Professional Documents
Culture Documents
Setting Institutional Standards For Student Achievement: Meeting The Call For Academic Quality
Setting Institutional Standards For Student Achievement: Meeting The Call For Academic Quality
Fred Trapp, Cambridge West Partners Carolyn Arnold, Chabot College Daylene Meuschke, College of the Canyons Elaine Kuo and Andrew LaManque, Foothill DeAnza Community
College District
Some RP Resources
Learning Assessment Listserv (www.cccnext.net ) RP Group Listserv (www.cccnext.net)
Perspectives (www.rpgroup.org)
Standard I.B.2
The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals and states the objectives derived from them in measurable terms so that the degree to which they are achieved can be determined and widely discussed.
Standard I.B.3
The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation.
How bad does performance have to get before we decide it is unacceptable and we need to do something?
Medical Loss Ratio (80-85% of premium goes to care) Centers for Medicare & Medicaid Services (CMS)- Accountable Care Organizations (ACOs) initiative performance domains
Patient/caregiver experience Care coordination/patient safety Preventive care At-risk populations
Moving from fee-for-service to pay-for-performance using national performance benchmark data and a sliding scale.
No Action 30%
In place 30%
Daylene M. Meuschke, Ed.D. Director, Institutional Research College of the Canyons Strengthening Student Success Conference October 2013
April-June 2013
Source: www.photo-dictionary.com
*Presented Indicators-Senate, College Planning Team, Board of Trustees *Obtained feedback on Performance Indicators
April 2013-present *Held monthly meetings *Using RP Groups Principles of Redesign to guide planning activities
Source: www.2.acs.ncsu.edu
Institutional Data
Source: www.burkemuseum.org
Plan
Next Steps: Revise Indicators Add CTE Revise Standards Completion (success) Continue Disaggregating Connect to departments Some are clean, clear Others (e.g., transfer)more problematic
Evaluate
Implement
Thank you!
Any questions?
Chabot College
Analyzed long term trends for the 5 standards Chose five year rolling averages
Reflect recent trends Smooth out extreme highs or lows Sometimes above standard; sometimes below
More students taking basic skills courses Increasing success in College English, Math
Have different goals Going towards goals at different speeds Starting from different places
How can we take into account student differences in goals, speed, and starting places when we attempt to improve outcomes?
We do want to improve!
Increase the number of students who achieve their educational goal in a reasonable time (outcomes)
To monitor progress and outcomes of student cohorts with different educational goals To determine reasonable time to completion for each group To target college initiatives and support services needed by each group
Units
Fulltime Parttime
English Assessment College Basic Skills Not Assessed College Basic Skills Not Assessed
Laser (FT) College Laser (FT) Basic Skills Laser (FT) Not Assessed Seeker (PT) College Seeker (PT) Basic Skills Seeker (PT) Not Assessed Explorer Career-builder FT Career-builder PT Skills-builder
Laser (FT) College Laser (FT) Basic Skills Laser (FT) Not Assessed Seeker (PT) College Seeker (PT) Basic Skills Seeker (PT) Not Assessed Explorer Career-builder FT Career-builder PT Skills-builder
8%
Laser FT College Laser FT BasSkls Laser FT NoAssess Seeker PT College Seeker PT BasSkls Seeker PT NoAssess Explorer Career Builder FT Career Builder PT Skills Builder
10%
3% 5%
25%
Age
Gender Race-ethnicity Day vs. evening Early Decision Financial Aid Pct assessed in Math Math assessment levels Types of major
How do we know what is the reasonable time it will take each group to achieve their educational goal?
First, answer challenge #1 to meeting the standards outcomes Connect long term outcomes with short term objectives by setting milestones
Early Engagement
Enrolled in basic skills Completed basic skills Persistence Completed College Math or English Earned Transferable units Earned CTE units Earned certificates or degrees Transfer ready / transferred Employed
Momentum
Progress
Completion
Determine reasonable time to milestones and completion for each group based on past cohorts Tailor college initiatives for each group and see effect of initiatives.
40
Foothill Approach
The Process Accreditation team Shared governance groups
Planning and Resource Council (PaRC) Academic Senate Classified Senate
Longitudinal
2007-08 to 2011-12
Disaggregation
Ethnicity Program
Sources
CCCCO data mart FHDA IR&P
42
Completion based on passing course with A, B, C, or P grade; includes all courses offered in Fall term
43
Institutional-set standards scheduled for annual review Methodology and recommendations accepted by main shared governance body and college president
Presentation and discussion at main shared governance body Discuss methodology with Accreditation Team
Key players include: ALO, VPI, IR, Academic Senate President, Classified Senate President
44
Prompts include: Comment on your programs course success data, including any differences in completion rates by student demographics as well as efforts to address these differences.
45
For discussion: How should a department course success / completion rate reported during program review relate to the institution standard?
If the department is below the institutional standard should there be a plan for getting it up to the institutional standard?
46
Product:
Summary Sheet
Notes Three takeaways from the discussion One Muddiest Point
How were the institutional set standards developed at your institution? How might these standards be integrated with your colleges decision-making and planning processes? How would you justify the reasonableness of the institutional set standards in the context of your mission?
Wrap Up:
What Have We Learned?
Discover some best practices in setting college-wide standards for achievement. Brainstorm ways to integrate the standards into planning and decision-making processes at your institution. Evaluate the reasonableness of your colleges institutionset standards.