1. 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

2. 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).

3. 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.)

4. 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)

5. 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)

6. 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

7. Methods for Setting and Using the Standards
Reasonable
Appropriate
Realistic

8. 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)

9. 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

10. Multi-Year District Average
Institution-set Standard Recommendations
Student Achievement Area
Multi-Year District Average
Recommendation*
Course Completion Rate (14b.)
67%
(Fall 2005 to Fall 2012)
55%
69%
68%
Student Retention Rate-Fall to Fall (15b.)
58%
(Fall > Fall 2006 to Fall > Fall 2013)
50%
65%
64%
Student Degree Completion (16b.)
843
( to )
700
1,089
1,122
Student Transfer to 4-year Colleges/universities (17b.)
35%
( to )
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

11. Thank You!