2014 Institutional Effectiveness & Student Success Scorecard

1. 2014Institutional Effectiveness & Student Success Scorecard Update on Institutional Effectiveness Process & Report on Student Success Scorecard Prepared by the Office Of Institutional Research May 2014 Presented to the Board of Trusteesby: Dr. Hannah Lawler, Dean, Institutional Research Teresita Rodriguez, Vice President, Enrollment Development

2. Institutional Effectiveness Definition Institutional Effectiveness is the systematic and continuous process of measuring the extent to which a college achieves its mission, as expressed through the goals and strategic objectives developed in an educational master plan

3. 2011-2016 Institutional Effectiveness Cycle/Process • Step 1: Organize Data • Develop IE key indicators (KI) • Select KIs for Institutional Priorities Dashboard and draft targets • Identify KIs needing further inquiry • Step 2: Dig into Data • Conduct follow-up studies • Step 3: Develop Action Plan • Identify areas for intervention and develop strategies for improvement • Step 4: Act • Implement strategies • Step 5: Assess Action Plan • Assess effectiveness of implemented strategies Annually: Key Indicators will be updated with the most recent annual data and a report of the progress of the Institutional Effectiveness process will be reported to the Board of Trustees

4. Update for Year 3 (2013-2014) • Addition of 8 new key indicators • Changes in methodology for 3 key indicators • Elimination of 2 key indicators • Findings from Student Equity Interviews • Impact of Student Behaviors Study

5. Institution-Set Standards v. Target Goals • Institution-set standards: standards reflecting satisfaction performance of student learning and achievement. • Target goals: a measurable outcome expressed either as a quantifiable value (for example, a target of 75%) or a trend (for example, year-over-year decrease), when achieved, will meaningfully move the needle on institutional effectiveness by 2015-2016

6. Institutional Priorities - Standards

7. Institutional Priorities - Target Goals

8. Semesters to Associate Degree Completion

9. Key Findings • SMC did not meet the institution-set standard for the CTE Completion indicator • SMC exceeds the target on one of the indicators • Equity Gap – Completion Rate • SMC meets the target on two of the indicators • Transfer Rate, Equity Gap – Transfer Rate • SMC performs below the 2015-2016 target on four of the indicators… • CTE Completion, Persistence Rate, Basic Skills Improvement, Basic Skills Transition • …However, SMC demonstrates improvement on two of them • Basic Skills Improvement, Basic Skills Transition

10. Basic Skills Strategies

11. Student Equity Interviews Interview with 17 African American and Latino students in Spring and Fall of 2013 (not generalizable to population) Themes from interviews with students: • Intervieweesfeel welcome at SMC. • Proactive and early advising is critical for students’ progress towards their goals. • Intervieweesentered college without the essential college success skills and struggled to adjust to college life. However, the Counseling 20 course helped teach skills and build confidence in many students. • Supportive friends and family members play an important role in guiding and motivating the interviewees in college.

12. Student Equity Interviews (cont.) • Interviewees prefer to study alone in the library, typically in between or immediately after class • Intervieweesvalue campus clubs and activities but are not actively involved in them. • Math is the biggest barrier for the interviewees. • Information becomes actionable for interviewees when reinforced by human contact. • The most successful interviewees have relationships with a faculty/staff member on campus. • According to the interviewees, good teachers are student-centered, promote student-to-student interactions, provide timely feedback, and connect students to resources

13. Impact of Student Behaviors Study

14. Student Success Scorecard Built upon existing ARCC framework

15. Student Success Scorecard Background • Major limitation: excludes students without valid social security numbers (SSNs). • Santa Monica College (SMC) enrolls a large proportion of students without valid SSNs • In fall 2013, 14% of the student population did not report a valid SSN. • Aligns with areas being measured by Institutional Effectiveness Dashboards

16. SMC Scorecard

17. Key Findings • Five-year decreasing trend for the completion, remedial progress, 30 units, and CTE rates. • The college demonstrated improvement in the persistence and CDCP rates over the last five and two years, respectively. • SMC performed better than the system-wide averages on three of the eight metrics (persistence, 30 units, remedial progress ESL)

18. Questions/Discussion