CITY COLLEGE OF SAN FRANCSICO
Accreditation Show Cause Report
Complete a separate template for each Standard/subsection for which you are responsible (see
attached “Assignment Chart of Responsibility”).
1. Full Standard Number (e.g., II.B.3):
Standard II: B.3.e.
2. Full Standard Text:
Please copy and paste the full text of the Standard from the September 2012 ACCJC Manual for Self Evaluation
beginning on page 11, found at:
http://www.accjc.org/wp-content/uploads/2012/09/Manual-for-Institutional-Self-Evaluation_2012.pdf
STANDARD II:
The institution regularly evaluates admissions and placement instruments and
practices to validate their effectiveness while minimizing biases.
What processes are used to evaluate the effectiveness of practices and tools of
admissions? What evaluations of placement processes are used to ensure their
consistency and effectiveness? How are cultural and linguistic bias in the
instruments and processes minimized?
3. Descriptive Summary: A primarily descriptive overview of what the institution does in relation to each of
the Standards.
City College of San Francisco (CCSF) has an open admissions policy that accepts
all students that are 18 years old or who have a high school diploma or equivalent.
CCSF utilizes the California Community College statewide web-based admissions
application (CCCApply) and also accepts paper applications. The College credit
admissions online application is currently available in English and Spanish. The noncredit application is available on paper and online and is offered in English, Spanish,
and Chinese. Utilization of the statewide application ensures that CCSF collects all
state mandated information. There is also a student satisfaction survey that allows
students to comment on any concerns with the admissions application. The Office of
Admissions and Records provides multilingual support to students applying to the
college by using multicultural multiethnic staff with fluency in several languages
other than English, namely Mandarin, Spanish, and Tagalog.
As mandated by the California Community Colleges, assessment instruments used
for placement assessment must be evaluated and approved by the State
Chancellor’s Office prior to their use. CCSF currently administers to its students
locally-written placement tests in English and ESL as well as Accuplacer
assessment instruments in Mathematics—arithmetic, elementary algebra and
college-level math.
The CCSF English Placement Test is a locally-developed locally-managed
assessment. In April 2012, test-validation studies required by the State Chancellor’s
Office were completed to obtain renewal of approval of this test. (Evidence: CCSF
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CITY COLLEGE OF SAN FRANCSICO
Validity Study) (This required process was suspended by the CCCCO from March
2009-2012, and reinstated April 2012) (Evidence: CCCCO memo dated Dec 5,
2011). The studies conducted included content validity, cut-score validity, reliability,
cultural and linguistic bias, and disproportionate impact. The latter study monitors for
disproportionate rates of placement into the various levels of course-placement.
Discussions of the findings of the cut-score validity study resulted in the lowering of
cut-scores for all but one of the course placement levels. The English Department,
Research, and Matriculation Offices will evaluate the effects of the cut-score
changes on student success in English courses at the end of the Fall 2012
semester. The CCSF English Placement Test has received CCCCO approval for
continued use through July 2018.(Evidence: CCCO Approved Assessment
Instruments List)
Similar required test-validation studies for the CCSF ESL Writing Sample Test and
the CCSF Non-credit ESL Placement Test were submitted to the CCCCO in
November 2012 (Evidence: CCSF Validity Studies). Full, six-year approval for
continued use of both assessment instruments is expected. The CCSF ESL
Grammar and Reading Placement Test has been approved for use through March
2014. For mathematics placement assessment, the College administers the College
Board Accuplacer tests, which have received CCCCO approval through June 2013.
Working collaboratively with the San Francisco Unified School District (SFUSD), the
CCSF Math Department and the Office of Matriculation implemented a new math
placement pilot project. Using this alternate placement process, graduating seniors
enrolling at the College in Fall 2012 had the opportunity to enhance their test
placement by meeting two of the following criteria: GPA of 2.7 or higher; high school
attendance rate of 90% or greater; a score on the CST test of Basic or higher. For
Fall 2012 enrollment, out of 1400 applicants to the College, SFUSD identified 648
graduating seniors who met the aforementioned criteria. As a result, 276 firstsemester CCSF students who had initially placed below college level math on the
CCSF placement test during their last year of high school received a “bump” in their
CCSF math placement.
In the coming academic term/year, the English department will be developing criteria
to supplement the current placement testing process. The resulting process may
provide students with opportunities to begin the English curriculum with a higher
placement level.
Alternate approaches such as those recently developed by the Math and English
departments enhance the multiple measures approach to student placement.
Currently, CCSF uses placement test results along with self-reported student data to
determine the appropriate course placement. An important part of this process
includes counseling and educational planning.
For many years, students who did not hold a high school diploma or equivalent
seeking federal financial aid to use for enrollment in credit courses and programs
could demonstrate their ability to benefit (ATB) from college courses with a passing
score on an approved ATB assessment, or by completing 6 units of degreeapplicable college courses. Effective July 1, 2012, the Department of Education
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removed ATB scores and completion of 6 college units from the financial aid
eligibility criteria. Going forward, students entering college who apply for federal
financial aid must possess a high school diploma or equivalent credential.
3. Self Evaluation: Based on the descriptive summary, the institution should analyze and systematically
evaluate its performance against the Eligibility Requirements, Accreditation Standards, Commission policies
and its institutional mission. This analysis should result in actionable conclusions about institutional
effectiveness and educational quality and decisions for improvement. The basic questions to explore are
whether or not, and to what degree, institutional evidence demonstrates that the institution meets the
Standards and how the institution has reached this conclusion. The Commission expects current and
sustained compliance with the Standards, focusing on accomplishments and outcomes that have been
achieved and not just structures or processes used.
During 2012 validation studies for 3 placement instruments were completed: credit
English Placement Test, credit ESL Writing Sample, and the noncredit ESL
Placement Test. These efforts were undertaken to comply with CCCCO mandates
and to examine whether placement tests used by CCSF are effective and free of
biases.
Since 2010, the College has held student equity hearings initiated by the Board of
Trustees. Among 8 other student services included in the forums, placement testing
has been a topic of great discussion. Concerns raised by students expressed their
dissatisfaction with long math and English sequences and the lack of opportunities
to receive higher placements. Given the importance of initial placement in math and
English courses, relative to the math and English curriculum, several policy changes
have been made since October 2010. Board policy regarding placement test retakes
was revised in October 2010 and again in April 2012. Students may now retake the
placement test in math and English after 2 weeks for a maximum of 2 times per
testing cycle. These policies are described in numerous publications such as the
college webpage, college catalog, and class schedule. During the enrollment
process, students may have their test placement modified by counselors or the math
and English departments. Additional conversation about multiple measures has
occurred during the fall at departmental meetings. Work continues to refine multiple
measures criteria.
CCSF has representation on the CCCApply Steering Committee which meets
regularly and reviews college concerns regarding the online application and reviews
requests for revisions to the application. The State Chancellors Office is in the
process of delivering a new application, Open CCCApply, which will be fully hosted
and supported by the CCC Technology Center, and it will provide a new California
Community Colleges application service for the colleges.
3. Actionable Improvement Plans: Continuous quality improvement is a hallmark of institutional
effectiveness. As an institution evaluates its programs and services with reference to each Standard, it
identifies areas in need of change. The Commission expects the institution to identify goals related to the
areas that require change and decide on the action required to meet these goals. The institution should
include the required actions in improvement plans. It may not be possible for the institution to have
improvement plans fully developed at the time of submission of the Institutional Self Evaluation Report. The
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Commission expects these actionable improvement plans to be integrated into the institution’s continuous
evaluation and planning processes.
The Office of Matriculation will work with the English Department to refine the use of
multiple measures for placement in English courses.
The Office of Matriculation awaits further guidance from the State Chancellor’s
Office regarding the development and implementation of a statewide common
assessment instrument.
The College will continue to evaluate assessment instruments every 6 years as
required by the State Chancellor’s Office.
Overall, the comments regarding the admissions application (CCCApply), have been
positive but the application is extremely long and the customer service provided by a
third party vendor is not readily available. Customer Service hours are limited not
available evenings or weekends, making it very difficult for students to retrieve
passwords. The State Chancellors Office is in the process of delivering a new
admissions application, Open CCCApply, which will be fully hosted and supported
by the California Community College (CCC) Technology Center and will provide
students with Customer Service 7 days a week, 24 hours a day. CCSF will more
than likely transition to Open CCCApply in spring 2014.
Goal
Improve use of multiple measures
Implement components of Student
Success Act of 2012, SB1456 and BOG
SSTF recommendations as they relate to
assessment
Transition from CCCApply to Open
CCCApply
As of ‘Nov 27, 2012
Associated Action(s)
Expected
Completion Date
Use curriculum materials being
developed by instructional departments
Spring 2013 through
Fall 2014
Communicate placement policies and
pathways to student services faculty
Implement use of statewide common
assessment instruments in math and
English
Require student participation in
assessment for all matriculating
students
Collaborate with IT to design technical
aspects of transition and
implementation
Spring 2013 and
thereafter
Initiate in Spring 2013
Complete in Fall
2014, or as directed
by the CCCCO
Initiate Fall 2013
Implement Spring
2014
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