2017 Taft College Student Success Scorecard Report to Board, Faculty, Staff, & Public July 12th 2017

--Background-- Assembly Bill 1417 and ARCC In 2004, Assembly Bill 1417 triggered the creation of a performance measurement system for the California Community Colleges (CCC). That legislation and ensuing budget action authorized the California Community Colleges Chancellor’s Office (CCCCO) to design and implement a performance measurement system containing performance indicators for the system and its colleges. This comprehensive system was known as the Accountability Reporting for the Community Colleges, or ARCC.   The Student Success Task Force (SSTF) recommended the implementation of a new California Community College accountability framework whose purpose is to provide stakeholders with clear and concise information on key student progress and success metrics in order to improve performance. The recommendation specified that a “scorecard” be built on the existing reporting system, the ARCC. To satisfy the request of the SSTF, the ARCC Advisory Workgroup, which guided the development of the initial accountability system in 2005, was reconvened. The workgroup was represented by individuals from various community college organizations and stakeholder groups, as well as researchers with technical expertise in performance measures. This technical workgroup reviewed the existing framework and designed the new Scorecard. 2017 Student Success Scorecard Taft College Institutional Research

--The Scorecard-- The Scorecard Components The indicators of the Scorecard measure both intermediary progress and completion at each California Community College for five annual cohorts of students. The Scorecard metrics include: Persistence Rate Remedial Rates for Math, English, and ESL 30 Units Rate 1 and 2 Year Transfer Math and English Completion Rates (New for 2017!) Career Technical Education (CTE) Rate Completion Rate Student Information (Demographics) The definition of each metric is given in the following sections where that metric is presented. Disaggregation of Scorecard Results The Scorecard results are broken down by (1) “entry” level (prepared or remedial), (2) gender, (3) age group, and (4) race. Selected results are presented here. The complete results are available from the Research Office. 2017 Student Success Scorecard Taft College Institutional Research

--Selected Results-- Persistence Rate (Prepared vs. Remedial) Remedial Rate Math Remedial Rate (by Gender) English Remedial Rate (by Gender) ESL Remedial Rate (Overall) 30 Units Rate (Prepared vs. Remedial, by Gender) Transfer Math and English 1 and 2 Year Completion Rate (by Gender) Completion Rate Career Technical Education (CTE) Rate (by Gender) Completion Rate (Prepared vs. Remedial, by Gender) Student Information (Demographics) 2017 Student Success Scorecard Taft College Institutional Research

Persistence Rate for Five Cohorts Definition The Persistence Rate is the percentage of degree and/or transfer-seeking first-time students with at least six units who attempted any math or English course at Taft College in their first three years and subsequently enrolled in two additional consecutive primary terms anywhere in the system. This metric is considered a milestone or momentum point because research shows that students who complete their first three terms are substantially more likely to complete a certificate or degree or to transfer. 2017 Student Success Scorecard Taft College Institutional Research

Persistence Rate by Prepared vs. Remedial Figure 2017 Student Success Scorecard Taft College Institutional Research

Math Remedial Rate for Five Cohorts Definition The Math Remedial Rate is defined as the percentage of credit students who started out at two or more levels below transfer level in math and, within six years, they successfully completed a math course at one level below transfer level or any transfer-level math course. The cohort is tracked from the time the student attempts a course at two or more levels below transfer level in math at Taft College. 2017 Student Success Scorecard Taft College Institutional Research

Math Remedial Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

English Remedial Rate for Five Cohorts Definition The English Remedial Rate is defined as the percentage of credit students who started out at any level below transfer in English and they successfully completed a transfer-level English course within six years. The cohort is tracked from the time the student attempts a course at any level below transfer in English at Taft College. 2017 Student Success Scorecard Taft College Institutional Research

English Remedial Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

ESL Remedial Rate for Five Cohorts Definition The English as a Second Language (ESL) Remedial Rate is computed by taking the percentage of credit students who start out at any level in ESL and successfully completed the ESL sequence or a transfer-level English course within six years. The ESL students are tracked from the time the student attempts an ESL course at Taft College, that is, they may take an ESL course and in the same semester complete a transfer level English course. 2017 Student Success Scorecard Taft College Institutional Research

ESL Remedial Rate for Five Cohorts Figure 2017 Student Success Scorecard Taft College Institutional Research

30 Units Rate for Five Cohorts Definition The 30 Units Rate is defined as the percentage of degree and/or transfer seeking first time Taft College students who achieve at least 30 units after six years in the system. This metric is also a milestone or momentum point. Research studies show that credit accumulation, specifically 30 units, is positively correlated with college completion and wage gain. 2017 Student Success Scorecard Taft College Institutional Research

30 Units Rate by Prepared vs. Remedial, Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

30 Units Remedial Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

Transfer Math 1 and 2 Year Rate for Five Cohorts Definition The Transfer Level Math Rate is defined as the percentage of degree and/or transfer seeking first time Taft College students who successfully completed a transfer-level math course after one and after two years in the system. 2017 Student Success Scorecard Taft College Institutional Research

Transfer Level Math Rate 1 and 2 Year Figure 2017 Student Success Scorecard Taft College Institutional Research

Transfer Level Math 2 Year Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

Transfer English 1 and 2 Year Rate for Five Cohorts Definition The Transfer Level English Rate is defined as the percentage of degree and/or transfer seeking first time Taft College students who successfully completed a transfer-level English course after one and after two years in the system. 2017 Student Success Scorecard Taft College Institutional Research

Transfer Level English Rate 1 and 2 Year Figure 2017 Student Success Scorecard Taft College Institutional Research

Transfer Level English 2 Year Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

CTE Rate for Five Cohorts Definition The CTE Rate is defined as the percentage of students who completed at least eight units classified as career technical education (or vocational) in a single discipline and, within six years after taking the first course, completed a degree, certificate, or transfer related outcome (transferred to a 4-year institution or completed 60 transferable units with a GPA of 2.0 or higher). 2017 Student Success Scorecard Taft College Institutional Research

CTE Rate by Gender Figure 2017 Student Success Scorecard Taft College Institutional Research

Completion Rate for Five Cohorts Definition The Completion Rate is defined as the percentage of first-time students with a minimum of six units earned who attempted any math or English course in the first three years and, within six years, earned a certificate, degree, or achieved a transfer related outcome (transferred to four-year university or earned 60 units with a GPA of 2.0 or higher). 2017 Student Success Scorecard Taft College Institutional Research

Completion Rate by Prepared vs. Remedial Figure 2017 Student Success Scorecard Taft College Institutional Research

Student Information (2015-2016) Students 8,814 Gender % Female 36.4% Male 63.0% Unknown 0.6% Race/Ethnicity % African American 6.6% American Indian/ Alaskan Native 0.7% Asian 1.8% Filipino 1.0% Hispanic 57.0% Pacific Islander 0.3% White 29.2% Two or More 2.4% Unknown Other Info FTES 2,564.4 Credit Sections 1,721 Non-Credit Sections 67 Median Credit Section Size 19 % of FT Faculty 64.3% % of First Generation 48.4 Student Counseling Ratio 305:1 Age % Under 20 17.4% 20 to 24 26.4% 25 to 49 36.4% 50 + 19.8% Unknown 0.0% 2017 Student Success Scorecard Taft College Institutional Research

--Summary and Recommendations-- The Scorecard metrics are useful, robust indicators of student success and can be used to improve student success by identifying subgroups of students that are underperforming. The data presented in this report represent selected “snapshots” of the entire data set, which breaks down the metrics by “entry level” into college (remedial and prepared), gender, age, and race. Therefore, any recommendations and follow-up activities must take into account the complexity of the data. The 2014 ACCJC Standards require all colleges to develop “Institution-Set Standards” (ISS) and to implement activities designed to improve student success as measured by those standards. Taft College has identified several ISS measures (and Institutional Effectiveness Partnership Initiative measures) in part based on these Scorecard measures: (1) Course Success Rates, (2) Student Retention Rates, (3) Student Math and English Remedial Rates, and (4) Student Transfer Rates. 2017 Student Success Scorecard Taft College Institutional Research

A. Persistence Rates by Entry Level Taft College is developing and using Institution-Set Standards and IEPI goals that are aligned with the College’s mission by using locally derived data in conjunction with Chancellor’s Office (Scorecard) data, which do not fully capture what is happening. Various departments, the Student Success Committee, and the Student Access Committee are developing, implementing and monitoring interventions for improving student success as measured by the Scorecard, ISS and IEPI metrics. As shown in the data, the trends have been mostly positive. Taft College should investigate, understand, and intervene as appropriate: A. Persistence Rates by Entry Level B. Math and English Remedial Rates by Gender C. CTE Rates by Gender D. Completion Rates by Gender and Race E. Overall Completion Rates by Level: REMEDIAL STUDENTS! 2017 Student Success Scorecard Taft College Institutional Research

2017 Taft College Student Success Scorecard Report to Board, Faculty, Staff, & Public July 12th 2017