Western Association of Schools and Colleges

Assuring and Improving the Quality of Higher Education

Within the past few years, institutions of higher education have come under increasing criticism for an alleged lack of transparency and accountability. This criticism was reflected in the 2006 report of the Commission on the Future of Higher Education in the United States, commonly known as the Spellings Commission Report, and surfaced repeatedly in the Congressional debates leading to the 2008 reauthorization of the Higher Education Opportunity Act.

Although institutions produce a wealth of public data about inputs (e.g., admission rates and test scores of entering students), historically, they have provided considerably less data about outputs (e.g., student achievement).

The Task Force Report is intended to provide institutions with guidance in
complying with CFR 1.2. It does not establish mandatory requirements beyond the
expectation that data they do share should be readily accessible and in an easily
understandable form.

Read the Task Force Report

The Task Force on Transparency & Accountability began work in October 2008. The
following served as members:
W. David Conn, Chair
Vice Provost for Academic Programs & Undergraduate Education
California Polytechnic State University, San Luis Obispo
dconn@calpoly.edu

Samuel J. Agronow
Deputy Director, Institutional Research,
Office of the President, University of California
samuel.agronow@ucop.edu

Mark Pavelchak
Academic Information Officer
Office of the Provost, University of Southern California
pavelcha@usc.edu

Carol Taylor
Active member of task force until January 2009
President, Vanguard University
carol.taylor@vanguard.edu

With staff assistance from:
Teri Cannon
Executive Associate Director, Western Association of Schools & Colleges
tcannon@wascsenior.org

Tags: Accountability, Transparency, WASC

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Replies to This Discussion

Hi Teri,

The discussion about transparency and accountability remains very vital to the education process. In addition to the areas that have historically received good attention, it can be highly beneficial when there is increased focus on data regarding outputs in the areas of student achievements, learning outcomes, etc. We take a strong position on this aspect, and give very good attention to it. While student learning can be experiential, data on outcomes remains important. This includes data sharing that is readily accessible and relatively easy to understand.

Godwin

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