2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

More documents

Recommendations

Info

12. Performance at transfer institutions: a. Percent with cumulative GPA after first year of 2.0 or above b. Mean GPA after first year 13. Graduate satisfaction with preparation for transfer 14. Minority student enrollment compared to service area population a. Percent nonwhite enrollment b. Percent nonwhite service area population, 18 or older 15. Percent minorities of full-time faculty 16. Percent minorities of full-time administrative and professional staff Transfer Student System Percent of transfers at Maryland public four-year colleges and universities with cumulative grade point averages of 2.0 and above; mean GPA after first year. Graduate Follow-Up survey Percent of transfer program graduates who transferred to a four-year institution who rated their preparation for transfer as very good or good. DIVERSITY Enrollment Information The percentage of nonwhite full- and part-time students System, U.S. Bureau of enrolled in the fall and the percentage of nonwhites 18 the Census/Maryland years of age or older in the service area population. Two Office of Planning percentages will be reported. May include multiple population statistics counties if service area is larger. Nonwhite students include African Americans, Asian Americans, Hispanics and Native Americans; nonwhite students do not include Foreign and Other. Students with unknown or missing race will be eliminated from the denominator. The number of nonwhites in the service area is determined by subtracting the number of whites from the total population. Employee Data System Minorities include African Americans, Asian Americans, Hispanics, and Native Americans. Employee Data System Minorities include African Americans, Asian Americans, Hispanics, and Native Americans. Includes EDS occupational categories 1 and 6. 422
17. Successful-persister rate after four years a. African American b. Asian, Pacific Islander c. Hispanic 18. Graduation-transfer rate after four years a. African American b. Asian, Pacific Islander c. Hispanic 19. Occupational program Associate degrees and credit certificates awarded by program area: a. Business b. Data Processing b. Engineering Technology c. Health Services d. Natural Science e. Public Service 20. Percent of career program graduates employed full-time in a related field 21. Graduate satisfaction with job preparation Degree Progress Analysis (Campus data) Degree Progress Analysis (Campus data) Same definition as indicator 10, reported separately for African Americans, Asians, and Hispanics. Not reported for groups with fewer than 50 students in the cohort for analysis. Same definition as indicator 11, reported separately for African Americans, Asians, and Hispanics. Not reported for groups with fewer than 50 students in the cohort for analysis. ECONOMIC GROWTH AND VITALITY; WORKFORCE DEVELOPMENT Degree Information System Graduate Follow-Up Survey Graduate Follow-Up Survey 423 Number of associate degrees and credit certificates awarded by major field (2-digit HEGIS level) per fiscal year. Percent of career program graduates employed full-time in jobs related or somewhat related to their academic major. Percent of credit career program graduates employed full-time in a related or somewhat related field to their academic major who rated their preparation for employment very good or good.
Page 1 and 2:
2009 Performance Accountability Rep
Page 3 and 4:
COMMUNITY COLLEGES 1
Page 5 and 6:
Corporate Headquarters building adj
Page 7 and 8:
to improve this measure. Enrollment
Page 9 and 10:
government or industry-required cer
Page 11 and 12:
JumpStart - Creating a Pathway to S
Page 13 and 14:
Articulation Agreement with Potomac
Page 15 and 16:
preparing direct mail pieces for bu
Page 17 and 18:
ALLEGANY COLLEGE OF MARYLAND 2009 A
Page 19 and 20:
ALLEGANY COLLEGE OF MARYLAND 2009 A
Page 21 and 22:
ANNE ARUNDEL COMMUNITY COLLEGE MISS
Page 23 and 24:
eceiving a GPA of zero declined for
Page 25 and 26:
The number of minority students att
Page 27 and 28:
graduates are prepared to enter the
Page 29 and 30:
Student examinees registered to dat
Page 31 and 32:
published in the local and Baltimor
Page 33 and 34:
ANNE ARUNDEL COMMUNITY COLLEGE 2009
Page 35 and 36:
ANNE ARUNDEL COMMUNITY COLLEGE 2009
Page 37 and 38:
BALTIMORE CITY COMMUNITY COLLEGE MI
Page 39 and 40:
usiness community it says BCCC is w
Page 41 and 42:
income, first-generation college st
Page 43 and 44:
the job market; contributes to acce
Page 45 and 46:
them. Our establishment of the Mary
Page 47 and 48:
literacy training with 130 free or
Page 49 and 50:
COST CONTAINMENT Significant cost c
Page 51 and 52:
BALTIMORE CITY COMMUNITY COLLEGE 20
Page 53 and 54:
BALTIMORE CITY COMMUNITY COLLEGE 20
Page 55 and 56:
Since inception, Carroll Community
Page 57 and 58:
Providing Affordable Higher Educati
Page 59 and 60:
variety of computer training course
Page 61 and 62:
to engage students, make science ac
Page 63 and 64:
CARROLL COMMUNITY COLLEGE 2009 ACCO
Page 65 and 66:
CARROLL COMMUNITY COLLEGE 2009 ACCO
Page 67 and 68:
Cecil College 2009 Institutional Pe
Page 69 and 70:
now able to access information and
Page 71 and 72:
earned college credit and/or indust
Page 73 and 74:
skills and literacy (indicator #30)
Page 75 and 76:
Cost Containment FY 2009 Significan
Page 77 and 78:
14 16 CECIL COLLEGE 2009 ACCOUNTABI
Page 79 and 80:
CECIL COLLEGE 2009 ACCOUNTABILITY R
Page 81 and 82:
egistrations. The college was one o
Page 83 and 84:
programs; thirty percent are in tra
Page 85 and 86:
Diversity Chesapeake College embrac
Page 87 and 88:
Due to repackaging of courses in no
Page 89 and 90:
Community Partnerships The college
Page 91 and 92:
COST CONTAINMENT Chesapeake College
Page 93 and 94:
14 CHESAPEAKE COLLEGE 2009 ACCOUNTA
Page 95 and 96:
CHESAPEAKE COLLEGE 2009 ACCOUNTABIL
Page 97 and 98:
As of 2008 CCBC is close to meeting
Page 99 and 100:
Student Satisfaction, Progress and
Page 101 and 102:
Diversity CCBC is proud of its abil
Page 103 and 104:
CCBC expects that the number of cou
Page 105 and 106:
CCBC continued to expand its credit
Page 107 and 108:
A reduction in Utility Consumption
Page 109 and 110:
THE COMMUNITY COLLEGE OF BALTIMORE
Page 111 and 112:
THE COMMUNITY COLLEGE OF BALTIMORE
Page 113 and 114:
Affordability indicators except the
Page 115 and 116:
additional opportunities between th
Page 117 and 118:
needs in Frederick County and the s
Page 119 and 120:
The College’s staff take communit
Page 121 and 122:
3. ACCOUNTABILITY INDICATORS Includ
Page 123 and 124:
FREDERICK COMMUNITY COLLEGE 2009 AC
Page 125 and 126:
FREDERICK COMMUNITY COLLEGE 2009 AC
Page 127 and 128:
and fees, financial aid and scholar
Page 129 and 130:
The State Plan recommends increased
Page 131 and 132:
Diversity Goal 3 of the 2004 Maryla
Page 133 and 134:
enchmark.) Annual course enrollment
Page 135 and 136:
lived with families in the communit
Page 137 and 138:
Student Characteristics (not Benchm
Page 139 and 140:
GARRETT COLLEGE 2009 ACCOUNTABILITY
Page 141 and 142:
HAGERSTOWN COMMUNITY COLLEGE MISSIO
Page 143 and 144:
community college students and thei
Page 145 and 146:
Explanation Required Response to Co
Page 147 and 148:
ACCOUNTABILITY INDICATORS The accou
Page 149 and 150:
HAGERSTOWN COMMUNITY COLLEGE 2009 A
Page 151 and 152:
HAGERSTOWN COMMUNITY COLLEGE 2009 A
Page 153 and 154:
eturn affects the quality of the da
Page 155 and 156:
To help alleviate the nursing short
Page 157 and 158:
Institute and was one of three comm
Page 159 and 160:
HARFORD COMMUNITY COLLEGE 2009 ACCO
Page 161 and 162:
Community Outreach and Impact HARFO
Page 163 and 164:
problem at HCC. The college offers
Page 165 and 166:
usiness training. The college’s b
Page 167 and 168:
out-of-state institutions and conti
Page 169 and 170:
Explanation Required Response to Co
Page 171 and 172:
HCC will use funds awarded by the N
Page 173 and 174:
Section 5: Funding Issues Significa
Page 175 and 176:
HOWARD COMMUNITY COLLEGE 2009 ACCOU
Page 177 and 178:
HOWARD COMMUNITY COLLEGE 2009 ACCOU
Page 179 and 180:
Degree Progress Model Students enro
Page 181 and 182:
Academic Performance and Goal Achie
Page 183 and 184:
Credit Enrollment Montgomery Colleg
Page 185 and 186:
increased to 28.6 percent in fall 2
Page 187 and 188:
Public Schools, Montgomery College,
Page 189 and 190:
Significant Cost Containment Action
Page 191 and 192:
MONTGOMERY COLLEGE 2009 ACCOUNTABIL
Page 193 and 194:
MONTGOMERY COLLEGE 2009 ACCOUNTABIL
Page 195 and 196:
communicating the state of the coll
Page 197 and 198:
last year. Specific operational imp
Page 199 and 200:
driver education programs and to th
Page 201 and 202:
cohorts when measured by percentage
Page 203 and 204:
2008 headcount. The improving enrol
Page 205 and 206:
seeking credit students were enroll
Page 207 and 208:
Community Outreach and Impact Princ
Page 209 and 210:
software; Workforce Development and
Page 211 and 212:
14 16 PRINCE GEORGE'S COMMUNITY COL
Page 213 and 214:
PRINCE GEORGE'S COMMUNITY COLLEGE 2
Page 215 and 216:
Occupational Program Associate Degr
Page 217 and 218:
every effort to provide access by k
Page 219 and 220:
As an indication of CSM’s commitm
Page 221 and 222:
The CSM Energetics cohort that was
Page 223 and 224:
Student Characteristics (not Benchm
Page 225 and 226:
COLLEGE OF SOUTHERN MARYLAND 2009 A
Page 227 and 228:
WOR-WIC COMMUNITY COLLEGE MISSION W
Page 229 and 230:
The successful-persister rate for t
Page 231 and 232:
Supporting the State Plan action re
Page 233 and 234:
180. An increase to 129 occurred in
Page 235 and 236:
The college has partnered with the
Page 237 and 238:
13. Used a National Joint Powers Al
Page 239 and 240:
14 WOR-WIC COMMUNITY COLLEGE 2009 A
Page 241 and 242:
WOR-WIC COMMUNITY COLLEGE 2009 ACCO
Page 243 and 244:
BOWIE STATE UNIVERSITY MISSION Bowi
Page 245 and 246:
KEY GOALS, OBJECTIVES, AND PERFORMA
Page 247 and 248:
GOAL 4: ENHANCE INCOME FROM EXTERNA
Page 249 and 250:
information is underreported since
Page 251 and 252:
FY 2009 COST CONTAINMENT EFFORTS Fo
Page 253 and 254:
actuals per MSDE) 5 Input Number of
Page 255 and 256:
COPPIN STATE UNIVERSITY MISSION A c
Page 257 and 258:
Progress Made A critical mission of
Page 259 and 260:
Progress Made Coppin’s second-yea
Page 261 and 262:
Performance measures for this goal
Page 263 and 264:
percent less expensive than the sta
Page 265 and 266:
In FY 2008, Coppin’s second-year
Page 267 and 268:
KEY GOALS AND OBJECTIVES Goal 1: Pr
Page 269 and 270:
($000’s) 6,7 Outcome Ratio of med
Page 271 and 272:
Performance Measures Input Total nu
Page 273 and 274:
FROSTBURG STATE UNIVERSITY INSTITUT
Page 275 and 276:
Computer Information Systems, have
Page 277 and 278:
course sections were offered in the
Page 279 and 280:
Goal 5: Increase recognition for th
Page 281 and 282:
Approximately 70% of FSU’s teache
Page 283 and 284:
KEY GOALS AND OBJECTIVES Goal 1: Se
Page 285 and 286:
Objective 4.1: Attain greater facul
Page 287 and 288:
Note: 1 Cumulative number of initia
Page 289 and 290:
Kiplinger’s Personal Finance maga
Page 291 and 292:
Organizations to support a diverse
Page 293 and 294:
By providing additional academic as
Page 295 and 296:
approximately 7,275 applications we
Page 297 and 298:
In the past ten years, the nursing
Page 299 and 300:
Salisbury University continues its
Page 301 and 302:
Goal 2. Utilize strategic collabora
Page 303 and 304:
through 2009. 2006 2007 2008 2009 P
Page 305 and 306:
TOWSON UNIVERSITY MISSION Towson Un
Page 307 and 308:
eligible students. The University c
Page 309 and 310:
With the Community College of Balti
Page 311 and 312:
eleases, saving $11,000, were imple
Page 313 and 314:
It should also be noted that the nu
Page 315 and 316:
KEY GOALS AND OBJECTIVES Goal 1: Cr
Page 317 and 318:
Goal 2: Promote economic developmen
Page 319 and 320:
Objective 4.4 Maintain the level of
Page 321 and 322:
Baltimore does not offer any progra
Page 323 and 324:
FY 2009 Funding Issues and Cost Con
Page 325 and 326:
Objective 2.4 By FY 2009, expand th
Page 327 and 328:
UNIVERSITY OF MARYLAND EASTERN SHOR
Page 329 and 330:
2008-2009 academic year, these incl
Page 331 and 332:
enroll at UMES, they matriculate in
Page 333 and 334:
UMES continues to review its GPA re
Page 335 and 336:
Enrollment in Distance Education an
Page 337 and 338:
Summary The University of Maryland
Page 339 and 340:
Objective 3.1 Increase the total nu
Page 341 and 342:
UNIVERSITY OF MARYLAND, UNIVERSITY
Page 343 and 344:
MHEC Goal 2: Achieve a system of po
Page 345 and 346:
MHEC Goal 5: Promote economic growt
Page 347 and 348:
MHEC included this comment in last
Page 349 and 350:
Actual Actual Actual Actual Quality
Page 351 and 352:
ST. MARY’S COLLEGE OF MARYLAND MI
Page 353 and 354:
of graduating seniors rating health
Page 355 and 356:
KEY GOALS AND OBJECTIVES Note: Unle
Page 357 and 358:
Objective 2.3 Between 2005 and 2009
Page 359 and 360:
Output Four-year graduation rate at
Page 361 and 362:
Goal 7: Increase access for student
Page 363 and 364:
Outcome Recycling rate for solid wa
Page 365 and 366:
UNIVERSITY OF MARYLAND, BALTIMORE M
Page 367 and 368:
through surveys sent to deans, admi
Page 369 and 370:
implemented a 21 st century oral he
Page 371 and 372:
RESPONSE TO ISSUES/QUESTIONS RAISED
Page 373 and 374: KEY GOALS AND OBJECTIVES Goal 1: Ev
Page 375 and 376: Objective 3.3 By fiscal year 2010 m
Page 377 and 378: UNIVERSITY OF MARYLAND, BALTIMORE C
Page 379 and 380: Engineering Society (AES) Conferenc
Page 381 and 382: vs. 66.3% (see Objectives 4.3 and 5
Page 383 and 384: 1970s are now reaching retirement a
Page 385 and 386: Total Efficiency Efforts $3,060 UMB
Page 387 and 388: Objective 2.2 Increase the estimate
Page 389 and 390: Objective 5.3 Increase the number o
Page 391 and 392: UNIVERSITY OF MARYLAND 2009 Institu
Page 393 and 394: Maryland Transfer Advantage Program
Page 395 and 396: The University’s Strategic Plan a
Page 397 and 398: Local Economic Development. The Uni
Page 399 and 400: Explanation Required Response to Co
Page 401 and 402: decline in teacher enrollment at th
Page 403 and 404: Objective 2.2 Increase the average
Page 405 and 406: Objective 2.13 Increase the six-yea
Page 407 and 408: Objective 5.5 Maintain the percenta
Page 409 and 410: choice for the children, grandchild
Page 411 and 412: places emphasis on attracting and r
Page 413 and 414: financial aid packages that would m
Page 415 and 416: ACCOUNTABILITY GOALS, OBJECTIVES AN
Page 417 and 418: Percent of degrees awarded to Afric
Page 419 and 420: Objective 6.3 Maintain the percenta
Page 421 and 422: MISSION/ MANDATE PERFORMANCE INDICA
Page 423: QUALITY AND EFFECTIVENESS: STUDENT
Page 427 and 428: 28. Employer satisfaction with cont
Page 429 and 430: FY 08: Fall 01 cohort FY 09: Fall 0
Page 431 and 432: FY 10: Fall 09 (est) FY 11: Fall 10
Page 433 and 434: Coppin State University MFR 2009 OP
Page 445 and 446: RB26.00 FROSTBURG STATE UNIVERSITY
Page 459 and 460: Template Objective Salisbury Univer
Page 467 and 468: Template Objective SU USM Indicator
Page 469 and 470: TOWSON UNIVERSITY - MFR 2008 OPERAT
Page 475 and 476:
TOWSON UNIVERSITY - MFR 2008 OPERAT
Page 477 and 478:
Page 479 and 480:
Page 481 and 482:
Page 483 and 484:
29 2005 Actual: graduates who took
Page 485 and 486:
Est: Class of 2010 grads 33 Fiscal
Page 487 and 488:
2005 Survey after graduation by tot
Page 489 and 490:
2.4 Number of students enrolled in
Page 491 and 492:
OUTPUTS 6 FY 09: Cohort of 2007 4.1
Page 493 and 494:
9 FY 09: Cohort of 2002 4.4 Six-yea
Page 495 and 496:
12 FY 09: Fall 08 Actual 2.1 Percen
Page 497 and 498:
16 5.2 Funds received through fundr
Page 499 and 500:
19 FY 08: Fall 06 + Spring 06 (ETS
Page 501 and 502:
EFFICIENCY 22 FY 09: Fiscal Year 08
Page 503 and 504:
June 27, 2008 - UMUC - Common + Ins
Page 505 and 506:
Page 507 and 508:
Page 509 and 510:
OPERATIONAL DEFINITIONS FOR MFR/ACC
Page 511 and 512:
Page 513 and 514:
Page 515 and 516:
Measure # Special Timeframe Issues
Page 517 and 518:
Measure # Special Timeframe Issues
Page 519 and 520:
Page 521 and 522:
9 FY 05: cohort of 2003 4.2 African
Page 523 and 524:
19 FY 05: 2000 survey- 1999 bach de
Page 525 and 526:
4/12/2010 UMBC MFR Operational Defi
Page 527 and 528:
UNIVERSITY OF MARYLAND, COLLEGE PAR
Page 529 and 530:
Page 531 and 532:
Page 533 and 534:
Page 535 and 536:
MORGAN STATE UNIVERSITY OPERATIONAL
Page 537 and 538:
INDICATOR SOURCE OPERATIONAL DEFINI
Page 539 and 540:
SUGGESTED GUIDELINES - BENCHMARKING
Page 541 and 542:
INSTITUTIONAL PERFORMANCE ACCOUNTAB
Page 543 and 544:
5. Cost Containment Significant cos
Page 545:
4. Cost containment Significant cos
show all

2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

Create successful ePaper yourself

Delete template?

Save as template?