| Goal 8: To challenge students who are deaf, graduate students who are deaf, and graduate students who are hearing, to achieve their academic goals and obtain productive employment, provide leadership in setting the national standard for best practices in education of the deaf and hard of hearing, and establish a sustainable resource base. |
| Objective 1 of 4: UNIVERSITY PROGRAMS AND THE MODEL SECONDARY SCHOOL FOR THE DEAF AND THE KENDALL DEMONSTRATION ELEMENTARY SCHOOL WILL OPTIMIZE THE NUMBER OF STUDENTS COMPLETING PROGRAMS OF STUDY. |
| Indicator 8.1.1 of 3: Enrollment at Gallaudet University: Maintain a minimum enrollment of 1,250 undergraduate and 700 graduate students; 70 students in professional studies; 225 students at the Model Secondary School; and 140 students at the Kendall Demonstration Elementary School. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Status: Negative trend away from target.
The fiscal year 2002 undergraduate enrollments declined from their targets, as did the professional studies enrollment. Kendall School enrollment target exceeded in 2002; Model Secondary School fell short of its target. Explanation: The undergraduate enrollment will be addressed through a number of strategic recruitment activities during fiscal year 2002. While there was an increase in degree seeking graduate students, there was a significant decline in enrollment in Extension and Online Programs, the latter being included in graduate enrollment totals. The fiscal year 2002 enrollment at the Kendall School exceeded its target. The Model School has developed strategies to address enrollment. |
Additional Source Information: Collegiate Office of Enrollment Services, and Clerc Center student database, FY 2002 enrollment as of October 2001, summarized in Gallaudet's FY 2001 annual report, submitted in 2002. Frequency: Annually. Collection Period: 2002. Data Available: November 2002. Validated By: No Formal Verification. Data supplied by Gallaudet University and the Clerc Center. No formal verification procedure applied. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Indicator 8.1.2 of 3: Student retention rate: Increase the undergraduate retention rate and maintain a minimum retention rate of 90 percent at the Model School/Kendall School. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Status: Target not met.
There was a slight decrease in the undergraduate retention rate. The Clerc Center (Model and Kendall) retention rate increased from the previous year, but still fell slightly short of its target in FY 2001. Explanation: The undergraduate retention rate for FY 2001 decreased slightly. Movement towards this target has been understandably slow. Many students enter Gallaudet "at risk" and leave to pursue other life goals. New strategic action plans aimed at retention and developmental students will increase the retention rate gradually. After declining in FY 2000, the Clerc Center Schools' retention rate rebounded in FY 2001. |
Additional Source Information: Collegiate Office of the Registrar and Clerc Center (Model and Kendall Schools) Office of Exemplary Programs and Research records, summarized in the FY 2001 annual report, submitted in 2002. Frequency: Annually. Collection Period: 2002. Data Available: November 2002. Validated By: No Formal Verification. Data supplied by Gallaudet University and the Clerc Center. No formal verification procedure applied. Limitations: Gallaudet plans to develop action plans aimed at literacy for developmental students to help improve retention. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Indicator 8.1.3 of 3: Student graduation rate: The undergraduate graduation rates at the university will increase. The Model School graduation rate will be maintained. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Status: Target not met.
The Undergraduate and the Model Secondary School graduation rates declined from the previous year and fell short of their targets. Explanation: The University has instituted a number of strategies to improve on its undergraduate graduation rate. The fluctuation in the Model School graduation rates reflects changes that have been made in the School's curriculum and corresponding effort to bring graduation requirements into alignment with the new curriculum and program standards. |
Additional Source Information: Collegiate Office of the Registrar and the Clerc Center Office of Exemplary Programs and Research records, summarized in the FY 2001 annual report, submitted in 2002. Frequency: Annually. Collection Period: 2002. Data Available: November 2002. Validated By: No Formal Verification. Data supplied by Gallaudet University and the Clerc Center. No formal verification procedures applied. Limitations: The Model School graduation rate reported in FY 2000, included seniors who completed requirements and graduated between June 1999 and June 2000. Now that the graduation requirements have been fully finalized, reported graduation rates will become more reliable. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Objective 2 of 4: CURRICULUM AND EXTRA-CURRICULAR ACTIVITIES PREPARE STUDENTS TO MEET THE SKILL REQUIREMENTS OF THE WORKPLACE OR TO CONTINUE THEIR STUDIES. |
| Indicator 8.2.1 of 1: Employment and advanced studies opportunities at the University: Ninety-five percent of Gallaudet's Bachelor Degree graduates will either find employment or attend graduate school during their first year after graduation; 50 percent of the Gallaudet students will apply to and be accepted into programs of advanced study beyond the baccalaureate degree. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Status: Target met.
Target exceeded for Bachelor degree graduates employed and/or in graduate programs their first year after graduation. Positive movement toward target for students who apply to and are accepted into programs of advanced study beyond the baccalaureate degree. Explanation: In the first area of Graduates in jobs or graduate school during the first year after graduation there was an increase from the previous year and the target was exceeded. In addition, in the second area of 'Graduates accepted into advanced studies programs' there was a significant increase from the previous year and only slightly below the target for this area. |
Additional Source Information: University studies on the status of graduates' employment and advanced studies, February 2001, and the graduate follow-up studies, February 2001. Frequency: Annually. Collection Period: 2002. Data Available: November 2002. Validated By: No Formal Verification. Data supplied by Gallaudet University. No formal verification procedure applied. |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Objective 3 of 4: RESEARCH CONDUCTED CONTRIBUTES TO HIGH-QUALITY, STATE-OF-THE-ART EDUCATIONAL SERVICES FOR DEAF AND HARD-OF-HEARING INDIVIDUALS. |
| Indicator 8.3.1 of 1: Public input satisfaction: Conduct periodic assessments to determine whether the university and the Clerc Center are obtaining appropriate public input on all deafness-related research, development, and demonstration activities from infancy through adulthood, and to determine levels of satisfaction for these activities. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Status: Unable to judge.
Baseline and target just determined this year for the University. Clerc Center met target of Respondents satisfied with services and exceeded target of Viewers satisfied with website. Explanation: The Clerc Center is measuring performance in three categories: 1)Percentage of survey respondents (based on n=1272) who said they were satisfied with Clerc Center products, training, or services; 2) Percentage of web site reviewers (based on n=1901); 3)periodic survey to determine public satisfaction wtih Clerc Center's process of obtaining public input on priorities (not due again until FY 2005). The number of survey respondents for category 1 increased by 45 percent over FY 2000. |
Additional Source Information: University Programs: Report on Assessment of Public Input, summarized in the FY 2001 Annual Report, submitted in 2002. Clerc Center: Report on the Assessment of Public Input, summarized in the FY 2001 Annual Report, submitted in 2002. Frequency: Other. Collection Period: 2002. Data Available: November 2002. Validated By: No Formal Verification. Data supplied by Gallaudet's Clerc Center. No formal verification procedure applied. Limitations: Clerc Center Category 1: The FY 2001 data on the satisfaction of website viewers does not include those viewers who indicated they were just browsing. This strategy accomplishes a needed improvement indicated in last year's report. By eliminating people who are just browsing, the assumption can be made that we are focusing more closely on the satisfaction for those people who entered the web with particular information needs in mind. Improvements: Category 3: Because this process is so labor intensive, data collection on a yearly basis is not feasible. It is also unlikely that busy professionals in the field would want to respond to this time-consuming request more often than every five years. |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Objective 4 of 4: GALLAUDET WORKS IN PARTNERSHIP WITH OTHERS TO DEVELOP AND DISSEMINATE EDUCATIONAL PROGRAMS AND MATERIALS FOR DEAF AND HARD-OF-HEARING STUDENTS. |
| Indicator 8.4.1 of 1: Use of the Demonstration Schools' expertise: Other programs and/or institutions adopting innovative curricula and other products, or modifying their strategies as a result of Model and Kendall's leadership, will be maintained or increased. | |||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||
|
Status: Negative trend away from target.
The Clerc Center fell slightly below its target in 2001. Explanation: Thirty-nine new programs adopted innovative Clerc Center strategies or curricula in FY 2001. This is in addition to the 62 programs that adopted Clerc Center innovations in FY 2000. The number of new programs adopting innovations from year to year depends in part on the number and type of strategies and curricula being disseminated by the Clerc Center and the financial and personnel resources available within other programs to participate in training and implementation activities. |
Additional Source Information: Performance Report. Frequency: Annually. Validated By: No Formal Verification. |
|||||||||||||||||||||||||||||||
