Institutional Effectiveness and the National Community College Benchmark Project Dr. Glynis Daniels Dr. Ceil Connelly-Weida Lehigh Carbon Community College Middle States Commission on Higher Education Annual Conference December 2011, Washington DC

11,700 students AY : - 58% part-time- 62% female - 28% Non-white - Median Age: 23 About LCCC

NCCBP: National Community College Benchmark Project  Johnson County Community College, Kansas  2011 – 280 community colleges participated  34 Benchmarks  Regional Demographics  College Structure and Staffing  Student Demographics  Student Success  Non-Credit and Workforce Training  Finance 

NCCBP: Standard Feedback Reports  National Percentiles  State Percentiles  Best Practices – lists colleges above 85 th percentile for each benchmark (by permission)  Strengths Report – list of benchmarks for which your college reaches 85 th percentile or above  NEW – Online tool for creating peer comparisons using at least 5 institutions you name  NEW - Online tool for creating peer comparisons by specifying demographic criteria

PACCC: Pennsylvania Commission for Community Colleges

Institutional Effectiveness: Finance Annual Assessment: Expenditures Per Credit Hour Goal: To approach median

Institutional Effectiveness: Non Credit Instruction and Workforce Development  Non Credit Instruction: Headcount & Seatcount Market Penetration  Workforce Development Duplicated Headcount Companies Served Total Costs Total Revenues Net Revenue Net Revenue as % of Total

Institutional Effectiveness: Workforce Development Duplicated Headcount Goal : Approach 68 th Percentile (77 th FY2010)

Institutional Effectiveness: Workforce Development Total Revenue Goal: Approach 68 th Percentile (81 st in FY 2010)

Institutional Effectiveness: Workforce Development Total Costs Goal: Approach 68 th Percentile (72 nd in FY 2010)

Institutional Effectiveness: Workforce Development Net Revenue Goal: Approach 95 th Percentile ( 91 st in FY 2010)

Institutional Effectiveness: Credit Student Success  Cohort Retention  Term Retention  Course Retention  Developmental Indicators  College-Level Indicators

Best Practice: Make Definitions Prominent

Institutional Effectiveness: Cohort Retention & Success  Full- and Part-Time Entering Cohorts 3-Year Graduation 3-Year Transfer 3-Year Graduation or Transfer

Cohort Success

Institutional Effectiveness: Term Retention  Fall Credit Students Who Enrolled Next Spring  Fall Credit Students Who Enrolled Next Fall

Term Retention

Institutional Effectiveness

Institutional Effectiveness: Course Retention  College-Level Course Retention  Distance Course Retention  Developmental Course Retention - Math  Developmental Course Retention - English  Developmental Course Retention - Reading

Institutional Effectiveness

Intro to Psych Course Retention Number EnrolledCompletion Rate DistanceSchnecksvilleDistanceSchnecksville Spring %82% Fall %82% Spring %82% Fall %89% Spring %84% Fall %88% Number EnrolledRetention Rate DistanceMainDistanceMain Spring %82% Fall %82% Spring %82% Fall %89% Spring %84% Fall %88%

Institutional Effectiveness

Institutional Effectiveness: College Level Indicators  College-Level Course Retention (repeated)  College-Level Course Completer Success  Student Retention in Core Academic Skill Areas - English Composition I, English Composition II, Algebra, and Speech  Student Completer Success Rates in Core Academic Skill Areas -English Composition I, English Composition II, Algebra, and Speech

Institutional Effectiveness

Institutional Effectiveness: Developmental Indicators  Developmental Course Retention – Math, English, and Reading (repeated)  Developmental Student Retention in First College-Level Course –Math and Writing  Developmental Completer Success Rate in First College-Level Course –Math, and Writing

Institutional Effectiveness

Future Directions

QUESTIONS

 Glynis Daniels, Ph. D., Associate Dean of Institutional Research  Ceil Connelly-Weida, Ph.D. Associate Dean of Planning and Assessment Contact Information