2005-2008 goals and priorities

Mission Statement

The mission of the Rhode Island Board of Governors for Higher Education is to provide an excellent, efficient, accessible and affordable system of higher education designed to improve the overall educational attainment of Rhode Islanders and thereby enrich the intellectual, economic, social and cultural life of the state, its residents, and its communities.

Higher Education and the Future of Rhode Island

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 and economic vitality of the state and the nation. In fact, that linkage has never been clearer. A recent report entitled “Cracks in the Educational Pipeline: A Business Leader’s Guide to Higher Education Reform” provides the national context:

The United States has long been a leader in the global economy. But without improvements to our educational system, we are in danger of losing our preeminent position to nations with better academically prepared youth, whose rapidly increasing rates of college participation and graduation already outpace our own.

At the state level, the relationship 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, states with the highest percentage of college graduates have the highest median family incomes and the most robust tax bases. And for Rhode Island, the global economy has driven our economy to move from an emphasis on manufacturing, to service, and finally to today’s knowledge-based economy. A recent 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.”

he clear link between a highly educated population and the quality of life and economic development prospects of our nation and our state set the context that is intended to drive RIBGHE's priorities from 2005-2008 and beyond. According to the 2004 Current Population Survey (CPS) conducted by the U.S. Bureau of the Census, 35.3% of the Rhode Island labor force possesses a bachelor’s degree or higher, up slightly from 34.7% in 2000. In contrast, the leading state ( Massachusetts ) has a labor force baccalaureate attainment rate of 44.2%. Rhode Island ranks 13th 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 reaffirms the following priorities for 2005-2008:

• 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 undergraduate and graduate education, research, public service 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 continue to advance the priority on preparation over the next three years.

Strategies and Actions

• Develop consistent college entry-level standards in reading, writing and mathematics through collaboration with the K-12 system.
• Using the PK-16 task forces in English language arts and mathematics, create a clear image of the “college-ready” student who does not require developmental coursework and specify what assessment evidence can be accepted to define that readiness.
• Report annually the persistence and academic performance of recent high school graduates in public higher education, including the need for developmental coursework, back to all Rhode Island high schools.
• Offer college placement exams to tenth and/or eleventh graders in selected high schools to provide early information to students about their readiness for college-level academic work.
• Expand dual enrollment programs at the three institutions (dual enrollment in high school and college courses) for high school students who meet eligibility criteria. At the same time, work with Jobs for the Future (JFF) to design a statewide program of dual enrollment for eligible students.
• Work with the Department of Education (RIDE) to monitor and expand enrollment in rigorous high school courses that prepare students for college.
• Support the work of the governor’s PK-16 Council, designed to recommend strategies to prepare more Rhode Islanders for college and the requirements of the modern workplace.
• Provide leadership to implement the state’s National Governors Association (NGA) grant to improve high school performance.
• Play a leadership role in continuing the state’s efforts to improve the system of adult literacy education.
• Work collaboratively with the Rhode Island Department of Education (RIDE), RIC and URI to improve teacher preparation and educational leadership programs.
• Deliver presentations on preparing for college to middle and high school students, focusing particularly on low-income students throughout the state.

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 and educational leaders for PreK-12 systems?
• Is the state's educational system sufficiently aligned from PreK through 16?
• Are students and families made aware of the importance of post secondary education and how to take advantage of opportunities in higher 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 over 25 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 "Preparing for College" presentations made.
• Number of students participating in dual enrollment courses.
• Number and percent of teacher candidates passing teacher tests.

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

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

Strategies and Actions

• Monitor and encourage each of the institutions to set goals to improve overall rates of student persistence and graduation.
• Expand enrollment capacity throughout the system.
• Open and grow enrollment at the CCRI Newport campus.
• Expand course offerings at convenient times and locations for adults at all institutions.
• Develop collaborative admissions strategies among the three public institutions.
• Expand transfer-articulation agreements to allow general education courses to transfer as a package from CCRI to RIC and URI.
• Expand student participation in the Joint Admissions Agreement.Develop a system for electronic transfer of student records and electronic awarding of transfer credit based on the transfer articulation guide.
• Increase minority student enrollment and graduation rates through expanded recruitment, enrollment and retention strategies.
• Improve rates of low-income student enrollment, persistence and graduation.
• Increase enrollments in high demand fields of study, particularly in the health professions.

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 higher education in Rhode Island affordable?
• Are increasing numbers of economically disadvantaged students participating?
• Are more students staying beyond the freshman year?
• Are more students transferring from CCRI to RIC and URI?
• Are increasing numbers of minority students participating and graduating?
• 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 teaching fields, engineering and related technologies, and health professions?

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.
• Tuition and fees at Rhode Island's public higher education institutions as a percent of family income.
• First-year student retention rates, benchmarked against peer institutions.
• 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 Pell grant recipients.
• Enrollment and persistence of students from targeted cities and towns.
• 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.

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

Strategies and Actions

• Conduct productivity reviews of academic programs to assess which low-enrolled programs should continue to be offered.
• Promote new program development and expansion of existing programs that respond to state workforce needs.
• Review and set standards for post admission assessment and initial course placement in language arts and mathematics.
• Review results of the National Survey of Student Engagement (NSSE) at RIC and URI and the Community College Survey of Student Engagement (CCSSE) at CCRI.
• Survey Rhode Island employers on satisfaction with recent graduates' skills and knowledge.
• Establish a baseline of workforce training conducted by Rhode Island's public higher education institutions.
• Support institutions’ efforts to implement their student learning outcomes assessment plans for all programs of study by 2008.

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?
• Are recipients of bachelor’s degrees prepared for graduate education?
• 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 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) and the Community College Survey of Student Engagement (CCSSE).
• 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 undergraduate and graduate education, research, public service and use of technology.

The following proposed strategies and actions are designed to advance the priority on Economic Development and Social Well-Being.

Strategies and Actions

• Implement policies and procedures on public/private partnerships and commercial ventures.
• 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:

                   Provide evidence to address key questions

                   Assure the quality of programs and services

                   Assess whether progress is being made toward achieving the major goal and each priority.

• Strategic Planning - campus strategic plans will 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 November 1, 2005