1. Mallory Newell Office of Institutional Research and Planning newellmallory@deanza.edu

2. 2014 Student Success Scorecard (Formerly the ARCC report) http://scorecard.cccco.edu/scorec ardrates.aspx?CollegeID=421

3. Overview Tracks a cohort of students for 6 years 2014 Scorecard focuses on 2007-08 cohort Peer groups only provided for Completion Data available for five cohorts –2003-04 to 2007-08

4. Metrics Completion Rate (formerly the Student Progress and Attainment Rate) Persistence (now includes awards and transfers) 30 Unit Completion Basic Skills English, Math and ESL Completion Career Technical Education Completion

5. Metrics Each metric is disaggregated into: –Overall rate –College Prepared rate (never took a remedial Math or English course) –Unprepared for College rate (took at least 1 remedial math or English course at any time) –Ethnicity –Gender –Age

6. Prepared and Unprepared Prepared for College Level: Lowest attempted course = college level English or one level below college math * If attempted both Math and English, lowest course cannot be remedial. Unprepared for College Level: Lowest attempted course = one level below college English or two levels below college Math

7. Cohorts To be included in the cohort, students must fulfill the following criteria in 3 years: –First-time students –Successfully complete at least 6 units anywhere in the CCC system, students with units outside the system are excluded –Attempt any level Math or English, including basic skills The same cohort is used for the Completion Rate, Persistence Rate, and 30 Unit Completion Rate.

8. Completion Rate The percentage of first-time students with 6 or more units earned who attempted any math or English in the first three years (including basic skills) and earned any of the following in six years: –A.A. or A.S. or Certificate –Transfer to 4-year institution –“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)

9. 2007-08 cohort total: De Anza = 3,034; African American = 105; American Indian = 20; Asian = 1,381; Filipino = 185; Latino/a = 426; Pacific Islander = 23; White = 641 2003-04 63.3% College Rate 2007-08 66.9% Statewide

10. Persistence Rate Percent of students that enroll continuously for 4 quarter terms upon entry. –Note: students who transfer or attain a degree or certificate are now included in the Persistence Rate.

11. 2007-08 cohort total: De Anza = 3,034; African American = 105; American Indian = 20; Asian = 1,381; Filipino = 185; Latino/a = 426; Pacific Islander = 23; White = 641 68.6% 71.5% College Rate Statewide

12. Basic Skills Cohort: –Math = 2-4 levels below transfer –English = 1-4 levels below transfer –ESL = all levels below transfer Outcome: Within 6 years successfully complete: –English = complete college level English –Math = complete 1 level below or college level –ESL = complete ESL series or a college level English course

13. 2007-08 cohort total: De Anza = 1,932; African American = 98; American Indian = 11; Asian = 757; Filipino = 164; Latino/a = 377; Pacific Islander = 27; White = 345 70.3% 72.1% Statewide

14. 2007-08 cohort total: De Anza = 2,058; African American = 129; American Indian = 22; Asian = 462; Filipino = 190; Latino/a = 483; Pacific Islander = 44; White = 542 44.5% 53.5% Statewide

15. 2007-08 cohort total: De Anza = 902; African American = 24; American Indian = 0; Asian = 644; Filipino = 10; Latino/a = 70; Pacific Islander = <10; White = 104 37.4% 45.8% Statewide

16. CTE Completion Rate Cohort: Students who complete a CTE course for the first-time and complete more than 8 units in 3 years in a single discipline. Outcome: Within 6 years achieved any of the following: - A.A. or A.S./Certificate –Transfer to 4-yr institution –“Transfer-Prepared” (60 UC/CSU transferrable units with GPA=>2.0)

17. 2007-08 cohort total: De Anza = 3,222; African American = 126; American Indian = 15; Asian = 1,342; Filipino = 146; Latino/a = 479; Pacific Islander = 42; White = 803 54.9% College Rate 61.0% Statewide

18. What’s Next? How is this information useful to us? How can we use this data to set priorities in our planning and resource allocation processes? We will need to revisit our Institutional Metrics within the Educational Master Plan