Student Satisfaction

Student SatisfactionStudent Satisfaction

Noel-Levitz Student Satisfaction Inventory (SSI)

College Service AreasCollege Service Areas• Academic Advising• Academic Services• Admissions and

Financial Aid• Campus Climate• Campus Support• Concern for Individual

• Instructional Effectiveness• Registration• Responsiveness to Diverse

Populations• Safety and Security• Service Excellence• Student Centeredness

Survey PopulationSurvey Population

• Spring 2007

1,906 Cerritos College Students Surveyed

• Spring 2006

244,677 Students from 272 Community, Technical, and Junior Colleges

Report SummaryReport Summary

• Cerritos College students have higher expectations than the National Benchmark.

• Students reported lower satisfaction than the National Benchmark on most items.

• Cerritos College met or exceeded the expectations and satisfaction of the majority of students in the 2007 inventory.

• Student levels of satisfaction increased on the majority of items between Fall 2000 and Spring 2007 .

• I am able to experience intellectual growth here.• The quality of instruction I receive in most of my

classes is excellent.• There is a good variety of courses provided on this

campus.

StrengthsStrengths

• Library resources and services are adequate.

• It is an enjoyable experience to be a student on this campus.

• Institution's commitment to students with disabilities.

• Library staffs are helpful and approachable.

StrengthsStrengths

• Institution's commitment to evening students.

• Class add/drop policies are reasonable.

• Child care facilities are available on campus.

WeaknessesWeaknesses

• Safety and Security• Academic Advising/Counseling• Instructional Effectiveness• Registration Effectiveness• Admissions/Financial Aid• Time of course offerings

HighlightsHighlights

67% of our students said that if they had to do it all over again, they would enroll at Cerritos College.

34%33%

14%9%

3%3%2%0%

5%

10%

15%

20%

25%

30%

35%

DefinitelyNot

ProbablyNot

MaybeNot

I Don'tKnow

MaybeYes

ProbablyYes

DefinitelyYes

Q. All in all, if you had to do it over, would you enroll here again?

73 % of our students said they were somewhat satisfied, satisfied, or very satisfied with their experiences so far.

17%

36%

20%17%5%1%0%

0%5%10%15%20%25%30%35%40%

NotSatisfied at

All

SomewhatDissatisfied

SomewhatSatisfied

VerySatisfied

Q. Rate your overall satisfaction with your experience here thus far.


89% of our students said that Cerritos College met or exceeded their expectations.

15%13%22%

39%

5%1%1%0%5%10%15%20%25%30%35%40%

MuchWorseThan I

Expected

Quite aBit Worse

Than IExpected

WorseThan I

Expected

AboutWhat I

Expected

BetterThan I

Expected

Quite aBit Better

Than IExpected

MuchBetterThan I

Expected

Q. So far, how has your college experience met your expectations?


• Research and Planning Web Site• Campus Climate Survey Report

Full ReportFull Report

Student LearningStudent Learning

Accountability Reporting for the Community Colleges (ARCC)

OverviewOverview

• Background• College Performance Indicators• 2007 Report: Cerritos Performance Indicators• 2007 Report: Peer Groupings• Analysis• http://www.cccco.edu/divisions/tris/rp/

ab_1417/ARCC_Report_2007.pdf (767 pages)

BackgroundBackgroundPartnership for Excellence (PFE)

• Transfers, Degrees and Certificates, Successful Course Completions

• Progress Determined By Annual ImprovementAssembly Bill 1417

• New Accountability Measures: ARCC Research and Planning Group

• Statewide hearings, state/national experts• Performance framework and indicators

ARCC ReportARCC Report

• ARCC uses data submitted annually to the Chancellor’s Office to provide information on outcomes

• ARCC performance data are not (currently) tied to any funding mechanism

Performance IndicatorsPerformance IndicatorsStudent Progress and Achievement Indicators

Degree/Certificate/Transfer• Progress and Achievement Rate, Percent 30 Units, Persistence Rate

Vocational/Occupational/Workforce Development• Successful Course Completion Rate

Pre-Collegiate Improvement Indicators

Basic Skills and ESL• Successful Course Completion Rate, Improvement Rates

Progress/AchievementProgress/AchievementCerritos College: Progress and Achievement Rate

1998-99 to 2003-04

1999-00 to 2004-05

2000-01 to 2005-06

Student Progress and Achievement Rate

42.0% 42.9% 43.5%

Student Progress and Achievement Rate•First-time students who earn 12 units and attempt math or English•Outcome: degree, certificate, transfer, or transfer directed or prepared

30 Units Earned30 Units Earned

19

Cerritos College: 30 Units Earned

1998-99 to 2003-04

1999-00 to 2004-05

2000-01 to 2005-06

Percent of Students Who Earned 30 Units

66.3% 67.2% 69.2%

Percent of Students Who Earn 30 Units•First-time students who earn 12 units and attempt credit course•Outcome: Complete at least 30 units within 6 years of entry

Persistence RatePersistence Rate

20

Cerritos College: Persistence Rate

Fall 2002 to Fall 2003



Persistence Rate

70.6% 69.7% 65.0%

Persistence Rate•First-time students with 6 or more units prior Fall•Outcome: Persisted in credit course to next Fall

Course CompletionCourse CompletionCerritos College: Successful Course Completion Rate (Vocational)

2003-04 2004-05 2005-06

Annual Successful Course Completion Rate (Vocational)

74.7% 75.2% 74.2%

Annual Successful Course Completion Rate (Vocational Courses)•Enrolled in a credit vocational course•Outcome: Earned grade of A, B, C, or CR

Course CompletionCourse CompletionCerritos College: Successful Course Completion Rate (Basic Skills)

2003-04 2004-05 2005-06

Annual Successful Course Completion Rate (Basic Skills)

61.7% 59.2% 57.5%

Annual Successful Course Completion Rate(Basic Skills Courses)•Enrolled in credit Basic Skills course•Outcome: Earned Enrollment Grade of A, B, C, or CR

Improvement RateImprovement RateCerritos College: ESL Improvement Rate*

2001-02 to 2003-04

2002-03 to 2004-05

2003-04 to 2005-06

ESL

Improvement Rate

47.4% 47.5% 47.6%

Improvement Rate for ESL Courses•Cohorts 01-02 to 03-04, 02-03 to 04-05, 03-04 to 05-06•Outcome: Successful completion of higher level ESL, college-level English course

*For the 2007 report, the ESL Improvement Rate is “shown only to illustrate how future tables will appear” due to differing methods of ESL course coding and anomalies in the data (p.. 26)

Improvement RateImprovement Rate

Cerritos College: Basic Skills Improvement Rate

2001-02 to 2003-04

2002-03 to 2004-05

2003-04 to 2005-06

Basic Skills

Improvement Rate56.7% 53.4% 52.5%

Improvement Rate for Basic Skills Courses•Cohorts 01-02 to 03-04, 02-03 to 04-05, 03-04 to 05-06•Outcome: Successful completion of higher level Basic Skills course or a college-level or transfer-level course in same discipline

Peer GroupingsPeer Groupings

25

Background

• Control for environmental variables

• Geographical or traditional peers may not hold

• Avoid statewide or peer ranking

Method

• Systematic research methods

• Result: peer groups differ for each college performance indicator

Peer DataPeer Data

26

Indicator*Cerritos

RatePeer

AveragePeer Low

Peer High

Progress & Achievement Rate

(degree, certificate, transfer)43.5 45.9 30.3 53.3

Percent Who Earned 30 Units 69.2 69.3 55.6 78.6

Persistence Rate 65.0 66.6 52.1 78.9

Annual Successful Course Completion Rate (Vocational)

74.2 74.6 66.7 85.6

Annual Successful Course Completion Rate (Basic Skills)

57.5 56.4 44.7 68.3

Basic Skills Improvement Rate 52.5 51.4 36.8 76.5

*ESL Improvement Rate is excluded from the peer groupings.

AnalysisAnalysisCollege performance indicators over time

• Steady but slight increase in 3 measures, slight declines in 4 measures over period

• Overall, remained relatively constant

College performance compared to peer colleges• Near average to slightly above average performance

• Basic skills: our best area relative to peers

What do we do to continually improve in all areas?

What do we do to become excellent in peer groupings?

PerspectivePerspective

Embrace the ResultsImprove the Measures/InstrumentsConsider the Context of Learning•Student Work•Teaching•Academic Support•Program Quality•Regional/State/National Issues

Key FindingsKey Findings• Flashes of Excellence • More Commonly between Good and Average

Compared to Peers• No Academic Measures Point to Failure• Some Areas Have Improved Significantly; Most Flat

to Minimal Improvement.

Cerritos College has the potential to be great, but we are not there yet.

The PlanThe PlanHow do we improve learning at Cerritos College?•Revive the Academy—The Academic Community•Develop an Agenda for Student Success. •Address the Basics/Fundamentals

• Student Work • Program Excellence

• Teaching Expertise • Academic Support

Student Learning

Teaching Expertise

Academic Support

Program Excellence

Student Success

Agenda for Agenda for Student SuccessStudent Success


Implementation•1st Draft of Student Learning Program, Spring 2008•Implementation, 2008-09•Needs Input from Faculty, Managers and Staff

Collectively Teaching Students How to Learn•Assimilate Students into an Academic Lifestyle•Create Environment with High Expectations•Develop and Sustain Learning Support.


Primary Elements• ID model student practices that lead to

student success• Campaign to raise student awareness of

these practices• Resources to teach students these

practices• Celebration of students that excel

academically• Ongoing management of the program

Teaching ExpertiseTeaching Expertise

Ongoing Development of Great Teaching

•Revive Discussion of Pedagogy at Cerritos College•Develop/Maintain Hiring Practices that Secure Excellent Faculty (Restore/Repair Part-Time Hiring Procedures)

• Enhance Professional Development Opportunities

• Celebrate Great teaching through the Outstanding Faculty Awards

• Develop Technology Based Education Guidelines

Academic SupportAcademic SupportUnderscores the importance of infrastructure and support systems to our academic program. •Campus Transformation Plan—The Campus Transformation Plan must SERVE the academic program.•IT Resources—IT resources currently impacting the academic environment include TalonNet, PeopleSoft, the College web, faculty/department web pages, campus email and more. We need to extend support to each of these.

• Enrollment Flexibility—Departments/Divisions should be given more enrollment latitude with regard to section enrollment.

Academic SupportAcademic Support

• Sustain State of Education Address • Develop Funding Plan for Agenda for

Student Success• Revise the College Strategic Plan— The

College Strategic Plan is due to be rewritten in 2008. In revising the Plan, we need to place greater emphasis on learning related objectives and less emphasis on systems related objectives.

Program ExcellenceProgram Excellence• Program Review—Continue to support program review and

develop a non-instructional program review process• Develop an Integrated Basic Skills Program—The Developmental

Education Committee will finish the draft of this plan by May 2008 • Develop an Integrated Transfer Program—We need to develop a

unified approach to transfer that is coordinated through the Transfer Center—one message; one approach

• Support Career and Technical Education Programs—Job placement; career counseling and more.

Getting StartedGetting Started

• Prioritize the Agenda

• Develop the Agenda

• Fund the Agenda

• Integrate the Agenda

Documents

Student Satisfaction