Outcome-Based Funding Model
On October 12, 2022, the Daily Flyer published the article Funding Model Ratio Update. Since that time, there has been a growing interest in understanding more about this topic, particularly around our current funding model. After consulting with our Budget Office and other experts at NOVA, there is more information to share.
In essence, the VCCS uses an outcome-based funding model, also called a performance funding metrics model, along with enrollment to determine the allocation of the General Fund received from the Commonwealth of Virginia.
The outcome-based funding model does not dictate the methodology for budget allocation for different offices or disciplines within NOVA. For insights on budget allocation at NOVA, please contact the Budget Advisory Committee. For decisions on the number of faculty members hired, please contact our Chief Academic Officer/VP of Academic Affairs, Dr. Eun-Woo Chang, at EChang@nvcc.edu.
It is important to note that only 20% of the VCCS General Fund is allocated according to the outcome-based metrics, which are outlined below for the 23 community colleges in Virginia. The other 80% of the fund is allocated based on each college’s enrollment. So, enrollment numbers still carry greater weight in calculating the total funding allocations for all 23 community colleges.
The outcome-based funding model uses total points earned by each college to determine the 20% share of the general fund for each college. The total points earned are calculated according to the number of students in each of the 15 metrics, categorized into three larger classes: Entry, Retention and Progression, and Completion (including transfers). The definition and weight used to calculate the points earned for each metric are listed in the table below.
|
Performance Funding Metric |
Metric Definition |
Points Earned per Student |
Cohort |
|
ENTRY |
|||
|
Mathematics (Developmental) |
Number of developmental math cohort students who successfully completed a college‐level math course within 4 semesters of their first enrollment |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program in the fall or spring of the same academic year (who took the VPT and did not place out of diagnostic modules 1–5) |
|
Mathematics (College Ready) |
Number of college‐ready math cohort students who successfully completed a college‐level math course within 3 semesters of their first enrollment |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program in the fall or spring of the same academic year (who placed out of diagnostic modules 1–5 or did not take the VPT) |
|
English (Developmental) |
Number of developmental English cohort students who successfully completed a college‐level English course within 4 semesters of their first enrollment |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program in the fall or spring of the same academic year (who took the VPT and placed into ENF-1 or ENF-2) |
|
English (College Ready) |
Number of college‐ready English cohort students who successfully completed a college‐level English course within 3 semesters of their first enrollment |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program in the fall or spring of the same academic year (who did not take the VPT or who took the VPT and placed into ENF-3 or higher) |
|
RETENTION AND PROGRESSION |
|||
|
Full‐Time Fall‐to‐Spring |
Number of full‐time fall cohort students who enrolled in the spring of the same academic year |
0.5 |
Fall full‐time (12 or more credits) FTIC students enrolled in any associate degree or diploma program |
|
Full‐Time Fall‐to‐Fall |
Number of full‐time fall cohort students who enrolled in the fall of the next academic year |
0.5 |
Fall full‐time (12 or more credits) FTIC students enrolled in any associate degree or diploma program |
|
Part‐Time Fall‐to‐Spring |
Number of part‐time fall cohort students who enrolled in the spring of the same academic year |
0.5 |
Fall part‐time (less than 12 credits) FTIC students enrolled in any associate degree or diploma program |
|
Part‐Time Fall‐to‐Fall |
Number of part‐time fall cohort students who enrolled in the fall of the next academic year |
0.5 |
Fall part‐time (less than 12 credits) FTIC students enrolled in any associate degree or diploma program |
|
Progress (12 Credit Hours) |
Number of fall cohort students who completed 12 college credits with a cumulative GPA of 2.0 or higher by the end of the spring of the same academic year |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program |
|
Progress (24 Credit Hours) |
Number of fall cohort students who completed 24 college credits with a cumulative GPA of 2.0 or higher by the end of the spring of the next academic year |
0.5 |
Fall FTIC students enrolled in any associate degree or diploma program |
|
COMPLETION |
|||
|
Awards (Overall) |
Number of students who earn one or more awards within a given academic year |
1.5 (Associate Degree |
Not Applicable |
|
Awards (Under‐served) |
Number of students from underserved populations (USP) who earn one or more awards within a given academic year. These students are also included in the Awards number |
0.5 |
Not Applicable |
|
Transfer (16 Credit Hours) |
The number of students who transfer with 16 or more credit hours but no award. This category includes students who complete a certificate or career studies certificate |
1 |
Not Applicable |
|
Transfer (with Associate Degree) |
The number of students who transfer with 16 or more credit hours and an associate degree or diploma |
0.5 |
Not Applicable |
|
Transfer (Graduate from 4‐Year) |
The number of students who transfer with 16 or more credits and earn a bachelor’s degree within 6 years from initial enrollment with the community college |
0.5 |
Not Applicable |
If you have further questions about the outcome-based funding model, please contact Sam Shi, XShi@nvcc.edu.
Submitted by:
Sam Shi, AVP, Strategic Insights, XShi@nvcc.edu