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Enhancing Accountability and Performance in Community Colleges: The ARCC 2007 Report Overview

The ARCC 2007 report for Cerritos College, presented by Bill Farmer and Nathan Durdella, evaluates key performance indicators related to student progress and achievement, including transfers, degrees, and successful course completions. It emphasizes the importance of accountability measures mandated by Assembly Bill 1417, providing insights from statewide hearings and expert analyses. The report also discusses strategies for improving performance and establishing effective partnerships to enhance educational outcomes in vocational and basic skills programs, ensuring transparency and continuous improvement.

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Enhancing Accountability and Performance in Community Colleges: The ARCC 2007 Report Overview

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  1. Accountability Reporting for Community Colleges (ARCC) 2007 Report for Cerritos College Bill Farmer and Nathan Durdella

  2. Presentation Overview • Background • College Performance Indicators • 2007 Report: Cerritos Performance Indicators • 2007 Report: Peer Groupings • Analysis

  3. Background • Partnership for Excellence • Number of Transfers • Number of Degrees and Certificates • Number of Successful Course Completions • Number of Workforce Completions • Number of Basic Skills Improvements • Progress Determined By Annual Improvement

  4. Background (continued) • Assembly Bill 1417 • New Accountability Measures: ARCC • Research and Planning Group • Statewide hearings • Experts from the state and nation • Performance framework and indicators

  5. College Performance Indicators • Student Progress and Achievement • Degree/Certificate/Transfer • Progress and Achievement Rate, Percent 30 Units, Persistence Rate • Student Progress and Achievement • Vocational/Occupational/Workforce Development • Successful Course Completion Rate • Pre-Collegiate Improvement • Basic Skills and ESL • Successful Course Completion Rate, Improvement Rates

  6. Student Progress and Achievement: Degree/Certificate/Transfer • College Performance Indicators • Student Progress and Achievement Rate • First-time students who earn 12 units and attempt math or English • Outcome: award, transfer, or transfer directed or prepared • 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 Rate • Fall to Fall (02-03, 03-04, 04-05) • First-time students with 6 or more units • Outcome: Persisted in credit course to next Fall

  7. Cerritos College: Progress and Achievement Rate

  8. Cerritos College: Persistence Rate

  9. Student Progress and Achievement: Vocational/Occupational/Workforce Development • College Performance Indicator • Annual Successful Course Completion Rate (Vocational Courses) • Academic Years 03-04, 04-05, 05-06 • Enrolled in credit vocational course • Outcome: Earned grade of A, B, C, or CR

  10. Cerritos College: Successful Course Completion Rate (Vocational)

  11. Pre-Collegiate Improvement: Basic Skills and ESL • College Performance Indicators • Annual successful course completion rate in Basic Skills • Academic Years 03-04, 04-05, 05-06 • Outcome: Earned Enrollment Grade of A, B, C, or CR • Improvement rates for ESL and Basic Skills courses • Cohorts 01-02 to 03-04, 02-03 to 04-05, 03-04 to 05-06 • Outcomes: • ESL: Successful completion of higher level ESL or college-level English course • Basic Skills: Successful completion of higher level Basic Skills course or a college-level or transfer-level course in same discipline

  12. Cerritos College: Successful Course Completion Rate (Basic Skills)

  13. Cerritos College: ESL and Basic Skills Improvement Rates

  14. Peer Groupings • Background • Avoid statewide or peer ranking • Control for environmental variables • Geographical or traditional peers may not hold • Method • Regression modeling • Cluster analysis

  15. Cerritos College Peer Group Data

  16. Analysis • College performance indicators • Steady increase in performance over period • Slight declines in performance over period • Remained relatively constant • Peer colleges • Near average to slightly above average performance • Basic skills: successful course completion, improvement

  17. Analysis • Information will be public • Shared with legislature • Shared with public on Chancellor’s website • What do we do to become better than average? • What do we do to become excellent in all areas? • What do we do to continually improve in all areas?

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