The City University of New York

Performance Management Process (PMP)

2

History

Spring 2000 CUNY Master Plan for 2000-2004 approved by Trustees University performance objectives and indicators selected University goals and targets issued for 2000-2001 First college planning and assessment cycle began

Fall 2008-Spring 2009 Presidential Evaluation process included

Fall 2011-Spring 2012 12th cycle of performance management process

Rationale for the Process

Transform system of colleges into an integrated University

Ensure Master Plan guides plans/priorities of colleges while they retain own identity, mission, governance

Introduce more accountability into system

Recognize and acknowledge progress

Ensure clarity about university and college priorities and expectations for the year

3

Planning for Success

Executive Targets

College Targets

University Targets

Master Plan

4

Assessment Cycle

5

Assessment Cycle

1. Set goals and objectives

2. Determine targets and performance levels

3. Implement strategies

4. Measure performance

5. Review the data

6. Recognize High Performance

6

PMP Objectives (2012-13)

1. Strengthen CUNY flagship and college priority programs, and continuously update curricula and program mix

2. Attract and nurture a strong faculty that is recognized for excellent teaching, scholarship and creative activity

3. Ensure that all students receive a quality general education and effective instruction

4. Increase retention and graduation rates and ensure students make timely progress toward degree completion

5. Improve post-graduate outcomes6. Improve quality of campus life and student and academic support

services7. Increase or maintain access and enrollment; facilitate movement of

eligible students to and among CUNY campuses8. Increase revenues and decrease expenses9. Improve administrative services

2012-13 University Targets Representative IndicatorsGoal 1: Raise Academic Quality

1. Strengthen CUNY flagship and college priority programs, and continuously update curricula and program mix

1.1 Colleges and programs will be recognized as excellent by all external accrediting agencies 1.2 CUNY and its colleges will draw greater recognition for academic quality and responsiveness to the academic needs of the community1.3 Colleges will improve the use of program reviews, analyses of outcomes, enrollment, and financial data to shape academic decisions and resource allocation1.4 Colleges will use technology to enrich courses and improve teaching

1.1 Documented results of all accreditation reviews 1.2 Recognition/validation from various external sources 1.3 Evidence of making academic decisions informed by data, including shifting resources to University flagship and college priority programs 1.4 Reports of courses with a significant technology component and self-reports by colleges

2. Attract and nurture a strong faculty that is recognized for excellent teaching, scholarship and creative activity

2.1 Colleges will continuously upgrade the quality of their full- and part-time faculty, as scholars and as teachers 2.2 Increase faculty research/scholarship2.3 Instruction by full-time faculty will increase incrementally 2.4 Colleges will recruit and retain a diverse faculty and staff

2.1 College self-reports on efforts to build faculty teaching and research quality through hiring, tenure processes, and investments in faculty development for full-time and part-time faculty2.2 Faculty scholarship and creative work 2.3 % of instructional FTEs delivered by full-time faculty, mean hours taught by full-time new and veteran faculty2.4 Faculty and staff diversity and affirmative action reports

Goal 2: Improve Student Success

3. Ensure that all students receive a quality general education and effective instruction

3.1 Colleges will provide students with a high quality general education and major experience within the framework of the Pathways Initiative3.2 Colleges will improve basic skills and ESL instruction to prepare students for success in remedial and credit-bearing courses3.3 Colleges will improve student academic performance, particularly in the first 60 credits of study3.4 Colleges will reduce performance gaps among students from underrepresented groups 3.5 Colleges will show progress on implementing faculty-driven assessment of student learning

3.1 Colleges will present evidence of curricular development and revision, and alignment of courses leading into the large transfer majors3.2 Basic skills test performance and pass rates on exit from remediation; bacc: % credits passed of those attempted for SEEK & ESL students; assoc: % of remedial students at 30 credits who have passed all basic skills tests 3.3 % of students passing freshman composition and gateway math courses with a C or better; % of CLA target sample who were administered the CLA test3.4 1-yr retention rates by group status 3.5 Evidence that faculty are assessing student learning, using results to make improvements, and documenting the process

4. Increase retention and graduation rates and ensure students make timely progress toward degree completion

4.1 Colleges will facilitate students’ timely progress toward degree completion 4.2 Retention rates will increase progressively

4.3 Graduation rates will increase progressively in associate, baccalaureate, and master’s programs

4.1 % of freshmen and transfers taking a course the summer after entry; ratio of undergrad FTEs to headcount; bacc: % of students with major declared by the 70th credit; average # credits earned in first 12 months ; assoc: % of freshmen who complete freshman composition/credit-bearing math within 2 years of entry4.2 1-yr retention rates and difference between actual and predicted 1-yr retention rates4.3 assoc: 4-yr grad rates, difference between actual and predicted 4-yr grad rates; bacc: 4-yr grad rates, difference between actual and predicted 4-yr grad rates; master’s: 4-yr grad rates

University Goals & Targets 2012-13

University Goals & Targets 2012-13 (continued)

9

Performance Gains

University Performance Gains Academic Years 2000-01 to 2010-11

10

Total Headcount in Credit-Bearing Courses

38%

Transfer Enrollment

66%

Grants and Contracts

64% 211%

Fundraising

University Performance Gains2000-2011

30%

44%

0%

20%

40%

60%

80%

100%

2000 2011

42%

51%

0%

20%

40%

60%

80%

100%

2000 2011

72%

82%

0%

20%

40%

60%

80%

100%

2000 201111

Percentage of AA/AS Recipients Transferring to CUNY Baccalaureate Programs Within One

Year of Degree Completion

Six-Year Graduation Rates in Baccalaureate Programs

Percentage Passing NCLEX Nursing Exam

91%97%

0%

20%

40%

60%

80%

100%

2000-01 2009-10

Pass Rates on the Liberal Arts and Sciences Test (NYSTCE)

A Culture Change At CUNY

12

Loose system of colleges Integrated University

Focus on activities Focus on outcomes

Confusion about priorities Clarity about priorities

Outstanding performance often unnoticed

Outstanding performance

recognized

CUNY Master Plan sat on shelf CUNY Master Plan a living document

THEN NOW

Assessing Performance

Performance data gathered, presidents submit year-end report.

College performance evaluated by chancellery.

Chancellor meets with each president to discuss past year performance and new goals and targets (including absolute and relative performance on each of nine PMP objectives).

Presidents meet with their top executives to review past year performance and set new goals and targets.

13

14

Recognizing Performance

When funds are available, chancellor recommends presidential raises according to college performance.

When funds are available, pool for executive raises apportioned based in part on performance.

When funds are available, each president distributes college allotment of “PMP incentive funds” to enhance the ability of successful units to sustain their achievements.

The funds are intended for professional activities such as training and development, professional travel, materials for instruction and research, equipment, software, etc.

Using the Process to Improve Performance

Student outcomes data is collected, studied by the colleges, and drives changes in pedagogy

Annual college planning process stimulated - involving whole college community

Some colleges tie performance plan to budget to ensure resources for stated priorities

Several colleges issue annual performance report card to community

15

16

Transparency

18

www.cuny.edu/pmp

http://oira.cuny.edu/Annual University PMP data book is posted in the public domainCollege PMP reports are in the password-protected section of the OIRA website

20

Future

21

Changes to University Targets for 2012-13

Incorporate the role of the Pathways with metrics appropriate to the implementation phase of the initiative

Broaden measure of success to encompass readiness for college-level work instead of a focus on basic skills proficiency

Develop baseline values for regression-adjusted retention and graduation rates (adjusted performance measures)

Add quality of campus life to the student support objectives and targets

Set a target to emphasize the importance of managing student enrollment so as to meet, but not exceed, established enrollment targets.

Improving collection rates as part of meeting revenue targets Next stage in measuring progress with compliance, CUNYfirst and

sustainability

22

Fostering a Culture of Evidence

Fall 2012 13th cycle of performance management process Process continues to evolve in consultation with presidents,

college executives, faculty, and students Increased focus on outcomes vs. process

Challenges Full involvement of university community Responsive to Middle States accreditation Measuring student learning outcomes Using process to improve teaching and learning