Crucial to the success of students is the quality of their educational experience. This accountability measure
seeks to evaluate program quality and viability.
3.1 Program Accreditation Status Report is a
useful means of assuring quality in higher education. The accreditation process provides for institutional self-examination and requires
an institution to sustain a standard of instructional quality. This performance metric provides the programmatic accreditation status of
each academic program offered at Alabama’s public institutions. It is important to note that programmatic accreditation is not available for all
academic or technical programs.
3.2 Program Vitality Matrix Report shows the five-year
degree production for academic programs offered at Alabama’s public institutions. Programs that are below the legislative viability standard are
highlighted. Low degree production in a particular major may not be a sign of low instructional quality, but is a general indicator
of programmatic academic and financial health. Campuses are encouraged to perform a review of programs with low degree production.
3.3 Degree Requirements for Academic Programs Report allows
comparisons of degree requirements for each academic program. This is designed to ensure comparability in length of academic programs at Alabama’s
public institutions. Programs that require excessive credit hours, as compared to similar programs, would be asked to evaluate
this variance and seek ways in which students can graduate in a timely manner.
3.4 Developmental Education Success Report is crucial to a student’s ultimate
success at the postsecondary education level. College students who need remediation in mathematics or in English are less likely
to earn college degrees. Reduction of the time needed to complete remediation increases the prospects for degree completion. The
percentage of first-time undergraduate students who complete first-year, college-level English and mathematics courses are reported.
3.5 VFA Developmental Education Measures Report (for
ACCS institutions only) shows the percentage of students who need developmental math or English, complete developmental math or English, and complete a college-level
course in math or English. Since ACCS institutions serve a disproportionately higher number of students who are underprepared for
college, ACCS institutions also report elements on the Voluntary Framework of Accountability metric for developmental education.