LOS ANGELES COMMUNITY COLLEGE DISTRICT
BOARD OF TRUSTEES
INSTITUTIONAL EFFECTIVENESS & STUDENT SUCCESS COMMITTEE
Educational Services Center
6th Floor Large Conference Room
770 Wilshire Boulevard
Los Angeles, CA 90017
Wednesday, April 27, 2016
3:00 p.m. – 4:45 p.m.
Committee Members
Mike Fong, Chair
Andra Hoffman, Vice Chair
Nancy Pearlman, Member
Ernest H. Moreno, Alternate
Ryan M. Cornner, Staff Liaison
Felicito “Chito” Cajayon, Staff Liaison
Kathleen F. Burke, College President Liaison
Linda D. Rose, College President Liaison (Alternate)
Agenda
(Items may be taken out of order)
I.
II.
III.
ROLL CALL
PUBLIC SPEAKERS*
REPORTS
A. College Planning and Effectiveness Reports
1. Los Angeles City College
2. East Los Angeles College
3. Los Angeles Harbor College
B. Accreditation Update
IV.
V.
VI.
VII.
FUTURE
INSTITUTIONAL
EFFECTIVENESS
COMMITTEE MEETING DATES
&
STUDENT
SUCCESS
NEW BUSINESS
SUMMARY – NEXT MEETING................................................... Mike Fong
ADJOURNMENT
*Members of the public are allotted three 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 Committee
meeting.
Institutional Effectiveness Report to the Board of Trustees
April 27, 2016
Executive Summary
Almost 60% of LACC current students have an educational goal to transfer and/or obtain an associate
degree. This number has increased significantly during the last 5 years (from 44% in 2010). Based on
College data analysis, time to completion is one of the most significant factors inhibiting student success.
Decreasing time to completion will help the College better realize its mission of empowering students to
achieve their educational and career goals. To accomplish this, the College plans to increase access and
success through its transfer, career and technical education, and foundational skills programs. At the same
time, budget deficit and decreases in enrollment have been the College’s highest priority. To address
these issues, the College is working on multiple enrollment management strategies.
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, nor enrolling in these during their first year at the college. To
alleviate this issue, SSSP and Equity funds are being utilized to make sure that all new students are
assessed, receive an orientation, and have an educational plan before they enroll in their first class. In
addition, the Basic Skills Transformation Grant, which was developed through partnership with the Math,
English and Non-credit departments, will focus on improving success rates and shortening the math and
English progression path for all students. During summer 2016, the College will offer several math and
English pre-assessment workshops and boot camps to ensure that students begin the academic year
prepared for success.
Teaching and Learning for Success
In 2014-15, 44% of LACC students who earned a degree took over six years to attain it. To address this
issue, the College’s long-term plans to increase awards completions include ensuring students reach
certain momentum points and providing increased support and guidance to students, while actively
pursuing the requirement for students to complete math and English early in their studies. By taking these
and other actions, it is anticipated that students will be more likely to complete their academic and career
goals in a timely manner.
Institutional Efficiency
In 2013-14, 92.8% of the College’s budget was spent on certificated salaries, classified salaries, and
employee benefits. In 2014-15, this expenditure increased to 93%. Currently, the College is working to
bring that number down to the District average (90.9%). In order to reach this goal, the College is
considering decreases in FTEF expenditures (reduce hourly instruction by $1.2 million) and increase
FTES generation through more efficient enrollment management strategies:
• 2016-17 Schedule: Power schedule for Summer & Winter; Zero-base scheduling for Fall & Spring.
• Curriculum Management & Scheduling: Offer a schedule of classes that will enable timely,
efficient and realistic program completions.
• Maximizing Facilities Utilization: The College recently purchased new room management software
to enhance room scheduling capabilities and space usage optimization.
• Communication, Outreach and Recruitment Campaign: Establish a structure for ongoing
marketing, image building and branding campaigns. Actively use social media, email and posting
boards, and revamp the College’s website. Collaborate with area high schools.
• Management, Monitoring and Accountability: Develop data tools, dashboards and reports that
provide on-time data and information needed for decision-making, monitoring and reporting.
Los Angeles City College
COLLEGE PLANNING &
INSTITUTIONAL EFFECTIVENESS
Report to the Board of Trustees
Institutional Effectiveness & Student Success Committee
April 27, 2016
GOAL #1 ACCESS & PREPARATION FOR SUCCESS
4 measures up
1 measure down
Objective/Measure
2014
3 Y. Change
1.1 Eligible Students receiving Pell Grant
75%
1%
71% / 75%
9% / 16%
22%
8%
85% / 72%
-2% / 0%
2.1 New Students completing English /Math
Assessment in 1st term or before
3.1 New students completing an English & Math
class in 1st year
3.2 Persistence: Fall to Spring / Fall to Fall
•
•
•
•
•
First Year Experience (FYE): Increase to 500; provide constant feedback
Basic Skill Transformational grant: English, Math & Non-Credit
High School Partnership: “City Days” include assessment & counseling
Assessment Practices: Retake policy, cut scores & multiple measures
At-Risk Students Activities: Probationary; AOC; BOG; Financial Aid
GOAL #2 TEACHING & LEARNING FOR SUCCESS
2 measures up
1 measure down
Objective/Measure (Based on Spring 2014 LACCD Survey)
2014
3 Y. Change
1.1 Measure of active learning/project learning
66%
3%
1.1 Measure of student engagement in and out of class
17%
-1%
1.1 Measure of self-efficacy/self-directed learning
77%
7%
1.3 Measure of how technology is being used to
improve student learning and engagement
66%
N/A
• Multiple SSSP & Equity Activities
• FYE: College Success Seminar, Peer-to-Peer Mentor program
• Professional Development: Ambassadors of Equity Program; New
fulltime and adjunct counselor orientation; LA HI-TECH Grant
• EOPS designated separate counselors for AB540
GOAL #2 TEACHING & LEARNING FOR SUCCESS
4 measures up
1 measure down
Objective/Measure
2014
3 Year
Change
2.1 New students completing 30/60 units in 3 years
60% / 27%
2% / 1%
2.2 New students successfully completing English 101
& Math 125 in 3 / 6 years
19% / 30%
1% / 0%
2.3 Completion rate in 3 / 6 years
8% / 24%
1% / -6%
•
Decrease time to completion is Quality Focus Essay (QFE) Action Project #2,
strategies to build an infrastructure that provides a clear path to completions
• Basic Skill Transformational grant: assessment prep; boot camps; acceleration
• High School Partnership: Math & English curriculum alignment
• Equity Plan Projects: STEM Academy; additional support for the Ralph Bunche
Scholars and Transfer Center programs
• FYE: Increase to 500; start with Math & English; focus on year 2
LACC COMPLETIONS
All completion measures are up
LACC State Approved Awards and CSU/UC Transfers
700
600
Completion
500
400
300
200
100
0
2010-11
2011-12
2012-13
2013-14
2014-15
State Approved Certificates
463
349
378
539
549
Associate Degrees
558
488
522
548
583
CSU & UC Transfers
483
503
388
462
638
GOAL #4 COMPARISON TO COLLEGE DISTRICT
Both measures down
Institutional Efficiency
2014
3 Year Change
Average Class Size in Credit Classes
34.2
-10%
Cost FTES/Annual
4,442
8%
• Effective Enrollment Management is the Quality Focus Essay (QFE) Action
Project #1
• Decrease FTEF and increase FTES generation:
•
•
•
•
•
•
Power schedule for Summer 2016 and Winter 2017
Zero base scheduling for Fall 2016 and Spring 2017
Curriculum Management & Scheduling
Maximizing Facilities utilization
Communication and Recruitment Campaign
Management, Monitoring and Accountability
• Planning to reduce hourly instruction budget for 2016-17 by $1.2 million
2015 College Planning and Effectiveness Report
Los Angeles City College
April 27, 2016
I. Alignment of College and District Strategic Plans
The 2014-2020 Educational and Strategic Master Plan re-affirms 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
LACC Strategic Plan Goal
Goal 1: Access and Preparation for Success – Improve equitable access; help
students attain important early educational momentum points.
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 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 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 – Provide human, physical, technological, and financial
resources to efficiently and effectively implement educational
programs and college services.
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.
1
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2012
2013
2014
2014
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
74%
76%
75%
70%
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
62%
61%
71%
78%
9%
4%
59%
62%
75%
82%
16%
8%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
14%
17%
22%
24%
8%
7%
3.2 Persistence - Fall to Spring
87%
85%
85%
88%
-2%
1%
3.2 Persistence - Fall to Fall
72%
72%
72%
75%
0%
0%
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.
2
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of eligible
students receiving Pell
Grants
Strength or
Weakness
Strength
Positive 3Y Change
Above LACCD
average
Measure 1.2.1:
Percentage of new
students completing
English assessment and
Math assessment in the
first term or before
Improving
Positive 3Y Change
Below LACCD
average
College Response
Plans for Improvement
The number of FAFSA applicants has grown
by 75% from 18,817 in 2010-11 to
33,094 in 2015-16 (20% of all district
applications). The college has been actively
addressing the increase in demand for financial
aid services by building new online resources,
such as Financial Aid TV. These resources
have been actively used by students and have
enabled the college to meet this unprecedented
demand for financial aid services.
As part of our First Year Experience (FYE)
efforts we will assure that all new students are
aware of the services available for them to
receive financial aid. During FYE orientations
students will verify their financial aid status
and be able to obtain additional assistance or
guidance if needed.
In addition, through the support of the
College’s SSSP initiatives, students will be
able to maintain academic progress and
continue their eligibility for financial aid.
As stated in the SSSP Plan, the Outreach
program will expand to more local high
schools. The “City Days” program brings local
high school students onto the campus to
complete the SSSP core services, which
includes taking Math and English assessment
tests.
In addition, a new hired SSSP Coordinator,
will continue to explore ways of reaching
target population of students to ensure they
complete their English and math assessments.
Currently, City is reviewing its’ assessment
retake policy and placement cut scores.
The College numbers are still below the
District average, but the gap has been reduced
substantially.
SSSP has provided the college with much
needed resources to re-engineer its 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 on-demand/drop-in testing
service for same-day assessment testing.
City hired a new SSSP Coordinator overseeing
matriculation to synchronize the College’s
efforts in improving student assessments and
preparation of success.
3
Expected
Improvement(s)
The college expects
to maintain the
percentage of eligible
students receiving
Pell Grants.
The college expects
to close the gap with
the District average in
3 years (current gap is
at 7 percentage
points)
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
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Improving
Positive 3Y Change
On par with
-LACCD
average
Weakness
Negative 3Y Change
College Response
Plans for Improvement
The College number is still below the District
average, but the gap has been reduced
substantially.
The college’s SSSP-funded programs are
designed to assure that all new students are
aware of and have access to needed services.
All new students will have an educational plan
that includes English and Math during their
first semester.
In April, City is being awarded funding
through the Basic Skills Transformation grant.
The grant was developed through partnership
of Math, English and Non-credit departments
to focus on improving the success rates and
shortening the progression path for all new
students. During the summer 2016, the college
plans to offer several Math and English preassessment workshops and boot camps.
In addition, as part of the Equity Plan, the
College will be increasing its efforts to place
the growing number of new students into
English and Math during their first year.
As part of our FYE efforts, students now have
a clear path to completion. All FYE students
are required to meet with counselors
throughout the year to make sure they are
doing well in their courses. We provide two
early alerts throughout the semester. In
addition, tutoring services are provided as part
of the program.
An objective of the Equity Plan is to support
the FYE program to increase its number of new
students to 500.
During the Spring 2016 the college is
providing additional activities and services
focusing on probationary students. For
example, the EOPS/CARE program will
provide several workshops where students will
gain the information leading to and assisting
with obtaining good academic standing.
Although we are close to the District average,
we recognize the need to improve persistence
of our new students, especially those just out
of high school.
Below LACCD
average
4
Expected
Improvement(s)
The college expects
to be at the District
average (current gap
is at 2 percentage
points).
The college expects
to close the gap with
the District average in
3 years (current gap is
at 3 percentage
points).
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2012
2013
2014
2014
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
62%
66%
69%
3%
4%
1.1 Measure of student engagement in and out of class
19%
17%
19%
-1%
-1%
1.1 Measure of self-efficacy/self-directed learning
71%
77%
78%
7%
6%
NA
66%
66%
NA
NA
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
59%
59%
60%
63%
2%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
26%
26%
27%
29%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
17%
18%
19%
26%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
30%
30%
30%
31%
0%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
7%
7%
8%
12%
1%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
30%
29%
24%
30%
-6%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
5
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
Strength or
Weakness
Weakness
Positive
- 3Y Change
Below LACCD
average
Weakness
Measure 2.1.1:
Student engagement in and
out of class
Negative 3Y Change
Below LACCD
average
College Response
Plans for Improvement
While the numbers have improved
compared to the previous LACCD survey
results, the college recognizes the need for
further improvement in this area.
While we are close to district averages, the
college recognizes the need to improve
student engagement in and out of the
classroom.
The college has hired a Dean of Student
Life who is directing the overall efforts to
increase student engagement.
In addition, one of the objectives of the
College’s FYE program is to increase
engagement among first time college
students.
Learning outcome assessment is a priority for
the college. 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 emphases on active/project
learning.
The FYE students will feel connected with the
College through participating in workshops and
engaging with our counselors and other
students. Students are also provided with peer
to peer mentoring and supplemental instruction
to ensure they feel welcomed and to alleviate
any confusion or stress. Additionally, the
Equity Plan supports the Peer-to-Peer program
by employing more P2P Mentors and CGCAs
to engage students in the FYE program in
learning communities.
EOPS has also designated separate counselors
and will be training them to assist AB540
students to increase their engagement.
6
Expected
Improvement(s)
The college expects
to close the gap with
the District average
in 3 years (current
gap is at 3 percentage
points).
The college expects
to close the gap with
the District average
in 3 years (current
gap is at 2 percentage
points).
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Self-efficacy/self-directed
learning
Strength or
Weakness
Improving
Positive - 3Y
Change
At par with LACCD
average
Measure 2.1.3:
Technology is being used
to improve student
learning and engagement
Measure 2.2.1
Percentage of new student
cohort completing 30 units
and completing 60 units in
3 years
At par withLACCD
average
Weakness
College Response
Plans for Improvement
The college numbers improved
substantially compared to the last survey
results and are close to the district average.
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 take a course, which emphasizes
self-efficacy skills. The FYE program also
includes 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 conducted Adjunct and new
Counselor training and orientation which
provided counselors with the proper tools
necessary to promote student success.
The College is at par with the District
average. Nonetheless, the college
recognizes the critical role that technology
plays, and it has made a concerted effort to
provide more online services for students,
increasingly communicate with students
electronically, and update the college
computing infrastructure. Along those lines,
to encourage technology use among
students where they need it, the college
offers online resources, such as the
orientation to online learning and online
student services.
The numbers improved slightly and are
close to the District average.
Positive
- 3Y Change
Below LACCD
average
7
The EOPS program provides True Colors
Assessment Facilitator Training which explores
career options for students based on their
personality types, motivators, actions and
communication styles.
The college will continue to build out its
technology infrastructure. Technology literacy
is included in the FYE program curriculum and
is planning to increase its professional
development efforts to incorporate effective
use of technology in the classroom.
Technology literacy workshops will be offered
to FYE students to enhance their skills so they
can take online courses, if desired.
The key for City is not only to increase the
number of students who complete 30 and 60
units, but also make sure that these students
successfully complete Math and English within
their first 30 units of completion. The
college’s SSSP and FYE efforts are designed to
address this issue directly.
Expected
Improvement(s)
The college expects
to close the gap with
the District average
in 3 years (current
gap is at a 1
percentage point).
The college expects
to maintain its level
at the District
average.
The college expects
to close the gap with
the District average
in 3 years (current
gaps are at 3 and 2
percentage points).
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
Weakness
Positive
- 3Y Change
College Response
Plans for Improvement
In order to accelerate their completion of a
degree, certificate, or transfer, the college
recognizes the need for students to
complete Math and English early.
Below LACCD
average
Weakness
Negative
- 3Y Change
Below LACCD
average
Time to completion is one of the biggest
challenges for City – students complete
their programs, but it takes them a long
time. College research indicates that about
40% of completers take more than 6 years
to complete their programs.
The college has also adopted new
procedures to assure that all awards are
recorded in a timely manner, this extra step
resulted in an increase in completions of
degree and certificates by 23% over the 5
year average.
The college has recently created 14
Associate Degrees for Transfer which
resulted a jump of transfer numbers (42%
over 5 year average).
8
The new Basic Skills Transformation grant is
designed to address these issues. The grant was
developed through partnership with the Math,
English and Non-credit departments and
focuses on improving students’ success rates
and shortening the progression path for all new
students. As part of this grant, in summer
2016 the college will offer several Math and
English pre-assessment workshops and boot
camps to help place students at higher levels or
accelerate their path to completion in the
English and Math sequences.
In addition, the college is developing
partnerships and working closely with local
high schools, such as Hollywood HS. The work
entails aligning curriculum to ensure students
are prepared for college level Math and English
when they enter the college.
Decrease time to completion is Action Project
#2 in the Institutional Self-Evaluation Quality
Focus Essay (QFE). Thus, it is a top priority for
the College over the next 7 years. The college
is employing multiple strategies to address this
issue with the goal of building an infrastructure
that gives students a clear path to successful
completions.
Expected
Improvement(s)
The college expects
to close the gap with
the District average
in 3 years (current
gaps are at 7 and 1
percentage points).
The college expects
to close the gap with
the District average
in 3 years (current
gaps are at 4 and 6
percentage points).
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
2013
2014
2014
District
3 year
change
College
3 year
change
District
38.2
36.8
34.2
36.5
-10%
-9%
$4,104
$4,228
$4,442
$4,358
8%
5%
Institutional Efficiency- College Analysis and Response
District Measure
Average class size in
credit classes.
Cost/FTES (annual)
Strength or
Weakness
Weakness
Weakness
College Response
Plans for Improvement
Effective Enrollment Management Action
Project #1 in the Institutional SelfEvaluation Quality Focus Essay (QFE).
Expected
Improvement(s)
The college expects
to be at the District
average in 3 years
The College plans to decrease FTEF spending
and increase FTES generation through more
efficient enrollment management strategies:
• Zero base scheduling for Fall 16 and Spring 17
• Power schedule for Summer 16 and Winter 17
• Curriculum Management & Scheduling
• Maximizing Facilities utilization
• Communication and Recruitment Campaign
• Management, Monitoring and Accountability.
In 2013-14, 92.8% of the College’s budget
Currently, the College is working towards
The college expects
was spent on certificated and classified
bringing its salary spending number to the
to be at the District
salaries, and employee benefits. In 2014-15, District average which is 90.9%. The College is average in 3 years
this exceeded 93%.
planning to reduce its hourly instruction budget
for 2016-17 by $1.2 million.
9
Institutional Effectiveness Report to the Board of
Trustees
April 27, 2016
Executive Summary
East Los Angeles College (ELAC) empowers students to achieve their
educational goals, and successfully pursue their aspirations for a better future for themselves, their
community, and the world. Its multicultural student body reflects the fourteen communities comprising its
primary service area. To address the needs of the College community, targeted resources, such as
instructional hours, full-time faculty hires, classified hires, professional development, and student support
services are used to support student completion of degrees, certificates, and transfers. At the forefront of
these efforts is the Strategic Plan, which guides the planning, implementation, and evaluation of all
programs and activities through the lens of Student Success, Equity, Community-Center Access, and
Institutional Effectiveness.
Access and Preparation for Success
The College is taking a multi-pronged approach to ensuring that students have access to College resources
and are prepared to achieve their educational goals. Central to these efforts is the College’s Welcome
Campaign, a campus-wide initiative to support new, continuing, or re-entering students by providing
access to information, resources, and following-up on requests. The goal is to assist incoming and current
students to better navigate ELAC and to increase their sense of belonging at ELAC. Furthermore,
workshops and targeted outreach are being developed and implemented to ensure all students are fully
informed of their financial aid options and requirements, better prepared for taking high-stakes
assessment tests, know their academic options, and progress toward their academic goals.
Teaching and Learning for Success
Student success continues to drive teaching, learning, and innovation at ELAC. The College encourages
and supports students through a variety of engagement and learning opportunities. Our Associated
Student Union and Inter Club Council continue to actively engage students through its seventy-five clubs
and a multitude of campus events. The new learning centers and facilities have increased the College’s
capacity to ensure students have open access to technology and academic support. The College has also
strengthened its successful transfer efforts and is implementing long-range, innovative practices to enable
students who are pursuing university transfer path to do so successfully. This includes the creation of
transfer pathways, programs, and hosting of annual campus events. On a curricular level, the College is
working to streamline the basic skills Math pathway to foster student success and progress in Math. To
compliment these expansive efforts, the College is developing a comprehensive professional development
plan to ensure our faculty, staff, and administrators are well-trained to support the academic needs and
life-time aspirations of our students.
Institutional Efficiency
ELAC continues to refine its enrollment management processes in effort to increase institutional
efficiency. A new Strategic Allocation Model was designed and implemented in Fall 2015 to optimize
course offerings while supporting student completion, transfer, and innovation. The College is also
developing a Strategic Enrollment Plan as a way of comprehensively addressing all aspects of enrollment,
from matriculation and retention to completion and transfer. The faculty Hiring Prioritization Process is
continuously refined to ensure that faculty hires meet existing needs and are aligned to the Strategic Plan.
Julie Benavides, Vice President, Student Services
College Planning and
Effectiveness Report
Dr. Laura M. Ramirez, Vice President, Academic
Affairs
Presentation to the LACCD Board of
Trustees Institutional Effectiveness and
Student Success Committee
Ruben Arenas, Dean, Office of Institutional
Effectiveness and Advancement
OIEA April 27, 2016
Fulfilling the District Strategic Plan
 ELAC
continues to implement its Strategic Plan (2011-2017) – a plan
that is fully aligned to the District Strategic Plan.
 ELAC’s four strategic goals can be broadly summarized as Student
Success, Equity, Community-Centered Access, and Institutional
Effectiveness.
 ELAC meets or exceeds the District average in nearly 90% of the
District’s Strategic Plan measures.
 Activities and Initiatives are already in place to address the two
measures that are below the District average.
Access and Preparation for Success

ELAC continues to show strength in new student matriculation, Math and English
completion, and student persistence to subsequent terms. ELAC exceeds the
District average in all of these areas.



Institutional efforts such as the First-Year Experience (FYE) directly address Basic
Skills completion and persistence.
AOC Events and the Math Assessment Prep Workshops have positively impacted the
completion of the matriculation process by new students.
ELAC is below the District average in the percentage of eligible students receiving
Pell Grants due to Pell Grant lifetime limits and students not meeting satisfactory
progress requirements.

To improve in this area, ELAC is holding FAFSA workshops, probation workshops, and
working to provide guidance to students disqualified from receiving financial aid.
Teaching and Learning for Success

ELAC exceeds the District average in areas such as active learning, student
engagement, self-efficacy, completion of 30 units within 3 years, completion of 60
units within 3 years, completion of English 101 and Math 125 within 3 years.



The FYE has positively impacted completion.
Professional Development initiatives such as Culturally Responsive Teaching and the
New Faculty Institute positively impact the way instructors help students grow as
learners.
ELAC falls below the District average in terms of degrees, certificates, and
transfers.

The College is expanding its university partnerships, pathways, and transfer
programs to support student completion. The Go ELA campaign has helped the
college create a college and career pathway for all East Los Angeles students.
Institutional Efficiency
 ELAC
continues to have larger classes than the District, on average,
and has a lower cost per FTES.
 Although East has done better than average, these important
measures are weakening (each FTES is costing more).
 The College is already responding.


Strategic Allocation Model – a data-driven approach to the allocation of
instructional hours
Refined Hiring Prioritization Process – revised to ensure that staffing
need is measured appropriately and fairly
2015 College Planning and Effectiveness Report
East Los Angeles College
April 27, 2016
I. Alignment of College and District Strategic Plans
The College continues to implement its Strategic Plan (2011-2017), which integrates the College Mission and objectives from the three College Master Plans—
Educational, Facilities, and Technology. The Strategic Plan guides all planning processes through the College’s four goals: Student Success, Equity, CommunityCentered Access, and Institutional Effectiveness. Aligning the College planning processes, such as Program Review and Annual Update Plans, with the Strategic
Plan ensures ongoing planning and evaluation of the College goals through specific objectives and activities. Furthermore, the College strives to improve its
planning processes. In 2015, the College has implemented the extensive use of “data packs” for the Strategic Allocation Model (enrollment management), Hiring
Prioritization, and student outcomes to improve institutional effectiveness through transparent and accessible data.
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: 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.
1
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 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
2012
2013
2014
2014
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%
66%
68%
70%
-2%
-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
84%
80%
83%
78%
-1%
4%
88%
88%
91%
82%
2%
8%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
17%
22%
27%
24%
10%
7%
3.2 Persistence - Fall to Spring
91%
91%
92%
88%
1%
1%
3.2 Persistence - Fall to Fall
80%
78%
80%
75%
0%
0%
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.
2
Goal #1- College Analysis and Response
District Measure
Measure 1.1.2:
Percentage of eligible
students receiving Pell
Grants
Measure 1.2.1:
Percentage of new
students completing
English assessment and
Math assessment in the
first term or before
Strength or
Weakness
Weakness
Strength
College Response
Plans for Improvement
Several factors have impacted our students’
eligibility for financial aid:
• Pell Grant Lifetime limits reduced to
600% or six full-time years. Many of our
students had reached their 600% limit or
near reaching their limit; therefore, they
wanted to save their financial aid until
transferring to the university.
• A high number of students do not meet
the financial aid Satisfactory Progress
Policy (SAP).
• Many students do not have a clear
understanding of the college processes,
such as registration, drops, repeats, or
grading policies.
Senate Bill (SB) 1456, in particular the
Assessment, Orientation, Counseling (AOC)
campaign, has led an increase of students
completing the matriculation process. The
college is strong in this measure and will
continue its efforts to matriculate new
students within the first term.
•
•
•
•
•
•
3
Expected Improvement(s)
Hold additional FAFSA and other
financial aid-related workshops.
Provide financial aid and academic
guidance to students disqualified
from receiving financial aid.
Continue to provide probation
workshops explaining how probation
status affects financial aid eligibility.
The College anticipates an
increase in the number of
students applying and
receiving Pell Grants.
AOC Events, including information
campaigns, high school outreach
AOC Days, and a one-day AOC
express event for non-exempt
students.
No cold assessment efforts, including
Math Assessment Prep Workshops,
updating and including solutions to
Assessment Sample Tests Questions.
Outreach to students who are nonexempt and have not completed
AOC.
Through the efforts being
implemented through SB
1456, the college expects
an increase in students
completing English and
Math assessments within or
before the first term.
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
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Strength
Strength
College Response
Plans for Improvement
The college increased approximately 10%
over the past three years on this measure.
Many of the college’s programs and planning
efforts have factored into this increase. The
First-Year Experience (FYE) program
emphasizes English and Math completion. A
new Strategic Allocation Model has been
implemented to ensure students have access to
the appropriate courses. Additionally, the
“No Cold Assessment” campaign has focused
its efforts on preparing students for the
assessment and ensuring students are
appropriately placed into an English or Math
course.
The college continues to be strong in this
measure. The Office of Institutional
Effectiveness and Advancement continually
monitors enrollment patterns and coordinates
with the Admissions and Records Office for
targeted outreach. These outreach efforts
continue to yield positive gains in student
persistence and overall enrollment.
•
•
•
•
•
•
•
•
4
FYE continues to support students
and provide opportunities to succeed
in English and Math courses.
Continued implementation and
evaluation of the Strategic Allocation
model.
Professional Development
opportunities related to improving
teaching and learning (Faculty
Advocates, New Faculty Institute).
New curricular developments are
being discussed and planned to ease
student entry and progression
through course sequences.
Increased outreach and support to
probation students and students who
do not enroll in consecutive terms.
Implement the four components of
the Welcome Campaign—opening of
the Welcome Center, Culturally
Responsive Training (CRT) for
faculty and staff, create intake form
for service and program referral, and
student tracking and follow-up.
Ongoing analysis of persistence data,
including Institutional-Set Standards
and Equity.
New SIS system to monitor student
enrollment patterns.
Expected Improvement(s)
The College anticipates an
increase in the number of
students completing math
and English courses in their
first year.
The College anticipates an
increase in the Persistence
rate for Fall-to-Spring and
Fall-to-Fall.
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2012
2013
2014
2014
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
68%
71%
69%
2%
4%
1.1 Measure of student engagement in and out of class
23%
25%
19%
2%
-1%
1.1 Measure of self-efficacy/self-directed learning
77%
80%
78%
4%
6%
NA
68%
66%
NA
NA
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
66%
66%
65%
63%
0%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
32%
33%
32%
29%
0%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
26%
28%
28%
26%
2%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
36%
35%
33%
31%
-3%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
12%
13%
12%
12%
0%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
34%
32%
28%
30%
-5%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
5
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
Strength or
Weakness
Strength
Measure 2.1.1:
Strength
Student engagement in and
out of class
College Response
Expected
Improvement(s)
Professional Development program/training The College
anticipates an
opportunities for faculty (Faculty
increase in the
Advocates, Culturally Responsive
Teaching, Adjunct Academy, New Faculty percent of students
engaging in
Institute).
active/project
Participation in the District Academic
learning.
Senate (DAS) Professional Development
College.
Participation in the district Dean’s
Academy.
Continued implementation of the College
Educational Master Plan.
Plans for Improvement
The college devoted resources to
improving the teaching and learning
through faculty professional development.
As an example, the college is currently
offering professional development in
Culturally Responsive Teaching (CRT) to
help faculty better understand and support
their students. Under the new
Professional Development Coordinator,
the college plans to develop and
implement a comprehensive professional
development program to continually
improve student learning.
Student engagement at the college has
benefitted from the work of the Associated
Student Union (ASU) and Inter Club
Council (ICC). ASU is highly active and
visible in campus wide activities, events,
and committees. Council members are
assigned several projects during their
tenure in office and learn by planning,
coordinating and organizing events. ASU
has made a commitment to funding student
travel to conferences, competitions, and
community events. Additionally, ASU
partially funds travel expenses for clubs
interested in campus tours to four year
universities.
•
ICC consist of 75 clubs allowing students
to connect with peers in areas such as
education, health and fitness, social
justice, sustainability, workforce, and
transfer. The club charter process is
regularly reviewed to ensure that students
are able to join or start a club and connect
with like-minded students.
•
6
•
•
•
•
•
•
•
ASU and ICC will continue their outreach
and student engagement efforts.
Student Equity Activities, such as the
Latina Transfer Pathway, ELANS Male
Leadership Academy, and other Equity
Grant projects.
Implement the four components of the
Welcome Campaign—opening of the
Welcome Center, Culturally Responsive
Training (CRT) for faculty and staff, create
intake form for service and program
referral, and student tracking and followup.
President’s Innovation Grants to encourage
innovative learning opportunities and
projects for students.
Continue to publicize events and activities
host by the Vincent Price Art Museum
(VPAM).
The College
anticipates an
increase in student
engagement in and
out of class.
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Self-efficacy/self-directed
learning
Measure 2.1.3:
Technology is being used
to improve student
learning and engagement
Measure 2.2.1
Percentage of new student
cohort completing 30 units
and completing 60 units in
3 years
Strength or
Weakness
Strength
Strength
Strength
College Response
Plans for Improvement
The College has many programs focusing
efforts on increasing self-efficacy and
self-directed learning. This includes
workshops on topics such as Job Skills,
Financial Literacy, and Career from
leadership academies or grant projects.
Furthermore, the SB 1456 and Federal
Financial Aid regulations require students
to identify an educational goal and
program of study. These have all factored
into the high percent of students engaging
in in self-efficacy and self-directed
learning.
The measure shows that the college is
performing higher than the district in
technology use. The recently completed
college facilities will increase student
access to cutting-edge technologies in
classrooms and learning labs.
•
The College continues to monitor student
enrollment patterns, student outcomes,
and class scheduling in effort to ensure
students have access and are successful in
the classes needed for completion. A
number of outreach efforts have also been
conducted in order to increase the number
of continuing and first-time students to
enrolling full-time in each semester.
•
7
•
•
•
•
•
•
•
•
Financial Literacy workshops and the
establishment of the Financial Literacy and
Welcome Center.
Increase the number of students with
Educational Plans (SB 1456).
Professional Development training
opportunities for faculty (Faculty
Advocates, New Faculty Institute).
Latina Transfer Pathway and ELANS Male
Leadership Academy workshops.
Expansion of smart classrooms to the South
Gate Educational Center.
Improving facilities for the Writing Center
and the Learning Assistance Center.
Professional Development training
opportunities for faculty.
Continued outreach and follow-up efforts
(Financial Aid, Progress, and Probation,
etc.).
Extended hours for counseling services.
Continued implementation and evaluation
of the Strategic Allocation Model.
Expected
Improvement(s)
The College
anticipates an
increase in the
percent of students
engaging in selfefficacy and selfdirected learning.
The College
anticipates an
increase in the
percent of students
using technology for
learning and
engagement.
The College
anticipates an
increase in the
percent of students
completing 30 units
and completing 60
units in three years.
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
Strength or
Weakness
Strength
College Response
Plans for Improvement
The First-Year Experience (FYE)
continues to help students complete
English 101 and Math 125 during their
first year. Curricular revisions by English
and have improved student placement and
progression through the basic skill English
course sequence.
•
•
•
•
•
Measure 2.2.3
Completion rate (i.e.,
certificate, degree, or
transfer) in 3 years and in
6 years
Strength
Student success and completion are a
critical focus of the College Mission. The
college is working to expand its university
partnerships, pathways, and transfer
programs to support student completion.
The Go ELA campaign has helped the
college create a college and career
pathway for all East Los Angeles students.
•
•
•
•
•
•
8
Expansion of the FYE program.
Improving facilities for the Writing Center
and the Learning Assistance Center.
Continued implementation and evaluation
of the Strategic Allocation Model to
support English 101 and Math 125
completion.
Adoption and implementation of Common
Assessment Initiatives.
Streamlining the Basic Skills Math
Pathway
Expansion of the Go ELA program
Increase the number of associate degrees
for transfer.
Strengthen Transfer Culture through
student engagement, use of transfer
ambassadors, Faculty Transfer Advocates,
and Transfer Academies.
Transfer Center Events – (College Fair,
Transfer Conference, etc.)
Transfer Pathways (Latina Transfer
Pathway, John Delloro Program, and other
University Partnerships
Streamlining the Basic Skills Math
Pathway
Expected
Improvement(s)
The College
anticipates an
increase in the
percent of students
completing English
101 and Math 125 in
three to six years.
The College
anticipates an
increase in the
percent of students
completing a
certificate, degree, or
transfer in 3 and six
years.
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
2013
2014
2014
District
3 year
change
College
3 year
change
District
41.4
39.0
37.5
36.5
-10%
-9%
$3,810
$4,182
$4,301
$4,358
13%
5%
Institutional Efficiency- College Analysis and Response
District Measure
Average class size in
credit classes
Strength or
Weakness
Weakness
College Response
Plans for Improvement
Over the past three years, the College has
expanded its section offerings to meet
growth targets. With enrollments growing
at a slower rate, the average class size has
decreased over the past three years, but still
remains above the district average. In effort
increase efficiency, the college has
implemented a Strategic Allocation Model
to optimize the College’s future course
enrollment allocations.
•
•
•
•
Cost/FTES (annual)
Weakness
Over the past three years, the College has
expanded its section offerings to meet
growth target, but enrollment has not kept
pace. Though the College’s cost per Fulltime Equivalent Student (FTES) has
continued to increase over the past three
years, it is still below the overall district
average. The College understands the longterm implications of these increasing cost
and is strategically exploring ways to reduce
costs without affecting student success.
9
•
•
•
The College will continue to monitor the
enrollment patterns of its students and implement
outreach and recruitment strategies to increase
enrollments.
Development of a Strategic Enrollment Plan to
address all aspects of enrollment from matriculation
to retention, success, and completion.
Evaluate Strategic Allocation Model, including
semester enrollment update meetings with
department chairs and monitoring enrollments in
late allocations.
Professional Development for faculty to improve
course retention and success.
Development of a Strategic Enrollment Plan to
address all facets of enrollment from matriculation
to retention, success, and completion.
Evaluate Strategic Allocation Model enrollment
processes, including semester enrollment meetings
with department chairs and monitoring enrollments
in late allocations.
The College will develop and implement a budget
to ensure long-term fiscal solvency.
Expected
Improvement(s)
The College
expects an
improvement in
the average credit
class size.
The College
expects an
improvement in
institutional
efficiency.
Institutional Effectiveness Report to the Board of Trustees
April 27, 2016
Executive Summary
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.
Alignment of College and District Strategic Plans
The Harbor College 2014-2017 Strategic Educational Master Plan (SEMP) goals align directly with those in the Los Angeles
Community College District 2014-2017 Strategic Plan in support of the College mission. The College mission is implemented
through the SEMP, which identifies institutional goals and articulates the objectives and performance measures as well as
measures that align with State-required plans, College functional plans, and institutional priorities.
Access and Preparation for Success
Harbor College exceeds or is on par with District averages in five 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 Advantage grew from 70
students in the initial pilot in fall 2012 to 120 students in fall 2013 to 265 students in fall 2014 to 425 students in fall 2015.
Harbor Advantage term-to-term persistence (fall 2014 to spring 2015) was 85.5%, 15% higher than first-time in college
students not enrolled in the program. Successful course completion for Harbor Advantage students was 70% compared to
62% for non HA students. In addition, the average units completed for HA students for fall 2014 was 9.86 compared to 6.82
for non HA students. Finally, as indicated in this report, Harbor Advantage resulted in a three-year increase of 17% in the
number of student successfully completing a least one English and math class in their first year (see Goal 1.3.1). Based on the
success of Harbor Advantage, the College was granted a Title V HSI grant to create Harbor Success, a second-year experience
program. Harbor CHAMPS is a second program that enhances the student-athlete experience and support the athletes with
workshops led by guest speakers, a dedicated counselor, personal and career development, and tutoring assistance. Added
support in 2015-2016 include supplemental instruction in basic math and English classes, math and English intervention
workshops, and faculty mentoring in Harbor Advantage and other support programs.
Teaching and Learning for Success
Harbor College exceeds the District averages in six 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 newly restructured Professional Learning Center, a growing Veterans’ 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 discipline-specific labs an in the new Library/Learning Resources Center that provides 140 computers and
numerous electronic databases and software reference programs.
Institutional Efficiency
Harbor College slightly below (-2%) the District average for class size in credit courses. The College is slightly higher than the
District average for Cost/FTES (annual). Factors affecting these measures include the addition of English and math sections
(which have lower caps on enrollment) to accommodate Harbor Advantage students, which resulted in a three-year increase
of 17% in the number of student successfully completing a least one English and math class in their first year. These increased
success rates will decrease the number of student withdraws and repeating of courses and therefore increase overall
efficiency as students complete and/or transfer in a shorter timeframe.
Harbor College Aligned with District Goals
LACCD Goals
Harbor College Goals
1. Access and Preparation for Success
•
•
Achieving the Dream (Leader College)
Success programs: Harbor Advantage, CHAMPS
2. Teaching and Learning for Success
•
•
•
Culturally Responsive Training
Harbor Advantage
Harbor Success (New Title V grant)
3. Organizational Effectiveness
•
•
College planning
Student, Program, Institutional and Service Area
Outcomes
4. Resources and Collaboration
•
Revenue generation through grants,
Community Services, Contract
Education/Training, Foundation, EWD
Harbor College vs. District Average
Ex ceeds Di st r i ct Aver age
11 Obj ect i ves
On Par w i t h Di st r i ct Aver age
1 Obj ect i ve
Bel ow Di st r i ct Aver age
6 Obj ect i ves
Goal 1: Access and Preparation for
Success
Goal
Harbor
2014
LACCD 3-year
change
Harbor 3-year
change
1.2.1
New students completing English
assessment in 1st term
79%
+4%
+10%
1.2.1
New students completing math
Assessment in 1st term
79%
+8%
+18%
1.3.1
New students completing one
English and math class in 1st year
29%
+7%
+17%
On measure 1.3.1, Harbor exceeds the 2014 District average by 5%
Goal 2: Teaching and Learning for
Success
Goal
Harbor
2014
LACCD 3-year
change
Harbor 3-year
change
2.2.1
New student cohort completing 30
units in 3 years
65%
+2%
+5%
2.2.1 New student cohort
completing 60 units in 3 years
26%
+1%
+5%
On measure 2.2.1, Harbor is slightly below (-3%) the 2014 District average.
IV. Institutional Efficiency
Measure
Average credit class size
Cost/FTES
Harbor
2014
LACCD
Harbor
34.8
36.5
34.8
$4,750
$4,358
$4758
Implementation and monitoring of the Enrollment Management Plan will improve
both measures, as demonstrated in the 2016 Winter Session that yielded an average
class size of 41 students and generated nearly 170 FTES.
Scaled-up interventions, such as Harbor Advantage, and the creation of new
programs, such as Harbor Success, will lead to increased retention, persistence,
and completion rates.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
I. Alignment of College and District Strategic Plans
The Harbor College 2014-2017 Strategic Educational Master Plan (SEMP) goals align directly with those in the Los Angeles Community College District 20142017 Strategic Plan in support of the College mission. The College mission is implemented through the SEMP, which identifies institutional goals and articulates
the objectives and performance measures as well as measures that align with State-required plans, College functional plans, and other institutional priorities. The
mission is further implemented through the achievement of Institutional Student Learning Outcomes, which are measured through the assessment of student
learning outcomes at the course and program level. Harbor College’s institutional outcomes conform to those articulated in the District Strategic Plan, assuring that
the College’s mission is in alignment with that of the District. While many success initiatives have been implemented to achieve the SEMP goals, major initiatives
include:
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. 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 the
successful First Year Experience program, an Achieving the Dream intervention. Harbor Advantage grew from 70 students in the initial pilot in fall 2012
to 120 students in fall 2013 to 265 students in fall 2014 to 425 students in fall 2015. Harbor Advantage term-to-term persistence (fall 2014 to spring 2015)
was 85.5%, 15% higher than first-time in college students not enrolled in the program. Successful course completion for Harbor Advantage students was
70% compared to 62% for non HA students. In addition, the average units completed for HA students for fall 2014 was 9.86 compared to 6.82 for non HA
students. Finally, as indicated in this report, Harbor Advantage resulted in a three-year increase of 17% in the number of student successfully completing a
least one English and math class in their first year (see Goal 1.3.1). Based on the success of Harbor Advantage, the College was granted a Title V HSI
grant to create Harbor Success, a second-year experience program.
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 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. In the 2014-2-15 academic
year, CHAMPS students earned an average 2.42 GPA, higher than first time students and Harbor Advantage students.
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 and represent the numerous opportunities for success provided to Harbor College students.
1
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
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 –summer math and English interventions
c. Recruitment and Outreach
d. Orientation, Assessment and Placement
e. Support for Veterans through the Veteran’s Center
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 – Strengthen effective teaching Goal 2: Teaching and Learning for Success
and learning by providing a learner-centered educational
a. Math curriculum re-design
environment; help students attain their goals of certificate and
b. Basic Skills/Essential Skills curriculum review
degree completion, transfer, and job training and career placement;
c. Curriculum alignment with K-12 partners (math/English)
increase equity in the achievement of these outcomes.
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 – Improve organizational effectiveness Goal 3: Organizational Effectiveness
through data-informed planning and decision-making, process
a. Annual State, Functional, Unit, Cluster, and College plans
assessment, and professional development.
b. Strategic Educational Master Plan (SEMP)
c. Assessment and Program Review analysis and implementation
d. Student, Program, and Institutional/ Outcomes analysis and implementation
e. Internal and External Scans; LAHC Fact Book
Goal 4: Resources and Collaboration – Increase and diversify sources of
Goal 4: Resources and Collaboration
revenue in order to achieve and maintain fiscal stability and to
a. Expansions of partnerships through Economic and Workforce Development
support District initiatives. Enhance and maintain mutually
b. Revenue generation through grants, Community Services, Contract
beneficial external partnerships with business, labor, and industry
Education/Training
and other community and civic organizations in the greater Los
c. Enhancement of resources through the Foundation
Angeles area.
d. Equity, Basic Skills Initiative, and SSSP funding
2
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
II. Goal #1- Comparison of College to District
Goal #1- Access and Preparation for Success
2012
2013
2014
2014
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
81%
80%
79%
70%
-2%
-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
70%
70%
79%
78%
10%
4%
61%
68%
79%
82%
18%
8%
3.1 Percentage of new students successfully completing at least one English and Math
class in their first year
12%
20%
29%
24%
17%
7%
3.2 Persistence - Fall to Spring
89%
91%
91%
88%
2%
1%
3.2 Persistence - Fall to Fall
75%
76%
76%
75%
2%
0%
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
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
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
LAHC is 9% higher than the District
average of 70%.
Leadership in the financial aid office remains
constant as the director is completing her third
year at Harbor (40 years in higher education
Financial Aid). Financial aid continues to
remain focused on student success and
providing a seamless financial aid process and
ample opportunities for students to learn
about financial responsibility.
Nearly 80% of financial aid eligible students
received some form of aid when also
considering BOG fee waivers.
4
Plans for Improvement
Expected Improvement(s)
• Increased Financial Aid awareness via
orientation process
• Increase exposure of information for
Veteran students.
• 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
• Support for Harbor CHAMPS program
• Support for other student/instructional
support programs, such as Harbor
Advantage
• Continue the LAHC Financial Aid Fair
held in conjunction with the City of
Los Angeles
3% increase by the end of
the 2017-18 academic year.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
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
Strength
College Response
LAHC is slightly above (+1%) the District
average of 78% for completion of the
English assessment.
LAHC is slightly below (3%) the District
average of 83% for completion of the math
assessment.
The College increased the completion of the
English assessments by 10% over the past
three years, compared to the District
average increase of 4%.
The College also increased the completion
of math assessments by 18%, compared to
the District average increase of 8%.
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. Special programs, including
Harbor Advantage and CHAMPS schedule
assessments for students to ensure they
complete this requirement.
5
Plans for Improvement
Expected Improvement(s)
• Continue to implement new math
assessment: Mathematics Diagnostics
Testing Project
• Participate in the Common Assessment
• Enforce mandatory assessment per
SB1456
• SSSP Non-Credit assessment and
counseling for non-credit, at-risk
students
• Continue 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, including program specific
counselors
 Offer block schedule drop-in
counseling services
 Align student success initiatives to
support matriculation activities
2-3% increase by the end of
the 2016-17 academic year
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
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
Plans for Improvement
LAHC 5% above the District average of
• Expansion of Harbor Advantage that
24% for successful completion of at least
requires students to take math and
one English and math class in the first year.
English in their first year: 70 students
in the initial pilot in fall 2012 = 70
The College percentage increased by 17%
students, fall 2013 = 120 students, fall
in the last three years compared to the
2014 =265, fall 2015 = 425. Increased
District average increase of 7%.
instructional support (tutoring,
CHAMPS, other activities per the
LAHC has created Harbor Advantage (HA)
Equity Plan)
that guarantees first time in college students
• Follow up of at-risk students via Early
an English and math class in their first two
Alert, retention counselor, activities
semesters. In 2015-16, 425 students
• SI in basic math and English courses
participated.
• Writing and math intervention
workshops
Approximately 80% of students place into
• Continue/expand summer bridge
pre-collegiate English and math levels.
programs
• Faculty-led small group skill building
6
Expected Improvement(s)
Increase both English and
math completion in first
year by 6% by the end of
the 2017-17 academic year.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
Goal #1- College Analysis and Response
District Measure
Measure 1.3.2:
Persistence –
Fall-to-Spring &
Fall-to-Fall
Strength or
Weakness
Strength
College Response
Plans for Improvement
• Faculty mentoring programs in Harbor
Advantage and Harbor Success
• Expansion of Harbor Advantage (firstyear experience program)
LAHC is above (+1%) of the District
• Creation of Harbor Success (secondaverage of 75% for persistence fall to fall.
year experience program)
• Follow up of at-risk students via Early
Fall to Spring persistence will increase with
Alert, retention counseling, retention
student participation in Harbor Advantage that
activities
guarantees a full-time schedule in the
• Accelerated math sequences by
student’s first year in college. Fall to fall
increasing number of sections of
persistence will increase as HA students
Statway—a two-course pathway to
succeed in Year 1 and are counseled
completing college-level math for non(dedicated counselor for the program) for
STEM majors
enrollment in their sophomore year.
Implement Harbor Success to provide HA
students the same schedule guarantee support
as they received in Year 1. These increases
will be evident in the 2016-17 year data.
LAHC is above (+3%) of) the District
average of 88% for persistence Fall to
Spring.
7
Expected Improvement(s)
Maintain/increase Fall-toSpring persistence of 91%;
increase Fall to Fall by 6%
by the end of the 2016-17
academic year.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
III. Goal #2- Comparison of College to District
Goal #2- Teaching and Learning for Success
2012
2013
2014
2014
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
68%
70%
69%
1%
4%
1.1 Measure of student engagement in and out of class
19%
19%
19%
0%
-1%
1.1 Measure of self-efficacy/self-directed learning
73%
80%
78%
7%
6%
NA
67%
66%
NA
NA
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
60%
61%
65%
63%
5%
2%
2.1 Percentage of new student cohort completing 60 units in 3 years
21%
28%
26%
29%
5%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 3 years
20%
25%
20%
26%
1%
1%
2.2 Percentage of new student cohort successfully completing English 101 and Math
125 (or above) in 6 years
33%
27%
29%
31%
-4%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 3 years
12%
16%
14%
12%
2%
-2%
2.3 Completion rate (i.e., certificate, degree or transfer) in 6 years
37%
28%
32%
30%
-5%
-5%
*Year for Objective 2 metrics denotes the final year of the measurement period for each cohort. For example, 2014 is final year for the three year measurement period beginning in 2011.
8
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
Goal #2- College Analysis and Response
District Measure
Measure 2.1.1:
Active /project learning
Strength or
Weakness
Strength
Measure 2.1.1:
Strength
Student engagement in and
out of class
Measure 2.1.1:
Self-efficacy/self-directed
learning
Strength
College Response
Plans for Improvement
LAHC is above (+1%) the District
average of 69%.
•
•
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 with the District
average of 19%.
•
•
•
LAHC has an active ASO and students
participate on all campus committees.
The College received a commendation
from the ACCJC for this participation.
•
LAHC has a strong athletic program,
enhanced by the CHAMPS program.
LAHC is above (+2%) the District
average of 78%.
Several programs on campus in student
services and academic affairs teach selfefficacy and self-directed learning to
promote student success. These attributes
are the focus of CHAMPS, Umoja, EOPS,
CARE, and CalWORKS, for example.
9
•
Support Professional Learning Center
Provide professional development
opportunities
Expand Culturally Responsive Training
Participate and host 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/scale up student support programs
for specific populations e.g. CHAMPS,
Puente, Umoja.
• 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. In fall 2015, the Professional
Development Center moved into a new, more
user-friendly location on campus.
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.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
Goal #2- College Analysis and Response
District Measure
Measure 2.1.3:
Technology is being used
to improve student
learning and engagement
Measure 2.2.1
Percentage of new student
cohort completing 30 units
and completing 60 units in
3 years
Strength or
Weakness
Strength
Strength
College Response
Plans for Improvement
LAHC is above (+1%) the District
average of 66% in technology use.
• LAHC offered 98 DE sections in Fall
2014, an increase of 30 since 2009
• Of the 2,334 students taking online
classes in fall 2014, 1,075 or 46% were
enrolled in only online classes.
• The Library/Learning Resource Center
has 140 computers available for
students.
LAHC is above (+2%) of the District
average of 63% for 3-year completion of
30 units.
The College has increased 5% over the
past three years, compared to the
District average of 1%.
LAHC is below (-3%) of the District
average of 29% for 3-year completion of
60 units. However, the College has
increased 5% over the past three years.
10
•
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),
funded with a Title V HSI grant
beginning Oct. 2016.
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.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
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
Strength or
Weakness
Weakness
College Response
Plans for Improvement
LAHC below (-6%) of the District
average of 20% for 3-year completion.
•
•
LAHC is below (-2%) of the District
average of 29% for 6-year completion.
•
The math faculty has recently created
new, shorter math pathways for nonSTEM majors..
Measure 2.2.3
Completion rate (i.e.,
certificate, degree, or
transfer) in 3 years and in
6 years
Strength
LAHC is above (+2%) the District
average of 12% for 3-year completion,
representing a College increase of 2%
over the past three years.
•
•
•
•
LAHC is above (+2%) the District
average of 30% for 6-year completion.
•
•
11
Expand Harbor Advantage
Create Harbor Success, funded with a Title
V HSI grant beginning Oct. 2016.
Implement/monitor Enrollment
Management Plan to ensure adequate
number of English and math sections are
offered
Increase number of Statway sections for
non-STEM majors (completion of math
requirement in two semesters)
Expand Harbor Advantage
Create Harbor Success, funded with a
Title V HSI grant beginning Oct. 2016.
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
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.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
IV. Institutional Efficiency- Comparison of College to District
Institutional Efficiency
2012
Average Class Size in Credit Classes
Cost/FTES (annual)
2013
2014
2014
District
3 year
change
College
3 year
change
District
41.3
37.6
34.8
36.5
-16%
-9%
$4,472
$4,412
$4,750
$4,358
6%
5%
Institutional Efficiency- College Analysis and Response
District Measure
Average class size in
credit classes
Strength or
Weakness
Weakness
College Response
Plans for Improvement
LAHC is below (-2%) of the District
average of 36.5%.
LAHC average class size decreased by
16% over the past 3 years.
The 2014 data (which this report is based
on) does not reflect numerous changes at
the College since that time, including new
senior level administration and a more
robust implementation of the College
Enrollment Management Plan. This
implementation was illustrated in the 41
class size average experienced in the
winter 2016 session.
12
•
•
•
•
Implement/monitor College’s Enrollment
Management Plan
Implement student success initiatives
Implement activities in the Student Equity
Plan
Implement the SSSP Plan
Expected
Improvement(s)
Maintain efficiency
and quality of
instruction while
supporting student
success initiatives
that lead to increased
retention, persistence
and completion
rates.
2015 College Planning and Effectiveness Report
Los Angeles Harbor College
April 27, 2016
Institutional Efficiency- College Analysis and Response
District Measure
Cost/FTES (annual)
Strength or
Weakness
Weakness
College Response
Plans for Improvement
LAHC cost/FTES is slightly higher than
District average.
The 2014 data (which this report is based
on) does not reflect numerous changes at
the College since that time, including new
senior level administration and a more
robust implementation of the College
Enrollment Management Plan beginning
Fall 2015.
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,
resulted 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.
13
•
•
•
•
Implement/monitor College’s Enrollment
Management Plan
Implement student success initiatives
Implement activities in the Student Equity
Plan
Implement the SSSP Plan.
Expected
Improvement(s)
Maintain efficiency
and quality of
instruction while
supporting student
success initiatives
that lead to increased
retention, persistence
and completion
rates.