Institutional Research & Planning Blog

Success Dashboard

by Joshua Rosales

The El Camino College and Compton College Success and Retention reports have a new look. We are keeping the old PDF links for the Division level and instructor level reports. However, we are adding a new tool that will allow users more dynamic control of Success rates being viewed.  You can look at current term outcomes, as well as the four-year trend by Division, Department, Course, and Instructional Method.  You can also view outcomes for demographic groups by Race/Ethnicity, Gender, and Age Group. You can also select a combination of these categories to better drill into the data.

The new dashboard is divided by color into 3 regions. There is the region below our stated institutional standard. This is the minimum percentage we want to see our success rates fall as an institution. The next region is the range between the institution standard and the college’s goal. The final region surpasses the college goal. There is also a marker indicating the institutional Success Rate for the term.

In the examples below, the institutional Success Rate for the Summer 2017 term was above the college goal. This is not uncommon for Winter and Summer terms, whereas Fall and Spring typically have success rates below the college goal. On the left, male Latino students in Natural Sciences courses have a success rate of 72%, just below the college goal. On the right, Latino females in Fine Arts courses have an average success rate well above the college average and the college goal. We have also added the four-year trend of like terms (summer to summer, fall to fall, etc.) to compare the group’s outcomes over time.

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Give these new tools a test drive. We think it will help highlight the college’s successes as well as give a better focus on the scope and magnitude of any areas of concern.

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Degree and Certificates and Time to Completion Reports

by Joshua Rosales

ECC Institutional Research and Planning has released the 2017 Degrees and Certificates reports, as well as the Time to Completion reports for El Camino College and Compton College.

The Degree and Certificate reports highlight award trends for each institution during the 2012-13 to 2016-17 school years. Both Colleges oversaw a growth of degrees conferred during the 2016-17 school year. El Camino grew in both degrees and certificates for the second straight year, after seeing two years of declining awards. Compton has seen 3 years of degree increases, with a 27% growth in the most recent year. Compton also saw its certificates conferred double over the last two years.

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A sizeable portion of the degree growth can be attributed to the Associate Degrees for Transfer (AD-T’s). El Camino had an increase of 187 AD-T’s in the last year.  Similarly, Compton saw a 77 AD-T gain, which was 20% of all degrees granted the prior year.

Half of all first-time degree and certificate recipients in 2016-17 were able to complete their programs within four years or less. Few graduates were able to complete their programs within 2 years, which is the amount of time typically associated with Community College. Two-year degree completion rates were 6% for El Camino and 7% for Compton.  Slightly higher percentages of certificate recipients were able to complete within two years.

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Survey of Entering Student Engagement (SENSE) Results are IN!

by Mark Katayama

For community colleges, student engagement comprises many of the programs, services, and staffing targeted at making students successful. Survey of Entering Student Engagement (SENSE) helps community and technical colleges focus on the “front door:” of the college experience.  Grounded in research about what works in retaining and supporting entering students, the SENSE survey collects and analyzes data about institutional practices and student behaviors in the earliest weeks of college.

Both El Camino College and the El Camino College Compton Center participated in the SENSE survey in Fall 2016 and the results showed overall improvement in most categories. Here are two highlights, one from each campus:

At El Camino College, academic plans and pathways improved across the categories targeting student interactions with academic advisors. Specifically, almost three-quarters of students felt advisors helped identify courses they needed to enroll in for their first semester.  Additionally, an area of weakness in 2014 was advisors helping to set academic goals, in 2016 that aspect improved to over half of the students feeling they were guided in developing academic goals and creating a plan to achieve them.

At El Camino College Compton Center, two benchmark scores improved and surpassed the SENSE national average. Students entering with high expectations and aspirations showed over half of students felt faculty wanted them to succeed.  Additionally, students felt their skills developed and honed within the first three weeks of the semester to obtain their academic and career goals by the campus.

The SENSE reports and highlights for each campus are available on the Institutional Research & Planning Survey Page.

IRP representatives are happy to present and discuss these results at any division or department meeting on campus. Please contact eccresearch@elcamino.edu to schedule a presentation.

2017 Student Success Scorecard

by Marci Myers

It is that time of year again…the 2017 Student Success Scorecard is here!

Released in March 2017, the Student Success Scorecard is annually reported by the Chancellor’s Office. The Scorecard data is available for each community college to inform how well colleges are doing in remedial instruction, job training programs, retention of students and graduation and completion rates.

Here are some highlights:

  • 71% of El Camino College students and 86% of Compton Center students from the most recent Scorecard cohort were unprepared for college.

  • Two new measures have been added to the Scorecard this year:
    • Transfer Level Achievement – Percentage of first-time students at ECC who complete six units and attempt any Math or English in their first year who complete a transfer-level course in Math or English in their first or second year.
    • Skills Builder – The median percentage change in wages for students who completed higher level CTE coursework in cohort year and left the system without receiving any type of traditional outcome such as completion of a degree, certificate, or transfer.
  • El Camino College and Compton Center showed improvement in most Scorecard measures as seen in the Scorecard Trends reports on our website:

All 113 community colleges’ Scorecards can be found on the CCCCO website.

2017 Academic Performance Profiles (Peer Institution Reports)

By Joshua Meadors

The 2017 Academic Performance Profiles (a.k.a. Peer Institution Reports) are now available for both El Camino College and Compton Center. You can access them from the following links:

El Camino College – 2017 Academic Performance Profile
El Camino College Compton Center – 2017 Academic Performance Profile

These reports are based on data from IPEDS. We generally caution against making direct institutional comparisons because every college and community is different, with unique challenges, goals, and influential factors. However, these reports are particularly useful for improving accountability and examining trends across a group of institutions that share similar characteristics like size, student demographics, and geographical location. More detailed summaries of these reports are provided below.   (more…)

Success and Retention Reports Online

by Joshua Rosales

Fall 2016 Success and Retention reports are up.  Each term, after grades have been submitted to the Chancellor’s Office, Institutional Research and Planning produces these standard reports which allow people to view outcomes at El Camino College and the El Camino College Compton Center.  You can view these outcomes by Division, Department, Course, and even by Instructor.

Before I proceed, let’s define Success and Retention.  These terms are rates defined by the CCC Chancellor’s Office based on grades received.  The denominator for both terms are all grades of A, B, C, D, F, Pass, No Pass, Incomplete, and Withdraw.  The numerator for Success includes all students who earn an A, B, C, or Pass.  The numerator for Retention includes all students who stay in the class until the end of the term- so all of the previously mentioned grades except “W”.  So a student who receives a D grade in a course is not counted as Successful but is counted as Retained.

Outcomes by age group, gender, and ethnicity are also available internally through MyECC.  You can download the Excel files for each term by logging into MyECC.  Under the “Areas” tab go to “Institutional Effectiveness” and then “Institutional Research and Planning” to access the files.  If you need help, contact the IRP office.

The next upload will occur during the summer after Spring ‘17 grades have been submitted.  That upload will include Winter ’17 and Spring ’17 since both of those terms get submitted to the Chancellor’s Office at the same time.

Compton Center – Research Brown Bag Digest – February 2017

For February’s Research Brown Bag, we’ve moved in a slightly different direction than our previous sessions. Beginning with the February meeting, we’re focusing on using these brown bags to share the best practices in conducting educational research. One goal of the Research Brown Bags is to improve everyone’s ability to access and understand data, and we believe a better understanding of how research is generally conducted can help with this.

We started this new series with a discussion of how to create research questions. A research question is simply just the major question that guides a research project. There really isn’t a fancy definition, but creating good research questions is always an important first step to conducting good research.

In a more practical sense, understanding and being able to create research questions will help anytime your program or department needs to evaluate something. Good research questions can make SAO evaluations easier because you can make sure you design questions that give you exactly the kind of data you need for making an assessment. Understanding how to design research questions also helps when you need to design other questions (e.g., for surveys).

For more information and a detailed summary of the last Research Brown Bag, read the full post below. (more…)

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  • San Diego mesa pres: institutional effectiveness drives change; accreditation assesses the inst. Accred shouldn't be the driver. #scup 4 years ago