Performance Indicators

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      V      W      Y

A

Albright, B. N. (1995). The Accountability Litmus Test: Long-Term Performance Improvement with Contained Costs. Theme issue: Assessing Performance in an Age of Accountability: Case Studies. Budget reforms adopted at the University of Montana and by the Arkansas state higher education system illustrate a variety of strategies for long-range planning. These efforts include reform of faculty collective bargaining, funding based on productivity enhancement, and a multiyear fiscal plan encompassing both operating and capital budgets. (MSE) EJ516328

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_____. (1998). Biennial Evaluation Report: Fiscal Years 1995-1996. 730pp. For the "Biennial Evaluation Report" covering Fiscal Years 1993-1994, see ED 386 495. This biennial report is the 23rd report to the Congress on federally funded education programs and the 14th such report submitted by the Department of Education in fulfillment of a Congressional mandate. For FY 1995-1996, there is information on 151 programs administered by the Department. Programs are grouped according to the administering office of the Department of Education: Office of Elementary and Secondary Education, Office of Bilingual Education and Minority Languages Affairs, Office of Special Education and Rehabilitative Services, Office of Vocational and Adult Education, Office of Postsecondary Education, and Office of Educational Research and Improvement. Available information is presented on the purpose, funding, target population, services, administration, effectiveness, management improvement strategies, and sources of information for those programs. Planned studies are briefly outlined. Overviews of postsecondary education, vocational and adult education discuss the purposes, funding, governance, services, and outcomes of the Department's major programs in these areas. Chapters describing programs have a subsection on performance indicators where such information is available. This report summarizes evaluation findings on what helps program participants to increase their achievement or improve their performance. The appendix lists with brief descriptions the evaluation contracts active in the Office of the Under Secretary (OUS) during Fiscal Years 1995-1996. (SLD) ED416590

Bainbridge, S. V. (1995). You Can't Teach Soft Skills on a Computer...Can You? Journal of Instruction Delivery Systems, 9, 4, 5-12 Fall. Discusses the development of interactive media-delivered training. Highlights include examples; indicators for using multimedia; factors for successful implementation; learning and performance development; evaluating hardware options; technology choices, including interactive videodisc, compact disc interactive, CD-ROM, networked interactive video, distance learning and televideo, and electronic performance support systems; and future possibilities. (LRW) EJ520286

Bannister, M., & Rochester, M. (1997). Performance Measures for NSW TAFE Libraries: What Can We Learn from the Literature? Australia Academic & Research Libraries, 28, 4, 281-96 Dec. The literature of user-oriented performance measures was examined to develop performance measures for New South Wales Technical and Further Education libraries. The accountability and strategic planning nexus for the vocational education and training sector is considered in a framework of four approaches to performance measures: user perspective, qualitative and quantitative measures, validity of comparison between libraries, and improvement of individual library services. (Contains 107 references.) (Author/AEF) EJ559777

Banta, T. W., & Others. (1996). Performance Funding Comes of Age in Tennessee. Journal of Higher Education, 67, 1, 23-45 Jan-Feb. A survey of 23 college and university coordinators who conduct assessment activities and report findings in connection with Tennessee's 15-year performance funding initiative reveals strengths and weaknesses associated with 10 indicators of institutional performance. Reasons for the program's longevity, designed to serve accountability and improvement purposes, are advanced. (Author/MSE) EJ520097

Baron, L. J., & Others. (1996). Attributions, Group Size, and Exposure Time as Predictors of Elementary Children's Performance on a Microcomputer Task. Computers in Human Behavior, 12, 1, 145-57. Describes a study of fifth- and sixth-grade students that assessed the relationship of group size, exposure time, and attributions on children's performance on drill and practice of tutorial microcomputer tasks. Results of hierarchical regression are discussed and it is suggested that software designers focus on appropriate feedback to enhance student motivation. Contains 57 references. (LRW) EJ518430

Belcher, G., & Others. (1996). Implications of Performance Measures and Standards for Evaluation and Assessment. Journal of Agricultural Education, 37, 4, 1-7. Data from 52 states and territories show that 96% have secondary performance measures/standards as mandated by the Perkins Act. Math, reading, and language are most commonly used as approved measures, as well as work skill attainment and placement. (SK) EJ533755

Benjamin, M. (1996). The Design of Performance Indicator Systems: Theory as a Guide to Relevance. Journal of College Student Development, 37, 6, 623-30 Nov-Dec. Discusses the need for systems of performance indicators (PI) to measure important aspects of university operations. Comparison of three models production, student development, and systemsmakes clear that model choice yields fundamentally different PI systems and, in turn, different contexts of relevance. Suggests a hybrid model, combining the best of all three models. (KW) EJ545699

Bennett, C. (1996). New National Program Information System for Cooperative Education: Lessons from Experience. To retrieve article, send the following message to almanac@joe.org: send joe february 1996 feature 1. Reviews past extension reporting systemsExtension Management Information System, Narrative Accomplishments Reporting System, and Program Planning and Reporting Systemand the mandates of the new Government Performance and Results Act. Highlights potential conflicts among the information needs and quality indicators of local, state, and federal agencies. Makes recommendations for collaboration in implementing the mandates. (SK) EJ519261

Birtwistle, T. (1996). European QualityAdding to the Debate? Higher Education Review, 28, 3, 60-69. Two pilot programs designed to improve and maintain quality in European higher education are described and compared: an audit of universities' procedures for quality assurance; and an assessment of programs of study, including teaching and learning, student characteristics, staff, facilities, and quality management. Both include institutional self-study and peer evaluation. Use of performance indicators and peer evaluation are highlighted. (MSE) EJ529569

Boatright, K. J. (1995). University of Wisconsin's System Accountability. Theme issue: Assessing Performance in an Age of Accountability: Case Studies. A discussion of the performance indicator system used at the University of Wisconsin to provide feedback to stakeholders and encourage continuous improvement of services includes background on the system's context and development, legislative and governing board involvement, resulting recommendations, and three examples of specific accountability indicators and their goals. (MSE) EJ516327

Booth, A. L., & Satchell, S. E. (1996). British PhD Completion Rates: Some Evidence from the 1980s. Higher Education Review, 28, 2, 48-56. Progress of British students embarking on doctoral degrees in the 1980s was analyzed for factors in completion of doctoral degrees. Results show funding had insignificant positive impact on completion rate, completion rate was highest in the sciences, ability (measured by first degree type) affected doctoral completion, and part-time status (or full-time with employment) affected completion only for men. (MSE) EJ523009

Boothe, J. W., & Others. (1996). Trounce the Competition? Executive Educator, 18, 2, 17-20 Feb. This year's "Executive Educator"/Xavier University survey of 871 school executives examined competition in schools. A majority saw today's society as highly competitive. Most believed competition improves student performance, but disdained comparative district ratings, test scores as achievement indicators, and salary/test score alignments. Attitudes varied by position, gender, and ethnicity. (MLH) EJ519788

Borun, M., & Others. (1996). Families Are Learning in Science Museums. Curator, 39, 2, 123-38 Jun. Reports on a study designed to identify and measure family learning in science museums. Findings indicate that families do learn from exhibits and the level of learning is related to specific observed behaviors. Grouping these behaviors as performance indicators provides a useful measure of exhibit learning. Appendixes include a demographic questionnaire and behavior coding sheet. Contains 14 references. (JRH) EJ528404

Bragg, T. (1995). The Use of Occupational Licensure and Certification Examination Results as Performance Indicators. Journal of Applied Research in the Community College, 2 n2,. Reviews the use of licensure examination results as performance indicators of graduate and undergraduate programs. Contains appendix showing information on how examination results are reported in selected disciplines. (17 citations) (JDI) EJ552708

Bundy, A. (1997). Investing for a Future: Client-Focused Australian Academic Libraries in the 1990s. Australian Library Journal, 46, 4, 354-69 Nov. Because government funding to Australia's universities is being cut, university libraries must publicize newly developed approaches to strategic planning and client-focused performance to ensure institutional investment. This article examines university library clients and the extent to which Australian universities have clients in mind when developing vision and mission statements, core values, strategic plans, performance indicators, and client charters. (PEN) EJ558492

Burke, J. C., & Serban, A. M. (1997). Performance Funding of Public Higher Education: Results Should Count. Rockefeller Reports. 10p. This report examines performance funding and performance budgeting in public higher education, based on studies conducted by the Nelson A. Rockefeller Institute of Government (New York). A recent survey indicated that 10 states currently have performance funding for public colleges and universities, that 8 states currently use performance budgeting, and that two-thirds either have performance funding/budgeting or are planning to adopt such programs within the next five years. Existing performance funding programs in 9 states were examined, revealing the existence of from 5 to 37 performance indicators, which vary in many respects. Six of the nine states set statewide indicators for all institutions or campus types, while three allow institutions to choose at least one of their own indicators. Policy recommendations in regard to the use of performance funding and indicators are included. The report concludes by noting that although it is too soon to tell whether performance funding is a fad or trend, the desirability of performance funding, in theory, is equaled by its difficulty in practice. (MDM) ED416743

Burke, J. C., & Serban, A. M. (1998). Performance Funding: Fashionable Fad or Emerging Trend? Community College Journal, 68, 3, 26-29 Dec-Jan 1998. Describes performance funding as a relatively new approach that links tax support to institutional results from performance indicators chosen by the state. Under result-based funding, states consider efficiency and effectiveness as a basis for funding two- and four-year schools. Budgeting shifts from what states should do for their colleges toward what colleges should do for their states. (VWC)

Bushweller, K., Ed., & Zakariya, S. B., Ed. (1997). Education Vital Signs 1997: What Makes Students Succeed? American School Board Journal, 184, 12 pA1-A31 Dec. This 13th annual edition of "Education Vital Signs" reports on indicators of school and student success, such as parent involvement, academic coursework, high school completion, technology use, achievement test scores, and student performance on reading, math, and science assessments. Also offers state-by-state statistics and a profile of school board members. (LMI) EJ556824

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Caplan, P. (1997). Will the Real Internet Please Stand Up? Public-Access Computer Systems Review, 8, 2, 1-3. Discusses problems with the current Internet and describes new Internet developments. Topics include Internet2, which is being developed for innovative high performance computing applications for member universities and corporate affiliates; the Next Generation Internet (NGI); the role of the NSF (National Science Foundation); and quality of service. (LRW) EJ554169

Cave, M., Hanney, S., Henkel, M., & Kogan, M. (1997). The Use of Performance Indicators in Higher Education: The Challenge of the Quality Movement. Third Edition. Higher Education Policy Series 34. 280pp. For the previous edition, see ED 334 951. This book gives an updated account of the present use and status of performance indicators (PIs)in British higher education, a decade after their controversial introduction into higher education policy. The first chapter explores some key issues in the development of PIs, noting that since their introduction as a largely, externally imposed government initiative, these policies have been incorporated into many levels of the management of higher education. This chapter also defines the various categories of PIs, relating them to the measurement of inputs and outputs in higher education. Chapter 2 provides an overview of recent experience in the United Kingdom, the United States, the Netherlands, Australia, Germany, Finland, Sweden, and Norway. Chapters 3 and 4 attempt a closer and more technical survey over a range of countries of the components of PIs of both teaching and research. Chapter 5 moves from analysis of what is now being proposed in different systems to proposed models of how they might be used within the United Kingdom, both by funding bodies and within institutions. Figures and tables summarize some of the model data and performance and research indicators. (Contains approximately 400 references.) (WD) ED415782

Chambers, S., & Sanjeev, A. P. (1997). Reflecting Metropolitan-Based Missions in Performance Indicator Reporting. Metropolitan Universities: An International Forum, 8, 3 p135-52. Describes the development of performance indicators at Wichita State University (Kansas) that reflect more accurately the institution's diverse, nontraditional constituencies and urban mission. Also presents results of their application and provides useful information for other institutions about considerations and techniques for developing appropriate indicators. (Author/MSE) EJ558393

Cizas, A. (1997). Quality Assessment in Smaller Countries: Problems and Lithuanian Approach. Higher Education Management, 9, 1, 43-48 Mar. Examines problems in external university evaluation associated with a small country, such as Lithuania, including lack of resources, lack of competition, language of instruction, and program condensation as part of the transition from communist rule. Perceived needs include specific international academic standards, performance indicators, and centralized publication of evaluation reports for European institutions. (Author/MSE) EJ544617

Coates, S., Compp. Fitzpatrick, Lynne, Compp. McKenna, Angela, Compp. Makin, Alison, Comp. (1995). National Reporting System: A Mechanism for Reporting Outcomes of Adult English Language, Literacy and Numeracy Programs. 118p. Australia's National Reporting System (NRS) was developed as a mechanism for reporting the outcomes of adult English language, literacy, and numeracy provision in the country's vocational educational and training system, labor market programs, and the adult and community education sector. This document is intended to explain the NRS to potential users: adult students; curriculum developers; program providers; commonwealth employment service staff; funding authorities; and industry and enterprise training personnel. Discussed first are the NRS's purposes and development. Next, the following components of the NRS are explained: five levels of competency; six aspects of communication; indicators of competence; conditions of performance; workplace and social contexts; and assessment principles. Guidelines for using the NRS are provided. The next five sections each contain materials for use with students at one of the levels of competence measured in the NRS. Each section includes the following: indicators of competence; language and literacy features and performance strategies; numeracy features and performance strategies; and sample activities. Concluding the document are proformas and record sheets. Appended are the following: list of curricula mapped in mapping; list of curricula for which translation agreements are being pursued; and field testing respondents. Contains a glossary and 210 references. (MN) ED417304

Cokeley, S. (1996). Total Quality Can Help Your District's Image. School Business Affairs, 62, 9, 18-22 Sep. Describes how educators in the Pearl River School District, Pearl River, New York, have implemented Total Quality Management (TQM) principles to evaluate and improve their effectiveness. Includes two charts that depict key indicators of financial and academic performance and a seven-year profile of the district's budget, enrollment, diploma rate, and amount of state aid. Responsiveness to all stakeholders is crucial to the TQM philosophy. (LMI) EJ532279

Conduit, E., & Others. (1996). The Value of School Locations. British Educational Research Journal, 22, 2, 199-206 Apr. Describes a method for assessing schools' performance in relation to socioeconomic indicators of their location. Such indicators include, the percentage of owner-occupied houses, car ownership, unemployment, and overcrowding. Discusses the process of indexing these indicators and their relation to school performance. (MJP) EJ538380

Cookson, P. S., & English, J. (1997). Continuing Education Program Administration: A Study of Competent Performance Indicators. Journal of Continuing Higher Education, 45, 2, 14-24 Spr. A study had two parts: (1) construction of behaviorally anchored rating scales for continuing education administrative positions, using the DACUM (Developing a Curriculum) process and (2) professional development needs assessment of 11 directors and 22 area representatives. The utility of the scales for administrator self-assessment of professional competence was demonstrated. (SK) EJ543952

Cullen, R., & Calvert, P. (1996). New Zealand University Libraries Effectiveness Project: Dimensions and Concepts of Organizational Effectiveness. Library & Information Science Research, 18, 2, 99-119 Spr. Reports on the second stage of the New Zealand University Libraries Effectiveness Study, which identified dimensions of effectiveness in New Zealand academic libraries and examined parallels with dimensions of organizational effectiveness in a similar study of public libraries. Each libraries' staff rated the library's performance against 99 indicators of effectiveness. (Author/LRW) EJ528000

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D'Avigdor, R. (1997). Indispensable or Indifferent? The Reality of Information Service Performance Measurement at UNSW Library. Australia Academic & Research Libraries, 28, 4, 264-80 Dec. Discusses practical aspects of measuring service performance in academic libraries. Outlines the local indicators developed and used in a library at the University of New South Wales. Lists quantitative and qualitative measures of information service used and proposes a meta-indicator that relates the resources needed to develop and maintain these indicators to the overall library effort in producing the services measured. (Author/AEF) EJ559776

David, D. (1996). The Real World of Performance Indicators. A Review of Their Use in Selected Commonwealth Countries. 44p. This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF) ED416815

DeMitchell, T. A. (1995). Competence, Documentation, and Dismissal: A Legal Template. International Journal of Educational Reform, 4, 1, 88-95 Jan. Discusses barriers to effective teacher supervision that unwittingly protect and tolerate poor performers. Presents a template for writing legally defensible disciplinary memoranda that document efforts to help teachers improve performance and justify termination, if necessary. Discusses accountability tools, including performance indicators specified in district expectations and in instructional planning and delivery guidelines. (10 references) (MLH) EJ527518

Donald, J. G., & Denison, D. B. (1996). Evaluating Undergraduate Education: The Use of Broad Indicators. Assessment & Evaluation in Higher Education, 21, 1 p23-39 Mar. A study examined the extent to which broad indicators of performance could be used for university program improvement. A survey of 356 graduates of a Canadian research university found perceived teaching quality contributed significantly to ratings of overall academic program quality. The most frequently mentioned meaningful feature was development of thinking skills. Implications for educational and organizational policy are examined. (Author/MSE) EJ520080

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Fasano, C. O. (1995). User-Driven Information Systems for Quality Management in Higher Education. Journal of Tertiary Education Administration, 17, 2 p99-115 Oct 1995. An experimental program at the University of Woollongong (Australia) identified a quality management framework, developed indicators of institutional performance, created a database for user-defined information needs, and provided access to information at all institutional levels. The project explored use of performance indicators and demonstrated an information structure through which all staff can contribute to institutional decision making and operation. (Author/MSE)

Fiene, R. (1997). Searching for a Solution to the Child Care Trilemma. Child Care Information Exchange, 117, 57-60 Sep-Oct. Describes the trilemma of inadequate quality, accessibility, and affordability of American child care. Proposes addressing the quality sector by utilizing a model which determines adult-child ratios based upon quality of staff. Model argues the more highly qualified the program staff, the higher the quality of the overall program. (Author/SD) EJ554338

Fishman, A. R. (1996). Worlds Together, Worlds Apart. Phi Delta Kappan, 77, 5, 366-73 Jan. Compares pedagogical practices in an eighth-grade middle school classroom with those a of one-room Amish school studied in an earlier work. Taken together, the two settings suggest that one must seek "the present status and performance of the U.S. education system" not in the usual indicators, but in the contradictory beliefs and assumptions of people in classrooms. (MLH) EJ516056

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Garrett, P., & Others. (1995). Development of a Scoring Scheme for Content in Transactional Writing: Some Indicators of Audience Awareness. Language and Education, 9, 3, 179-94. This paper outlines and discusses the development of a scoring system for content in children's transactional writing. The writing was collected as part of a project investigating the effects on attitudes and writing performance of mother- tongue use in second-language classrooms. (JL) EJ516281

Gavlick, M. (1996). Triangulating the Relationship among Publication Productivity, Teaching Effectiveness, and Student Achievement. Theme issue: "Faculty Teaching and Research: Is There a Conflict?". A model postulating a relationship between faculty research activity, instructor behaviors, and student achievement is advanced, based on two causal models, one linking research activity and instructional effectiveness and another validating student evaluations as good indicators of instructional effectiveness, as measured by student achievement. The importance of distinguishing and isolating specific teaching behaviors is emphasized. (MSE) EJ532788

Goldstein, H. (1997). Methods in School Effectiveness Research. School Effectiveness and School Improvement, 8, 4 p369-95 Dec. Discusses the methodological requirements for valid inferences from school- effectiveness research studies, which include long-term longitudinal data and proper statistical modelling of hierarchical data structures. Explains problems with using simple performance indicators to measure school effectiveness. Outlines appropriate multilevel statistical models and shows how these can model the complexities of school, class, and student-level data. (36 references) (MLH) EJ558123

Gorman, K. S., & Pollitt, E. (1996). Does Schooling Buffer the Effects of Early Risk? Child Development, 67, 2, 314-26 Apr. Analyzed rural Guatemalan data on early biological indicators, graduated parameters of social structure, and preschool cognition in relation to primary school grade attainment and adolescent psychoeducational test performance. Performance declined as the number of risk factors to which a subject was exposed increased. Primary education was observed to buffer the effects of early risk for a subset of subjects. (HTH) EJ523383

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Hayes, C. R. (1995). Development of Evaluation Indicators: Three Universities of the Texas A&M System. Theme issue: Assessing Performance in an Age of Accountability: Case Studies. To develop a set of effective performance indicators, three campuses of Texas A&M University collaborated: a large research university, a historically black institution, and an urban campus undergoing major changes. Evolution of the project and the strategies used to develop core indicators while addressing the different institutional missions are discussed. (MSE) EJ516330

Hoffman, H. (1997). Performance Indicators for Technical Services in Academic Libraries. Australia Academic & Research Libraries, 28, 4, 259-63 Dec. Describes international standards and recent Australian work on performance indicators in the technical services area. Current projects in Victorian academic libraries highlight some of the problems involved. (Author) EJ559775

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Jaeger, R. M., & Hattie, J. A. (1996). Artifact and Artifice in Education Policy Analysis: It's Not All in the Data. School Administrator, 53, 5, 24-25,28-29 May. Using research findings and statistics to support a policy argument often leads to misinterpretations and exaggerations of public school performance. Two experts illustrate this point by discussing examples of distorted high school drop-out rates, student performance on standardized tests, and international comparisons of U.S. and Japanese educational systems. (MLH) EJ525934

Johnes, J., & Johnes, G. (1995). Research Funding and Performance in U.K. University Departments of Economics: A Frontier Analysis. Economics of Education Review, 14, 3, 301-14 Sep. Uses data-envelopment analysis to investigate UK university economics departments' technical efficiency as producers of research, highlighting the role of external funding. The data set is an extended version of that employed by the 1989 Universities Funding Council peer review. DEA contributes positively to developing meaningful indicators of university performance. (32 references) (MLH) EJ514682

Johnson, D. (1997). What Does It Look Like? Part I: The Code 77 Rubrics. Technology Connection, 4, 7, 7-9 Dec. Parents, students, and administrators want computer literate teachers with specific skills: basic computer operation; file management; word processing; spreadsheet, database, graphics, hypermedia, and network use; and student assessment. This article presents the graduated performance indicators (rubrics) developed for teachers in the Mankato Area Public Schools, Minnesota. Online Self- Evaluation Rubics for Staff Use of Technology at EJ555831

Jones, A. C., Courts, F. J., Sandow, P. L., & Watson, R. E. (1997). Myers-Briggs Type Indicator and Dental School Performance. Journal of Dental Education, 61, 12, 928-33 Dec. A study, using Myers-Briggs Type Indicators, of 256 dental students in four classes found introverted students performed better on the National Dental Board Examinations but had progressively lower class rank over four years and experienced more major academic difficulties. Judging and sensing students had higher rank than perceiving and intuitive students; perceiving students had more difficulties than judging students. (Author/MSE) EJ559680

Jones, B. F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging In: Choosing and Using Educational Technology. 64pp. Based on a report entitled "Designing Learning and Technology for Educational Reform.". This publication is based on work conducted at the North Central Regional Educational Laboratory (NCREL), which serves seven states in the Midwest. Part of the national research and development system administered by the Office of Educational Research and Improvement, U.S. Department of Education, the regional educational laboratories provide schools and communities with the latest information on learning. This planning document is intended for education decision makers to use as they investigate new technologies to support student learning. It explains indicators of effective learning and high technology performance, an analytic framework to help educators ensure that their use of technology complements their goals for student learning, policy issues in the use of technology in learning, and key implementation issues in the use of technology for learning. The publication includes the following sections: "New Times Demand New Ways of Learning"; "The Technology Effectiveness Framework"; "Policy Issues in Using Technology for Engaged Learning"; "Putting Policy into Place"; and "Recommendations for Policymakers and Educators." A section with instructions for using the learning and technology framework includes tables for planners to graphically depict current realities and future goals, and a step-by-step guide to examining technology programs according to features that contribute to engaged learning and high technology performance. (SWC) ED415837

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King, R. A., & Mathers, J. K. (1997). Improving Schools through Performance-Based Accountability and Financial Rewards. Journal of Education Finance, 23, 2, 147-76. Policymakers are exploring whether schools should be allocated state funds as rewards for improving student achievement and other performance indicators. Team- based rewards specified in 14 states' statutes represent a limited form of performance-based school finance. This article examines financial rewards in four states and makes policy recommendations for improving performance-based accountability systems that include statewide standards, assessments, rewards, and sanctions. (38 footnotes) (MLH) EJ555455

Kohler, P. D., & Rusch, F. R. (1995). School to Work Transition: Identification of Employment-Related Outcome and Activity Indicators. Career Development for Exceptional Individuals, 18, 1 p33-50. This study identified potential measures for evaluating 17 multiple outcomes and 51 activities associated with programs designed to promote employment of youths with disabilities. The qualitative and quantitative measures identified were compiled from responses of 30 employment-focused project directors. A table lists all outcomes and indicators. (DB) EJ510004

Krahn, H., & Silzer, B. J. (1995). A Study of Exit Surveys: The Graduand Survey at the University of Alberta. College and University, 71, 1, 12-23. The history, administration, and function of the University of Alberta's annual survey of graduating students, conducted as a performance indicator to assess quality of educational services, are described. Selected results from the 1993 survey are presented, and observations about factors seen as contributing to the success of this and other performance-assessment research are offered. (MSE) EJ523074

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_____. (1997). Languages other than English Resource Guide. 184p. This guide, "a work in progress," is one of a series designed to serve as companion documents for the New York state learning standards defined for each major curriculum area. It is intended to establish a connection between the state- mandated learning standards and classroom instruction and to further elaborate on the standards that will assist in planning grade-by-grade curricula. It has four parts. The first outlines the elements considered essential in planning a standards-based curriculum for foreign languages. It contains samples of locally developed curricula and scope and sequence materials, examples of best practices, and materials to support curriculum development. The second part presents standards-based learning experiences developed and reviewed by classroom teachers from across the state, as examples of "real" activities that can be used to bring learning standards to life in the classroom. Part three provides information on student assessment strategies, model assessments developed and used by teachers in New York State, and assessment materials developed by national and state professional organizations. The final part outlines performance indicators at three levels for each state standard. (MSE) ED415719

Laitsch, D. (1998). State Evaluation of Teacher Preservice Programs. Texas and Florida. An Issue Paper. Florida and Texas have tied evaluation of preservice teacher programs to performance measures. These reforms may have an impact on the functioning of teacher education programs within their institutions of higher education (IHE's). In 1996, Florida's State Board of Education adopted the Florida Education Standards Commission's (ECS) Recommendation on Performance Standards for Continuing Program Approval of Preservice Teacher Education Programs. This includes five indicators or performance standards for continuing preservice program approval: candidate demonstration of knowledge and skills upon preservice completion; successful performance on the Florida Teacher Certification Examination; inclusion of program components mandated by state statute or rule; diversity of enrollment in preservice programs; and satisfaction of employing districts with beginning teachers. Initial program approval for IHE's involves submitting curriculum folios for each program then completing an on-site review by the Department of Education Board of Regents and NCATE. Once approved, programs must undergo continued review and approval. The Texas system of preservice program evaluation is the ASEP (Accountability System for Educator Preparation), which includes two components. The first is a set of state generated exams which must be active by late 1998. The second is a performance evaluation that must be active by 2002. The performance evaluation states that poor performance by any subgroup of students, even if overall scores are acceptable, puts the institution or program under review. In both states, these standards will ensure that IHE's be treated similarly by the state boards. (SM) ED417192

Levine, R., Rathbun, A., Selden, R., & Davis, A. (1998). NAEP's Constituents: What Do They Want? Report of the National Assessment of Educational Progress Constituents' Survey and Focus Groups. Analytic Report. 119p. The National Assessment of Educational Progress (NAEP), the only accurate and credible indicator of educational performance capable of informing about national trends and state differences in student achievement, serves many different constituencies whose opinions must figure heavily in determining the future directions of the NAEP. To identify, analyze, and compare opinions of some key NAEP constituencies, a multi-stage process was undertaken that began with the identification of some key components through consultation with the National Center for Education Statistics and the National Assessment Governing Board. A survey was developed and administered to representatives of the eight key constituent groups, generally associations of educators and government representatives. With telephone follow-up, the overall response rate was 83% (352) completed surveys. Focus groups were conducted to assess opinions about these issues with representatives of seven other NAEP constituencies, including educational administrators, teachers, and the public. Although the constituent groups did not have identical opinions on the issues discussed in the survey and focus groups, there were many cases in which similar opinions were expressed. Attitudes common to most respondents include the recognition that instructional practices, student characteristics, and school characteristics are important background variables to measure, although they might be measured and reported in a way that would make the process more rapid. A multistep approach could be used to allow the immediate reporting of achievement results with the detailed reporting of background material as available. Most respondents thought that reading and writing should be assessed as individual subjects, while other subjects could be assessed in clusters. Subscale reports were seen as most important for mathematics. Most respondents also thought that NAEP assessments should be administered annually, and that the government should support efforts to link the NAEP to international assessments. Three appendixes present the survey, a summary of responses, and the focus groups protocol for the media group. (Contains 9 tables and 25 figures.) (SLD) ED416221

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Macpherson, R. J. S. (1996). Educative Accountability Policy Research: Methodology and Epistemology. Educational Administration Quarterly, 32, 1, 80-106 Feb. Accountability policy research relies on systems theory, objectivism, and logical empiricism to identify learning performance indicators. Policy knowledge production should permit a more holistic, causally interdependent view of teaching, learning, and leadership services. Presents an accountability policy methodology stressing formative evaluation, educative reporting relationships, and politically sophisticated planning. (53 references) (MLH) EJ517869

Macpherson, R. J. S., & Taplin, M. (1995). Principals' Policy Preferences Concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development. Research supported by the Tasmanian Department of Education and the Arts, the School of Education of the University of Tasmania, and the Australian Research Council. Examines the policy preferences of approximately 111 principals in Tasmania (Australia) concerning accountability criteria and processes. Comparing their views and those of stakeholder groups (parents and teachers) helps identify issues related to teaching, learning, and educational leadership. Tasmanian state schools probably need to review and develop accountability and professional development policies. (SLD) EJ521452

Mann, M. (1998). Professional Development for Educational Leaders. PREL Briefing Paper. The need for the systemic development of principals, vice-principals, and administrators in central offices is discussed. This paper is intended to inform and inspire decision makers to plan, implement, and continuously revise systemic professional development activities for school administrators. Leadership is a skill that can be nurtured and developed; development of leadership can be fostered by coaching and mentoring, through networks, or within study groups. In the past, administrators have expressed disappointment in the degree of relevance and impact of inservice programs, usually because such programs were treated as afterthoughts. For effective professional development, the existing paradigms must change. New programs must be designed around outcome and performance indicators. The challenge is to adopt new approaches to professional development that draw on current research. In conclusion, the changing context of education creates a need for a different type of school leadership, where leaders can put into practice the educational theories of teaching and learning. (RJM) ED415588

McDaniel, O. C. (1996). The Theoretical and Practical Use of Performance Indicators. Higher Education Management, 8, 3, 125-39 Nov. A study of the use of performance indicators in assessing the quality of higher education investigated the potential contribution to quality control of 17 indicators. It is concluded that of the 17, only 7 have high or medium impact, while 10 have low to marginal impact. Concerns regarding government use of performance indicators intended for institutional purposes are discussed. (Author/MSE) EJ537810

McEwen, N., Ed. (1996). Indicators of Educational Performance. International Journal of Educational Research, 25, 3 p199-289. The eight chapters of this issue focus on the uses, issues, and implications of national and international indicators of educational performance. They explore progress in using indicators to inform policy decisions and describe the progress of selected countries in developing, analyzing, interpreting, and reporting indicators of educational performance. (SLD) EJ536976

Meyer, R. H. (1997). Value-Added Indicators of School Performance: A Primer. Economics of Education Review, 16, 3, 283-301 Jun. The value-added indicator is a more conceptually appropriate indicator of school performance than average and median test scores, since it tries to account for influential nonschool factors and isolate these from schools' contributions to student progress. This paper defines two types of value-added indicators and shows their appropriateness for school choice and accountability purposes. (32 references) (MLH) EJ547332

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Neal, J. E. (1995). Overview of Policy and Practice: Differences and Similarities in Developing Higher Education Accountability. Theme issue: Assessing Performance in an Age of Accountability: Case Studies. Higher Education's "accountability movement" is being accompanied by greater use of performance indicator systems in response to external mandates in the United States and Europe. These indicators are usually designed to examine institutional productivity relative to the public investment made in it, as contrasted with evaluation of educational outcomes relative to instructional processes. (Author/MSE) EJ516324

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_____. (1998). Oklahoma Higher Education Standards. Admission/Retention/Assessment: Reasons Standards Were Strengthened. Enhancing Student Preparation for College. Improving College Student Performance. Indicators of Positive Student Performance. This brief report describes efforts of the Oklahoma State Regents to accelerate positive academic change in the state's higher education system with a combination of strengthened admission, retention, and assessment standards. The first section presents the state's problem of lagging performance during the late 1980s, as indicated by data showing poor comparative performance with similar institutions, inadequate college preparation of college-bound students and college freshmen, and mismatches of students and colleges. The second section then explains the comprehensive policy approach and specific policy steps taken by the state to strengthen quality and broaden access by enhancing student preparation for college and improving college student performance. The third section lists some current indicators that show positive student outcomes. These include better student preparation for college (e.g., more high school students are taking the 13-unit core academic curriculum and freshmen are better prepared for college level work) and greater college student success (as indicated by lower student dropout rates and higher graduation rates). A table then compares profiles of student preparation, fall enrollment, dropout rates, graduation rates, and degrees awarded for 1987 and 1996, with all figures showing improvement. (DB) ED416798

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_____. (1997). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (80th, Chicago, Illinois, July 30-August 2, 1997): Media Management and Economics. 315pp. For other sections of these Proceedings, see CS 509 657-676. The Media Management and Economics section of the Proceedings contains the following 14 papers: "The Case Method and Telecommunication Management Education: A Classroom Trial" (Anne Hoag, Ron Rizzuto, and Rex Martin); "It's a Small Publishing World after All: Media Monopolization of the Children's Book Market" (James L. McQuivey and Megan K. McQuivey); "The National Program Service: A New Beginning?" (Matt Jackson); "State Influence on Public Television: A Case Study of Indiana and Kentucky" (Matt Jackson); "Do Employee Ethical Beliefs Affect Advertising Clearance Decisions at Commercial Television Stations?" (Jan LeBlanc Wicks and Avery Abernethy); "Job Satisfaction among Journalists at Daily Newspapers: Does Size of Organization Make a Difference?" (Kris P. Kodrich and Randal A. Beam); "Network Affiliation Changes and Inheritance Effects" (Marianne Barrett and Charles C. Brotherton); "A Profile of Potential High-Definition Television Adopters in the United States" (Michel Dupagne); "The Effect of the VCR on the Mass Media Markets in Korea, 1961-1993: The Principle of Relative Constancy Reapplied" (Sung Tae Kim); "Entrepreneurship and Economics: Essentials of the Media Management Course" (Mary Alice Shaver); "Wage Stabilization and the Daily Newspaper Commission in World War II" (Mary Alice Shaver and Anthony Hatcher); "Newspaper Stocks and Stock Market Indicators: A Comparison and Analysis of Means of Tracking Performance" (Regina Lewis and Robert G. Picard); "Rosse's Model Revisited: Moving from Linearity to Concentric Circles to Explain Newspaper Competition" (Janet A. Bridges, Barry Litman, and Lamar W. Bridges); and "Playing the Market: Diversification as a Management Strategy among Publicly Traded Newspaper Companies" (John Carvalho). Individual papers contain references. (CR) ED415540

Patrick, W. J., & Stanley, E. C. (1996). Assessment of Research Quality. Research in Higher Education, 37, 1, 23-42 Feb. The British experience with nationwide research quality assessment exercises and newly-introduced measures to improve research program accountability is described. Consequences for institutions of higher education and for the system as a whole are examined, using the University of Glasgow (Scotland) as an example. Utility of performance indicators is discussed. Relevance for American researchers is explored. (MSE) EJ520138

Peddie, R. (1997). Difficulty, Excellence and Levels: Implications for a Qualifications Framework. Australian and New Zealand Journal of Vocational Education Research, 5, 2, 56- 76 Nov. Defining the difficulty of a task includes how long the task takes; its features, complexity, and newness; and understanding/willingness to complete it. Problems with determining difficulty levels make it questionable to claim that higher levels of a qualifications framework are more difficult than lower levels. (SK) EJ556488

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_____. (1998). Remediation Rates for Oklahoma High School Graduates in Oklahoma Public Colleges. Oklahoma High School Indicators Project. 33p. As part of a larger study to provide "indicators" of high school educational performance, this report presents data on remedial services provided to 15,042 college freshmen (1996-97) in Oklahoma public colleges by Oklahoma high school for the graduating class of 1995-96. The study used a student-cohort flow system to track student data semester-by-semester, including courses taken and whether a course was remedial or not. A table summarizes remediation rates by county for science, English, math, and reading. The bulk of the report is in the form of a table for each high school, grouped by county, followed by the college freshman headcount, percentage of freshmen taking remedial courses in the four subject areas, and an unduplicated headcount and percentage of students taking remedial courses. The data show that 37.3 percent of freshmen took at least one remedial course. Mathematics remediation was the highest, with 33.1 percent of freshmen taking a remedial mathematics course. (DB) ED416800

Reeves, E., & Grubb, D. (1997). Spatial Analysis of Kentucky Assessment Results, Social and Economic Indicators. 25pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 12-14, 1997). In Kentucky, high stakes assessment of schools and school districts resulting from the state's educational reform initiative raises the issue of fairness. Should educational officials and teachers be held accountable for student performance despite vast differences in the socioeconomic conditions of the surrounding communities when extensive research shows community context affects student performance to a substantial degree? In this paper, a method is presented for assessing educational performance that corrects for community contextual factors. The issues of high stakes accountability and effective schools research are also discussed. The method relies on spatial analysis, a technique developed by geographers that entails mapping the standardized residuals from a regression analysis to find county school districts in which student performance is greater than expected, and less than expected, net of community context. Use of this procedure, it is argued, lessens possible bias in the Kentucky assessment results and helps allay concerns over unfairness in the state's accountability system. The procedure can be modified for a school-to-school analysis, although the mapping task would be more exacting in its smaller scale. Analysis of such spatial maps will allow educators to locate pockets of excellence and begin action research to identify particularly effective practices. An appendix discusses community level socioeconomic variables. (Contains 1 figure, 1 table, and 39 references.) (Author/SLD) ED416211

Rowley, D. J. (1997). Using KPIs To Anchor Strategic Choices. Planning for Higher Education, 25, 2, 29-32. Colleges and universities should approach strategic change by establishing three kinds of key performance indicators (KPIs): mandated (state-mandates or other imposed objectives); management (determined by the administration); and derived (from the special intentions of institutional units). By assembling the three kinds of KPIs, the strategic planning committee has a more focused idea of what to plan for. (MSE) EJ558404

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_____. (1997). Setting a Course to the Future: The CCSF Strategic Plan. 97p. This report, outlining the City College of San Francisco's (CCSF) Strategic Plan, begins with an overview of the institution's goals and strategies and provides background information on the plan's development. Part I, "Setting a Direction," offers information on CCSF's values and long-term institutional goals: (1) enhancing access; (2) promoting student success in achieving educational goals; (3) improving satisfaction with college services; (4) fostering a supportive and positive workplace; (5) managing resources effectively; and (6) pursuing the highest standards of educational excellence. Part II, "Measuring Success," clarifies these goals and their performance indicators. Part III, "Moving Forward," includes strategies for change: quality service, continuous program improvement, supportive working environment, resource development, and a planning and budgeting system. Part IV, "Achieving Results," discusses strategic plan management and implementation. The report concludes with Part V, "Managing the Change Process," which describes the ongoing planning and implementation processes. (YKH) ED416943

Schmidt, P. (1997). Rancor and Confusion Greet a Change in South Carolina's Budgeting System. Chronicle of Higher Education, 43, 30 pA26-A27 Apr 4. South Carolina is planning to base all appropriations to higher education on performance indicators rather than enrollments and facility needs. The new law gives financial incentives to improve, and outlines 37 criteria for judging institutional performance. Institutions fear the system will be biased against them or not take into account their unique character and needs. (MSE) EJ543086

Segers, M., & Dochy, F. (1996). Quality Assurance in Higher Education: Theoretical Considerations and Empirical Evidence. Studies in Educational Evaluation, 22, 2, 115-37. A study on the use of performance indicators within a quality assurance system in higher education in the Netherlands is reported. The case study of seven departments of economics shows the attention paid to structural aspects of the curriculum instead of the declared object of the program evaluation. (SLD) EJ531697

Stanley, G., & Reynolds, P. (1995). Performance Indicators and Quality Review in Australian Universities. Higher Education Research and Development, 14, 2, 245-53. A study examined the relationship between quantitative performance and diversity indicators and the quality rankings of Australian universities made by the Commission for Quality Assurance in Higher Education. Correlations between three performance factors (traditional research university performance, teaching performance, competitive research performance) and four diversity factors (size, equity, student-faculty ratio, access) are analyzed. (Author/MSE) EJ524703

Stein, R. B., & Fajen, E. L. (1995). Missouri's Funding for Results Initiative. Theme issue: Assessing Performance in an Age of Accountability: Case Studies. Missouri's two-tiered higher education funding program addresses state-level accountability demands while rewarding campus-level improvements in teaching and learning. The context and evolution of the program are described, characteristics of the state-level and campus-level planning efforts are outlined, and issues in implementation and future planning are discussed. (Author/MSE) EJ516329

Stites, R. (1998). Assessing Lifelong Learning Technology (ALL-TECH): A Guide for Choosing and Using Technology for Adult Learning. Practice Guide. 29p. This guide builds on the framework for evaluating technology effectiveness in K- 12 schools as described in the Council for Educational Development and Research's publication, "Plugging In: Choosing and Using Educational Technology." The revised framework is designed to provide encouragement and some rudimentary guidelines for critical thinking about applications of technology for lifelong learning. Section 1 describes the link to "Plugging In." Section 2 discusses the nature of adult (as opposed to childhood) learning and the potential roles that technology can play in helping to create learning environments ideally suited to adult learners' needs and interests. Section 3 explains the revisions of the "Plugging In" indicators of engaged learning and high performance technology. A table categorizes indicators (with their definitions) of engaged adult learning into eight variables: vision of learning, tasks, assessment, instructional model, learning context, grouping, instructor roles, and learner roles. A second table categorizes indicators of high technology performance for adult learning (with their definitions) into six variables: access, operability, organization, engagability, ease of use, and functionality. Section 4 provides forms and instructions for using the indicators to evaluate adult education practices and policies. The last two sections highlight some factors that may facilitate or obstruct the effective application of technology to adult learning. The document contains 15 references and additional resources. (YLB) ED416422

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Tuijnman, A. C., Ed., Kirsch, I. S., Ed., & Wagner, D. A., Ed. (1997). Adult Basic Skills: Innovations in Measurement and Policy Analysis. Series on Literacy: Research, Policy, and Practice. 360pp. Most of the chapters were originally presented as a paper at a roundtable held at the University of Pennsylvania (Philadelphia, PA, January 27-28, 1994), organized by the National Center on Adult Literacy and the Center for Educational Resources and Innovation of the Organization for Economic Co-operation and Development. This book contains 13 papers examining innovations in measuring adults' basic skills and analyzing adult literacy policy. The following papers are included: "Series Preface" (Daniel A. Wagner); "Foreword" (Torsten Husen); "Introduction" (Albert Tuijnman); "Adult Basic Skills: Policy Issues and a Research Agenda" (David Stern, Albert Tuijnman); "The Contribution of Literacy to the Wealth of Individuals and Nations" (Sue E. Berryman); "Self-Assessed Skill Needs and Job Performance" (Peter Cappelli, Nikolai Rogovsky); "Adult Literacy Assessment in Comparative Contexts" (Daniel A. Wagner); "Abilities and Competencies in Adulthood: Lifespan Perspectives on Workplace Skills" (Jacqui Smith, Michael Marsiske); "Measuring Adult Basic Skills: A Literature Review" (Stan Jones); "European Traditions in Literacy Research and Measurement" (Max van der Kamp); "Proxy Measurement of Adult Basic Skills: Lessons from Canada" (T. Scott Murray); "Using Large-Scale Assessment Results to Identify and Evaluate Generalizable Indicators of Literacy" (Irwin S. Kirsch, Ann Jungeblut); "The Role of Incentives in Literacy Survey Research" (Leyla Mohadjer et al.); "Information Trade-Offs in Large Scale Assessments" (Andrew Kolstad); "Using Large-Scale Assessments to Set Educational Policy: An Agenda-Analytic Approach" (Peter B. Mosenthal); and "Literacy Assessment in the Service of Literacy Policy" (Richard L. Venezky). (MN) ED417298

Tymms, P. (1997). Science in Primary Schools: An Investigation into Differences in the Attainment and Attitudes of Pupils across Schools. Research in Science and Technological Education, 15, 2 p149-59 Nov. The Performance Indicators in Primary Schools (PIPS) project monitors the attainment and self-concept of pupils from the age of 4 to age 11. The relationships between achievement and self-concept in science and a series of other variables including home circumstances, homework, television viewing, and teasing are considered. Very significant relationships were found, but the size of the effect was often small. (Author/DKM) EJ557417

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Van den Berghe, W. (1997). Indicators in Perspective. The Use of Quality Indicators in Vocational Education and Training. CEDEFOP Document. 77p. Indicators are used in quite different ways in vocational education and training, from control and accountability to performance and quality purposes. A classification model has been proposed in which many indicators can fit. It is based on two important dimensions of indicators: (1) the "message" relating to the information content, meaning, and signification of the indicator and (2) the "purpose" relating to the function and use of the indicator. Four main areas on the scale for the message dimension are as follows: exclusively descriptive, management and policy, performance, and quality. Three areas on the scale for the purpose dimension are indicators used for analysis, used for communication, and with a normative purpose. The two main driving forces for the use of indicators are public authorities and institutions. International and European achievements in the work on quality indicators are illustrated by the following: the Organization for Economic Cooperation and Development's INES (Indicators of National Education System) project, the Eurostat key data, and the European Training Foundation key indicators on vocational education and training (VET). At the level of VET institutions, a wide range of performance and quality indicators have been developed across Europe in the Netherlands, Italy, Portugal, Denmark, and Western Australia. The advantages of using quality indicators can be achieved only if 10 conditions5 design requirements and 5 requirements for processing and useare met. (Appendixes contain 77 references, design methodology for quality indicators, and glossary.) (YLB) ED417351

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Wiebe, J. H., & Taylor, H. G. (1997). What Should Teachers Know about Technology? A Revised Look at the ISTE Foundations. Journal of Computing in Teacher Education, 13, 4, 5-9 Jun. The International Society for Technology in Education foundations constitute guidelines for what teachers should know and be able to do with technology. The Foundations provide indicators for professional education units at all stages of development. They have recently been revised to reflect specific performance and areas fundamental for all educators. (SM) EJ551345

Wilson, K. L., & Others. (1997). The Development, Validation and Application of the Course Experience Questionnaire. Studies in Higher Education, 22, 1, 33-53 Mar. Describes development and use of the Course Experience Questionnaire to measure perceived teaching quality in higher education, and construction of a new generic teaching skills scale. Evaluation with large multidisciplinary samples in Australia confirmed reliability and validity of both short and long forms. Criterion and discriminant validity were also established. Its utility as a college performance indicator was confirmed. (MSE) EJ544610

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