B. Student Achievement data and Institution-set standards
Gavilan College regularly gathers and analyzes data on student achievement. This is achieved through five main strategies: First is the regular state-mandated evaluation of outcomes, including the California Community Colleges Chancellor’s Office Scorecard and equity outcomes analysis (B-1, B-2).
The second method is the annual evaluation of institution-set standards using the goals and metrics identified through the CCCCO’s Institutional Effectiveness Partnership Initiative (IEPI) which includes presentation and discussion of short term and stretch goals by the Board of Trustees (B-3, B-4).
Third, the institution makes equity data widely available on demand by empowering all stakeholders on campus to analyze these data using a non-technical web-based software platform, GavDATA (B-5, B-6, B-7).
Fourth is the continuous dissemination of student metric performance via the Research, Planning and Institutional Effectiveness (RPIE) public website (B-8). At most committee meetings, including leadership, student outcomes remain a common topic of conversation using these widely available and accessible resources.
Finally, the college conducts comprehensive program evaluation reports, with student success as the primary indicator of interest (B-9, B-10). Focused on the component of the intervention that is most efficacious, these analyses are conducted by RPIE upon request and typically provide the most scientifically-rigorous evaluation of student outcomes available on campus.
When the institution began regularly setting institution-set standards in 2015, the former Vice President of Instruction went to various committees and constituency groups to collaboratively discuss, disseminate, and seek comment and recommendation on setting of goals. This developed framework informed future goal-setting for short term and stretch performance goals. Most recently, these goals were set and then presented/discussed with the Board of Trustees in June, 2017 (B-3).
The institution-set standards and goals clearly support the college’s mission by encouraging the rigorous use and annual evaluation of growth in key areas such as basic skills completion, completion of transfer-level English and math, completion of awards, and successful transfer, among other metrics, and by encouraging and facilitating various strategies for improvement. Gavilan College also utilizes a number of holistic survey instruments to ensure that the college is meeting the needs of the whole student (B-11, B-12). Some of the interventions implemented as a result of the ongoing analysis of student achievement outcomes include:
● English Acceleration project (B-13)
● Multiple-measures benchmarks and implementation (B-14)
● Animo program (B-15)
● English 1A unit change (B-16)
● Hiring of STEM, basic skills, and Veterans’ Center counselors (B-17)
● STEM Academy program (B-18)
Gavilan College tracks student achievement data, including persistence, completion, and transfer, and disaggregates this data by gender, age, ethnicity, socio-economic status, delivery mode, and cohort group. Detailed charts can be found in an appendix to this document (B-19).
FIGURE 16: Course Success Rates- Whole College
Course success rates have remained largely unchanged over ten years.
FIGURE 17: Course Success Rates- By Age Group
Little systematic variation is observed among age groups.
FIGURE 18: Course Success Rates- By Gender
Little systematic variation is observed among genders.
Source: GavDATA
FIGURE 19: Course Success Rates- By Race/Ethnicity
Some systematic differences are observed among races/ethnicities, with groups belonging to the smallest demographic categories on campus experiencing disproportionate impact (African Americans and Native Americans).
FIGURE 20: Course Success Rates- By Full or Part-time
Source: GavDATA
As is common at many institutions, part time students are less likely to succeed in their courses than full-time students.
FIGURE 21: Course Success Rates: Type of Student
Source: GavDATA
While special admit students succeed in their courses at higher rates than other student groups, little systematic difference is observed among the remaining groups, although returning students experience more fluctuation in trends.
FIGURE 22: Course Success Rates: Method of Instruction
Source: GavDATA
Generally, distance education courses have slightly lower success rates than face-to-face delivery methods. The other presented categories have student numbers that are too low for effective comparison.
FIGURE 23: Course Success Rates: Time of Day
Source: GavDATA
Generally, no systematic difference exists between day and evening course success rates, while distance education courses are again slightly lower in general. The “other” category is almost exclusively independent studies, work experience, and apprenticeship courses, all of which have very low Ns.
FIGURE 24: Cohort Milestone Tracking
Source: GavDATA
This bar graph represents the standard milestone tracking report used by multiple colleges. Generally, these metrics have not changed over time. Cohorts included in this bar graph were tracked for 18 terms, inclusive of summers.
FIGURE 25: Cohort Tracking
This bar graph and chart are a sample of the type of cohort tracking now in use at the college since 2016. This type of cohort tracking model has been instrumental in shaping discussions around guided pathways. This cohort tracking tool can be disaggregated by major, student demographics, and other related characteristics so as to evaluate gaps.
Source: GavDATA
FIGURE 26: One Year Persistence Rate by Student Type
Source: GavDATA
This graph shows one year persistence rates disaggregated by student type, with full-time students consistently showing greater persistence than part-time students.
FIGURE 27: One Year Persistence Rate by Race / Ethnicity
Source: GavDATA
This graph shows one year persistence rates disaggregated by race/ethnicity. No systematic differences exist in overall one year persistence.
FIGURE 28: Total Count of Degrees and Certificates Awarded
Source: GavDATA
The overall rate of growth in total degrees and certificates awarded has been impressive, with an almost 300% increase in awards since the 2008-2009 school year.
FIGURE 29: Total Count of Degrees and Certificates Awarded
Source: GavDATA
These gains have been realized by all racial and ethnic groups simultaneously.
FIGURE 30: Transfer totals by university system over time
Source: GavDATA
Transfers are a continuing area of focus for the college, as the overall total has fluctuated around the mean since 2010.
FIGURE 31: Job Placement rates for Career Education Programs
The rate reflects the number of students who are employed in the year following completion of a certificate or degree, over all certificate program or degree completers.
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|
Most recent year's performance |
Previous year performance |
Multi-year average (3 years) |
|
Accounting |
74% |
85% |
78% |
|
Administration of Justice |
89% |
87% |
89% |
|
Aviation Technology |
64% |
67% |
66% |
|
Business |
insufficient data / low # of graduates |
|
|
|
Certified Nursing Assistant |
83% |
77% |
76% |
|
Child Development and Educational Studies |
73% |
74% |
70% |
|
Computer Graphics and Design |
insufficient data / low # of graduates |
|
|
|
Computer Science and Information Systems |
76% |
72% |
67% |
|
Cosmetology |
72% |
65% |
69% |
|
Drone Technology |
New program |
|
|
|
Digital Media |
59% |
61% |
55% |
|
Economics |
insufficient data / low # of graduates |
|
|
|
Heating, Ventilation, and Air Conditioning |
New program |
|
|
|
Licensed Vocational Nursing |
77% |
61% |
68% |
|
Management & Marketing |
insufficient data / low # of graduates |
|
|
|
Nursing |
80% |
70% |
73% |
|
Water Resource Management |
92% |
80% |
84% |
Source: CCCCO Launchboard / CalPASS Plus
FIGURE 32: Licensure / Certification rates
For all exams, the rate reflects the number of students who passed the licensure examination over all who took the examination. Sources include NCLEX data provided by the Board of Registered Nursing (BRN), the Board of Vocational Nursing (BVN-PT), the Federal Aviation Administration (FAA), and the California Department of Consumer Affairs (DCA).
|
Institution-set standard |
Most recent year's performance |
Previous year performance |
3 year average |
|
|
|
||||
|
Licensure Exam Pass Rate - Nursing |
100% |
100% |
64% |
77% |
|
Licensure Exam Pass Rate - Nursing Assistant |
100% |
100% |
96% |
99% |
|
Licensure Exam Pass Rate - LVN |
100% |
100% |
90% |
95% |
|
Licensure Exam Pass Rate - Aviation |
100% |
96% |
79% |
87% |
|
Licensure Exam Pass Rate - Cosmetology |
100% |
90% |
96% |
94% |
Institution Set-Standards
Gavilan College has institutional set-standards for student achievement and assesses how well it is achieving them on a regular basis. These set-standards include metrics on completion rates, remedial rates, and career education rates, completion of degrees and certificates, and completion of transfer-level English and math. For each metric there is a standard, a “stretch” goal, historical data, and a multi-year average (B-4).
FIGURE 33: Institution-set Standards
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· The Completion Rate Overall is the percentage of degree, certificate, and/or transfer seeking students tracked for six years who attempted any level of math and/or English in the first three years, who completed a degree, certificate, or transfer related outcome |
|
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· The Completion Rate Unprepared is the percentage of first-time degree, certificate, and/or transfer-seeking students tracked for six years who attempted any level of math and/or English in the first three years, who completed a degree, certificate, or transfer related outcome |
|
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· The Completion Rate Prepared is the percentage of degree, certificate, and/or transfer seeking college prepared (student's lowest course attempted in math and/or English was college level) students starting first time tracked for six years who completed a degree, certificate, or transfer related outcome |
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· The Remedial Rate - Math is the percentage of credit students tracked for six years who started below transfer level in math and completed a college-level transfer course in math |
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· The Remedial Rate - English is the percentage of credit students tracked for six years who started below transfer level in English and completed a college-level transfer course in English |
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· The Remedial Rate - ESL is the percentage of credit students tracked for six years who started below transfer level in ESL and completed a college-level transfer course in ESL |
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· The Career Education Rate is the percentage of students tracked for six years who started first time and completed more than eight units in courses classified as career technical education in a single discipline and completed a degree, certificate, or transferred |
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· The Completion of Degrees metric is the number of associate degrees completed |
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· The Completion of Certificates metric is the number of Chancellor's Office approved certificates completed. |
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· Transfer-level English Year 1 is the percentage of first-time students who complete 6 units and attempt any math or English in their first year who complete a transfer-level course in English in their first year |
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· Transfer-level English Year 2 is the percentage of first-time students who complete 6 units and attempt any math or English in their first year who complete a transfer-level course in English in their first or second year |
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· Transfer-level Math Year 1 is the percentage of first-time students who complete 6 units and attempt any math or English in their first year who complete a transfer-level course in math in their first year |
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· Transfer-level Math Year 2 is the percentage of first-time students who complete 6 units and attempt any math or English in their first year who complete a transfer-level course in math in their first or second year |
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· Median Time to Degree is the median number of years from the time of a student's first enrollment in a CCC until the time they receive an AA, AS, or ADT degree |
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· Career Technical Education (CTE) Skills Builder is the median percentage change in wages for students who completed higher level CTE coursework in a given year and left the system without receiving any type of traditional outcome such as transfer to a four year institution or completion of a degree or certificate |
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· Successful Course Completion is the percentage of Fall term credit course enrollments where student earned a grade of C or better |
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