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Assessing Performance in an Age of Accountability: Case Studies: New Directions for Higher Education (JB HE Single Issue Higher,Used
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Product Description Starting around 1990, states have increasingly moved toward an emphasis on less voluntary compliance by campuses and more centralized statelevel mandates, with increasing emphasis on comparing statewide performance through the use of a set of performance indicators. Thus, the largely campusbased assessment movement of the 1980s was followed by the accountability movement of the 1990s, which required more standardized reporting of performance indicators to broaden noncampus constituencies such as legislators, employers, and the public. This volume focuses on the emergence of that movement and particularly how it was implemented by certain state and university systems. This is the 91st issue of the quarterly journal New Directions for Higher Education. From the Inside Flap Starting around 1990, states have increasingly moved toward an emphasis on less voluntary compliance by campuses and more centralized statelevel mandates, with increasing emphasis on comparing statewide performance through the use of a set of performance indicators. Thus, the largely campusbased "assessment movement" of the 1980s was followed by the "accountability movement" of the 1990s, which required more standardized reporting of performance indicators to broaden noncampus constituencies such as legislators, employers, and the public. This volume focuses on the emergence of that movement and particularly how it was implemented by certain state and university systems. This is the 91st issue of the quarterly journal New Directions for Higher Education. For more information on the series, please see the Journals and Periodicals page. From the Back Cover Starting around 1990, states have increasingly moved toward an emphasis on less voluntary compliance by campuses and more centralized statelevel mandates, with increasing emphasis on comparing statewide performance through the use of a set of performance indicators. Thus, the largely campusbased "assessment movement" of the 1980s was followed by the "accountability movement" of the 1990s, which required more standardized reporting of performance indicators to broaden noncampus constituencies such as legislators, employers, and the public. This volume focuses on the emergence of that movement and particularly how it was implemented by certain state and university systems. This is the 91st issue of the quarterly journal New Directions for Higher Education. For more information on the series, please see the Journals and Periodicals page. About the Author GERALD H. GAITHER is director of institutional research at the Prairie View A&M campus of the Texas A&M University system.
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