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The impact of accountability: An ev...

Hill, Laura Davenport.

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The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System./
作者:	Hill, Laura Davenport.
面頁冊數:	263 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.
Contained By:	Dissertation Abstracts International65-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3128766

The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System.
Hill, Laura Davenport.

The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System. - 263 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.

Thesis (Ed.D.)--North Carolina State University, 2004.

In 1998, the North Carolina legislature enacted general statute 115D-31.3 which states: The State Board of Community Colleges shall create new accountability measures and performance standards to be used for performance budgeting for the Community College System...The State Board of Community Colleges shall review annually the accountability measures and performance standards to ensure that they are appropriate for use in performance budgeting.This mandate, set forth in statutory language, established a new system of accountability for the North Carolina Community College System and its member institutions in an effort to justify state expenditures. Further, the Legislature enacted GS115D-31.3 into law in anticipation that this bill might also enhance the educational process for at least one of the stakeholders---the students.Subjects--Topical Terms:

1018008
Education, Community College.

The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System.
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245 1 4 $a The impact of accountability: An evaluation of performance-based budgeting in the North Carolina Community College System.
300 $a 263 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1224.
500 $a Chair: Conrad Glass.
502 $a Thesis (Ed.D.)--North Carolina State University, 2004.
520 $a In 1998, the North Carolina legislature enacted general statute 115D-31.3 which states: The State Board of Community Colleges shall create new accountability measures and performance standards to be used for performance budgeting for the Community College System...The State Board of Community Colleges shall review annually the accountability measures and performance standards to ensure that they are appropriate for use in performance budgeting.This mandate, set forth in statutory language, established a new system of accountability for the North Carolina Community College System and its member institutions in an effort to justify state expenditures. Further, the Legislature enacted GS115D-31.3 into law in anticipation that this bill might also enhance the educational process for at least one of the stakeholders---the students.
520 $a The purpose of this study was two-fold: first, to review and determine the rate of progress, if any, among North Carolina community colleges in meeting the five core performance measures; and, second, to determine if a variety of independent variables have the potential to impact a community college's performance with respect to these mandated standards.
520 $a This research was designed to review the performance of North Carolina's fifty-eight community colleges since the inception of the performance-based budgeting program and to review the data in an effort to establish whether or not the performance of North Carolina community colleges is improving, declining or maintaining from year-to-year. Additionally, the research was designed to ascertain if there is a relationship between various independent values and these five core performance measures.
520 $a Descriptive statistics were used first to analyze the rate of progress among North Carolina community colleges on each of the five core performance measures: (1) progress of basic skills students, (2) passing rate for first-time test-takers on licensure and certification examinations, (3) goal completion for program completers, (4) employment status of graduates, and (5) performance of college transfer students. Data were compiled in both categorical and continuous form in order to provide a comprehensive review of the performance of the fifty-eight community colleges during the 1998--99, 1999--00, and 2000--01 reporting years. A review of the results from these years, for the most part, demonstrated little variance in performance.
520 $a Additional analysis was conducted using both bivariate and multivariate regression. Pearson Correlation Coefficient was used to determine if a relationship exists between each of the core performance measures and a variety of independent variables identified as student and institutional characteristics. At an alpha level of .05 significance, several independent measures demonstrated notable significant relationship with two of the performance measures: (1) Performance measure 2: Ten of the 14 independent variables demonstrated primarily moderate, but significant correlations with the dependent variable or the passing rate for first-time test-takers on licensure and certification examinations; and (2) Performance measure 5: Two of the 14 independent values demonstrated moderate, but significant correlations.
520 $a The last test administered was a multiple regression analysis, which examined the interaction between each performance measure and the independent variables for indications of sample variance. The model was able to explain sample variance for two of the five core performance measures. For the second performance measure, the stepwise regression model suggests that almost half of the sample variation (49%) can be explained by four of the independent variables. Approximately a third (31%) of the sample variance for the fifth performance measure was explained by three of the independent variables.
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