Student Success Scorecard, 2013 Presentation to the Board of - - PowerPoint PPT Presentation

Student Success Scorecard, 2013

Presentation to the Board of Trustees Grossmont-Cuyamaca Community College District May 21, 2013

Student Success Scorecard

• The Accountability Reporting for the Community

Colleges (ARCC) as required by AB 1417 (Chapter 581; Statutes of 2004)

• AB 1417 requires the California Community College Chancellor’s Office to

submit an annual accountability report that serves as the annual evaluation

• f college-level performance in meeting statewide educational priorities.
• Seymour-Campbell Student Success Act of 2012 (SB

1456)

• Codifies the reporting recommendations of the Student Success Task Force

by requiring all community college districts to “…establish and maintain institutional research to evaluate the effectiveness of the Student Success and Program…designed to facilitate students’ completion of their educational goals and courses of study.”

GCCCD Student Success Framework

• GCCCD Student Success Committee formed to

coordinate efforts to:

• Develop a comprehensive student success framework
• Implement requirements identified by SB 1456
• Implement recommendations of the Student Success Task

Force

• Evaluate student success initiatives
• Student Success Framework will include:
• Existing Key Performance Indicators from strategic plans
• ACCJC standards
• Student Success Scorecard metrics

Scorecard Student Cohorts

Metric Initial Cohort Outcomes Cohort

Completion Rate First time student in the system in the starting academic year that earned at least six units and attempted any level of math or English within three years. Students who earned a degree or certificate OR transferred to a 4-year institution OR were transfer-prepared.* Persistence Rate Same as Completion Rate. Students who persisted in their first three consecutive major terms. 30+ Units Rate Same as Completion Rate. Students who completed 30 or more units anywhere in the system within six years. CTE Completion Rate First Time Student in the system in the starting academic year that completed a CTE course and completed more than 8 units in a single discipline within three years. Students who earned a degree or certificate OR transferred to a 4-year institution OR were transfer-prepared.* *Transfer-prepared: successfully completed 60 UC/CSU transferrable units with a GPA >= 2.0.

Scorecard Student Cohorts

Metric Initial Cohort Outcomes Cohort

Remedial English Progress Rate Students with a first attempt in an English course below transfer level (cohort based on the academic year of the first attempt). Students who completed a college-level English course. Remedial Math Progress Rate Students with a first attempt in an Math course below 2-4 levels below transfer level (cohort based on the academic year of the first attempt). Students who completed a college-level or one level below transfer math course. ESL Progress Rate Students with a first attempt in an ESL course below transfer level (cohort based on the academic year of the first attempt). Students who completed the ESL sequence or a college-level ESL course.

Completion Rates

54.0% 51.7% 52.2% 50.2% 48.4% 57.6% 55.2% 56.2% 53.6% 50.4% 52.3% 51.3% 51.3% 50.8% 49.2%

40% 50% 60% 70%

2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

First-Time Student Cohorts Cuyamaca Grossmont Statewide Average

Completion Rates

18.4% 17.0% 16.9% 17.2% 16.6% 32.8% 31.4% 31.4% 28.4% 25.5% 5.3% 5.8% 6.8% 7.0% 7.6% 0% 20% 40% 60% 2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

First-Time Student Cohorts

49.8% 52.6% 55.1% 54.2% 56.6% Transfer Only Transfer Prepared Only Degree or Certificate Only

Preparation Rates

20.4% 16.9% 16.8% 18.0% 17.4% 20.7% 20.8% 18.4% 18.8% 18.1% 26.7% 26.1% 26.8% 26.7% 26.9%

0% 10% 20% 30%

2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

First-Time Student Cohorts Cuyamaca Grossmont Statewide Average

*Prepared students = lowest attempted English course is at transfer level and lowest attempted math course is one level below transfer level or higher.

Completion Rates by Preparation

67.9% 62.7% 65.0% 67.4% 62.5% 64.8% 63.6% 68.5% 69.3% 68.8% 72.4% 72.2% 71.8% 72.1% 71.2%

50% 60% 70% 80%

2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

First-Time Student Cohorts

Prepared Students

Cuyamaca Grossmont Statewide Average

50.4% 49.5% 49.6% 46.4% 45.4% 55.7% 53.0% 53.4% 50.0% 46.3% 45.0% 43.9% 43.9% 43.0% 41.1%

30% 40% 50% 60%

2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

First-Time Student Cohorts

Unprepared Students

Cuyamaca Grossmont Statewide Average

Remedial Progress Rates

32.1% 31.8% 29.4% 34.6% 37.7% 26.7% 30.9% 40.0% 38.8% 39.3% 35.6% 36.5% 36.8% 37.2% 38.1% 20% 30% 40% 50% 2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

Attempted Below Transfer English Cohorts

English Progress Rates

Cuyamaca Grossmont Statewide Average 34.1% 35.1% 31.8% 36.6% 36.3% 32.5% 35.6% 36.4% 35.5% 35.0% 23.1% 23.6% 24.1% 24.7% 25.9% 20% 30% 40% 50% 2002-03 to 2007-08 2003-04 to 2008-09 2004-05 to 2009-10 2005-06 to 2010-11 2006-07 to 2011-12

Attempted 2-4 Levels Below Transfer Math Cohorts

Math Progress Rates

Cuyamaca Grossmont Statewide Average

Summary

• Across the seven data points, Cuyamaca College scored

at or above the statewide average on six out of the seven categories, while Grossmont College was at or above the statewide average across all seven metrics.

• Looking at the six year trends, Cuyamaca College either

improved or remained stable on six out of the seven measures, while Grossmont College improved or remained stables on five out of the seven metrics.

• Scorecard Report can be found here:

http://scorecard.cccco.edu/scorecard.aspx