LOS ANGELES COMMUNITY COLLEGE DISTRICT
EAST CITY HARBOR MISSION PIERCE SOUTHWEST TRADE TECHNICAL VALLEY WEST
OFFICE OF THE CHANCELLOR
TO:
Members of the Board of Trustees
FROM:
Dr. Francisco Rodriguez, Chancellor
DATE:
March 4, 2015
SUBJECT: BOARD LETTER FOR MARCH 11, 2015 MEETING
Board Meeting Location
Next week’s Board meeting will be held at West Los Angeles College. The meeting
times and locations are as follows:
Meetings
Legislative & Public Affairs
Time
1:00 p.m. – 2:00 p.m.
Break
2:00 p.m. – 2:15 p.m.
Budget & Finance Committee
2:15 p.m. – 3:15 p.m.
Break
3:15 p.m. – 3:30 p.m.
Convene for Public Session
3:30 p.m.
Location
Fine Arts Building, Room 104
Fine Arts Building, Room 104
Fine Arts Building Auditorium
Recess to Closed Session
Immediately Following
Public Session
Winlock Lounge, Library &
Heldman Learning Resource
Center (HLRC), 2nd Floor
Reconvene Second Public
Session
Immediately Following
Second Closed Session
Winlock Lounge, Library &
Heldman Learning Resource
Center (HLRC), 2nd Floor
Parking
Please refer to the college campus map for the designated parking area on South
Parking Structure. A campus map has been included for your convenience.
770 WILSHIRE BOULEVARD, LOS ANGELES, CA 90017, (213) 891-2201 FAX (213) 891-2304
Board Letter – March 11, 2015
Page 2 of 3
Please note that the following language will be included in next week’s
agenda. Because at this time the board agenda has already been finalized,
it will be noted as an addendum to the posted agenda.
APPOINT INTERIM TRUSTEE
Appoint _______________ to serve as Trustee in Seat No. 7 effective April 15,
2015 through June 30, 2015, and suspend Board Rule 2103.
Background: Seat No. 7 was vacated by Miguel Santiago when he assumed office in
December 2014 as an Assembly member. Inasmuch as the vacated seat was subject
to the election held on March 3, 2015, the Board of Trustees left the position
vacant. Board Rule 2103 provides for the Board to conduct an open and competitive
process for appointment of a vacancy. However, the voters selected
_________________, who will take office on July 1, 2015, making an additional
process unnecessary. The effective appointment date will allow for new Trustee
orientation in keeping with Board Rule 2105.
Legislative & Public Affairs Committee Meeting (Eng Chair, Field Vice Chair,
Svonkin Member)
The committee will meet from 1:00 p.m. to 2:00 p.m. in Fine Arts Building, Room 104. For
the committee’s agenda refer to Attachment A.
Budget & Finance Committee Meeting (Moreno Chair, Eng Vice Chair, Veres
Member)
The committee will meet from 2:15 p.m. to 3:15 p.m. in Fine Arts Building, Room
104. For the committee’s agenda refer to Attachment B.
Agenda Format
Welcoming Remarks: President Nabil Abu-Ghazaleh will provide welcoming remarks
during the Public Session of the Board Meeting.
Under Reports from the Chancellor, the following will take place:
 Reports from the Chancellor regarding District activities or pending issues
o West Los Angeles College Presentation: All Things Global
Confidential Matters
The attached correspondence is confidential and should not be shared with other
persons.
 Office of General Counsel
o Enclosed for your review is the District-related litigation Report.
(Refer to Attachment C)
o Enclosed for your review is an update pertaining to the status on personnel
actions.
(Refer to Attachment D)
o Enclosed for your review is an update pertaining to complaints of
discrimination/harassment. (Refer to Attachment E)
o Enclosed for your information is a response to a Board member inquiry
regarding Local, Small and Emerging Businesses.
(Refer to Attachment F)
Board Letter – March 11, 2015
Page 3 of 3
Confidential Matters (Continued)
 Human Resources
o Enclosed for your review is information pertaining to personnel matters.
(Refer to Attachment G)
o I will be recommending authorization to send one March 15th letter to a
faculty member for non-renewal of his contract. Please remember to
bring the material that was included in the February 25th Board
Letter. The material was sent to you for your review in advance that you
may be prepared for the Closed Session discussion on March 11, 2015.
(Refer to Attachment H)
 Educational Programs and Institutional Effectiveness – Enclosed for your
review is information pertaining to student discipline matters.
(Refer to Attachment I)
Other Matters
 Chancellor’s Office
o Enclosed for your information is a response to a Board member inquiry
regarding a grant from the United States Department of Education (USDoE)
to Los Angeles Southwest College.
o (Refer to Attachment J)
o Enclosed for your information is a response to a Board member inquiry
regarding WLAC Fingerprinting Contract.
(Refer to Attachment K)
o Enclosed for your information is a response to a Board member inquiry
regarding the GreenBizLA agreement.
o (Refer to Attachment L)
 Educational Programs and Institutional Effectiveness
Enclosed for your review are the college planning and Institutional
Effectiveness reports for reports from LACC, ELAC, and LAHC, which will be
presented for Board approval under agenda Board item CH1. (Refer to
Attachment M)
Enclosed for your review is the LACC Educational and Strategic Master Plan,
2014-2020, which will be presented for Board approval under agenda Board
item CH2. (Refer to Attachment N)
Enclosed for your review is the Accreditation Follow-Up Report for LAVC,
which will be presented for Board approval under agenda Board item CH3.
(Refer to Attachment O)
Please let me know should you have any questions regarding the meeting.
COMMITTEE MEETINGS
Fine Arts Building, Room 104
PUBLIC SESSION
Fine Arts Building Auditorium
(FA-100)
PARKING
South Parking
Structure
CLOSED SESSION
Winlock Lounge
Library & Heldman Learning Resource Center
(HLRC), 2nd Floor
Los Angeles Community College District
Board of Trustees Meeting
Wednesday, March 11, 2015
at West Los Angeles College
9000 Overland Avenue, Culver City, CA 90230
LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
LEGISLATIVE & PUBLIC AFFAIRS COMMITTEE
West Los Angeles College
Fine Arts Building, Room 104
9000 Overland Avenue
Culver City, CA 90230
Wednesday, March 11, 2015
1:00 p.m. – 2:00 p.m.
Committee Members
Mike Eng, Chair
Mona Field, Member
Scott J. Svonkin, Member
Ernest H. Moreno, Alternate
Felicito “Chito” Cajayon, Staff Liaison
Laurence B. Frank, College President Liaison
Agenda
(Items may be taken out of order)
I. ROLL CALL
II. PUBLIC SPEAKERS*
III. OLD BUSINESS
A. LACCD Career Pathways Trust Proposal Submission Update
IV. NEW BUSINESS
A. Legislation for Review and Consideration
1. AB 13 (Chavez) Nonresident Tuition Exemption: Veterans
2. AB 200 (Alejo) Student Financial Aid
3. AB 963 (Bonilla) Teachers’ Retirement Law
4. SB 15 (Block) Financial Aid
B. Resolutions for Review and Consideration
1. AB 288 (Holden) Dual Enrollment
2. AB 176 (Bonta) Disaggregation of Academic Performance Index (API)
Data
C. AB 86 Update – Presentation by Marvin Martinez
V. DISCUSSION ................................................................................. Committee
VI. SUMMARY – NEXT MEETING .............................................................. Mike Eng
VII. ADJOURNMENT
*Members of the public are allotted five minutes time to address the agenda issues.
If requested, the agenda shall be made available in appropriate alternate formats to persons
with a disability, as required by Section 202 of the American with Disabilities Act of 1990 (42
U.S.C. Section 12132), and the rules and regulations adopted in implementation thereof. The
agenda shall include information regarding how, for whom, and when a request for disabilityrelated modification or accommodation, including auxiliary aids or services may be made by a
person with a disability who requires a modification or accommodation in order to participate
in the public meeting.
To make such a request, please contact the Executive Secretary to the Board of Trustees at
213/891-2044 no later than 12 p.m. (noon) on the Tuesday prior to the Board meeting.
LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
BUDGET & FINANCE COMMITTEE
West Los Angeles College
Fine Arts Building, Room 104
9000 Overland Avenue
Culver City, CA 90230
Wednesday, March 11, 2015
2:15 p.m. – 3:15 p.m.
Committee Members
Ernest H. Moreno, Chair
Mike Eng, Vice Chair
Steve Veres, Member
Scott J. Svonkin, Alternate
Jeanette L. Gordon, Staff Liaison
Marvin Martinez, College President Liaison
Agenda
(Items may be taken out of order)
I. ROLL CALL
II. PUBLIC SPEAKERS*
III. REPORTS/RECOMMENDATIONS/ACTION
A. Enrollment Update
B. District’s Financial Status
• 2014-15 First Principal Apportionment (P-1) & 2013-14 Recal
• Second Quarter Financial Projection by College
• Five-Year Long-Range Forecast
C. SB 860, 2014-15 Higher Education Trailer Bill – Implementation of
Institutional Effectiveness Initiative (information only)
• By June 30, 2015, and before each year thereafter, as a condition of
receipt of SSSP funds, each college shall develop, adopt, and post a
goal “framework of indicators” to measure the ongoing condition of a
community college’s operational environment.
IV. FUTURE DISCUSSION/AGENDA ITEMS
•
•
Update on Cost Savings from Master Agreements (Chancellor’s Directive
#142)
Retirement Incentive
V. FUTURE BUDGET & FINANCE COMMITTEE MEETING DATES
•
April 15, 2015
VI. NEW BUSINESS
VII. SUMMARY – NEXT MEETING ............................................... Ernest H. Moreno
VIII. ADJOURNMENT
*Members of the public are allotted five minutes time to address the agenda issues.
If requested, the agenda shall be made available in appropriate alternate formats to persons with a disability, as
required by Section 202 of the American with Disabilities Act of 1990 (42 U.S.C. Section 12132), and the rules
and regulations adopted in implementation thereof. The agenda shall include information regarding how, for
whom, and when a request for disability-related modification or accommodation, including auxiliary aids or
services may be made by a person with a disability who requires a modification or accommodation in order to
participate in the public meeting.
To make such a request, please contact the Executive Secretary to the Board of Trustees at 213/891-2044 no
later than 12 p.m. (noon) on the Tuesday prior to the Board meeting.
LOS ANGELES COMMUNITY COLLEGE DISTRICT
CITY/EAST/ HARBOR / MISSION / PIERCE / SOUTHWEST/TRADE-TECHNICAL/VALLEY/WEST
CHANCELLOR'S OFFICE
ATTACHMENT
J
RESPONSE TO BOARD MEMBER INQUIRY
Received From: LaMonE Jetckson
Date: 2/11/2015
Item No. #5
Subject:
A question was asked during the February 11th Board meeting about the services being provided under a
granffrom the United States Department of Education (USDoE) to Los Angeles Southwest College
^LA,sc/'..Afollo^upquTst',on.pert?.i^ t(lthe dffference between a predominantly Black Institution (PBI)
and a Hispanic Serving Institution (HSI). Explanations are provided below:
The Passage Program encompasses academic and student support services aimed at increasing the
su_^ces.s r,atexof.n?,alTst.ud^nt.particil:!ants at LASC- The program focuses on empowering and equipping
male students with the tools for academic success. Through effective marketing and outreach for the
Passage program, information is disseminated through the support of campus offices such as
Counseling, Outreach and Recruitment, Assessment and Matriculation, and other campus resources in
an effort to inform the students of the Passage Program. Through campus orientation, LASC students are
informed of the program and the services the Passage Program offers.
Institutions must apply annually for designation of eligibility for programs authorized under Title III and V
of the Higher Education Act (HEA) of 1965. Currently, LASC meets the qualifications by the USDoE as a
Predominantly Black Institution (PBI) and a Hispanic Serving Institution (HSI). However, institutions are
considered PBIs or HSIs based on the grant award status for the duration of the grant award.
.
Predominantly Black Institution - has an enrollment of undergraduate students that is not less
than 40 percent Black American students (Title 20, Chapter 28, Subchapter III of the U.S. Code
(Cornell University Law School Legal Information Institute Web site:
httDS://www.law.cornell.edu/uscode/text/20/1059e)
.
Hispanic Serving Institution - has an enrollment of undergraduate full-time equivalent students
that is at least 25 percent Hispanic students at the end of the award year immediately preceding
!hedJat_Tof .a.ppl'c?!fcl.n ^Titl.e 20,' chapter 28} subchapter v of the US Code (Cornell University
Law School Legal Information Institute website:
https://www.law.cornell.edu/uscode/text/20/chapter-28/subchapter-V)
Although LASC is currently eligible to apply for funding under Title III and V of the Higher Education Act,
the college is only considered a PBI because it has PBI grants; the college is not considered an HSI
because it does not have any HSI grants. LASC was informed by the USDoE that it cannot apply for
Title V funds while the college has PBI grants; LASC has both the competitive and formula grants.' There
may be exceptions, for instance when a college applies for a grant but is not the fiscal agent. This
seems to be the circumstance regarding West Los Angeles College which received a PBI award at the
same time as LASC and also received an HIS, Title V Cooperative grant (2013-2017).
Submitted By: Dr. Linda Rose, President, LASC
Date: 3/11/2015
LOS ANGELES COMMUNITY COLLEGE DISTRIC
CITY/EAST/ HARBOR / MISSiON / PIERCE / SOUTHWEST/TRADE-TECHNICAL/VALLEY/WEST
CHANCELLOR'S OFFICE
ATTACHMENT
K J
RESPONSE TO BOARD MEMBER INQUIRY
Received From: Nancy Pearlman
Date: 2/11/2015
Item No. #6
Subject:
During the February 11th Board meeting, Board Member Pearlman asked why
West Los Angeles College had submitted a contract for fingerprinting services at
a cost of $10,112. Kim Hoffman, Regional Procurement Specialist provided the
following response:
The rate of fingerprinting charged by Morpho Trust is $65/person. The contract
total allows for fingerprinting services for up to 150 students for the Fall 2014
and Spring 2015 semesters. This cost is equivalent to the District's cost for
LifeScan. Nonetheless, during the upcoming academic year (2015-2016), the
nursing program will use the Districts contract under LifeScan for fingerprinting
of incoming students.
Submitted By: Kim Hoffman, Regional Procurement Specialist Date: 3/11/2015
LOS ANGELES COMMUNITY COLLEGE DISTRICT
CITY/ EAST/ HARBOR / MISSION / PIERCE / SOUTHWEST/TRADE-TECHNICAL /VALLEY/WEST
CHANCELLOR'S OFFICE
RESPONSE TO BOARD MEMBER INQUIRY
Received From:_Mona Field
LL K
ATTACHMENT
Date: 1/28/2015
Item No. #7,
Subject: Board Member Mona Field asked about the purpose of the agreement with
GreenBizLA and how District Faculty and/or staff are involved, while the intent is
to educate businesses, the program is in keeping with the District's mission of
serving the local communities, including businesses.
Please see the attached document for more details.
Submitted By: Chito Cajayon
Date: 3/11/2015
The Los Angeles City Green Business Certification Program
(GreenBizLA)
A District-led Initiative that Benefits College Students, Businesses, and the Environment
The Los Angeles Community College District (LACCD) administers the City of Los
Angeles Green Business Certification Program to deliver information and educational
services to local businesses that seek to deploy sustainable business practices. LACCD
conducts an evaluation and certification service towards the auto repair, restaurant, and
office/retail sectors and shares data and information to revise ground level operations.
The GreenBizLA Program is designed to address the environmental movement by
helping to propel the City of Los Angeles' sustainability strategy and leveraging the
District and its community college training programs.
Phase 1: Funding for Program Development (2010-2011): $150,000
Phase 2: Funding for Program Deployment (2013-2016) $916,825
Benefits to LACCD Students
In 2013 (the first year of the deployment phase), three interns assisted in various facets of
the program. The interns from ELAC and LACC worked through the Office of Economic
and Workforce Development, which was based out of the Van De Kamp Campus (VDK).
The interns had the opportunity to learn first-hand about the sustainability process and
were able to interact with onsite staff and green business certification experts. They
primarily worked on contributing information for the LACCD database and helped
organize business target lists for the certification process. The internship component is
continuing to offer real-world exposure to the Districts college students.
Benefits to Businesses
This Program guides local businesses on how to operate a sustainable business and to
reduce costs, increase efficiency, and help create a cleaner Los Angeles. Once a business
follows all the steps in the LA City-approved certification process and is educated on
sustainable business practices, it is given a Certification status. The Program has become
an educational exchange mechanism between other Green Business Certification
Programs throughout California, which LACCD regularly communicates and shares
information about sustainable business practices. LACCD contributes information to a
shared database of sustainable businesses, which is in alignment with the City of Los
Angeles contractual expectations.
Benefits to the Environment
While the GreenBizLA Program has many benefits to tlie economy and Angelenos, its
main purpose is to create a healthier, cleaner Los Angeles that sustains the natural
environment. The Program gives consumers the opportunity to know which businesses
are "green" so they can become more aware when purchasing goods and services. This
commercial visibility gives businesses an incentive to consider implementing
environment-fhendly practices, such as, resource conservation, recycling, pollution
prevention, and environmentally preferred purchases of business products.
Board of Trustees
ACTION
Los Angeles Community College District
Com No. CH1
Subject:
Division: CHANCELLOR
Date: March 11, 2015
APPROVE COLLEGE PLANNING AND INSTITUTIONAL EFFECTIVENESS REPORTS:
A.
LOS ANGELES CITY COLLEGE
B.
EAST LOS ANGELES COLLEGE
C.
LOS ANGELES HARBOR COLLEGE
ATTACHMENT M
Background: As part of the LACCD Institutional Effectiveness Cycle, colleges
annually present their efforts to align college and District strategic plans and
advance District strategic goals to the Board’s Institutional Effectiveness & Student
Success (IESS) Committee. This regular review of key indicators of student
achievement and institutional plans provides the Board the opportunity to ensure
that colleges are making progress toward their goals and to engage with college
leadership on plans for institutional improvement.
A.
Approve the College Planning and Institutional Effectiveness Report for Los
Angeles City College.
On February 25, 2015, the Board's Institutional Effectiveness & Student Success
(IESS) Committee reviewed and accepted the College Planning and Institutional
Effectiveness Report for Los Angeles City College and recommended approval.
B.
Approve the College Planning and Institutional Effectiveness Report for East Los
Angeles College.
On February 25, 2015, the Board's Institutional Effectiveness & Student Success
(IESS) Committee reviewed and accepted the College Planning and Institutional
Effectiveness Report for East Los Angeles College and recommended approval.
C.
Approve the College Planning and Institutional Effectiveness Report for Los
Angeles Harbor College.
On February 25, 2015, the Board's Institutional Effectiveness & Student Success
(IESS) Committee reviewed and accepted the College Planning and Institutional
Effectiveness Report for West Los Angeles College and recommended approval.
Approved by:________________________________________
Francisco C. Rodriguez, Chancellor
Chancellor and
Secretary of the Board of Trustees
By:_____________________________ Date_________________
Page
1
of
1
Pages
Com. No.
CH1
Div.
Eng ________________
Field _______________
Moreno _____________
Pearlman ___________
CHANCELLOR
Vacant_______________
Svonkin _______________
Veres ________________
Jackson_______________
Student Trustee Advisory Vote
Date
3/11/15
Institutional Effectiveness Report to the Board of Trustees
February 25, 2015
Executive Summary
The effectiveness report for LACC reveals a mission critical issue – students take too long to complete
their educational goals. More than 40% of LACC students take longer than 6 years to complete their
degrees or certificates. The data indicate that the issues are not only critical but that they are also
comprehensive in nature – of the 13 measures in the report, only 3 are identified as strengths of the
college. The remaining measures all point towards a comprehensive solution. The college, with the
assistance of much-needed state funding combined with our previous experience in increasing student
success, is working diligently on this solution. As part of our Student Success and Support Program
(SSSP) Initiative and First Year Experience program, we will require all incoming students to enroll in
Math and English in their first semester of study. Students who do not choose to participate in the course
of study will have to OPT OUT of the program.
Access and Preparation for Success
While students at LACC have been applying for financial aid at unprecedented rates, students are not
taking Math and English assessment tests at the appropriate time – before the first semester of enrollment.
As a result, they are also not taking Math or English in their first year. Students do persist from term to
term and fall to fall, likely due to the financial aid they are receiving. But in terms of completion,
students who do not assess or take English and Math in their first year face well known roadblocks to
completing their educational goals. SSSP funds are being used to make sure that all new students are
assessed, oriented, and receive a study list before they enroll for their first class. The college will also be
offering all new students, as part of their initial study list, the appropriate English and Math classes.
Students will have to OPT OUT of this program; that is, all new students will be able to enroll in English
and Math and must consciously decline these courses. This will help students complete the critical first
step on the path to completion.
Teaching and Learning for Success
Students at LACC complete their degrees and certificates, but take more than 6 years to do so. As the
effectiveness report reveals, students are achieving student learning outcomes at similar rates to the
District. Students also accumulate 30 and 60 units at a similar rate to the District. However, because
students at LACC do not complete their English and Math assessment in a timely manner, they complete
college-level English or Math at a significantly slower pace than the rest of the District and as a result,
complete degrees and certificates at a correspondingly slower pace. The Institutional Effectiveness report
bears this out. Internal analysis has shown that students complete at a significantly higher rate than is
reported; the difference is that over 40% of completers at LACC take more than 6 years to complete their
degrees or certificates. This means that large numbers of completers at LACC are not counted in either
the District’s or the State’s completion rate reporting.
Institutional Efficiency
LACC’s efforts to increase institutional efficiency have produced mixed results. While our class size
average has been going down and our cost per FTES has been going up, both rates are below that of the
District average. LACC has made institutional efficiency, as measured by class size average and cost per
FTES, a college strategic priority. We are actively engaged in this process through the efforts of the
Enrollment Management Team and the efforts of the Academic Affairs management team.
Presented to the
Institutional Effectiveness Committee
LACCD Board of Trustees
25 February 2015
2014 LACC
College Effectiveness Report
Integration of LACCD & LACC Plans
LACC College Effectiveness Report
February 25, 2015, Slide 2
College Issue #1: Time to Degree
∗ Internal analysis shows that among degree completers at LACC, 44%
take MORE THAN SIX YEARS to complete.
∗ Outcome: Students complete their goals but nearly half of LACC degree
completers are not counted in State or District completion rates
AA
Years to Degree
AS
AT
Total all Degrees
Count
%
Count
%
Count
%
Count
%
2 or less
105
5.3%
70
16.8%
1
16.7%
176
7.3%
2.1 to 4
452
22.8%
117
28.1%
1
16.7%
570
23.7%
4.1 to 6
509
25.7%
100
24.0%
1
16.7%
610
25.4%
6.1 to 8
404
20.4%
60
14.4%
2
33.3%
466
19.4%
8.1 to 10
209
10.5%
25
6.0%
1
16.7%
235
9.8%
>10
303
15.3%
44
10.6%
0.0%
347
14.4%
1,982
100.0%
416
100.0%
100.0%
2,404
100.0%
Grand Total
LACC College Effectiveness Report
6
February 25, 2015, Slide 3
Solutions: Goal 1 - Access &
Preparation for Success
∗ LACC has classified 3 of the 4 Effectiveness Measures as
“weaknesses”
∗ Financial Aid applications are at unprecedented levels
∗ Assessment activities are being improved through the
Student Success and Support Program (SSSP – formerly
matriculation) Initiative
∗ In Fall 2015 as part of the SSSP Initiative, all new students will
be required to enroll in Math and English in their first
semester of attendance
∗ Persistence among new students will increase through:
∗ clearer pathways to completion (SSSP and transfer degrees)
∗ Participation in the FYE program
LACC College Effectiveness Report
February 25, 2015, Slide 4
Solutions: Goal 2 – Teaching &
Learning for Success
∗ LACC has classified 6 of the 7 Effectiveness Measures as
“weaknesses”
∗ Student learning outcomes is a priority area for the college
and we are in the second cycle of course and program
assessment
∗ Students accumulate units at roughly the same rate as the
District but do not complete college-level Math or English in a
timely manner; one of the goals of the SSSP program is that
LACC will enroll all new students in the appropriate Math and
English course in their first semester of enrollment
∗ LACC’s completion rates are significantly lower than the
District average; the SSSP Initiative, coupled LACC’s FYE
program and 15 new transfer degrees, will shorten
completion times
LACC College Effectiveness Report
February 25, 2015, Slide 5
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
I. Alignment of College and District Strategic Plans
Los Angeles City College (City) has adopted a new Educational and Strategic Master Plan for 2014-2020, pending approval for the Board of Trustees. The
previous college strategic master plan, in effect from 2008 to 2013, was reviewed in 2012-13 through the college’s Comprehensive Program Review (CPR)
process. That process created program level scorecards based on measures derived from the 2008-2013 Strategic Master Plan. The results from the CPR process
were used to assess the accomplishment of the old plan as well as identify current needs of the college. The 2014-2020 Educational and Strategic Master Plan reaffirms the goals from the 2008-2013 Strategic Master Plan and adds specific performance and student achievement measures that bring the college plan into
complete alignment with the District plan and measures and addresses existing college priorities, such as the Achieving the Dream initiative and SB 1456. The new
plan also more clearly articulates Organizational Effectiveness, Resources and Partnerships/Collaboration.
District Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve
equitable access; help students attain important
early educational momentum points.
Goal 2: Teaching and Learning for Success – Strengthen
effective teaching and learning by providing a
learner-centered educational environment; help
students attain their goals of certificate and degree
completion, transfer, and job training and career
placement; increase equity in the achievement of
these outcomes.
Goal 3: Organizational Effectiveness – Improve
organizational effectiveness through data-informed
planning and decision-making, process assessment,
and professional development.
College Strategic Plan Goal
Goal 1: Access – Improve equitable access and help
students attain early educational momentum
points to assure academic success.
Shared Measures:
Goal 2: Success – Provide support and guidance to
promote student completion of degrees,
certificates, and transfer-readiness.
Goal 3: Organizational Effectiveness – Increase
institutional effectiveness through ongoing
and systematic cycles of improvement that
accomplish the college mission and
educational and strategic master plan.
Goal 4: Resources and Collaboration – Increase and
Goal 4: Resources – Provide human, physical,
diversify sources of revenue in order to achieve and
technological, and financial resources to
maintain fiscal stability and to support District
efficiently and effectively implement
initiatives. Enhance and maintain mutually
educational programs and college services.
beneficial external partnerships with business,
labor, and industry and other community and civic
organizations in the greater Los Angeles area.
1
Shared Measures
Matriculation completion rate
Basic skills first-year enrollment
Completion-based class schedules
Number of certificates
Number of degrees
Course completion rate
Basic skills completion
Transfer rates
Persistence rate
Achievement gaps
Institutional plan progress
Program review participation
Fusion index for building maintenance
Technology available to students and
faculty
Technology replacement standard
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2011
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term
or before
2.1 Percentage of new students completing Math assessment in the first term or
before
Objective 3. Increase the percentage of new students successfully
completing at least one English and Math class in their first year and
persisting to subsequent terms
3.1 Percentage of new students successfully completing at least one English and
Math class in their first year
3.2 Persistence - Fall to Spring
3.2 Persistence - Fall to Fall
2012
2013
2013
District
3 year
change
College
3 year
change
District
67%
74%
76%
71%
9%
0%
58%
62%
61%
73%
3%
1%
61%
59%
62%
75%
1%
1%
15%
14%
17%
19%
2%
2%
86%
70%
87%
72%
85%
72%
87%
75%
-1%
2%
1%
1%
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of
eligible students
receiving Pell
Grants
Strength or
Weakness
Strength
College Response
Plans for Improvement
The number of Free Application for
Federal Student Aid (FAFSA) applicants
has grown 75% from 18,817 in 2010-11
to 32,951 in 2014-15.
The college has been actively addressing the
increase in demand for financial aid services by
building new online resources to meet the demand.
These resources have been actively used by students
and have enabled the college to meet this
unprecedented demand for services. We note that
new and younger students do not use financial aid
proportionally.
2
Expected
Improvement(s)
Short term: As part of
our FYE efforts we will
assure that all new
students are aware of
and access needed
services.
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
Goal #1- College Analysis and Response
District Measure
Measure 1.2.1:
Percentage of new
students completing
English assessment
and Math
assessment in the
first term or before
Measure 1.3.1:
Percentage of new
students successfully
completing at least
one English and
Math class in their
first year
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Weakness
Weakness
Weakness
College Response
Plans for Improvement
The college recognizes that new students
at City do not have a clear pathway to
the services and resources they need.
SSSP has provided the college with much needed
resources to re-engineer our assessment processes.
In addition to including assessment in the college’s
high school outreach efforts, City has built a new
assessment facility and has begun an ondemand/drop-in testing service for same-day
assessment testing.
The college’s SSSP-funded programs are designed
to assure that all new students are aware of and
access needed services. All new students will be
assessed, oriented and have a student plan created
that will include Math and English in their first
semester of enrollment. New students will be
required to opt out of this program.
Although the college is near the district
average, the college recognizes that new
students at City do not recognize the
need to complete English and Math in
their first semester. The impact of this is
most clearly felt in
degree/certificate/transfer completion,
time to degree and other completion
milestones.
Although we are close to the District
average, we recognize the need to
improve among our new students,
especially those just out of high school.
As part of our FYE efforts we will assure that all
new students have a clear path to completion. This
will include a full-time study list that includes Math
and English for the entire first year as well as
counseling and other services to help students plan
for completion in their second year.
3
Expected
Improvement(s)
Short term: 100%
assessment of all new
students.
Long term: Increase
completion rates.
Short term: Increase in
the number of first-time
students completing
English and Math in
their first year.
Long term: Increase
completion rates.
Short term: Increase in
the number of first-time
students who persist,
especially younger
students.
Long term: Increase
completion rates.
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
1.1 Measure of student engagement in and out of class
1.1 Measure of self-efficacy/self-directed learning
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
2.1 Percentage of new student cohort completing 30 units in 3 years
2.1 Percentage of new student cohort completing 60 units in 3 years
2.2 Percentage of new student cohort successfully completing English 101 and
Math 125 (or above) in 3 years
2.2 Percentage of new student cohort successfully completing English 101 and
Math 125 (or above) in 6 years
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
2012
2013
2013
District
3 year
change
College
3 year
change
District
61%
19%
65%
72%
63%
20%
67%
71%
NA
NA
NA
NA
NA
NA
NA
NA
60%
26%
20%
59%
26%
17%
59%
26%
18%
62%
29%
26%
-1%
0%
-2%
4%
2%
3%
28%
30%
30%
33%
2%
2%
11%
30%
7%
30%
7%
29%
13%
33%
-3%
-1%
-2%
-3%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project
learning
Strength or
Weakness
Weakness
College Response
Plans for Improvement
While we are close to district averages,
the college recognizes the need for
improved outcomes in the classroom.
SLO Assessment is a priority of the college. All
programs are required to assess all of their course
and program outcomes every 6 years and the college
is in the second 6-year cycle of assessment. All
programs must participate in SLO assessments
annually in order to participate in the resource
allocation process. This year, using Equity funds,
the college will increase its professional
development activities to increase the assessment of
SLOs.
4
Expected
Improvement(s)
Long term: Increase in
classroom success rates.
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Student engagement
in and out of class
Strength or
Weakness
Weakness
Measure 2.1.1:
Self-efficacy/selfdirected learning
Weakness
Measure 2.1.3:
Technology is being
used to improve
student learning and
engagement
Strength
College Response
Plans for Improvement
While we are close to district averages,
the college recognizes the need for
improved outcomes in the classroom.
In addition to the priority placed on SLO
assessment, the college is developing new programs
to increase student engagement in and out of the
class. The college has recently hired a new Dean of
Student Life who will be directing the college’s
overall effort to increase student engagement. The
college will also be conducting a First Year
Experience program that is designed to increase
engagement among first time college students.
One of the goals of the FYE program is to increase
the self-efficacy of first time students as they
transition to college. All FYE participants will take
the college’s Personal Development 40 course,
which will teach self-efficacy skills. The FYE
program will also include curricula on personal
finance, technology literacy, and online learning
literacy all designed to increase students’ ability to
succeed in higher education on their own.
The college will continue to build out the
technology infrastructure. In addition, the college
has developed resources, such as the orientation to
online learning and online student services to
encourage technology use among students where
they need it. Technology literacy will be included
in the FYE program curriculum and the college will
continue our professional development efforts to
increase more effective use of technology in the
classroom.
While we are close to district averages,
the college recognizes the need for
improved outcomes in the classroom.
Recognizing the critical role that
technology plays today, the college has
made a concerted effort to provide more
online services for students, to
communicate with students
electronically, and to update the college
computing infrastructure.
5
Expected
Improvement(s)
Short term: Increase in
persistence of first-time
college students.
Long term: Increase in
classroom success rates.
Short term: Increase in
persistence of first-time
college students.
Long term: Increase in
classroom success rates.
Long term: Increase in
technology utilization.
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.2.1
Percentage of new
student cohort
completing 30 units
and completing 60
units in 3 years
Strength or
Weakness
Weakness
College Response
Plans for Improvement
Accumulation of units by students at
City is close to the District average.
However, as revealed in 2.2.2 and 2.2.3,
the first 30 units do not include Math and
English, leading to longer degree
completion times.
The key for City is not only increasing the number
of students who complete 30 and 60 units but
making sure that these students successfully
complete Math and English in the first 30 units of
completion. The college’s SSSP and FYE efforts
are designed to address this issue directly.
Starting with the matriculation process and
supported by SSSP dollars, the college is building
an infrastructure to give students a clear path to
success. After assessing, orienting, and education
planning, the FYE program will provide the
appropriate Math and English course for all new
students in their first semester. In addition, the
college is developing partnerships with local high
schools, such as Hollywood HS, to assure that
students are prepared for Math and English when
they get to college.
The college is employing multiple strategies to
address this issue. Starting with matriculation and
FYE efforts, the college will assure that all new
students are assessed in and take Math and English
in their first semester enrollment. The college has
recently created 14 Associate Degrees for Transfer
that will help students identify their completion
path while in their FYE program. The college has
also adopted new procedures to assure that all
awards are recorded in a timely manner, which has
already generated positive results.
Measure 2.2.2
Percentage of new
student cohort
successfully
completing English
101 and Math 125
(or above) in 3 years
and in 6 years
Weakness
The three and six year rate difference
parallels that of 2.2.3; put another way,
the college recognizes the need for
students to complete Math and English
early in order to accelerate their
completion of a degree, certificate, or
transfer.
Measure 2.2.3
Completion rate
(i.e., certificate,
degree, or transfer)
in 3 years and in 6
years
Weakness
The difference between the three and six
year rates illustrates the nature of the
challenge for City – students complete
their programs but it takes them a long
time. Internal analysis of completers at
City indicates that 40% of completers
take more than 6 years to complete their
programs. That means that 40% of all
degrees and certificates awarded are not
counted in completion statistics for the
college. In addition, we have had a
number of issues in getting awards
awarded.
6
Expected
Improvement(s)
Short term: Increase in
the number of new
students who participate
in FYE.
Long term: More
completions and shorter
time to completion.
Short term: Increase in
the number of new
students who begin their
Math and English
sequence in the first year
of enrollment.
Long term: More
completions and shorter
time to completion.
Short term: Increases in
the number of students
ready to complete.
Long term: Increase in
both completion rates
and time to completion.
2014 College Planning and Institutional Effectiveness Report
Los Angeles City College
February 25, 2015
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2011
Average Class Size in Credit Classes
Cost/FTES (annual)
39.6
$4,011
2012
38.2
$4,104
2013
36.8
$4,314
2013
District
37.7
$4,314
3 year
change
College
-7%
5%
3 year
change
District
-8%
7%
Institutional Efficiency- College Analysis and Response
Strength or
Weakness
Average class size in Weakness
credit classes
District Measure
Cost/FTES (annual)
Strength
College Response
Plans for Improvement
While class size average has been
declining, the decline is less than the
District average due to efforts at the
college to improve this measure.
Class size average is a strategic priority for LACC.
The Enrollment Management Team has been
actively working to manage this metric in its
enrollment efforts; in Spring 2015, the college
offered only courses that had historically high
enrollment numbers. At the same time, more focus
has been put on eliminating low-enrolled classes.
The college has been actively working to contain all
operating costs and in particular managing the
hourly teaching budget and class size average.
Cost containment efforts of the past 3
years have been effective in keeping the
increases below the district average.
7
Expected
Improvement(s)
Short term: Increased
class size average.
Long term: Increased
fiscal stability.
Short term: Increased
class size average.
Long term: Increased
fiscal stability.
Institutional Effectiveness Report to the Board of Trustees
February 25, 2014
Executive Summary
East Los Angeles College (ELAC) empowers students to achieve their educational goals, and to
successfully pursue their aspirations for a better future for themselves, their community and the world. Its
multicultural student body reflects the 14 communities comprising its primary service area. Through
focused resources, including counseling efforts, course allocations and support services, the College will
support and facilitate student completion of degrees, certificates, and transfer. The Strategic Plan goals of
student success, equity, community-centered access, and institutional effectiveness; the Student Success
and Support Programs Plan; the Student Equity Plan and the Educational Master Plan are at the forefront
of that effort.
Access and Preparation for Success
ELAC has close relationships with many organizations in the community and undertakes outreach and
recruitment efforts beginning at the pre-school school level and building toward the concentrated efforts
at the high schools. Through the GO ELA program, students from our primary feeder school are provided
with a clear pathway to higher education: from Garfield High School through ELAC to CSULA.
Expansion of this program to other local high schools will ensure that ELAC become an exemplary model
for student academic achievement, skill development, and artistic expression. Focused student support
services, the First Year Completion program, curricular innovations developed by the English and math
departments, and allocations provided by the Enrollment Management Committee have increased access
and preparation for success for new and continuing students.
Teaching and Learning for Success
Student-centered interventions in the College Master Plan have helped students engage in active learning.
In addition, the Associated Student Union, Student Activities, Workforce Education & Economic
Development, and Student Services offices regularly plan activities to engage students in learning inside
and outside the classroom. Faculty regularly serve as advisors to chartered students clubs; currently 70
clubs are active. The use of authentic assessments has resulted in nearly 25% of courses using some form
of project-based learning, which promotes student engagement in and out of the classroom as well as
student self-efficacy and self-directed learning. The College continues to be a heavy user of technology
and has 42 more smart classrooms scheduled to come online when the new Language Arts & Humanities
building opens later this year. Faculty also integrate technology into their curriculum by using course
management systems in their face-to-face classes. Through these efforts the College ensures that faculty
are preparing students for success through their academic careers at ELAC, and beyond.
Institutional Efficiency
ELAC continues to be highly efficient and will continue to refine its strategic enrollment processes to
assure students access into high demand courses, allowing students to complete their programs of study
and transfer. The College will leverage Student Success and Support Programs and Student Equity funds
to provide students with the necessary support and academic programs for them to complete degrees,
certificates, and transfer. ELAC will continue to budget in a manner that provides long-term fiscal wealth.
ELAC COLLEGE EFFECTIVENESS REPORT
Presented by:
MARVIN MARTINEZ
PRESIDENT
CAROL KOZERACKI
DEAN OF ACADEMIC AFFAIRS/
LIBERAL ARTS
Presentation to the Board of Trustees of the LACCD
Institutional Effectiveness & Student Success Committee
February 25, 2015
ALFRED GALLEGOS
RESEARCH ANALYST
I. ALIGNMENT OF COLLEGE AND DISTRICT STRATEGIC PLANS
District Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
Goal 2: Teaching and Learning for Success – Strengthen effective teaching and
learning by providing a learner-centered educational environment; help
students attain their goals of certificate and degree completion, transfer, and
job training and career placement; increase equity in the achievement of
these outcomes.
Goal 3: Organizational Effectiveness – Improve organizational effectiveness
through data-informed planning and decision-making, process assessment,
and professional development.
Goal 4: Resources and Collaboration – Increase and diversify sources of revenue in
order to achieve and maintain fiscal stability and to support District
initiatives. Enhance and maintain mutually beneficial external partnerships
with business, labor, and industry and other community and civic
organizations in the greater Los Angeles area.
College Strategic Plan Goal
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student
achievement and using this, to identify and implement effective models and
programming to remedy these gaps.
Goal 3: Sustaining community-centered access, participation, and preparation that
improves the College's presence in the community, maximizes access to higher
education and provides outlets for artistic, civic, scientific and social expression as well
as environmental awareness.
Goal 1: Increasing student success and academic excellence through student-centered
instruction, student-centered support services, and dynamic technologies.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student
achievement and using this, to identify and implement effective models and
programming to remedy these gaps.
Goal 4: Ensuring institutional effectiveness and accountability through data-driven
decision-making as well as evaluation and improvement of all College programs and
governance structures.
Goal 3: Sustaining community-centered access, participation, and preparation that
improves the College's presence in the community, maximizes access to higher
education and provides outlets for artistic, civic, scientific and social expression as well
as environmental awareness.
Goal 4: Ensuring institutional effectiveness and accountability through data-driven
decision-making as well as evaluation and improvement of all College programs and
governance structures.
II. GOAL 1 – ACCESS AND PREPARATION FOR SUCCESS
OBJECTIVE 1. ENSURE EQUITABLE ACCESS TO EDUCATION
• THE COLLEGE PLANS TO EDUCATE STUDENTS ON THE APPLICATION PROCESS
AND BUDGETING OF PELL GRANTS MONEY THROUGH SMALL WORKSHOPS.
OBJECTIVE 2. INCREASE THE PERCENTAGE OF NEW STUDENTS WHO
COMPLETE THE MATRICULATION PROCESS
• AOC DAYS IS A PILOT PROGRAM WHERE ELAC GOES OUT TO 10 LOCAL HIGH
SCHOOLS AND HELPS STUDENTS COMPLETE THE AOC PROCESS.
OBJECTIVE 3. INCREASE THE PERCENTAGE OF NEW STUDENTS
SUCCESSFULLY COMPLETING AT LEAST ONE ENGLISH AND MATH CLASS
IN THEIR FIRST YEAR AND PERSISTING TO SUBSEQUENT TERMS.
• EMC, FYC, SSSP, AND STUDENT EQUITY PLAN.
III. GOAL 2 – TEACHING AND LEARNING FOR SUCCESS
OBJECTIVE 1. PROVIDE A LEARNER-CENTERED LEARNING ENVIRONMENT
• 25 % OF COURSES USE PROJECT BASED LEARNING.
• STUDENT ENGAGEMENT IN AND OUT OF THE CLASSROOM.
• ELANS LEADERSHIP ACADEMY HELPS PROMOTE SELF-EFFICACY/SELF-DIRECTED LEARNING.
OBJECTIVE 2. IMPROVE STUDENT OUTCOMES
• 200 FACULTY ARE ÉTUDES CERTIFIED
• 41 SMART CLASSROOMS IN THE LANGUAGE ARTS & HUMANITIES BUILDING
• EMC, GO ELA, FYC, AND STUDENT SERVICES FACILITATE:
• COMPLETION OF 30 AND 60 UNITS IN 3 YEARS
• COMPLETION OF ENGLISH 101 AND MATH 125 IN 3 AND 6 YEARS
• COMPLETION OF CERTIFICATES, DEGREES, AND TRANSFER
IV. INSTITUTIONAL EFFICIENCY
AVERAGE CLASS SIZE IN CREDIT CLASSES
• SEVERE BUDGET CUTS (FROM 2008-09 TO 2012-13) LED TO:
• 25% REDUCTION OF COURSE SECTIONS AND INCREASED CLASS SIZES
• ENROLLMENTS DECREASED BY MORE THAN 585,000 STUDENTS
• ELAC CONTINUES TO MAXIMIZE ACCESS TO HIGHER EDUCATION
Educational System
K – 12*
California Community
Colleges*
COSTS/FTES
(ANNUAL)
Per-Student Funding
$8,931
$6,557
California State University*
$13,284
University of California*
$23,892
Los Angeles Community College District
$4,314
East Los Angeles College
$4,182
* Fast Facts 2015, Community College League of California
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
I. Alignment of College and District Strategic Plans
The College updated its Strategic Plan in November of 2012 to include integrated objectives from the Educational, Facilities, and Technology Master Plans. In
2014, the College completed the Student Success and Support Program (SSSP) Plan. The SSSP Plan includes goals for increasing student access and success by
providing students with core SSSP services, including (1) orientation, (2) assessment and placement, and (3) counseling, advising, and other education planning
services, and the support services necessary to assist students in achieving their educational goal and declaring a course of study. The College also completed the
Student Equity Plan in 2014, which proposes goals, objectives, and action items to reduce equity gaps revealed through analysis in five areas: access, course
completion, ESL and basic skills completion, degree and certificate completion, and transfer. Additionally, each program was required to complete an Annual
Update Plan to report progress on Program Review Self-Evaluation recommendations and to create new or revised program goals aligned with the master plans.
District Strategic Plan Goal
College Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student
achievement and using this, to identify and implement effective
models and programming to remedy these gaps.
Goal 3: Sustaining community-centered access, participation, and preparation
that improves the College's presence in the community, maximizes
access to higher education and provides outlets for artistic, civic,
scientific and social expression as well as environmental awareness.
Goal 1: Increasing student success and academic excellence through studentcentered instruction, student-centered support services, and dynamic
technologies.
Goal 2: Increasing equity in successful outcomes by analyzing gaps in student
achievement and using this, to identify and implement effective models
and programming to remedy these gaps.
Goal 4: Ensuring institutional effectiveness and accountability through datadriven decision-making as well as evaluation and improvement of all
College programs and governance structures.
Goal 2: Teaching and Learning for Success – Strengthen effective teaching
and learning by providing a learner-centered educational
environment; help students attain their goals of certificate and degree
completion, transfer, and job training and career placement; increase
equity in the achievement of these outcomes.
Goal 3: Organizational Effectiveness – Improve organizational effectiveness
through data-informed planning and decision-making, process
assessment, and professional development.
1
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
District Strategic Plan Goal
College Strategic Plan Goal
Goal 4: Resources and Collaboration – Increase and diversify sources of
revenue in order to achieve and maintain fiscal stability and to support
District initiatives. Enhance and maintain mutually beneficial external
partnerships with business, labor, and industry and other community
and civic organizations in the greater Los Angeles area.
Goal 3: Sustaining community-centered access, participation, and preparation
that improves the College's presence in the community, maximizes
access to higher education and provides outlets for artistic, civic,
scientific and social expression as well as environmental awareness.
Goal 4: Ensuring institutional effectiveness and accountability through datadriven decision-making as well as evaluation and improvement of all
College programs and governance structures.
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2011
2012
2013
2013
District
3 year
change
College
3 year
change
District
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
70%
70%
66%
71%
-3%
0%
78%
86%
84%
88%
80%
88%
73%
75%
1%
2%
1%
1%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
16%
17%
22%
19%
6%
2%
3.2 Persistence - Fall to Spring
91%
81%
91%
80%
91%
78%
87%
75%
0%
-2%
1%
1%
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term or before
2.1 Percentage of new students completing Math assessment in the first term or before
Objective 3. Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to
subsequent terms.
3.2 Persistence - Fall to Fall
2
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of
eligible students
receiving Pell
Grants
Strength or
Weakness
Weakness
Measure 1.2.1:
Percentage of new
students completing
English assessment
and Math
assessment in the
first term or before
Measure 1.3.1:
Percentage of new
students successfully
completing at least
one English and
Math class in their
first year
Strength
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength
Strength
College Response
Plans for Improvement
The eligibility requirements for Pell Grants
changed in 2012-13. A Lifetime Eligibility
Used (LEU) regulation has resulted in some
students choosing to reserve Pell Grants for
later use in their academic career.
Additionally, due to the LEU, some students
have effectively maxed out of eligibility.
Implementation of SB 1456 and Title V
enrollment priorities now require that all new
non-exempt students complete the
Matriculation process, including assessment.
The difference between the math and English
% figures is due to omission of ESL
assessments.
Even though we exceed the District average,
the College plans to increase this rate. The
EMC has intentionally increased the
allocation of instructional hours for math and
English classes in order to meet student
needs. In addition, the First Year Completion
(FYC) program emphasizes English and
math completion along with intensive
support services. As a result more students
have been completing one or more English
and math classes in their first year.
The College continues to be strong on this
measure. Evaluations on persistence continue
on a regular basis and serve as a target for
intervention.
• Educate students on the application process and
budgeting of Pell Grants money.
• Conduct small workshops to educate students
regarding budget planning and goal setting.
3
Expected
Improvement(s)
The College anticipates
an increase in the
number of students
applying and receiving
Pell Grants.
• The College will continue its marketing efforts
and informing students about the Matriculation
process.
• The College has planned and directed resources
for outreach and recruitment, and matriculating
new students, these efforts will continue.
The College expects to
increase this measure
by five percent.
• Through the Enrollment Management
Committee, the College will provide more
instructional resources, increasing the
availability of math and English courses to
first-year students that assess and are placed
two or more levels below transfer math and
English course.
• The FYC program, SSSP, and Equity Plan will
also aid in increasing the percentage of students
completing at least one English and math class
in their first year.
• The Student Equity Plan will further bolster
support for students, while reducing equity
gaps, to persist in completion of their courses
from term-to-term and year-to-year.
The College anticipates
a 10% increase in the
number of students
completing math and
English courses in their
first year.
Identified gaps in
persistence by ethnic
group and gender will
be reduced.
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
2012
2013
2013
District
3 year
change
College
3 year
change
District
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
1.1 Measure of student engagement in and out of class
1.1 Measure of self-efficacy/self-directed learning
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
2.1 Percentage of new student cohort completing 30 units in 3 years
67%
23%
71%
73%
63%
20%
67%
71%
NA
NA
NA
NA
NA
NA
NA
NA
61%
30%
23%
66%
32%
26%
66%
33%
28%
62%
29%
26%
4%
3%
5%
4%
2%
3%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
32%
36%
35%
33%
3%
2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
14%
33%
12%
34%
13%
32%
13%
33%
-1%
-1%
-2%
-3%
2.1 Percentage of new student cohort completing 60 units in 3 years
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
4
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project
learning
Measure 2.1.1:
Student engagement
in and out of class
Strength or
Weakness
Strength
Strength
College Response
Plans for Improvement
The College is awaiting updates on this
measure from the most recent student survey.
The student-centered interventions included in
the College Educational Master Plan have
helped engage students in active learning.
Nearly 70 faculty have been trained on
authentic assessments; as a result, 25% of the
courses use some form of authentic or project
based learning.
• Continued use of authentic assessment
training.
• Active involvement of the Associated Student
Union in shared governance and the
promotion of intellectual, physical, social, and
cultural growth.
• Continued implementation of the College
Master Plan activities.
The College is awaiting updates on this
measure from the most recent student survey.
The Associated Student Union, Student
Activities, Workforce Education & Economic
Development, and Student Services offices
regularly plan activities to engage students in
and out of the classroom. Through chartered
campus clubs, students get the opportunity to
participate in campus activities, community
service, and social events. The presence of the
Vincent Price Art Museum on campus
provides students exposure to modern and
contemporary art. Students are encouraged to
visit on their own time and many classes
include visits to the museum as part of their
curriculum.
• Through the Student Equity Plan, the ELANS
Leadership Academy will mentor students
throughout the campus and at local schools,
including the promotion of access to higher
education.
• The Campus currently boasts about 70
chartered clubs, nearly 17% more than last
year.
• The GO ELA and Dream Weavers (made up
of former foster youth) clubs are creating a
College and Career Center at Northrup
Elementary in Alhambra, promoting access to
higher education and community engagement.
• Continue to publicize VPAM exhibits to
faculty and students.
5
Expected
Improvement(s)
The College expects that
more students will be
exposed to active and
project learning.
The number of students
taking part in activities
outside the classroom
will increase gradually,
including visits to the
VPAM. Chartered clubs
will increase by 15%.
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Self-efficacy/selfdirected learning
Strength or
Weakness
Strength
Measure 2.1.3:
Technology is being
used to improve
student learning and
engagement
Strength
Measure 2.2.1
Percentage of new
student cohort
completing 30 units
and completing 60
units in 3 years
Strength
College Response
Plans for Improvement
The College is awaiting updates on this
measure from the most recent student survey.
Based on results of surveys and focus groups,
ELAC students express their strong belief in
their ability to overcome obstacles. During
development of the Equity Plan, for example,
a group of female students described their will
to persevere as single parents, working at least
part-time, in order to achieve their educational
goals. The ELANS Leadership Academy has
planned components to help students improve
their self-efficacy and self-directed learning.
• Through the Student Equity Plan, the ELANS
Leadership Academy will develop a support
network for students to strengthen academic
skills, personal development, and character
enrichment to increase retention, graduation
and transfer completion rates.
• SB1456 and Federal Financial Aid regulations
require students to identify an educational
goal and program of study which will provide
clear academic pathways for students.
Allowing them to self-govern and to complete
their educational goals in a timely fashion
fosters self-efficacy.
The College is awaiting updates on this
• Increase the number of faculty certified to
measure from the most recent student survey.
teach online.
However, the College continues to be a heavy • 41 smart classrooms are scheduled to come
user of technology to improve student learning
online when the new Language Arts &
and engagement. Two hundred faculty have
Humanities building opens later this year.
been certified to teach online using Études and • In 2015, the College launched the ELAC
more than 180 faculty are actively using
Schools App, which allows student to connect
course management systems in their face-towith the school and with one another through
face classes.
an interactive social network built on the
Facebook platform.
The College continues to work with
• The strategic enrollment process at ELAC
departments in scheduling classes in a manner
allows departments to schedule those courses
that best meets the students’ needs and
most necessary for student completion.
promotes completion. This process allows for • The FYC program increases a student’s ability
effective student enrollment. A number of
to complete full-time units annually.
efforts have been conducted in order to allow
more first-time students to enroll fulltime
(such as FYC and GO ELA).
6
Expected
Improvement(s)
Gradual improvement is
expected on this
measure, as will be
determined based on the
results of the Fall 2014
LACCD Student Survey.
An additional 3% of
faculty will become
certified to teach online.
The number of students
using the ELAC Schools
App will increase and
the number of smart
classrooms will also
increase.
FYC and the enrollment
management process
will allow for a 4%
increase for completion
of 30 units in 3 years
and on 2% increase for
completion of 60 units
within three years.
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.2.2
Percentage of new
student cohort
successfully
completing English
101 and Math 125
(or above) in 3 years
and in 6 years
Measure 2.2.3
Completion rate
(i.e., certificate,
degree, or transfer)
in 3 years and in 6
years
Strength or
Weakness
Strength
Strength
College Response
Expected
Improvement(s)
The College anticipates
Expand the number of students in the first
a 2% increase for
year programs
students completing
Diversify the approaches to tutoring at the
English 101 and math
College.
125 within 3 years and a
Monitor student need for English and Math
5% increase for students
courses and allocating instructional hours
completing English 101
accordingly.
and math 125 within 6
years.
Focus college resources, including counseling The College expects
efforts, course allocations and support services completions rates within
3 years to increase by
to facilitate student completion of degrees,
4% and completion rates
certificates, and transfer.
within 6 years to
increase by 18%.
Plans for Improvement
Through the support provided by first-year
programs, some curricular innovations
developed by the English and math
departments, and allocations provided by the
Enrollment Management Committee, the
college is continuing to increase student
completion of these two critical courses.
•
•
•
The College plans to substantially increase
•
this target for completion within a 6 year
timeframe. Completion is a critical focus of
the College Mission and it current Strategic
Goals. The College is thoughtfully using the
funds from SB1456 and Student Equity to
increase completion. The College has
increased the number of Associate Degrees for
Transfer over the last two years and will
continue to approve additional degrees.
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2011
2012
2013
Average Class Size in Credit Classes
42.3
$3,755
41.4
$3,810
39.0
$4,182
Cost/FTES (annual)
7
2013
District
37.7
$4,314
3 year
change
College
-8%
11%
3 year
change
District
-8%
7%
2014 College Planning and Institutional Effectiveness Report
East Los Angeles College
February 25, 2015
Institutional Efficiency- College Analysis and Response
District Measure
Average class size
in credit classes
Cost/FTES
(annual)
Strength or
Weakness
Strength
Strength
College Response
Plans for Improvement
Funding was severely reduced during the recent
recession period, which forced the College to reduce
course offerings during that time. The College,
however, maintained its goal of maximizing Access to
higher education, which resulted in average class size
growing beyond sustainable levels. After the passing
of Proposition 30 in 2012, colleges were asked to
offer more course sections. However, the opportunity
to offer more course sections happened late in the
academic year and resulted in lower class sizes. Other
factors that have contributed to the reduction of class
sizes include collective bargaining agreements,
enrollment priorities brought on by SB 1456 and Title
V, and the size of our facilities. Nevertheless, the
average class size is greater than the District average
and it shows that ELAC continues to maximize
Access to higher education.
The Cost/FTES has increased over the last three years.
However, ELAC continues to show institutional
efficiency. Cost/FTES at ELAC is lower than the
district average and the College continues to find
innovative means for reducing costs.
• Through the strategic enrollment
process, the College will continue to
maximize Access to higher education
while ensuring that the most in demand
courses are offered regularly, allowing
more students to complete degrees,
certificates, and transfer in three years
or less.
8
• ELAC will continue to use strategic
enrollment management processes to
allocate instructional hours for courses
in high demand and that lead to more
completions.
• ELAC will continue to budget in a
manner that provides long-term fiscal
solvency.
Expected
Improvement(s)
The College is expected
to continue maximizing
Access to higher
education; however, the
increase in course
availability through the
State will lead to
further – slight –
decreases in the
average class size.
The College anticipates
continued institutional
efficiency.
Institutional Effectiveness Report to the Board of Trustees
Los Angeles Harbor College
February 25, 2015
Introduction
Los Angeles Harbor College serves approximately 10,100 students per semester, generating approximately 7,150 FTES
annually. The student population is diverse: 14% African American, 16% Asian, 54% Hispanic, and 14% White, 2%
Other/Unknown. Harbor College serves the communities of Wilmington, Carson, San Pedro, Harbor City, Lomita,
Gardena, Palos Verdes, and Torrance.
Alignment of College and District Strategic Plans
At a planning retreat in February 2014, Los Angeles Harbor College undertook a comprehensive evaluation of the
2012-13 planning process in order to improve the outcomes and processes and to directly align the 2014-2017 Strategic
Educational Master Plan goals with those in the Los Angeles Community College District 2014-2017 Strategic Plan.
Access and Preparation for Success
Harbor College exceeds or is on par with District averages in four of the six objectives of Goal 1: Access and Preparation
for Success. Harbor College has created college wide efforts to increase the access and preparation, including Harbor
Advantage, a scaled first-year experience program that guarantees new incoming students a full-schedule of classes
including math, English, a success course, and a general education course in the student’s chosen pathway. Harbor
CHAMPS is a second program that will enhance the student-athlete experience and support the athletes with workshops
led by guest speakers, a dedicated counselor, personal and career development, and tutoring assistance. These efforts,
along with increased financial aid awareness via workshops and a financial aid fair; improved processes/expansion of
services for assessment, orientation, and student educational plans; expansion of high school outreach; and continued
support for student services programs will maintain and increase Harbor College’s strength in student access and
preparation for success.
Teaching and Learning for Success
Harbor College is on par with District averages in eight of the 10 objectives of Goal 2: Teaching and Learning for Success
due to campus wide support for faculty, staff, and students. The College provides professional development for faculty
and staff through the Teaching/Learning Center, Culturally Responsive Training workshops, conference participation,
New Faculty Orientation workshops, and well-supported Flex activities. Students are engaged through career connection
programs such as service learning, a Career Fair, Welcome Week Fair, student services programs, and college wide
success programs such as Harbor Advantage and Harbor CHAMPS. Technology is available for students in disciplinespecific labs an in the new Library/Learning Resources Center that provides 140 computers and numerous electronic
databases and software reference programs. Completion rates will continue to increase as the College continues Harbor
Advantage (first-year experience) and creates and implements Harbor Success (second-year experience program).
Institutional Efficiency
Harbor College is on par with District averages for class size in credit courses. The overall 6% decrease in the College’s
average class size from 2011-2013 is lower than the District average of 8%. The College’s decrease in average class size
can be attributed to the addition of English and math sections to support student success initiatives as these courses
necessarily have lower caps on enrollment.
The College is less than 1% higher than the District average for Cost/FTES (annual); however, the College has
experienced a 9% increase in Cost/FTES from 2011-2013 compared to the District’s increase of 7%. The decrease in
average class size due to the addition of English and math sections (which have lower caps on enrollment) results in
higher Cost/FTES. However, increased success rates resulting from the success initiatives will decrease student
withdraws and repeating of courses and therefore increase overall efficiency as students complete and/or transfer in a
shorter timeframe.
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
I. Alignment of College and District Strategic Plans
At a planning retreat in February 2014, Los Angeles Harbor College undertook a comprehensive evaluation of the 2012-13 planning process in order
to improve the outcomes and processes and to directly align the LAHC 2014-2017 Strategic Educational Master Plan goals with those in the Los
Angeles Community College District 2014-2017 Strategic Plan. The most significant recommendation made during the planning evaluation retreat
was to implement a multi-year planning process that includes a three-year planning cycle. The benefit of multi-year planning is alignment of all
planning documents to the Master Plan timeline: program reviews completed on a cycle that informs the planning documents, planning document
development in one year, and a year in which to complete evaluation. While many initiatives have been implemented to achieve the LAHC Strategic
Plan 2014-2017goals, two major initiatives are:
1) Harbor Advantage, a scaled first-year experience program offers a prescriptive approach to student success by guaranteeing all new
incoming students a full-schedule of classes, including math, English, a success course, and general education course in the student’s
chosen pathway of interest/major. Research in community college education clearly points out that student success increases when
students are provided a prescriptive pathway for success in their college career. Harbor Advantage provides key elements in this pathway,
including a significant connection with a person at Harbor College; mandatory orientation, assessment, advisement, and educational plans;
a mandatory program of study based on the student’s pathway of interest/major; and monitoring progress throughout the first term to
assure a successful transition to college with immediate interventions as needed. Harbor Advantage was created in Fall 2014 from our
successful First Year Experience program, an Achieving the Dream intervention.
2) Harbor CHAMPS, the goal of which is to enhance student-athlete engagement, give them the tools and support needed to successfully
advance in their education and sport, and support interaction between athletes, coaches, faculty, staff, and support programs. The mission
is to enhance the quality of the student-athlete experience within the context of higher education. The program supports student-athlete
development and excellence in five areas: Academics, Athletics, Personal Development, Career Development, and Community Service.
The goals of the program are serving the high-risk students shown to be low in course completion rates, decreasing dropout rates, and
increasing the percentage of student-athletes’ retention, completion, and transfer rates. Some strategies of the program include: mentors,
SAAC (Student Athlete Advisory Council), grade checks/progress reports, study hall, tutoring assistance, an academic counselor, guest
speakers and workshops with various campus departments, a student handbook and website for CHAMPS.
These two campus wide initiatives, both supported by our Achieving the Dream efforts and Student Equity Plan, coordinate with the Student Success
and Support Program plan, a component of the Student Success Act 2012 (SB 1456) whose goal is to increase Los Angeles Harbor College’s student
access and success by providing effective core matriculation services, including orientation, assessment, counseling/advising, support for at-risk
populations and other educational planning services. The focus of SSSP is on the entering students’ transition into college by providing a foundation
for student achievement.
1
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
District Strategic Plan Goal
College Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
Goal 1: Access and Preparation for Success
a. Achieving the Dream—continue to examine equity gaps of our students
b. Bridge Programs
c. Recruitment and Outreach
d. Assessment and Placement
e. Orientation
f. Student Educational Planning
g. Harbor Advantage (first year experience program)
h. Harbor Success (second year experience program)
i. Follow up on at-risk populations
Goal 2: Teaching and Learning for Success
a. Math curriculum re-design
b. Basic Skills/Essential Skills curriculum review
c. Curriculum alignment with K-12 partners (math/English)
d. Reading Apprenticeship
e. On Course
f. Cultural Responsive Training (staff and faculty)
g. College Institutional Student Learning Outcomes
1: Communication
2: Cognition
3: Information Competency
4: Social Responsibility in a Diverse World
Goal 3: Organizational Effectiveness
a. Annual State, Functional, Unit, Cluster, and College plans
b. Strategic Educational Master Plan
c. Assessment and Program Review analysis and implementation
d. Student, Program, and Institutional/ Outcomes analysis and implementation
e. Internal and External Scans
f. LAHC Fact Book
Goal 4: Resources and Collaboration
a. Expansions of partnerships through Economic and Workforce Development
b. Revenue generation through grants, Community Services, Contract
Education/Training
c. Enhancement of resources through the Foundation
Goal 2: Teaching and Learning for Success – Strengthen effective teaching
and learning by providing a learner-centered educational
environment; help students attain their goals of certificate and degree
completion, transfer, and job training and career placement; increase
equity in the achievement of these outcomes.
Goal 3: Organizational Effectiveness – Improve organizational effectiveness
through data-informed planning and decision-making, process
assessment, and professional development.
Goal 4: Resources and Collaboration – Increase and diversify sources of
revenue in order to achieve and maintain fiscal stability and to
support District initiatives. Enhance and maintain mutually beneficial
external partnerships with business, labor, and industry and other
community and civic organizations in the greater Los Angeles area.
2
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2011
Objective 1. Ensure equitable access to education
1.2 Percentage of eligible students receiving Pell Grant
Objective 2. Increase the percentage of new students who complete the
matriculation process
2.1 Percentage of new students completing English assessment in the first term or
before
2.1 Percentage of new students completing Math assessment in the first term or before
Objective 3. Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to subsequent
terms.
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
3.2 Persistence - Fall to Spring
3.2 Persistence - Fall to Fall
3
2012
2013
2013
District
3 year
change
College
3 year
change
District
83%
81%
80%
71%
-3%
0%
71%
70%
70%
73%
-1%
1%
69%
61%
68%
75%
-1%
1%
15%
12%
20%
19%
5%
2%
88%
75%
89%
75%
91%
76%
87%
75%
3%
0%
1%
1%
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of
eligible students
receiving Pell Grants
Strength or
Weakness
Strength
College Response
Plans for Improvement
LAHC is 9% higher than the District average
of 71%.
Leadership in the financial aid office continues to
remain focused on student success and providing
a seamless financial aid process and ample
opportunities for students to learn about financial
responsibility.
More than 80% of financial aid eligible students
received some form of aid when also considering
BOG fee waivers.
4
• Increased Financial Aid awareness via
orientation process
• Continue exposure to the financial aid
processes and repayment responsibilities
by offering additional workshops on
campus that address budget management
(front door activities such as Fall/Spring
Welcome Week and Kickoff Activities)
and by partnering with local community
lenders for financial trainings
• Expansion of Harbor Advantage
• Support for Harbor CHAMPS program (a
mandatory instructional and student
development program for all student
athletes that includes a dedicated
counselor, faculty coordinator, tutorial
services, study hall, and workshops)
• Support for other student/instructional
support programs
• Continue the LAHC Financial Aid Fair
held in conjunction with the City of Los
Angeles
Expected
Improvement(s)
3% increase by the end
of the 2016-17
academic year
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #1- College Analysis and Response
District Measure
Measure 1.2.1:
Percentage of new
students completing
English assessment
and Math assessment
in the first term or
before
Strength or
Weakness
Weakness
College Response
Plans for Improvement
LAHC is slightly (-3%) below the District
average of 73% for completion of the English
assessment.
The number of English assessments increased
from 2,002 in 2012-13 to 3,157 in 2012-14; the
number of math assessments increased from
1,896 in 2012-13 to 2,939 in 2013-14.
LAHC is below (-7%) the District average of
75% for completion of the Math assessment.
LAHC enforces the new Student Success and
Support Program mandated assessment,
orientation, and counseling; students must assess
in order to enroll in English and math sequences.
5
• Implement new math assessment:
Mathematics Diagnostics Testing Project
• Enforce mandatory assessment per
SB1456
• Expansion of high school outreach
including Senior Tours/Campus Visits
• Utilize current programs (e.g. EOPS,
TRIO CalWORKS, Youth Source Center,
Harbor Advantage, CHAMPS, STEM,
Honors) to facilitate student participation
in assessment
• Other matriculation-related improvement
plans:
 Extend Assessment Center hours to
include weekend and evenings
 Add orientation and educational
planning to high school outreach
activities
 Offer orientation in-person and online
 Devote additional counselor positions
to creating education plans
 Offer block schedule drop-in
counseling services
 Align student success initiatives to
support matriculation activities
Expected
Improvement(s)
2-3% increase by the
end of the 2016-17
academic year
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #1- College Analysis and Response
District Measure
Measure 1.3.1:
Percentage of new
students successfully
completing at least
one English and
Math class in their
first year
Strength or
Weakness
Strength
College Response
LAHC is on par (+1%) with the District
average of 19%, and the percentage has
increased by 5% in the last three years
compared to the District increase of 2%.
•
LAHC has created Harbor Advantage (HA) that
guarantees first time in college students an
English and math class in their first two
semesters. 260 students currently participate in
HA Year 1 with 450 expected in HA Year 2.
•
Approximately 80% of students place into precollegiate English and math levels.
•
•
•
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength
Expected
Improvement(s)
Increase both English
Expansion of Harbor Advantage that
requires students to take math and English and math completion in
in their first year (Fall 2014 = 265students first year by 6% by the
end of the 2016-17
in the program; target for Fall 2015 =
academic year.
450)
Increased instructional support (tutoring,
CHAMPS, other activities per the Equity
Plan)
Follow up of at-risk students via Early
Alert, retention counselor, activities
Increase high school outreach efforts to
juniors to include remedial work in
preparation for higher level English and
math courses
Continue/expand summer bridge
programs
Maintain Fall-to-Spring
Expansion of Harbor Advantage (firstpersistence of 91%;
year experience program)
increase Fall to Fall by
Creation of Harbor Success (second-year
6% by the end of the
experience program)
2016-17 academic year.
Follow up of at-risk students via Early
Alert, retention counseling, retention
activities
Accelerated math sequences (starting Fall
2014)
Plans for Improvement
LAHC is above (+4%) of) the District average
of 87% for persistence Fall to Spring.
•
•
LAHC is on par (+1%) of the District average
of 75% for persistence Fall to Fall.
Fall to Spring persistence will increase with
student participation in Harbor Advantage that
guarantees a full-time schedule in the student’s
first year in college. Fall to fall persistence will
increase as HA students succeed in Year 1 and are
counseled (dedicated counselor for the program)
for enrollment in their sophomore year and
Harbor Success is created to provide HA students
the same schedule guarantee support as they
received in Year 1.
6
•
•
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2011
2012
2013
2013
District
3 year
change
College
3 year
change
District
Objective 1. Provide a learner-centered learning environment
1.1 Measure of active learning/project learning
64%
63%
NA
NA
1.1 Measure of student engagement in and out of class
19%
20%
NA
NA
1.1 Measure of self-efficacy/self-directed learning
68%
67%
NA
NA
1.3 Measure of how technology is being used to improve student learning and
engagement
Objective 2. Improve student outcomes*
71%
71%
NA
NA
2.1 Percentage of new student cohort completing 30 units in 3 years
58%
60%
61%
62%
3%
4%
2.1 Percentage of new student cohort completing 60 units in 3 years
24%
21%
28%
29%
4%
2%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
23%
20%
25%
26%
2%
3%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
35%
33%
27%
33%
-8%
2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
14%
12%
16%
13%
2%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
34%
37%
28%
33%
-6%
-3%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2013 is final year for the three year measurement period beginning in 2010.
7
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project
learning
Measure 2.1.1:
Student engagement
in and out of class
Strength or
Weakness
Strength
Strength
College Response
LAHC is on par (+1%) of the District
average of 63%.
LAHC faculty and staff support student
success and readily participate in programs
and projects that facilitate student learning
and provide professional growth.
LAHC is on par (-1%) of the District
average of 20%.
•
•
•
Measure 2.1.1:
Self-efficacy/selfdirected learning
Strength
Plans for Improvement
LAHC has an active ASO and students
participate on all campus committees.
LAHC has a strong athletic program.
LAHC has a strong theater arts program.
LAHC is on par (+1%) of the District
average of 67%.
Several programs on campus, in student
services and academic affairs, teach selfefficacy and self-directed learning to
promote student success.
8
•
•
•
•
•
Support Teaching/Learning Center
Provide professional development opportunities
Expand Culturally Responsive Training
Participate in District and 3CSN student success
activities
Provide/expand career connection programs
such as service learning and internships
• Provide career exposure activities such as the
Career Fair
• Support Fall/Spring Welcome weeks to
highlight opportunities for engagement
• Support student services programs
• Create/support student support programs for
specific populations e.g. CHAMPS, Puente
• Continue Welcome Week Fair
• Support use of the new Library and Learning
Resources Center and other new facilities to
encourage students to spend more hours on
campus
Provide professional development in On Course and
other programs that provide faculty and staff tools
and strategies to teach students self-efficacy
Expected
Improvement(s)
6% increase by the
end of the 2016-17
academic year.
6% increase by the
end of the 2016-17
academic year.
6% increase by the
end of the 2016-17
academic year.
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.1.3:
Technology is being
used to improve
student learning and
engagement
Strength or
Weakness
Strength
College Response
•
•
Strength
•
LAHC is even with District average of
71%.
•
Measure 2.2.1
Percentage of new
student cohort
completing 30 units
and completing 60
units in 3 years
Plans for Improvement
The number of online sections has
increased by 22 (to 90) since 2009, and
the percent of students enrolled in only
online classes has increased by 4% since
2010.
The new Library/Learning Assistance
Center has 140 computers available for
students.
200 new computers were installed in
2014-15 in 5 discipline specific labs
across campus.
LAHC is on par (-1%) of the District
average of 62% for 3-year completion of
30 units.
LAHC is on par (-1%) of the District
average of 29% for 3-year completion of
60 units.
See response to 1.3.1 and 1.3.2. The
average number of units attempted per
student has remained constant—10.4—
since 2004; the percent of students taking 611.5 units has increased by 3% since 2004,
and the percent of students taking 12 more
units has decreased by 2% since 2004.
9
•
•
As outlined in the current Technology Plan, the
College needs to:
1. Update the local systems
2. Secure updated network management
software
3. Secure updated equipment in the network
and data centers
4. Secure additional software needed to
support student learning
Provide faculty professional development to
increase use of technology in the classroom
and/or the number of hybrid sections
Increase use of social media to engage students
and improve learning
Completion will be increased/accelerated in the
following ways:
1. Expand Harbor Advantage (first year
experience w/ full-time requirement)
2. Create Harbor Success (second year
experience w/ full-time requirement)
3. Support the CHAMPS program
4. Implement/monitor Enrollment
Management Plan
Expected
Improvement(s)
Increase percentage
by 6% by the end of
the 2016-17 academic
year.
6% increase by the
end of the 2016-17
academic year.
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
Goal #2- College Analysis and Response
District Measure
Measure 2.2.2
Percentage of new
student cohort
successfully
completing English
101 and Math 125
(or above) in 3 years
and in 6 years
Measure 2.2.3
Completion rate
(i.e., certificate,
degree, or transfer)
in 3 years and in 6
years
Strength or
Weakness
Strength
Weakness
Strength
Weakness
College Response
Plans for Improvement
LAHC is on par (-1%) of the District
average of 26% for 3-year completion.
•
•
•
Expand Harbor Advantage
Create Harbor Success
Implement/monitor Enrollment Management
Plan to ensure adequate number of English and
math sections are offered
•
•
•
Expand Harbor Advantage
Create Harbor Success
Implement/monitor Enrollment Management
Plan to ensure scheduling patterns in certificate
program courses and GE patterns provide
completion pathways
Continue Transfer Fair and Student Success
Summit
Evaluate/improve certificate programs through
Program Review
LAHC is below (-6%) of the District
average of 33% for 6-year completion.
See response to 1.3.1 and 1.3.2. The math
faculty has recently created new, short math
pathways for non-STEM majors. The
percentage of students who place in Math
123A (three levels below Math 125) is
37%; the percentage who place in Math 112
(four levels below) is 52%. The percentage
of students who place in English 28 (one
level below English 101) is 55% (2013-14);
25% place in English 101.
LAHC is above (+3%) the District
average of 13% for 3-year completion.
LAHC is below (-5%) the District
average of 33% for 6-year completion.
See response to 1.3.1 and 1.3.2. LAHC has
strong CTE programs; provides student
support services in the Career/Transfer
Center; and hosts campus wide career,
transfer, and success fairs.
10
•
•
Expected
Improvement(s)
6% increase by the
end of the 2016-17
academic year in both
measures.
6% increase by the
end of the 2016-17
academic year in both
measures.
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2011
Average Class Size in Credit Classes
Cost/FTES (annual)
District Measure
Average class size in
credit classes
Strength or
Weakness
Strength
College Response
2012
2013
2013
District
LAHC average class size decreased by 6%
over the past 3 years; however, that is 2%
better than the District average 8% decrease
Classes in the lower levels of English and math
have been added to fulfill the new mandates for
increased student success, and these courses
necessarily have lower caps on enrollment.
However, these additions did not replace high
enrollment general education classes, which
would have lowered graduation rates. These
factors in combination caused a decrease on
average class size and apparent productivity.
LAHC is, in effect, trading immediate
enrollment efficiency for longer term efficiency
in degree, certificate, and transfer completions.
11
•
•
•
3 year
change
District
40.1
41.3
37.6
37.7
-6%
-8%
$4,057
$4,472
$4,412
$4,314
9%
7%
Plans for Improvement
LAHC is on par (-.1%) of the District average
of 37.7%.
3 year
change
College
Implement/monitor College’s Enrollment
Management Plan
Implement student success initiatives
Implement activities in the Student Equity
Plan
Expected
Improvement(s)
Maintain efficiency
and quality of
instruction while
supporting student
success initiatives
that lead to increased
retention, persistence
and completion rates.
2014 College Planning and Institutional Effectiveness Report
Los Angeles Harbor College
February 25, 2015
District Measure
Cost/FTES (annual)
Strength or
Weakness
Weakness
College Response
Plans for Improvement
LAHC cost/FTES is less than 1% higher than
District average.
On par (+$100) with the District average of
$4,314 Cost/FTES.
A decrease in average class size due to the
addition of English and math sections (which
have lower caps on enrollment) added to support
student success initiatives results in a higher cost
per FTES. However, increased success rates
resulting from these initiatives will increase
overall efficiency as students complete and
transfer in a shorter timeframe.
12
•
•
•
Implement/monitor College’s Enrollment
Management Plan
Implement student success initiatives
Implement activities in the Student Equity
Plan
Expected
Improvement(s)
Maintain efficiency
and quality of
instruction while
supporting student
success initiatives
that lead to increased
retention, persistence
and completion rates.
Board of Trustees
ACTION
Los Angeles Community College District
Com No. CH2
Division: CHANCELLOR
Subject:
Date: March 11, 2015
APPROVE LOS ANGELES CITY COLLEGE EDUCATIONAL AND
STRATEGIC MASTER PLAN, 2014-2020
Background: Accreditation standards require that colleges periodically evaluate and
revise their strategic and educational master plans since these plans provide a
framework for institutional direction, improvement, and public accountability. As these
plans represent the college’s mission and purpose, they are submitted for review and
approval to the Board of Trustees. On February 25, 2015, the Board’s Institutional
Effectiveness & Student Success (IESS) Committee reviewed the “Los Angeles City
College Educational and Strategic Master Plan, 2014-2020” and recommended its
approval by the Board.
ATTACHMENT N
Approved by:________________________________________
Francisco C. Rodriguez, Chancellor
Chancellor and
Secretary of the Board of Trustees
By:_____________________________ Date_________________
Page
1
of
1
Pages
Com. No.
CH2
Div.
Eng ________________
Field _______________
Moreno _____________
Pearlman ___________
CHANCELLOR
Vacant_______________
Svonkin _______________
Veres ________________
Jackson_______________
Student Trustee Advisory Vote
Date
3/11/15
2014-20 Educational & Strategic Master Plan
Executive Summary
REPLACES:
•
2008-2013 Strategic Master Plan and 2008-2017 Educational Master Plan.
PURPOSE OF THE PLAN:
• Present clear goals for the college; provide strategies to meet objectives; measure progress for
improvement.
PLAN CONTENTS: Goals, Performance Measures
• Goal 1: Access
• Improve equitable access and help students attain early educational momentum points to
assure academic success.
o
Performance measures include: average section size, schedules that ensure
systematic completion of degrees, certificates, transfer readiness, and number of
students that complete matriculation process
• Goal 2: Student Success
• Provide support and guidance to promote student completion of degrees, certificates, and
transfer-readiness.
o
Performance measures include: number of awards/certificates, persistence rates, transfer
rates
• Goal 3: Organizational Effectiveness
• Increase institutional effectiveness through ongoing and systematic cycles of improvement that
accomplish the college mission and educational and strategic plan.
o
Performance measures include: annual evaluations of institutional plan progress,
evaluation of professional development opportunities
• Goal 4: Resources
• Provide human, physical, technological and financial resources to efficiently and effectively
implement educational programs and college services.
o
Performance measures include: institutional standard for replacement of technology, end
of year balances
•
PROCESS FOR DEVELOPMENT AND ADOPTION OF PLAN
• Analysis of closeout of old plan, evaluation of results
• New Mission Statement
• Review of State, District plans, legislative mandates
• Application of existing data
• Input from college constituencies
HOW THIS PLAN INTEGRATES WITH OTHER COLLEGE AND DISTRICT PLANS:
LACCD Strategic Plan 2012-17 Goals
LACC Educational & Strategic Master Plan 2014-20
Goals
1. Access & Preparation for Success
1. Access
2. Teaching & Learning for Success
2. Student Success
3. Organizational Effectiveness
3. Organizational Effectiveness
4. Resources and Collaboration
4. Resources
Supporting Plans:
Facilities Master Plan, Student Success & Support
Plan, Equity Plan, Basic Skills Plan, AtD Plan
December 17, 2014
Presented to the LACCD Board of Trustees Institutional Effectiveness Committee
Educational and
Strategic Master Plan
Los Angeles City College
2014-20
Los Angeles City College empowers students from the diverse communities it serves to
achieve their educational and career goals by providing learner-centered pathways to success
through transfer, career and technical education, and foundational skills programs.
How we got here
O
Formed Strategic Planning Committee (SPC) Fall 2013
O
Evaluated and closed out old 2008-13 Strategic Plan
O
Decided to integrate our strategic and educational master plans
into an Educational & Strategic Master Plan (ESMP) for 2014-20
O
Purpose:
O The Educational and Strategic Master Plan (ESMP) includes
the goals and objectives traditionally associated with
educational master planning, technology planning,
matriculation planning, student equity planning, enrollment
management, and other forms of goal setting that have a
direct impact on student learning, achievement and success.
Development of Current ESMP
Strategic Planning Databook: Used to develop new ESMP goals
O
District Strategic Plan
O
New LACC Mission
O
Data and Analysis
O
College profiles 2009 - 2012
O
2008-13 Strategic Master Plan (SMP) results and analysis
O
Inventory of unit goals and status by SMP objective
O
College priorities 2009 - 2012
O
Student Success Scorecard (ARCC 2.0)
O
District 2013 Strategic Plan measures for LACC
O
Achieving the Dream measures for LACC
O
2012 District student survey
2012-13 Comprehensive Program Review Results
O
Program overview/needs assessment
O
Planning and budget summary
O
Improvement plans aligned with SMP goals
External Scan Data
O
Critical issues for LACCD
O
Highlights from external scan presentation
O
2011-2017 LACCD external scan
O
LACCD internal scan
The ESMP
O
Goal 1: Access
O
Improve equitable access and help students attain early educational momentum points to assure academic success
1.
2.
3.
O
Goal 2: Student Success
O
Provide support and guidance to promote student completion of degrees, certificates, and transfer-readiness
1.
2.
3.
O
Increase the number of students who successfully achieve their academic and career goals.
Improve rate at which students enroll in and complete basic skills English and Math in the first year.
Increase equity in student achievement.
Goal 3: Organizational Effectiveness
O
Increase institutional effectiveness through ongoing and systematic cycles of improvement that accomplish the
college mission and educational and strategic plan
1.
2.
O
Efficiently manage enrollment in order to maximize student access to LACC’s educational programs for the purpose of attaining degree and
certificate completion and transfer readiness.
Ensure that students build early momentum towards success by accessing key programs, courses, and services in their first year of
enrollment.
Increase the number of first time college students who enroll directly from local feeder high schools.
Improve institutional capacity for planning that leads to measureable actions.
Enhance employee development opportunities so that they are frequent, accessible and effective.
Goal 4: Resources
O
Provide human, physical, technological and financial resources to efficiently and effectively implement educational
programs and college services.
1.
2.
3.
4.
5.
Review and evaluate staffing processes to address college priorities.
Ensure campus facilities and technology support priorities of student learning and success.
Ensure college budget is balanced and achieves maximum efficiency supporting college strategic priorities.
Develop and diversify sources of revenue.
Initiate and strengthen internal collaborations among campus programs and external partnerships with business and industry, other
educational institutions and community groups.
Alignment of Campus &
Unit Level Planning
Mission

ESMP Goals

ESMP Objectives & Measures

Program Review: unit planning objectives

Learning outcomes assessment
Integration of LACCD & LACC Plans
LACCD Strategic
Plan 2012-17 Goals
LACC ESMP
2014-20 Goals
Related Plans
Shared Measures
Access &
Preparation for
Success
Access
Student Success
Support Plan
Matriculation completion rate
Basic skills first-year enrollment
Completion-based class schedules
Teaching & Learning
for Success
Student Success
Equity Plan
Basic Skills Plan
AtD Plan
Number of certificates
Number of degrees
Course completion rates
Basic skills completion
Transfer rates
Persistence rates
Achievement gaps
Organizational
Effectiveness
Organizational
Effectiveness
Accreditation Standards
ESMP
District Strategic Plan
Institutional plan progress
Program review participation
Resources and
Collaboration
Resources
Facilities Master Plan
Fusion index for building
maintenance
Technology available to students
and faculty
Technology replacement standard
Los Angeles City College
2014-2020
Educational and Strategic
Master Plan
Table of Contents
College Mission ........................................................................................................................................ 1
2014-2020 Educational and Strategic Master Plan .................................................................................. 1
About Los Angeles City College ................................................................................................................. 3
2013 Annual College Profile ..................................................................................................................... 4
Institutional Student Learning Outcomes ................................................................................................ 5
Introduction to the Educational and Strategic Master Plan .................................................................... 7
Closing the 2008-2013 Strategic Master Plan .......................................................................................... 7
2014-20 Strategic Planning Process ......................................................................................................... 8
Step 1 ................................................................................................................................................. 9
•
•
•
•
Establish Strategic Planning Committee
Agree on vision and timeline
Engage stakeholders (Comprehensive Program Review 2012)
Conduct internal and external environmental scan
Step 2 ............................................................................................................................................... 17
•
•
Identify key issues and trends
Revise vision, mission, core values statements
Step 3 ............................................................................................................................................... 20
•
•
•
•
•
Establish goals and objectives
Align with District Plan
Establish performance measures and baseline data
Present final plan to the SGC and President
Approve and adopt the final plan
Goals, Objectives, Measures, and Strategies ......................................................................................... 23
Goal 1: Access ......................................................................................................................... 24
Goal 2: Success ....................................................................................................................... 26
Goal 3: Organizational Effectiveness ........................................................................................ 28
Goal 4: Resources .................................................................................................................... 29
2014-2020 Educational and Strategic Master Plan
Page i
2014-2020
Los Angeles City College
Educational and Strategic Master Plan
Mission
Los Angeles City College empowers students from the diverse communities it serves to achieve their educational
and career goals by providing learner-centered pathways to success through transfer, career and technical
education, and foundational skills programs.
Core Functions that support the mission
(1) Transfer
(2) CTE/Workforce
(3) Basic Skills
(4) Resource Stewardship
Goal 1: Access
Improve equitable access and help students attain early educational momentum points to assure academic
success.
Objectives
1.1 Efficiently manage enrollment in order to maximize student access to LACC’s educational programs for the
purpose of attaining degree and certificate completion and transfer readiness.
1.2 Ensure that students build early momentum towards success by accessing key programs, courses, and services
in their first year of enrollment.
1.3 Increase the number of first time college students who enroll directly from local feeder high schools.
Performance Measures
•
•
Average section size
Schedules that ensure the systematic completion of degrees, certificates, and transfer-readiness
•
Number of students that complete matriculation process
Goal 2: Student Success
Provide support and guidance to promote student completion of degrees, certificates, and transfer-readiness.
Objectives
2.1 Increase the number of students who successfully achieve their academic and career goals.
2.2 Improve rate at which students enroll in and complete basic skills English and Math.
2.3 Increase equity in student achievement.
Performance Measures
•
•
•
•
•
•
Number of awards (certificates, degrees)
Persistence rates
Rates in which first year students enroll in and complete basic skills math and English
Transfer rates
Successful course completion rates
Achievement gaps
2014-2020 Educational and Strategic Master Plan
Page 1
Goal 3: Organizational Effectiveness
Increase institutional effectiveness through ongoing and systematic cycles of improvement that accomplish the
college mission and educational and strategic master plan.
Objectives
3.1 Improve institutional capacity for planning that leads to measureable actions.
3.2 Enhance employee development opportunities so that they are frequent, accessible and effective.
Performance Measures
•
•
•
•
Annual evaluations of institutional plan progress
Annual committee self-assessments completed
Number of instructional, student service and administrative service programs complete program review
Employees completing annual professional development obligations
•
Evaluation of professional development opportunities
Goal 4: Resources
Provide human, physical, technological and financial resources to efficiently and effectively implement educational
programs and college services.
Objectives
4.1
4.2
4.3
4.4
4.5
Review and evaluate staffing processes to address college priorities.
Ensure campus facilities and technology support priorities of student learning and success.
Ensure college budget is balanced and achieves maximum efficiency supporting college strategic priorities.
Develop and diversify sources of revenue.
Initiate and strengthen internal collaborations among campus programs and external partnerships with
business and industry, other educational institutions and community groups.
Performance Measures
•
•
•
•
•
•
•
•
Fusion index for building maintenance
Institution standard for replacement of technology
Percentage of technology directly available to students and faculty
Number and quality of grants obtained that support college priorities
Funding levels
End of year balances
Number of partnerships
Number of formal, funded interdisciplinary campus student success interventions.
2014-2020 Educational and Strategic Master Plan
Page 2
About Los Angeles City College
Set on 49 acres, Los Angeles City College (LACC) was the original location for UCLA before it moved to
Westwood, CA. The college facilities include more than a dozen multistory classroom buildings including
a library, computer labs, fitness centers, theatre, and TV/film studios. Through a $147 million bond
award, the college has recently expanded by adding a new and advanced science technology, facilities,
increased parking, new library and expanded athletic/fitness and child development centers. (Note:
LACC does not provide campus housing. However, inexpensive rentals are available in the surrounding
community.) Our student body is one of the most diverse in the country. Students range in age from late
teens to seniors and come from most ethnic groups, cultures and countries in the world.
LACC is one of the nine community colleges that make up the Los Angeles Community College District
(LACCD). Our district offers educational opportunities to students in more than 40 cities covering an
area of more than 882 square miles, serving 5.2 million residents. An elected seven-member Board of
Trustees, serving staggered four-year terms, governs the LACCD. One student trustee, selected by the
students, serves a one-year term beginning in June of every year.
2014-2020 Educational and Strategic Master Plan
Page 3
2014-2020 Educational and Strategic Master Plan
Page 4
Institutional Student Learning Outcomes
Institutional Student Learning Outcomes are acquired through learning opportunities in and out of the
classroom during the students’ academic experience at LACC. These outcomes guide individual
departments and disciplines in the development of student learning outcomes for programs, courses,
and services, and shape the decision making processes of the college.
The 11 Institutional Learning Outcomes are divided into three major areas: Essential Academic Skills,
Personal Growth and Development, and Interpersonal/Intercultural/Global Awareness. The individual
outcomes are defined as follows:
Area A: Essential Academic Skills
1. Information Competency: Critical and Creative Thinking - Learners read, gather, evaluate, organize,
and synthesize information from a variety of sources and media and use appropriate reasoning,
analytic, interpretive, and problem solving strategies to draw logical conclusions or formulate
creative solutions.
2. Written and Oral Communication - Learners produce clear, logical, well organized papers and
verbal presentations using documentation and quantitative tools when appropriate.
3. Mathematical Competency/Quantitative Reasoning - Learners represent mathematical
information symbolically, visually, numerically, and verbally; they use mathematical models such
as formulas, graphs, tables, and schematics and draw inferences from them; they arrange data
into tables or graphs.
4. Technological Literacy - Learners use computers and related technologies to achieve academic,
personal, and professional goals.
Area B: Personal Growth and Development
5. Self-Assessment and Growth - Learners reflect upon their academic, personal, and professional
growth and make changes based upon their resulting insights.
6. Intellectual Engagement and Physical Wellness - Learners develop intellectual curiosity that leads
to lifelong learning, using that knowledge and understanding to generate and explore new
questions; they establish and maintain a healthy lifestyle that includes practices that result in a
healthier mind, body, and spirit for the learner as well as the learner's community and the
environment.
7. Ethical Reasoning - Learners make informed and principled choices regarding conflicting situations
in their personal and public lives and foresee the consequences of these choices.
8. Aesthetic Awareness and Appreciation - Learners evaluate and analyze their own aesthetic
responses to the world around them, including natural objects and human creations.
Area C: Interpersonal/Intercultural/Global Awareness
2014-2020 Educational and Strategic Master Plan
Page 5
9. Interpersonal Interaction and Community Participation - Learners cooperate and collaborate to
reach desired outcomes when working with other people, recognizing their personal contribution
to the community and to society at large.
10. Intercultural Knowledge and Exploration - Learners interact successfully and sensitively with
individuals and groups holding a variety of perspectives and who may come with diverse
backgrounds and experiences.
11. Discovering Global Issues - Learners recognize and analyze the interconnectedness of global and
local concerns, analyzing cultural, political, social, and environmental issues from multiple
perspectives; they recognize the interdependence of the global environment and humanity.
2014-2020 Educational and Strategic Master Plan
Page 6
Introduction to the Educational and Strategic Master Plan
The Educational and Strategic Master Plan (ESMP) for LACC (2014-2020) details the strategic direction
the College will pursue in the next six years. This plan retains the concepts of the 2008-2013 Strategic
Master Plan and expands and prioritizes our duties for the next six years. The previous practice at LACC
was the development and implementation of separate Strategic Master and Educational Master Plans.
These separate plans often led to a duplication of efforts and confusion in college planning. The
Educational Master Plan and the Strategic Master Plan were merged into this plan with the realization
that the purpose of LACC is to provide college education to members of the community, and thus all
college strategic planning should focus on improving the educational mission of the college, which
includes preparing students for transfer, for the workforce, and providing basic skills education to
prepare them for college-level course work.
In Spring 2013, the College governance structure was reorganized to establish the Strategic Planning
Committee as the overarching planning body that assumes the planning responsibilities associated with
educational master planning in order to focus all college planning on student success.
Closing the 2008-2013 Strategic Master Plan
Before a new plan could be developed, the 2008-2013 Strategic Master Plan needed to be “closed-out.”
We needed to evaluate our performance on the goals and objectives. The comprehensive program
review (CPR) cycle is designed to coordinate with the college strategic planning process, which has been
on a 6-year cycle. The evaluation rubrics were designed to assess programs in all areas of operation and
focused on achievement of the college strategic plan goals. Using the 2008-2013 Strategic Master Plan
to provide both goals and measures for the CPR framework provided the college with an assessment of
the current strategic plan. This provides data to use in closing the plan. Analysis of program progress
revealed the following:
•
•
•
•
•
The planning system was being actively used by LACC to identify and achieve program
outcomes.
The goals of the 2008-2013 Strategic Master Plan were being better understood by the campus
community.
The goals helped to define program goals.
Planning efforts resulted in program improvements.
Completion of program goals was not well understood and needed work.
It was recommended that the college retain the existing Strategic Master Plan goals but continue to
work on implementation of the goals to assure a more defined completion of unit and program goals.
The development of the 2014-2020 ESMP has taken these recommendations into account. The previous
goals of Access, Success, Accountability, and Partnerships have been revised as Access, Success,
Organizational Effectiveness, and Resources. Along with this new ESMP, a comprehensive
2014-2020 Educational and Strategic Master Plan
Page 7
implementation plan was developed defining the goal measures, targets and oversight body responsible
for the implementation of the identified objectives.
2014-2020 Strategic Planning Process
The strategic planning process and the development of this plan are depicted graphically in figure 1.
2014-2020 Educational and Strategic Master Plan
Page 8
STEP ONE
Establish Strategic Planning Committee
In Spring 2013 the LACC Administration and Academic Senate revised the governance and planning
structure known as “A New Model for Governance: Accountability and Planning for Student Success at
Los Angeles City College.” The purpose was to ensure that faculty, staff, students, and administrators
work cooperatively to make recommendations on policies and processes to ensure that LACC maintains
quality educational programs so students can successfully attain their educational goals. It was
determined that the existing governance model and student success efforts were uncoordinated and
often confusing in terms of roles and responsibilities of committees and their linkage to student success
and planning.
This restructuring centralizes all master planning in one committee with educational planning and
student success as its core function. The Strategic Planning Committee (SPC) reports to the Academic
Senate and the College Council and assumed the responsibilities of the Planning Committee and the
Student Success Committee. The stated purpose of this committee is:
SPC makes recommendations, as appropriate, to the Academic Senate on academic
issues, and College Council on institution-wide strategic goal and priority setting, and
accountability for student success. This committee is charged with creating and
monitoring the college’s Integrated Strategic Plan (ISP) for student success, which
includes all of the goals and objectives traditionally associated with educational master
planning, technology planning, matriculation planning, equity planning, and other forms
of goal setting that have a direct impact on student learning and success.
The SPC is responsible for:
•
•
•
•
•
•
Drafting, revising, and overseeing the implementation of the college’s Integrated Strategic Plan
Developing annual college planning goals and objectives
Overseeing sub-committees and implementation teams responsible for specific college-wide
objectives in the ISP and annual plans
Communicating to the college community through direct biennial reports and through the
committee structure on progress towards completion of ISP goals, progress on improving
student achievement and learning, and news about all additional student success efforts
Overseeing, evaluating and coordinating institutional planning processes (except for facilities
planning) and its mechanisms for measuring college objectives and outcomes
Serving as the Achieving the Dream Core Team
The new model of governance for LACC is in the figure below. The Strategic Planning Committee has
several sub-committees that report to it that focus upon critical areas of the college and are
responsible for implementing many of the objectives in the strategic plan. The following lists the
committees and their purpose statements:
2014-2020 Educational and Strategic Master Plan
Page 9
Student Success and Support Program – Developed to provide oversight and implementation of the
LACC Matriculation plan for credit and non-credit. Will also discuss and advise the college on matters
that impact student success as related to the various components of Matriculation (i.e. Admissions,
Assessment, Counseling, Orientations, Student Follow-up, Research, Coordination and Training, and
Prerequisites).
Committee on Pathways for Student Success - COMPASS is a standing subcommittee of the Strategic
Planning Committee (SPC) and serves as the college’s Achieving the Dream Data Team, reviews and
analyzes data for assigned ESMP objectives, makes recommendations to SPC on basic skills planning
priorities, is in charge of the Student Equity Plan and BSI Allocation and develops and monitors with
EPPIC the Institutional Set-Standards for College-wide Improvement
Enrollment Management Team (EMT)- EMT works to expand student access, meet student educational
needs, and optimize enrollment while maintaining high quality instruction and economic efficiency.
Technology Steering Committee (TSC) - Plans and coordinates the application of technology to the
execution of the LACC mission and the achievement of its goals and objectives. The TSC also serves as an
information resource on technology-related issues across all LACC divisions, units, and programs. The
TSC provides general direction and makes recommendations on college-wide technology issues.
Staff and Organizational Development - Oversees the campus professional development program (Title
5, Section 55720), which offers faculty and staff opportunities to participate in activities that enhance
institutional effectiveness practices and promote engagement by all employee groups.
Career and Technical Education – oversees the processes of career and technical education resource
development and distribution based upon college priorities; oversees career and technical education
2014-2020 Educational and Strategic Master Plan
Page 10
related objectives on the Educational and Strategic Master Plan and makes recommendations to the
Strategic Planning Committee on career and technical education priorities.
K-12 Partnership – Coordinates the functions of various programs and units on campus that provide
service to K-12 partners in the LACC service area; makes recommendations to the strategic planning
committee on K-12 related objectives on the Educational and Strategic Master Plan.
Agree on Vision and Timeline
We recognized that the focus of policy and decision-making in California is focused on ensuring that
students reach their educational goals. It was critical that LACC develop a governance structure that
ensures the institution commits itself to student success. The 2008-2013 Strategic Master Plan expired
in 2013 so the timeline to develop a new strategic plan and begin to implement its objectives needed to
begin as soon as practicable.
Engage Stakeholders/Internal Scan
The process of engaging stakeholders was accomplished through the process of the comprehensive
program review process. Comprehensive Program Review (CPR) at LACC evaluates the effectiveness of
the college in achieving its primary outcome: the college mission. The mission is comprehensively
articulated through the college strategic plan. The framework that was developed by the
Planning/Comprehensive Program Review Task Force was to use the college 2008-2013 Strategic Plan as
the framework for the CPR process. For instructional programs, the task force identified measures based
on the college strategic plan as well as college priorities. Measures for non-instructional Student Service
programs were defined by the Student Services Council and measures for Administrative Services were
developed by the Administrative Services management team. Measures for all programs were based on
the 2008-2013 Strategic Plan.
The assessment of the 2008-13 Strategic Master Plan provided the basis for identifying the needs of the
college. The assessment allowed the college to identify areas in need of improvement that were
common across programs; these were the themes from the summaries of the program review results.
These themes became an important element in the internal scan necessary to develop the strategic
plan. In the new framework (with the focus on generating usable results), in addition to improvement
plans, the results of the CPR process also presented a needs assessment of the college. The
improvement plans also formed the basis for developing the strategic initiatives of the college.
2014-2020 Educational and Strategic Master Plan
Page 11
Conduct External Environmental Scan
Service Area
The LACC District-defined service area includes the majority of Central Los Angeles, Hollywood, and
other surrounding areas. The college serves a number of neighborhoods that have large,
concentrated populations of specific ethnic and linguistic groups. These areas include Koreatown,
Little Armenia, and Thaitown, among others. LACC competes with Glendale College to the North,
Pasadena City College to the Northeast, East Los Angeles College to the East, Santa Monica College
to the West, Los Angeles Trade Technical College and West Los Angeles College to the Southwest.
Income & Educational Attainment
Median Household Income
Percent of household below the poverty level
Educational Attainment, 25 years and older
Less than 9th grade
9th to 12th grade, no diploma
High school graduate (includes GED)
Some college, no degree
Associate's degree
Bachelor's degree
Graduate or professional degree
Service Area
$ 47,132
19.5%
LA County
$54,443
19.0%
California
$ 60,185
16.8%
14.8%
9.0%
16.9%
16.4%
5.6%
26.2%
11.1%
13.6%
9.5%
20.4%
19.4%
7.0%
19.7%
10.4%
10.1%
8.2%
20.8%
22.0%
7.9%
19.5%
11.5%
2014-2020 Educational and Strategic Master Plan
Page 12
Students come from the entire Los Angeles area; most students come from within a five mile radius of
the college shown in the first circle below. Ten zip codes account for 40% of the students who enroll at
the college.
Enrollment Concentrations by Zip Code for Students
Zip Code
90004
90027
90029
90026
90020
90006
90028
90038
90057
90005
2007
1476
1624
1439
1300
888
820
891
800
622
607
2008
1471
1583
1470
1430
1025
912
869
807
626
714
2009
1500
1545
1432
1362
1033
907
872
793
702
754
2010
1572
1455
1400
1362
1056
883
901
828
735
734
2011
1614
1430
1482
1465
1121
1014
878
858
863
852
2012
1579
1291
1436
1335
1156
1043
816
798
935
827
2013
1614
1245
1440
1247
1112
1134
855
815
806
765
Top Ten Zip Codes of Students at LACC; data reported are for Fall semesters.
2014-2020 Educational and Strategic Master Plan
Page 13
Enrollment Trends
The data below indicates that over the previous six year period LACC enrollment remained relatively
steady with the exception of our non-credit enrollment. In fall semester, 2011 we had 5,075 non-credit
students and in fall, 2013 this number decreased 48% to 2,632. This was due to a budget period in 2011
in which we offered more non-credit sections than normal. In general our enrollment remained flat in
all categories for the period.
Student Headcount by Type, Fall 2007-2013
25,000
20,000
Axis Title
15,000
10,000
5,000
-
20073
20083
20093
20103
20113
20123
Non-Credit Only
2,653
2,864
2,314
2,918
5,075
3,161
2,632
Concurrent High School Student
1,529
1,401
1,220
1,265
974
934
1,351
New Transfer
2,555
2,755
2,663
2,386
2,420
2,368
2,570
Returning Student
2,625
2,939
2,788
3,111
3,365
3,273
3,252
Continuing Student
8,153
8,219
8,980
9,152
9,622
9,906
9,859
1st Time Student
2,193
2,302
2,407
2,149
2,449
2,333
2,226
2014-2020 Educational and Strategic Master Plan
20133
Page 14
Student demographics
LACC is one of the most diverse campuses in the United States. In Fall 2013, 58% of students were
female, 48.3% were Hispanic and 46% were under the age of 24. Enrollment of Asian students and
students under 20 has declined over the six year period. The shifts over the last six years indicate that
our Asian population is reducing slightly, our Hispanic population continues to grow, and the number of
students under 20 and students aged 35-54 has decreased slightly.
Demographic Changes
TOTAL HEADCOUNT
Gender
Female
Male
Total
Ethnicity
Amer Ind/Other Non-White
Native American
Other Non-White
Asian
Cambodian
Chinese
Filipino
Guamanian
Hawaiian
Indian Sub-Continent
Japanese
Korean
Laotian
Other Asian
Other Pacific Islander
Samoan
Vietnamese
Black
Hispanic
Central American
Mexican
Other Hispanic
South American
White
Unknown/Declined
Total
Age
Under 20
20 - 24
25 - 34
35 - 54
55 and over
Unknown
Total
20073
19,708
20083
20,480
20093
20,372
20103
20,981
20113
23,905
20123
21,975
20133
21,890
59.6%
40.4%
100.0%
58.4%
41.6%
100.0%
57.6%
42.4%
100.0%
57.2%
42.8%
100.0%
58.0%
42.0%
100.0%
57.8%
42.2%
100.0%
58.2%
41.8%
100.0%
2.4%
0.5%
1.9%
19.5%
0.3%
1.5%
5.4%
0.0%
0.1%
0.6%
0.9%
7.6%
0.2%
2.2%
0.2%
0.0%
0.5%
10.3%
42.4%
14.1%
17.9%
8.4%
2.0%
20.1%
5.5%
100.0%
2.3%
0.4%
1.9%
20.8%
0.2%
1.4%
5.6%
0.0%
0.1%
0.7%
0.9%
8.7%
0.3%
2.2%
0.2%
0.0%
0.5%
10.8%
41.2%
13.3%
17.9%
8.1%
1.9%
18.6%
6.3%
100.0%
1.7%
0.5%
1.2%
20.0%
0.3%
1.5%
5.0%
0.0%
0.1%
0.6%
0.7%
8.6%
0.2%
2.3%
0.1%
0.0%
0.6%
10.9%
41.0%
12.2%
18.4%
8.7%
1.7%
19.7%
6.7%
100.0%
1.3%
0.6%
0.7%
18.3%
0.2%
1.3%
4.7%
0.0%
0.1%
0.6%
0.6%
7.5%
0.2%
2.4%
0.2%
0.0%
0.5%
11.5%
43.3%
12.2%
20.3%
9.0%
1.7%
19.3%
6.3%
100.0%
1.3%
0.9%
0.4%
16.1%
0.2%
1.6%
4.2%
0.0%
0.1%
0.7%
0.5%
5.9%
0.1%
2.3%
0.2%
0.0%
0.4%
11.9%
45.8%
12.6%
23.2%
8.4%
1.7%
17.4%
7.5%
100.0%
1.6%
1.3%
0.3%
17.5%
0.2%
1.6%
4.4%
0.1%
0.1%
0.7%
0.5%
6.5%
0.1%
2.5%
0.3%
0.1%
0.4%
12.0%
45.6%
13.3%
22.1%
8.3%
1.9%
18.1%
5.2%
100.0%
1.9%
1.6%
0.2%
16.5%
0.2%
1.6%
3.9%
0.0%
0.1%
0.8%
0.5%
5.8%
0.1%
2.7%
0.3%
0.1%
0.5%
11.0%
48.4%
13.5%
24.4%
8.6%
1.8%
17.8%
4.6%
100.0%
19.0%
25.0%
23.7%
23.9%
8.2%
0.3%
100.0%
19.6%
26.0%
23.7%
22.4%
8.1%
0.1%
100.0%
19.2%
27.4%
24.5%
21.1%
7.7%
0.1%
100.0%
17.9%
28.4%
24.6%
21.0%
7.9%
0.2%
100.0%
17.1%
27.8%
23.7%
22.4%
8.9%
0.1%
100.0%
16.0%
29.7%
23.9%
20.7%
9.6%
0.1%
100.0%
16.9%
29.2%
24.1%
20.8%
8.9%
0.1%
100.0%
2014-2020 Educational and Strategic Master Plan
Page 15
Student Educational Characteristics
The data below indicate that the majority of our students are continuing, or have attended the previous
semester, are part-time, less than 12 units, have a goal of transfer to a university, and receive some
financial assistance. The trends indicate that our first-time student population has decreased slightly,
career/workforce goal oriented student population is decreasing, and general education attainment is
increasing as well as the goal to transfer to a university. The percentage of students receiving financial
aid is also increasing.
Student Characteristics
TOTAL HEADCOUNT
Student Type
1st Time Student
Continuing Student
Returning Student
New Transfer
Concurrent High School Student
Non-Credit Only
Grand Total
Study Load
12 units or more
6 to 11 units
5 units or less
Non-credit (zero units)
Total
Educational Goal
Career/Workforce
College Prep
General Education
Transfer to 4 Year
Unknown/DTS
Total
Low Income
No BOGG
BOGG / Pell / Other
Total
2007
19,708
2008
20,480
2009
20,372
2010
20,981
2011
23,905
2012
21,975
2013
21,890
11.1%
41.4%
13.3%
13.0%
7.8%
13.5%
100.0%
11.2%
40.1%
14.4%
13.5%
6.8%
14.0%
100.0%
11.8%
44.1%
13.7%
13.1%
6.0%
11.4%
100.0%
10.2%
43.6%
14.8%
11.4%
6.0%
13.9%
100.0%
10.2%
40.3%
14.1%
10.1%
4.1%
21.2%
100.0%
10.6%
45.1%
14.9%
10.8%
4.3%
14.4%
100.0%
10.2%
45.0%
14.9%
11.7%
6.2%
12.0%
100.0%
25.1%
28.6%
32.7%
13.6%
100.0%
24.3%
28.7%
32.7%
14.2%
100.0%
27.9%
28.2%
32.5%
11.5%
100.0%
26.8%
28.4%
30.7%
14.1%
100.0%
24.7%
26.3%
27.8%
21.2%
100.0%
26.5%
28.9%
30.3%
14.3%
100.0%
27.7%
30.4%
29.9%
12.0%
100.0%
31.7%
13.9%
13.4%
23.9%
17.1%
100.0%
31.9%
12.4%
13.7%
25.0%
16.9%
100.0%
29.4%
11.5%
14.8%
26.4%
17.9%
100.0%
28.7%
10.4%
15.0%
28.8%
17.0%
100.0%
27.7%
10.1%
16.0%
29.2%
17.0%
100.0%
23.8%
10.4%
15.8%
34.5%
15.5%
100.0%
20.2%
9.8%
16.6%
37.5%
15.9%
100.0%
59.3%
40.7%
100.0%
58.0%
42.0%
100.0%
53.6%
46.4%
100.0%
54.5%
45.5%
100.0%
55.8%
44.2%
100.0%
51.6%
48.4%
100.0%
46.6%
53.4%
100.0%
2014-2020 Educational and Strategic Master Plan
Page 16
STEP TWO:
Identify Key Issues and Trends
At the Fall 2013 Faculty Symposium, a Strengths, Weaknesses, Opportunities, and Threats (SWOT)
analysis was conducted at several break-out sessions. The results of the SWOT sessions were presented
to the Strategic Planning Committee.
The identification of key issues and trends for LACC and our service area reflect the key issues and
trends faced by the LACCD. These include:
Enrollment Trends
The data from the external scan indicate that the projected number of high school graduates in Los
Angeles will remain relatively flat if not decrese. This has important implications for LACC as we have
significant competition within and outside of our District for students.
Projected Number of High School Graduates
500,000
450,000
400,000
Axis Title
350,000
300,000
250,000
200,000
150,000
100,000
50,000
0
2012-13
2013-14
2014-15
2015-16
2016-17
2017-18
LOS ANGELES 105,812
104,906
104,982
103,351
100,351
101,541
CALIFORNIA
420,483
416,714
416,058
412,251
421,118
420,643
2014-2020 Educational and Strategic Master Plan
2018-19
2019-20
2020-21
2021-22
99,253
97,833
101,434
101,383
417,178
417,407
428,393
431,480
Page 17
Lack of Student Readiness for College-level Work
Basic skills offerings at LACC are a large part of the class schedule. Most students assess below college
level English and Math; only 8% of students assess into college-level English and 3% of students assess
into college level math. The issue is acute in Math; 36% of students assess 4 levels below transfer, the
lowest levels of Math offered at the college. Studies of community colleges have shown that the lower
the level of basic skills a student enters in, the less likely she/he is to successfully negotiate the basic
skills pathways and pass college-level English and Math. At LACC, only 4% of students who start 4 levels
below transfer in Math will pass a college-level Math class.
English Assessment Results, Fall 2013
Three levels below transfer
11.1%
Two levels below transfer
36.7%
One level below transfer
44.0%
Transfer level
8.1%
Total
100.0%
Math Assessment Results, Fall 2013
Four levels below transfer
Three levels below transfer
Two levels below transfer
One level below transfer
Transfer level
Total
36.3%
19.5%
20.3%
20.7%
3.3%
100.0%
Time to Degree
As indicated by the below table 69% of students who earn a degree take over four years to attain such a
degree; 44% take over six years. Over 60% of LACC credit students attend part-time.
Years to Degree
2 or less
2.1 to 4
4.1 to 6
6.1 to 8
8.1 to 10
>10
Grand Total
AA
Count
105
452
509
404
209
303
1,982
%
5.3%
22.8%
25.7%
20.4%
10.5%
15.3%
100.0%
AS
Count
70
117
100
60
25
44
416
%
16.8%
28.1%
24.0%
14.4%
6.0%
10.6%
100.0%
AT
Count
1
1
1
2
1
6
2014-2020 Educational and Strategic Master Plan
%
16.7%
16.7%
16.7%
33.3%
16.7%
0.0%
100.0%
Total all Degrees
Count
%
176
7.3%
570
23.7%
610
25.4%
466
19.4%
235
9.8%
347
14.4%
2,404
100.0%
Page 18
Gaps in Student Achievement
In terms of student achievement, groups were measured on five success indicators:
1. Access
2. Course Completion
3. Basic Skills Completion
4. Degree/Certificate Completion
5. Transfer
From the analysis of the data, the subgroups that show to be the most disproportionally impacted in the
five success indicators were:
•
•
•
•
•
African American students (in Course Completion, Basic Skills Completion, Degree/Certificate
Completion and Transfer)
Latin American students (in Basic Skills Completion, Degree/Certificate Completion and Transfer)
Males (Access, Basic Skills Completion, Degree/Certificates)
Those 25 years old or older (in Basic Skills Completion, Degree/Certificate Completion and
Transfer)
Disabled students (in Basic Skills Completion, Degree/Certificate Completion and Transfer)
Revise Vision, Mission, Core Values Statements
During the first few meetings of the SPC, two workgroups were created. One group was charged with
closing out the 2008-2013 Strategic Master Plan and the other was focused on developing a new mission
statement. It was clear to the workgroups that the previous three-paragraph mission statement was too
long and did not provide a clear sense of direction for the college. After many meetings and a thorough
review and vetting process including all campus constituencies, especially students, the following LACC
mission statement was approved. The new mission statement integrated the previous vision statement
and core values statements:
Los Angeles City College empowers students from the diverse communities it serves to
achieve their educational and career goals by providing learner-centered pathways to
success through transfer, career and technical education, and foundational skills
programs.
The core functions that support the mission are:
(1) Transfer
(2) CTE/Workforce
(3) Basic Skills
(4) Resource Stewardship
2014-2020 Educational and Strategic Master Plan
Page 19
STEP THREE:
Establish Goals and Objectives
After the new mission statement was developed, the mission statement workgroup continued its work
with the establishment of the goals for the new ESMP. The goals were developed utilizing the following
resources:
•
•
•
•
•
The new mission statement
The District Strategic Plan (2012-2017)
LACC Data and Analysis
o College Profiles 2009-2012
o 2008-2013 Strategic Master Plan progress assessment
o Inventory of unit goals (and status) by Strategic Master Plan objective
o College priorities (2009-2012)
o California Community Colleges Student Success Scorecard
o District 2013 Strategic Plan measures for LACC
o Achieving the Dream measures for LACC
o 2012 District Student Survey
LACC Comprehensive Program Review Results
o Program Overview/Needs Assessment
o Access, Success, Accountability, Partnership goals measurements
o Planning and budget summary
o Access, Success, Accountability, Partnership goals improvement plans
o Awards improvement plans
External Scan Data
o Critical issues for the LACCD
o Highlights from LACC external scan
o 2011-2017 LACCD external scan
o LACCD internal scan
The Strategic Planning Committee selected four goals upon which to build the new ESMP:
Goal 1: Access
Goal 2: Student Success
Goal 3: Organizational Effectiveness
Goal 4: Resources
2014-2020 Educational and Strategic Master Plan
Page 20
Align with District Plan
In the process of the development of the plan the California Community Colleges System Strategic Plan
and the LACCD Strategic Plan were used resources and the development of the ESMP was aligned with
both the state and district plans as depicted below:
California Community Colleges
System Strategic Plan, 2013
1. College Awareness and Access
2. Student Success and Readiness
3. Partnerships for Economic and
Workforce Development
4. System Effectiveness
5. Resource Development
Los Angeles Community College
District Strategic Plan 2012-2017
1. Access and Preparation for
Success
2. Teaching and Learning for Success
2. Teaching and Learning for Success
3. Organizational Effectiveness
4. Resources and Collaboration
Los Angeles City College
ESMP 2014-2020
1. Access
2. Student Success
2. Student Success
3. Organizational
Effectiveness
4. Resources
Establish Performance Measures and Baseline Data
To provide data for the closeout of the 2008-13 Strategic Master Plan, in Fall 2012 the college used the
Comprehensive Program Review (CPR) process to establish performance measures that would provide
results to be used in the 2013-2020 ESMP. The purpose of the CPR at LACC is to evaluate the
effectiveness of the college in achieving its primary outcome – the college mission. The mission is
comprehensively articulated through the college strategic plan. The CPR cycle is designed to coordinate
with the college strategic planning process, which has been on a 6-year cycle. The evaluation rubrics
established for the CPR process were designed to use student achievement and other operational data
to assess programs on their achievement of the college strategic plan.
The framework developed by the Planning/Comprehensive Program Review Task Force used the 20082013 Strategic Master Plan goals of Access, Success, Accountability and Partnerships (ASAP) as the
assessment framework for the CPR process. The Task Force identified measures based on ASAP, the
District strategic plan and integrating college priorities in accreditation, student learning outcomes and
Achieving the Dream. This framework was approved through the governance process and published
college-wide. All operational units of the college were provided with data appropriate for their
programs. Those programs whose success measures were below the college median were required to
develop improvement plans. All results were published college-wide and made available online through
the college effectiveness portal. These results were used to identify the needs of the college and
established performance measures and baseline data for each program. This constituted LACC’s internal
scan for the 2013-2020 ESMP.
2014-2020 Educational and Strategic Master Plan
Page 21
2014-2020 Educational and Strategic Master Plan
Page 22
Goals, Objectives, Measures, and Strategies
One of the most important aspects of any strategic plan is how the plan is operationalized. That is, how
will the institution meet the goals it has set for itself. In our case, an implementation grid was developed
and revised by a workgroup consisting of members of the Strategic Planning Committee. The
implementation grid is an operational plan which outlines what the goals are, what is to be done in an
attempt to attain the goals, what measures will be used to determine our progress and what body in the
governance structure will have oversight to ensure that a goal is attained or that the college is making
progress toward attaining a goal.
The goals of the 2013-2020 ESMP are the overarching principles that guide our decision making. The
objectives are more specific outcomes that make up the goal. Strategies are actions that will be taken to
meet the objective. Performance measures are included to identify which measures we’ll be using to
determine if we’re making progress toward the objective. When appropriate, the college has set
standards and targets for objective.
The four goals for the 2014-2020 ESMP are:
•
•
•
•
Access - Improve equitable access and help students attain early educational momentum points
to assure academic success.
Success - Provide support and guidance to promote student completion of degrees, certificates,
and transfer-readiness.
Organizational Effectiveness - Increase institutional effectiveness through ongoing and
systematic cycles of improvement that accomplish the college mission and educational and
strategic master plan.
Resources - Provide human, physical, technological and financial resources to efficiently and
effectively implement educational programs and college services.
2014-2020 Educational and Strategic Master Plan
Page 23
Goal 1- Access: Improve equitable access and help students attain early educational
momentum points to assure academic success.
The three objectives are focused on enrollment management to ensure that we offer the appropriate
classes so students can attain degrees and certificates in a timely manner. Access is also increased by
ensuring that students get key services in their matriculation process leading to increased success. We
also intend to address access by increasing outreach efforts in our top feeder high schools.
Objective 1.1: Efficiently manage enrollment in order to maximize student access to LACC’s educational
programs for the purpose of attaining degree and certificate completion and transfer readiness.
Strategies
Performance Measures
Targets
Oversight Body
District defined FTES targets
Defined with District
Enrollment
Management Team
1.1.2: Maximize course fill rate to meet
college defined targets.
Course fill rate
93%
1.1.3: Maximize course average section
size to meet the college determined
targets.
Average section size
35
1.1.4: Use enrollment data and trends
that ensure that all classes are held in
appropriate sized classrooms and optimize
the use of scheduling time blocks.
Schedules that ensure the
systematic completion of
degrees, certificates, and
transfer-readiness
Minimum of 34 class size
average and meet FTES
targets
1.1.5: Schedule classes to match the
student assessment placement
projections.
New students
1.1.1: Meet all annual state/districtdefined FTES targets to maximize growth.
Objective 1.2: Ensure that students build early momentum toward success by accessing key
programs, courses and services in their first year of enrollment.
Strategies
1.2.1: Increase the number of firsttime students who complete
orientation before their first
semester.
1.2.2: Increase the number of firsttime students who complete an
Educational Plan before their first
semester.
1.2.3: Increase the number of firsttime students who take English and
Math assessment before their first
semester.
Performance Measures
Targets
Oversight Body
Number of first-time students that
complete matriculation process
100% by Fall 2015
Student Success and
Support Program
Committee
100% by Fall 2015
100% by Fall 2015
Increase by 5% each year
1.2.4: Increase the number of continuing
students that complete the college
assessment test and placement process.
1.2.5: Increase the number of continuing
students that complete a comprehensive
student education plan.
1.2.6: Increase the number of new students
that complete the Personal Development
40 course in their first year of attendance at
LACC.
Increase by 5% each year
Number of students completing PD
40 course
Increase by 50% each year
(equates to an increase of
4 classes per year)
2014-2020 Educational and Strategic Master Plan
Page 24
Objective 1.3: Increase the number of first time college students who enroll directly from local
feeder high schools.
1.3.1: Establish SSSP services with feeder
high schools
Number of first time college
students who enroll directly from
local feeder high schools
Increase by 5% each
year.
2014-2020 Educational and Strategic Master Plan
Outreach Committee
Page 25
Goal 2- Success: Provide support and guidance to promote student completion of degrees,
certificates, and transfer-readiness.
The focus of Goal 2 is to provide an environment in which students can be more successful. We focus on
increasing awards to students, ensuring that students reach certain momentum points including the rate
in which they complete basic skills. Success is inclusive of all groups and those that have been identified
as disproportionally impacted will be given additional support to close achievement gaps.
Objective 2.1: Increase the number of students who successfully achieve their academic and career
goals.
Strategies
2.1.1: Increase the number of degrees awarded.
Performance
Measures
Targets
Oversight Body
Number of awards
(certificates, degrees)
6% per year or 30% over
five years
25 more certs of
achievements per year
for the next five years
45 more students a year
for the next five years
COMPASS (through
equity plan) at college
level, EPPIC at Program
Level
2.1.2: Increase the number of CTE certificates
awarded.
Transfer rates
2.1.3: Increase the number of transfers to 4year universities.
6% per year or 30% over
five years
2.1.4: Increase the number of ARCC-defined
transfer-prepared students.
2.1.5: Increase the number of courses completed.
Successful course
completion rates
Increase college median
annually
2.1.6: Increase the number of students who
persist term to term.
Persistence rates
1.3% per year or 7% over
five years
2.1.7: In all instructional courses and programs,
outcomes assessment is ongoing, systematic, and
used to continuously improve student learning.
Program outcome
assessments, improvement
plans
100%
2.1.8: Student support services are regularly and
systematically assessed using student
learning/service outcomes and the results used
to improve the effectiveness of these services
and student learning.
Number of departments
that follow 5-year course
assessment plan
2.1.11: Rates of employment of students
graduating from CTE programs are collected
annually.
100%
100%
2.1.9: Administrative service areas are regularly
and systematically assessed and the results used
to improve their support of student learning
programs and services.
2.1.10: Rates of CTE licensure/exam results are
collected annually.
SLO Committee
Pass rates of students in CTE
programs in which
licensure/exam results
available.
Employment rates related
to program.
CTE Committee
CTE Committee
Objective 2.2: Improve rate at which new students enroll in and complete basic skills English and Math.
Strategies
2.2.1: Increase the percentage of
students who enroll in basic skills
English and Math.
2.2.2: Increase the percentage of
students who complete basic skills
English and Math.
Performance Measures
Targets
Oversight Body
Rates in which new students enroll
in basic skills math and English.
Enrollment rates
Rates in which new students
complete basic skills math and
English.
Success rates
COMPASS at college
level, EPPIC at Program
Level
2014-2020 Educational and Strategic Master Plan
Page 26
Objective 2.3: Increase equity in student achievement.
Strategies
2.3.1: Close achievement gaps between
ethnicities in students who successfully
achieve their academic and career goals
and who complete basic skills English and
math.
Performance Measures
Targets
Oversight Body
Achievement gaps
Asian Americans are
completing at 51.5%,
then
Hispanics: gap of 21%; so
10.5% in five years
African-American: gap of
36%; so 12.5% in five
years
American Indian/Alaskan
Native: gap of 21%; so,
10.5% in five years
Filipino: gap of 10%, so,
5% in five years
The gap between Whites
and Asian is only 3%.
COMPASS at college
level, EPPIC at Program
Level
COMPASS at college
level, EPPIC at Program
Level
2.3.2: Close achievement gaps between
gender in students who successfully
achieve their academic and career goals
and who complete basic skills English and
math.
2.3.3: Implement the college’s Student
Equity Plan
Achievement gaps outside of age,
ethnicity, and gender.
2.3.4: Increase the number of enrolled
financial aid applicants as of the beginning
of the fall term.
Number of applications
Increase by 5% each year
Number of applications
Increase by 5% each year
2.3.5: Increase the number of financial aid
applications processed as of the beginning
of the fall term.
COMPASS
2014-2020 Educational and Strategic Master Plan
Financial Aid
Page 27
Goal 3 – Organizational Effectiveness: Increase institutional effectiveness through ongoing and
systematic cycles of improvement that accomplish the college mission and educational and
strategic plan.
Goal 3 focuses on improving the institutions’ ability to fulfill the College mission and meet the goals and
objectives of the plan. This is accomplished by ensuring that the planning process is effective and
developing the institutions’ human capital through professional development.
Objective 3.1: Improve institutional capacity for planning that leads to measureable actions.
Strategies
3.1.1: Ensure that all institutional plans as
identified in the Integrated Planning
Handbook are regularly and systematically
evaluated, and the results used for plan
improvement.
3.1.2: Ensure that all unit plans and
programs are regularly and systematically
evaluated, and the results are used for
program/unit improvement.
3.1.3: Ensure that organizational
planning, decision making,
communication and governance
processes are evaluated regularly and
improved to increase their effectiveness.
Performance Measures
Targets
Oversight Body
Number of committee selfassessments completed per year
100% of committees post their
approved annual assessments
to SharePoint by the end of
each fiscal year.
100%
EPPIC
Annual evaluations of
institutional plan progress
N u m b e r of instructional,
student service and
administrative service programs
complete program review
process
100% of campus plans, guides,
and handbooks are assessed,
updated, approved, and
posted to SharePoint by the
end of each fiscal year.
SPC
A-Team
Objective 3.2: Enhance employee development opportunities so that they are frequent, accessible
and effective.
Strategies
Performance Measures
Targets
Oversight Body
3.2.1: Ensure that employees complete
their annual professional development
obligation.
Employees completing annual
professional development
obligations
At least 99% of full-time
faculty and 75% of adjunct
faculty meet and document
professional development
obligations as defined by
contract.
Staff and
Organizational
Development
Committee
Evaluation of professional
development opportunities
Assess 100% of all programs
once per academic year
3.2.2: Provide on-campus professional
development opportunities that are
consistent with the college mission and
based on evolving pedagogy, technology,
and learning needs.
3.2.3: Systematically evaluate professional
development programs and use the
results of these evaluations as the basis
for improvement.
3.2.4: Provide all new employees with
orientation services.
3.2.5: Ensure that all mandated trainings
are completed in a timely manner.
100% of new employees
completed orientation
100% of trainings completed
on time
2014-2020 Educational and Strategic Master Plan
Page 28
Goal 4 – Resources: Provide human, physical, technological and financial resources to
efficiently and effectively implement educational programs and college services.
Goal 4 is focused on the efficient and effective operation of the institution. The objectives focus on
staffing processes, campus equipment and technology, budget, seeking alternative sources of
revenue and strengthening our partnerships within and outside of the institution.
Objective 4.1: Review and evaluate staffing processes to address college priorities.
Strategies
Performance Measures
Targets
Oversight Body
4.1.1: Staffing needs prioritized through
Program Review
Percentage of positions prioritized
through program review.
ESMP priorities based on
program review
EPPIC
Objective 4.2: Ensure campus facilities and technology support priorities of student learning and
success.
Strategies
Performance Measures
Targets
Oversight Body
100% of all accessible
technology needs met
OSS
4.2.2: Information Services will regularly
report on technology projects and their
status to Technology Steering Committee.
Percentage of accessible
technology directly available to
students and faculty
Number of procedures/policies
received by Technology Steering as
a result of reports.
Report provided at every
Technology Steering
meeting.
Technology Steering
4.2.3: Provide students with adequate
access to the computers, networks, and
connectivity that are required to achieve
their academic goals, complete classroom
assignments and accomplish SLOs.
4.2.4: Optimize the utilization of campus
facilities based on identified need.
Institution standard refresh rate
for replacement of technology and
identification of additional need
based on Program Review
100% of equipment refresh
rate is achieved based on
needs.
Fusion index for building
maintenance
4.2.5: Facilities will regularly report on
projects and their status to Facilities
Planning Committee.
Number of reports provided to
facilities planning.
20% lower (than a threeyear rolling baseline
average) campus-wide
building overhead costs
(heating, cooling, electrical,
and water) during
instructional intersessions;
and 40% lower during noninstructional intersessions.
At least 75% completion
rate after two working days;
at least 90% after five
working days; and at least
99% after 10 working days.
Increases Facilities
personnel to meet campus
workload estimated by the
LACCD.
Facilities Planning
Committee agendas and
minutes include assessment
of maintenance request
completion rates once per
semester.
4.2.1: Ensure that accessible technology is
functioning and available.
2014-2020 Educational and Strategic Master Plan
Facilities Planning
Page 29
Objective 4.3: Ensure college budget is balanced and achieves maximum efficiency supporting college
strategic priorities.
Strategies
Performance Measures
Targets
Oversight Body
4.3.1: Achieve a positive college ending
balance every fiscal year.
Funding levels
Annually maintain a 1%
college reserve of revenue
base allocation.
Budget Committee
End of year balances
Objective 4.4: Develop and diversify sources of revenue.
Strategies
Performance Measures
Targets
Oversight Body
4.4.1: Increase number of new grants
awarded to the college.
Number and quality of grants
obtained that support college
priorities
10% increase in revenue
over five years.
CTE Committee
Objective 4.5: Initiate and strengthen internal collaborations among campus programs and external
partnerships with business and industry, other educational institutions and community groups.
Strategies
Performance Measures
Targets
Oversight Body
4.5.1: Increase partnerships with industry,
community and academic organizations to
provide resources that support students’
academic and career goals.
Number of partnerships.
15% increase over five
years.
SPC
4.5.2: Promote interdisciplinary
collaboration among college
departments/unit’s use of or increase
resources to improve student outcomes.
Number of formal, funded
interdisciplinary campus student
success interventions.
2014-2020 Educational and Strategic Master Plan
SPC
Page 30
Board of Trustees
ACTION
Los Angeles Community College District
Com No. CH3
Division: CHANCELLOR
Subject:
Date: March 11, 2015
APPROVE ACCREDITATION FOLLOW-UP REPORT FOR LOS
ANGELES VALLEY COLLEGE
Background: Los Angeles Valley College (LAVC) received an external evaluation visit
during the period of March 18-21, 2013. The Accrediting Commission for Community
and Junior Colleges (ACCJC) action letter, issued on July 3, 2013, required the college
to submit a Follow-Up Report by March 15, 2015.
The ACCJC requires the Board of Trustees to approve college accreditation follow-up
reports prior to their transmission to the accrediting commission. At a special meeting
of the Institutional Effectiveness & Student Success (IESS) Committee held on February
2, 2015 at LAVC, the committee reviewed and conditionally accepted the follow-up
report for Los Angeles Valley College, pending approval of LAVC’s Financial Stability
Plan by the Board’s Budget and Finance Committee. The Budget and Finance
Committee approved LAVC’s Financial Stability Plan on February 11, 2015.
ATTACHMENT O
Approved by:________________________________________
Francisco C. Rodriguez, Chancellor
Chancellor and
Secretary of the Board of Trustees
By:_____________________________ Date_________________
Page
1
of
1
Pages
Com. No.
CH3
Div.
Eng ________________
Field _______________
Moreno _____________
Pearlman ___________
CHANCELLOR
Vacant_______________
Svonkin _______________
Veres ________________
Jackson_______________
Student Trustee Advisory Vote
Date
3/11/15
DRAFT
Los Angeles Valley College
5800 Fulton Avenue
Valley Glen, CA 91401
FOLLOW-UP REPORT
March 15, 2015
Submitted to the Accrediting Commission for
Community and Junior Colleges
Western Association of
Schools and Colleges
1
College Recommendation #8
To fully meet the Standards, the college should establish appropriate management and
control mechanisms needed for sound financial decision-making. The Institution should
ensure that it has sufficient cash flow and reserves to maintain stability with realistic plans
to meet financial emergencies and unforeseen occurrences and to ensure long-term
financial stability. The team recommends that the President effectively control budget and
expenditures (Standards III.D, III.D.2.c, IV.B.2, IV.B.2.a, IV.B.2.d).
Since the Follow-Up Report and Visit to Los Angeles Valley College (LAVC) in Spring 2014,
significant progress has been made to resolve the college’s financial issues. While LAVC ended
the 2013-2014 year with a $707,588 operating deficit, the steps taken to reduce the size of the
deficit demonstrates that the college rose to the challenge to make difficult decisions and
significant cuts. Those actions, which have been carried into the 2014-2015 fiscal year, are the
reason the college is on track to grow in a fiscally-sound manner and to pay back its debt to the
district on schedule.
Administrative Stability
In Spring 2014, the visiting team expressed concerns about the College’s administrative
“instability,” especially in terms of budget oversight. At the time of the visit, an interim
president headed the College and the Vice President of Administrative Services, the college’s
Chief Business Officer (CBO), had recently left for another position outside of the district. The
administrative staff of LAVC is now permanent. The permanent President was hired in late
Spring 2014 and began her tenure on August 1st. The permanent Vice President of
Administrative Services began his assignment on September 1st. The Vice President of
Academic Affairs and the Vice President of Student Services were at the College for the Spring
2013 Comprehensive and Spring 2014 Follow-Up Visits; both provide invaluable continuity and
perspective to the executive leadership team of the College that is now stable and focused on
addressing both the fiscal and accreditation issues.
Appropriate Management and Control Mechanisms
The budget and accreditation concerns of the College are intertwined. Thus, resolving one is
required to resolve the other to, among other things, gradually improve the college’s cash flow as
well as to build a reserve that will address long term stability and meet financial emergencies. As
part of this process, the President has been acutely aware of the need for close oversight of the
budget to avoid cost over-runs and to demonstrate that the college was meeting all accreditation
standards related to fiscal integrity. Shortly after the Interim President started in October 2013,
she instituted a process to ensure that all expenditures on items big and small had to be approved
by the President and all three Vice Presidents. While this certainly provided significant scrutiny
of expenditures, it also made conducting the business of the College unnecessarily slow and
cumbersome. When the Vice President of Administrative Services started his assignment at the
start of the Fall 2014 semester, the President instructed him to develop a process that empowered
College personnel to manage their budgets properly without a lengthy approval process. The
Vice President developed a monthly reporting process to keep supervisors apprised of their
2
budget status and to alert them to any potential cost-overruns. (Sample Budget Reports) As well,
the Vice President required prior approval for over-time, and conducted a review of the A and B
shift employees to ensure that employees being paid for working the B Shift, which includes a
6.9% differential, were actually needed at that time and working their shifts accordingly.
Through this review, the college realized approximately $10,000 in on-going savings starting in
2014-2015. Additionally, the College has identified approximately $400,000 in savings through
a combination of staff attrition and strategic use of Student Equity dollars, where appropriate, in
2014-2015 that will carry into future years. Finally, as it relates to planning for financial
emergencies, there are three enterprise funds (bookstore, community services, and cafeteria) that
can be utilized to cover emergency expenses until a reserve is achieved within the next five
years.
Since the President and Vice President of Administrative Services assumed their respective
leadership roles, a great deal of effort has been made to share budget information with all college
constituencies. At the request of the President, the Vice President of Administrative Services has
shared the monthly and quarterly budget reports submitted to the Los Angeles Community
College District’s (the District) Office of Budget Planning and Management with the College’s
Budget Committee, the Institutional Effectiveness Committee, and the Administrative
Leadership Team. Additionally, the President has included budget information in campus-wide
emails. (Agendas/Minutes/Emails) The College’s Budget Committee worked throughout Fall
2014 to develop its committee charter, and after some feedback from the Institutional
Effectiveness Committee, the charter should be fully approved in early Spring 2015. As well, a
small, representative group has begun work on refining the College’s Shared Governance
structure and handbook to further ensure appropriate channels for feedback on the budgeting
process, program review and a clear link between program review and resource allocation. The
work on the Shared Governance structure has helped to solidify the need for, and role of, the
College’s Budget Committee in providing feedback and perspective to the administration on the
budget as it is being developed and prior to its implementation.
The District exercises fiscal control over all nine colleges through its review of both monthly and
quarterly fiscal reports which must be submitted by each college throughout the fiscal year’s
cycle. The District maintains the goal of having all college budgets balanced on a monthly basis.
The quarterly reports are more significant and involve corresponding visits by the District Chief
Financial Officer (CFO) and her staff. During these visits, each college is required to provide an
update on both its fiscal health and its enrollments, in addition to reporting on corrective action
plans if the college’s budget has been projected to be in deficit. However, in addition to each
college’s annual allocation, funds are dispersed following P1 and P2 distributions from the State,
making budget projections a complicated and somewhat difficult process.
At LAVC’s first quarterly report and subsequent meeting with the District staff during the fall of
2014, the college reported a projected deficit of approximately $1.5 million for 2014-2015, and
provided a plan for achieving a balanced budget. (Quarterly Budget Report)
3
Achieving a Balanced Budget and Enrollment Management Efforts
As presented, the College’s plan to balance its budget had three components, all of which the
District CFO indicated had to be reviewed and approved by the Executive Committee of the
District Budget Committee. (ECDBC) These requests were timely, as the College was already
required to present its updated response to the recommendations which had been made by
ECDBC in January 2014. LAVC was scheduled to meet with the ECDBC for its January 6,
2015 meeting. (Response to ECDBC Report; ECDBC Agenda).
In parallel with the college’s efforts to address the ACCJC recommendation to attain fiscal
stability, LAVC also addressed two recommendations stemming from the ECDBC set in
January, 2014. The first ECDBC recommendation stated that “the College must strengthen its
existing enrollment management plan and re-examine its program mix and class scheduling to
align them with its instructional budget/costs and enrollment targets.” In December 2013, the
college submitted to the ECDBC its plans to implement a five-year enrollment plan to achieve
growth targets increasing the average class size from 38.2 (actual enrollment per section) in
spring 2014 to 40 in succeeding semesters (WSCH/FTEF from 575 in spring 2014 to 600.)
Specifically, for the 2013-2014 year, the college planned on meeting the base FTES with 1.63%
growth by scheduling classes for Summer, Fall, Winter and Spring sessions.
As part of its efforts to achieve fiscal stability, LAVC had hired the College Brain Trust, an
external consulting firm. In their review, the College Brain Trust consultants indicated that an
average class size of 40 was an achievable goal for the College. How quickly the College could
reach that number remained open for discussion. In addition to the external review, the Office of
Academic Affairs identified areas of low efficiency and high efficiency in the Spring 2014
schedule; this review resulted in the reduction of the allocated Spring 2014 FTEF by seven.
In Spring 2014, the college confirmed that it reached its proposed target of an average class size
of 38.2, and reassessed its five-year enrollment plan to reflect a more attainable average class
size (actual enrollment per section) to be 39 (WSCH/FTEF 585) in succeeding years based on
the realization that the College would not have sufficient classroom capacity to reach an average
class size of 40 until all bond-funded building projects are completed in Spring 2018. After the
District confirmed in the Spring of 2014 that it would offer full funding for 2% additional
growth, LAVC decided to offer a larger summer session. As a result of its efforts, the college
reached its 2013-2014 FTES targets while still having additional FTES to be counted towards the
2014-2015 year.
For the 2014-15 academic year, the District set an FTES growth target 2% higher than the 2.75%
FTES growth target set by the State for a total of 4.75% FTES growth. In order to reach the
District’s FTES growth target, LAVC had planned to offer a small Summer session in 2014, in
addition to Fall, Winter and Spring schedules. The Fall 2014 semester showed gains in efficiency
by yielding a higher average class size than previous Fall sessions due, in part, to fewer section
offerings.
In preparation for creating the Fall 2015 semester schedule, the Academic Affairs division is
continuing to review low and high efficiency areas while confirming that the courses offered
solidify pathways to degree, certificate and transfer completion. In analyzing the efficiency of
4
the schedule and projecting the revenue it can generate, the Deans and department chairs review
a wide range of data through the college’s comprehensive program review process. Through
their review, they will complete a two-year scheduling program for each discipline (2015-2017).
This “full-time faculty based scheduling” process will also ensure that course loads for full-time
faculty will be designated first before adding increased section offerings and cost to the
schedule.
Clearly, generating FTES in an efficient manner is the primary way that LAVC will ultimately
emerge from debt and begin to accumulate a reserve. However, having a 5-year budget plan is
the other half of fully addressing the college’s financial issues, which was the focus of the
second ECDBC Recommendation: “The College must develop a multi-year balanced budget
plan based on the college’s actual 2013-2014 budget allocation and realistic projected growth for
the future years. This plan must consist of a specific ‘cut-list’ of expenditures, re-examine its reassigned/release time, athletic program and the Child Development Center Program.”
As part of the College’s response to the ECDBC Recommendations, the college put forth a
multi-year Balanced Budget Plan that assumed a minimum of 2% growth per year over the next
five years. In addition, the College continues to evaluate vacant classified positions, very few of
which have been filled over the past 9 months. The college has implemented $500,000 in saving
actions from the 2013-2014 and identified an additional $400,000 of savings for 2014-2015;
these savings will be continued going forward over the next five years.
The Brain Trust’s review indicated a need to assess faculty reassigned “by general fund dollars,”
over the last two years. Consequently, LAVC has decreased its general-funded reassigned time
positions by 2.5 FTE. Currently, the general fund designates approximately 4.0 FTE for
reassignments and non-teaching hourly assignments. Department chair and vice-chair released
time, which currently totals 11.7 FTE, is required by the faculty collective bargaining agreement.
(Reassigned Time Chart) Careful analysis of the college’s reassigned time demonstrates that
general-funded reassigned time is not excessive. In its review, LAVC has recognized the need to
distinguish between reassigned time that is contractually required, that which is in service to
shared governance, and the reassigned time that supports specially-funded programs at no cost to
the college.
The Office of Academic Affairs continues to closely monitor reassigned, released time, and fulltime non-teaching assignments. The campus restructured supervision over its Learning Resource
Center resulting in the integration and coordination of the Writing Center, General Tutoring, and
Math Laboratory services under one FTEF instead of two. The resulting savings is being used to
supplement the tutoring budget and relieve the impact of the college’s decision last year to cut
tutoring by $10,000. In regards to reassignments funded by the general operating fund, 0.6 FTEF
designated for Achieving the Dream coordination will end in Spring 2015. Although under
consideration is the possible elimination of reassigned time for SLO coordination, currently
totaling .6 FTE, before doing so an alternative way of managing the College’s SLO process must
be identified. Such analysis is necessary to demonstrate that all efforts to reduce general fund
reassigned time have been considered. Reassignments to shared governance committee chairs
have decreased from 1.4 to 1.0 FTEF and can be attributed to the college’s decision to move the
5
Hiring Planning Committee functions to the Academic Senate and by having the Vice President
of Academic Affairs chair the College’s Institutional Effectiveness Council.
The ECDBC required the College to review the financial health of the Child Development
Center (CDC) and to evaluate whether any additional cuts to Athletics should be considered. A
careful analysis of the CDC budgets for the past four years demonstrated that the Center, whose
$1.1 million budget is funded largely by State and Federal grants, is healthy and has consistently
ended each year with a positive fund balance. The CDC provides excellent early childhood
education to over 150 children, in addition to providing a vital learning laboratory experience for
the College’s Early Childhood Education students. In terms of Athletics, the men’s and
women’s Track and Field and Cross-Country teams were cut in Spring 2014, and additional cuts
of approximately $80,000 were made to save general fund dollars, including funding for the
Sports Information Director and funds to support team travel; the reduction in the number of
sports also resulted in a reduction of 0.2 FTEF of reassigned time for the Athletic Director.
While other cuts to Athletics are being considered, , the LAVC President argued at the January 6,
2015 meeting of the ECDBC that cutting athletics entirely was imprudent given the current
construction of a $31.7 million dollar bond-funded Athletic Training Facility, as well as other
facilities already constructed with bond funds.
Executive Committee of the District Budget Committee Requests
In fact, the focus of the January 6th ECDBC meeting was both a review of the College’s response
to the prior year’s ECDBC recommendations and, more importantly, consideration of the
College’s requests for three avenues to achieving a fully balance budget for 2014-2015 and
beyond.
1. The first request was that the College’s debt payment of $558,037 be waived. This
amount had already been removed from the College’s 2014-2015 budget. The
justification for this request came from the District’s policy that allows for a waiver of
the debt payment in any year that there is an Interim and/or a newly hired College
President. (ECDBC/DBC Agendas, Minutes) The ECDBC noted that when this policy
was approved by the Board, the assumption was that it would apply to an Interim or a
new President, but that it was not necessarily intended to apply to the College in
consecutive years. However, the ECDBC members understood the need to relieve LAVC
of this large financial burden, and ultimately, approved a deferral rather than a waiver,
adding the payment to the total outstanding debt repayment schedule.
2. The second request the College made of the ECDBC was that the district fully fund the
2% over-cap at the full FTES rate, rather than at the $2000 per FTES the District Budget
Committee had approved in August 2014 (DBC Agenda/Minutes). The justification for
this request was the district-wide goal of achieving 4.75% FTES growth. Since the
District funds growth in the current year to achieve the target, it was imperative that the
college earn the maximum possible in order to both achieve the growth and to do so
within budget. As the budget plan indicates, being funded at the full rate for the FTES
growth would, in conjunction with all of the other actions taken by the College, result in a
balanced budget at the conclusion of the 2014-2015 fiscal year and beyond. ECDBC
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found this request to be sound and recommended to DBC and Chancellor that the College
be paid $4000 per FTES for the 2% over-cap.
3. The third and final request LAVC made to the ECDBC was to provide a subsidy to the
College for the 11 growth positions required as part of the District’s Faculty Obligation
Number. (FON) In Fall 2014, the Board of Governors “unfroze” the FON for California
Community Colleges when it determined that sufficient funding existed through the
passage of Proposition 30 in 2012 for enrollment growth across the state. The result for
the District was an increase of 86 positions for Fall 2015. LAVC’s share of those
positions is 11 positions. (FON Chart).
LAVC currently has a 58% Full-Time to Part-Time Faculty Ratio. Discussion in the
District in recent years had set the target goal for each college as high as a minimum of
65% FT/PT. (Garber Chart) Although the Spring 2014 Visiting Team was concerned
about the expectation that LAVC contribute to meeting the FON, which is a District
obligation, the sheer number of growth positions for the District made transferring any of
LAVC’s obligation to another college impossible. In addition to the 11 growth positions,
LAVC also anticipates having to fill 10 replacement positions. Of these 10 replacement
positions, 2 are carry-over positions from the 2013-2014 College FON, because during
that year, LAVC chose to only fill 50% of its replacement positions. In terms of saving
the college money, not filling those positions was prudent. However, that decision was
made in the context of the FON being frozen statewide. Now that the FON reflects the
current workload and FTES growth for all colleges, this strategy is not possible for the
coming year.
That is not to say that the College could easily meet its part of the obligation, however.
To this end, LAVC requested that the District provide a three-year subsidy for each of the
growth positions. In year 1, the College would receive an additional $35,000 in funding
per position; in year 2, the College would receive an additional $25,000 per position; and,
in year 3, the College would receive an additional $15,000 per position:
Year 1
Year 2
Year 3
$35,000/position
$25,000/position
$15,000/position
11 positions
11 positions
11 positions
$385,000
$275,000
$165,000
The three year commitment from the District will total $825,000.
These subsidies, in conjunction with a class-by-class swap of adjuncts for full-time
faculty by Academic Affairs, will result in class schedules that fully replace part-time
faculty with the full-time faculty being hired so as to avoid unintentionally expanding the
cost of the schedule. Remaining vigilant in efficient scheduling will also help to manage
the cost of meeting the FON.
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While some might argue that LAVC should not be expected to contribute to meeting the
District’s FON based on its financial issues, the reality is that LAVC is not the only
college in the district currently paying down a debt; it is unclear as to which colleges
should be required to pick up LAVC’s additional hiring commitment. Equally important
is the fact that if LAVC were to avoid hiring faculty this year, and even over the next
three years, by citing budget concerns, at the end of that time, the College’s FT/PT ratio
will have plummeted, possibly even below the state-mandated 50%. Because the other
colleges in the District will have had to hire in LAVC’s place, their FT/PT ratio will be so
high that the District might look in future years to LAVC to hire a significant number of
faculty. In other words, to avoid meeting the College’s FON in Fall 2015 would only
“kick the can down the road.”
The District’s Board of Trustees has two standing committees which bear responsibility for
review of the college’s accreditation and financial standing:
•
•
Institutional Effectiveness and Student Success, and
Budget and Finance
Both of these standing committees have, as part of their charge, the review of institutional
practices as reflected in documents and reports submitted to, and accepted during, their
respective meetings. At the conclusion of standing committee meetings, all reports and
documents are forwarded to the full Board of Trustees for approval. Additionally, in response to
a previous ACCJC recommendation, the Board developed and on October 9, 2013, adopted a
policy on Fiscal Accountability Measures. This policy is in effect during the current semester
with the Chancellor naming a fiscal monitor who will be responsible for monitoring the effects
of college’s plans and actions. The monitor will be responsible for reporting back to the
Chancellor prior to the end of the spring semester.
Conclusion
LAVC currently meets the Standards and has fully addressed the concerns articulated by the
2014 Visiting Team. The College has worked diligently to create a balanced budget. It should be
noted that, while part of the effort to balance the budget does involve assistance from the
District, such help is appropriate and necessary in light of past practices which led to successive
years of deficit spending. Remediating these issues and returning the college to a sound fiscal
foundation requires a long-term, multi-faceted process, and the efforts described in this FollowUp Report have placed LAVC on the path to a sound financial future.
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