Keywords

Community colleges, Educational accountability

Abstract

This report describes a study that was conducted to determine the perceived degree of usefulness the indicators of progress toward excellence have for the presidents of Florida's 28 community colleges. This study reports this degree of perceived usefulness by using a survey instrument that identified quality indicators developed by the State Board of Community Colleges, Florida Department of Education.

Based on a project design and format adapted by the Florida Community/Junior College Inter-Institutional Research Council, this study proposed to identify what information (indicators of progress toward excellence) is considered most valid to the presidents of Florida's community colleges in making quality-evaluation decisions about programs or services offered by their colleges. In addition, this study identified similarities and differences in the usefulness ratings of the indicators for the presidents by the program area in which they most closely associate themselves; by type of institution in which they serve and by other selected personal and institutional classifications. Chapter I includes an introduction to the study, its purposes, rationale, and scope. Chapter II reviews the literature in the area of quality indicators for education and the evaluation of educational quality. Chapter III contains a review of the problem, design of the study, development of the study questionnaire and outlines the design and methodology used in the study. Chapter IV contains the results of a survey of all 28 of Florida's community college presidents and presents these findings in sections dealing with respondents' characteristics, results for all respondents, results by quality indicator groups, and by selected institutional characteristics. Chapter V contains a summary of the study, its results, conclusions, and recommendations. Appendices include the classifications used in the data analysis, the questionnaire, detailed survey results, additional indicators with ratings, and survey follow-up responses.

Graduation Date

1987

Semester

Spring

Advisor

Harrow, Thomas L.

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Services

Degree Program

Administration and Supervision

Format

PDF

Pages

238 p.

Language

English

Rights

Public Domain

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0020683

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