The Multistate Longitudinal Data Exchange (MLDE) facilitates data sharing between states from K-12 education, higher education, and labor agencies. Its goal is to provide practitioners, policymakers, and researchers with a comprehensive data source to understand educational and career trajectories, including how these trajectories can cross state…

For decades, numerous observers have agreed on the value of collaboration between K-12 and higher education--especially as these sectors work toward increasing college readiness and success. While most states maintain separate agencies for K-12 and higher education, many states have worked to foster collaboration through state P-20 councils.…

This report addresses two key questions about postsecondary student unit record data systems (PSURSs): (1) What data are collected by various parties; and (2) how do these entities use the data to inform policy decisions? This 2016 report is both a follow-up and a redesign of two previous "Strong Foundations" reports by SHEEO (2010 and…

In 2010, the State Higher Education Executive Officers Association released the results of a national study of state level postsecondary student unit record (SUR) data systems in 44 states and the District of Columbia (D.C.). One section of the report, "Strong Foundations: The State of State Postsecondary Data Systems" (Garcia and L'Orange 2010),…

Is your campus primed for the next big emergency? The National Campus Safety and Security Project (NCSSP), led by NACUBO, sought to help colleges and universities develop comprehensive emergency management plans that address the four phases of emergency management: prevention/mitigation, preparedness, response, and recovery. A major component of…

The relationship of the state coordinating agency with other governmental and nongovernmental agencies and with higher education institutions is considered. In addition to the primary function of long-range planning for postsecondary education systems, coordinating boards also have the important function of providing the various elements of…

Institutional procedures for fielding out-of-state data requests are examined in order to develop procedures for the generation of data for state agencies in a prompt, accurate, yet politically astute manner. Part I (Analyzing the Request for Data) discusses the importance of understanding the reasonableness and complexity of the request. Part II…

Criteria for evaluation of coordinating agencies should include the sensitivity of their procedures for consulting the coordinated institutions, and the extent to which they encourage voluntary interinstitutional cooperation. (Editor/PG)

Discusses the ideas presented in this volume on statewide coordination, relates them to other evaluation efforts, and describes how best they can be implemented. (Editor/PG)

Minnesota's experience in involving its private colleges in coordination offers an example of one important criterion of statewide board effectiveness. (Editor/PG)

The ways in which the regional accrediting commissions are responding effectively in the evaluation of rapidly changing postsecondary education institutions are described. Differences between the roles of the accrediting commissions and the state agencies are examined, and ways to develop more cooperative relationships are suggested. The primary…

By 1974 all but three states in the U.S. had established a coordinating agency for developing and financing higher education. The author analyzes the purposes, four types of coordinating agencies and their powers and membership, and discusses issues of accountability vs. autonomy, intermediary vs. planning functions, and diversity vs.…

Describes planning problems posed by competing state agencies and introduction of new federal programs along with college program and enrollment changes. Suggests ways both state and institutions can help solve planning problems. (JT)

A taxonomy was devised for describing and classifying organizational characteristics that have set the pattern for the coordinating mechanisms in 41 states. The information assembled covers a period of years dating back to the beginnings of coordination in each state so that historic trends can be seen. The significant emerging trends are: (1) The…

Several nontraditional models for teacher education have been developed in Minnesota involving collaboration between state licensing agencies and school and college personnel. Two such efforts are the nontraditional preservice and inservice programs at the College of St. Thomas (St. Paul) and the beginning teacher mentor demonstration project in…