Institution: Cowley County
Community College
Contact Person:
Charles McKown, Dean of
Research & Technology
Contact phone & email:
(620)441-5264
mckown@cowley.edu
Date:
2-23-2007
Regents’ System Goal A: Efficiency/Effectiveness/Seamlessness
Institutional Goal 1: To expand partnerships with other educational institutions, governmental agencies, and business and industry.
Key Performance
Indicator (Data)
1. Number of new
partnerships.
2. Number of course
sections offered in
conjunction with any
Cowley partner.
3. Number of students
enrolled in course
sections offered in
conjunction with any
Cowley partner.
Baseline
At least 5 new partnerships
will be established each year.
For a baseline, five existing
partners were identified as
representative of the type of
opportunities that will be
pursued.
36 sections
232 students
Targets
Target yr 1: At least 5 new partnerships
Target yr 2: At least 5 new partnerships
Target yr 3: At least 5 new partnerships.
Target yr 1: 7% increase over baseline year
(i.e., at least 39 course sections)
Target yr 2: 10% increase over baseline year
(i.e., at least 40 course sections)
Target yr 3: 13% increase over baseline year
(i.e., at least 41 course sections)
Target yr 1: 10% increase over baseline year
(i.e., at least 255 students)
Target yr 2: 13% increase over baseline year
(i.e., at least 262 students)
Target yr 3: 15% increase over baseline year
(i.e., at least 267 students)
Performance
Outcome
There were five
new partnerships
developed.
Amount of Directional
Improvement
TARGET MET These partnerships indicate a
100% level of achievement in
our goal.
There were 46
course sections
offered in
conjunction with
the Cowley
partners.
There were 335
students enrolled as
a result of the new
partnerships.
TARGET MET This represents a 28% increase
over the baseline year, which
exceeded our goal. This is a
directional improvement of
21%.
TARGET MET This represents a 44% increase
over the baseline year, which
exceeded our goal. This is a
directional improvement of
34%.
Regents’ System Goal B: Improve Learner Outcomes
Institutional Goal 2: To improve the success of students in the core skills of reading, writing, and mathematics.
Key Performance
Baseline
Indicator (Data)
1. Number of students 203 students
exceeding the national
average in reading on
the CAAP test.
2. Number of students 183 students
exceeding the national
average in writing on
the CAAP test.
3. Number of students 229 students
exceeding the national
average in
mathematics on the
CAAP test.
4. Percentage of
students who
successfully complete
College Algebra after
taking Intermediate
Algebra from Cowley
the previous semester.
5. Decrease the
“performance gaps” on
the Noel-Levitz
Student Satisfaction
Survey of
Instructional
effectiveness.
34.6%
The 14 measurements of
instructional effectiveness on
the Spring 2005 survey.
Targets
Target yr 1: 3% increase (i.e., at least 209
students)
Target yr 2: 5% increase (i.e., at least 213
students)
Target yr 3: 7% increase (i.e., at least 217
students)
Target yr 1: 3% increase (i.e., at least 188
students)
Target yr 2: 5% increase (i.e., at least 192
students)
Target yr 3: 7% increase (i.e., at least 196
students)
Target yr 1: 3% increase (i.e., at least 236
students)
Target yr 2: 5% increase (i.e., at least 240
students)
Target yr 3: 7% increase (i.e., at least 245
students)
Target yr 1: 1% increase (i.e., at least 35.6%)
Target yr 2: 2% increase (i.e., at least 36.6%)
Target yr 3: 3% increase (i.e., at least 37.6%)
Performance
Outcome
There were 270
students that
exceeded the
national average in
reading on the
CAAP test.
There were 262
students that
exceeded the
national average in
writing on the
CAAP test.
There were 365
students that
exceeded the
national average on
the CAAP test.
Amount of Directional
Improvement
TARGET MET – This
represents a 33% increase
which exceeded our goal. It is a
directional improvement of
30%.
The percentage of
students who
successfully
completed was
30.7%.
TARGET NOT MET – This
represents a decrease of 3.9%.
It is a directional regression.
TARGET MET – This
represents a 43% increase
which exceeded our goal. It is a
directional improvement of
40%.
TARGET MET – This
represents a 59% increase
which exceeded our goal. It is a
directional improvement of
56%.
Target yr 1: Decrease the “performance gap” on The “performance TARGET MET – This
at least 4 of the 14 measurements.
gap” was decreased exceeded our target and shows a
Target yr 2: Decrease the performance gap on at in 6 of the 14
directional improvement by 2.
least 6 of the 14 measurements.
measurements.
Target yr 3: Decrease the performance gap on at
least 8 of the 14 measurements.
Regents’ System Goal C: Improve Workforce Development
Institutional Goal 3: To expand Cowley’s industrial technology training in aviation airframe and power plant maintenance, automotive technology,
machine tool technology, and welding.
Key Performance
Baseline
Targets
Performance
Amount of Directional
Indicator (Data)
Outcome
Improvement
1. Number of course
262 sections
Target yr 1: 3% increase (i.e., at least 270
There were 431
TARGET MET – This
sections offered in
sections)
sections offered in represents a 65% increase
industrial technology
Target yr 2: 5% increase (i.e., at least 275
industrial
which exceeded our goal. It is a
courses.
sections)
technology courses directional improvement of
Target yr 3: 7% increase (i.e., at least 280
in aviation airframe 62%.
sections)
and power plant
maintenance,
automotive
technology,
machine tool
technology, and
welding.
2. Number of students 321 students
Target yr 1: 3% increase (i.e., at least 331
There were 580
TARGET MET – This
enrolled in industrial
students)
students enrolled in represents an 81% increase
technology courses.
Target yr 2: 5% increase (i.e., at least 337
industrial
which exceeded our goal. It is a
students)
technology courses. directional improvement of
Target yr 3: 7% increase (i.e., at least 344
This is an
78%.
students)
unduplicated count
(i.e.,
student
3. Number of students 15 students
Target yr 1: 10% increase (i.e., at least 17
Therea were
95
TARGET MET – This
taking
courses
who successfully
students)
students who in
represents a 533% increase
multiple sections
or which exceeded our goal. It is a
complete an FAA
Target yr 2: 15% increase (i.e., at least 18
received
their FAA
semestersorispower directional improvement of
airframe or power plant
students)
airframe
counted
only once.) 523%.
certification.
Target yr 3: 20% increase (i.e., at least 19
plant
certifications.
students)
Cowley County Community College Narrative
Institutional Goal 1: To expand partnerships with other educational institutions, governmental agencies, and business and industry.
Key Performance Indicator 1 (Data point 1): Number of new partnerships.
Data Collection: New partnerships will be established either through collaboration with a new entity or through new project opportunities with
existing partners. The partnerships will be with other educational institutions, governmental agencies, and/or business and industry.
Targets: Expanded partnerships directly support the regents’ system goal by improving the efficiency, effectiveness, and seamlessness of higher education
through collaborative efforts. The partners for 2006 included Wichita State University’s “Education 2+2” program; an Associate Degree in Nursing Program
with Pratt Community College; a Business Administration Degree with Friends University; shared facilities with Mulvane USD 263; and an entrepreneurship
program with Home National Bank.
Cowley did not participate in the IBM Academy with IBM and our KITE partners (Butler Community College, Hutchinson Community College, and Wichita
Area Technical College) beyond the planning stages. It was determined that Butler was better equipped to do this project by themselves.
Key Performance Indicator 2 (Data point 2): Number of course sections offered in conjunction with any Cowley partner.
Data Collection: As new partnerships are added, the total number of course sections offered with all Cowley partners will increase. This will
demonstrate an on-going commitment to look continually for new opportunities to collaborate and to maintain existing partnerships whenever
possible
Targets: The baseline data of 36 sections was established on the 2005 performance agreement. That agreement called for a 5% increase in target year 1, a
7% increase in target year 2 (which is this performance agreement), and a 10% increase in target year 3. Cowley had 46 course sections offered with the new
Cowley partners.
Key Performance Indicator 3 (Data point 3): Number of students enrolled in course sections offered in conjunction with any Cowley partner.
Data Collection: As new partnerships are added, the total number of students enrolled in the partnership programs will increase. This will further
demonstrate an on-going commitment to look continually for new opportunities to collaborate and to maintain existing partnerships whenever
possible.
Targets: The baseline data of 232 students was established on the 2005 performance agreement. That agreement called for a 5% increase in target year 1, a 7%
increase in target year 2, and a 10% increase in target year 3. Due to our current success in developing partnerships, we expanded the targeted increase to 10%
over the baseline (instead of the 7% increase expected in last year’s performance agreement) in target year 1 of this agreement, a 13% increase in target year 2
(instead of the 10% increase), and a 15% increase in target year 3. Cowley was still able to exceed that more aggressive target. There were 335 students enrolled
as a result of the new partnerships.
Institutional Goal 2: To improve the success of students in the core skills of reading, writing, and mathematics.
Key Performance Indicator 1 (Data point 1): Number of students exceeding the national average in reading on the CAAP test.
Data Collection: Cowley recently implemented a new policy that all graduate candidates will take the Collegiate Assessment of Academic
Proficiency (CAAP) offered by ACT.
Targets: Cowley implemented a new policy that all graduate candidates will take the Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT.
The CAAP test is a nationally recognized measurement of outcomes in core subject areas. Cowley had 203 students (out of 374 tested … or 54.28%) exceed the
national average in reading during the first year of testing which was used as the baseline data. During 2006, there were 270 students (out of 519 tested … or
52.02%) that exceeded the national average in reading.
Key Performance Indicator 2 (Data point 2): Number of students exceeding the national average in writing on the CAAP test.
Data Collection: The Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT to all graduate candidates.
Targets: Cowley had 183 students (out of 374 tested … or 48.93%) exceed the national average in writing during the first year of testing
which was used as the baseline data. During 2006, there were 262 students (out of 519 tested …or 50.48%) that exceeded the national average
in writing.
Key Performance Indicator 3 (Data point 3): Number of students exceeding the national average in mathematics on the CAAP test.
Data Collection: The Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT to all graduate candidates.
Targets: Cowley had 229 students (out of 374 tested … or 61.22%) exceed the national average in mathematics during the first year of testing which was used as
the baseline data. During 2006, there were 365 students (out of 519 tested … or 70.32%) that exceeded the national average in mathematics.
Key Performance Indicator 4 (Data point 4): Percentage of students who successfully complete College Algebra after taking Intermediate
Algebra from Cowley the previous semester.
Data Collection: Cowley will measure the number of students who obtain a grade of “C” or better in College Algebra from those students who
took Intermediate Algebra at Cowley the previous semester. This will demonstrate the effectiveness of our efforts to improve instruction in
mathematics.
Targets:
This is the only indicator where Cowley did not meet its target. Mathematics in general – and College Algebra in particular – continues to be a major difficulty
for our students. The results of the Fall 2005 cohort group were exceptionally poor. We believe that this is somewhat of an aberration.since the previous four
years showed slow but steady improvement. Ironically, although this is a major problem at Cowley, the majority of our graduates outperform most other students
at other schools (as shown in the previous indicator where 61.22% of our graduates exceeded the national average in mathematics).
To address this problem, Cowley has instituted mandatory assessment testing and placement of students into the appropriate starting course. We are focusing our
efforts on improving the transition from Beginning to Intermediate to College Algebra. As a part of this focus, we have implemented college-wide standardized
final exams as 20% of a student's total grade. This is an effort to bring more consistency to the evaluation of a student's readiness to proceed from one course to
the next. We have expanded our tutoring schedule as well.
Took
MTH4410
Group 1
Passed With
"C" or better
Group 2
Fall 2005 to Spring 2006
Fall 2004 to Spring 2005*
Fall 2003 to Spring 2004*
Fall 2002 to Spring 2003*
Fall 2001 to Spring 2002
357
309
323
337
285
228
217
221
236
175
Spring 2006 to Summer or Fall 2006
Spring 2005 to Summer or Fall 2005
Spring 2004 to Summer or Fall 2004*
Spring 2003 to Summer or Fall 2003*
Spring 2002 to Summer or Fall 2002*
Spring 2001 to Summer or Fall 2001
334
416
352
406
273
224
198
289
251
265
181
159
Success
Rate
Passed With
"C" or better
MTH4420
From Group 1
Success
Rate
63.87%
70.23%
68.42%
70.03%
61.40%
115
124
130
130
103
32.21%
40.13%
40.25%
38.58%
36.14%
59.28%
69.47%
71.31%
65.27%
66.30%
70.98%
97
156
116
115
77
63
29.04%
37.50%
32.95%
28.33%
28.21%
28.13%
*Used as baseline
Average of 3 years/Group 1
Calendar Year 2006
Difference
Fall
39.63%
32.21%
-7.42%
Spring
29.87%
29.04%
-0.83%
Total
34.60%
30.68%
-3.92%
Key Performance Indicator 5 (Data point 5): Decrease the “performance gaps” on the Noel-Levitz Student Satisfaction Survey of instructional
effectiveness.
Data Collection: The Noel-Levitz Student Satisfaction Survey is a nationally recognized standard in measuring students’ satisfaction with their
educational experience. Fourteen questions relate specifically to instructional effectiveness. A “performance gap” is determined by Noel-Levitz by
comparing the student’s rating of the measurement’s importance with their satisfaction. The greater the gap implies the less effective the instruction.
Conversely, reducing the gap demonstrates improvement in the effectiveness of the instruction.
Targets: Cowley used the measurements from the Spring 2005 survey as the baseline. In the Spring 2006 survey, there was a decrease in the performance gap
(i.e., an improvement in instruction) in 6 of the 14 measurements over the baseline scores.
Institutional Goal 3: To expand Cowley’s industrial technology training in aviation airframe and power plant maintenance, automotive
technology, machine tool technology, and welding.
Key Performance Indicator 1 (Data point 1): Number of course sections offered in industrial technology courses.
Data Collection: Vocational training is important to the state’s workforce. Cowley is committed to expanding our course offerings. Our
workforce advisory groups have identified these programs as areas of particular need.
Targets: Vocational training continues to be vitally important to the state’s overall welfare. Cowley is doing everything possible to meet this overwhelming
need. Our workforce advisory groups identified training in aviation airframe and power plant maintenance, automotive technology, machine tool technology,
and welding to be areas of particular need.
In addition to expanding our programs on the main campus in Arkansas City, we have also taken these programs to new facilities in Wichita and Mulvane. The
incredible demand has resulted in growth rates far surpassing our targets. As a result, we have added a second facility in Mulvane and are actively participating
in the development of the new training facility planned at Jabara Airport in Wichita.
Cowley was able to offer 431 course sections.
However, regardless of the need, it will be extremely difficult to continue expanding these programs given the much higher costs associated with vocational
training (as opposed to more traditional academic courses).
Key Performance Indicator 2 (Data point 2): Number of students enrolled in industrial technology courses.
Data Collection: In addition to offering more sections, the total number of students enrolled needs to increase as well in order to expand the
number of qualified workers available.
Targets: Cowley enrolled 580 students in these sections. This is an unduplicated count
Key Performance Indicator 3 (Data point 3): Number of students who successfully complete an FAA airframe or power plant certification.
Data Collection: Certain industries require national certifications. Our students in aviation airframe or power plant maintenance must be certified
by the Federal Aviation Administration.
Targets: Cowley had 95 students who received their FAA airframe or power plant certifications.
KBOR use only: Cowley County Community College
Summary of changes from the previous approved performance agreement
All of the indicators for Goal 2 are new; the institutional goal has also changed. In the second performance agreement the indicators were:
Fall-to-Fall retention of under-prepared students
Percentage of students attaining their educational goal
Percentage of under-prepared students persisting to the end of the semester
Response to any Board comments on the previous approved performance agreement
Not applicable
Recommendation and Comments
Recommend approval