Performance Funding Goals developed by Pellissippi State and approved by the Tennessee Higher Education Commission for 2005-2010 are:

Performance Funding Goals for Pellissippi State

1. Assessment: College Base Scores
2. Institutional average compared to national average for reference group or institutional average compared to previous year institutional average.

1. Compared to national reference group average or institution's previous score
2. New Major Field Test list
3. Test Fall and Spring graduates (no Summer)
4. Annual Licensure test reporting for engineering, teacher education, and health-related fields

Standard Two - Student Satisfaction

1. Student Engagement Survey
   1. CCSSE administered in randomly selected classes during 2006 Spring and 2009 Spring semesters
   2. Scoring for 2008 - 2009 determined after first administration of CCSSE
2. Alumni Survey
   1. New Alumni Survey in 2007 and 2010
   2. New Survey aligned with CCSSE
3. Employer Satisfaction Project
   1. Administer 2008

Standard Three - Student Persistence

1. National Benchmarking Project data
2. Retention and Persistence
3. 1. Institutions will be evaluated internally and externally on their performance for the following measures regarding retention and persistence:
      
      1. Proportion of students who enrolled the next fall term (fall to fall) and
      2. Proportion of students who completed their degrees within three years (external comparison or six years (internal comparison).
4. Student Success
5. 1. Proportion of students who successfully completed their English Composition II course (Form 11, English Comp II Completer Success Rate, Column 5 as indicated on the 2005 report)
   2. Proportion of students who successfully completed their College Algebra course (Form 11, College Algebra Completer Success Rate, Column 5 as indicated on the 2005 report)
   3. Proportion of students who successfully completed their developmental/remedial course and successfully completed their Math college-level course (Form 9, Credit Developmental/Remedial Student Retention and Success in First College-level Courses as indicated on the 2005 report)
   4. Cumulative first-year grade point average at transfer institution (Form 3, Student Performance at Transfer Institutions, Cumulative First-year GPA, Column 2 as indicated on the 2005 report)
6. Student Persistence Planning Initiative
   1. Scoring:
      
      Retention/Persistence and Student Success
      

      Progress toward indicators will be evaluated by comparing their benchmark (based on peer analysis) for a given cycle year with the institutional attainment level for that year. This comparison is made by dividing the institutional attainment value by its benchmark value for that cycle year (no percent attainment may exceed 100%). The resulting percent attainment will be averaged across all goals for the Retention/Persistence and Student Success standards to obtain an overall percent attainment. This overall percentage will be rounded to the nearest whole percentage which will be compared with Table 9 to award points for the Retention/Persistence and Student Success standards.

      Table 9: Retention/Persistence and Student Success

      Goal Attainment	Below 80%	81%-84%	85%-89%	90%-94%	95%-98%	99%-100%
      Points	0	1	2	3	4	5

Standard Four - State Master Plan Priorities

1. Declare 2-4 measurable objectives for existing institutional goals in 2005-2010 campus strategic plan

1. Declare 4-8 measurable objectives, at least one for each of the four priority areas in the 2005-10 Master Plan for Tennessee Higher Education:
   1. Access
   2. Student Preparation
   3. Affordability
   4. Educational Excellence

Standard Five - Assessment outcomes

1. Requires community colleges to participate in Kansas Cost Study measuring instructional cost
2. Uses 4 key indicators for both Delaware and Kansas
3. Asks institutions to “make a case” in an annual narrative report that indicators have influenced decision-making

1. Evaluates institutional use of assessment activity, which may include PF-related assessments, in support of the QEP