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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? - PowerPoint PPT Presentation
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CB21-ARCC-CDCP: Showing Success
Marcy Alancraig, Cabrillo CollegeJanet Fulks, ASCCC
• 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?
Asking Relevant Questions
• 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
The Puzzle of Accountability
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”?
Why Does Accountability Matter?
What Happens When Accountability Goes Wrong?
• 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
• Should be based on higher level outcomes
• Should help improve practice
• Should be based on authentic student proficiencies
• Should indicate potential interventions and improvement
No Child Left Behind is Unhealthy Accountability
Healthy and Responsible Accountability
• 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!!!
So How Does Healthy Accountability Work?
Previously
• Credit attached to units
• Grades
• Degrees, certificates
Now – What are students able to do?
• Student learning outcomes
In Credit Education How Have We Defined Accountability?
• 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?
Student Success
Accountability Metrics in Noncredit
• Three annual accountability reports1. Focus on Results: Accountability Reporting for
the California Community Colleges (ARCC)2. Career Development and College Preparation
in the State: Supplement to the ARCC Report3. 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?