Reading and Interpreting the Dashboard A Primer PROGRESS 0 20 40 60 80 100
Give the Board and at-a-glance look at the status of Ends Policies Indicate whether or not the District is meeting targets related to Ends Policy metrics Change colors as more data are added to the metrics and as performance on the measures improves PERFORMANCE
Number Policy # of Measures Rating Status 0 Global Ends Statement 4 1.63 1 Career Development 8 1.45 2 Transferability 7 2.00 3 College Readiness 7 2.00 4 Institutional Excellence 12 3.00 5 Student Success 8 2.00 6 College Experience 4 1.50
The rating is derived from the data that lies behind each of the Ends Policies Each Policy has a number of measures behind it Each measure has at least one metric used to define it e.g., Student Engagement – a measure under Global Ends Policy – has 5 metrics to it The rating is calculated based upon the performance of each of these metrics
Metrics are compared to their performance against a target (for example the average of the Bay Area 10 Community Colleges) Metrics that are within 90% of meeting their target are given a rating of 4 or “A” ( green ). Metrics that are between 80% and 89% of meeting their target are given a rating of 3 or “B” ( purple ). Metrics that are between 70% and 79% of meeting their target are given a rating of 2 or “C” ( yellow ). A measure that is below 70% of its target OR has yet to be measured by the District, it is given a rating of 1 ( red ).
# of Policy Statement Measures 0 Global Ends Statement Ensure all students, especially those with educational and/or socioeconomic challenges 6 have the skills and capabilities to be successful in the next stage of life. Students will acquire skills sufficient to get, keep and progress in jobs with 1 Career Development 8 local employers, particularly in high wage/high growth areas, for all students, especially for: 1.a.-Under-prepared Students 2.b.-Older displaced students 3.c.-Young people at the start of their careers 2 Transferability All students, especially under-prepared students, will achieve academic success 7 sufficient to transfer to a four-year post-secondary institution. 3 College Readiness Students will develop the language skills to succeed in college, the ability to analyze, 7 synthesize, and evaluate information and will be able to effectively communicate with others and successfully work collaboratively in culturally diverse settings. 3.a.-Analyze, synthesize, and evaluate information 3.b.-Work collaboratively in culturally diverse settings 4 Institutional The District’s governing board, staff and faculty will demonstrate through a culture 12 Excellence of evidence commitment to excellence, equity and inclusion in every facet of its mission 4a.-Culture of evidence 5 Student Success The San Jose-Evergreen Community College District will improve student success through 8 enhanced educational services and programs and strengthened community engagement 6 College Experience Enrichment opportunities will exist to enhance the learning environment and support 4 student success.
Policy 0: Global Ends Statement Indicator Metric Target Status Light Rating 0-1 Student Persistence Rate 75% 67.40% 3 0-2 Course Completion 85% 83.90% 3 0-3.1 Active and Collaborative Learning 60% 51.30% 2 0-3.2 Student Effort 60% 48.50% 1 0-3.3 Academic Challenge 60% 49.10% 1 0-3.4 Student-faculty interaction 60% 46.40% 1 0-3.5 Support for Learners 60% 49.20% 1 0-4 Institutional Learning Outcomes 1 Avg 1.625
Measure 0-1 - Persistence Rate 66.60% 68.00% 66.00% 67.40% Good 66.00% 64.00% 61.10% 62.00% 59.50% 60.00% 58.00% 56.00% 54.00% 2010 2011 2012 2013 2014 Target
Career Development Transferability Institutional College Excellence Readiness Global Ends Policy College Student Success Experience
Measurement Target Status Score Rating Light 4 l BS Math Completion 30.26% 28.3% 93.52% 4 l BS English Completion 41.63% 46.8% 112.42% 4 l ESL Completion 23.20% 21.30% 91.81% 4 l Degrees Conferred 900 1076 119.56% 4 l Certificates Conferred 388 417 107.47% 1 l Alignment between degree offerings and workforce needs 0.00% 3 l Enrollment in workforce/occupational courses 11,500 9,660 84.00% 1 l Increased corporate partnerships 0.00% 2 l Increased revenue from contract training $150,000 $115,220 76.81% 1 l Increased community awareness of district programs 0.00% 1 l Increased student goal attainment 0.00% 2.6 l Overall Rating
Enrollment in Degree Applicable Occupational Courses Fall 2010 to Fall 2014 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Evergreen Valley 5,281 4,861 3,833 3,491 3,658 San Jose City 6,518 5,647 5,967 5,732 5,810
Degrees and Certificates Awarded 2010 to 2014 1800 1600 1400 1200 1000 800 600 400 200 0 2010 2011 2012 2013 2014 Certificates 388 322 339 417 536 Degrees 750 866 898 1076 1109
Basic Skills Completion Rates 2010 to 2014 50 46.8 45 44.9 43.6 40 39.2 39.2 35 30 28.6 25 25 25.1 24.4 24.3 23.9 21.3 20.9 20 19.1 18.4 15 10 5 0 2010 2011 2012 2013 2014 Basic Skills Math Basic SkillsEnglish Basic Skills ESL
Basic Skills Completion at EVC 2010 to 2014 51.3 49.6 49.3 48.9 41.8 34.9 31.7 30.7 28.8 24.7 23.3 21.3 20.9 19.1 18.4 2010 2011 2012 2013 2014 Basic Skills Math Basic SkillsEnglish Basic Skills ESL
Basic Skills Completion at SJCC 2010 to 2014 42.1 40.5 34.4 34.4 33.6 27.4 25 24.1 23.5 21.3 20.9 20.8 20.8 19.1 18.4 2010 2011 2012 2013 2014 Basic Skills Math Basic SkillsEnglish Basic Skills ESL
Student Completion/Transfer Readiness 2010 to 2014 60 50 40 30 20 10 0 2010 2011 2012 2013 2014 District Average 48.6 49.4 48.9 48.2 44.7 Evergreen Valley College 50.1 52.3 52.6 50.6 50.6 San Jose City College 41.4 45.1 43.5 44.6 43.1
Generally, females are more likely to complete basic skills requirements than males (regardless of gender, age grouping, or economic status) Students who don’t receive DSPS services are more likely to complete basic skills requirements than those who do not There seems to be no economic disparity when comparing within the group of students who need basic skills
Females are more likely to complete ESL courses than are males Students under 24 are more likely to complete ESL courses than those who are older Students who ARE economically disadvantaged are more likely to complete ESL courses than those who are not (regardless of gender)
All students, especially under- prepared students, will achieve academic success sufficient to transfer to a four-year post- secondary institution.
Completion/Transfer Readiness by Gender and Ethnicity Evergreen Valley College 2013-2014 White Non-Hispanic 36.71% 47.62% Pacific Islander 71.43% 62.50% Hispanic 31.85% 37.15% Filipino 42.86% 60.94% Asian 64.11% 68.61% American Indian/Alaskan Native 40.00% 33.33% African-American 30.00% 42.11% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% Male Female
Completion/Transfer Readiness by Gender and Ethnicity San Jose City College 2013-2014 White Non-Hispanic 46.00% 49.07% Pacific Islander 30.77% 37.50% Hispanic 29.11% 33.33% Filipino 41.67% 6.67% Asian 61.45% 65.79% American Indian/Alaskan Native 14.29% 50.00% African-American 32.79% 38.78% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Male Female
Students 19 and under are more than twice as likely to complete or be transfer ready than students in any other age grouping Students who do not receive DSPS services have double SPAR scores than those who do receive DSPS services Students who are defined as economically disadvantaged are less likely to complete or be transfer ready than those who are not
Strengths Opportunities for Improvement Metrics that are tracked by outside We need to do a better job tracking agencies are well organized optional indicators Transferability metrics are There are some opportunity gaps approaching targets when disaggregated data are analyzed Females are more progressing faster Females are progressing faster than than males males In some cases, there are no Data should be reviewed regularly to opportunity gaps further understand the gaps Both colleges have increased program Further review of what student needs offerings over time. are for online as well as transfer degrees
NumberMeasurement Target Status Score Rating Light Percentage of Course and Program Student Learning Outcomes Assessed l 3-1 100% 80% 80% 3 Student Success on Institutional Learning Outcomes 3-2 l 3-3Student Habits of Mind 50.4 47.5 94.25% 4 3-4Student Pluralistic Orientation l 50.1 49.35 98.50% 4 3-5Student Integration of Learning l 50.7 44.85 88.46% 3 l Overall Rating 3.5
Think about increasing targets on metrics that are within range or above targets Review the data related to opportunity gaps and link analyses with resource allocation models Obtain baseline data for indicators that still need for data to be collected Provide staffing needed to continue to provide services to students
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