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The Twelve Enhanced Accountability Measures and Six Performance Funding Measures

The Twelve Enhanced Accountability Measures and Six Performance Funding Measures. Annual Report to the Board of Trustees Academic Year 2006-2007. 1. Progress of Basic Skills Students. 75% will do the following: progress within the level complete the level advance to the next level

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The Twelve Enhanced Accountability Measures and Six Performance Funding Measures

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  1. The Twelve Enhanced Accountability Measures and Six Performance Funding Measures Annual Report to the Board of Trustees Academic Year 2006-2007

  2. 1. Progress of Basic Skills Students • 75% will do the following: • progress within the level • complete the level • advance to the next level • enter curriculum or occupational extension courses

  3. 1. Where we stand… • In the 2005-06 year (12,753 students): • 1.5% completed a level or goal • 49% progressed at the same level • 26% moved to a higher level • 77% composite progress percent

  4. 1. System-wide Results • The College met the benchmark • System Average = 82% • For the 2005-06 academic year (reported one year in arrears) 56 of 58 community colleges met the required standard and one made significant improvement.

  5. 2. Passing Rates for Licensure • An aggregate institutional passing rate of 80% with no one passing rate falling below 70%.

  6. 2. Where we stand…

  7. 2. System-wide Results • The College met the benchmark • In the 2005-06 year, 41 community colleges met or exceeded the aggregate institutional passing rate of 80%, and 26 colleges met the minimum accepted performance level of 70% on all reported licensure examinations. • Twenty-three colleges met both standards.

  8. 3. Goal Completion of Completers • 95% of program completers will report goal completion. • Data were taken from a survey of graduates.

  9. 3. Where we are… • Students were asked: Did you accomplish your goal in attending the College? The following number & percent responded: • Yes, completely 498 (82.9%) Yes, partially 101 (16.8%) • No 2 (.003%) 100% of completers met their goal in attending the College.

  10. 3. System-wide Results • The College met the benchmark. • System-wide, 99% of completers met their goal in attending community college • For the 2005-2006 academic year, 58 community colleges met the performance standard.

  11. 4. Employment Status of Graduates • 95% of graduates (adjusted for local unemployment) will report being employed. • Data were be collected by the System Office from the ESC based on the CRCFAR file (curriculum registration, completion and financial aid report) .

  12. 4. Where we stand… • Of the 464 “exit completers” from the 2004-2005 year (measured one year in arrears), 99.6% were employed within one year of graduating. • System-wide, data on 19,018 graduates for the 2004-5 academic year were collected. • The system average employment rate was 99.5%. • Of the 58 colleges, 58 met the standard.

  13. 5. Performance of College Transfer Students • Performance of transfer students (carrying college transfer program code) who enroll in the UNC System within two years of leaving the community college will look at two cohorts: • Graduates (compared to native-rising juniors) • Students who take a minimum of 24 hours (compared to native-rising sophomores) • The benchmark was set that the percent of the combined community college cohort in good academic standing (GPA of 2.0 or greater) would be equal that of UNC students

  14. 5. Where we stand … • % in good academic standing • (2.0 > after two semesters) • 2004-05 Year • All NCCCS Graduates 87.9% • CPCC Graduates 87.1% • All NCCCS students with 24> hours 81.8% • CPCC students with 24 > hours 74.4% • Combined UNC Total 86.2% • Combined NCCCS Total 84.2% • Combined Total of CPCC Students 78.9%

  15. 5. System-wide Results • The College did not meet the benchmark. • 29 community colleges met the performance standard and five made significant improvement over last year’s performance. • This measure and the licensure pass rates traditionally have the lowest passing rates across the system.

  16. 6. Passing Rates in Developmental Courses • Successful completion is A-C • Students who receive an I or W are removed • 70% of those completing the course (A-F grades) must successfully complete (A-C)

  17. 6. Where we stand… • During 2005-06, of 13,717 seats in remedial courses: • Content Area Total A-C Percent • Completers Completers Completers • English 3,260 2,673 82% • Math 4,626 3,053 66% • Reading 1,570 1,335 85% • Total 9,456 7,061 75%

  18. 6. System-wide Results • The College met the benchmark • Of all 196,211 NCCCS students who completed a developmental course, 80% had a grade of “C” or better. • Fifty-six colleges met the performance standard.

  19. 7. Success Rate of Developmental Studies Students in Subsequent Courses • There will be no significant difference in the grades received in the subject-specific, college-level course between those who took a developmental course and those who did not • Only MAT, ENG and RED will be tracked. The final course in the sequence of developmental courses determines when the student enters the cohort

  20. Results of Measure 7 • CPCC Cohort Number % Passed with C> • Developmental 1,934 86% • Non-developmental 5,284 87% * Difference determined not to be statistically significant.

  21. 7. System-wide Results • The College met the benchmark. • System-wide, 37 colleges met the standard: no significant difference between the developmental students and non-developmental students in their performance in subsequent college-level courses. (Data not available on 20 colleges due to CIS issues).

  22. 8. Student Satisfaction of Completers and Non-completers • 90% of the combined responses of completers and non-completers will report being satisfied with the quality of programs and services at CPCC. • Data taken from a survey of graduates and phone interview of non-completers.

  23. 8. Where we stand… • On the graduate follow-up survey sent out to all graduates/completers and a random selection of non-completers. Students were asked about their satisfaction with the overall quality of academic programs: • 95% of completers were satisfied • 96% of non-completers were satisfied

  24. 8. System-wide Results • The College met the benchmark. • All 57 colleges met the performance standard.

  25. 9. Curriculum Student Retention and Graduation • 60% of the curriculum students (excluding T codes) from the previous Fall (2005) will do the following: • Graduate with a degree, certificate or diploma • Re-enroll this past fall (2006) • These students are considered “persistent.”

  26. 9. Where we stand…

  27. 9. System-wide Results • The College met the benchmark. • System-wide, 57 colleges met the benchmark with an average of 65% of Fall 2005 students either graduating by or returning in Fall 2006.

  28. 10. Employer Satisfaction With Graduates • 85% of the employers of graduates will report being satisfied with their preparation. • This benchmark is based on surveys collected by the college.

  29. 10. System-wide and Local Results • Surveys were mailed our to employers of graduates as part of program review. • A total of 86 surveys were returned. • Overall, 100% of those employers who returned surveys indicated that they were satisfied with the job preparation of community college graduates. • All 58 colleges met the standard.

  30. 11. Business/Industry Satisfaction With Services Provided • 90% of businesses surveyed will report being satisfied with the services they receive from their local community college. • Survey data were collected by the NCCCS from New and Expanding Business and Industry Training and the Small Business Centers .

  31. 11. System-wide and Local Results • The total number of survey respondents was 38,392. Of those, 99% responded that they were satisfied with the customized training provided by community colleges. • All 58 colleges met the benchmark. • Of the 38,392 surveys, 295 were in Central Piedmont’s region. • Of those respondents, 96% were satisfied with customized training provided by CPCC.

  32. 12. Program Enrollment • Each college must maintain an enrollment of at least 10 students per program averaged over three years. • A program will be defined as the major unit when it contains A, C, and D programs sharing a common faculty. Example: Horticulture is a program - A15240, C15240 and D15240 are the credentials it grants.

  33. 12. System-wide Results • The College met the benchmark. • In the 2005-2006 academic year, 52 colleges met the performance standard of a minimum three-year average annual headcount of 10 students per program.

  34. The Changes to Come

  35. History • We have been reporting on the accountability measures since the 1999-00 year and on the performance funding measures since 2000-01. • It is time to take a look at their effectiveness. • Any changes made have to be approved by the legislature. • Things have changed since 1999.

  36. Issues with the Measures • Some of them were difficult to measure and report. • Some of them were poorly constructed. • Every college in the state met some of them every year with no variation and no room for improvement. • Many were not true institutional outcomes (something SACS requires of us) but rather institutional management issues.

  37. A New Committee • A committee was selected that includes Keith Brown from the system office: • One IR person • One chief academic officer • One chief student services officer • One chief continuing education officer • One chief financial officer • Several presidents

  38. Purpose • To look at the old measures • To remove some completely • To make revisions in others • To move some from being accountability measures to another area of the critical success factors • To do this quickly in the Spring of 2007 so the legislature could vote before they left for the summer

  39. Changes Measures moved to Critical Success Factors: • Goal completion of program completers and non-completers. • Employment status of graduates • Employer satisfaction with graduates • This one is dropped altogether: • Program enrollment - an average of 10 students over a three year period is recommended (this is a college management issue and not an outcome)

  40. Changes • Progress of basic skills students – stay the same at75% • Passing rates for licensure and certification examinations - the aggregate institutional passing rate of 80% is now the standard - for superior performance - no single passing rate falling below 70%. • Performance of college transfer students - the standard is - 83% of transfer students will have a GPA of 2.0 or greater after completing one academic year at the public university. For superior performance - the percent of transfer students with a 2.0 GPA or higher after two semesters at a 4-year institution will have to equal or exceed the performance of students who began their studies at the 4-year institution (native students). • Passing rates of students in developmental courses – changed to 75% passing rate for all developmental courses (grades A-C).

  41. Changes • Success rate of developmental students in subsequent college-level courses (math and English only, remove the reading piece). 80% will pass • Student satisfaction of program completers and non-completers - 90% of the combined respondents will report being satisfied with the quality of the college's programs and services. Only change is it now requires a minimum sample size for responses • Curriculum student retention, transfer and graduation (number who complete a curriculum program with a certificate, diploma or degree, those who transfer [using NSC data] or who have not completed but are continuing enrollment [fall to fall]) 65% will graduate or be retained • Business/industry satisfaction with services provided - 90% will report being satisfied with the New and Expanding Industry program (rating of very good or excellent – removes the use of good).

  42. What’s Next • The committee will meet this next year to discuss additional measures that we may want to add. Some discussion occurred around some national issues such as: • % of literacy/GED and adult high school students that come on to the college in college level coursework • A-C grades in general education courses • Success rates of students disaggregated by race and gender • Better retention measures

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