Discusses ways program administrators can do a better job of justifying their curricula in light of high costs and limited enrollments. Describes procedures used at Community College of Philadelphia for assessing new programs (the comprehensive feasibility study) and determining the success of existing programs (the academic audit). (DMM)

Reviews the various determinants of educational quality cited in the two-year college literature and the methodologies designed and used to measure institutional and program quality. (AYC)

Argues that faculty evaluation should utilize multiple methods including evidence of student learning and peer, student, self-, and administrative evaluation. Suggests that administrative evaluation involve classroom observation of teacher and student behavior, plus pre- and postobservation conferences to develop plans for improvement. (DMM)

Rather than adopting a marking system as perfect for all circumstances, educators might find themselves more competent evaluators by first determining the circumstance and then applying the appropriate marking system. (Author)

Discusses the social pressures put on school administrators to be accountable for their actions and recent efforts to answer these public demands. (GB)

Describes the results of a student assessment of teacher performance in the North Carolina Community College System, in which 65 percent of the faculty were rated between average and above average. Concludes that student evaluation affords a powerful device for describing teacher effectiveness. (DMM)

Proposes a community college program review model which promotes institutional autonomy and satisfies accountability demands. Recommends that community colleges use a need/access model rather than the equality/excellence model appropriate for universities. Proposes an open and flexible review process, specific products, and seven evaluation…

Describes a study of performance appraisals of department chairpersons focusing on: (1) the percentage of colleges evaluating chairpersons; (2) methods and criteria used; (3) chairperson attitudes toward existing and desirable appraisal systems; (4) the differences in chairpersons' attitudes among academic disciplines; and (5) the value of…

Describes a method of evaluation which ensures maximum yield. Mentions common pitfalls in evaluation procedures and proposes Reality-Based Evaluation (RBE) as a safeguard against them. Outlines RBE and concludes that evaluation results must play an active role in bringing about change. (JG)

Compares and discusses methodology and motivations of community colleges to assess the economic impact of their institutions on local and state economies. Describes the use of the Caffrey Isaacs Economic Impact Model by community colleges. Examines 19 economic impact analyses and makes recommendations about future research and use of these…

Describes a study of 478 graduates from a community college to determine their self-assessment of improvement in general education competencies, their perceptions of the college's success at incorporating general education into its technical curricula, and the benefits and side effects of self-assessment as a strategy to determine general…

Compares segmentation modeling and logistic regression with regard to a longitudinal study of graduation rates at Ohio State University Agricultural Technical Institute. Suggests that segmentation modeling is as effective as the regression techniques in terms of predictive ability, but that segmentation modeling offers a distinct advantage in…

Argues that the term 'nontraditional' is too broad to be helpful in identifying specific student needs at a community college because of the number of students who fit this definition. Presents research and suggestions, and discusses the limitations of using a single term. (Contains 24 references.) (AUTH/NB)

Discusses how the State University of New York and the U.S. Department of Education (Vocational and Technical Educational Act programs) rely on a first-time, full-time cohort of entering students to measure the performance of community colleges. Reports that the use of this cohort misses roughly two-thirds of the students enrolled in degree…

Reviews the reasons for conducting institutional assessments regardless of college size. Identifies the elements of institutional effectiveness and translates them into six questions with quantifiable answers, which when tallied produce an overall assessment of program effectiveness. (DMM)