Skip to content

Making changes to comply with the College Scorecard

Making changes to comply with the College Scorecard

EACE Blog contribution by Amy Weinstein, Assistant Director/Technology Manager at Bryant University

It’s the “elephant in the room” in many of our career centers.  How will the need for detailed outcomes data change the way we work in the future?

Credit: College Affordability and Transparency Center

Credit: College Affordability and Transparency Center

In February 2013 in his State of the Union Address President Obama introduced the College Scorecard.  Part of the College Scorecard asks: “how many of its graduates get jobs, what kinds of jobs do they get, and how much do those graduates typically earn?”  For the first time, Career Services is in a unique position to make an impact on how colleges and universities will be rated.  Marilyn Mackes, Exectuive Director of NACE writes on the NACE blog, January, 2014, “Outcomes Data: Let’s Own the Opportunity Ahead.”  She states that this is an opportunity for career centers to lead the way in an area that many in the public and private sectors don’t care about.

On January 31st NACE offered an “Advocacy Mash Up in Washington DC with more than 100 career services professionals in attendance.  Kevin Grubb, Assistant Director at Villanova University called the event: “a three-pronged, head-spin inducing power meeting that had the room impassioned, empowered and entertained all at once.”

With the excitement, and pressure, of meeting demands that potentially have a huge impact beyond our universities, I propose a few small steps to begin making changes:

Embrace the lingo

Use new terms around your campus such as: “knowledge rate” (instead of “response rate”) and “career outcome rate” (instead of “placement rate”).

new_lingo

Adopt common standards

NACE has taken some of the first steps in creating a Position Statement: “The Critical Importance of Institutional First-Destination/Post-Graduation Surveys.”  In this article NACE argues for a set of common standards for conducting first-destination surveys.

Create a plan to reach the target

The recommended minimum “knowledge rate” for surveys is 65 percent of the graduating class.  If you are not currently close to hitting that target, start creating a plan to boost your rate.

Boost partnerships on campus

Jesse Wingate, Assistant Director, Alumni and Career Services at the University of Richmond in his recent EACE blog post identifies 4 key campus constituencies to involve in your data collection efforts: Registrar, Faculty, Advancement and Institutional Research

Data drives decisions.   Perhaps the outcome of collecting increased data in order to satisfy the college scoreboard, will drive positive changes that enable us to lead the way as we have not imagined before.

Resources:

Strategic Partnerships for Increasing Knowledge Rates in First Destination Surveys

Everything You Need to Know About NACE’s Advocacy Mashup

Outcomes Data: Let’s Own the Opportunity Ahead

The College Scorecard

Amy Weinstein

Amy Weinstein

Amy Weinstein, Assistant Director/Technology Manager at Bryant University, has been assisting students with career advising for over 15 years. Amy has worked in career services offices at the University of Rhode Island and the University of San Francisco. She has also worked as a university relations recruiter for AMD Corporation.  Amy has a Master of Science in Career Counseling from San Francisco State University and Bachelor of Arts in Psychology from the University of Rhode Island.

Advertisements
%d bloggers like this: