In this report, we examined five kinds of equity-focused metrics in state OBF policies to determine the extent to which states prioritize the enrollment and success of students of color and students from low-income backgrounds:
- Enrollment metrics for students of color
- Success metrics for students of color
- Enrollment metrics for students from low-income backgrounds
- Success metrics for students from low-income backgrounds
- Metrics related to campus racial climate
While the inclusion of these metrics in policies is essential, how they are deployed is equally as important. Therefore, we also considered whether the metrics were mandatory, optional, or weighted. Weighted metrics are the most ideal. These are mandatory and are given additional value, so strong institutional performance on a weighted metric would garner greater advantage or funding.
Two- and Four-Year Institutions
The Student Success Key Performance Indicators below were first adopted in 2013, first reported in 2018, and first used for performance-based funding in the 2019 fiscal year.
The policy is overseen by the Connecticut State Colleges and Universities, which oversees 17 institutions: four state universities, 12 community colleges, and Chard Oak State College. The metrics below are applied across two-year and four-year institutions. They include:
- Percentage of students who have earned 15 or more college-level credits after year one
- Percentage of students who have earned 24 or more college-level credits after year one
- Percentage of students who have earned 30 or more college-level credits after year one
- Percentage of students who have passed (C or better) college-level math in year one
- Percentage of students who have passed (C or better) college-level English in year one
- Percentage of students who have passed (C or better) both college-level math and college-level English in year one
- Percentage of students who have completed (D- or better) college-level math in year one
- Percentage of students who have completed (D- or better) college-level English in year one
- Percentage of students who have completed (D- or better) both college-level math and college-level English in year one
- Percentage of students who have earned 6 or more college-level credits in their first term
- Percentage of students who have earned 12 or more college-level credits in their first term
- Percentage of students who persisted from term one to term two
- Average rate of college-level course passing (C or above) in students’ first academic year
- Average rate of college-level course completion (D- or above) in students’ first academic year
- Percentage of students who have attempted 12 or more credits, including developmental, in the first term
- Percentage of students who have attempted 15 or more credits, including developmental, in the first term
- Percentage of students who have attempted 30 or more credits, including developmental, in the first year
- Average number of credits attempted in the first term
- Average number of credits earned in the first term
- Average number of credits attempted in the first year
- Average number of credits earned in the first year
The policy does not have a metric that measures campus climate. The policy is overseen by the Connecticut State Colleges and Universities, which does not oversee the University of Connecticut. More information can be found at https://www.ct.edu/files/pdfs/CSCU%20Students%20First%20Update%20for%20NECHE%20April%202019.pdf.
Two-Year Institutions |
|
| Enrollment of Students of Color | None |
| Success of Students of Color | None |
| Enrollment of Students from Low-Income Backgrounds | None |
| Success of Students from Low-Income Backgrounds | None |
| Measure Related to Campus Climate | None |
Four-Year Institutions |
|
| Enrollment of Students of Color | None |
| Success of Students of Color | None |
| Enrollment of Students From Low-Income Backgrounds | None |
| Success of Students From Low-Income Backgrounds | None |
| Measure Related to Campus Climate | None |
