Proposed Institution-Set Standards for Student Achievement 2015-16
Methodology
1. Four measures were used: course completion, course retention, certificates, degrees.
2. The mean of each measure over the immediate five previous years was calculated and reduced by five
percent of the mean.
3. Results of the procedure delineated in 1 and 2 above are the institution-set standards for the current year.
5 Year Period
2010-2015
2010-11
2011-12
2012-13
2013-14
2014-15
Mean
Reduced by
5% of mean
Standard for
2015-2016
Course
Completion1
72.4%
70.1%
71.1%
71.5%
72.2%
71.5%
67.9%
67.9%
Course
Retention2
85.3%
84.2%
84.4%
83.7%
85.5%
84.6%
80.4%
80.4%
157
257
350
461
521
349
332
332
459
578
586
747
784
631
599
599
Certificates3
Degrees
4
1. Course Completion – Applicable to all students at the college, the rate of successful student course completions. Of all credit
enrollments, the rate at which students completed courses with a grade of A, B, C, or P over the number of student enrollments when
the general enrollment period ends (first census date). Completions are calculated based upon the fall semester only.
2. Course Retention – Of all credit enrollments, the rate at which students completed courses and did not drop or withdraw from them
3. Certificates – Students who received one or more certificates in the specified year, with each student counted once. For purposes of
definition, certificates include those certificate programs which qualify for financial aid, principally those which lead to gainful
employment.
4. Degrees – Students who received one or more degrees in the specified year, with each student counted once.
Source: CCCCO Datamart Accessed 1/13/16
Proposed Institution-Set Standards for Student Transfer 2015-16
System
In & Out State Private1
2
CSU
UC* System3
Total Transfers
20052006
20062007
20072008
20082009
20092010
20102011
20112012
20122013
20132014
20142015
133
135
134
122
151
132
129
133
122
362
332
298
286
228
332
365
333
441
n/a
477
50
545
41
508
33
465
21
429
28
407
32
496
44
538
53
519
33
596
53
530
Last 5
years Reduced by Standard for
2015-16
Average 5% of mean
**
133
127
127
340
323
323
38
511
36
486
36
486
Methodology
The mean of each measure over years 2009-10 to 2013-14 was calculated and reduced by five percent of the mean.
Definitions
1. In & Out State Private: Transfers were captured from a series of aggregated first-time freshman cohorts (1993-94 to present) that completed at least 12 units while
in the community college system at the time transfer. A student records match with the National Student Clearinghouse (NSC) identifies the transfer baccalaureate
granting institution.
2. CSU: Transfers are any students who have matriculated at a college/university after high school and prior to matriculating at a CSU. When these students left
Hartnell is unknown. Almost all of these students meet the requirements for the Upper Division Transfers where they have completed at least 60 semester or 90
quarter transferable units or awarded a California Community College Associate in Arts for Transfer or Associate in Science for Transfer degree (AA-T or AS-T Degree)
before applying transfer to the CSU. Detailed number of upper and lower division transfers from Hartnell by CSU campus in fall 2014 can be found here:
http://www.calstate.edu/as/stat_reports/2014-2015/fccct03.htm .
3. UC: Transfers are any students who have matriculated at a college/university after high school and prior to matriculating at a UC. When these students left Hartnell
is unknown. Students must complete at least 60 semester (90 quarter) units of UC-transferable credit. Details of transfer minimum requirements can be found here:
http://admission.universityofcalifornia.edu/transfer/preparing-admission/minimum-requirements/index.html .
Sources
1. Datamart http://datamart.cccco.edu/Outcomes/Student_Transfer_Volume.aspx [Extracted February 9th 2016]
2. CSU CalState Portal http://asd.calstate.edu/ccc/SummaryYear.asp [Extracted February 9th 2016]
3. University of California Infocenter "California Community College new enrollment report http://universityofcalifornia.edu/infocenter/california-community-collegeenrollments-uc [Extracted February 9th 2016]
* Fall semesters
**2014-2015 was not included in the average because data were not available for In & Out State Private
n/a (not available)
Proposed Institution-Set Standards for CTE Program Job Placement
Procedure
1. Identify all CTE programs at the college.
2. Provide currently available job placement rates with accompany measures to deans and
lead faculty to assist in determining proposed standards at the program level.
3. Bring forward proposed standards to appropriate participatory governance groups for
consideration and adoption.
4. Report the results of the procedure delineated in 1-3 above as the institution-set job
placement standards for these programs.
CIP
43.0107
15.0805
01.0102
01.0000
01.1002
51.1501
47.0604
47.0605
52.0201
52.0302
52.0401
11.0101
11.0801
11.1006
46.0412
46.0415
10.0304
15.1301
15.1303
15.1306
19.0709
51.3801
51.3901
48.0508
CTE Program
Administration of Justice
Agricultural and Industrial Technology—Industrial Mechanics
Agriculture and Industrial Technology: Business
Agriculture and Industrial Technology: Production
Agriculture—Food Safety
Alcohol and Drug Abuse Counseling
Advanced Automotive Technology
Automotive Technology—Heavy Duty Diesel Technology
Business Administration
Business Office Technology—Bookkeeping
Business Office Technology—Information Processing
Computer Science and Information Systems—Computer Science
Computer Science and Information Systems—Digital and Web Design
Computer Science and Information Systems—Network and Security
Construction—Sustainable Construction
Construction—Sustainable Construction: Green Building
Digital Arts
Drafting and Design Engineering Technology
Drafting and Design Engineering Technology—Architectural Emphasis
Drafting and Design Engineering Technology—Mechanical Emphasis
Early Childhood Education
Registered Nursing
Vocational Nursing
Welding Technology
Standard
50%
80%
n/a
60%
n/a
30%
75%
75%
50%
30%
30%
50%
50%
60%
80%
n/a
50%
70%
n/a
n/a
30%
70%
60%
70%
Job placement definition for the purpose of setting standards:
Percentage of CTE program leavers and completers who did not transfer to a two or four year
institution and were found during one of the four quarters following the cohort year in an
apprenticeship program, Unemployment Insurance (UI) covered employment, the federal
Government, or the military.
For detail:
http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/Perkins_IV_Core_Indicator_
Cohort_Definitions_Selection_Methodology_and_Report_Specs_revised-2012.doc
n/a = not available
CTE Job Placement: Proposed Standards & Actual Rates
2008-09 Cohort Year
TOP
CIP
Hartnell Program Title
Chancellor's Office Program Title
010100
011200
011300
050200
050500
051400
061410
061430
070100
070820
094500
094700
094800
095200
095300
01.0000
01.0102
01.1002
52.0302
52.0201
52.0401
10.0304
11.0801
11.0101
11.1006
15.0805
47.0605
47.0604
46.0415
15.1301
Agriculture and Industrial Technology: Production
AGRICULTURE TECHNOLOGY AND SCIENCES, GENERAL
Agriculture and Industrial Technology: Business
AGRICULTURE BUSINESS, SALES AND SERVICE
Agriculture-Food Safety
FOOD PROCESSING AND RELATED TECHNOLOGIES
Business Office Technology--Bookkeeping
ACCOUNTING
Business Administration
BUSINESS ADMINISTRATION
Business Office Technology--Information Processing
OFFICE TECHNOLOGY/OFFICE COMPUTER APPLICATIONS
15.1303
15.1306
48.0508
46.0412
51.3801
51.3901
19.0709
51.1501
43.0107
095310
095340
095650
095700
123010
123020
130500
210440
210500
Digital Arts
MULTIMEDIA
Computer Science and Information Systems--Digital and Web Design
WEBSITE DESIGN AND DEVELOPMENT
Computer Science and Information Systems-Computer Science
INFORMATION TECHNOLOGY, GENERAL
Computer Science and Information Systems-Network and Security
COMPUTER SUPPORT
Agricultural and Industrial Technology—Industrial Mechanics
INDUSTRIAL SYSTEMS TECHNOLOGY AND MAINTENANCE
Automotive Technology--Heavy Duty Diesel Technology
DIESEL TECHNOLOGY
Advanced Automotive Technology
AUTOMOTIVE TECHNOLOGY
Construction - Sustainable Construction: Green Building
CONSTRUCTION CRAFTS TECHNOLOGY
Drafting and Design Engineering Technology
DRAFTING TECHNOLOGY
Drafting and Design Engineering Technology--Architectural Emphasis
ARCHITECTURAL DRAFTING
Drafting and Design Engineering Technology--Mechanical Emphasis
MECHANICAL DRAFTING
Welding Technology
WELDING TECHNOLOGY
Construction - Sustainable Construction
CIVIL AND CONSTRUCTION MANAGEMENT TECHNOLOGY
Registered Nursing
REGISTERED NURSING
Vocational Nursing
LICENSED VOCATIONAL NURSING
Early Childhood Education
CHILD DEVELOPMENT/EARLY CARE AND EDUCATION
Alcohol and Drug Abuse Counseling
ALCOHOL AND CONTROLLED SUBSTANCES
Administration of Justice
ADMINISTRATION OF JUSTICE
Count Total
Rate
2009-10 Cohort Year
Count Total
Rate
2010-11 Cohort Year
Count
Total
Rate
2011-12 Cohort Year
Count
Total
Rate
2012-13 Cohort year
Count Total
1
4
N/A
9
10
15
1
N/A
3
N/A
1
1
2
N/A
1
1
5
N/A
11
14
17
5
N/A
7
N/A
1
2
4
N/A
2
100.00
80.00
N/A
81.82
71.43
88.24
20.00
N/A
42.86
N/A
100.00
50.00
50.00
N/A
50.00
1
0
N/A
8
7
9
1
N/A
1
N/A
1
3
12
0
6
2
1
N/A
9
16
12
3
N/A
4
N/A
1
4
15
1
7
50.00
0
N/A
88.89
43.75
75.00
33.33
N/A
25.00
N/A
100.00
75.00
80.00
0
85.71
2
4
5
2
12
2
2
1
1
1
N/A
7
4
3
4
2
4
5
5
18
3
2
1
3
1
N/A
7
7
4
7
100.00
100.00
100.00
40.00
66.67
66.67
100.00
100.00
33.33
100.00
N/A
100.00
57.14
75.00
57.14
4
4
1
4
10
4
0
0
1
N/A
N/A
3
12
8
0
7
5
3
5
24
5
2
0
2
N/A
N/A
8
19
15
5
57.14
80.00
33.33
80.00
41.67
80.00
0
N/A
50.00
N/A
N/A
37.50
63.16
53.33
0
2
5
7
5
21
8
2
1
7
0
0
12
14
11
7
N/A
0
4
3
35
44
43
1
46
N/A
1
5
4
36
46
59
2
54
N/A
0.00
80.00
75.00
97.22
95.65
72.88
50.00
85.19
N/A
1
2
2
39
45
25
0
95
N/A
1
5
3
41
49
36
1
124
N/A
100.00
40.00
66.67
95.12
91.84
69.44
0
76.61
N/A
N/A
4
1
35
36
23
1
56
N/A
N/A
6
3
38
41
26
2
67
N/A
N/A
66.67
33.33
92.11
87.80
88.46
50.00
83.58
0
1
7
3
34
19
21
12
76
1
2
9
4
52
27
25
16
115
0
50.00
77.78
75.00
65.38
70.37
84.00
75.00
66.09
N/A
0
7
0
39
22
25
10
89
Definition:
Job Placement Rate is "the percentage of CTE program leavers and completers who did not transfer to a two or four year institution and were found during one of the four quarters following
the cohort year in an apprenticeship program, Unemployment Insurance (UI) covered employment, the federal Government, or the military." For detail:
http://extranet.cccco.edu/Portals/1/WED/CEP/PerkinsIV/CoreIndicator/Perkins_IV_Core_Indicator_Cohort_Definitions_Selection_Methodology_and_Report_Specs_revised-2012.doc
Source:
CCCCO, Summary Core indicators by TOP Code, https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Summ_coreIndi_TOPCode.aspx, accessed on 03/07/16
Rate
4
50.00
9
55.56
13
53.85
9
55.56
28
75.00
14
57.14
5
40.00
1 100.00
13
53.85
1
0
2
0
15
80.00
21
66.67
15
73.33
9
77.78
N/A
0
9
2
44
31
33
15
114
N/A
N/A
77.78
0
88.64
70.97
75.76
66.67
78.07
2013-14 Cohort year
Count Total Rate
9
6
2
3
20
9
1
0
7
5
1
4
5
3
9
10
90.00
8
75.00
2 100.00
4
75.00
33
60.61
15
60.00
3
33.33
0
N/A
14
50.00
6
83.33
1
100
7
57.14
11
45.45
6
50.00
9 100.00
0
0
4
0
32
15
12
3
79
0
N/A
1
0.00
4 100.00
0
N/A
36
88.89
22
68.18
15
80.00
5
60.00
96
82.29
Proposed
Standards
from
Department
60
30
50
30
50
50
50
60
80
75
75
70
70
80
70
60
30
30
50
Proposed Goals for Institutional Effectiveness for 2016-17 and 2021-22
Methodology
1 Year Goals
A. Successful Course Completion goal was set at the mean of the previous 5 academic years (from 2010-11)
B. Completion of Unprepared for College goal was set at the mean of 4 academic years since information was not available yet (2010-11 to 2013-14)
C. Degrees goal was set at the 3% increase of prior academic year (2014-15)
D. Fund Balance was set as the minimun balance expected from expenditures
6 Year Goals
A. Successful Course Completion 6yrs. goal was set as an average of the last 5 years (from 2016-17 to 2020-21) of projected data
B. Completion of Unprepared for College 6yrs. goal was set as an average of the last 5 years (from 2016-17 to 2020-21) of projected data
C. Degrees goal was set applying a 3% increase starting with the 2014-15 data through to the end of year 2021-22. This percentage takes into consideration goals
already established in the Student Equity Plan and more dedicated outreach to high schools and older adults that will continue into the future
D. Fund Balance was set as the minimun balance expected from expenditures
Metrics
2010-11
2011-12
2012-13
2013-14
2014-15
2015-16
Mean
1 yr. Goal
2016-17
6 yr. Goal
2021-22
72.4%
70.1%
71.1%
71.5%
72.2%
n/a
71.5%
71.5%
72.2%
33.4%
459
36.8%
578
39.5%
586
38.0%
747
n/a
784
n/a
n/a
36.9%
NA
36.9%
832
37.1%
964
24.4%
25.8%
28.1%
26.6%
24.4%
21.9%
NA
20.0%
20.0%
Student Performance and Outcomes
Successful Course Completion A, 1
Completion of Unprepared for College
Degrees awarded C,3
B, 2
Fiscal Health
Fund Balance D,4
Programatic Compliance with State and Federal Guidelines
Audit Findings5
State Compliance
Federal Compliance
Accreditation Status6
n/a (Not Available); NA (Not Applicable)
Unmodified
FA-N
FA-N
FA-N
FA-P
NA
NA
NA
FA-W| FA-RA
NA
Unmodified Unmodified
Unmodified Unmodified
Unmodified Unmodified
FA-N
FA
Proposed Goals for Institutional Effectiveness for 2016-17 and 2021-22
Definitions
1. Course Completions – Applicable to all students at the college, the rate of successful student course completions. Of all credit enrollments, the rate at which students completed
courses with a grade of A, B, C, or P over the number of student enrollments when the general enrollment period ends (first census date). Completions are calculated based upon the
fall semester only. Source: Datamart CCCO, January 13th 2016
2. Completion of Unprepared for College – Percentage of degree, certificate and/or transfer-seeking students starting first time in 2010-11 tracked for six years who completed a
degree, certificate or transfer-related outcomes. Student’s lowest course attempted in Math and/or English was pre-collegiate level. Source: Scorecard CCCO, January 13th 2016
3. Degrees Awarded: Number of Associate degrees awarded on each academic year. Source: Datamart CCCO, January 13th 2016
4. Fund Balance: Ending unrestricted general fund balance as a percentage of total expenditures. Source: 311 report, https://misweb.cccco.edu/FiscalPortal/reports.aspx. January
17th 2016
5. Audit findings : Modified opinion, material weaknesses, or significant deficiencies as identified in independent audited financial statements. Source: Hartnell web page at:
http://www.hartnell.edu/administrative-services. January 17th 2016
6. Accreditation Status: Latest Accrediting Commision for Community and Junior Colleges (ACCJC): FA-N: Fully accredited-No Action; FA-P: Fully Accredited-Probation; FA-W: Fully
Accredited-Warning; FA-RA: Fully Accredited-Reaffirmed
The Board of Governors of the
California Community Colleges
PRESENTED TO THE BOARD OF GOVERNORS
DATE: November 16-17, 2015
SUBJECT: Institutional Effectiveness, Framework of Indicators
Item Number: 2.13
Attachment: Yes
CATEGORY:
Institutional Effectiveness
Recommended By:
TYPE OF BOARD CONSIDERATION:
Consent/Routine
First Reading
Theresa Tena, Vice Chancellor
Approved for
Consideration:
Action
Information
Brice W. Harris, Chancellor
ISSUE: This item requests approval of the Framework of Indicators which include select metrics on
which colleges/districts will set goals pursuant to the requirements of Education Code section 84754.6.
BACKGROUND: The Institutional Effectiveness Partnership Initiative (IEPI), launched in fall 2014, is a
collaborative effort to help colleges and districts improve their fiscal and operational effectiveness while
promoting student success. The Institutional Effectiveness division of the Chancellor’s Office oversees
the IEPI effort. Key Chancellor’s Office partners in this Initiative include the Santa Clarita Community
College District, the Statewide Academic Senate, Foothill College, and the Success Center. In addition to
these key partners, the IEPI Executive and Advisory Committees were established to shepherd the four
major components of the Initiative: 1) framework of indicators; 2) technical assistance; 3) specialized
training; and 4) policy, procedure, and practice.
During Year One, the IEPI Advisory Committee developed a Framework of Indicators and on March 16,
2015, the Board of Governors reviewed and adopted the framework. The Framework of Indicators
included 18 metrics in four categories. For Year One colleges/districts were directed to adopt shortterm and long-term goals for four of the eighteen metrics. (Background contd.)
RECOMMENDED ACTION: It is recommended the Board of Governors adopt the attached Year-Two
goals framework, which includes minor modifications to metrics included in the Year One Framework.
109
X
(Background contd.)
The Framework of Indicators measures the ongoing condition of the community colleges’ operational
environment in four major areas:
 Student performance and outcomes
 Accreditation status
 Fiscal health
 Programmatic compliance with state and federal guidelines
As a condition of receipt of Student Success and Support Program funds, each college is required to
develop, adopt and post a framework of indicators that addresses at a minimum the four categories
above.
ANALYSIS: For Year Two, the IEPI Advisory Committee’s Framework of Indicators workgroup proposed
modest modifications to the Framework of Indicators. The number of metrics in the Framework of
Indicators increased from eighteen to twenty-two and the number of metrics colleges/districts are to
adopt short and long term goals increased from four to eight. The proposed changes would be as
follows:
Required Goals

Revision to Successful Course Completion Rate metric: Adjust the Successful Course Completion
Rate from “annual” to “fall” to align with the ACCJC data.

Add two new programmatic compliance metrics for districts:
o Under audit findings, add:
 State Compliance
 Federal Compliance

Add one new college student achievement metric: A college must set a goal focused on
unprepared students or basic skills students. The metric selected is left to the discretion of the
college and will be captured under the required college choice selection in the monitoring
portal.
Optional Goals:

Add one new college metric: Colleges are invited to develop and set a unique goal to support
the effectiveness of their institution. The metric selected is left to the discretion of the college
and will be captured under the optional college choice selection in the monitoring portal.
Attached is the proposed Year Two Framework of Indicators, with the proposed changes highlighted.
110
Institutional Effectiveness Partnership Initiative Advisory Committee
Framework of Indicators
College/District Indicator
Brief Definition
Student Performance and Outcomes
Completion Rate (Scorecard):
Percentage of degree, certificate and/or transfer-seeking students starting first time in 2009-10
tracked for six years through 2014-15 who completed a degree, certificate or transfer-related
outcomes
·
College-Prepared
Student’s lowest course attempted in Math and/or English was college level
·
Unprepared for College
Student’s lowest course attempted in Math and/or English was pre-collegiate level
·
Overall
Student attempted any level of Math or English in the first three years
Remedial rate (Scorecard):
Percentage of credit students tracked for six years through 2014-15 who started first time in 200910 below transfer level in English, mathematics, and/or ESL and completed a college-level course in
the same discipline
·
Math
See above
·
English
See above
·
ESL
See above
Career Technical Education Rate
(Scorecard)
Percentage of students tracked for six years through 2014-15 who started first time in 2009-10 and
completed more than eight units in courses classified as career technical education in a single
discipline and completed a degree, certificate or transferred
Successful course completion (Datamart)
Percentage of students who earn a grade of “C" or better or “credit” in the fall term
Completion of degrees (Datamart)
Number of associate degrees completed in 2014-15
Completion of certificates (Datamart)
Number of Chancellor’s Office-approved certificates completed in 2014-15
Number of students who transfer to 4-year
institutions (Datamart)
Number of students who transfer to a four-year institution, including CSU, UC, or private university
in 2014-15 1
Accreditation Status
Latest ACCJC action:
Fully Accredited, Reaffirmed
Accreditation status
Fully Accredited, Warning
Fully Accredited, Probation
Fully Accredited, Show Cause
Fully Accredited, Restoration
Date of next visit
Informational item - no target collected.
Fiscal Viability
Salary and Benefits
Salaries and benefits as a percentage of unrestricted general fund expenditures, excluding other
outgoing expenditures
Full-Time Equivalent Students
Annual number of full-time equivalent students
Annual Operating Excess/(Deficiency)
Net increase or decrease in unrestricted general fund balance
Fund Balance
Ending unrestricted general fund balance as a percentage of total expenditures
Cash Balance
Unrestricted and restricted general fund cash balance, excluding investments
Programmatic Compliance with State and Federal Guidelines
Audit Findings
Modified opinion, material weaknesses, or significant deficiencies as identified in independent
audited financial statements
·
Audit Opinion Financial Statement
See above
·
State Compliance
See above
·
Federal Award/Compliance
See above
College Choice
Required College Choice: Student
Achivement
A college must set a goal focused on unprepared students or basic skills students
Optional College Choice
Each college may self-identify an indicator and provide a narrative of the result.
1 Metric dependent upon external variables (UC and CSU transfer admission policy) and therefore collected as information. Colleges are NOT
expected to identify a goal. Each college is encouraged to engage in their local shared governance process to set goals (short term and long term)
for the subsequent year.
111