2002-2005 goals and priorities

Mission Statement

The Rhode Island Board of Governors for Higher Education (RIBGHE) has as its mission the promotion and operation of an excellent, efficient, and affordable system of higher education from the community college through graduate and professional school levels. The primary purposes of the system are to provide residents of the state with access to higher education free of discrimination, and to enrich the intellectual, economic, social and cultural life of the community.

Higher Education and Quality of Life

The mission statement for Rhode Island's system of higher education demonstrates the linkage between a quality system of higher education and the quality of life of the residents of the state. In fact, that linkage has never been clearer. The report on conference proceedings from the April 2002 conference entitled The Future of Higher Education in Rhode Island: A Blueprint for the Next Decade states: "In the next decade, Rhode Island's colleges and universities will play a make-or-break role in development of a new state economy that will be based on innovation, information and technology. Higher education must deliver the knowledge and skills the state's residents need to secure well-paying jobs."

Higher Education and the Economy

The links (between a highly educated work force and the strength of the state's economy are also clearer now than at anytime in the nation's history. Today’s global economy has driven Rhode Island's economy to move from an emphasis on manufacturing to service and finally to today’s knowledge-based economy. A 1997 report by the Rhode Island Economic Policy Council (EPC) entitled "Meeting the Challenge of the New Economy" states: "In the new economy, knowledgeable workers are the single most important factor to production. Rhode Island needs to be more innovative, not only in the development of new products, processes and services, but also in the adoption of existing technology and diffusion of knowledge. In these areas higher education institutions are the linchpins and the conclusion is obvious: the ability of Rhode Island to flourish in the new economy is inextricably linked to higher education.”

These links, between higher education and quality of life, and between higher education and the strength of the state's economy) set the context that is intended to drive RIBGHE's priorities from 2002-2005 and beyond. According to the 2000 census, 26% of adult Rhode Island residents possess a bachelor’s degree or higher. In contrast, leading states show baccalaureate attainment rates of 32-34% for adults. Rhode Island ranks 18th nationally and 5th in New England on this measure.

Statement of the Major Goal

Improve Rhode Island's educational attainment to that of leading states by 2015 to ensure that Rhode Island's residents possess the skills and knowledge required to thrive in an information-age, knowledge-based economy.

Priorities

To support and make progress toward achieving this goal, the Board of Governors for Higher Education establishes the following priorities for 2002-2005:

• Improve the preparation of Rhode Island's residents to succeed in higher education through PreK-16/20 collaboration.
• Improve participation and graduation rates in higher education.
• Produce a more competitive workforce through emphasis on quality education.
• Promote economic development and social well-being through graduate education, research, publicservice and use of technology.

Preparation -- Improve the preparation of Rhode Island's residents to succeed in higher education through PreK-16/20 collaboration.

The following proposed strategies and actions are designed to advance the priority on preparation.

Strategies and Actions

• Survey developmental education practices on the public campuses.
• Develop consistent entry-level assessment standards in reading, writing and mathematics.
• Report academic persistence and performance of recent high school graduates (including the need for developmental coursework) back to high schools.
• Pilot a Dual Enrollment program (dual enrollment in high school and college courses) for high school students who meet criteria for a grade point average and tenth grade test performance criteria.
• Work with the Department of Education (RIDE) to monitor enrollment in rigorous high school courses that prepare students for college.
• Expand Guaranteed Admissions Programs at targeted high schools.
• Request that the PreK-16 Academic Dialogues address student preparation and achievement in reading, writing and mathematics.
• Explore the community college's role in providing adult basic education (ABE).

Key Questions

Addressing key questions will help assess whether we are making progress in advancing each priority.

• Are high school graduates prepared for college-level work?
• Are adults who enroll in higher education prepared for college-level work?
• Is higher education preparing quality teachers for PreK-12 systems?
• Is the state's educational system sufficiently aligned from PreK through 16?
• Are recipients of bachelor’s degrees prepared for graduate education?
• Are students and families made aware of how to take advantage of opportunities in high education?

Key Indicators

• These indicators are designed to address the question: “How will we know if we are making progress?”
• Academic performance and persistence of recent high school graduates in the first year of study at public higher education institutions.
• Number of recent high school graduates requiring developmental coursework in reading, writing, and mathematics.
• Number of adults requiring developmental coursework.
• Persistence and performance of adults in the first year of study.
• Number and percent of students enrolled in rigorous high school courses that prepare students for college.
• Number of "hits" on "Preparing for College" web site.
• Number of college graduates enrolling in graduate education.
• Number of students participating in Dual Enrollment.
• Number of students admitted through Guaranteed Admissions.
• Presence of annual College-to-School report.
• Baseline enrollment in adult basic education at CCRI compared to baseline enrollments.
• Number and percent of teacher candidates passing teacher tests.
• Attrition rates of teachers in first three years.

Participation -- Improve participation and graduation rates in higher education.

Strategies and Actions

• Improve overall rates of student persistence and graduation.
• Determine enrollment limitations.
• Expand enrollment capacity throughout the system.
• Build/open the CCRI Newport campus.
• Expand course offerings at convenient times and locations for adults on all campuses.
• Develop collaborative admissions strategies among the three public institutions.
• Develop a transfer-articulation agreement that allows general education courses to transfer as a package from CCRI to RIC and URI.
• Expand participation in Joint Admissions programs.
• Increase minority student enrollment and graduation rates through expanded recruitment and retention strategies.
• Improve rates of low-income student persistence and graduation.
• Increase enrollments in high demand fields of study.

Key questions

• Is overall enrollment in Rhode Island higher education institutions increasing?
• Are more students enrolling in higher education directly from high school?
• Are more adults participating in higher education?
• Is the system accessible geographically and through distance learning?
• Is higher education in Rhode Island affordable?
• Are more students staying beyond the freshman year?
• Are more students transferring from two-year to four-year institutions?
• Are increasing numbers of economically and educationally disadvantaged students participating?
• Are increasing numbers of minority students participating?
• Are more students completing certificates and degrees?
• Are Rhode Island's institutions of higher education graduating sufficient numbers of students in mathematics, sciences, computer science, high-demand educational fields, engineering and related technologies, and health-related fields?

Key Indicators

• Higher education enrollment in absolute numbers and as a percent of population.
• Number and percent of undergraduates from Rhode Island by city and town.
• Number and percent of graduate students from Rhode Island.
• Number and percent of Rhode Island's high school students enrolling in all higher education directly from high school by city and town.
• Number and percent of Rhode Island's high school students enrolling in public higher education directly from high school by city and town.
• Tuition and fees at Rhode Island's public higher education institutions as a percent of family income by four-income strata.
• First-year student retention rates.
• Developmental student retention rates.
• Six-year graduation rates (RIC and URI).
• "Student success" rate at CCRI (including three-year graduation rate, and students who continue enrollment or transfer).
• Course completion rates (CCRI).
• Transfer student completion rates (RIC, URI).
• Graduation rates of minority students.
• Graduation rates of students with zero Expected Family Contribution (EFC) (describes highest level of financial need).
• Graduation rates of Pell grant recipients.
• Enrollment and persistence of students from targeted cities and towns.
• Number of degrees granted by discipline compared with documented job market demand.
• Percentage of Rhode Island adults possessing a bachelor's degree or higher compared to lead states.
• Competitive Workforce -- Produce a more competitive workforce through emphasis on quality education.

Strategies and Actions

• Compile survey information on skills and knowledge required in the modern workplace.
• Conduct productivity reviews of academic programs to assess which low enrolled programs should continue to be offered.
• Participate in the National Survey of Student Engagement (NSSE).
• Survey Rhode Island employers on satisfaction with recent graduates' skills and knowledge.
• Establish baseline of workforce training conducted by Rhode Island's public higher education institutions.
• Call upon campuses to describe their outcomes assessment plans.

Key Questions

• Are graduates remaining in Rhode Island to work, develop careers and raise families?
• Are students and graduates satisfied with their college educations?
• Are employers satisfied with recent graduates’ preparation for employment?
• Do graduates possess the skills and knowledge needed to thrive in information-age jobs?
• Is higher education providing workforce training to an increasing number of businesses?

Key Indicators

• Results of Rhode Island employers' satisfaction survey.
• Results of national business surveys ranking states on their competitiveness.
• Percent of graduates who remain in Rhode Island three years after graduation.
• Results of National Survey of Student Engagement (NSSE).
• Percent of alumni giving to public institutions.
• Number of workforce training programs and number of businesses and employers trained.
• Number of academic degree programs that are nationally accredited.
• Percent of programs accredited compared to those eligible.
• Economic Development and Social Well-Being -- Promote economic development and social well-being through graduate education, research, public service and use of technology.

Strategies and Actions

• Pursue legislation to promote commercial ventures growing from campus research.
• Expand availability and convenience of graduate offerings.
• Promote state investment in URI's research infrastructure.
• Encourage expansion of service-learning opportunities.
• Produce periodic economic impact reports.

Key questions

• Are colleges and universities contributing to communities and the economy through public service?
• Are graduate student enrollments increasing?
• Does the higher education system produce sufficient research to promote the development of new information-age businesses?
• Are students and graduates involved in their communities?

Key Indicators

• Value of research grants and contracts.
• Number of Rhode Island residents enrolled in graduate education.
• Number of patents and licenses granted.
• Results of economic impact analysis.
• Number and percent of students performing community service.
• Number and value of business joint ventures.

Tools to Assess Progress

Achieving progress in advancing each priority and improving overall educational attainment will be supported by the use of three major tools.

• Quality Assurance and Accountability - the key indicators are designed to:

1. provide evidence regarding each question
2. ensure the quality of programs and services
3. assess whether progress is being made toward achieving the major goal and each priority.

• Strategic Planning - campus strategic plans will need to address system (RIBGHE) priorities as well as other institutional priorities.
• Use of Technology - technology can be used to increase access, help deliver quality instruction, and support effective management and strategic planning.
  

 

 

 

Last updated September 19, 2003