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Local Goal-Setting for Student Success Metrics: New Vision for Success

This article outlines the local goal-setting process for student success metrics, aligning with the state chancellor's vision for success. It includes key goals, measures, and strategies to improve student completion, transfer, workforce readiness, unit accumulation, and equity.

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Local Goal-Setting for Student Success Metrics: New Vision for Success

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  1. Student Success Metrics PBC: January 16, 2019

  2. Local Goal-SettingNew Vision for Success from State Chancellor: 5key goals as of July 2017 Local Boards must: • Adopt local goals aligned with the Vision for Success • Ensure local goals are measurable • Align our comprehensive plan to our new local goals • Align our budget with our comprehensive plan • Specify timeline for improvement • Submit adopted goals to the CCCCO by May 31, 2019

  3. Vision for Success GoalsChancellor’s Goal GOAL 1: Completion Associate degrees, credentials, certificates, or specific job skill sets for in-demand jobs Increase by 20% by 2021-22 Increase by 30% of 2021-22 GOAL 2: Transfer Transfers to a UC or CSU GOAL 3: Unit Accumulation # of units accumulated by CCC students earning associate degrees Decrease from 87 (average units) to 72 GOAL 4: Workforce % of exiting CTE students who report being employed in their field of study Increase % of CTE graduates employed in their field from 69% (statewide average) to 76% GOAL 5: Equity Reduce equity gaps across all of the above measures through faster improvements among traditionally underrepresented student groups Cut achievement gaps by 40% by 2021-22 and fully close them for good by 2026-27

  4. Vision for Success GoalsInstitution-set Standards (ACCJC) GOAL 1: Completion Associate degrees, credentials, certificates, or specific job skill sets for in-demand jobs Degrees and certificates awarded GOAL 2: Transfer Transfers to a UC or CSU Transfers to 4-year colleges and universities GOAL 3: Unit Accumulation # of units accumulated by CCC students earning associate degrees None • CTE certificates and degree programs which have licensure requirements • # of such programs • Licensure exam pass rates for those programs • Job placement rates GOAL 4: Workforce % of exiting CTE students who report being employed in their field of study GOAL 5: Equity Reduce equity gaps across all of the above measures through faster improvements among traditionally underrepresented student groups Not in institution-set standards now (in Equity Plan)

  5. Vision for Success GoalsChancellor’s GoalCañada Metrics* GOAL 1: Completion Associate degrees, credentials, certificates, or specific job skill sets for in-demand jobs Increase by 20% by 2021-22 Degrees: 558 Certificates: 372 Total 920 184 more? Increase by 30% of 2021-22 GOAL 2: Transfer Transfers to a UC or CSU UC: 121 CSU: 184 Total 305 92 more? GOAL 3: Unit Accumulation # of units accumulated by CCC students earning associate degrees Decrease from 87 to 72 (average units) Units (avg): 93 21 less? GOAL 4: Workforce % of exiting CTE students who report being employed in their field of study Increase % of CTE graduates employed in their field from 69% (statewide average) to 76% CTEOS survey sample 65% GOAL 5: Equity Reduce equity gaps across all of the above measures through faster improvements among traditionally underrepresented student groups Current Equity Plan Goal (example): Increase fall to spring persistence rate for DI students (focus on African American/Black (5%) and Latinx/Hispanic (3%) students) over two years Cut achievement gaps by 40% by 2021-22 and fully close them for good by 2026-27 *Data is for 2017-18 academic year (except UC transfers). CSU transfers: Skyline=518; CSM=426 in 2017-18; UC data for 2017: Skyline=164; CSM=247. Units earned are for 2017-18 (v. 3-year avg (100)shown on Oct. Flex)

  6. Student Equity & Achievement Plan (new) • Successful enrollment • Persistence (Fall to Spring) • Transfer to 4-year • Completion of transfer level math and English • Degree and certificate (18+ units) completion • (add: HS equivalency and noncredit certificates)

  7. Student Equity & Achievement Plan (new) • (A) Current or former foster youth. • (B) Students with disabilities. • (C) Low-income students. • (D) Veterans. • (E) Ethnic and racial categories • (i) American Indian or Alaska Native. • (ii) Asian. • (iii) Black or African American. • (iv) Hispanic or Latino. • (v) Native Hawaiian or other Pacific Islander. • (vi) White. • (vii) Some other race. • (viii) More than one race. • (F) Homeless students. • (G) Lesbian, gay, bisexual, or transgender students. • (H) Gender • (I) Additional categories of students determined by the governing board of the community college district. • Successful enrollment • Persistence (Fall to Spring) • Transfer to 4-year • Completion of transfer level math and English • Degree and certificate (18+ units) completion • (add: HS equivalency and noncredit certificates)

  8. PBC Timeline - Spring 2019 ACCJC Institutional Self-Evaluation • February: DRAFT of complete ISER circulates campus-wide • March 20: PBC approves final ISER • April 24: Board of Trustees presentation Student Equity Plan • April 17: PBC approves Student Equity Plan • May 15: Board of Trustees Presentation • June 30: Submission of approved plan to CCCCO Student Success Goals • February – April: Review data and set local goals • May: Local goals go to SMCCD Board and to CCCCO by May 31 Annual Strategic Plan • March-April: develop draft (in conjunction with other SEA, Enrollment Management, and other plans) • May 15 adoption for 2019-20

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