Measuring Up: Using Student Achievement Data to Measure College Performance Data that will be presented at the Trustees (TACTC) workshop scheduled for October 2, 2013 in Seattle (presented to Cabinet on 9-10-2013)

Student Achievement Initiative (SAI) indicators basic skills college readiness in math 15 credits 30 credits 45 credits quantitative completions

Student Achievement Initiative (SAI) indicators - Data for 3 key policy areas basic skills college readiness in math 15 credits 30 credits 45 credits quantitative completions (used data from the most recent three academic years 2010, 2011, and 2012)

Percent of Basic Skills Students who Transition into College-Level Courses (2009-12) Why is this policy area important? Basic skills students need to move beyond basic skills in order to meet the overarching goal of increasing all Washingtonians’ post-secondary attainment. Student Achievement was revised to measure basic skills students who transition to college level work.

Overall (includes ABE, GED, and ESL) Interpretation: In 2009-10, of the 878 current and former basic skills students enrolled at Whatcom, 7% transitioned to a college-level course that year as compared to 9% of 61,622 current and former basic skills students enrolled in all colleges in the system. 'Former' includes students who are not currently in basic skills, but were in the prior year.

ABE and GED Interpretation: In 2009-10, of the 495 current and former ABE and GED students enrolled at Whatcom, 12% transitioned to a college-level course that year as compared to 16% of 27,979 current and former ABE and GED students enrolled in all colleges in the system. 'Former' includes students who are not currently in ABE and GED, but were in the prior year.

ESL Interpretation: In 2009-10, of the 383 current and former ESL students enrolled at Whatcom, 1% transitioned to a college-level course that year as compared to 3% of 33,622 current and former ESL students enrolled in all colleges in the system. 'Former' includes students who are not currently in ESL, but were in the prior year.

Pre-College Math Students who Complete College-Level Math (2009-12) Why is this policy area important? Current research shows that multiple pre-college levels and the ways we assess students for college readiness can create barriers for students. Student Achievement was revised to measure pre-college students only when they become college ready and complete their college level math.

Pre-College Math Students who Complete College-Level Math at WCC and All Colleges (2009-12) Interpretation: In 2009-10, of the 2,235 current or former pre-college math students who were enrolled at Whatcom, 19% completed a college-level math course in that same year as compared to 14% of 64,412 students enrolled in all colleges in the system. 'Former' is restricted to those students who enrolled the year before.

Pre-College Math Students who Complete College-Level Math by Race and Ethnicity at WCC (2009-12) Interpretation: In 2009-10, of the 103 current or former pre-college math students who were enrolled at Whatcom and were Asian/Pacific Islander, 21% completed a college-level math course in that same year. 'Former' is restricted to those students who enrolled the year before. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount at WCC was 2,235 in 2009-10, 2,828 in 2010-11, and 2,469 in 2011-12.

Pre-College Math Students who Complete College-Level Math by Race and Ethnicity at all Colleges (2009-12) Interpretation: In 2009-10, of the 4,790 current or former pre-college math students who were enrolled in all colleges in the system and were Asian/Pacific Islander, 17% completed a college-level math course in that same year. 'Former' is restricted to those students who enrolled the year before. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount at all colleges was 64,412 in 2009-10, 82,488 in 2010-11, and 79,743 in 2011-12.

Completions (2009-12): Academic transfer Prof-tech Why is this policy area important? The national completion agenda and WA state studies call for completing more college graduates with meaningful certificates and degrees. To meet these goals, we will have to produce more graduates every year. This analytic measures a completers cohort to describe how many graduates we produce each year per students enrolled.

1. Academic Transfer Students (2009-12)

Completions per Academic Transfer Students Enrolled at WCC and All Colleges (2009-12) Interpretation: In 2009-10, of the 4,376 enrolled Whatcom students whose intent was an academic transfer degree, 11% completed a degree in that same year as compared to 9% of 114,032 students enrolled in all colleges in the system.

Completions per Academic Transfer Students Enrolled by Race and Ethnicity at WCC (2009-12) Interpretation: In 2009-10, of the 243 enrolled Asian/Pacific Islander students whose intent was an academic transfer degree at Whatcom, 9% completed a degree in that same year. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount at WCC was 4,376 in 2009-10, 4,615 in 2010-11, and 4,408 in 2011-12.

Completions per Academic Transfer Students Enrolled by Race and Ethnicity at All Colleges (2009-12) Interpretation: In 2009-10, of the 11,906 enrolled Asian/Pacific Islander students whose intent was an academic transfer degree in all colleges in the system, 10% completed a degree in that same year. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount was 114,032 in 2009-10, 118,955 in 2010-11, and 116,294 in 2011-12.

2. Professional-Technical Students (2009-12)

Completions per Professional-Technical Students Enrolled at WCC and All Colleges (2009-12) Interpretation: In 2009-10, of the 1,787 enrolled Whatcom students whose intent was a workforce certificate or degree, 12% completed a certificate or degree in that same year as compared to 17% of 100,442 students in all colleges in the system.

Completions per Professional-Technical Students Enrolled by Race and Ethnicity at WCC (2009-12) Interpretation: In 2009-10, of the 105 enrolled Asian/Pacific Islander students whose intent was a workforce certificate or degree at Whatcom, 18% completed a certificate or degree in that same year. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount at WCC was 1,787 in 2009-10, 1,971 in 2010-11, and 1,904 in 2011-12.

Completions per Professional-Technical Students Enrolled by Race and Ethnicity at All Colleges (2009-12) Interpretation: In 2009-10, of the 7,490 enrolled Asian/Pacific Islander students whose intent was a workforce certificate or degree in all colleges in the system, 19% completed a certificate or degree in that same year. Each student is counted in each race and ethnic category reported and thus may be counted more than once. Overall headcount at all colleges was 100,442 in 2009-10, 99,681 in 2010-11, and 92,019 in 2011-12.