In anticipation of the historic and complicated issues facing the next Regular Session of the Legislature, TCCTA is updating its collection of Talking Points. Included are a host of constructive assertions our association makes when discussing pertinent issues with public officials. Members may find them useful in communicating with lawmakers while they are “at home” in the districts.
The Talking Points are designed for individualized and selective use by educators who may also possess expertise or interest in a particular topic. Talking Points on other subjects will be posted here soon.
As pointed out in the TCCTA Guide to Political Participation, Capitol insiders have long maintained that form letters and petitions are not nearly as effective as individually written correspondence from constituents. Members are encouraged to consult the Guide (under “Legislative Resources” at www.tccta.org) for useful strategies. The site also contains a convenient link to find out “Who Represents Me?”
IMPORTANT: Do not use college equipment, e-mail addresses, or stationery when communicating with state policy makers. Also, it is crucial to be constructive at all times when communicating with public officials. Be sure to thank them for their hard work on behalf of the people of Texas.
Talking Points on Performance Funding
Background: Commissioner of Higher Education Raymund Paredes and the Coordinating Board have endorsed a proposal to fund higher education based partially on Momentum Points achieved by students, as they complete developmental education course work, transfer successfully, or accomplish milestones of semester hours with passing grades. Ten percent of the funding formula would be devoted to such achievement by colleges, according to the most current proposal. The Coordinating Board has also proposed that funding should be determined by the number of students who finish each course, rather than based on enrollment early in the semester.
- TCCTA welcomes all valid documentation of college performance, such as the measures reported under current law to the Coordinating Board.
- Students often take workforce training courses with no intention of certification or graduation, and part-time students (who constitute the majority of two-year college enrollment) may take many years to reach a personal objective. The complete mission of community colleges should be funded without penalty.
- Community colleges are held accountable by the Southern Association of Colleges and Schools, the regional accrediting agency for professional standards. Faculty in many workforce disciplines must report to accrediting agencies at the state or national level. Colleges are also accountable to local taxpayers through policies enacted by elected trustees. Faculty members are evaluated routinely by college administrators under local board policies. Student evaluations are an important component of this process. Colleges are now implementing HB 2504 (81st Regular Session), which mandates that schools formulate a plan to post course and faculty information online, including student evaluations.
- No one wants students to succeed more than teachers. The Coordinating Board’s proposal to reward student success assumes that a new funding mechanism will create a novel motivation. We see no empirical evidence to suggest such a correlation. If the state wishes to undertake a policy of performance or incentive funding, it should do so carefully and with ample opportunity for students, faculty, and other stakeholders to provide insights about the unintended consequences it could have.
- The Coordinating Board’s current proposals could place the interests of students at odds with the financial interests of institutions. We believe a student should never be advised to choose a particular option simply because of the way the college receives its appropriation.
- There are times when advising a student to stay in class would be unethical, since a failing grade often closes the door on a fresh start later. These decisions are highly personal and complex and should not be subjected to a simplistic, centralized remedy.
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