美国政府“高校记分卡”评析
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摘要
学生成才是大学应有之义,人才培养应以学生成才为本。在知识经济社会,高等教育俨然成为阶层流动、社会发展的重要动力,这也对高等教育人才成长效率提出了新的要求。基于此,美国政府提出基于学生成长效率视角的高校评估政策——"高校记分卡",面向社会公布高校运行过程中的重要数据指标,从入学机会、负担能力、高等教育成果三个方面对各个学校的发展进行评估,助力学生选校及学校良性发展,是一种多用户选择的高校评估方案。该方案以"学生成才效率"为核心理念,运用多维度、多指标的评估方式,关注全面、动态的过程管理和描述性的结果,是高等学校评估的重要尝试,其长远成效有待进一步考察。
The development of students is not only the proper meaning of universities, but also the root of personnel cultivation. In the knowledge economy and society, higher education serves as an important driving force for inter-class mobility and social development, which brings up new demands for the efficiency of higher education personnel cultivation. In this background, the U.S. government put forward a college evaluation policy focusing on the efficiency of personnel cultivation, i.e. College Scorecard. As a multi-user selection evaluation policy, it publishes important data indexes concerning the running of colleges, and evaluates the development of colleges from the perspectives of access, affordability and outcomes. Based on the efficiency of higher education personnel cultivation, the policy uses multi-dimensional evaluation pattern and focuses on comprehensive and dynamic management results. The policy is a meaningful attempt in higher education evaluation, but its long-term effect remains to be seen.
The development of students is not only the proper meaning of universities, but also the root of personnel cultivation. In the knowledge economy and society, higher education serves as an important driving force for inter-class mobility and social development, which brings up new demands for the efficiency of higher education personnel cultivation. In this background, the U.S. government put forward a college evaluation policy focusing on the efficiency of personnel cultivation, i.e. College Scorecard. As a multi-user selection evaluation policy, it publishes important data indexes concerning the running of colleges, and evaluates the development of colleges from the perspectives of access, affordability and outcomes. Based on the efficiency of higher education personnel cultivation, the policy uses multi-dimensional evaluation pattern and focuses on comprehensive and dynamic management results. The policy is a meaningful attempt in higher education evaluation, but its long-term effect remains to be seen.
引文
[1]乐美玲,辛涛.高等教育评估的几个关键问题[J].清华大学教育研究,2015(1):48-52.
[2]STEPHEN B.How public colleges use merit aid to compete in the outof-state student arms race[EB/OL].[2015-05-18].http://hechingerreport.org/how-public-colleges-use-merit-aid-tocompete-inthe-out-of-state-student-arms-race/.
[3]State Higher Education Executive Officers Association.State Higher Education Finance:FY 2014[EB/OL].[2015-04-24].http://www.sheeo.org/sites/default/files/project-files/SHEF%20FY%202014-20150410.pdf.
[4]U.S.Department of Education.Better Information for Better College Choice&Institutional Performance[EB/OL].[2015-09-30].https://collegescorecard.ed.gov/assets/Better Information For Better College Choi ce And Institutional Performance.pdf.
[5]史秋衡,文静.中国大学生的就业能力——基于学情调查的自我评价分析[J].北京大学教育评论,2012(1):48-60.
[6]程星,魏署光.市场竞争中的高校评估及其范式的更新[J].高等教育研究,2008(9):33-43.
[7]JOHNSTONE D B.Cost-Sharing and Equity in Higher Education:Implications of Income Contingent Loans[J].Markets in Higher Education,2004:37-59.
(1)美国“高校记分卡”官方网站地址:https://collegescorecard.ed.gov/。
(2)短期收入数据指入学六年后的平均薪资,长期收入数据指入学十年后的薪资中位数。由于某些专业(如人文科学相关学科)的毕业生并不能立刻获得高收入,且十年后毕业生收入差距不断拉大,平均薪资不具有代表性,因此需要基于不同的时间维度、不同的取值(平均数和中位数)对收入情况进行衡量。
[2]STEPHEN B.How public colleges use merit aid to compete in the outof-state student arms race[EB/OL].[2015-05-18].http://hechingerreport.org/how-public-colleges-use-merit-aid-tocompete-inthe-out-of-state-student-arms-race/.
[3]State Higher Education Executive Officers Association.State Higher Education Finance:FY 2014[EB/OL].[2015-04-24].http://www.sheeo.org/sites/default/files/project-files/SHEF%20FY%202014-20150410.pdf.
[4]U.S.Department of Education.Better Information for Better College Choice&Institutional Performance[EB/OL].[2015-09-30].https://collegescorecard.ed.gov/assets/Better Information For Better College Choi ce And Institutional Performance.pdf.
[5]史秋衡,文静.中国大学生的就业能力——基于学情调查的自我评价分析[J].北京大学教育评论,2012(1):48-60.
[6]程星,魏署光.市场竞争中的高校评估及其范式的更新[J].高等教育研究,2008(9):33-43.
[7]JOHNSTONE D B.Cost-Sharing and Equity in Higher Education:Implications of Income Contingent Loans[J].Markets in Higher Education,2004:37-59.
(1)美国“高校记分卡”官方网站地址:https://collegescorecard.ed.gov/。
(2)短期收入数据指入学六年后的平均薪资,长期收入数据指入学十年后的薪资中位数。由于某些专业(如人文科学相关学科)的毕业生并不能立刻获得高收入,且十年后毕业生收入差距不断拉大,平均薪资不具有代表性,因此需要基于不同的时间维度、不同的取值(平均数和中位数)对收入情况进行衡量。