Performance-Based Funding Metrics
The Florida Board of Governors, which governs the operation and management of the State University System's twelve public institutions, approved a Performance-Based Funding Model in January 2014.
The Performance-Based Funding Model evaluates universities on 10 metrics. The model impacts state funding that institutions receive, based on their performance in these areas. The following metrics are evaluated each year.
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Metric #1: Percent of Bachelor's Grads Enrolled or Employed Earning $25,000+ One Year After Graduation
Definition:
Percentage of the graduating class of bachelor's degree recipients in a given academic year (Summer + Fall + Spring) who are enrolled or employed and earning at least $25,000 somewhere in the United States. Students who do not have valid social security numbers and are not found enrolled are excluded. Data includes non-Florida data from 41 states and districts, including the District of Columbia and Puerto Rico.
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Metric #2: Median Wages of Bachelor's Grads Employed Full-Time One Year After Graduation
Definition:
Based on annualized Unemployment Insurance wage data from the fourth fiscal quarter after graduation for bachelor's recipients. Data does not include individuals who are self-employed, employed by the military, those without a valid social security number, or making less than minimum wage. Data now includes non-Florida data from 41 states and districts, including the District of Columbia and Puerto Rico.
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Metric #3: Net Tuition & Fees per 120 Hours
Definition:
Based on the in-state undergraduate student tuition and fees, books, and supplies (currently as estimated by College Board), the average number of credit hours attempted by students who were admitted as first-time-in-college students (FTICs) and graduated with a bachelor's degree from programs that require 120 credit hours, and financial gift aid (grants, scholarships and waivers) provided to in-state undergraduate FTICs and transfers (does not include unclassified students). Computation covers financial aid allocated in a given academic year (Summer + Fall + Spring).
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Metric #4: Four-Year Graduation Rate
Definition:
Percentage of first-time full-time students (FTFTs) - first-time-in-college students who started in Fall (or summer continuing to Fall) and enrolled full-time (12+ credit hours) in their first Fall - and graduated by the end of the summer term of their fourth year.
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Metric #5: Academic Progress Rate (Retention to Second Fall)
Definition:
Percentage of first-time full-time students (FTFTs) - first-time-in-college students who started in Fall (or summer continuing to Fall) and enrolled full-time (12+ credit hours) in their first Fall - and were still enrolled during the Fall following their first year with a GPA of at least 2.00 at the end of their first year (GPA is the cumulative institutional GPA for Fall + Spring + Summer).
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Metric #6: Bachelor's Degrees in Areas of Strategic Emphasis
Definition:
Percentage of bachelor's degrees awarded in a given year (Summer + Fall + Spring) within the programs designated by the Board of Governors as "Programs of Strategic Emphasis." A student who has multiple majors in the subset of targeted Classification of Instruction Program codes will be counted twice (i.e., double-majors are included). Programs of strategic emphasis are divided into five areas: STEM, Education, Health, Global, and Gap Analysis. Gap analysis programs are those for which the state has identified a gap between degree production and degree needs.
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Metric #7: University Access Rate (Percent with Pell grant)
Definition:
Percentage of undergraduates, enrolled during the Fall term, who received a Pell grant during the Fall term. Unclassified students, who are not eligible for Pell grants, are excluded from this metric.
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Metric #8: Graduate Degrees in Areas of Strategic Emphasis
Definition:
Percentage of graduate degrees awarded in a given year (Summer + Fall + Spring) within the programs designated by the Board of Governors as "Programs of Strategic Emphasis." A student who has multiple majors in the subset of targeted Classification of Instruction Program codes will be counted twice (i.e., double-majors are included). Programs of strategic emphasis are divided into five areas: STEM, Education, Health, Global, and Gap Analysis. Gap analysis programs are those for which the state has identified a gap between degree production and degree needs.
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Metric #9: Percent of Bachelor's Degrees without Excess Hours
Definition:
Percentage of baccalaureate degrees awarded in a given academic year within 110% of the credit hours required for a degree based on the Board of Governors Academic Program Inventory, when excluding the following types of student credits: accelerated mechanisms, remedial coursework, non-native credit hours that are not used toward the degree, non-native credit hours from failed, incomplete, withdrawn, or repeated courses, credit hours from internship programs, up to 10 foreign language credit hours, and credit hours earned in military science courses that are part of the Reserve Officers' Training Corps (ROTC) program).
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Metric #10: Percent of Undergraduate FTE in Online Courses
Definition:
Percentage of undergraduate full-time equivalent (FTE) students enrolled in online courses. Distance Learning is a course in which at least 80 percent of the direct instruction of the course is delivered using some form of technology when the student and instructor are separated by time or space, or both. Time frame for computation is Summer + Fall + Spring terms.