2010 Accountability Reporting for
the Community Colleges (ARCC)
for the SBCCD Board of Trustees
(Year ending in 2008-2009)
Prepared and Presented by:
Dr. James Smith, Director, Office of Research and Planning, SBVC
Keith Wurtz, Director, Office of Research and Planning, CHC
Accountability Reporting for the
Community Colleges (ARCC)

Background
• In 2005 Assembly Bill AB1417 required the
California Community College System Office
develop a framework for evaluating community
college performance
• The goal of the framework was to provide
information to help improve instruction and
programs for student success
• The framework needed to reflect the breadth of
the mission of the California community colleges
ARCC Data and Methods

Four areas of analysis
• Student Progress and Achievement Rate (SPAR)
(Degrees/Certificates/Transfer)
• Student Progress and Achievement
(Vocational/Occupational/Workforce Development )
• Pre-collegiate Improvement
(Basic Skills and ESL)
• College profile
(FTES, Age, Gender, Ethnicity)

Two methods of cohort comparison
• Self Comparison (trend analysis, change over time)
• Peer Group Comparison (comparison with similar
campuses in the California Community College
System—determined through a cluster analysis
procedure)
ARCC Cohorts

Six Year Cohort – Percent of cohort of first-time students with
minimum of 12 units earned who attempted a degree/certificate/transfer
course within six years
•
•

Student Progress and Achievement Rate (SPAR)
Percent of students who earned at least 30 units
One Year Cohort – Percent of cohort of first-time students with
minimum of six units earned in their first Fall term who return and enroll
in the subsequent Fall term
• Persistence Rate

Three Year Cohort – Percent of students who successfully completed a
course in the initial cohort year and within three years successfully
completed a higher level course in the same subject
• ESL Improvement Rate
• Basic Skills Improvement Rate
Annual Rates

Annual Rates – measure the progress of
students enrolled in the specified courses in
the following academic years (i.e. summer,
fall, and spring): 2005-2006, 2006-2007, and
2008-2009.
• Vocational course success rate
• Basic skills course success rate
Crafton Hills College
2010 ARCC Report
for the SBCCD Board of Trustees
Keith Wurtz, M.A.
Targets for the following ARCC outcome measures
presented here have been developed in Crafton’s
Educational Master Plan and are available in the plan.
Student Progress & Achievement Rate (SPAR)
(2010 cohorts Table 1.1)
60.0%
50.0%
52.3%
51.3%
53.5%
40.0%
30.0%
20.0%
10.0%
0.0%
01-02 to 06-07 02-03 to 07-08 03-04 to 08-09
The SPAR rate has had a slight increase in the last three cohorts. A strategy for increasing the
SPAR rate involves focusing resources in basic skills improvement since most of Crafton’s
incoming students place into basic skills English, math, and reading courses.
Percent of Students Who Earned at Least 30 Units
(2010 cohorts Table 1.1a)
80.0%
70.0%
60.0%
70.6%
71.1%
66.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
01-02 to 06-07
02-03 to 07-08
03-04 to 08-09
Research has indicated that earning 30 college units is related to a substantial increase in
income. The CHC data indicates a sustained increase in the percent of first-time college
students who earn at least 30 units.
Persistence Rate
(2010 cohorts Table 1.2)
80.0%
70.0%
60.0%
67.30%
66.90%
65.70%
Fall 05-06
Fall 06-07
Fall 07-08
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2008 to Fall 2009 persistence is not shown here because the Fall 2009 data was not
available when the 2010 ARCC report was published. The persistence rate at CHC has slightly
declined over the last three cohort years.
Course Completion Rate for
Vocational/Occupational and Workforce
Development (2010 cohorts Table 1.3)
90%
80%
70%
79.2%
78.0%
78.9%
60%
50%
40%
30%
20%
10%
0%
06 to 07
07 to 08
08 to 09
In the last three academic years the vocational course success rate has essentially remained at the
same level. At the same time, from 2007 – 2008 to 2008 – 2009 there has been an increase from
78% to 79%, which may indicate that the vocational course success rate has increased.
Completion Rates for Credit Basic Skills Courses
(2010 cohorts Table 1.4)
70%
60%
59%
50%
55.40%
59.40%
40%
30%
20%
10%
0%
06 to 07
07 to 08
08 to 09
The basic skills success rate over the last three academic years may indicate a trend at CHC of
there being an increase in success every other academic year.
Improvement Rates for
Credit Basic Skills
70%
64.9%
60%
50%
59.5%
53.0%
40%
30%
20%
10%
0%
04-05 to 06-07
05-06 to 07-08
06-07 to 08-09
This is one of the most important ARCC outcome measures because most Crafton students place into
a basic skills reading, math, or English course. Accordingly, in order to have an impact on measures
like the SPAR rate Crafton needs to successfully move students through the basic skills sequences.
The basic skills improvement data indicate a substantial upward trend from 53.0% to 64.9%.
Annual Unduplicated Headcount and FTES
10000
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
8539
4359
8845
4281
9339
4586
Headcount
FTES*
06-07
07-08
08-09
The data indicate that there is an upward trend in the annual number of unduplicated students and
FTES at Crafton.
*The FTES shown is taken from the Chancellor’s Office Data Mart and is the annual FTES that includes summer, fall, and spring of the academic
year.
Age of Students at Enrollment
2008 – 2009
40.0%
35.0%
32.4%
30.0%
33.6%
29.4%
25.0%
20.0%
15.0%
10.0%
5.0%
4.6%
0.0%
19 or younger
20-24
25-49
Over 49
0.0%
Unknown
From 2006 – 2007 to 2008 – 2009 the age of students at Crafton has essentially stayed the same.
However, there has been a slight increase in the percent of students 19 years old or younger and 24
years old or younger.
Gender of Students
60
Female
Male
Unknown
50
49
49.4
51.2
50.1 48.1
47.6
40
30
20
10
1.6
1.8
1.1
0
2006-2007
2007-2008
2008-2009
In the last three years the percent of female students at Crafton has increased while the percent of
males has decreased.
Ethnicity of Students
2007-2008
60.0%
54.1%
50.0%
40.0%
30.0%
25.9%
20.0%
10.0%
7.6%
4.7%
1.1%
4.3%
1.8%
African
American
Native
American
Asian
Filipino
0.0%
0.6%
Hispanic
Pacifica Islander
Unknown
White NonHispanic
From 2007-2008 to 2008-2009 there has been a slight decrease in the number of White Non-Hispanic
students from 55.8% to 54.1%, and a slight increase in the number of Hispanic students from 25.4%
to 25.9%.
Peer Group Comparisons

Grouping procedure employed cluster analysis
techniques that employ four steps:
• Identify all indicators that are beyond the control of
the college (campus and community demographic
factors)
• Identify those indicators that are correlated with
specific outcomes
• Use these factors to level the playing field
• Create a cluster analysis model to identify appropriate
peer group campuses.

Peer groups are different for each ARCC
outcome measure and change every year
2008 – 2009
Academic Success Report
Summary of Evidence (ARCC Outcomes)

Blue – Crafton has a higher rate than the peer group average and
improved over the prior year’s cohort.

Yellow – Crafton has improved over the prior year’s cohort.
Prior
Year
Crafton’s
Rate
Average
Low
High
1 SPAR
51.3
53.5
59.7
52.4
70.5
2 Percent 30 Units or more
70.6
71.1
69.6
53.9
78.2
3 Persistence
66.9
65.7
66.5
59.0
74.6
4 Vocational Course Success
78.0
78.9
74.7
64.5
81.9
5 Basic Skills Course Success
55.4
59.4
56.3
36.1
70.6
6 Basic Skills Improvement
59.5
64.9
54.2
34.9
69.5
#
Indicator
Crafton’s Peer Colleges
Addressing the Challenges



Continue to develop and facilitate a culture of
research and development that helps to inform
decision making
Integration of Instruction and Student Support
Services
Programs and Services







Learning Communities
Counseling Services
Early Alert
Faculty Mentorship
Continue and enhance professional development
Incorporate student mentors into the classroom
Title V Transfer Prep Grant
Research Supporting Effectiveness
of Learning Communities

Students in
Learning
Community are
more likely to
successfully
complete course
with ―C‖ grade or
better and persist
from one term to
the next than
students in StandA-Lone Courses
90.0%
80.0%
Stand-A-Lone
Learning Community
70.0%
60.0%
76.2%
73.8%
64.9%
67.1%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Success
Term Persistence
Research Supporting Effectiveness
of Counseling Services

Students who see
a counselor are
more likely to
successfully
complete courses
with a ―C‖ grade or
better and persist
from one term to
the next than
students who do
not see a counselor
90.0%
80.0%
Did not see a Counselor
Saw a Counselor
70.0%
60.0%
77.0%
75.0%
65.0%
56.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Success
Persistence
Research Supporting Effectiveness
of Health Services

Students are more likely to finish class (retention) or successfully
complete a course with a ―C‖ grade or better when they receive services
from the Health and Wellness Center.
Retention
Success
100%
90%
80%
86%
90%
87%
91%
87%
91%
69%
78%
78%
77%
70%
70%
69%
60%
50%
40%
30%
20%
10%
0%
2007-2008
2008-2009
2009-2010
No HWC Services
2007-2008
HWC Services
2008-2009
2009-2010
Research Supporting Effectiveness of
Student Mentor Programs (Pilot Study)

Introduction to
Reading students
were more likely to
successfully
complete their
reading course
with a ―C‖ grade or
better if they had
access to a
mentor/tutor than
students who did
not have access to
a mentor/tutor
100.0%
90.0%
80.0%
90.6%
84.5%
70.0%
No Mentors
Mentors
74.1%
60.0%
61.3%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Retention
Success
San Bernardino Valley College
2010 ARCC Report
SBCCD Board of Trustees
James E. Smith, Ph.D.
ARCC improvement target are integrated into the SBVC
Strategic Plan and Strategic Initiatives with annual
benchmarks and five year goals for each measure.
Student Progress & Achievement Rate (SPAR)
(2010 Cohorts Table 1.1)
50.0%
40.0%
40.0%
41.4%
01-02 to 06-07
02-03 to 07-08
38.5%
30.0%
20.0%
10.0%
0.0%
03-04 to 08-09
The SBVC SPAR rate has fluctuated between 38.5% and 40% over the last three
cohort years with no defining trend.
Percent of Students Who Earned at Least 30 Units
(2010 Cohorts Table 1.1a)
70.0%
60.0%
63.7%
65.1%
01-02 to 06-07
02-03 to 07-08
63.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
03-04 to 08-09
The percentage of students who earn at least 30 units has remained stable
between 63.7 and 65.1.
Persistence Rate
(2010 Cohorts Table 1.2)
70%
60%
50%
61.8%
56.7%
61.0%
40%
30%
20%
10%
0%
Fall 05-06
Fall 06-07
Fall 07-08
Persistence measures have remained stable in the high 50% to low 60% range.
Persistence lags two years behind the reporting year because of data availability.
Course Completion Rate
Vocational/Occupational & Workforce Development
(2010 Cohorts Table 1.3)
80%
70%
71.9%
74.8%
74.6%
07 to 08
08 to 09
60%
50%
40%
30%
20%
10%
0%
06 to 07
Course completion in vocational/occupational courses has been on an upward trend
over the period shown. This is the area of the highest pass-rate for SBVC .
Completion Rates for Credit Basic Skills Courses
(2010 Cohorts Table 1.4)
60%
50%
50.3%
51.9%
06 to 07
07 to 08
53.5%
40%
30%
20%
10%
0%
08 to 09
Basic skills completion rates have shown a steady increase over the period of the
ARCC reporting. The graph above shows a steady improvement trend.
Improvement Rates
Credit Basic Skills
60%
50%
49.7%
50.5%
04-05 to 06-07
05-06 to 07-08
53.3%
40%
30%
20%
10%
0%
06-07 to 08-09
Basic skills improvement at SBVC has shown an upward trend over the entire period
that ARCC data has been reported. This upward trend is due, in large part, to the
institution’s commitment to the basic skills initiative.
Improvement Rates
ESL Courses
70%
60%
50%
58.6%
44.9%
40%
41.9%
30%
20%
10%
0%
04-05 to 06-07
05-06 to 07-08
06-07 to 08-09
The ESL improvement rate at SBVC has shown dramatic fluctuations from the high
50% to the low 40% range. This is primarily due to a restructuring of the ESL
curriculum. Non-credit courses are being planned for students with very weak
skills; this is combined with ongoing efforts to build a stronger partnership with
local adult schools.
Annual Unduplicated Headcount & FTES
25000
20000
19420
20802
22494
15000
10000
9415
9857
5000
10728
Headcount
FTES
0
06-07
07-08
08-09
SBVC experienced an enrollment increase between 06-07 and 07-08 that was larger
than changes in previous years. We can expect this trend to increase. The increase
in FTES is not as dramatic because the ratio of part-time to full-time students.
Age of Students at Enrollment
2008–2009
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
44.9%
27.8%
20.9%
6.3%
19 or younger
20-24
25-49
Over 49
Ages of SBVC students have been stable from 2006 – 2007 to the present. There was a very
slight increase in the percentage of students in the two lowest age groups. The average age
of all SBVC students is approximately 29 years.
Student Gender
60.0%
56.3%
55.5%
55.6%
50.0%
40.0%
42.6%
43.7%
43.9%
Female
30.0%
Male
Unknown
20.0%
10.0%
1.0%
0.7%
0.7%
0.0%
2006-2007
2007-2008
2008-2009
The gap between male and female students has decreased over the last decade.
The percentage of male students has increased in recent years.
Student Ethnicity
2007–2008
43.9%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
23.0%
19.4%
15.0%
10.0%
5.7%
4.5%
5.0%
2.0%
0.9%
0.7%
0.0%
African
American
Native
American
Asian
Filipino
Hispanic
Pacific
Islander
Unknown
White NonHispanic
Students who identify themselves as Hispanic now represent over 44% of the SBVC population.
Hispanic students gradually increased over the last decade as a percentage of SBVC population. This
increase has been matched by a decline of White students as a percentage. Other groups have
remained stable. This trend matches the ethnic composition of the surrounding community.
Academic Success Report
2007– 2008
Summary of Evidence (ARCC Outcomes)

Purple: Valley has a higher rate than the peer group average

Yellow: Valley has improved over the prior year’s cohort.
Prior
Year
Valley’s
Rate
Average
Low
High
1 SPAR
41.6
38.5
47.9
37.5
62.4
2 Percent 30 Units or more
65.1
63.0
72.1
63.0
81.7
3 Persistence
61.7
61.0
59.9
39.8
74.9
4 Vocational Course Success
74.8
74.6
75.8
62.2
88.8
5 Basic Skills Course Success
51.9
53.5
56.3
39.1
70.6
6 Basic Skills Improvement
52.0
53.3
54.2
34.9
69.5
7 ESL Improvement
44.9
41.9
41.5
0.0
100.0
#
Indicator
Valley’s Peer Colleges
Last Years’ Recommendations
for SBVC

Strategies for increasing ARCC outcomes by
improving data systems for student tracking and
by implementing systems that encourage
students to:





See counselors on a regular basis;
Following placement recommendations;
Successfully complete prerequisite courses;
Access tutorial resources;
Participate in alternative learning groups (e.g.,
learning communities, Middle College High School,
Valley-Bound Commitment, CalWorks, etc.).
Effects of MSSSC
Counseling & Tutoring

Biology Awards increased by over 400% (9 to 39):
• Counselors make students aware of AA/AS Degree options.

Significantly higher success rates for program participants.
90%
81%
78%
80%
76%
71%
70%
60%
58%
62%
61%
60%
53%
49%
50%
All-success
40%
MSSSC-success
30%
20%
10%
0%
Geography
Chemistry
Math
Physics
Biology
Learning Communities




Follow placement recommendations in a
timely manner.
Enroll before the beginning of the semester.
Enroll in orientation courses.
Visit a counselor on a regular basis:
•
•
•
•
•
Tumaini;
Valley-Bound;
MCHS;
CalWorks.
Puente
Valley-Bound Program

The Valley-Bound Commitment was named the sole
recipient of the Chancellor’s Office Student Success
Award 2010 for a commitment to diversity and higher
levels of:
• Retention;
• Student success;
• Persistence;
• Full-time status.
Success Rate Comparison
80%
70%
60%
70%
69%
61%
64%
56%
50%
52%
40%
Valley Bound
30%
All students
20%
10%
0%
All courses
Math
English
Assessment Testing

SBVC implemented a single procedure
for assessment using Accuplacer:
• More flexibility;
• Moving toward greater accuracy by
refining cut scores.
Accommodate Non-Traditional
Schedules



Expansion of online offerings.
Maintenance of weekend offerings.
Introduction of open entry/open exit
courses:
• Basic skills math (Math 942 and 952).
Recommendations for
Continued Improvement




Maintain a data driven approach to all areas of student performance and
success (upgrade the EIS data retrieval system).
Expand partnerships with local educational and business institutions
(business and community surveys are scheduled in conjunction with our
strategic initiates).
Maintain or expand access to programs with proven success :
• Tutorial services for all students (MSSSC, Writing Center, LRC, Math
Tutoring);
• Learning communities (Valley-Bound, Tumaini, MCHS, Puente);
• Greater access to basic skills courses (both credit and non-credit).
Continue to foster a campus culture that provides broad based input for
problem solving that is integrated with the:
• The SBVC Strategic Initiatives;
• The SBVC Educational Master Plan;
• Accreditation Standards.
Summary



Both colleges continue to place an emphasis on
basic skills improvements and both had increases
in the basic skills improvement rates for the
second year in a row
Both colleges have higher rates than two or more
of their peer group averages
Both colleges continue to identify strategies
related to increasing the chance of achieving
ARCC outcomes
Questions?