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Retaliation in any form can result in a range of negative consequences for those who experience it either directly or indirectly. Individuals can experience limitations in the opportunities to contribute and advance in their career, and they may feel as if their only response to the adversity is to leave the field. When an institution allows such retaliation to take place, the target's sense of trust and dependency in the institution to maintain their safety and act on their behalf is negatively impacted. Retaliation can also have consequences for the broader community and the institution. For example, observers of retaliation can be affected by the low morale in the department or unit stemming from retaliation. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community. This individually-authored paper was created by members of the Remediation Working Group to explore the full implications of retaliation in higher education and develop a paper that provides relevant information as discussed in the 2018 National Academies report Sexual Harassment of Women: Climate, Culture, and Consequences in Academic Sciences, Engineering, and Medicine. The paper illustrates how legal protections can fall short when various types of retaliatory actions occur in academia and explores how institutions can creatively address retaliation with broader policies--policies that expand on and hone institutions' current anti-retaliation practices, engender effective communication of their response to various forms of retaliation. [Contributors of this paper include the Policy and Global Affairs and the Action Collaborative on Preventing Sexual Harassment in Higher Education.]

Education policymakers have long sought to establish teaching standards that will measure new or continuing teachers against these standards. The problem is, existing methods for certifying teachers have been criticized for being either so onerous as to deter good candidates or so lax as to keep weak teachers in the profession. To provide another approach, the U.S. Department of Education recently funded an organization called the American Board for Certification of Teacher Excellence (ABCTE, or American Board) to develop portable teacher credentials that would identify qualified beginning teachers and recognize accomplished veteran teachers. In 2005, ABCTE selected Mathematica Policy Research, Inc. (MPR) to conduct an independent, five-year evaluation of the certification programs. This paper describes results from the first six months and plans for the remainder of the evaluation. The first sections provide background on certification processes in use today ("traditional") and ABCTE itself; subsequent sections discuss findings from the early use of American Board certification, as well as a design for a rigorous evaluation of the credentials, the results of which will be included in future reports. By issuing this report on the early descriptive findings and design of the evaluation, the hope is to promote transparency in this approach and invite comments from the field. (Contain 4 tables and 2 figures.) [This report was submitted to the American Board for Certification of Teacher Excellence.]

Average salary increases for 2,946 faculty in the field of political science are reported for 1983-1984 and 1986-1987, as part of the College and University Personnel Association's annual faculty salary studies. Included are comparative data for 120,580 faculty at 167 public colleges and 235 private colleges, representing 44 academic disciplines. In 1983, 125 public colleges and 159 private colleges reported on salaries for political science faculty, while 131 public and 165 private colleges reported in 1986. Between 1983 and 1986, average salaries of faculty in this field increased 20.5% at public colleges and 18.2% at private colleges. For 1986-1987 the average salary for political science faculty was above the average faculty salary in the other 43 disciplines (2% above for public colleges and 4% above for private colleges). Included is information on: the number of faculty by academic rank, including new assistant professors; salaries by academic rank; the ratio of average salaries to total salaries of all institutions in both years; comparisons with the Consumer Price Index of changes in cost-of-living for both years; and comparisons with 43 other disciplines. The disciplines and participating institutions are listed. (SW)

Average salary increases for 2,452 faculty in the field of physics are reported for 1983-1984 and 1986-1987, as part of the College and University Personnel Association's annual faculty salary studies. Included are comparative data for 120,580 faculty at 167 public colleges and 235 private colleges, representing 44 academic disciplines. In 1983, 117 public colleges and 152 private colleges reported on physics faculty salaries, while 117 public and 150 private colleges reported in 1986. Between 1983 and 1986, average salaries of faculty in this field increased 22.6% at public colleges and 16.8% at private colleges. For 1986-1987 the average salary for physics faculty was above the average faculty salary in the other 43 disciplines (10% above for public colleges and 15% above for private colleges). Included is information on: the number of faculty by academic rank, including new assistant professors; salaries by academic rank; the ratio of average salaries to total salaries of all institutions in both years; comparisons with the Consumer Price Index of changes in cost-of-living for both years; and comparisons with 43 other disciplines. The disciplines and participating institutions are listed. (SW)

Average salary increases for 5,003 faculty in the field of physical education are reported for 1983-1984 and 1986-1987, as part of the College and University Personnel Association's annual faculty salary studies. Included are comparative data for 120,580 faculty at 167 public colleges and 235 private colleges, representing 44 academic disciplines. In 1983, 140 public colleges and 149 private colleges reported on salaries of physical education teachers, while 145 public and 149 private colleges reported in 1986. Between 1983 and 1986, average salaries of faculty in this field increased 20.8% at public colleges and 17.3% at private colleges. For 1986-1987 the average salary for physical education was about 6% below the average faculty salary in the other 43 disciplines (7% below for public colleges and 16% below for private colleges). Included is information on: the number of faculty by academic rank, including new assistant professors; salaries by academic rank; the ratio of average salaries to total salaries of all institutions in both years; comparisons with the Consumer Price Index of changes in cost-of-living for both years; and comparisons with 43 other disciplines. The disciplines and participating institutions are listed. (SW)

Average salary increases for 4,136 faculty in the field of engineering are reported for 1983-1984 and 1986-1987, as part of the College and University Personnel Association's annual faculty salary studies. Included are comparative data for 120,580 faculty at 167 public colleges and 235 private colleges, representing 44 academic disciplines. In 1983, 54 public colleges and 37 private colleges reported on engineering faculty salaries, while 58 public and 40 private colleges reported in 1986. Between 1983 and 1986, average salaries of faculty in this field increased 25.3% at public colleges and 17.8% at private colleges. For 1986-1987, the average salary for engineering faculty was above the average faculty salary in the other 43 disciplines (17% above for public colleges and 31% above for private colleges). Included is information on: the number of faculty by academic rank, including new assistant professors; salaries by academic rank; the ratio of average salaries to total salaries of all institutions in both years; comparisons with the Consumer Price Index of changes in cost-of-living for both years; and comparisons with 43 other disciplines. The disciplines and participating institutions are listed. (SW)

Factors that affect the decision of a high school senior to attend or not to attend college were studied, using a path analysis model. Data were drawn from the 1980 High School and Beyond national survey of 58,000 high school sophomores and seniors, which was sponsored by the National Center for Education Statistics. The study sample was 14,287, or 52 percent of the High School and Beyond seniors. The Statistical Package for the Social Sciences and eight multiple regression analyses were performed. Four important predictors of college attendance plans were found: socioeconomic status, high school grades, academic ability, and race. The two most important predictors were grades and ability; socioeconomic status was found to have an indirect effect through its influence on grades and ability. A nonwhite student was more likely to plan to attend college than a white student with similar grades, ability, and socioeconomic status. Initially, the theoretical model included the variables of father's and mother's education, family income, and sex. However, father's and mother's education and family income were found to be a part of the socioeconomic status composite. (SW)

The Maryland Center for Quality and Productivity at the University of Maryland has developed a methodology that enables the management team of an organization to define its critical performance dimensions. A set of metrics is offered to help colleges and universities assess whether quality management is improving their performance. (DB)

A study examines the enrollment trends of North Carolina's private colleges and universities in the period of fall 1974 to fall 1979, and compares these trends to those of the state's public and the nation's private institutions. The Carnegie Council classification of institutions is used for category comparisons. The following are the primary conclusions: (1) the majority of North Carolina's private institutions are not experiencing enrollment declines, with 71 percent having full-time equivalent (FTE) enrollment increases for an overall average increase of nine percent; (2) 29 percent reported negative enrollment trends, of which the majority are less selective liberal arts colleges; (3) the number of part-time students has increased 37 percent; and (4) there has been little fluctuation in the mix of students in the private sector (i.e., relative proportions of in-state and out-of-state, graduate and undergraduate institutions). Data charts show full- and part-time headcount and FTE enrollments for each institution in each category, and headcount enrollment trends for each North Carolina private college and university, giving percentage change in the peak year. An outline of the Carnegie categories is appended. (MSE)

Admissions in North Carolina's private higher education institutions were examined using data from the fall of 1975 to fall 1980. These highlights emerged: (1) first-time freshman applications rose 29 percent in private universities and colleges in that period; (2) the percentage of freshman applications accepted declined from 69 percent in 1975 to 64 percent in 1980; (3) first-time enrolled freshmen increased seven percent; (4) the ratio of first-time freshmen who actually enrolled to the number accepted declined from 0.63 to 0.56 in that period; (5) institutions reported a more favorable position on each of the above measures than did the national sample of Minter and Bowen; and (6) the academic ability of entering freshmen, as measured by SAT scores and class rank, was generally maintained from 1975 to 1980. Accompanying the study's analysis are charts showing, for each institution, the numbers of applications, acceptance percentages, enrollments, enrollment rations, SAT scores and class ranks for first-time freshmen. (MSE)

The influence of enrollment growth and inflation on the costs of North Carolina's comprehensive and liberal arts colleges and universities were studied. comprehensive institutions were defined as those having more than 1,500 students, a liberal arts program, and at least one professional program; liberal arts colleges, as four-year colleges with liberal arts programs only. Of the 41 comprehensive and liberal arts colleges in North Carolina, 39 public and private colleges were studied. Data were obtained from the Higher Education General Information Survey (HEGIS). Fall semester full-time-equivalent enrollments for each institution and The Consumer Price Index for each fiscal year were also analyzed. For the past decade, it was found that public institution expenditures grew at an average annual rate of 13.3 percent, compared to 8.7 percent for private institutions. After adjusting for increasing enrollment growth by expressing expenditures in student units, the growth rate was 7.8 percent per annum for the public and 7.1 percent for the private sector. After adjustments for enrollment growth and the decline of the value of the dollar, the current expenditures annual growth rate was only .3 percent for public, and -.4 percent for private institutions. Public institution enrollment increased more rapidly, and public institutions operated at a consistently lower cost per student. (SW)

Factors that affect enrollment, applications, and student academic achievement (high school rank and Scholastic Aptitude Test scores) at 38 private colleges and universities in North Carolina were studied, based on data obtained from the Higher Education General Information Survey and the North Carolina Higher Education Data reports. The following variables were assessed: institution size, county population and growth, area population and growth, area student percentage, area student growth, out-of-state percentage and growth, proximity to the University of North Carolina (UNC), institution age, percentage of bachelor's degrees in education awarded in 1973-l974 (education percentage) and the education growth rate, coeducational or single-sex college, the predominant race of the institution, and religious affiliation. Findings include the following: private institutions located in large population areas (600,000 or more) had a greater increase in freshman applications; institutions that enrolled a larger percentage of students in education experienced an increase in applications and enrollments (however, the quality of the students enrolled declined); the academic performance of students in institutions with larger percentages of out-of-state students declined; institutions related to the United Methodist Church showed increases in freshmen enrollments; and the newer institutions reported larger percentage increases in freshmen enrollments. (SW)

Enrollment trends at North Carolina's private higher education institutions during 1978-1982 were examined. The total full-time-equivalent enrollment for all private institutions in the state increased from 48,446 in 1978 to 49,808 in 1982. Based on the Carnegie Classifications of Institutions of Higher Education, it was found that each classification of private university and college exhibited enrollment growth during the 5-year period, except for Comprehensive Universities and Colleges II, which experienced enrollment declines. The largest enrollment increase was for the Comprehensive Universities and Colleges I classification. Most private North Carolina institutions are classified as Liberal Arts Colleges II, a group that showed diverse enrollment trends. Enrollment data for individual institutions are included. (SW)

The influence of full-time-equivalent college enrollments and the Consumer Price Index on the costs of higher education for North Carolina's comprehensive and liberal arts colleges and universities was assessed. Comprehensive institutions are defined as enrolling more than 1,500 students and offering a liberal arts program and at least one professional program, while liberal arts colleges are defined as those four-year colleges offering liberal arts programs only. The expenditures for the public institutions grew at an average annual rate of 19 percent as compared to a 13 percent average increase for the private schools. Most of this growth was a result of expanding enrollments and inflated dollars. When adjustment was made for increasing enrollment growth by expressing expenditures in student units, the growth rate was 11 percent per annum for the public universities and 10 percent for the private sector. The current expenditures annual growth rate declined .4 percent for the public institutions and .7 percent for the private institutions when adjustments were made for enrollment growth and the decline in the value of the dollar over the decade. At the public institutions, enrollment increased more rapidly and the operating costs per student were lower than was the case at private institutions. (SW)