CB21-ARCC-CDCP_Showing Success by fanzhongqing

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									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?

• 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?
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
Why Does Accountability
Matter?
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”?
What Happens When
Accountability Goes Wrong?
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
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
Healthy and Responsible
Accountability
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!!!
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
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?
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
Why Noncredit Accountability?

• Three significant bills passed in
  California Legislature

  Where there is money – there must
   be accountability!

  This is credit and noncredit too!
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)
Focus on Results: ARCC
Report
• System- wide statistics

• College-level statistics

• 1 noncredit performance
  indicator – CDCP Progress and
  Achievement Rate
Statewide Indicators
Sample College Level Indicators
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
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
Persistence Indicators
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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