Reading and Interpreting the Dashboard A Primer PROGRESS 0 20 40 - - PowerPoint PPT Presentation

Reading and Interpreting the Dashboard A Primer

20 40 60 80 100 PROGRESS

 Give the Board and at-a-glance look at the

status of Ends Policies

 Indicate whether or not the District is meeting

targets related to Ends Policy metrics

 Change colors as more data are added to the

metrics and as performance on the measures improves

PERFORMANCE

Number Policy # of Measures Rating Status 0 Global Ends Statement 4 1.63 1 Career Development 8 1.45 2 Transferability 7 2.00 3 College Readiness 7 2.00 4 Institutional Excellence 12 3.00 5 Student Success 8 2.00 6 College Experience 4 1.50

 The rating is derived from the data that lies

behind each of the Ends Policies

 Each Policy has a number of measures behind it  Each measure has at least one metric used to define

it

 e.g., Student Engagement – a measure under Global

Ends Policy – has 5 metrics to it

 The rating is calculated based upon the

performance of each of these metrics

 Metrics are compared to their performance against

a target (for example the average of the Bay Area 10 Community Colleges)

 Metrics that are within 90% of meeting their target

are given a rating of 4 or “A” (green).

 Metrics that are between 80% and 89% of meeting

their target are given a rating of 3 or “B” (purple).

 Metrics that are between 70% and 79% of meeting

their target are given a rating of 2 or “C” (yellow).

 A measure that is below 70% of its target OR has

yet to be measured by the District, it is given a rating of 1 (red).

Policy Statement # of Measures 0 Global Ends Statement Ensure all students, especially those with educational and/or socioeconomic challenges have the skills and capabilities to be successful in the next stage of life. 6 1 Career Development Students will acquire skills sufficient to get, keep and progress in jobs with local employers, particularly in high wage/high growth areas, for all students, especially for: 1.a.-Under-prepared Students 2.b.-Older displaced students 3.c.-Young people at the start of their careers 8 2 Transferability All students, especially under-prepared students, will achieve academic success sufficient to transfer to a four-year post-secondary institution. 7 3 College Readiness Students will develop the language skills to succeed in college, the ability to analyze, synthesize, and evaluate information and will be able to effectively communicate with

• thers and successfully work collaboratively in culturally diverse settings.

3.a.-Analyze, synthesize, and evaluate information 3.b.-Work collaboratively in culturally diverse settings 7 4 Institutional Excellence The District’s governing board, staff and faculty will demonstrate through a culture

• f evidence commitment to excellence, equity and inclusion in every facet of its mission

4a.-Culture of evidence 12 5 Student Success The San Jose-Evergreen Community College District will improve student success through enhanced educational services and programs and strengthened community engagement 8 6 College Experience Enrichment opportunities will exist to enhance the learning environment and support student success. 4

Indicator Metric Target Status Light Rating 0-1 Student Persistence Rate 75% 67.40% 3 0-2 Course Completion 85% 83.90% 3 0-3.1 Active and Collaborative Learning 60% 51.30% 2 0-3.2 Student Effort 60% 48.50% 1 0-3.3 Academic Challenge 60% 49.10% 1 0-3.4 Student-faculty interaction 60% 46.40% 1 0-3.5 Support for Learners 60% 49.20% 1 0-4 Institutional Learning Outcomes 1 Avg 1.625 Policy 0: Global Ends Statement

54.00% 56.00% 58.00% 60.00% 62.00% 64.00% 66.00% 68.00% 2010 2011 2012 2013 2014

66.00% 66.60% 59.50% 61.10% 67.40%

Measure 0-1 - Persistence Rate

Target Good

College Experience Institutional Excellence Student Success College Readiness Transferability Career Development

Global Ends Policy

Measurement Target Status Score Rating Light BS Math Completion 30.26% 28.3% 93.52% 4 l BS English Completion 41.63% 46.8% 112.42% 4 l ESL Completion 23.20% 21.30% 91.81% 4 l Degrees Conferred 900 1076 119.56% 4 l Certificates Conferred 388 417 107.47% 4 l Alignment between degree offerings and workforce needs 0.00% 1 l Enrollment in workforce/occupational courses 11,500 9,660 84.00% 3 l Increased corporate partnerships 0.00% 1 l Increased revenue from contract training $150,000 $115,220 76.81% 2 l Increased community awareness of district programs 0.00% 1 l Increased student goal attainment 0.00% 1 l Overall Rating 2.6 l

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Evergreen Valley 5,281 4,861 3,833 3,491 3,658 San Jose City 6,518 5,647 5,967 5,732 5,810

Enrollment in Degree Applicable Occupational Courses Fall 2010 to Fall 2014

2010 2011 2012 2013 2014 Certificates 388 322 339 417 536 Degrees 750 866 898 1076 1109

200 400 600 800 1000 1200 1400 1600 1800

Degrees and Certificates Awarded 2010 to 2014

25 23.9 25.1 28.6 24.4 44.9 39.2 39.2 43.6 46.8 20.9 19.1 18.4 21.3 24.3 5 10 15 20 25 30 35 40 45 50

2010 2011 2012 2013 2014

Basic Skills Completion Rates 2010 to 2014

Basic Skills Math Basic SkillsEnglish Basic Skills ESL

31.7 24.7 34.9 30.7 23.3 49.3 41.8 48.9 49.6 51.3 20.9 19.1 18.4 21.3 28.8 2010 2011 2012 2013 2014

Basic Skills Completion at EVC 2010 to 2014

Basic Skills Math Basic SkillsEnglish Basic Skills ESL

20.8 23.5 24.1 27.4 25 33.6 34.4 34.4 42.1 40.5 20.9 19.1 18.4 21.3 20.8 2010 2011 2012 2013 2014

Basic Skills Completion at SJCC 2010 to 2014

Basic Skills Math Basic SkillsEnglish Basic Skills ESL

10 20 30 40 50 60

2010 2011 2012 2013 2014 District Average 48.6 49.4 48.9 48.2 44.7 Evergreen Valley College 50.1 52.3 52.6 50.6 50.6 San Jose City College 41.4 45.1 43.5 44.6 43.1

Student Completion/Transfer Readiness 2010 to 2014

 Generally, females are more likely to complete

basic skills requirements than males (regardless

• f gender, age grouping, or economic status)

 Students who don’t receive DSPS services are

more likely to complete basic skills requirements than those who do not

 There seems to be no economic disparity when

comparing within the group of students who need basic skills

 Females are more likely to complete ESL

courses than are males

 Students under 24 are more likely to complete

ESL courses than those who are older

 Students who ARE economically

disadvantaged are more likely to complete ESL courses than those who are not (regardless of gender)

All students, especially under- prepared students, will achieve academic success sufficient to transfer to a four-year post- secondary institution.

42.11% 33.33% 68.61% 60.94% 37.15% 62.50% 47.62% 30.00% 40.00% 64.11% 42.86% 31.85% 71.43% 36.71% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% African-American American Indian/Alaskan Native Asian Filipino Hispanic Pacific Islander White Non-Hispanic

Completion/Transfer Readiness by Gender and Ethnicity Evergreen Valley College 2013-2014

Male Female

38.78% 50.00% 65.79% 6.67% 33.33% 37.50% 49.07% 32.79% 14.29% 61.45% 41.67% 29.11% 30.77% 46.00% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% African-American American Indian/Alaskan Native Asian Filipino Hispanic Pacific Islander White Non-Hispanic

Completion/Transfer Readiness by Gender and Ethnicity San Jose City College 2013-2014

Male Female

 Students 19 and under are more than twice as

likely to complete or be transfer ready than students in any other age grouping

 Students who do not receive DSPS services

have double SPAR scores than those who do receive DSPS services

 Students who are defined as economically

disadvantaged are less likely to complete or be transfer ready than those who are not

Strengths Opportunities for Improvement Metrics that are tracked by outside agencies are well organized We need to do a better job tracking

• ptional indicators

Transferability metrics are approaching targets There are some opportunity gaps when disaggregated data are analyzed Females are more progressing faster than males Females are progressing faster than males In some cases, there are no

• pportunity gaps

Data should be reviewed regularly to further understand the gaps Both colleges have increased program

• fferings over time.

Further review of what student needs are for online as well as transfer degrees

NumberMeasurement Target Status Score Rating Light 3-1 Percentage of Course and Program Student Learning Outcomes Assessed 100% 80% 80% 3

l

3-2 Student Success on Institutional Learning Outcomes 3-3Student Habits of Mind 50.4 47.5 94.25% 4

l

3-4Student Pluralistic Orientation 50.1 49.35 98.50% 4

l

3-5Student Integration of Learning 50.7 44.85 88.46% 3

l

Overall Rating 3.5

l

 Think about increasing targets on metrics that

are within range or above targets

 Review the data related to opportunity gaps

and link analyses with resource allocation models

 Obtain baseline data for indicators that still

need for data to be collected

 Provide staffing needed to continue to provide

services to students

The San Jose-Evergreen Community College District will improve student success through enhanced educational services and programs and strengthened community engagement

27

47.1 47.7 46.7 47.9 45.5 49.5

10 20 30 40 50 60 70 80 90 100

All FT Men Women

EVC SJCC

Target

48.2 46.6 49.0

50.2 50.4 50.0

10 20 30 40 50 60 70 80 90 100

All FT Men Women

EVC SJCC

28

Target

29

45.8 43.3 47.4 43.9 40.8 45.8

10 20 30 40 50 60 70 80 90 100

All FT Men Women

Target

Strengths Opportunities for Improvement Metrics measuring student affective

• utcomes are being measured and

show promise We only have one data point for measures of student social constructs The colleges are doing well in their implementation and communication

• f course and program SLOs

We need to begin systematic measurement of Institutional Learning Outcomes Measures of student success are approaching and surpassing targets Targets for student success metrics may need to be increased to reflect aspirational goals Course success at both colleges is better than 5 years ago Course productivity has decreased at both colleges over 5 years