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This report delves into .ACCJC's Annual Report, focusing on student enrollment, achievement, learning outcomes, and assessment strategies. It also explores institution-set standards for program and degree completion, transfer rates, and job placement. The document discusses the importance of meeting and exceeding standards, along with actions required if standards are not met. The Foothill Approach to data analysis, including longitudinal and disaggregated data, is highlighted. New methodologies and standards for student course, program, degree, and certificate completion are outlined, emphasizing the importance of accurate and comprehensive data for evaluation purposes. The report concludes with a discussion on student licensure exam pass rates, job placements, and transfer statistics.
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ACCJC’s Annual ReportInstitution-Set StandardsREVISED March 19, 2014 PaRC Presentation E. Kuo Foothill IR&P
Overview • ACCJC Annual Report • Enrollment • Student Achievement • Student Learning Outcomes and Assessment • Substantive Change Items • Changes • Additional questions • SLO narratives • All program completion (degrees+certificates) • CTE Standards (institution-set)
Institution-Set Standards • Student Achievement Data • Course completion rate • Program Completion number (degrees+certificates) • Degree completion number • Certificate completion number • Transfer to 4-yr institutions • Licensure exam pass rates • Job placement rates for CTE program completers • College to set standards based on data and discussion
What is a standard? • ACCJC • “…identified level of performance determined by the institution to be acceptable.” • “measure will be assessed for reasonableness and effectiveness by peer external evaluators” • Different from benchmark or goal • College should annually meet and easily exceed—at minimum • Implications of not meeting standards may require action plan to get back “up” to standard
Foothill Approach • Data • Most recent term/year (Fall 2013 or 2012-13) • Longitudinal (2008-09 to 2012-13, 2010-11 to 2012-13) • Disaggregation (ethnicity, program) • Sources • CCCCO Data Mart, FHDA IR&P, FH Workforce Development & Institutional Advancement, California Community College Core Indicator Report • Discussion • PaRC • Documentation
Student Course Completion • Completion based on passing course with A, B, C, or P grade; includes all credit courses offered in Fall term New Methodology: Last yr: 55% (standard same as last yr)
Student Program Completion • Number of AA, AA-T, AS and Certificates of Achievement • Students counted once regardless of how many awards granted New Standard for Program Completion
Student Degree Completion • Number of AA, AA-T and AS • Students counted once New Methodology Last yr: 450
Student Certificate Completion • Number of Certificates of Achievement • Students counted once New Methodology Last yr: 325
Student Transfer to Four-Year • CSU transfers • UC transfers • In-State Privates and Out-of-State transfers (transfer volume on Data Mart) New Methodology Last yr: 775 Note: ISP and OoS data is always one-year behind to the 2012-13 rate is calculated based on the number of 2011-12 transfers to these institutional types.
Student Licensure Exam Pass Rate New Standard for CTE Link for 3-yr data Standard based on roughly 75% of rate
Student Job Placement Rate New Standard for CTE Link for 3-yr data Standard based on roughly 75% of rate
Student Licensure Exam Pass Rate Link to return Standard based on roughly 75% of rate
Student Job Placement Rate Link to return *Was not a reported CTE program prior to 2013-14 report. **Was not a reported CTE program prior to 2012-13 report. N/A indicates the cohort includes 10 or fewer students. Source: California Community College Core Indicator Report information for 2013-14, 2012-13, and 2011-12 [CCCCO MIS data, EDD Base Wage File] Standard based on roughly 75% of rate
