1. Highlights from the District-wide Annual Institutional
Effectiveness Report
Presentation to the Board of Trustees
February 5, 2014

2. Institutional Effectiveness 2012-13
Purpose: to guide the improvement of instructional and student services programs, and to support the development of initiatives designed to promote student success.
Report chapters:
Student Learning, Achievement and Development
Student Outreach and Responsiveness to the Community
Faculty, Staff, and Administrators/Managers
Fiscal Support
Facilities 2

3. Student Success Scorecard 2013
Looking at Coast Colleges’ overall effectiveness based on the seven Scorecard measures/benchmarks (relative to State-wide averages), our strengths are helping students achieve ‘30 Units’, ‘Completion’, and ‘CTE’. District-wide, our results are somewhat mixed for ‘Persistence’, ‘Remedial Math’, and ‘Remedial English’. However, ‘Remedial ESL’ has results that are mostly at or below State-wide average. Of the three colleges, OCC has the best results in six of the seven measures, GWC has the best results in progression through Remedial English.
**Persistence
This is the percentage of first-time students with a minimum of 6 units earned in a fall term who returned and enrolled in the subsequent fall term anywhere in the system.
30 Units
This is the percentage of first-time students who showed intent to complete and who, within six years, earned at least 30 units while in the California Community College System.
Completion
This measure is defined as the percentage of first-time students who earned at least 12 units and who achieved any of the following outcomes within six years: transferred to a four-year college/university, earned an AA/AS degree, earned a Certificate of 18 units or more, or achieved “Transfer Directed” or “Transfer Prepared” status.
Remedial Math, English or ESL
This is the percentage of credit students who start out at any levels below transfer in English, Mathematics, and/or ESL and are followed for six years to determine if they successfully completed a college-level course in the same discipline. The cohorts for each discipline are tracked from the time the student attempts a course any levels below transfer in mathematics, English, and/or ESL course at that college.
Career Technical Education
This is the percentage of students who completed several courses classified as career technical education (or vocational) in a single discipline and succeeded in completing a degree, certificate or transfer related outcome within six years.
Page 8 of IE Report. * Also a Governance Institute Student Success (GISS) Indicator 3

4. Persistence – Comparison of Five Cohorts
The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and enrolled in first three consecutive primary semester terms anywhere in the CCC system.
Page 8 of IE Report. * Also a Governance Institute Student Success (GISS) Indicator 4

5. Achieving 30 Units – Comparison of Five Cohorts Tracked Over Six Years
This is the percentage of first-time students who showed intent* to complete and who, within six years, earned at least 30 units while in the California Community College System.
*Intent: attempted transfer-level math and English in the first three years
Page 8 of IE Report 5

6. Completion* – Comparison of Five Cohorts Tracked Over Six Years
This measure is defined as the percentage of first-time students who earned at least 12 units and who achieved any of the following outcomes within six years: transferred to a four-year college/university, earned an AA/AS degree, earned a Certificate of 18 units or more, or achieved “Transfer Directed” or “Transfer Prepared” status.
Page 8 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 6

7. Remedial Math* – Comparison of Five Cohorts Tracked Over Six Years
This is the percentage of credit students who start out at any levels below transfer in Math and are followed for six years to determine if they successfully completed a college-level course in the same discipline. The cohorts are tracked from the time the student attempts a course any levels below transfer in Math course at that college.
Page 8 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 7

8. Remedial English* – Comparison of Five Cohorts Tracked Over Six Years
This is the percentage of credit students who start out at any levels below transfer in English and are followed for six years to determine if they successfully completed a college-level course in the same discipline. The cohorts are tracked from the time the student attempts a course any levels below transfer in English course at that college.
Page 8 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 8

9. Remedial ESL* – Comparison of Five Cohorts Tracked Over Six Years
This is the percentage of credit students who start out at any levels below transfer in ESL and are followed for six years to determine if they successfully completed a college-level course in the same discipline. The cohorts are tracked from the time the student attempts a course any levels below transfer in ESL course at that college.
Page 8 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 9

10. Career Technical Education – Comparison of Five Cohorts Tracked Over Six Years
This is the percentage of students who completed several courses classified as career technical education (or vocational) in a single discipline and succeeded in completing a degree, certificate or transfer related outcome within six years.
Page 8 of IE Report 10

11. Institutional Effectiveness 2012-13
Cohort Two Levels Below One Level Below Transferable
Math 10%
English 26%
The rate at which our students progress through basic skills is, as we saw from the Scorecard, higher than the State average, however, can we realistically be satisfied with rates of 10% and 25%?
Page 13 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 11

12. Institutional Effectiveness 2012-13
Number of Degrees and Certificates Awarded*
Overall, the number of degrees and certificates awarded increased by 9%. Within that, the number of degrees decreased by 10% but the number of certificates awarded nearly doubled.
Page 26 and 27 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 12

13. Institutional Effectiveness 2012-13
Number of Transfers to CSU and UC*
The number of Transfers to CSU or UC increased by nearly 2% over the last five years. The trends for UC transfers was relatively steady. However, the path to transfer to CSU has had dramatic changes over the last five years due to the ability of our local CSUs to accept transfers.
Page 28 and 29 of IE Report * Also a Governance Institute Student Success (GISS) Indicator 13

14. Annual Total Full-Time Equivalent Students (FTES)
Starting in , the Coast Community College District experienced a decline in annual FTES. FTES declined 8.7% district-wide from to The decline in FTES reflects funding cuts at the State level not a reduction in student demand. In , the District chose to pursue a stabilization strategy in order to avoid layoffs. Thus, the decline in FTES in below the allowed funded level was a targeted strategy. Starting in , the Coast Colleges are pursuing restoration of classes to fully meet the funded FTES level for which the District qualifies.
* Includes California resident, non-resident, credit, non-credit and exempt FTES. 14

15. District Adult Population Served
The fall 2012 CCCD unduplicated credit students 18 years of age or older (38,846) represented 6.4% of the CCCD District adult population of 599,908 according to the 2010 Census data. 15

16. Student Ethnicity 16

17. Student Success Projects and Initiatives
District-Wide
- In June 2013, DegreeWorks – the integrated, online student educational planning (SEP) and degree audit system – has been launched for use by students, counselors and other staff at all three colleges. The implementation of this system allows the colleges to be able to start scheduling courses based on student needs and enhance students’ completion of their educational goals in a timely manner. Having a SEP is one of the requirements of the Student Success Act of 2012 for qualifying for priority registration effective fall 2014. 17

18. Student Success Projects and Initiatives
District-Wide
Starting with the financial aid award year, a streamlined approach and implementation of new systems provide students the ability to submit only one instead of three applications for the Board of Governors’ Fee Waiver and receive financial aid through a consistent method district-wide.
Deployment of data cubes starting in October 2012 has greatly enhanced the analytical capabilities district-wide.
Implementation of enhanced communications to alert students of their status relative to new requirements for eligibility for priority registration effective fall 2014. 18

19. Student Success Projects and Initiatives
Coastline Community College
Enrollment Management Focused on Completion e.g., Block Scheduling, Short Term 4 & 8 Week Classes
Expansion of Student & Academic Support Strategies e.g., Supplemental Instruction, Embedded Tutors, SEP Workshops
Increase of Degree & Certificates Seeking Cohorts e.g., STAR Program (1½ Yr AA) & Cyber Security Certificate/NSF
Innovative Partnerships e.g., Learning First & NCPACE
Responsive Instructional Design
Packaged Fully Online Degrees & Certificates 19

20. Student Success Projects and Initiatives
Coastline Community College
High Impact Practices: e.g., Intensive Case Management & SEP
Holistic Assessment: e.g., Credit of Prior Learning / CLEP
Faculty Leadership: Deeply Committed Faculty
Seamless Pathways: e.g., Learning 1st, ADT, & NCPACE
Student Centered Services: e.g., On-Site, On-Line & DL
Innovative Instructional Delivery: e.g., Mobile, PDA, & Online 20

21. Student Success Projects and Initiatives
Golden West College
Two-Year Guaranteed AA Tracks
Started in fall 2013: 300 seats, 10 tracks, 7 majors
CSU/UC General Education Tracks
Approved ADT Majors
Starting in fall 2014: 540 seats, 18 tracks, 15 majors
Approved Associate Degrees for Transfers Majors
Fundamentally changing scheduling patterns 21

22. Student Success Projects and Initiatives
Golden West College
Year-Ahead Schedule
Designing complete one-year schedule
Enabling students and counselors to plan ahead
A necessary complement to SEP planning in DegreeWorks
Honoring two-year course sequence plans for each major
Augmenting traditional FTES management with the Completion Agenda
Alignment of Student Success Grants
Title III, SSSP, and Basic Skills grants
Forming of the Recruitment to Completion Committee
Braiding the funds to reduce overlaps and silos
Direct focus on measurable outcomes with student success 22

23. Student Success Projects and Initiatives
Orange Coast College
Youth Career Connect—STEM-focused Summer Academy for future students
Basic Skills—Math Boot Camps
Pairs Math 030 with Counseling class and study sessions
Career Services and Counseling Collaboration
Better help students identify pathways 23