SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Course
Completion
(Percent of
students who
enroll as of
census and
successfully
complete the
course with a
A, B, C or P)
Impact Factors
 Long-term success
strategies and
interventions
 Enrollment trends
 Placement trends
 Evening student
enrollment and support
services
Assumptions &
Considerations
 The average success rate
over the past five years has
been 66%, an increase of
4% over five years.
 Implementation of SSSP
initiatives is expected to
help increase rates by 1%
per year.
Acceptable Range
Acceptable Range
Low
High
Success
Rate
Aspirational Goal
Evaluation
2015/16
65.6%
67.3%
2014/15
65.2%
66.6%
68.0%
Above range
2013/14
64.7%
65.8%
67.7%
Above range
2012/13
64.6%
65.0%
67.1%
Above range
Range: 5-year average +- 0.5 standard deviation
Actions for Achieving Goal
 Professional development
activities (e.g., culturally
relevant teaching strategies and
There was a 4% change in
workshops on student
the course success rate over
engagement).
the past five years. If 3,416  Increase FYE program
unsuccessful course
participation to all first-time to
attempts from 2014/15 were
college students.
converted to successes, the  Add accelerated English
course success rate would be sections and reduce class sizes.
72% (61,504 successes out  Implement SSSP initiatives:
of 85,415 enrollments).
testing, required ed. plan,
orientation and counseling.
 Expand tutoring services.
 Expand supplemental
instruction in basic skills and
gatekeeper courses.
Increase course completion
rate to 72% by 2020/21.
SDCC Office of Institutional Research | 1
SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Impact Factors
 Course offerings/
Progression
availability
from Basic
 Placement trends
Skills
(Percent of
students who
successfully
complete the
highest level
basic skills
course and
then
successfully
complete a
transfer level
English or
associate level
math course
within 2 years)
Assumptions &
Considerations
 Accelerated English and
math classes remove
students from the standard
pathway.
 The implementation of the
multiple measures
assessment project
(MMAP) will advance
students to associate/
transfer level who would
have been placed into the
basic skills pathway.
Acceptable Range
Aspirational Goal
ENGL 048 or 049 to ENGL 101 or 105
2013/14
2012/13
2011/12
2010/11
Acceptable Range
Low
High
53.0%
56.2%
51.9%
54.3%
51.6%
52.6%
51.3%
52.5%
Subsequent
Success
58.7%
57.0%
51.7%
Evaluation
Above range
Above range
In range
MATH 046 to MATH 096
2013/14
2012/13
2011/12
2010/11
Acceptable Range
Low
High
42.4%
44.1%
42.5%
44.9%
42.1%
44.5%
42.8%
45.5%
Subsequent
Success
45.1%
44.7%
42.3%
Evaluation
Above range
Above range
Below range
Range: 5-year average +- 0.5 standard deviation
Actions for Achieving Goal
 Professional development
ENGL
Increase subsequent success
activities (e.g., culturally
in ENGL 101/105 to 63% by relevant teaching strategies and
2020/21.
workshops on student
engagement).
There was a 14% change in  Curriculum redesign for basic
subsequent success in the
skills courses.
past five years. If an
 Increase supplemental
additional 56 students from
instruction in basic skills and
the 2012/13 cohort had
transfer level courses.
subsequent success (a
 Expand tutoring services and
change of 7%), for a total of
availability.
808 of 1,282, the subsequent  Implementation of 8 week
success rate would be 63%.
sessions.
MATH
Increase subsequent success
in MATH 096 to 50% by
2020/21.
There was a 4% change in
subsequent success in the
past five years. If an
additional 45 students from
the 2012/13 cohort had
subsequent success (a
change of 10%), for a total
of 498 of 1,005, the
subsequent success rate
would be 50%.
SDCC Office of Institutional Research | 2
SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Annual
Persistence
(Percent of
first-time
students
enrolled at City
College in fall
as of census,
who enroll in
subsequent
spring and fall
terms within
SDCCD)
Impact Factors
 Majority of students are
part time (64%)
 Interventions such as the
First Year Experience
 Implement SSSP
initiatives: testing,
required ed. plan,
orientation and
counseling
 Leveraging financial aid
 Course offerings/
availability
 External Factors – SB
1440 degrees – 4 year
schools may admit fewer
 Employment rate and
economic factors
 HS partnerships
 Basic Skills: Majority of
incoming students place
below college level
Assumptions &
Considerations
 Large population of parttime students may be
disconnected from campus
and less likely to leverage
academic support services.
 FYE, HS partnerships and
other learning community
programs may lead to
greater persistence rates.
 SSSP may help to improve
persistence.
 Longer path to completion
for students in the Basic
Skills sequence may have a
negative impact on
persistence.
Acceptable Range
Fall
Fall
Fall
Fall
15
14
13
12
Acceptable Range
Low
High
52.7%
54.7%
50.8%
54.0%
47.7%
52.5%
44.5%
50.0%
Annual
Persistence
54.5%
54.8%
54.8%
Aspirational Goal
Evaluation
Above range
Above range
Above range
Range: 5-year average +- 0.5 standard deviation
Actions for Achieving Goal
 Professional development
activities (e.g., culturally
relevant teaching strategies and
Although annual persistence
workshops on student
has been stagnant for the last engagement).
3 years, it had increased by  Improve faculty and staff
4.5% between the Fall 10
awareness of academic and
and Fall 11 cohorts. For the
student support services to help
annual persistence rate to
inform students.
increase by another 4.5%, an  Encourage student involvement
additional 73 students from
in learning communities (e.g.,
the Fall 14 cohort would
Puente and Umoja).
have had to persist into the  Expand Extended Year
Fall 15 term (963 of 1,633).
Experience pilot as the City
College Completion Program.
Increase annual persistence
to 59% by 2020/21.
SDCC Office of Institutional Research | 3
SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Degree
Completion
(Number of
Associate
degrees
awarded in a
given year)
Impact Factors
 Course offerings
 Successful course
completion
 Student support services
 Evening students
enrollment and support
services
 Course sequencing and
enrollment management
Assumptions &
Considerations
 There was a concerted
effort to confer degrees to
students who meet degree
requirements.
 ADT/TMC degrees will
increase the number of
transfer students who also
get an Associate degree.
 Greater participation of
students in the FYE
program will increase
degree completion.
 The implementation of the
Student Success Act SSSP
will increase the number of
degrees conferred.
Acceptable Range
2015/16
2014/15
2013/14
2012/13
Acceptable Range
AA/AS
Low
High
Degrees
635
714
607
649
806
594
640
635
586
637
599
Aspirational Goal
Evaluation
Above range
In range
In range
Range: 5-year average +- 0.5 standard deviation
Actions for Achieving Goal
Increase AA/AS degrees
 Professional development
awarded to 967 by 2020/21.
activities (e.g., culturally
relevant teaching strategies and
There was a 21% increase in workshops on student
AA/AS degrees awarded in
engagement).
the past five years. A 20%
 Implement student success
increase in the next five
initiatives, including the SSSP
years would yield an
matriculation interventions.
additional 161 degrees.
 Continue efforts to confer
degrees to students who meet
the requirements, but may not
have applied (degree audit).
 Increase online course offerings.
 Professional development for
faculty to assist students with
degree completion advising.
 Examine course sequencing and
enrollment management.
 Expand Extended Year
Experience pilot as the City
College Completion Program.
SDCC Office of Institutional Research | 4
SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Certificate
Completion
(Number of
certificates
awarded in a
given year)
Impact Factors
 Course offerings
 Successful course
completion
 Student support services
 Evening students
enrollment and support
services
Assumptions &
Considerations
 There was a concerted
effort to confer certificates
to students who meet
certificate requirements.
 The implementation of the
Student Success Act SSSP
will increase the number of
certificates conferred.
Acceptable Range
2015/16
2014/15
2013/14
2012/13
Acceptable Range
Certificates Evaluation
Low
High
351
410
345
387
457
Above range
347
392
393
Above range
357
392
295
Below range
Range: 5-year average +- 0.5 standard deviation
Aspirational Goal
Actions for Achieving Goal
Increase certificates
 Professional development
awarded to 571 by 2020/21.
activities (e.g., culturally
relevant teaching strategies and
There was a 27% increase in workshops on student
certificates awarded in the
engagement).
past five years. A 25%
 Implement student success
increase in the next five
initiatives.
years would yield an
 Continue efforts to confer
additional 114 certificates.
certificates to students who
meet the requirements but may
not apply for graduation.
 Increase online course offerings.
 Professional development for
faculty to assist students with
certificate completion advising.
 Examine course sequencing and
enrollment management.
 Expand Extended Year
Experience pilot as the City
College Completion Program.
SDCC Office of Institutional Research | 5
SDCC Institution Set Standards: 2015/16
_______________________________________________________________________________________________________________________________
Performance
Measure
Transfer
Volume
(Number
students who
transfer to a
university in a
given year)
Impact Factors
 Student readiness for
college (social and
academic expectations)
 Educational objectives
 Availability of
transferable and basic
skills courses
 Transfer agreements with
4-year institutions
(Associate Degree for Transfer and Transfer
Agreements)
 Change to transfer
eligibility requirements
of 4 year institutions
 Financial aid availability
(time limits)
 Support services that
support transfer
 Internal policies and
practices that create
obstacles or delays to
transfer
 Return of summer term
 Evening students
enrollment and support
services
Assumptions &
Considerations
 Transfer volume will
increase by 1-3% over next
3-5 years as a result of
improved state economy,
which will help increase
the number of entering
students seeking transfer as
a goal as a percentage of
overall student body.
 Impact of new SSSP
resources.
 Return of summer schedule
will increase availability of
transferable and basic skills
courses.
 Mandates tied to new
resources will have
positive impact on transfer
volume (e.g., Equity Plan
and Student Success Act).
Acceptable Range
Acceptable Range
Low
High
Transfer
Volume
Aspirational Goal
Evaluation
2014/15
853
975
2013/14
853
975
761
Below range
2012/13
822
964
860
In range
2011/12
775
932
925
In range
Range: 5-year average +- 0.5 standard deviation
Actions for Achieving Goal
Increase the transfer volume  Increase first year services to all
to 929 by 2020/21.
students by institutionalizing
FYE.
If the difference between the  Increase knowledge and
2013/14 transfer volume and enthusiasm for transfer by
the highest transfer volume
having the Transfer Center do
in the past 5 years was split
classroom presentations and
in half, there would have
engage more faculty in the
been an additional 168
transfer effort.
transfers in 2013/14.
 Target students who are transfer
prepared with services in
support of their transfer.
 Implement SSSP initiatives:
assessment, required ed. Plan,
orientation and counseling.
 Use enrollment management to
ensure availability of
transferable and basic skills
courses.
 Professional development for
faculty to assist students with
transfer advising.
 Provide informational
workshops on financial
strategies and scholarship
opportunities.
 Expand Extended Year
Experience pilot as the City
College Completion Program.
SDCC Office of Institutional Research | 6