Chapter 4.5. Higher Education Accountability Program of California Education Code >> Division 14. >> Title 3. >> Part 65. >> Chapter 4.5.

(a) It is the intent of the Legislature that demonstrable improvements in student knowledge, capacities, and skills between entrance and graduation be publicly announced and available, and that these improvements be achieved efficiently through the effective use of student and institutional resources of time, effort, and money.
  (b) It is further the intent of the Legislature that public and private institutions of higher education express expectations of student performance in a manner that is clear to students.
  (c) It is further the intent of the Legislature that existing accountability requirements be strengthened through the elimination of unnecessary and redundant reports submitted by the educational institutions to various state agencies. The elimination of these unnecessary reports will save money and allow the institutions to focus their efforts on only the most important reporting requirements.

The University of California, the California State University, and the California Community Colleges shall each prepare a list of reports required to be submitted on a regular basis to the Legislature and to state agencies. The purpose of each report shall be identified, as well as the costs associated with production of the report. Prior to March 1, 1992, this information shall be submitted to the education policy and fiscal committees of the Legislature, the Department of Finance, and the California Postsecondary Education Commission. The California Postsecondary Education Commission shall review and comment on the utility of the required reports identified by the educational institutions, and offer recommendations for consolidating or eliminating existing reporting requirements in order to reduce operating expenses and streamline reporting provisions.

(a) On or before November 15, 1994, and each November 15 thereafter, the California Postsecondary Education Commission shall submit a higher education report to the Legislature and the Governor which provides information to the citizens of the state on the significant indicators of performance of the public colleges and universities. This annual report shall be presented in a readable format. Prior to publication, the commission shall distribute a draft of the report to all public colleges and universities for comment.
  (b) The commission, in cooperation with the public colleges and universities, shall develop and adopt a format for the higher education report specified in subdivision (a) and the information to be included. The following types of information shall be considered for inclusion in the report with respect to public universities:
  (1) The retention rate of students.
  (2) The proportion of lower division instructional courses taught by tenured and tenure-track faculty.
  (3) The minimum number of hours per semester required to be spent by faculty in student advisement.
  (4) The proportion of graduate and undergraduate students participating in sponsored research programs.
  (5) Placement data on graduates.
  (6) The proportional changes in the participation and graduation rates of students from groups historically underrepresented in higher education.
  (7) The proportion of graduate students who received undergraduate degrees (A) at the institution, (B) within the state, (C) within the United States, and (D) from other nations.
  (8) The number of full-time students who have transferred from a California community college.
  (9) Demonstrable evidence of improvements in student knowledge, capacities, and skills between entrance and graduation, where this evidence exists.
  (10) Results of surveys of students regarding student attitudes and experiences, where these surveys exist.
  (c) The following types of information shall be considered for inclusion in the report with respect to public community colleges:
  (1) The retention rate of students.
  (2) The proportion of remedial or developmental education courses taught by full-time faculty.
  (3) The number of hours per student per semester spent by faculty in student advisement.
  (4) Placement data on graduates.
  (5) The proportional change in the participation and graduation rate of students from groups historically underrepresented in higher education.
  (6) The number of students who have transferred into a four-year, postsecondary institution, by ethnicity and gender.
  (7) Demonstrable evidence of improvements in student knowledge, capacities, and skills between entrance and graduation, where this evidence exists.
  (8) Results of surveys of students regarding student attitudes and experiences, where these surveys exist.