Mallory Newell
Office of Institutional Research and Planning
newellmallory@deanza.edu
2014 Student Success Scorecard
(Formerly the ARCC report)
http://scorecard.cccco.edu/scorec
ardrates.aspx?CollegeID=421
Overview
• Tracks a cohort of students for 6 years
• 2014 Scorecard focuses on 2007-08
cohort
• Peer groups only provided for Completion
• Data available for five cohorts
– 2003-04 to 2007-08
Metrics
• Completion Rate (formerly the Student
Progress and Attainment Rate)
• Persistence (now includes awards and
transfers)
• 30 Unit Completion
• Basic Skills English, Math and ESL
Completion
• Career Technical Education
Completion
Metrics
Each metric is disaggregated into:
– Overall rate
– College Prepared rate (never took a remedial
Math or English course)
– Unprepared for College rate (took at least 1
remedial math or English course at any time)
– Ethnicity
– Gender
– Age
Prepared and Unprepared
Prepared for College Level:
Lowest attempted course = college level
English or one level below college math
* If attempted both Math and English, lowest
course cannot be remedial.
Unprepared for College Level:
Lowest attempted course = one level below
college English or two levels below college
Math
Cohorts
To be included in the cohort, students must
fulfill the following criteria in 3 years:
– First-time students
– Successfully complete at least 6 units anywhere
in the CCC system, students with units outside
the system are excluded
– Attempt any level Math or English, including
basic skills
The same cohort is used for the Completion Rate,
Persistence Rate, and 30 Unit Completion Rate.
Completion Rate
The percentage of first-time students with 6 or
more units earned who attempted any math
or English in the first three years (including
basic skills) and earned any of the following
in six years:
– A.A. or A.S. or Certificate
– Transfer to 4-year institution
– “Transfer-Prepared” (60 UC/CSU transferrable
units with GPA=>2.0)
College Rate
2003-04
63.3%
2007-08
66.9%
Statewide
2007-08 cohort total: De Anza = 3,034; African American = 105; American Indian = 20; Asian = 1,381; Filipino = 185;
Latino/a = 426; Pacific Islander = 23; White = 641
Persistence Rate
Percent of students that enroll continuously for
4 quarter terms upon entry.
– Note: students who transfer or attain a degree or
certificate are now included in the Persistence
Rate.
College Rate
71.5%
68.6%
Statewide
2007-08 cohort total: De Anza = 3,034; African American = 105; American Indian = 20; Asian = 1,381; Filipino = 185;
Latino/a = 426; Pacific Islander = 23; White = 641
Basic Skills Cohort:
– Math = 2-4 levels below transfer
– English = 1-4 levels below transfer
– ESL = all levels below transfer
Outcome: Within 6 years successfully
complete:
– English = complete college level English
– Math = complete 1 level below or college level
– ESL = complete ESL series or a college level
English course
72.1%
70.3%
Statewide
2007-08 cohort total: De Anza = 1,932; African American = 98; American Indian = 11; Asian = 757; Filipino = 164; Latino/a
= 377; Pacific Islander = 27; White = 345
53.5%
44.5%
Statewide
2007-08 cohort total: De Anza = 2,058; African American = 129; American Indian = 22; Asian = 462; Filipino = 190;
Latino/a = 483; Pacific Islander = 44; White = 542
45.8%
37.4%
Statewide
2007-08 cohort total: De Anza = 902; African American = 24; American Indian = 0; Asian = 644; Filipino = 10; Latino/a =
70; Pacific Islander = <10; White = 104
CTE Completion Rate
Cohort: Students who complete a CTE course
for the first-time and complete more than 8
units in 3 years in a single discipline.
Outcome: Within 6 years achieved any of the
following:
- A.A. or A.S./Certificate
– Transfer to 4-yr institution
– “Transfer-Prepared” (60 UC/CSU transferrable
units with GPA=>2.0)
College Rate
61.0%
54.9%
Statewide
2007-08 cohort total: De Anza = 3,222; African American = 126; American Indian = 15; Asian = 1,342; Filipino = 146;
Latino/a = 479; Pacific Islander = 42; White = 803
What’s Next?
• How is this information useful to us?
• How can we use this data to set priorities in
our planning and resource allocation
processes?
• We will need to revisit our Institutional Metrics
within the Educational Master Plan