Assessing Institutional Effectiveness

1. Assessing Institutional Effectiveness An RP Group initiative funded by the Hewlett Foundation Fall 2010

2. Background & Description

3. Background • Institutional effectiveness generally refers to the extent to which a college achieves its mission, as expressed through the goals and objectives developed in a strategic or master plan. • Includes aggregated student and institutional data on major college milestones and indicators. • Program review, planning and SLO assessment are all part of institutional effectiveness. Pg. 5 – Background

4. AACC Core Indicators • Student goal attainment • Persistence (fall to fall) • Degree completion rates • Placement rate in the work force • Employer assessment of students • Number and rate of transfers • Performance after transfer • Success in subsequent, related coursework • Demonstration of critical literacy skills • Demonstration of citizenship skills • Client assessment of programs and services • Responsiveness to community needs • Participation rate in service area Pg. 5 – Background

5. League for Innovation 5 major missions: • Basic skills • Transfer • Career preparation • Continuing education and community service • Access • Suggested operational definitions, questions to be answered, and data sources. Pg. 5 – Background

6. ACCJC Standards • Program Review • Planning • Student Learning Outcomes • rubrics for identifying the maturity of a college’s development in those three areas Pg. 5 – Background

7. AACC Voluntary Framework of Accountability Student Progress and Outcomes • College Readiness • Progress • Outcomes and Successes Workforce, Economic, and Community Development • Career and Technical Education • Non-credit courses • Adult Basic Education/GED Pg. 5 – Background

8. AACC Voluntary Framework of Accountability Student Learning Outcomes • Analytical reasoning and critical thinking • Communication (ability to speak, read, write, and listen) • Innovative and creative thinking • Quantitative literacy • Information literacy • Teamwork and collaborative skills • Global Understanding and citizenship • Content/career specific skills and knowledge Pg. 5 – Background

9. AACC Voluntary Framework of Accountability Student Learning Outcomes • Analytical reasoning and critical thinking • Communication (ability to speak, read, write, and listen) • Innovative and creative thinking • Quantitative literacy • Information literacy • Teamwork and collaborative skills • Global Understanding and citizenship • Content/career specific skills and knowledge Pg. 5 – Background

10. National Benchmark Project Students and Student Outcomes • Certificate, degree completion, and transfer rates • Fall-spring and fall-fall persistence rates • Performance in transfer institutions • Student satisfaction and engagement ratings • Educational goal attainment • College-level course retention and success rates • Developmental course retention and success rates • Developmental student success in first college-level courses Pg. 5 – Background

11. National Benchmark Project Students and Student Outcomes • Career program completers' employment status and employer ratings • Success rates in core academic skill areas • Institution-wide grade information • Participation rates • High school graduate enrollment rates • Distance learning outcomes • Distance learning sections and grade distributions Pg. 5 – Background

12. Program and Services

13. Program Review Process Pg. 18– Components & Strategies

14. Outcomes Reporting

15. Balance Scorecard Approach • Measured strategies are well communicated • Critical performance indicators • 2-3 multiple measures each • Lead and Lag indicators • View from “30,000 feet” • Cascading scorecards Pg. 5 – Background

16. Examples of IE Approaches National Approach: AACC’s Voluntary Framework of Accountability http://www.aacc.nche.edu/Resources/aaccprograms/vfa/Documents/VFA%20Preliminary%20Technical%20Definitions%20Manual%20v_1_1.pdf Defining IE by Utilizing ARCC Measures: Long Beach City College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf Defining IE Locally and maximizing presentation: Victor Valley College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf National Approach: AACC’s Voluntary Framework of Accountability http://www.aacc.nche.edu/Resources/aaccprograms/vfa/Documents/VFA%20Preliminary%20Technical%20Definitions%20Manual%20v_1_1.pdf Defining IE by Utilizing ARCC Measures: Long Beach City College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf Defining IE Locally and maximizing presentation: Victor Valley College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf National Approach: AACC’s Voluntary Framework of Accountability http://www.aacc.nche.edu/Resources/aaccprograms/vfa/Documents/VFA%20Preliminary%20Technical%20Definitions%20Manual%20v_1_1.pdf Defining IE by Utilizing ARCC Measures: Long Beach City College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf Defining IE Locally and maximizing presentation: Victor Valley College http://www.vvc.edu/offices/president/VVCCD_AR_Community_2009_FINAL.pdf

17. Examples of IE Approaches The Minimalist Approach (Less is More): Fullerton College http://research.fullcoll.edu/ Defining IE as Achieving Strategic Planning Goals: Los Medanos College Defining IE as Achiving the Mission of the College: Santa Rosa Junior College http://www.lbcc.edu/IE/documents/final_IE_2010_Report_9_13_10.pdf

18. Dialogue

19. Data Integration Strategy Matrix High SCOPE Low Low High IMPACT Pg. 5 – Background

20. Find Out More! RP Group Website www.rpgroup.org BRIC TAP http://www.rpgroup.org/projects/BRIC.html Rob Johnstone, BRIC Project Director johnstoner@smccd.edu Kathy Booth, RP Group Executive Director kbooth@rpgroup.org Priya Chaplot, BRIC Project Coordinator pchaplot@rpgroup.org

21. BRIC TAP Inquiry Guide Series Assessing Student Learning Outcomes Assessing Strategic Intervention Points in Student Services Assessing Institutional Effectiveness Assessing Student Equity Assessing Basic Skills Outcomes Maximizing the Program Review Process Turning Data into Meaningful Action A Model for Building Information Capacity and Promoting a Culture of Inquiry Research and Assessment for Non-credit Institutions http://www.rpgroup.org/content/BRIC-inquiry-guides