sstf update: arcc score card phil smith — asccc leadership development committee chair craig rutan...
TRANSCRIPT
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SSTF Update: ARCC Score CardPhil Smith —ASCCC Leadership Development Committee ChairCraig Rutan—Santiago Canyon College
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Student Success Task ForceRecommendation 7.3:Implement a student success score card.
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SSTF specifically called for:
Concise set of student success metrics
Identification of any achievement gaps by breaking data down by ethnic group
Comparison of colleges against their own past performance
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Implementation:
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What to do about Accountability Reporting for Community Colleges (ARCC)?
Legally mandated to provide yearly reports on score card-like measures already
ARCC mandate doesn’t go away
ARCC has same data source as Score Card
Can ARCC and Score Card be merged into one?
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Differences between ARCC 1.0 and Score CardThe original ARCC report used peer groups to
compare one college’s results with another. This means that some colleges must always be below average.
The score card will show how your college performs on each of the metrics over a 5-year period. There are no comparisons with other colleges.
The score card will provide a better opportunity to identify areas of strength and areas that need improvement than the original ARCC report.
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How does the CCCCO Datamart fit in?
Common data source for ARCC and Score Card
Increasing number of requests for specialized reports
Planned migration to Datamart 2.0
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How will the Score Card be used? Concerns about
Performance-based funding
Norming of data
Truly Promoting Student Success
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Create a System Wide Workgroup to Tackle the Issues
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Workgroup:
Met 5 times over spring and summer: 4/3, 5/11, 5/30, 6/18, 7/25.
Alphabet soup of statewide constituencies represented:
CCCCO
RP
ASCCC
CEOs
CSSOs
CIOs
LAO
DOF
VERATAC
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The SPAR
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Student Progress and Achievement Rate (SPAR)
Of the CCC students who intend to pursue a particular educational goal
— how many actually accomplish it?
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Warning! Math Ahead…
Number of CCC students who accomplish their
educational goal
———————Number of CCC students
who intend to pursue a particular educational goal
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New SPAR
—————————————————————————————
• First time students• Earned 6+ units in 3 years• Attempted any Math/English in the first 3 years
• Earned AA/AS/AA-T/AS-T• Earned CCCCO-approved Certificate• Transferred to 4-year institution• Became “Transfer Prepared” (60 units, 2.0+ GPA)Within 6 years of entry
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At Least 30 Units Rate
—————————————————————————————
• First time students• Earned 6+ units in 3 years• Attempted any Math/English in the first 3 years
• Earned at least 30 units within 6 years of entry
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Persistence Rate
—————————————————————————————
• First time students• Earned 6+ units in 3 years• Attempted any Math/English in the first 3 years
• Enrolled in 3 consecutive semester terms (or 4 consecutive quarter terms)[summer & intersession terms excluded]
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Basic Skills: English Writing Rate
—————————————————————————————
Students who first attempt an English Writingcourse 1 to 4 levels below transfer
Students who complete a college-level English Writing course within 6 years
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Basic Skills: Math Rate
—————————————————————————————
Students who first attempt a math course 2 to 4 levels below transfer
Students who complete a college-level mathcourse or a one-level-below transfer math coursewithin 6 years
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Basic Skills: English as a Second Language (ESL) Rate
—————————————————————————————
Students who first attempt an ESL course any level below transfer
Students who complete the ESL sequence or a college-level English Writing course within 6 years
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Career Technical Education (CTE) Rate
—————————————————————————————
• Completed a CTE course for the first time• Earned 8+ units in a single vocational
discipline within 3 years
• Earned AA/AS/AA-T/AS-T• Earned CCCCO-approved Certificate• Transferred to 4-year institution• Became “Transfer Prepared” (60 units, 2.0+ GPA)Within 6 years of entry
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Career Development & College Preparation (CDCP) Rate
—————————————————————————————
• Attempted 2 or more CDCP coursesWith minimum 4 attendance hours in each courseWithin 3 years
• Earned CDCP Certificate• Earned CCCCO-approved Certificate• Earned AA/AS/AA-T/AS-T• Transferred to 4-year institution• Became “Transfer Prepared” (60 units, 2.0+ GPA)Within 6 years of entry
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PROVIDING
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Proposed Contextual Metric
# of Class SectionsOffered
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# of Class Sections Offered
Helps ExplainChangesin CompletionMeasures
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# of Class Sections Offered
Have ReadyAccess toThis Data
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# of Class Sections Offered
Proxy forCCC’s FiscalCircumstances
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# of Class Sections Offered
Easily UnderstoodBy InternalAnd ExternalAudiences
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# of Class Sections Offered
YEAR 2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
Basic Skills
4000 4000 5000 5000 4500 4000
CTE 3000 3000 2000 2000 2500 2500
Transfer
4000 3000 3000 3000 1000 3000
TOTAL 11,000 10,000 10,000 10,000 8000 9500
College of the ModocsNumber of Class Sections Offered by Academic Year
Example:
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Proposed Contextual Metric
Studentsto CounselorRatio
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Students-to-Counselor Ratio
Easy to UnderstandBy InternalAnd ExternalAudiences
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Students-to-Counselor Ratio
Supported byResearch asImportant toStudentSuccess
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Students-to-Counselor Ratio
Supports MatriculationEmphasisof SSTFReport
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Students-to-Counselor Ratio
Supports Aims ofSB1456Legislation
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Students-to-Counselor Ratio
YEAR 2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
S-to-CRatio
1250:1 1247:1 1100:1 1098:1 1102:1 1103:1
College of the ModocsStudents-to-Counselor Ratio by Academic Year
Example:
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Percentages of FTES TaughtBy Full-time And Part-timeFaculty
Proposed Contextual Metric
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Supported byResearch asImportant toStudentSuccess
FTES Taught By Full- and Part-Time Faculty
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Data isReadily Available
FTES Taught By Full- and Part-Time Faculty
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ConsistentWith ExistingEd Code and Past Reporting Practices
FTES Taught By Full- and Part-Time Faculty
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FTES Taught By Full- and Part-Time Faculty
YEAR 2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
Full-time to
Part-timeRatio
61.3%:38.7%
61.5%:38.5%
61.8%:38.2%
61.9%:38.1%
61.9%:38.1%
62.1%:37.9%
College of the ModocsPercentage of FTES Taught by Full-time and Part-time Faculty
Example:
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Contextual Measures References
Eagan, Jr., M. Kevin and Audrey J. Jaeger (2009). “Effects of Exposure to Part-time Faculty on Community College Transfer,” Research in Higher Education, 50:168–188. Data are from the California community college system. “The findings indicate a significant and negative association between students’ transfer likelihood and their exposure to part-time faculty instruction.” (p. 180)
75% full-time faculty standard: Ed. Code 87482.6-7 and Title 5 Sections 51024, 53300-53314
Workgroup on 75/25 Issues: Report and Recommendations (2005, June 1). California Community Colleges Chancellor’s Office.
Consultation Council Task Force on Counseling. (2003).
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Any context for the data?The score card will include an institutional profile
that adds data like total number of students, student to counselor ratio, and FT to PT ratio
This information will provide a more complete picture of the college for the public and the college community
It is currently unclear if the contextual metrics will show trends or just a yearly snapshot
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Final ThoughtsThe draft of the score card will be available in
January with the final reports available March 31, 2013.
Take a look at how the metrics are calculated http://extranet.cccco.edu/Portals/1/TRIS/Research/Accountability/ARCC2_0/appendix%20C%20College%20Level_Final.pdf and speak with your research department and curriculum chair to make sure your college is ready
Updates on the score card can be found at http://extranet.cccco.edu/Divisions/TechResearchInfoSys/Research/ARCC/ARCC2.aspx