Accountability Reporting for the Community Colleges

Accountability Accountability Reporting for the Reporting for the

Community CollegesCommunity Colleges presented bypresented by

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

March 14, 2008March 14, 2008

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 present report will be published on March 31, 2008

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 2000-2001Degree or Certificate in 2000-2001

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

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

RCCD 2008 ARCC Results: RCCD 2008 ARCC Results: Percentages of First-Time Students and Percentages of First-Time Students and Student Progress and Achievement Rate Student Progress and Achievement Rate

by Ethnicitiesby Ethnicities

0%

10%

20%

30%

40%

50%

2001-02 Student 43% 12% 30% 8% 1% 5%

First Time Students 43% 11% 31% 9% 1% 5%

SPARS 45% 10% 27% 12% 1% 5%

WhiteAfrican-

AmericanHispanic

Asian / Filipino / PacIsl

Nat American

Other / Unknown


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


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

2004-2005 2005-2006 2006-2007

Asian 5.8% 5.8% 5.6%

Black/African American 11.4% 11.4% 11.1%

Filipino 3.0% 3.1% 3.0%

Hispanic 32.7% 34.0% 35.3%

Native American 0.8% 0.8% 0.8%

Other Non-White 2.2% 2.3% 2.0%

Pacific Islander 0.6% 0.6% 0.6%

White 38.9% 36.9% 36.1%

Unknown/Decline to State 4.6% 5.1% 5.4%

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

Each community college provided a Each community college provided a response to the January 2008 ARCC draft response to the January 2008 ARCC draft for inclusion in the March 2008 final reportfor inclusion in the March 2008 final report

Responses were to provide further Responses were to provide further context for interpreting their institution’s statistics

Presentation of the ARCC findings need to be made to local governing boards prior to March 2009

ARCC: Next StepsARCC: Next Steps

The Accountability Reporting for the Community Colleges (ARCC) was created to inform the public about the performance of the California Community Colleges

The report will be updated every year by the Chancellor’s Office

On 6 of the 7 accountability measures, RCCD’s ratings remained stable or increased during the most recent three years.

ARCC: SummaryARCC: Summary

End of slide showEnd of slide show

Accountability Accountability Reporting for the Reporting for the

Community Community CollegesColleges

Documents

Accountability Reporting for the Community Colleges