Next Generation of Community College Accountability

Longitudinal data will provide more opportunities for college administrators, faculty, and state agencies to follow students into, through, and out of college. This presentation discusses potential models for the next generation of community college accountability. Presented to the Community College Leadership Initiative Consortium (CLIC) at 9/8/2011.

Transcript

1. Tom Schenk Jr., Consultant
2. American Community College 2
3. Longitudinal Studies 3
4. Longitudinal Data • • • • • • • 4
5. Longitudinal Administrative Data 5
6. Essential Elements 6
7. State Actions 7
8. National Student Clearinghouse Student Records Student Courses Student Awards Employee Records Faculty Positions Unemployment Insurance Iowa College Student Aid Commission AS-28 [Program Information] K-12 [Project EASIER] [Iowa Testing Services] [CTE Plus] eTranscripts Iowa Department of Corrections
9. Big Data 9
10. “Sexy”?! 10
12. Dashboard Data 12
13. Data to Policy 13 College Data Statewide MIS Condition Report Additional Research Indicator Reports Technical Bulletin Special Committees New Program/ Policy College Programs
14. Paper Dashboard 14
15. Enrollment increased to a new record high of 149,387 from 133,387 students—a 12 percent increase, the largest increase in fiscal year enrollment since it was tracked by the Iowa Department of Education in 1999. Fiscal Year Enrollment 15 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
16. Enrollment Demographics 16 56% 71% 86% 92% of students are FEMALE of students are RESIDENTS of students are WHITE of students are UNDER 25
17. College parallel, as in previous years, is the largest program type. Most of these students continue onto a 4-year institution after leaving the college. CTE is the second largest with 31 percent of enrollment. Program Types 17
18. Joint enrollment jumped 14.2 percent to 38,283 students. Eighty-five percent of joint enrollment is through contractual agreements (between districts and college), 15 percent through PSEO, and 9 percent through tuition paying students. Joint Enrollment 18 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 45,000 2005 2006 2007 2008 2009 2010
19. Non-credit enrollment grew 2.8 percent to 297,055 in fiscal year 2009. Non-credit Enrollment 19
20. Enrollment in adult literacy declined 3.4 percent to 28,014 students. Adult Literacy Enrollment 20 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 2005 2006 2007 2008 2009
21. Special Supplements 2008 Profile of joint enrollees from high school perspective. 2009 Returns to degree for individuals and state and other workforce outcomes. 2010 Profile of high school graduates who immediately enroll in community college. 21
22. Most joint enrollees, 58 percent, were high school seniors while a third were juniors. Overall, more than 92 percent of joint enrollees were upperclassmen. Grade Level 22 0% 10% 20% 30% 40% 50% 60% 70% 9th Grade 10th Grade 11th Grade 12th Grade 2008
23. Joint enrollees had a higher average ACT composite score than Iowa’s seniors. Joint enrollees scored 22.8 on the ACT, which was higher than Iowa’s seniors at a statistically significant level. ACT Scores 23 0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Joint enrollees= 22.8 Iowa seniors= 21.9 2008
24. Immediate Enrollees 24 2010 of all spring 2010 high school graduates.
25. Immediate enrollees were slightly more likely to be black, white, and female compared to all other graduates. Immediate enrollees were more likely to have participated in a free or reduced lunch in their senior year, but less likely to have had an IEP. Socio-demographics 25 2010 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Asian / Pacific Islander Black Hispanic American Indian Two or More Races White Female Male Free/Reduced Lunch IEP Immediate Enrollees Other Graduates
26. Immediate enrollees were more likely to take at least an algebra 1 and general biology course, but other graduates were more likely to enroll in more advanced math or science courses. H.S. Courses 26 2010 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Algebra 1 Algebra 2 Algebra 3 or Trigonometry Calculus Advanced Math General Biology Chemistry Physics Advanced Science Mathematics Science Immediate Enrollees Other Graduates
27. The median percentile for immediate enrollees on the reading portion of the 11th grade ITED was the 59th percentile, compared to the 70th percentile for all other graduates. Reading Achievement 27 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
28. Science scores for immediate enrollees were lower, but exhibited a greater spread. Half of immediate enrollees were above the 66th percentile compared to half above the 78th percentile. However, 7.2 percent of immediate enrollees were in the 99th percentile. Science Achievement 28 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 4.5% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
29. The spread of math achievement scores is notably lower, Math Achievement 29 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 4.5% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
30. Immediate Enrollees 30 2010 of fall 2010 community college students.
31. A plurality of students (37%) indicated they intended to transfer to a four-year university or college. Thirty-four percent of students indicated they were undecided or did not know their intent upon registration. Student Intent 31 0% 5% 10% 15% 20% 25% 30% 35% 40% Transfer Prepare for job market Explore courses Self-improvement Personal interest Improve job Prepare to change careers Meet certification/licensure Undecided NEW
32. Most immediate enrollees (66%) enrolled in college parallel majors in the first semester, followed by health science (8.8%), Agriculture (3.4%), and Law, Public Safety, Corrections & Security (3.4%). College Major 32 2010 0% 10% 20% 30% 40% 50% 60% 70% College Parallel Transportation, Distribution, & Logistics Science, Technology, Engineering, and Mathematics Marketing Manufacturing Law, Public Safety, Corrections, and Security Information Technology Human Services Hospitality and Tourism Health Science Finance Education and Training Business Management and Administration Arts, A/V Technology and Communications Architecture & Construction Agriculture, Food and Natural Resources
33. Thirty-three percent of students enroll in a developmental education course in the first semester. Most enrollments were in math, English, and reading. All immediate enrollees averaged 1.5 credit hours in developmental education. Developmental Ed. 33 2010
34. Eighty-seven percent of immediate enrollees are full-time students, taking an average of 13 credit hours. In contrast, a little more than half of all community college students are full-time. Enrollment Status 34 2010
35. Leavers left in 2001 and were in the workforce in 2002. Completers were finishing their degree in 2002 and worked in 2003. By 2004, completers were already more than leavers. Median Wages 35 $0 $5,000 $10,000 $15,000 $20,000 $25,000 $30,000 $35,000 2002 2003 2004 2005 2006 2007 2008 Completers Leavers 2009
36. AAS recipients had the highest median earnings by 2008 with $37,121. AA recipients earned $28,712 and certificate recipients earned $23,651. All amounts are inflation adjusted to 2008. Wages by Degree 36 2009
38. The rate of return for all completers was six percent. Over the six year period, completing a degree was worth $1,994 to students. National estimates show returns are typically between six and 14 percent. Rate of Return 38 2009 $1 $0.06 + $1 investment rate of return original investment $1,994 means
39. Returned varied by the type of degree received. AAS was the most lucrative, worth $41,962 over six years. The AS was worth $9,343 (18.1%); AGS $24,966 (12.4%); Diploma -$3,169 (-0.7%); AA -$9,286 (-4.4%). Return by Degree 39 2009
40. Accountability Models 40
41. Voluntary Framework of Accountability 41 • • • •
42. Tom SCHENK JR. Iowa Department of Education (515) 281-3753 tom.schenk@iowa.gov www.educateiowa.gov www.educateiowa.gov/ccpublications/ www.dataqualitycampaign.org nces.ed.gov/programs/slds www.schoolview.org Cohen, Arthur & Florence B. Brawer (1996). The American Community College (3rd Ed.). Jossey-Bass: San Francisco. Juice Analytics. A Guide to Creating Dashboards People Love to Use “Data, data everywhere”, The Economist (2/15/2010) Voluntary Framework of Accountability: Preliminary Technical Manual v1.0. American Association of Community Colleges (1/25/11).