Job training is job one in the Texas State Technical College System, which is working on a “returned-value” model that would link all college funding to graduates’ employment and earnings, reports the Texas Tribune.
. . . administrators at TSTC, a network of public two-year institutions that provide technical training, . . . are working with the Texas Higher Education Coordinating Board to develop a model that bases the system’s entire state funding amount on the job placements and projected earnings of graduates.
“You won’t find a better example of total accountability, because we won’t get paid for a student until we put him in a job,” said TSTC Chancellor Michael Reeser.
However, it’s not clear the state has the accurate job data needed to make the model work.
The board is looking for ways to link university and community college funding to student outcomes, but is not likely to use “returned value,” the Tribune reports.
Public colleges and universities should be willing to link funding to student learning, writes Thomas Lindsay on Phi Beta Cons.
Academically Adrift . . . reports that 45 percent of students showed “little if any growth over the first two years of college in their ability to perform tasks requiring critical thinking, complex reasoning, and written communication as measured by the Collegiate Learning Assessment (CLA).” After four years in college, more than one in three continued to show “little if any growth.”
The CLA or the comparable Collegiate Assessment of Academic Proficiency (CAAP) could be used to measure whether students have learned anything, Lindsay proposes.