DOC

ANNUAL PERFORMANCE REPORT- PART II, KEY MEASURE ANALYSIS(4)

By Michelle Pierce,2014-08-08 22:04
5 views 0
ANNUAL PERFORMANCE REPORT- PART II, KEY MEASURE ANALYSIS(4)

    The agency links this performance measure to Oregon Benchmark(s):

    #11, Per Capita Income Overall; #24, Some College Completion; and #26, College Completion

UNIVERSITY SYSTEM, OREGON

    Mission: (1) Enable students to extend prior educational experiences in order to reach their full potential as participating and contributing citizens by helping them develop scientific, professional and technological expertise, together with heightened intellectual, cultural and humane sensitivities and a sense of purpose. (2) Create, collect, evaluate, store and pass on the body of knowledge necessary to educate future generations. (3) Provide appropriate instructional, research and public service programs to enrich the cultural life of Oregon and to support and maintain a healthy state economy.

    1a Percent of undergraduates receiving Target federal Pell grant awards. (DEVELOPMENTAL)

    1b State and federal assistance to EVELOPMENTAL Dundergraduates as a percent of undergraduate Data tuition & fees and total cost.

    (DEVELOPMENTAL)

    Data Source: Developing data and sources.

    Key Performance Measure Analysis

    To what goal(s) is this performance measure linked?

    Goal 1.1 Access: Affordability

    What do benchmark (or other high-level outcome) data say about Oregon relative to the goal(s)? What is the impact of your agency?

    OBM 24, 26a, 26b: Data from the Oregon Population Survey indicate that, in 2002, a greater percentage of Oregonians had attended college and had completed degrees at all levels than ten years earlier. Oregon’s public universities represent the best opportunity for Oregon residents to obtain a college degree; ensuring affordable access is a critical early step.

    OBM 11: Per capita income in Oregon declined from 96% of the U.S. average in 1995 to 93% in 2002. National and state studies confirm the correlation between educational attainment and higher earnings.

    How does the performance measure demonstrate agency progress toward the goal? Measures of access for low-income Oregonians were modified in 2003 to address legislative priorities and directives. Existing data sources, however, failed to provide reliable quantitative results for the measures as written. Further discussions were held to refine the way OUS measures affordability. Emphasis was on effectively representing threats to access, availability of reliable data, and unambiguous direction for goal setting. OUS has submitted a request to replace these measures with the following:

    # 1a Cost of attendance for a resident undergraduate (tuition & fees, room & board, other expenses) as a percent of Oregon median family income, and # 1b Percent of need met by financial aid for resident undergraduate students completing a FAFSA form for a: Pell Grant recipients and b: Other financial aid or scholarship recipients.

    Efforts are underway to develop reliable data for these revised measures. Even without specific performance data, however, we know that tuition costs have skyrocketed in recent years relative to funding for federal (Pell Grant) and state (Oregon Opportunity Grant) aid and family incomes in the state.

    UNIVERSITY SYSTEM, OREGON

    Excerpt from FY 2003-04 Annual Performance Progress Report found at http://www.oregon.gov/DAS/OPB/APPR04.shtml

    The agency links this performance measure to Oregon Benchmark(s):

    #11, Per Capita Income Overall; #24, Some College Completion; and #26, College Completion

Compare actual performance to target and explain any variance.

    Performance data and targets for modified measures as proposed are being developed. Summarize how actual performance compares to any relevant public or private industry standards. Performance data and relevant comparators for the modified measures as proposed are being developed. What is an example of a department activity related to the measure?

    OUS administers a $12 million GEAR-UP grant to assist low-income students prepare for college. What needs to be done as a result of this analysis?

    Affordability is a critical component of access for all qualified Oregonians to higher education. Shutting out low- and middle-income students from college will have long-term consequences for the state reducing life opportunities for a significant segment of the population, and slowing Oregon’s progress in meeting workforce needs and economic development goals. OUS is working with campus financial aid offices, the Oregon Student Assistance Commission (OSAC), and

    national data agencies to identify, collect, and aggregate meaningful and reliable data for measuring agency performance.

UNIVERSITY SYSTEM, OREGON

    Excerpt from FY 2003-04 Annual Performance Progress Report found at http://www.oregon.gov/DAS/OPB/APPR04.shtml

Report this document

For any questions or suggestions please email
cust-service@docsford.com