Search

Various analyses have used the transfer rate as a performance indicator for community colleges, but the question of what constitutes an appropriate denominator in the transfer-rate equation remains a point of contention. This article examines the potential drawbacks of using student-reported educational goals to determine which students are included in the denominator and notes how the behavioral signal approach — based on the courses students take and complete — may be a more appropriate alternative. In addition, the article discusses the prospects of employing a "transfer opportunity diagnosis" based on multiple indicators. [ABSTRACT FROM AUTHOR]

Almost all state governments have adopted legislative or administrative mandates to manage for results. These mandates require agencies to engage in strategic planning and performance measurement, with the hope that performance information will be used to change decision-making behavior and improve performance. This article examines case studies of Alabama, Virginia, and Vermont to understand how corrections managers react to and use these mandates. The findings indicate a high degree of variation in case outcomes, ranging from compliance, to performance improvement efforts, to a questioning of the basic goals of corrections. There is a common logic: that explains how managing for results is used however, based on organization's leadership agenda, and informed by knowledge of environmental challenges and opportunities. [ABSTRACT FROM AUTHOR]

Focuses on the social and human dimensions of standard-setting for test scores. Creation of performance standards; Forums for long-term deliberations about public education; Importance of moral obligations to provide rigorous and caring education for U.S. children.