Student Success Scorecard, 2013 Presentation to the Board of Trustees Grossmont-Cuyamaca Community College District May 21, 2013
Student Success Scorecard • The Accountability Reporting for the Community Colleges (ARCC) as required by AB 1417 (Chapter 581; Statutes of 2004) • AB 1417 requires the California Community College Chancellor’s Office to submit an annual accountability report that serves as the annual evaluation of college-level performance in meeting statewide educational priorities. • Seymour-Campbell Student Success Act of 2012 (SB 1456) • Codifies the reporting recommendations of the Student Success Task Force by requiring all community college districts to “…establish and maintain institutional research to evaluate the effectiveness of the Student Success and Program…designed to facilitate students’ completion of their educational goals and courses of study.”
GCCCD Student Success Framework • GCCCD Student Success Committee formed to coordinate efforts to: • Develop a comprehensive student success framework • Implement requirements identified by SB 1456 • Implement recommendations of the Student Success Task Force • Evaluate student success initiatives • Student Success Framework will include: • Existing Key Performance Indicators from strategic plans • ACCJC standards • Student Success Scorecard metrics
Scorecard Student Cohorts Metric Initial Cohort Outcomes Cohort Completion Rate First time student in the system in Students who earned a degree or the starting academic year that certificate OR transferred to a 4-year earned at least six units and institution OR were transfer-prepared.* attempted any level of math or English within three years. Persistence Rate Same as Completion Rate. Students who persisted in their first three consecutive major terms. 30+ Units Rate Same as Completion Rate. Students who completed 30 or more units anywhere in the system within six years. CTE Completion Rate First Time Student in the system Students who earned a degree or in the starting academic year that certificate OR transferred to a 4-year completed a CTE course and institution OR were transfer-prepared.* completed more than 8 units in a single discipline within three years. *Transfer-prepared: successfully completed 60 UC/CSU transferrable units with a GPA >= 2.0.
Scorecard Student Cohorts Metric Initial Cohort Outcomes Cohort Remedial English Progress Rate Students with a first attempt in an Students who completed a English course below transfer college-level English course. level (cohort based on the academic year of the first attempt). Remedial Math Progress Rate Students with a first attempt in an Students who completed a Math course below 2-4 levels college-level or one level below below transfer level (cohort transfer math course. based on the academic year of the first attempt). ESL Progress Rate Students with a first attempt in an Students who completed the ESL course below transfer level ESL sequence or a college-level (cohort based on the academic ESL course. year of the first attempt).
Completion Rates 70% 60% 57.6% 56.2% 55.2% 54.0% 53.6% Cuyamaca 52.2% 51.7% Grossmont 50.8% 50.4% Statewide Average 52.3% 51.3% 51.3% 50% 49.2% 50.2% 48.4% 40% 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2007-08 2008-09 2009-10 2010-11 2011-12 First-Time Student Cohorts
Completion Rates 60% 56.6% 55.1% 54.2% 52.6% 5.3% 49.8% 6.8% 5.8% Transfer Prepared Only 7.0% 7.6% 40% 32.8% 31.4% 31.4% 28.4% 25.5% Transfer Only 20% 18.4% 17.2% 17.0% 16.9% 16.6% Degree or Certificate Only 0% 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2007-08 2008-09 2009-10 2010-11 2011-12 First-Time Student Cohorts
Preparation Rates 30% 26.9% 26.8% 26.7% 26.7% 26.1% 20.8% 20.7% 18.8% 20% 18.4% 18.1% 20.4% 18.0% 17.4% 16.9% 16.8% Cuyamaca Grossmont Statewide Average 10% 0% 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2007-08 2008-09 2009-10 2010-11 2011-12 First-Time Student Cohorts *Prepared students = lowest attempted English course is at transfer level and lowest attempted math course is one level below transfer level or higher.
Completion Rates by Preparation Prepared Students Unprepared Students 80% 60% 55.7% 53.4% 53.0% 72.4% 72.2% 72.1% 71.8% 71.2% 50.4% 50.0% 49.6% 49.5% 69.3% 68.8% 70% 50% 68.5% 67.9% 67.4% 46.4% 46.3% 65.0% 45.0% 64.8% 43.9% 43.9% 63.6% 43.0% 62.5% 45.4% 41.1% 62.7% 60% 40% Cuyamaca Cuyamaca Grossmont Grossmont Statewide Statewide Average Average 50% 30% 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2007-08 2008-09 2009-10 2010-11 2011-12 2007-08 2008-09 2009-10 2010-11 2011-12 First-Time Student Cohorts First-Time Student Cohorts
Remedial Progress Rates 50% 50% English Progress Rates Math Progress Rates Cuyamaca Grossmont Statewide Average 40.0% 39.3% 40% 38.8% 40% 38.1% 37.2% 36.6% 36.4% 36.3% 36.8% 36.5% 35.6% 35.6% 37.7% 34.1% 34.6% 35.5% 35.1% 35.0% 31.8% 32.1% 31.8% 32.5% 30% 29.4% 30% 30.9% Cuyamaca 25.9% 24.7% Grossmont 24.1% 23.6% 26.7% 23.1% Statewide Average 20% 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 20% 2007-08 2008-09 2009-10 2010-11 2011-12 2002-03 to 2003-04 to 2004-05 to 2005-06 to 2006-07 to 2007-08 2008-09 2009-10 2010-11 2011-12 Attempted 2-4 Levels Below Transfer Math Attempted Below Transfer English Cohorts Cohorts
Summary • Across the seven data points, Cuyamaca College scored at or above the statewide average on six out of the seven categories, while Grossmont College was at or above the statewide average across all seven metrics. • Looking at the six year trends, Cuyamaca College either improved or remained stable on six out of the seven measures, while Grossmont College improved or remained stables on five out of the seven metrics. • Scorecard Report can be found here: http://scorecard.cccco.edu/scorecard.aspx
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