Performance Based Funding & Adjustments
I have written numerous essays on the issue of performance based funding of Florida state universities. This essay adds to the stack by addressing the matter of adjusting the assessment on the basis of impediments. I will begin, as I so often do, with a running analogy.
This coming Thursday is Thanksgiving and I will, as I have for the past few decades, run the Tallahassee Turkey Trot. By ancient law, the more miles you run on Thanksgiving, the more pumpkin pie and turkey you can stuff into your pie port. This is good science.
Back in the day, people wanted me to be on their Turkey Trot team because I was (relatively) fast. These days, I am asked to be on a team because I am (relatively) old but still (relatively) mobile. As to why age and not just speed would be important in team selection, the answer is that the team scoring involves the use of an age grade calculator. While there is some debate about the accuracy of the calculators, the basic idea is sound: the impact of aging on performance can be taken into account in order to “level the playing field” (or “running road”) so as to allow fair comparisons and assessments of performance between people of different ages.
Suppose, for example, I wanted to compare my performance as a 49 year old runner relative to a young man (perhaps my younger and much faster self). The most obvious way to do this is to simply compare our times in the same race and this would be a legitimate comparison. If I ran the 5K in 20 minutes and the young fellow ran it in 19 minutes, he would have performed better than I did. However, if a fair comparison were desired, then the effect of aging should be taken into account—after all, as I like to say, I am dragging the weight of many more years. Using an age grade calculator, my 20 minute 5K would be age adjusted to be equivalent to a 17:45 run by a young man. As such, I would have performed better than the young fellow given the temporal challenge I faced.
While assessing running times is different from assessing the performance of a university, the situations do seem similar in relevant ways. To be specific, the goal is to assess performance and to do so fairly. In the case of running, measuring the performance can be done by using only the overall times, but this does not truly measure the performance in terms of how well each runner has done in regards to the key challenge of age. Likewise, universities could be compared in terms of the unadjusted numbers, but this would not provide a fair basis for measuring performance without considering the key challenges faced by each university.
As I have mentioned in previous essays, my university, Florida A&M University, has fared poorly under the state’s assessment system. As with using just the actual times from a race, this assessment is a fair evaluation given the standards. My university really is doing worse than the other schools, given the assigned categories and the way the results are calculated. However, Florida A&M University (and other schools) face challenges that the top ranked schools do not face (or do not face to the same degree). As such, a truly fair assessment of the performance of the schools would need to employ something analogous to the age graded calculations.
As noted in another essay, Florida A&M University is well ranked in terms of its contribution to social mobility. One reason for this is that the majority of Florida A&M University students are low-income students and the school does reasonable well at helping them move up. However, lower income students face numerous challenged that would lower their chances of graduation and success. These factors include the fact that students from poor schools (which tend to be located in economically disadvantaged areas) will tend to be poorly prepared for college. Another factor is that poverty negatively impacts brain development as well as academic performance. There is also the obvious fact that disadvantaged students need to borrow more money than students from wealthier backgrounds. This entails more student debt and seventy percent of African American students say that student debt is their main reason for dropping out. In contrast, less than fifty percent of white students make this claim.
Given the impediments faced by lower income students, the assessment of university performance should be economically graded—that is, there should be an adjustment that compensates for the negative effect of the economic disadvantages of the students. Without this, the performance of the university cannot be properly assessed. Even though a university’s overall numbers might be lower than other schools, the school’s actual performance in terms of what it is doing for its students might be quite good.
In addition to the economic factors, there is also the factor of racism (which is also intertwined with economics). As I have mentioned in prior essays, African-American students are still often victims of segregation in regards to K-12 education and receive generally inferior education relative to white students. This clearly will impact college performance.
Race is also a major factor in regards to economic success. As noted in a previous essay, people with white sounding names are more likely to get interviews and call backs. For whites, the unemployment rate is 5.3% and it is 11.4% for blacks. The poverty rate for whites is 9.7% while that for blacks it is 27.2%. The median household wealth for whites is $91,405 and for blacks $6,446. Blacks own homes at a rate of 43.5% while whites do so at 72.9%. Median household income is $35,416 for blacks and $59,754 for whites. Since many of the factors used to assess Florida state universities use economic and performance factors that are impacted by the effects of racism, fairness would require that there be a racism graded calculation. This would factor in how the impact of racism lowers the academic and economic success of black college graduates, thus allowing an accurate measure of the performance of Florida A&M University and other schools. Without such adjustments, there is no clear measure of how the schools actually are performing.