increase from entry to graduation in the extent to which CSU students provide service to the community
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who have volunteered in their communities and the estimated number of hours (institution, system)
  • Increase from entry to graduation in the extent to which CSU students engage in activities as informed citizens
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who voted, who were otherwise politically engaged (institution, system)
  • Increase from entry to graduation in the extent to which CSU students exhibit information competence
    • Percentages and numbers (survey estimate) of entering freshmen and graduating seniors who meet CSU information competence standards (institution, system)
  • Increase in number of CSU baccalaureates who transition to post-baccalaureate and graduate programs, especially programs in high-demand areas
    • Number of graduating seniors transitioning to post-baccalaureate and graduate programs (institution, system)
    • Number and percentage of graduating seniors transitioning to post-baccalaureate and graduate programs in high-demand areas (institution, system)
  • Increase in number of CSU baccalaureates who transition into high-demand areas
    • Number of graduating seniors transitioning to the workplace (institution, system)
    • Number and percentage of graduating seniors transitioning to the workplace in high-demand areas (institution, system)
  • Increase in the proportion of tenured and probationary faculty
    • Number of total FTEF (institution, system)
    • Number of tenured/probationary FTEF and their % of total FTEF (institution, system)
  • Increase in the diversity of employees
    • % of full-time faculty by gender and ethnicity (institution, system)
    • % of full-time managers by gender and ethnicity (institution, system)
    • % of full-time professionals by gender and ethnicity (institution, system)
    • % of full-time clerical staff by gender and ethnicity (institution, system)
    • % of full-time technical staff by gender and ethnicity (institution, system)
    • % of full-time technical staff by gender and ethnicity (institution, system)
Additional Suggested Indicators to Assess Institution-level Progress

Commitment 2. Plan for Faculty Turnover and Invest in Faculty Excellence

  • Analysis of recruitment pools, success of searches, and faculty hired
  • Measures of faculty satisfaction, compared to sources such as the COACHE survey of probationary faculty, as well as turnover at the institution

Commitment 3. Plan for Staff and Administrative Succession and Professional Growth

  • Measures of customer satisfaction (supporting evidence of a highly competent workforce), evidence of participation in/ assessments of professional development programs
  • Analysis of recruitment pools and search success, as well as the employee profile at the institution

Commitment 5. Expand Student Outreach

  • Number and % of FTF applicants who completed a-g in current and prior year, by ethnicity and gender (same for transfer applicants)
  • Number and % of admitted first-time freshmen who completed a-g in current and prior year, by ethnicity and gender (same for transfer students)
  • Number and % of enrolled first-time freshmen who completed a-g in current and prior year, by ethnicity and gender (same for transfer students)
  • Number and % of students applying for and receiving financial aid

Commitment 6. Enhance Student Opportunities for "Active" Learning

  • % of students responding affirmatively to selected "active" learning measures on survey instruments such as the AASCU Degrees of Preparation survey and/or the National Survey of Student Engagement (NSSE)
  • Degree programs including "active" learning opportunities, as evidenced by syllabi and program review documents
  • Institution funds provided in support of faculty research, scholarship, and creative activities that include support for undergraduate and graduate student researchers
  • Funds from grants, gifts, and contracts that include support for student “active” learning

Commitment 7. Enhance Opportunities for Global Awareness

  • Number and % of students with a major or course of study that is explicitly international in focus
  • Number and % of students with a major or course of study including non-U.S. themes
  • Number and % of students engaged in credit-bearing experiences abroad
  • Number and % of students enrolled in languages other than English
  • Number of languages available for study through the intermediate level
  • % of students responding affirmatively to selected "global learning" learning measures on the AASCU Degrees of Preparation survey
  • Number of degree-seeking students who are citizens of other countries
  • Number of faculty who engage non-American scholars for professional purposes (e.g., shared research, scholarly meetings)
  • Number of faculty whose research and scholarship is sited abroad
  • Number of faculty who lead short-term study abroad activities (for matriculated and non-matriculated students)
  • Number of faculty who take full-time, semester or year-long positions abroad
  • Number of faculty who have revised courses to include international themes
  • Number of faculty who travel for professional purposes outside the United States
  • Number of visiting faculty from outside the United States
  • Stated goals for internationalization in institution’s strategic plan, program review criteria, co-curricular planning, and/or RTP documents
  • Performance goals for senior managers that include encouragement of international engagement and the adoption of global perspectives in learning environments
  • Institutional Agreements and level of activity during the review period; number of formal international partners/foreign universities
  • Extent to which citizens of other countries are made available to U.S. citizen students (in programs with cultural understanding objectives embedded—both in student life programs and curricula)

Commitment 8. Act on the CSU’s Responsibility to Meet Post-baccalaureate Needs, Including Those of Working Professionals

  • Partnerships and advisory bodies, as appropriate for various academic programs, to evaluate regional needs for specific graduate and post-baccalaureate programs
  • Evidence of integration of advisory board input into planning and assessment of graduate and post-baccalaureate programs
  • Number of scholarships, stipends, internships, and/or other program funding sources provided by external partners
  • Partnerships between existing institutional research centers, whose collaboration supports faculty and student research and may support the development of degree programs
  • Graduate and post-baccalaureate programs offered jointly with other institutions that maximize local resources and reach greater student audiences
  • New degree and certificate programs implemented to answer particularly urgent workforce needs (including use of "fast track" and/or "pilot program" policies to implement such programs in timely fashion)
  • Status of campus strategic plan for expanding graduate and post-baccalaureate education offered through extended education
  • Success in supporting international research partnerships and/or implementing graduate programs that feature articulation of coursework from international institutions
  • Professional accreditation for graduate programs that are subject to accreditation
  • State certification and state licensure pass rates in fields that are subject to same
  • WASC approval of new graduate and/or post-baccalaureate programs requiring substantive change review
  • Resources committed to graduate and post-baccalaureate program development
  • Resources committed for faculty research, scholarship, and creative work, including for broad dissemination, professional presentation and publication of such work