KCTCS Strategic Plan 2016-2022 Update Board of Regents March 2018

Metric Updates Board of Regents Update Performance Metric June Retention Rate (Total) Retention Rate (Underrepresented Minority) September Transfer Workforce Credit Hour Conversion Student Engagement (In even years only) December Affordability Experiential Learning Licensure/Certification March Graduation Rate (Total) Graduation Rate (Underrepresented Minority)

Measure: Graduation Rate Measure: Affordability Goal #1 Goal: Raise the level of educational attainment in the Commonwealth by positioning KCTCS as the accessible, affordable, and relevant postsecondary education choice for Kentuckians. Measure: Graduation Rate Metric Definition Baseline Target Objective Graduation Rate Cohort of full-time, first-time degree/certificate-seeking undergraduate students who complete their program within 150% of normal time as reported to the Integrated Postsecondary Education Data System (IPEDS). 25.7%  31.5% Increase graduation rate by 1.0 percentage points each year. Measure: Affordability Affordability KCTCS net price as a percentage of the weighted net price for students paying the in-state or in-district tuition rate & receiving grant or scholarship aid at Kentucky public four-year colleges. 54.0% 50.0% Achieve and maintain a net price equal to or less than half that of public four-year institutions.

Fall 2014 cohort – Enrollment by Type Cohort size was 8,551 Fall 2014 student count was 87,027 First-time, Full-time Credential-Seeking Cohort: 8,551 Total student count: 87,027

Graduation Rate – Total Cohort 27.1% CPE Strategic Agenda Final year of TARGET Source: Official data as reported to IPEDS Objective: Increase graduation rate by 1.0 percentage points each year. Definition: full-time, first-time degree/certificate-seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS. Changed baseline in 2014-15 from 25.5% to 25.7% due to revised IPEDS data submission.

Graduation Rate (TOTAL) – Prior Year Comparison 2015-16 National 25.4% 26.8% 24.9% Objective: Increase URM graduation rate by 1.0 percentage point each year. Changed 2014-15 from 14.1% to 14.3% because of revised IPEDS data submission. Bring in College in blue, system total in middle, with SREB/National Source: KCTCS 2014 Cohort graduating by Summer 2017, SREB 2013 Cohort graduating by Summer 2016, and National 2013 Cohort includes 986 colleges including Kentucky Public Two-Year Colleges SREB States: AL, AR, DE, FL, GA, KY, LA, MD, MS, NC, OK, SC, TN, TX, VA, WV

Earning a strong GPA early on Opportunity to gain job prospects or advance in their current job Completing more credits in the first year Flexible degree programs (online, shorter length) Good high school GPA Availability of services (advising, financial aid) after work hours Maintaining full-time enrollment Earning college credits while still in high school Career focus - return on investment Assistance with child care, housing costs Credit for prior learning Women are 12% more likely to complete. The higher the SES, the more likely to complete. African Americans, Hispanics, and 2+ races are 11-13% less likely to complete than Whites. Delaying enrollment by 3 months or more – 13% less likely to complete. (as above) Full-time 11% more likely to complete. Demographic factors: notes below clarify what’s “good or bad”: Contributing factors (for completion) relevant to adult population: Credit for prior learning Opportunity to gain job prospects or advance in their current job Flexible degree programs (online, shorter length) Availability of services (advising, financial aid) after work hours Career focus - return on investment Assistance with child care, housing costs Source: Center for Policy Research and Strategy, American Council on Education

Persistence Rate – Three Year Outcomes for 2014 Cohort KCTCS IPEDS Graduation Rate Total Three-Year Persistence Rate – 48.4%

graduation Rate – total cohort Source: KCTCS-ORPA Created 02/20/2018 Graduation rate for 2016-2017 .

Affordability – KCTCS as a % of ky public four-years 54.3% Source: Integrated Postsecondary Education Data System (IPEDS) Objective: Achieve and maintain a net price equal to or less than half that of public four-year institutions. Definition: KCTCS net price as a percentage of the weighted net price for students paying the in-state or in-district tuition rate & receiving grant or scholarship aid at Kentucky public four-year institutions.

Measure: Retention - URM Measure: Graduation Rate - URM Goal #2 Goal: Increase access and success for all KCTCS students, particularly among traditionally underserved populations. Measure: Retention - URM Metric Definition Baseline Target Objective 1st to 2nd Year Retention – URM Fall-to-fall retention rates of first-time, credential-seeking students by Underrepresented Minorities (URM) (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races). 39.4% 45.4% Increase URM retention rate by 1.0 percentage points each year.   Measure: Graduation Rate - URM Graduation Rate - URM Cohort of full-time, first-time degree/certificate-seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS limited to Underrepresented Minorities. 14.3% 20.1% Increase URM graduation rate by 1.0 percentage points each year.

Retention – Underrepresented Minorities CPE Strategic Agenda Final year of TARGET Source: Official Data as reported to IPEDS. Objective: Increase URM retention rate by 1.0 percentage points each year. Definition: Fall-to-fall retention rates of first-time, credential-seeking students by Underrepresented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races). Increasing objective by 1.5 percentage points per year is off by 0.1 percentage points from CPE Strategic Agenda. Actually 1.48 percentage points. Fall 2015 to 2016 target would increase from 40.4% to 40.9%. Would align with CPE’s target of 46.8% in the Fall 2019 to Fall 2020 period.

Graduation Rate – Underrepresented Minorities Update objective to increase URM graduation rate by 1.4 percentage points each year to align with CPE Strategic Agenda and Diversity Plan. CPE Strategic Agenda Final year of TARGET Source: Official data as reported to IPEDS Objective: Increase URM graduation rate by 1.0 percentage points each year. Definition: Cohort of full-time, first-time degree/certificate-seeking undergraduate students who complete their program within 150% of normal time as reported to IPEDS limited to Underrepresented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races). Changed 2014-15 from 14.1% to 14.3% because of revised IPEDS data submission. Target has been adjusted from 20.4% to 20.1% to maintain objective. 2016-17 target would increase from 15.1% to 16.9%. Would align with CPE’s target of 22.5 in the 2020-21 AY.

Graduation Rate – Closing the gap TOTAL GAP URM Objective: Increase URM retention rate by 1.0 percentage point each year. Original target was to close the gap compared to the total retention rate (85% of total goal). Updated target would close gap to 7.6 percentage points. Source: Official Data as reported to IPEDS. Definition: Fall-to-fall retention rates of first-time, credential-seeking students by Underrepresented Minorities (American Indian or Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Two or More Races).

Graduation Rate (URM) – prior year Comparison 2015-16 National 19.6% 16.6% 20.3% Objective: Increase URM graduation rate by 1.0 percentage point each year. Changed 2014-15 from 14.1% to 14.3% because of revised IPEDS data submission. Bring in College in blue, system total in middle, with SREB/National Source: KCTCS 2014 Cohort graduating by Summer 2017, SREB 2013 Cohort graduating by Summer 2016, and National 2013 Cohort includes 986 colleges including Kentucky Public Two-Year Colleges SREB States: AL, AR, DE, FL, GA, KY, LA, MD, MS, NC, OK, SC, TN, TX, VA, WV

Graduation Rate – prior year comparison – 2015-16 by race/ethnicity Objective: Increase URM graduation rate by 1.0 percentage point each year. Changed 2014-15 from 14.1% to 14.3% because of revised IPEDS data submission. Show gaps, like with AA males Source: KCTCS 2014 Cohort graduating by Summer 2017, SREB 2013 Cohort graduating by Summer 2016, and National 2013 Cohort includes 986 colleges including Kentucky Public Two-Year Colleges SREB States: AL, AR, DE, FL, GA, KY, LA, MD, MS, NC, OK, SC, TN, TX, VA, WV

Graduation Rate – prior year comparison – 2015-16 by race/ethnicity and Gender Objective: Increase URM graduation rate by 1.0 percentage point each year. Changed 2014-15 from 14.1% to 14.3% because of revised IPEDS data submission. Show gaps, like with AA males Source: KCTCS 2014 Cohort graduating by Summer 2017, SREB 2013 Cohort graduating by Summer 2016, and National 2013 Cohort includes 986 colleges including Kentucky Public Two-Year Colleges SREB States: AL, AR, DE, FL, GA, KY, LA, MD, MS, NC, OK, SC, TN, TX, VA, WV

Graduation Rates (URM) by College Region Source: KCTCS-ORPA Created 02/20/2018 Graduation rate for 2016-2017

URM Graduation Rate by college URM cohort # Completers % URM Completers % Completers-Total Cohort Gap - URM vs. Total Ashland 15 5 33.3% 26.2% -7.1% Big Sandy 14 3 21.4% 22.4% 1.0% Bluegrass 332 41 12.3% 19.2% 6.9% Elizabethtown 107 22 20.6% 30.7% 10.1% Gateway 36 8 22.2% 35.4% 13.2% Hazard 35.7% 29.9% -5.8% Henderson 31 4 12.9% 22.0% 9.1% Hopkinsville 104 20 31.6% Jefferson 366 37 13.9% 3.8% Madisonville 7 31.8% 43.0% 11.2% Maysville 18.2% 34.4% 16.2% Owensboro 45 12 26.7% 33.0% 6.3% Somerset 18.9% 25.2% 6.2% Southcentral KY 11 29.7% 31.0% 1.3% Southeast KY 16 31.3% 32.0% 0.7% West KY 96 32 42.8% 9.4% KCTCS 1,294 223 17.2% 27.1% 9.9% Fall 2014 cohort graduating by Summer 2017

Resources - Initiatives KCTCS 2016-18 Action Plan Financial Aid Co-Requisite Model College Success Courses and Orientation Degree Audit/Academic Planning Outreach and Support for URM Students CPE Diversity Plan Each KCTCS College has developed its own Diversity Plan All include goals and strategies for graduation rates and credentials earned

Resources - expanded success metrics Voluntary Framework of Accountability Defines credential-seeking by course-taking behavior Includes all students who entered the institution for the first time post high school completion Full-time and part-time enrollment Degree- and non-degree seeking students Transfer and first-time in college students Outcome Measures Survey IPEDS Outcome Measures Survey For the first time, IPEDS is tracking the success of students who start part-time and students who transfer into the institution This survey expands the award/enrollment tracking period to eight years after entry.

Measure: Experiential Learning Measure: Transfer Rate Goal #3 Goal: Develop clear pathways through all levels of postsecondary education with an emphasis on experiential learning that lead to successful employment outcomes for KCTCS graduates. Measure: Experiential Learning Metric Definition Baseline Target Objective Experiential Learning Cohort of first-time diploma and AAS graduates who complete a clinical, a co-op, an internship or service learning prior to earning the credential. Students with AAS degrees who earned a diploma in an academic year prior to receiving their AAS are counted in both the academic year they obtained the diploma and the academic year they were awarded their AAS degree. 24.5% 30.5% Increase number of students engaged in experiential learning by an average of 1.0 percentage points each year. Measure: Transfer Rate Associate Degree Transfers Percent of Associate earners in academic year who enrolled at a four-year institution that academic year after the term end date of the term the first Associate credential was earned or in the next academic year. 37.4% 43.4% Increase transfers by an average of 1.0 percentage points each year.

Experiential learning – diploma/aas graduates (Current) 25.5% Source: CPE Official Data and DSS Unofficial Data. Objective: Increase number of students engaged in experiential learning by an average of 1.0 percentage points each year. Definition: Cohort of first-time diploma and AAS graduates who complete a clinical, a co-op, an internship or service learning prior to earning the credential. Students with AAS degrees who earned a diploma in an academic year prior to receiving their AAS are counted in both the academic year they obtained the diploma and the academic year they were awarded their AAS degree. TARGET

Experiential learning – Proposed Revision In conjunction with Academic Affairs, the proposed methodology would identify experiential learning experiences including practicums, apprenticeships, internships, cooperative work experiences, clinical learning experiences, and work-and-learn programs. These would be identified by students who: Graduate from a program with mandatory experiential learning required for graduation (such as Radiography) Pass a course from a designated list of courses with substantial experiential learning components (such as a practicum in Auto Body Repair). The percentage of AAS and Diploma graduates (vocational/technical programs) in a given academic year who have participated in an experiential learning component that qualifies for academic credit.   Former method relied on keywords in course titles, but these were not consistently used. New calculation substantially increases rates and better reflects actual student experiences. Added practicums, apprenticeships, work-and-learn; removed service learning. Still having an issue identifying KY FAME within PeopleSoft/DSS. Working on it.

Experiential learning – diploma/aas graduates (Proposed) TARGET Source: CPE Official Data and DSS Unofficial Data. Objective: Increase number of students engaged in experiential learning by an average of 1.0 percentage points each year. Used 2014-15 as a baseline to be consistent with other metrics. Definition: Cohort of first-time diploma and AAS graduates who complete a clinical, a co-op, an internship or service learning prior to earning the credential. Students with AAS degrees who earned a diploma in an academic year prior to receiving their AAS are counted in both the academic year they obtained the diploma and the academic year they were awarded their AAS degree.

Associate degree transfers 38.8% TARGET Source: CPE Official Data Objective: Increase transfers by an average of 1.0 percentage points each year. Baseline is the 2013-14 cohort. Definition: Percent of first-time, degree-seeking students who earn an associate degree and then transfer to a four-year institution.

Measure: Student Engagement Goal #4 Goal: Improve student engagement, support, experiences, and success with best-in-class academic and student services. Measure: Retention Metric Definition Baseline Target Objective Retention Fall-to-fall retention rates of first-time, credential-seeking students as reported to IPEDS. 49.4% 55.4% Increase retention by an average of 1.0 percentage points each year. Measure: Student Engagement Student Engagement Average scores on the Community College Survey of Student Engagement (CCSSE) benchmarks of effective educational practice. Active Learning (47.2%) Student Effort (50.6%) Academic Challenge (49.1%) Student / Faculty Interaction (52.3%) Support for Learners (51.2%)  50.0% Maintain CCSSE average benchmark scores at or above the national average.

Community College Survey of Student Engagement Benchmark Scores 2012 2014 2016 2022 Target Active Learning 48.3 47.2 48.5 50.0 Student Effort 51.1 50.6 Academic Challenge 50.4 49.1 Student / Faculty Interaction 53.2 52.3 54.1 Support for Learners 51.9 51.2 52.0 What each benchmark means: Active and collaborative learning – Students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. Student effort – Students’ own behaviors contribute significantly to their learning and the likelihood that they will successfully attain their educational goals. Academic challenge – Challenging intellectual and creative work is central to student learning and collegiate quality. Survey items address the nature and amount of assigned academic work, complexity of tasks, and rigor of exams. Student-faculty interaction – The more contact students have with their teachers, the more likely they are to learn effectively and to persist toward achievement of their goals. Support for learners – Students perform better and are more satisfied at colleges that provide important support services, cultivate positive relationships among groups on campus, and demonstrate commitment to their success.   Active & Collaborative Learning (7 items): 4a. Asked questions in class or contributed to class discussions. 4b. Made a class presentation. 4f. Worked with other students on projects during class. 4g. Worked with classmates outside of class to prepare class assignments. 4h. Tutored or taught other students (paid or voluntary). 4i. Participated in a community-based project as a part of a regular course. 4r. Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.). Benchmark scores are standardized to have a mean of 50 and a standard deviation of 25 across all respondents.

Retention Rate – Total Cohort CPE Strategic Agenda Final year of TARGET Source: Official Data as reported to IPEDS Objective: Increase retention by an average of 1.0 percentage points each year. Definition: Fall-to-fall retention rates of first-time, credential-seeking students as reported to IPEDS.

Goal #5 Goal: Align programs and curricula with needs of employers that enhance the employability, job placement, and career development of KCTCS graduates. Measure: Licensure Pass Rates Metric Definition Baseline Target Objective Licensure/Certification Pass Rate The number of students in the Voluntary Framework of Accountability’s (VFA) Career and Technical Education (CTE) completer/leaver cohort who achieve a passing grade on their first attempt of a licensure exam within one year divided by the number of students in the CTE completer/leaver cohort who sat for the first time to take the licensure exam within one year. 88.8% Exceed national average Exceed national average for cohort pass rate. Measure: Workforce Credit Hour Conversion Credit Hour Conversion Number of credit hours of workforce non-credit courses (clock hour conversion to credit hours). 13,153 15,030 Increase credit hours by 1% in the first year with 2.5% each year thereafter from a baseline of a three year average.

Licensure / certification pass rate Exceed National Average TARGET Source: VFA based on KCTCS data as submitted in PeopleSoft Objective: Exceed national average for cohort pass rate. Definition: The number of students in the Voluntary Framework of Accountability’s (VFA) Career and Technical Education (CTE) completer/leaver cohort who achieve a passing grade on their first attempt of a licensure exam within one year divided by the number of students in the CTE completer/leaver cohort who sat for the first time to take the licensure exam within one year.

Workforce Credit hour Conversion Definition: Number of credit hours of workforce non-credit courses (clock hour conversion to credit hours). Metrics are calculated by fiscal year (July 1st - June 30th). Objective: Increase credit hours by 1% in the first year with 2.5% each year thereafter from a baseline of a three year average. Source: Workforce Solutions