ERIC Number: ED337112
Record Type: RIE
Publication Date: 1991-Jul
Assessing and Reporting Student Progress: a Response to the "New Accountability."
Ewell, Peter T.; Jones, Dennis P.
This paper reviews current approaches for tracking student progress in postsecondary education, focusing on the context of emerging policy and information needs at the state, national and institutional levels and on the capabilities and limits of currently available information technology. The paper consists of six main sections. First the growing requirements for consistent data reporting on student progress are examined in the light of some wider national policy trends. Second, the methodological requirements for generating meaningful information about student persistence and degree-completion and the current capacities of states and institutions to generate such statistics are discussed. The third section contains a comprehensive review of persisting issues, including such topics as who should be included in reporting, and how to handle such enrollment phenomena as "stop-outs" and inter-institutional transfers. Section four addresses these issues through a set of "minimal" recommendations for data collection and reporting. Two concluding sections examine the implications of these ideas for future developments including possible uses (and misuses) of the resulting data, and how results might potentially be linked with available state and national "levers for change." Seven references. (JB)
Descriptors: Academic Achievement, Academic Persistence, Accountability, Educational Assessment, Educational Policy, Higher Education, Information Technology, Politics of Education, Stopouts, Student Evaluation, Transfer Students, User Needs (Information)
State Higher Education Executive Officers, 707 Seventeenth Street, Suite 2700, Denver, CO 80202-3427.
Publication Type: Information Analyses
Education Level: N/A
Audience: Policymakers; Practitioners
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: State Higher Education Executive Officers Association.