Noncredit Accountability Powerpoint
Transcript of Noncredit Accountability Powerpoint
ASCCC Noncredit Spring Accountability
Telling the Noncredit Story through Accountability Reporting
ASCCCAd Hoc Noncredit Committee
2009 - 2010
Janet Fulks, Bakersfield College, ChairReynaldo Ortiz, College of the Desert
Vivian Ikeda, City College of San FranciscoSylvia Ramirez, MiraCosta College
Marsha Elliott, North Orange County CCD – NoncreditMarne Foster, San Diego Continuing Education
Welcome and Introductions Noncredit Student Voices Current Noncredit Accountability Reports Healthy Metrics and Accountability CB 21 Recoding for Basic Skills – Review of
the Rubrics – Coding in Teams Data collection strategies – Examples from
Colleges Group Work
Student Pathways ABE / ESL to ASE to Credit Advising Issues – linkages with instruction
and student services
Outcomes Participants will:
Understand the main accountability indicators currently reported
Illustrate the components of good reporting and accountability
Develop expertise in CB 21 coding of noncredit courses Evaluate the issues and limitations with indicators Report issues with current measures Brainstorm other possible measures of noncredit success Describe what some other colleges are doing in
accountability Collect other best practices Plan to assimilate information into local action
Student Success Stories!Esperanza
(an ABE/soon-to-be college student)
The Important Role of NoncreditETHNICITY % Total
Enrollment Credit Basic
Skills/ESL Enrollment
% Total Credit Basic
Skills/ESL
Noncredit Basic
Skills/ESL
% Total Noncredit
Basic Skills/ESL
AFRICAN-AMERICAN
7% 38,265 11.3% 7,900 3.5%
ASIAN 12% 45,880 17% 34,933 15.5%
FILIPINO 3% 10,069 3% 3,012 1.3%
HISPANIC/ LATINO
30% 140,270 41.3% 117,232 52.1% NATIVE
AMERICAN 1% 3,067 0.9% 694 0.3%
OTHER, NON-
WHITE
2% 6,471 1.9% 9,688 4.3%
PAC ISLANDER
1% 2,912 .9% 688 .3%
WHITE 35% 74,080 21.8% 27,724 12.3% UNKNOWN 8% 15,931 4.88% 37,511 9.54%
TOTAL 339,278 100% 225,097 100%
CCC General Student Ethnicity 2008-2009 in the General, Credit and Noncredit Population Compared to California’s Current and Projected Population
Ethnicity
ETHNICITY % Total Enrollment
% Total Credit Basic
Skills/ESL
% Total Noncredit
Basic Skills/ESL
California Population
2010
California Population Ethnicity
Projection 2050
AFRICAN-AMERICAN 7% 11.3% 3.5% 6% 5%
ASIAN 12% 17% 15.5% 12% 13%
HISPANIC/ LATINO 30% 41.3% 52.1% 37% 52%
NATIVE AMERICAN 1% 0.9% 0.3% 1% 1%
PAC ISLANDER 1% .9% .3% 0% 1%
WHITE 35% 21.8% 12.3% 42% 26%
Accountability“Metrics that tell the story…” What kind of
ARCC do you want to build?
Noncredit is all things to all people; everyone is on board
Gathering data is tough In some cases we have good
data but can’t seem to get it on the boat or in the report
In other cases we cannot get good data about what is in the boat or where the boat is going
Considering AccountabilityHealthy accountability should: Address higher level learning
outcomes Report on authentic student
proficiencies Indicate potential interventions and
improvement Target improved practice not just
reporting
Previously Credit attached to units Grades Degrees, certificates
Now – What are students able to do? Student learning outcomes
In Credit Education How Have We Defined Accountability?
The Puzzle of AccountabilityCurrent statewide data only 2.3 – 5.1% of noncredit students transition
to credit All noncredit courses without grades report
zero success.
Is this the noncredit story?
Noncredit needs to: Describe noncredit work for funding and accountability Explain how and why noncredit is different from credit Identify metrics that reflect the work of noncredit Go beyond reporting numbers
Numbers may measure what you want – or may not Numbers without context are misleading Numbers don’t correct problems Qualitative data is essential Most noncredit programs have no researcher
The Puzzle of Accountability
Defines what a student should be able to do Identifies a way to assess it Collects accurate and relevant data based
on the appropriate assessment Analyzes and discusses the data Changes practice
You have always done this!!!
Healthy and Responsible Accountability
Healthy and Responsible Accountability
Should acts like vital signs or a compassinforming practice
What could this mean in noncredit? Progress from ABE to ASE Completion of GED Citizenship Completion of ESL Civics
modules Bridging to credit CDCP certificates CASAS (
https://www.casas.org/home/index.cfm)
Reporting requires functional processes at several levels
Existing Accountability Reporting in Community Colleges Three annual accountability reports
1. Focus on Results: Accountability Reporting for the California Community Colleges (ARCC)
2. Career Development and College Preparation in the State: Supplement to the ARCC Report
3. Basic Skills Accountability (ARCC Supplemental)
“report cards” on a variety of measures
Mandated Reporting Other Reporting Accountability Reporting
(ARCC, ARCC supplemental, etc)
Career Technical Education (CTE) Perkins Core Indicator
Reports Perkins Allocations
Justification & Funding Matriculation EOPS DSPS
BOGW Administrative Funding
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How do we use COMIS* data?
Federal Integrated Postsecondary
Education Data System (IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
* Chancellor’s Office MIS Data
Research Questions• Legislative Analyst Office • Department of Finance • California Postsecondary Education Commission • California Student Aid Commission• Public Policy Institute• UC/CSU• Legislature – Committees and individual members• Community College Organizations• Newspapers• Labor Unions
Data Matches• Transfer to UC/CSU/NSC match• Dept. of Social Services • EDD/UI Match/Wage Study
Accountability Reporting
Justification & Funding • Matriculation• EOPS• DSPS
Career Technical EducationPerkins Core Indicator ReportsPerkins Allocations
BOGW Administrative Funding
Federal Integrated PostsecondaryEducation Data System (IPEDS) Reporting
CCC Data MartAnnual Staffing Report
*CCCCO Management Information Systems
Statewide ARCC Data 2008-2010
ARCC DATA Statewide Rates Indicator 2008 2009 2010
Student Progress & Achievement 51.2% 51.8% 52.3% Completed 30 or more units 70.4% 71.2% 72.4% Fall to Fall Persistence 68.3% 69.2% 68.7% Voc Ed Course Completion 78.2% 77.7% 77.6% Basic Skills Course Completion 60.5% 60.5% 61.5% Basic Skills Course Improvement 50.0% 51.2% 53.8% ESL Course Improvement 44.7% 50.1% 50.2%
Is this the noncredit story?
CDCP– Career Development & College Preparation Certificate = a simple accountability metric Noncredit is funded less per FTES than credit SB 361 increased noncredit funding from
$2,626 per FTES to $3,092 per FTES CDCP includes basic skills, ESL, CTE and
“workforce preparation” courses Applies to students enrolled in a sequence of
courses leading to career development or college preparation (CDCP certificates)
Problem with Minimum Qualifications
CDCP Progress and Achievement Rate Cohort
Students taking courses for the first time at any CCC Did not enroll in any credit courses during the first term
they enrolled in CDCP Must have completed 8 or more positive attendance hours
in CDCP courses within their 1st two terms of attendance Performance indicators – within 3 years
Completed at least 1 degree-applicable credit course Earned a CDCP certificate Achieved “transfer-directed” status Achieved “transfer-prepared” status Earned an AA, AS, and/or credit certificate Transferred to a 4-year institution
Persistence Indicators
Is this the noncredit story?
CDCP: Wage Trends
Is this the noncredit story?
CDCP: Wage Trends
CDCP Wage Reporting
Potential Problems with the CDCP Reporting Cohort
Students taking courses (CDCP or CDCP plus other noncredit courses) for the first time at any CCC
Like ARCC, this excludes students who take a CDCP course subsequent to a credit course
Only system-level data reported – noncredit students across the state (no college-level data)
Reports progress through English, Reading, Math, ESL levels to transfer
Needs work on ABE/ASE, VESL Reports transition to credit Reports degrees or certificates in credit
All of these are currently zero for noncredit because there are no grades or way to track successful progress to outcomes
See Handout
Potential Problems with the New ARCC Supplemental Report
ARCC Supplemental
Is this the noncredit story?
ARCC Supplemental
Is this the noncredit story?
CollegeTotal
StudentsReceived
Orientation Percent
Received Placement
Assessment PercentReceived
Counseling PercentReceived Followup Percent
Mt. San Antonio 2728 396 14.5% 165 6.0% 40 1.5% 92 3.4%Mt San Jacinto 422 9 2.1% 36 9.5% 4 0.9% 7 1.7%
Napa 426 1 0.2% 0 0.0% 2 0.5% 0 0.0%North Orange Adult 3942 509 12.9% 509 12.9% 157 4.0% 38 1.0%
Volume and Percentage of First Time Noncredit Students Receiving Matriculation Services
(CB) Course Basic Data Elements
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Every course is described or defined by 24 course basic data elements (CB)
Some examples: Course title (CB 02) TOP code (CB 03) Credit status (CB 04)
Credit – degree applicable Credit – not degree applicable Noncredit
Transfer status (CB 05) Basic skills status (CB 08) Course Prior to Transfer Level (CB21) Noncredit Category (CB22)
CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER
Student Success Conference 2009 30
Discipline Credit Noncredit Likely bridge to credit
Math Four levels CB 21 A, B, C, D
Six levels CB 21 A, B, C, D, E, F
Levels C & D
English Four levels CB 21 A, B, C, D
Seven levels CB 21 A, B, C, D, E, F, G
Level B or C
Reading Four levels CB 21A, B, C, D
Five levels CB 21A, B, C, D, E
Level A or B
ESL 6 levels ESL Reading CB 21A, B, C, D, E, F
8 levels ESL Integrated CB 21A,B,C,D,E, F, G, H
Includes vocational and Cultural skills
Most noncredit end 2 levels prior to English 1 A at Level B6 levels ESL Writing
CB 21A, B, C, D, E, F6 levels ESL Speaking & Listening CB 21A, B, C, D, E, F
TOP code changes
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Deleted T.O.P. codes New T.O.P. Code or Existing Codes4930.21 – Writing4930.70 – Reading Skills Development 4930.71 – Reading Skills, College Level
1501.00 – English (writing)1520.00 – Reading
4930.40 – Career Technical Computational Skills4930.41 – Pre-Algebra (Basic Math/Arithmetic)4930.42 – Elementary Algebra
1701.00 – Mathematics, General1702.00 – Mathematics Skills
4930.20 – Communication Skills 1506.00 – Speech Communication or 4930.33 – Learning Skills, Speech
Impairedor Other appropriate T.O.P. codes
4930.80 – ESL–Intermediate4930.81 – ESL–Advanced4930.82 – ESL–Elementary4930.83 – ESL–Degree-applicable
4930.84 – ESL Writing4930.85 – ESL Reading4930.86 – ESL Speaking/Listening4930.87 – ESL Integrated
4930.91 – ESL Civics 4930.87 – ESL Integrated or 4930.90 – Citizenship
CB21 Rubrics “Design to Implementation”
Sample ESL course outline Breakout groups:
Review your course How will the rubrics be used? Who will be involved? What challenges/barriers do you anticipate? What strategies will you use to implement?
Report Out
ESL Course OutlineWrite a paragraph of 125 words that has a topic sentence and supporting details
Write a narrative paragraph in chronological orderWrite a descriptive paragraph in spatial orderWrite a persuasive paragraph with supporting reasons and evidenceWrite simple and compound sentences using correct word orderApply the writing process of brainstorming, drafting, revising, and editing (including peer reading and instructor feedback) to paragraph writingIdentify subjects and verbs in a sentence. Edit their own writing for the following:Correct verb tense (simple present, simple past, future, present continuous, past continuous, present perfect, present perfect continuous)Irregular verb formsSubject verb agreementCapitalizationRun –on sentences and comma splicesIdentify the passive voice and its usesIdentify gerunds, infinitives, and base form verbalsIdentify dependent clausesDemonstrate correct use of coordinating conjunctions Demonstrate ability to use a dictionary to edit their own writing
Reading Course OutlineUpon completion of Reading 961 the student will: Condition of Learning: Students will be able to demonstrate the following
outcomes on readings approaching college level. 1. Apply vocabulary-building strategies to improve their analysis of
readings.2. Demonstrate a literal comprehension of readings, through identification
and analysis of main ideas, supporting details and rhetorical patterns of organization and development.
3. Critically analyze and evaluate reading material; make inferences; determine a writer’s purpose and tone; and apply rhetorical reading strategies.
4. Monitor positive and negative comprehension signals and apply appropriate strategies to correct incomplete comprehension in a variety of reading modes.
5. Perceive themselves as achieving college level reading skills.
CB 21 Coding the CB 21 information Problems Feedback on rubrics
What is going on with these data?Problems Definitions are
incomplete Metrics are not
valued Data tracking is often
not meshed with MIS No way to indicate
progress or completion
Solutions Define from the field Educate about metrics
– benefit and value along with negative consequences
Describe useful data tracking - e.g. College of the Desert committee, Mira Costa method, North Orange DREAM TEAM
Discuss progress markers or grades
Potential Additional Metrics Citizenship ABE/ASE Student identified outcomes – help
children with homework, get a job,etc CASAS
Examples of Solutions to these Accountability Problems Is this REALLY the NONCREDIT Story? College of the Desert San Diego Continuing Education School of Continuing Education
NOCCCD MiraCostaLunch 12-12:30 and come back for the
solutions and local college work
Is This ReallyOur Story? College of the Desert
College of the DesertBSI Research Project for Academic Improvement Mission Statement
The BSI Research Project for Academic Improvement will close the loop between research and effective action in all areas requiring basic skills by providing the right information to the right people at the right time.
Values Statement : We value a research project that is: Informative: It delivers data in ways that effectively
inform efforts to improve learning; Supportive: It includes mechanisms to help faculty and
administrators understand, value and use research; Readily available: It makes data and information easily
available in user-friendly formats.
College of the DesertBSI Research Project for Academic Improvement Data sets for research agenda
All new students each year Affective and practical data (SSTK, CCSSE, others) Academic data
Baseline data FA/SP 2005 through 2009
Longitudinal data Each year, new cohort Research, Report
College of the DesertBSI Research Project for Academic Improvement Gathering data
Committee Contractor Data Warehouse
Providing Information Data based Usable formats Standardized Customized
Closing the Loop Training Research Projects
Is this really our story? San Diego Continuing
Education Recorded CDCP Progress
San Diego Continuing Education Actual CDCP Progress
2005-2006 to 2007-2008
CDCP Progress and Achievement Rate
4.2%
2005-2006 to 2007-2008
CDCP Progress and Achievement Rate
17.2%
Is this really our story?San Diego Continuing Education
National Reporting System Performance Report for Level Completion Rates based on CASAS Testing
ESL Level SDCE Performance 07’-08’(Against only pre-post test results)
CA State Goals 2008-2009
SDCE Performance 08’-09’(Against only pre-post test results)
Beg. Lit. 71.81% 42% 70%Beg. Low 80.14% 35% 78.37%Beg. High 73.38% 48% 73.70%Inter. Low 63.05% 44% 67.02%Inter. High 62.86% 43% 61.90%Adv. 33.36% 22% 27.80%
Is this really our story?San Diego Continuing Education
CERTIFICATES AWARDEDESL (2008-2009) CTE (2008-2009) Parenting (2008-
2009)Reported Estimated
ActualReported Estimated
Actual*Reported Estimated
ActualBeg. Low=0
90-110 BIT= 150 Baby Sign Language=0
50-60
Beg. High=0
90-110 Culinary Arts=
96 Early Child Developt=0
60-80
Inter. Low=0
90-110 CNA= 120 Family Comm.=0
40-50
Inter. High=0
90-110 Metals= 80 Effective Parenting=0
50-65
Adv.=0 90-110 Auto= 60 Family Relations= 0
40-50
*Reported by Student Manager
Is this really our story?San Diego Continuing Education
What Students Are Saying About SDCCE BSI: Accentuate the Qualitative!
52% of the students strongly agree
they have made progress in their academic skills ….
=100% Wow!
48% of students agree they have made progress in their academic skills
64% of the students strongly agree
the instructors understand their learning needs
=100% Wow!
36% agree that the instructors understand their learning needs
the instructors understand their learning needs
40% of the students strongly agree
The counselor(s) are available for them when they are needed
=92% Wow!
52% of students agree The counselor(s) are available for them when they are needed
Is this really our story?San Diego Continuing Education
SDCE Success Indicators for a New ARCC
Persistence Rates
Pre-Post Test Scores *TABE *CASAS *Custom
Certificates
Students’ Personal Goals Achieved
Is this really our story?
Data Link
2007-08 SCE Award Data from MIS
Award hours Program Type CountsUnknown (Top code 99) 9
192 – to fewer than 288
Business and Management 27288 – to fewer than 480
Family and Consumer Sciences 9288 – to fewer than 480
Health 20960 or more Interdisciplinary Studies 214
Total 279
SCE Actual Data
Program Type CountsAdministrative Assistant 62Management 10Early Childhood Education 21Pharmacy Technician 50High School Diploma 322
Total 465
Data Collection Strategies SCE’s “You Count!” Campaign
Collecting more SSN’s
DREAM team efforts Program improvement Tracking student progress
Benefits of Banner Assessment scores Enrollment trends Certificates earned
Data Collection (cont’d) Who is your district
ARCC contact? Who on your campus is
sending data to CCCCO? If it’s an IT person, it’s
simply data Establish a relationship Find out what’s in the
CCCCO Data Mart
Is this really our story?
2008-09 SCE Award Data from MIS
Award hours Program Type Counts
192 – to fewer than 288
Business and Management 32
288 – to fewer than 480
Family and Consumer Sciences 34
288 – to fewer than 480
Health 40960 or more Interdisciplinary Studies 303
Total 409
SCE Actual Data
Program Type CountsAdministrative Assistant 42Management 1Early Childhood Education 48Pharmacy Technician 72High School Diploma 307
Total 470
MiraCosta Noncredit ESL Data 2008 - 2009Term I Persistence % Promotion %Morning Classes 80% (10% Perfect Attendance) 43%Evening Classes 80% (7% Perfect Attendance) 47%Term IIMorning Classes 79% (9% Perfect Attendance) 50%Evening Classes 79% (7% Perfect Attendance) 56%Term IIIMorning Classes 81% (8% Perfect Attendance) 30%Evening Classes 76% (5% Perfect Attendance) 54%Term IVMorning Classes 78% (10% Perfect Attendance) 63%Evening Classes 74% (8% Perfect Attendance) 46%
MiraCosta Noncredit ESL Data 2008 - 2009 Overall Persistence Rate – 78% Overall Promotion Rate – 49% Overall Persistence in open entry and
off site – 77% (range from 65% - 90%)Note: We have averaged 79%
persistence and 50% promotion rates since 2002
MiraCosta Noncredit ESL Data 2008 - 2009We also report:1) FTES and CASAS Benchmarkshttps://www.casas.org/home/index.cfm1) Statewide Performance Goals and our
actual performance2) Drop out/Stop out reasons3) Demographics4) Student Learning Outcome Data (SLOs)
MiraCosta Noncredit ESL Data Does it make a difference?The Superintendent/President of our
college wrote, “This is an outstanding newsletter
highlighting the outstanding work of our ESL colleagues. Congratulations and please extend my thanks to our folks in ESL.”
We think it does!
Noncredit: “Student Pathways – Work
Credit
A Better Life
Credit students use NoncreditStatewide (Since 1992) –
1 out of 6 credit students
have enrolled in Noncredit
Source: Patrick Perry, Vice Chancellor Technology, Research & Information Systems, System Office.
Linking Noncredit to Credit Instruction
Individual Quick Write: Three Guiding Questions What are the critical skills my noncredit students require to successfully transition to
credit academic and vocational courses? What has my college done to establish pathways for students to transition from
noncredit to credit academic and vocational courses? What are the obstacles? What has worked well? How do I define my role in assisting students in my program transition to credit
academic and vocational courses? Panel Presentation of current projects that promote the successful transitions from
noncredit to credit academic and vocational courses. Discussion Groups Small group discussion, having participants share/discuss the Three Guiding
Questions from Quick Write. Convene whole group. Share summary of responses from each group Close with research statements about the importance of the transition process and
a discussion of next steps.
Linking Noncredit to Credit Instruction
Matriculation Services: Career Awareness, Career Assessment, Educational planning, AB 540 implicationsEducational Opportunities: Basic Skills, Work enhancement, Certificates, Degrees, Transfer, EnrichmentIssues: Foreign Transcript Evaluation, Navigating the community college process, Support Programs and Services, English and Math Flow - non-credit to creditPrerequisite skills and knowledge: Computer skills, Form completion, Time management
Statewide Efforts Noncredit Paper and
Recommendations Adjunct PCAH Title 5 MQs Noncredit Pilot Progress Indicators
Taskforce