Institutional Effectiveness at CPCC DENISE H WELLS

What is Institutional Effectiveness? IE consists of a set of ongoing and systematic institutional processes and practices that include planning, the evaluation of programs and services, the identification and measurement of outcomes across all institutional units (including learning outcomes in instructional programs) and the use of data and assessment results to inform decision‐making. All of these activities are accomplished with the purpose of improving programs, services, student success and institutional quality. Institute on Best Practices in IE 2015

Comprehensive Standard 2.5 states The institution Engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes, that 1) incorporate a systematic review of institutional mission, goals and outcomes; 2) result in continuous improvement in instructional quality; and demonstrate the institution is effectively accomplishing its mission Comprehensive Standard states “The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; provides evidence of improvement based on analysis of those results.” Comprehensive Standard states “ The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.” SACS and IE

IE needs to be… Ongoing, integrated, and institution-wide research- based planning and evaluation processes that include: ◦a systematic review of institutional mission, goals and outcomes ◦Which result in continuing improvement in institutional quality ◦And demonstrates that the institution is effectively accomplishing its mission

Measuring outcomes…  All the accrediting agencies want colleges and universities to establish purpose statements, measureable objectives or outcomes in administrative and student services areas, to asses if those are met and used the results to improve institutional quality  Outcomes should be measured using the following criteria: ◦driven by mission ◦related to overall strategic goals ◦specific to the activities in your area ◦determined by front line staff ◦measured carefully and specifically

So an institution needs to put in place ….  A list of expected outcomes  Assessment of those outcomes  Evidence of improvement, based on analysis of those outcome results in each of the following areas: ◦educational programs (student learning outcomes at the program and individual level) ◦administrative support services ◦educational support services  Identified college-level general education competencies (based on best practices in assessment) and provide evidence that graduates have attained them

The Process at CPCC The Institutional Effectiveness Plan is a four- pronged approach: 1.Annual goal setting 2.Annual review of programs and units (cycle) 3.The assessment of general education 4.The College’s annual assessment plan

Annual Goal Setting  The College establishes strategic goals through the strategic planning process (Board and Cabinet approve every fall)  Individual units set performance objectives to support the College’s goals in the Spring  Mid-year and end-of-year progress reports are made (December and May)  The Institutional Effectiveness Report is written in the Summer and distributed at the Fall Forum

Unit and Program Reviews  All College units are reviewed on a cycle ◦All instructional programs ◦All Administrative Services units, Enrollment and Student Services units and units reporting to the President’s Office  Completed program reviews go to the Vice President of each unit; Results are reported to their councils, the Cabinet and then college-wide ◦Needs and future issues are identified ◦Implications for planning and budgeting are addressed

General Education Goals  A General Education Committee revised the goals in and created an assessment process for the College  In order to measure general education goals, a portfolio is created each year that includes: ◦Definitions of competencies by general education area ◦Learning outcome targets ◦Sample works ◦A full report by each individual general education area  PROCESS IS CHANGING FOR 2016

College’s Assessment Program  Each year (based on a predetermined cycle) the following surveys/reports are done and reported to the college community: ◦Graduate Follow-up Survey ◦Faculty-staff Survey ◦Current Student Survey (curriculum, literacy and CCE) ◦Enhanced Accountability Report ◦Program Review Surveys ◦Student Opinion Surveys

Performance Measures

Mandate for Accountability Senate Bill 1366, Section 10.5 ◦The General Assembly finds that the current annual program review standards are not adequate to ensure that programs are meeting the needs of students, employers, and the general public; therefore, the State Board of Community Colleges shall review the current standard to ensure a higher degree of program accountability and shall establish appropriate levels of performance for each measure based on sound methodological practices.

OldchangeNew 1progress of Basic Skills students replaced w/ 1 & separate measures, 1 & 2: progress of Basic Skills students 2pass rate for licensure and certification exams same, but #7 2GED diploma rate (new) 3good standing of 4 year transfer students same, but #8 3success of developmental students in college-level English 4pass rate in developmental courses eliminated 4success of developmental students in college-level math 5success of developmental students in college courses replaced w/ 3 & 4 5first year progression (new) 6student satisfaction with programs eliminated 6persistence of curriculum students 7 same, but #6 7pass rate for licensure and certification exams 8satisfaction of business/industry eliminated 8good standing of 4 year transfer students Performance Measures- Old vs. New

Performance of Basic Skills Students Previous MeasureProposed Measure Progress of Basic Skills Students The percentage of students who progressed as defined by an educational functioning level. It is based on students attempting 60 or more contact hours during a program year, who complete the program year at a higher level. Data Source: LEIS and the Oklahoma Scoring GED test file database (mean=44.8%/ goal=51.2%/ baseline=20.6%). CPCC = 49.8% The percentage of students who progressed as defined by an educational functioning level. It is based on the number of basic skills students who complete the program year at a higher level divided by students who have post- tested and have accumulated 12 or more contact hours during the program year. Data Source: LEIS and the Oklahoma Scoring GED test file database (college average =56.9%/ excellence level=68.3%/ baseline=34.5%). CPCC = 60.2 (REVISED) GED Passing RatesMeasure is Gone The percentage of students initially placed in Low or High Adult Secondary Education who took at least one GED test during a program year (July 1 – June 30) and received a GED diploma during that year. Data source: LEIS and the Oklahoma Scoring GED test file (mean=78.2%/ goal =82%/baseline=49.3%). CPCC= 81.8%

Student Success in College-level English and Math Previous MeasureProposed Measure Success Rate of Developmental Students in Subsequent College-level English Courses Student Success Rate in College-level English Courses The percentage of previous developmental English students who successfully completed a credit English course with a C or better upon first attempt. Student who complete a credit English course who also completed a developmental English course during the same or previous academic year are included in the measure. Data source: CRPFAR (mean=63.4% / goal=74.9% /baseline= 44.2%). The passing rate for CPCC was 76.9%. (GONE) The percentage of first-time, degree-seeking and transfer pathway students passing a credit-bearing English course with a C or better within two academic years. Data source: CRPFAR and the National Student Clearinghouse (college average=45 / excellence level=55.9% /baseline= 23.8%). The passing rate for CPCC was 54.6%. (NEW) Success Rate of Developmental Students in Subsequent College-level Math Courses Student Success Rate in College-level Math Courses The percentage of previous developmental math students who successfully completed a credit math course with a C or better upon first attempt.. Student who complete a credit math course who also completed a developmental math course during the same or previous academic year are included in the measure. Data source: CRPFAR (mean=63.0% / goal=75.4% / baseline=47.5%). The passing rate for CPCC was 63.3%. (GONE) The percentage of first-time, fall, degree-seeking or Career and College Promise students who successfully completed a credit math course with a C or better in their first two years. Data source: CRPFAR and the National Student Clearinghouse (college average=25.1% / excellence level=32.5% / baseline=10.1%). The passing rate for CPCC was 34.0%. (NEW)

Measures of Student Progression and Completion Previous MeasureProposed Measure First Year Progression The percentage of first-time credential-seeking students (A, C, D) from fall 2013 who attempted at least 12 hours within their first academic year who successfully completed (P, C or better) at least 12 of those hours (includes developmental courses and withdrawals). Data source: CRPFAR and the National Student Clearinghouse (mean=67.1% / goal=74.6% /baseline= 53.2%). The success rate for CPCC was 69.8%. The percentage of first-time, fall curriculum students attempting at least 12 credit hours within their first academic year who successfully completed (P, C or better) at least 12 of those hours (includes developmental courses and withdrawals). Data source: CRPFAR and the National Student Clearinghouse (college average=67.6% / excellence level=75.0% /baseline= 54.1%). The success rate for CPCC was 70.2%. Curriculum CompletionCurriculum Completion Rate The percentage of first-time credential-seeking students from fall 2008 who graduated, transferred or were still enrolled with 36 hours after six years. Data source: CRPFAR and the National Student Clearinghouse (mean=42.9% / goal=45.6% /baseline= 28.6%). The success rate for CPCC was 41.0%. The percentage of first-time, fall, credential-seeking students who graduate, transfer or are still enrolled with 36 non- developmental hours after six years. Data source: CRPFAR and the National Student Clearinghouse (college average=47.6% / excellence level=52.7% /baseline= 37.1%). The success rate for CPCC was 46.3%.

Licensure Pass Rates and Transfer Success Previous MeasureProposed Measure Pass rates for licensure and certification exams The aggregate institutional passing rate of first- time test-takers on licensure and certification exams. Exams included are state mandated exams which candidates must pass before becoming active practitioners. Data source: state licensing agencies by discipline (mean=84.6% / goal=91.7% /baseline=71.0%). The passing rate for CPCC was 87.3%. The aggregate institutional passing rate of first-time test-takers on licensure and certification exams. Exams included are state mandated exams which candidates must pass before becoming active practitioners. Data source: state licensing agencies by discipline (college average=83.3% / excellence level =90.9% /baseline=69.9%). The passing rate for CPCC was 87.3%. (REVISED) College Transfer Performance associate degreed students plus those earning 30+ credits who transferred, had a GPA of 2.0 or greater within the academic year at the transfer institution. Students who attend both fall and spring at the four year institution and who were enrolled at a community college the previous year are included. Data source: CRPFAR, the National Student Clearinghouse, UNC General Administration and NC independent colleges and universities (those with articulation agreements) (mean=88.3% /goal= 93.8% / baseline=71.2%). The transfer success rate for CPCC was 87.5%. Associate degreed students plus those earning 30+ credits from the previous year who transferred and had a GPA of 2.25 or greater within the academic year at the transfer institution. Students who attend both fall and spring at the four year institution and who were enrolled at a community college the previous year are included. Data source: CRPFAR, the National Student Clearinghouse, UNC General Administration and NC independent colleges and universities (those with articulation agreements) (college average=81.6% /excellence level= 88.7% / baseline=66.1%). The transfer success rate for CPCC was 80.9%. (REVISED)

Comparison Old MeasuresNew Measures Red Lights = 3Red Lights = 2 Yellow Lights = 5Yellow Lights = 4 Green Lights = 0Green Lights = 1