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The Voluntary Framework of Accountability

The Voluntary Framework of Accountability. for community colleges, by community colleges. THE VFA Webinar: Cohorts and Data. Overview of the Metrics Manual How to find it What it contains Organization of content Quick review of VFA Areas SPO Cohorts Sub cohorts

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The Voluntary Framework of Accountability

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  1. The Voluntary Framework of Accountability for community colleges, by community colleges

  2. THE VFA Webinar: Cohorts and Data • Overview of the Metrics Manual • How to find it • What it contains • Organization of content • Quick review of VFA Areas • SPO • Cohorts • Sub cohorts • Non-cohort measures (passing grade percent) • Developmental Education clarification • Workforce/CTE • Identification of populations • Not SPO cohorts • What is CTE? • Reliance on UI for many of the measures • Noncredit CTE • ABE/GED • SLO

  3. THE VFA MEASURES • The VFA is composed of measures in 3 broad areas: • Student Progress and Outcomes • Workforce (CTE) [and Economic, and Community Development] Outcomes • Student Learning Outcomes

  4. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES • Student Tracking for SPO Measures • The VFA Cohort (two main cohorts) • 6-year retrospective [go 6 years back from the most recently completed academic year, which is 2011-12; cohort is fall 2006] • 2-year retrospective [go 2 years back from the most recently completed academic year, which is 2011-12; cohort is fall 2010] **The main cohorts are first-time in your college • The VFA Sub-cohorts (two sub-cohorts) • Credential seeking, behaviorally defined • First-time in college • Disaggregation of Main Cohorts and Sub-cohorts by: • Enrollment (full-time/part-time); Age; Gender; Pell Status; Race/ethnicity; College/Not College Ready

  5. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES • Developmental Education Progress Measures • % of students referred that attempted their first math, English, or reading developmental education course • % of students referred that completed highest level math, English, or reading developmental education course • % of students referred that completed any college-level course in math or English • % of students referred that completed all developmental education

  6. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES • Two-Year Progress and Outcomes Measures • % of credit hours successfully completed in the first term of the cohort • % of students who reached credit thresholds by end of year two (24=part-time; 42=full-time) • % of students who were retained from fall (term one) to their next academic term or completed a formal award • % of students who reached year two outcomes as follows: • Completed certificate or degree • Transferred to a 2-year or 4-year institution • Still enrolled at initial institution • % of credit hours successfully completed at end of year two

  7. STUDENT PROGRESS AND OUTCOMES (SPO) MEASURES • Six-Year Outcomes Measures • % of students who earned an associate’s degree – without transfer • % of students who earned an associate’s degree – with transfer • % of students who earned an award of less than associate’s degree (certificate) – with transfer • % of students who earned an award of less than associate’s degree (certificate) – without transfer • % of students who transferred to another post-secondary institution, with no degree or certificate • % of students who were still enrolled during the sixth academic year • % of students who left institution without an award and without transfer having earned 30 or more semester credit hours (or equivalent) • % of students who left institution without an award and without transfer having earned less than 30 semester credit hours (or equivalent)

  8. SIX-YEAR OUTCOMES Main Cohort

  9. WORKFORCE, ECONOMIC, AND COMMUNITY DEVELOPMENT (WECD) • Student Tracking of WECD Measures • Outcomes that examine what happens upon leaving the institution • Workforce/CTE • ABE/GED • Completers/Leavers: who are these students?

  10. WORKFORCE, ECONOMIC, AND COMMUNITY DEVELOPMENT (WECD) • Workforce/Career and Technical Education (CTE) • Number of awards in CTE • Licensure exam passing rate • % of CTE students that complete a program (both credit and non-credit) or earned 90 contact hours and are employed with a livable wage • Median wage growth of CTE students • Non-Credit Workforce/CTE Courses • Non-credit workforce enrollment • Number of state/industry-recognized credentials • Transition from non-credit to credit • Adult Basic Education / GED • % of students who complete ABE / GED • % of ABE / GED students who enroll in more education • % of ABE / GED students who gain employment

  11. NATIONAL INSTITUTE FOR LEARNING OUTCOMES ASSESSMENT Providing Evidence of Student Learning: A Transparency Framework Components of Student Learning Assessment http://www.learningoutcomeassessment.org/TransparencyFrameworkIntro.htm

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