Dean, Research, Planning & Institutional Effectiveness Setting Standards for Education Quality and Institutional Effectiveness Mehmet "Dali" Ӧztürk, Ph.D. Dean, Research, Planning & Institutional Effectiveness December 2016

The ACCJC Annual Report   Each year, the District is required to submit an Annual Report as well as an Annual Fiscal Report to the Accrediting Commission for Community and Junior Colleges (ACCJC).

Dissect new standard that requires Institutional-Set Standards Proposed Steps for Reviewing/Revising and Updating Institutional-Set Standards Dissect new standard that requires Institutional-Set Standards Identify required areas Determine appropriate metrics Update/align with ACCJC definitions Collect and analyze data Update/reset minimum standards Propose recommendations and bring to Senior Management for discussion Follow participatory governance structure Obtain Board approval Publish and disseminate (e.g., post online, e-news, etc.)  

Accreditation Standards, Cross-Walked, with Glossary Terms1 What is the rationale for setting institutional standards?   Accreditation Standards, Cross-Walked, with Glossary Terms1 (Adopted June 2014) http://www.accjc.org/wp-content/uploads/2014/11/Accreditation_Standards_Adopted_June_2014_with-Cross-walk_and_Glossary_11_2014.pdf

ACCJC Guide to Evaluating and Improving Institutions What criteria and processes does the college use to determine its priorities and set minimum expectations (institution-set standards) for student achievement, including required expectations of performance for course completion, job placement rates, and licensure examination passage rates? (Federal Regulation) To what extent does the college achieve its standards? (Federal Regulation) How does the college use accreditation annual report data to assess performance against the institution-set standards? If an institution does not meet its own standards, what plans are developed and implemented to enable it to reach these standards? (Federal Regulation) http://www.accjc.org/wp-content/uploads/2015/10/Guide_to_Evaluating_and_Improving_Institutions_July_2015_REVISED.pdf

Course Completion Rate (14b. 12a.) Student Achievement Data Requested by ACCJC District level Course Completion Rate (14b. 12a.) Student Retention Rate-Fall to Fall (15b.) Student Degree Completion (16b. 13a.) Student Transfer to 4-year Colleges/universities (17b. 15a.) Student Certificate Completion (18b. 14a.)   Program level Career Technical Education (CTE) Licensure Employment

Methods for Setting and Using the Standards   Reasonable Appropriate Realistic

Proposed Method for Setting the Standards Review most current and historical performance (multi-year/longitudinal data disaggregated by ethnicity and other demographic characteristics as appropriate) Generate multi-year averages for performance (5-8 years) Determine performance indicators based on data analysis, institutional history and context (standards)  

Proposed Method for Using the Standards   Develop a performance range and/or color coding (Trapp, 2013): Range =>5% above target-excellent + or – 5%- on target-good =<5% below target-needs attention

Multi-Year District Average Institution-set Standard Recommendations Student Achievement Area Multi-Year District Average Recommendation* 2013-14 2014-15 Course Completion Rate (14b.) 67% (Fall 2005 to Fall 2012) 55% 69% 68% Student Retention Rate-Fall to Fall (15b.) 58% (Fall 2005 -> Fall 2006 to Fall 2012 -> Fall 2013) 50% 65% 64% Student Degree Completion (16b.) 843 (2005-06 to 2012-13) 700 1,089 1,122 Student Transfer to 4-year Colleges/universities (17b.) 35% (2002-03 to 2006-07) 30% 34% (2007/2008 Cohort) 33% (2008/2009 Student Certificate Completion (18b.) 409 300 756 668 *Approved by the COS Board of Trustees in February 2014

Thank You!