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Complete College Tennessee

The Complete College Tennessee Act — the product of year-long talks with a bipartisan group of state lawmakers on how to improve college completion in Tennessee — makes several changes designed to enhance cooperation between colleges and universities in the Tennessee Board of Regents (TBR) and University of Tennessee (UT) systems.
 
Among other changes, the Complete College Tennessee Act:
  Funds higher education based in part on success and outcomes,including higher rates of degree completion.

  Makes community colleges the centerpiece in Tennessee’s strategy by expanding common programs and common courses to promote consistency and quality across the two-year system.

  Creates a statewide transfer policy so that any student who earns a two-year degree at a community college can move on to a four-year university as a junior.

  Requires TBR and UT to establish dual-admission and dual-enrollment policies at all two- and four-year colleges and universities.

2014-15 Funding Formula Data

Outcomes Based Funding Formula

Detailed Outcomes Formula Definitions

Reports

Funding Formula Data 2 Year
Funding Formula Data 4 Year

Documents

2014-15 Funding Formula Data
Funding Formula Data 10 year history for 2 Year
Funding Formula Data 10 year history for 4 Year

Select a report.


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Funding Formula

The Complete College Tennessee Act of 2010 includes a provision for an outcomes-based funding formula model. This model introduces a focus on productivity as measured by degree production, student progression, transfer activity or research and service. All two or four year institutions will be funded on the same outcomes, however these outcomes are calibrated to reflect differentiated institutional mission as defined by Carnegie Classification.

All Degrees & Certificates
Annual number of certificates of one year or greater in length, associate degrees, and bachelor's degrees awarded. Disaggregated by age group, gender, race/ethnicity, Pell status (at any time), remedial and developmental status (at any time), transfer/first-time students, and discipline. The funding formula places a 40% premium on adult and low income students for undergraduate degrees (Certificates, Associates, and Bachelors degrees) for this measure.
This measure applies to community colleges and public universities.

Awards per 100 FTE
Annual number of bachelor's degrees,associate degrees and certificates conferred during the academic year divided by 100 year round end-of-term Full-Time Equivalents (FTE) generated during the academic year. By race/ethnicity, gender, age group, Pell Status (at any time).
This measure applies to community colleges and public universities.

Remedial Success
Annual number and percentage of entering first-time undergraduate students who complete remedial or developmental education courses in math, English/reading, or both and complete a college-level course; by race/ethnicity, gender, age groups, Pell Status (at any time).
This measure applies to community colleges and public universities.

Job Placement
Annual number of graduates who were eligible for placement in a job related to the field in which they received their degree and were placed during the academic year.
This measure applies to community colleges.

Student Progression
For the Tennessee public higher education funding formula, student progression is measured by the number of students reaching predetermined cumulative credit hour benchmarks during the course of an academic year. In the community college formula, students are counted if they reached 12, 24, or 36 credit hours during the previous academic year. In the university formula, students are counted if they reached 24, 48, or 72 credit hours during the previous academic year.

A student must have triggered one of these checkpoints to be counted. For example, if a student began the academic year having already accumulated 48 credits and completes an additional 20 credits throughout the year, he would have 68 total credits and thus would not be counted in either the 48 hour or the 72 hour outcome for the academic year. In another example, a student who started the academic year with 25 credits and completed 22 within the year for a total of 47 hours did not trigger a benchmark and is not counted for the year.

The funding formula places a 40% premium on adult and low income students for this measure.
This measure applies to community colleges and public universities. .

Workforce Training
Total number of contact hours from the academic year.
This measure applies to community colleges.

Research & Service
Funding for sponsored programs in the academic year.
This measure applies to public universities.

Dual Enrollment
Annual number of students participating in the Dual Enrollment program, not limited to the lottery scholarship Dual Enrollment grant. Dual Enrollment allows high school students to be dually enrolled in a high school and a postsecondary institution and receive course credit at both institutions. By race/ethnicity, gender, Pell Status (at time of entry).
This measure applies to community colleges and public universities.

Six Year Graduation Rate
Annual number of first time, full-time freshmen and summer first-time freshmen who continued in fall, matched to graduates through sixth academic year. By race/ethnicity, gender, Pell Status (at time of entry).
This measure applies to community colleges and public universities.

Progress Report

The Progress Report is a statewide metric which measures public higher educational attainment. As a component of unifying goal of increased degree production, this report notes movement toward the completion dates for the Complete College Tennessee Act requirements. Finally, the progress report also provides an overall summary of degrees from all sources (public, private and proprietary institutions). By race/ethnicity, gender, age groups, Pell Status (at time of entry).


Select a Report Year:

Performance Funding

Performance Funding is an incentive for meritorious institutional performance and provides a means of assessing the progress of public funded higher education. In 2010, the standards of evaluation were modified to make institutional reporting easier and transparent. Current standards measure (1) Student Learning and Engagement and (2) Student Success.

Joint Report

The Annual Joint Report identifies joint priorities and associated goals addressing areas of need in both student learning and educator development for the advancement of all education in Tennessee, pre-kindergarten through higher education. The College Career Ready Policy Institute (CCRPI) benchmarks help states put elementary-secondary assessment and accountability systems in place that will ensure that all students graduate from high school college- and career- ready. These benchmarks outline skill levels necessary for student progression in elementary- secondary education and demonstrate the skill attainment necessary for entry into college or a career upon graduation from secondary education.


Select a Report Year:

A Description of Graduate Rates and what general information can be found under this tab.