What will the dashboard do? 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
How are the ratings developed? 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 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” ( ). • 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).
Ends Policies and Measures # of Policy Statement Measures 0 Global Ends Statement Ensure all students, especially those with educational and/or socioeconomic 6 challenges have the skills and capabilities to be successful in the next stage of life. 1 Career Development Students will acquire skills sufficient to get, keep and progress in jobs 8 with 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 7 2 Transferability All students, especially under-prepared students, will achieve academic success 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 12 Excellence culture 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 8 through enhanced educational services and programs and strengthened community engagement 6 College Experience Enrichment opportunities will exist to enhance the learning environment and 4 support student success.
* Example * Policy 0: Global Ends Statement 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
Sample Monitoring Report Ends Policy 0: Global Ends Statement Measure 0-1 - Persistence Rate 66.60% 66.00% 67.40% 68.00% 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
Board Ends Policy Dashboard Career Development Transferability Institutional College Excellence Readiness Global Ends Policy College Student Success Experience
Ends Policy 1: Career Development Students will acquire skills sufficient to get, keep and progress in jobs with 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 The Definition Drives the Metrics
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% Enrollment in workforce/occupational courses 3 l 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% Increased community awareness of district programs 1 l 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 Fall Fall Fall Fall 2010 2011 2012 2013 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
Basic Skills Completion Rates 2010 to 2014 46.8 44.9 43.6 39.2 39.2 28.6 25 25.1 24.4 24.3 23.9 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 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 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
Strengths and OFIs This slide is Strengths Opportunities for meant to be the Improvement catalyst for Metrics that are tracked by outside We need to do a better job tracking discussion at the agencies are well organized optional indicators Board level as well as across the Transferability metrics are There are some opportunity gaps approaching targets when disaggregated data are District with the analyzed staff and faculty. Females are more progressing faster Females are progressing faster than than males males In some cases, there are no Data should be reviewed regularly opportunity gaps to further understand the gaps Both colleges have increased Further review of what student program offerings over time. needs are for online as well as transfer degrees
Recommendations Review the data Provide staffing Think about related to opportunity increasing targets needed to and/or adding gaps and link analyses continue to baselines for some with resource provide services to indicators allocation models students
Alignm nment ent Board Ends The Monitoring Policies and Reports are Metrics Aligned with other Plans and Assessments Strategic Plan Student Across the for District Success Policy and Colleges and Metrics District Board and Executive Work Plans
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