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CB21-ARCC-CDCP: Showing Success Marcy Alancraig, Cabrillo College Janet Fulks, ASCCC

CB21-ARCC-CDCP: Showing Success Marcy Alancraig, Cabrillo College Janet Fulks, ASCCC. Asking Relevant Questions. Consider the “Stimulus Package” and the tarp bailout funds. Should the people receiving the money be required to account for how they spend it?

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CB21-ARCC-CDCP: Showing Success Marcy Alancraig, Cabrillo College Janet Fulks, ASCCC

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  1. CB21-ARCC-CDCP: Showing SuccessMarcy Alancraig, Cabrillo CollegeJanet Fulks, ASCCC

  2. Asking Relevant Questions • Consider the “Stimulus Package” and the tarp bailout funds. Should the people receiving the money be required to account for how they spend it? • If you went back to college to work on another degree and spent $10-15,000 per year, what expectations would you have for that investment?

  3. The Puzzle of Accountability • This is accountability. • BUT just reporting numbers is only part of the puzzle • Numbers may measure what you want – or may not • Numbers without context are misleading • Numbers don’t correct problems

  4. Why Does Accountability Matter?

  5. Why Does Accountability Matter? • What comes to mind when you hear accountability in education? • What comes to mind when you hear “accountability in non-credit”?

  6. What Happens When Accountability Goes Wrong?

  7. No Child Left Behind • Based on Faculty performance of objectives • Detailed and non productive • Focuses on content • Limits reporting to statistical data • No dialogue • No direction for interventions

  8. No Child Left Behind is Unhealthy Accountability • Should be based on higher level outcomes • Should help improve practice • Should be based on authentic student proficiencies • Should indicate potential interventions and improvement

  9. Healthy and Responsible Accountability

  10. So How Does Healthy Accountability Work? • Define what student should be able to do • Identify a way to assess it • Collect the accurate and relevant data based on your assessment • Analyze and discuss the data • Change what you do because of the results • You have always done this!!!

  11. In Credit Education How Have We Defined Accountability? Previously • Credit attached to units • Grades • Degrees, certificates Now – What are students able to do? • Student learning outcomes

  12. Student Success • Turn to the person next to you and share about a successful student you had. • How did you know the student was successful? • How did the student show you that he or she was successful? • How did the student know she or he was successful?

  13. Accountability Metrics in Noncredit • 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 Framework • “report cards” on a variety of measures

  14. Why Noncredit Accountability? • Three significant bills passed in California Legislature Where there is money – there must be accountability! This is credit and noncredit too!

  15. Enhanced Noncredit Funding • Noncredit gets funded less per FTES than credit • SB 361 increased noncredit funding from $2,626 per FTES to $3,092 per FTES • Applies to students enrolled in a sequence of courses leading to career development or college preparation (CDCP certificates)

  16. Focus on Results: ARCC Report • System- wide statistics • College-level statistics • 1 noncredit performance indicator – CDCP Progress and Achievement Rate

  17. Statewide Indicators

  18. Sample College Level Indicators

  19. CDCP Progress and Achievement Rate Specific to Noncredit • 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 • Only System-level data

  20. CDCP Progress and Achievement Rate • Performance indicators – achieved any of the following within 3 years of entry • 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

  21. Persistence Indicators

  22. What Would Healthy Accountability Look Like In Noncredit? • Think back to the student you discussed earlier. • What would indicate success? • What would you need to know to improve your teaching and contribute to that student success?

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