Institutional
Effectiveness at
CPCC
DENISE H WELLS
What is Institutional Effectiveness?
IE consists of a set of ongoing and systematic institutional
processes and practices that include planning, the
evaluation of programs and services, the identification and
measurement of outcomes across all institutional units
(including learning outcomes in instructional programs) and
the use of data and assessment results to inform
decision‐making. All of these activities are accomplished
with the purpose of improving programs, services, student
success and institutional quality.
Institute on Best Practices in IE 2015
SACS and IE
Comprehensive Standard 2.5 states
The institution
 Engages in ongoing, integrated, and institution-wide research-based planning and evaluation
processes, that 1) incorporate a systematic review of institutional mission, goals and outcomes; 2)
result in continuous improvement in instructional quality; and demonstrate the institution is
effectively accomplishing its mission
Comprehensive Standard 3.3.1 states
“The institution
 identifies expected outcomes for its educational programs and its administrative and educational
support services;
 assesses whether it achieves these outcomes;
 provides evidence of improvement based on analysis of those results.”
Comprehensive Standard 3.5.1 states
“The institution
 identifies college-level competencies within the general education core and
 provides evidence that graduates have attained those competencies.”
IE needs to be…
Ongoing, integrated, and institution-wide researchbased planning and evaluation processes that
include:
◦ a systematic review of institutional mission, goals and
outcomes
◦ Which result in continuing improvement in institutional
quality
◦ And demonstrates that the institution is effectively
accomplishing its mission
Measuring outcomes…
All the accrediting agencies want colleges and universities to
establish purpose statements, measureable objectives or
outcomes in administrative and student services areas, to
asses if those are met and used the results to improve
institutional quality
Outcomes should be measured using the following criteria:
◦
◦
◦
◦
◦
driven by mission
related to overall strategic goals
specific to the activities in your area
determined by front line staff
measured carefully and specifically
So an institution needs to put
in place ….
A list of expected outcomes
Assessment of those outcomes
Evidence of improvement, based on analysis of those
outcome results in each of the following areas:
◦ educational programs (student learning outcomes at the program
and individual level)
◦ administrative support services
◦ educational support services
Identified college-level general education competencies
(based on best practices in assessment) and provide
evidence that graduates have attained them
The Process at CPCC
The Institutional Effectiveness Plan is a fourpronged approach:
1.
2.
3.
4.
Annual goal setting
Annual review of programs and units (cycle)
The assessment of general education
The College’s annual assessment plan
Annual Goal Setting
The College establishes strategic goals through the strategic
planning process (Board and Cabinet approve every fall)
Individual units set performance objectives to support the
College’s goals in the Spring
Mid-year and end-of-year progress reports are made
(December and May)
The Institutional Effectiveness Report is written in the
Summer and distributed at the Fall Forum
Unit and Program Reviews
All College units are reviewed on a cycle
◦ All instructional programs
◦ All Administrative Services units, Enrollment and Student Services
units and units reporting to the President’s Office
Completed program reviews go to the Vice President of
each unit; Results are reported to their councils, the Cabinet
and then college-wide
◦ Needs and future issues are identified
◦ Implications for planning and budgeting are addressed
General Education Goals
A General Education Committee revised the goals in 20002001 and created an assessment process for the College
In order to measure general education goals, a portfolio is
created each year that includes:
◦
◦
◦
◦
Definitions of competencies by general education area
Learning outcome targets
Sample works
A full report by each individual general education area
PROCESS IS CHANGING FOR 2016
College’s Assessment Program
Each year (based on a predetermined cycle) the
following surveys/reports are done and reported to
the college community:
◦ Graduate Follow-up Survey
◦ Faculty-staff Survey
◦ Current Student Survey (curriculum, literacy and CCE)
◦ Enhanced Accountability Report
◦ Program Review Surveys
◦ Student Opinion Surveys
Performance
Measures
Mandate for Accountability
Senate Bill 1366, Section 10.5
◦ The General Assembly finds that the current
annual program review standards are not
adequate to ensure that programs are meeting
the needs of students, employers, and the
general public; therefore, the State Board of
Community Colleges shall review the current
standard to ensure a higher degree of program
accountability and shall establish appropriate
levels of performance for each measure based on
sound methodological practices.
Performance MeasuresOld vs. New
Old
1 progress of Basic Skills students
change
replaced
w/ 1 & 2
New
1 2 separate measures, 1 & 2:
progress of Basic Skills students
2 pass rate for licensure and
certification exams
same,
but #7
2 GED diploma rate (new)
3 good standing of 4 year transfer
students
same,
but #8
3 success of developmental students
in college-level English
4 pass rate in developmental courses
eliminated
4 success of developmental students
in college-level math
5 success of developmental students
in college courses
replaced
w/ 3 & 4
6 student satisfaction with programs
eliminated
7 persistence of curriculum students
same,
but #6
8 satisfaction of business/industry
eliminated
5 first year progression (new)
6 persistence of curriculum students
7 pass rate for licensure and
certification exams
8 good standing of 4 year transfer
students
Performance of Basic Skills
Students
Previous Measure
Proposed Measure
Progress of Basic Skills Students
Progress of Basic Skills Students
The percentage of 2013-2014 students who progressed as
defined by an educational functioning level. It is based on
students attempting 60 or more contact hours during a
program year, who complete the program year at a higher
level. Data Source: LEIS and the Oklahoma Scoring GED test
file database (mean=44.8%/ goal=51.2%/ baseline=20.6%).
CPCC = 49.8%
The percentage of 2013-2014 students who progressed as
defined by an educational functioning level. It is based on the
number of basic skills students who complete the program
year at a higher level divided by students who have posttested and have accumulated 12 or more contact hours during
the program year. Data Source: LEIS and the Oklahoma Scoring
GED test file database (college average =56.9%/ excellence
level=68.3%/ baseline=34.5%). CPCC = 60.2 (REVISED)
GED Passing Rates
Measure is Gone
The percentage of 2013-2014 students initially placed in Low
or High Adult Secondary Education who took at least one GED
test during a program year (July 1 – June 30) and received a
GED diploma during that year. Data source: LEIS and the
Oklahoma Scoring GED test file (mean=78.2%/ goal
=82%/baseline=49.3%). CPCC= 81.8%
Student Success in Collegelevel English and Math
Previous Measure
Proposed Measure
Success Rate of Developmental Students in Subsequent
College-level English Courses
Student Success Rate in College-level English Courses
The percentage of 2013-2014 previous developmental English
students who successfully completed a credit English course with
a C or better upon first attempt. Student who complete a credit
English course who also completed a developmental English
course during the same or previous academic year are included
in the measure. Data source: CRPFAR (mean=63.4% / goal=74.9%
/baseline= 44.2%). The passing rate for CPCC was 76.9%.
(GONE)
The percentage of 2013-2014 first-time, degree-seeking and
transfer pathway students passing a credit-bearing English
course with a C or better within two academic years. Data
source: CRPFAR and the National Student Clearinghouse
(college average=45 / excellence level=55.9% /baseline=
23.8%). The passing rate for CPCC was 54.6%. (NEW)
Success Rate of Developmental Students in Subsequent
College-level Math Courses
Student Success Rate in College-level Math Courses
The percentage of 2013-2014 previous developmental math
students who successfully completed a credit math course with a
C or better upon first attempt. . Student who complete a credit
math course who also completed a developmental math course
during the same or previous academic year are included in the
measure. Data source: CRPFAR (mean=63.0% / goal=75.4% /
baseline=47.5%). The passing rate for CPCC was 63.3%. (GONE)
The percentage of 2013-2014 first-time, fall, degree-seeking or
Career and College Promise students who successfully
completed a credit math course with a C or better in their first
two years. Data source: CRPFAR and the National Student
Clearinghouse (college average=25.1% / excellence level=32.5%
/ baseline=10.1%). The passing rate for CPCC was 34.0%.
(NEW)
Measures of Student
Progression and Completion
Previous Measure
Proposed Measure
First Year Progression
First Year Progression
The percentage of first-time credential-seeking students (A,
C, D) from fall 2013 who attempted at least 12 hours within
their first academic year who successfully completed (P, C or
better) at least 12 of those hours (includes developmental
courses and withdrawals). Data source: CRPFAR and the
National Student Clearinghouse (mean=67.1% / goal=74.6%
/baseline= 53.2%). The success rate for CPCC was 69.8%.
The percentage of first-time, fall curriculum students
attempting at least 12 credit hours within their first
academic year who successfully completed (P, C or better) at
least 12 of those hours (includes developmental courses and
withdrawals). Data source: CRPFAR and the National Student
Clearinghouse (college average=67.6% / excellence
level=75.0% /baseline= 54.1%). The success rate for CPCC
was 70.2%.
Curriculum Completion
Curriculum Completion Rate
The percentage of first-time credential-seeking students
from fall 2008 who graduated, transferred or were still
enrolled with 36 hours after six years. Data source: CRPFAR
and the National Student Clearinghouse (mean=42.9% /
goal=45.6% /baseline= 28.6%). The success rate for CPCC
was 41.0%.
The percentage of first-time, fall, credential-seeking students
who graduate, transfer or are still enrolled with 36 nondevelopmental hours after six years. Data source: CRPFAR
and the National Student Clearinghouse (college
average=47.6% / excellence level=52.7% /baseline= 37.1%).
The success rate for CPCC was 46.3%.
Licensure Pass Rates and
Transfer Success
Previous Measure
Proposed Measure
Pass rates for licensure and certification exams
Pass rates for licensure and certification exams
The 2013-2014 aggregate institutional passing rate of firsttime test-takers on licensure and certification exams. Exams
included are state mandated exams which candidates must
pass before becoming active practitioners. Data source: state
licensing agencies by discipline (mean=84.6% / goal=91.7%
/baseline=71.0%). The passing rate for CPCC was 87.3%.
The 2013-2014 aggregate institutional passing rate of first-time
test-takers on licensure and certification exams. Exams included
are state mandated exams which candidates must pass before
becoming active practitioners. Data source: state licensing
agencies by discipline (college average=83.3% / excellence level
=90.9% /baseline=69.9%). The passing rate for CPCC was 87.3%.
(REVISED)
College Transfer Performance
College Transfer Performance
2012-2013 associate degreed students plus those earning 30+
credits who transferred, had a GPA of 2.0 or greater within the
academic year at the transfer institution. Students who attend
both fall and spring at the four year institution and who were
enrolled at a community college the previous year are
included. Data source: CRPFAR, the National Student
Clearinghouse, UNC General Administration and NC
independent colleges and universities (those with articulation
agreements) (mean=88.3% /goal= 93.8% / baseline=71.2%).
The transfer success rate for CPCC was 87.5%.
Associate degreed students plus those earning 30+ credits from
the previous year who transferred and had a GPA of 2.25 or
greater within the academic year at the transfer institution.
Students who attend both fall and spring at the four year
institution and who were enrolled at a community college the
previous year are included. Data source: CRPFAR, the National
Student Clearinghouse, UNC General Administration and NC
independent colleges and universities (those with articulation
agreements) (college average=81.6% /excellence level= 88.7% /
baseline=66.1%). The transfer success rate for CPCC was 80.9%.
(REVISED)
Comparison
Old Measures
Red Lights = 3
Yellow Lights = 5
Green Lights = 0
New Measures
Red Lights = 2
Yellow Lights = 4
Green Lights = 1