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?