Postsecondary Education Funding
Course or Program Completion Metrics: Does the state’s funding model require a metric related to course or program completion, provide an option to include a metric related to course or program completion, or not address course or program completion at all?
July 2020
View the full 50-State Comparison: Postsecondary Education Funding here.
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STATE
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Policy Applies To:
|
Course or Program
Completion Metrics |
Developmental Education/
Remedial Courses |
Credit hours
enrolled per student |
Credit hours
completed per student |
Credit hours
accumulated per student |
Year-to-Year
Retention |
Completion/
Graduation Rates |
Time-to-Degree
|
Degrees/Certificates
per FTE |
Online/ Distance
Education |
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| Alabama | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Alaska | University of Alaska System (Oversees budget requests for 2- and 4-year institutions) | Required to be included in the funding model | Contribute to economic development by increasing STEM graduates and doubling health professions graduates increase completions overall and increase completion rate decrease cost per completion |
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| Arizona | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | No statute, rule/regulation, agency policy, or budget bill addressing higher education funding in place for this sector in this state | ||||||||||
| Arkansas | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| California | California Community College System | Required to be included in the funding model | Student Success Allocation: Provides extra funding to institutions for each student who successfully completes both transfer-level mathematics and English courses within the student's first academic year of enrollment, based on the three-year rolling average | Base Allocation: Provides funding for each credit FTE student ($3,727 in 2018-19). FTE is based on three-year rolling average. | Student Success Allocation: Provides extra funding to institutions for each student who successfully completes nine or more career technical education units, based on the three-year rolling average | Student Success Allocation: Provides more funding to institutions that have students who have completed 12 or more semester units, or the equivalent, in the community college district in the year prior to the prior year. | Student Success Allocation: Provides extra funding to institutions for the number of associates and baccalaureate degrees awarded over a three year period. | ||||
| California State University System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| University of California System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Colorado | All state/public postsecondary institutions | Required to be included in the funding model | Retention rate is a performance metric | Credential completion is a performance metric | Percent of first-time full-time students graduating within 100% of program length is a performance metric | ||||||
| Connecticut | Charter Oak State College | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Connecticut State University | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| University of Connecticut | No statute, rule/regulation, agency policy, or budget bill addressing higher education funding in place for this sector in this state | ||||||||||
| Regional Community/Technical Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Delaware | Delaware State University | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Delaware Technical and Community College | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| University of Delaware | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| District of Columbia | Community College of the District of Columbia | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| University of the District of Columbia | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Florida | Florida College System | Required to be included in the funding model | The allocation of funds for Florida College System institutions shall be based on advanced and professional disciplines, developmental education, and other programs for adults. |
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| University of Florida and Florida State University | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Georgia | Technical College System of Georgia | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| University System of Georgia | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Hawaii | University of Hawaii System (Oversees budget requests for 2- and 4-year institutions) | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Idaho | All public 2-year and 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Illinois | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | Required to be included in the funding model | increasing completion is specified in statute as part of the performance metrics | Increasing completion is specified in statute as part of the performance metrics | ||||||||
| Indiana | Institutions under the Commission for Higher Education (Oversees budget requests for 2- and 4-year institutions) | Required to be included in the funding model | Student persistence metric within performance funding model | Overall degree completion metric within performance funding model "at-risk" degree completion metric within performance funding model on-time graduation rate metric within performance funding model |
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| Iowa | 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Community Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Kansas | Public Colleges and Universities (governed by the Board of Regents) | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Technical Colleges (coordinated by the Board of Regents) | Required to be included in the funding model | Number of students receiving a GED while enrolled, number of students receiving a CTE credential from the instutition, and the number of enrolled students concurrently pursing a GED and CTE credential | |||||||||
| Kentucky | Kentucky Community and Technical College System (KCTCS) | Required to be included in the funding model | Thirty-five percent (35%) of total KCTCS institution allocable resources shall be distributed based on each college's share of total student success outcomes produced, including but not limited to: 1. Certificate, diploma, and associate degree production; 2. Numbers of students progressing beyond fifteen (15), thirty (30), and forty-five (45) credit hour thresholds; 3. Science, technology, engineering, math, and health credentials production; 4. Production of high-wage, high-demand, industry credentials as determined using occupational outlook data and employment statistics wage data provided by the Department of Workforce Investment in the Education and Workforce Development Cabinet; 5. Production of industry credentials designated as targeted industries by the Education and Workforce Development Cabinet; 6. Credentials earned by low-income students, underprepared students, and underrepresented minority students; and 7. Transfers to four (4) year institutions | Thirty-five percent (35%) of total KCTCS institution allocable resources shall be distributed based on each college's share of total student credit hours earned, weighted to account for cost differences by academic discipline | Thirty-five percent (35%) of total KCTCS institution allocable resources shall be distributed based on each college's share of total student success outcomes produced, including but not limited to: 1. Certificate, diploma, and associate degree production; 2. Numbers of students progressing beyond fifteen (15), thirty (30), and forty-five (45) credit hour thresholds; 3. Science, technology, engineering, math, and health credentials production; 4. Production of high-wage, high-demand, industry credentials as determined using occupational outlook data and employment statistics wage data provided by the Department of Workforce Investment in the Education and Workforce Development Cabinet; 5. Production of industry credentials designated as targeted industries by the Education and Workforce Development Cabinet; 6. Credentials earned by low-income students, underprepared students, and underrepresented minority students; and 7. Transfers to four (4) year institutions | Thirty-five percent (35%) of total KCTCS institution allocable resources shall be distributed based on each college's share of total student success outcomes produced, including but not limited to: 1. Certificate, diploma, and associate degree production; 2. Numbers of students progressing beyond fifteen (15), thirty (30), and forty-five (45) credit hour thresholds; 3. Science, technology, engineering, math, and health credentials production; 4. Production of high-wage, high-demand, industry credentials as determined using occupational outlook data and employment statistics wage data provided by the Department of Workforce Investment in the Education and Workforce Development Cabinet; 5. Production of industry credentials designated as targeted industries by the Education and Workforce Development Cabinet; 6. Credentials earned by low-income students, underprepared students, and underrepresented minority students; and 7. Transfers to four (4) year institutions | |||||
| Public Universities | Required to be included in the funding model | Thirty-five percent (35%) of total university allocable resources shall be distributed based on each university's share of sector total student credit hours earned | 35% of resources distributed on Bachelor's degree production, measured for (among other options) Bachelor's degrees per 100 FTE students, numbers of students progressing past 30, 60, 90 credit hours, STEM degree production, Bachelor's degrees earned by low-income or minority students | 35% of resources distributed on Bachelor's degree production, measured for (among other options) Bachelor's degrees per 100 FTE students, numbers of students progressing past 30, 60, 90 credit hours, STEM degree production, Bachelor's degrees earned by low-income or minority students | |||||||
| Louisiana | 4-year institutions | Required to be included in the funding model | Included in outcomes model | Included in outcomes model | Included in outcomes model | ||||||
| Louisiana Community and Technical College System | Required to be included in the funding model | Included in outcomes model | Included in outcomes model | Included in outcomes model | |||||||
| Maine | Community Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| University of Maine System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Maryland | Community colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Universities and 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Massachusetts | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Michigan | Community Colleges | Required to be included in the funding model | Included in the weighted student contact formula. | Included in performance completion improvement, performance completion number, and completion rate. | Included in performance completion improvement, performance completion number, and completion rate. | ||||||
| Universities | Required to be included in the funding model | 6-year graduation rate is factored into the Comparison with Carnegie classification Peers metrics. | Total degree completions is factored into the Comparison with Carnegie classification Peers metrics. | ||||||||
| Minnesota | University of Minnesota System and the Minnesota State Colleges and Universities System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Mississippi | Mississippi Institutions of Higher Learning System | Required to be included in the funding model | Included in performance measures but not directly tied to funding amount. | Included in performance measures but not directly tied to funding amount. | |||||||
| Community and Junior Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Missouri | Community and technical colleges | Required to be included in the funding model | Included in performance measures for community colleges. | Included in performance measures for technical colleges. | Included in performance measures for technical colleges. Included in performance measures for community colleges. |
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| Four-year institutions | Required to be included in the funding model | No more than ten percent of any increase in core state appropriations can be distributed based on full-time equivalency enrollment or credit hours. | Included in performance measures. | ||||||||
| Montana | Community College System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Montana University System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Nebraska | Community Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Nebraska State College System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| University of Nebraska | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Nevada | Nevada System of Higher Education (2-year institutions) | Required to be included in the funding model | Included metric in perfomrance pool funds: Gateway Course Completers - The total number of students (unduplicated) who successfully completed a college‐level English or mathematics course (grade C‐ and above) in the reporting year. | The Base Formula alloactes funds based on completed courses by stduent credit hours for resident students only. Student credit hours are weighted by discipline clusters and cost (Weighted Student Credit Hours). | The following metrics are included in the performance pool funding: (1) The total number of 1 to 2 year certificates awarded; (2) Total number of associate's, bachelor's, master's, and doctoral degrees; (3) Awards per 100 FTE - the number of of bachelor's, master's and doctoral awards per 100 FTE (for degree‐seeking students only) at 4‐year institutions; (4) Economic Development - Stem and Allied Health Grads: Total number of certificates (including skills certificates), associate's, bachelor's, master's, or doctoral degrees awarded (first professional awards are excluded) in an academic year based on CIP codes for STEM and health professionals as identified by NCHEMS for the NGA metrics: (5) Economic Development - Skill Certificates: Total number of certificates of 9 to 29 credits that that provide preparation necessary to take state, national and/or industry recognized certification or licensing examinations. |
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| Nevada System of Higher Education (4-year institutions) | Required to be included in the funding model | Included metric in perfomrance pool funds: Gateway Course Completers - The total number of students (unduplicated) who successfully completed a college‐level English or mathematics course (grade C‐ and above) in the reporting year. | The following metrics are included in the performance pool funding: (1) The total number of 1 to 2 year certificates awarded; (2) Total number of associate's, bachelor's, master's, and doctoral degrees; (3) Awards per 100 FTE - the number of of bachelor's, master's and doctoral awards per 100 FTE (for degree‐seeking students only) at 4‐year institutions; (4) Economic Development - Stem and Allied Health Grads: Total number of certificates (including skills certificates), associate's, bachelor's, master's, or doctoral degrees awarded (first professional awards are excluded) in an academic year based on CIP codes for STEM and health professionals as identified by NCHEMS for the NGA metrics: (5) Economic Development - Institution Selected Discipline: Total number of bachelor's, master's, or doctoral degrees awarded (first professional awards are excluded) in an academic year based on CIP code selected by the institution which aligns with the state's economic development plan. |
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| New Hampshire | Community College System of New Hampshire | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| University System of New Hampshire | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| New Jersey | 2-year and/or technical colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| New Mexico | Community Colleges | Required to be included in the funding model | Included in institution-specific performance metrics. | Included in performance metrics | Included in institution-specific performance metrics. | Included in institution-specific performance metrics. | Included in institution-specific performance metrics. | Included in performance metrics: 3 year rolling average of the total number of certificates and degrees awarded, with bonuses for science, technology, engineering, math, and health degrees and degrees awarded to financially at-risk student | |||
| Comprehensive University Sector and Research Institutions | Required to be included in the funding model | Included in performance metrics | Included in institution-specific performance metrics. | Included in institution-specific performance metrics. | Included in institution-specific performance metrics. | Included in performance metrics: 3 year rolling average of the total number of certificates and degrees awarded, with bonuses for science, technology, engineering, math, and health degrees and degrees awarded to financially at-risk student | |||||
| New York | Community Colleges | Required to be included in the funding model | Included in incentive funds metrics. | ||||||||
| State University of New York | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| The City University of New York | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| North Carolina | North Carolina Community College System | Required to be included in the funding model | Included in performance measures | Included in performance measures | Included in performance measures | Included in performance measures | |||||
| University of North Carolina System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| North Dakota | North Dakota University System (2-year and 4-year institutions) | Required to be included in the funding model | Weighted student credit hour completions make up the bulk of base funding amounts for all institutions. | ||||||||
| Ohio | Community and Technical Colleges | Required to be included in the funding model | 50% of the State Share of Instruction is allocated through the course completion metric. The Dept. of Higher Ed. calculates the course completion subsidy based on the prior three-year average FTE's that successfully complete each course multiplied by the "model reimbusrement cost". The state funding level is found by taking the sum of the earnings by the unifrom state share--a percentage that allocates the state appropiration for course completions. | 25% of the State Share of Instruction is allocated through the Success Points metric. Community colleges earn success points for each student that reaches the following credit hour benchmarks: 12, 24, and 36. Completing developmental math or English, within on year of of completing college-level math or English, also grants success points. Each community college recieves its share of Success Points multiplied by 25% of the State Share of Instruction allocated to each sector (tech vs community). | 25% of the State Share of Instruction is allocated to degree completion. Each course is assigned to one of the 26 cost models based on subject area and level of instruction. Weights are added to the STEMM and graduate-level models to hold them harmless. The caculation finds the cost of degrees using the statewide average cost for each course taken: the summed and avereaged total cost of courses taken by students earning a degree over three years. | ||||||
| Universities and Regional Campuses | Required to be included in the funding model | 30.3% of the State Share of Instruction is allocated through the course completion metric. The Dept. of Higher Ed. calculates the course completion subsidy based on the prior three-year average FTE's that successfully complete each course multiplied by the "model reimbusrement cost". The state funding level is found by taking the sum of the earnings by the unifrom state share--a percentage that allocates the state appropiration for course completions. | 50% of the State Share of Instruction is allocated to degree completion. Each course is assigned to one of the 26 cost models based on subject area and level of instruction. Weights are added to the STEMM and graduate-level models to hold them harmless. The caculation finds the cost of degrees using the statewide average cost for each course taken: the summed and avereaged total cost of courses taken by students earning a degree over three years. | ||||||||
| Oklahoma | Oklahoma State System of Higher Education, (Oversees budget requests for 2- and 4-year institutions) | Option to be included in the funding model | increases in the number of students earning 24 hours of college level credit in the first academic year | increases in retention from freshman to sophomore year of first-time full-time students | increases in first time full time graduation rate | increases in non-cohort total of degrees and certificates conferred by an institution in an academic year | |||||
| Oregon | Public Universities and the Oregon Health Sciences University | Required to be included in the funding model | Student credit hour completions are part of the activity funding category. | Degree and Certificate completions by: - level - transfer status - priority degree areas are part of the completion funding |
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| Community colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Pennsylvania | Community colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Pennsylvania’s State System of Higher Education | Required to be included in the funding model | Instructional costs are calculated by full time equivalent students and weighted by instructional division. FTE is calculated by total credit hours attempted, divided by 30. | |||||||||
| Rhode Island | Community College of Rhode Island | Required to be included in the funding model | Percent of first-time, part-time cohort earning 12+ credits in the first year | Percent of first-time, full-time cohort graduating in 2 years % first-time, full-time cohort graduating in 3 years |
Total certificates and associate degrees awarded See also transfer metric Workforce development variable include: % high-demand, high-wage certificates awarded % high-demand, high-wage associate degrees awarded |
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| University of Rhode Island | Required to be included in the funding model | Percent of full-time first time cohort completing 90 credits within three years | Total degree and certificate completions | Four-year and six-year graduation rates for first-time, full-time freshman cohort Four-year and six-year graduation rates for first-time, full-time freshmen who identify within historically underrepresented racial/ethnic group Four-year and six-year graduation rates for first-time, full-time freshmen who are recipients of federal Pell grants |
Undergraduate degree completions per 100 FTE | ||||||
| Rhode Island College | Required to be included in the funding model | Percentage of first-time, full-time freshmen and first-time, full-time First Generation students who accumulate 30 credits within their first year | Four-year and six-year graduation rates for first-time, full-time freshman cohort | Percentage of full-time transfer students entering with 61-90 credits who complete within two and four years | |||||||
| South Carolina | South Carolina Commission on Higher Education (Oversees budget requests for 2- and 4-year institutions | Option to be included in the funding model | Graduates' achievements performance measures include credit hours earned of graduates | Graduates' achievements performance measures include graduation rate | |||||||
| South Carolina Technical College System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| South Dakota | South Dakota Technical Institute System | Required to be included in the funding model | Formula is based on FTE students, and 1 FTE equals 30 credit hours of instruction | ||||||||
| South Dakota Board of Regents, 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Tennessee | Tennessee Board of Regents System, 2-year institutions | Required to be included in the funding model | Students accumulating 12, 24 and 36 credit hours | Awards per 100 FTE Total Associates degrees awarded 1-2 year certificates awarded <1 year certificated awarded |
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| University of Tennessee System and other 4-year institutions | Required to be included in the funding model | Students accumulating 30, 60 and 90 credit hours | 6 year graduation rate | Degrees per 100 FTE Total degrees awarded by level (AA, BA, MA and terminal) |
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| Texas | Community Colleges | Required to be included in the funding model | Included in Contact Hours component | ||||||||
| General Academic Institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Health-Related Institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Lamar State | Required to be included in the funding model | Included in Contact Hours component | |||||||||
| Technical Colleges | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Utah | Technical Colleges | Required to be included in the funding model | Number of graduates per 900 membership hours (institutional efficiency metric) | Total certificates awarded (completion metric) Secondary student certificate completions (dual enrollment) |
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| Utah System of Higher Education (Oversees budget requests for 2- and 4-year institutions) | Required to be included in the funding model | The institution's prior year share of full-time equivalent enrollment. Full time is defined as the number of credit hours the board determines is full-time enrollment for a student. | Total certificates/degrees awarded (completion metric) Total certificates/degrees awarded to underserved students defined as Pell-eligible at entry Degrees/certificates awarded per FTE (institutional efficiency) |
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| Vermont | Vermont State College System | Required to be included in the funding model | Three-year average total number of degrees and certificates awarded with various weights for certificates, AA, BA and MA degrees. | ||||||||
| University of Vermont | No statute, rule/regulation, agency policy, or budget bill addressing higher education funding in place for this sector in this state | ||||||||||
| Virginia | 4-year institutions | Option to be included in the funding model | The Governor may consider and recommend incentives for increased retention rates | The Governor may consider and recommend incentives for increased degree completions for Virginia residents with partial degree completion, as well as increased graduation rates | The Governor may consider and recommend incentives for increased degree completion in a timely manner | The Governor may consider and recommend incentives for technology-enhanced instruction, including course redesign, online instruction, and resource sharing among institutions | |||||
| Virginia Community College System | Option to be included in the funding model | The Governor may consider and recommend incentives for increased retention rates | The Governor may consider and recommend incentives for increased degree completions for Virginia residents with partial degree completion, as well as increased graduation rates | The Governor may consider and recommend incentives for increased degree completion in a timely manner | The Governor may consider and recommend incentives for technology-enhanced instruction, including course redesign, online instruction, and resource sharing among institutions | ||||||
| Washington | Washington Community and Technical College System | Required to be included in the funding model | Points awarded for college readiness include successful completion of remedial English or math and successful completion of college level English or math Additional points are awarded to other milestones if the student began in remedial courses |
Points awarded for basic skills improvement include completion of 6 college level credits Points are awarded for completing 15 and 30 credits |
Points are awarded for student retention | Points are awarded for certificates that require at least 20 credits and degrees. | |||||
| 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| West Virginia | West Virginia Community and Technical College System | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| West Virginina Higher Education Policy Commission, 4-year institutions | Not mentioned in statute, rule/regulation, agency policy, or budget bill | ||||||||||
| Wisconsin | University of Wisconsin System (Oversees budget requests for 2- and 4-year institutions) | Required to be included in the funding model | Undergraduates who have achieved 30 and 90 credit hours | Degrees awarded per 100 FTE students Undergraduate degrees awarded Post-baccalaureate degrees awarded |
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| Wisconsin Technical College System | Required to be included in the funding model | Transition of adult students from basic education to skills training number and success rate of adult students served by basic education courses, adult high school or English language learning courses |
See credentials awarded in high-demand field | ||||||||
| Wyoming | University of Wyoming | Not mentioned in statute, rule/regulation, agency policy, or budget bill | |||||||||
| Wyoming Community College System | Required to be included in the funding model | Weighted credit hour volume is calculated every year | Weighted, completed credit hour is calculated every year | Program completion volume is calculated every year |