accountability reporting for the community colleges, 2009

Accountability Accountability Reporting for the Reporting for the

Community Colleges,Community Colleges,20092009

presented bypresented by

David Torres, Dean,David Torres, Dean,Institutional ResearchInstitutional Research

Presentation to Executive Presentation to Executive CabinetCabinet

May 18, 2009May 18, 2009

BackgroundBackground Accountability Reporting for the

Community Colleges (or ARCC) is a set of performance indicators for the California Community Colleges (CCC)

ARCC meets a legislative requirement that resulted from Assembly Bill 1417

Chancellor’s Office produces this report yearly

The current report was published in March 2009

ARCC ObjectivesARCC Objectives

The report’s objectives are to make policymakers, local college

officials, and elected boards aware of system and college performance in specific areas of effort

to inform the public about overall system performance.

ARCC Framework & ARCC Framework & CreatorsCreators

Framework and content of the report created by:

statewide college researchers

nationally recognized researchers on college performance

technical advisory workgroup

staff at the Chancellor’s Office

ARCC Reporting ARCC Reporting StructureStructure

Indicators are derived from many data sources

public and private institutions of higher learning

California Employment Development Department

National Student Clearinghouse

Chancellor’s Office

ARCC Reporting ARCC Reporting StructureStructure

Two level of analysis: system wide performance individual college performance

student progress and achievement degree and certificate attainment transfer rates vocational, occupational and workforce

development participation rates

pre-collegiate improvement basic skills English as a Second Language

Selected Systemwide Selected Systemwide Indicators:Indicators:

CCC Transfers to UC/CSUCCC Transfers to UC/CSU


CCC Transfers Graduating from UC/CSUCCC Transfers Graduating from UC/CSU


CCC Transfers to In-State Private and CCC Transfers to In-State Private and Out-of-State 4-Year UniversitiesOut-of-State 4-Year Universities

Percentage of first-time students with •a minimum of 12 units earned •who attempted transfer-level Math or English and •who transferred to a four-year institution within six years


Transfer Rate to Four-Year InstitutionsTransfer Rate to Four-Year Institutions


Income Trend for Students Attaining Income Trend for Students Attaining Degree or Certificate in 2002-2003Degree or Certificate in 2002-2003

The trend line for CCC Median Income suggests that students receiving awards from community college programs generally experience wage gains in the years following attainment.

RCC’s College Level RCC’s College Level Indicators:Indicators:

Student Progress and Achievement RateStudent Progress and Achievement Rate

Percentage of first-time students who showed intent to complete and within six years:

•transferred to a four-year college or •earned an AA/AS or •earned a Certificate (18 units or more) or •achieved "Transfer Directed" status or •achieved "Transfer Prepared" status


Percent of Students Who Earned at Percent of Students Who Earned at Least 30 UnitsLeast 30 Units

Percentage of first-time students who showed intent to complete and within six years:

•earned at least 30 units

•while in the California Community College System


Term to Term Persistence RateTerm to Term Persistence Rate

Percentage of first-time students with:

•a minimum of six units earned in a Fall term, and

•returned and enrolled in the subsequent Fall term

•anywhere in the system.


Annual Successful Course Completion Annual Successful Course Completion Rate Rate

for Credit Vocational Coursesfor Credit Vocational Courses

Percentage of student enrollments:

•in credit-based classes and

•courses coded as “Clearly Occupational” or higher

•where students earned an A, B, C or CR grade


Annual Successful Course Completion Annual Successful Course Completion Rate Rate

for Credit Basic Skills Coursesfor Credit Basic Skills Courses

Percentage of student enrollments:

•in credit-based classes and

•courses coded as “Basic Skills”

•where students earned an A, B, C or CR grade


Improvement Rates for ESL and Improvement Rates for ESL and Credit Basic Skills CoursesCredit Basic Skills Courses

Percentage of students who:•successfully completed the initial basic skills course and •successfully completed a higher-level course in the same discipline •within three academic years


Improvement Rates for ESL and Improvement Rates for ESL and Credit Basic Skills Courses (2)Credit Basic Skills Courses (2)

If student is successful in...

and subsequently successful in…

is student included in the ARCC?

Is the student counted as

improved in the ARCC?

Reason

ESL-51 ESL-52 Yes Yes Moved from Level C to B

ESL-52 ESL-53 Yes Yes Moved from Level B to A

ESL-53 ESL-54 No NoNot eligible, ESL-54 is only

one level below college

ESL-71 ESL-72 Yes No Both course levels are "Y"



ANY ESL 7X ESL-51 Yes Yes Moved from Level Y to C

ANY ESL 9X ESL-51 Yes Yes Moved from Level Y to C


Headcount and FTESHeadcount and FTES

Data Sources:Annual Unduplicated Headcount: Chancellor’s Office Management Information System (COMIS)

Full-Time Equivalent Students (FTES): 320 Report from CCCCO Fiscal Services


Student Age & GenderStudent Age & Gender

RCC’s College Level RCC’s College Level Indicators:Indicators:Student EthnicityStudent Ethnicity

The Chancellor’s Office created “peer group colleges” in an attempt to “level the playing field”.

For every college-level indicator, there are external factors beyond the control of the college that affect its performance on that indicator.

Colleges were grouped as “peers” based on the statistical magnitude that these external factors had on each college-level indicator.

RCC’s College Level RCC’s College Level Indicators:Indicators:Peer GroupingPeer Grouping

Transfer rates are affected by external factors: level of academic preparedness of student

body distance to nearest UC/CSU income levels of service areas percentage of older students served

Colleges with similar levels on all these factors and would be classified together as “peers”.


Peer Grouping: Transfer ExamplePeer Grouping: Transfer Example

Peer grouping was statistically derived does not necessarily reflect any traditional,

intuitive grouping method

Since each indicator is affected by different external factors, each college is assigned to different peer groups for each indicator RCC has no single peer college for each indicator

Peer grouping is intended to provide a more equitable context for interpreting college performance College to college comparisons are not

encouraged


Peer Grouping: Issues to ConsiderPeer Grouping: Issues to Consider


Peer Grouping: SummaryPeer Grouping: Summary

Based on an early draft of the Based on an early draft of the findings, each community college findings, each community college must provide an institutional must provide an institutional response for inclusion in the response for inclusion in the March 2009 final report.March 2009 final report.

Responses should provide further Responses should provide further context for interpreting their context for interpreting their institution’s statistics.institution’s statistics.

ARCC: RCCD ARCC: RCCD Institutional ResponseInstitutional Response

Presentations of the findings were made to the faculty, administrative and staff groups for providing informed feedback.

Findings of the ARCC report must be shared with the Board of Trustees prior to March 2010.

ARCC: Next Steps ARCC: Next Steps ContinuedContinued

Accountability Accountability Reporting for the Reporting for the

Community Colleges,Community Colleges,20092009

Presentation to Executive Presentation to Executive CabinetCabinet

May 18, 2009May 18, 2009

End of slide showEnd of slide show

accountability reporting for the community colleges, 2009

Documents

fouryear college

statewide college

community college programs

set of performance indicators

local college officials

percent of students

higherwhere students

transferlevel math