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
Louisiana adopted outcomes-based funding in 2014. It is allocated as base funding annually.
The comprehensive funding model is based on a cost portion and an outcomes portion that aligns with the requirements of Act 462. Two-year and four-year institutions have differing roles, scopes, and missions. Therefore, the two-year model differs from the four-year model in the following ways:
- Cost Weighting Differentiation
- Weighting differs by sector based on Southern Regional Education Board peer-group salary data, course offerings, degree level of students, class size, and support services.
- Outcomes metrics
- Completer levels
- Transfers
- Completers in high-demand fields (four- and five-star jobs)
- Time to award
- Research
- Completion of Pell Grant, underrepresented minorities, and adult students
The metrics include:
- Completers
- Retention/Progression
- Time-to-award for students earning an associate degree
- Time-to-award for students earning a baccalaureate degree (both native and transfer students)
- Completers by degree level: certificate, diploma, associate, baccalaureate, graduate
- Number of students cross enrolled at two- and four-year institutions
- Number of transfers from two-year to four-year institutions
- Research
- Grant-funded research
- Workforce
- Number of completers leading to four- and five-star jobs
- Equity Completers
- Undergraduate adult (age 25 and older) completers
- Completion by Pell students
- Completion by underrepresented students, including Black, American Indian or Alaskan Native, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and people of two or more races. In order to achieve this attainment goal, equity populations must increase credential completion.
The policy does not include a campus climate metric. The policy is overseen by the Louisiana Board of Regents. To learn more, visit https://regents.la.gov/divisions/finance-facilities/outcomes-based-funding-formula/.
Two-Year Institutions |
|
| Enrollment of Students of Color | None |
| Success of Students of Color | Weight |
| Enrollment of Students From Low-Income Backgrounds | None |
| Success of Students From Low-Income Backgrounds | Weight |
| Measure Related to Campus Climate | None |
Four-Year Institutions |
|
| Enrollment of Students of Color | None |
| Success of Students of Color | Weight |
| Enrollment of Students From Low-Income Backgrounds | None |
| Success of Students From Low-Income Backgrounds | Weight |
| Measure Related to Campus Climate | None |
