Los Angeles Harbor College Institutional Effectiveness Report presented to the LACCD Board of Trustees July 24, 2013 Mr. Farley Herzek College President Mr. Luis Rosas Vice President Academic Affairs Dr. Kristi V. Blackburn Dean of Institutional Effectiveness Dr. Bobbi Villalobos Dean of Academic Affairs

College Strategic Plan: Priorities & Outcomes LAHC Educational Master Plan 2013-17

• • • • FTES growth plan • 4%+ • Deans/Faculty developed plan to reach 7300 FTEs Increase retention/persistence/ transfer/degree and certificate completion Student Success (implementation of SB1456) Continue Infrastructure Support • 3 years of balanced budget (including surplus 2013) • SLOs and Accreditation

District Strategic Plan: 2011-12 Baseline Data Percentage of eligible students receiving financial aid

City East Harbor Mission Pierce Southwes t Trade-Tech Valley Pell Grant (comes w/ BOGG)

7,754 12,764

4,327

4,073 8,392 3,380 6,257 7,478

BOGG Only

5,269 10,642

2,324

2,613 4,127 2,347 6,345

Est. % of eligible students receiving any Financial Aid [Pell Grant (comes with BOGG) or BOGG Only]

5,764 79% 94%

93%

84% 91% 97% 83% 92%

West DISTRICT

4,121 58,546 4,039 43,470 94% 89%

Percentage of new students completing assessment in English

YEAR 2009 2010 2011 C 59.4% 63.1% 58.1% E 61.2% 63.9% 61.9%

H 74.5%

M 73.7% P 64.7%

74.3%

72.5% 69.4%

71.4%

76.0% 73.9% S 77.2% T 51.4% V 73.4% W 60.8% Total 64.8% 76.4% 37.4% 70.7% 61.0% 64.7% 78.2% 28.8% 72.7% 62.7% 63.6% YEAR 2009 2010 2011

Percentage of new students completing assessment in MATH

C 60.1% 64.2% 60.8% E 81.5% 84.1% 85.6%

H 71.7%

M 75.3% P 66.1%

71.7% 69.2%

73.8% 70.6% 77.2% 74.6% S 76.6% 76.0% 77.6% T 54.5% V 73.4% W 61.0% 39.7% 74.9% 62.1% 33.5% 75.0% 63.6% Total 69.6% 69.8% 70.0%

Percentage of new students successfully completing at least one math & English class in first year

YEAR 2009 2010 2011 C 14.8% 14.9% 14.7% E 21.6% 23.1% 15.8%

H 21.4% 16.3% 12.6%

M 14.9% 24.8% 20.9% P 17.9% 19.5% 15.1% S 22.2% 27.3% 23.0% T 13.1% 13.5% 10.4% V 8.2% 9.8% 7.2% W 20.8% 20.8% 19.9% Total 15.5% 14.6% 17.1%

Persistence: Fall to Spring & Fall to Fall

YEAR 09 FA-10SP C 84.4

10FA- 11SP 86.2

11FA-12SP 86.9

09FA- 10FA 68.1

10FA-11FA 70.0

11FA-12FA 72.3

E 88.3

91.1

91.0

77.4

80.8

80.0

H 88.1

88.2

89.0

73.7

75.4

74.6

M 83.8

83.3

83.8

73.2

70.5

74.6

P 86.6

88.3

90.2

75.8

77.9

79.1

S 80.5

79.1

83.2

61.3

55.5

68.8

T 80.8

79.4

79.2

60.6

64.5

65.3

V 84.8

85.0

85.6

73.6

76.1

75.8

W 82.7

81.2

83.3

65.0

63.2

68.4

Total 85.4

86.2

87.2

72.1

73.6

75.2

Goal 2 continued: 6 YEAR OUTCOMES 2004 1.

C 64.3% 41.6% 2.

3. 27.6% 4.

32.3% E 69.2% 46.0%

H 61.8% 40.3%

I 54.3% 28.6% 33.5%

24.1%

25.7% 35.5%

35.0%

40.0% M 61.3% 36.0% P S T V 68.4% 50.1% 58.6% 65.6% 44.7% 27.1% 35.9% 41.9% W 55.7% 31.3% 29.6% 38.9% 16.4% 15.7% 36.7% 21.8% 30.3% 45.3% 21.0% 27.7% 39.0% 30.9% DISTRICT 64.4% 41.0% 30.6% 35.9% 2005 1.

C 63.8% 2.

38.7% 3. 27.7% 4.

30.4% E 69.4% 45.5%

H 64.8% 39.1%

I 57.6% 24.2% 31.9%

23.3%

39.4% 33.3%

33.9%

51.5% M 65.0% 37.6% P S T V 71.5% 42.3% 56.8% 66.6% 47.5% 22.1% 37.3% 41.1% W 49.2% 27.4% 32.5% 39.6% 10.9% 13.1% 35.6% 17.0% 29.6% 45.9% 16.3% 29.4% 38.6% 27.6% DISTRICT 65.1% 40.9% 30.1% 35.1% 2006 1.

2.

C 63.5% 41.7% E 69.3% 45.8%

H 63.9% 38.8%

I 52.2% 34.8% M 62.1% 37.9% 3. 29.7% 35.7%

24.2%

43.5% 31.4% 4.

29.2% 33.2%

34.5%

47.8% 26.3% 1. New students completing 30 units within 6 years (%) 2. New students completing 60 units within 6 years (%) 3. Complete Engl 101 & Math 125 (or above) within 6 years 4. Completion rate (cert., degree, transfer) within 6 years P S T V 72.6% 46.2% 62.6% 66.1% 48.4% 26.1% 38.7% 41.4% W 56.1% 30.4% 44.4% 15.3% 17.8% 36.1% 20.3% 44.3% 18.4% 28.7% 35.2% 28.5% DISTRICT 65.9% 42.1% 32.9% 34.0%

Goal 2 continued: 3 YEAR OUTCOMES 2007 1.

C 60.7% 2.

30.8% 3. 22.2% 4.

12.4% E 62.8% 32.2%

H 53.5% 19.5%

I 66.7% 29.4% 25.5%

11.5%

25.5% 14.8%

12.2%

23.5% M 55.8% 24.7% P S T V 66.2% 38.0% 54.1% 60.5% 32.9% 15.9% 25.8% 29.7% W 49.6% 21.2% 22.0% 33.1% 11.1% 10.0% 29.9% 12.7% 15.1% 22.5% 9.8% 13.2% 18.2% 15.9% DISTRICT 59.5% 28.6% 23.9% 16.4% 2008 1.

C 60.4% 26.2% 2.

3. 4.

20.1% 10.8% E 61.4% 30.1%

H 57.9% 24.1%

I 68.1% 31.9% 23.3%

15.4%

29.8% 13.9%

13.8%

27.7% M 55.3% 23.8% P S T V 65.6% 38.5% 50.1% 58.4% 34.2% 13.5% 22.2% 27.4% W 50.8% 18.4% 23.4% 31.5% 9.7% 10.4% 26.6% 13.1% 12.2% 21.9% 8.5% 13.1% 14.2% 15.1% DISTRICT 58.6% 27.3% 22.5% 15.0% 2009 1.

2.

C 58.7% 26.1% E 65.8% 31.7%

H 59.9% 20.6%

I 54.9% 29.6% M 55.1% 23.1% P S T V 67.7% 46.2% 53.4% 61.3% 34.3% 17.2% 22.7% 29.9% 3. 17.2% 26.4%

10.4%

28.8% 20.7% 34.5% 14.3% 10.7% 27.9% 4.

5.3% 11.2%

9.5%

21.1% 8.9% 17.3% 1. New students completing 30 units within 3 years (%) 2. New students completing 60 units within 3 years (%) 3. Complete Engl 101 & Math 125 (or above) within 3 years 4. Completion rate (cert., degree, transfer) within 3 years 7.4% 9.4% 12.7% W 53.2% 16.9% 14.0% 11.8% DISTRICT 61.0% 27.8% 23.4% 11.5%

ACCJC Student Success Targets Set



ACCJC Annual Report 2013



Joint meeting of Assessment Committee and Achieving the Dream Data Team

• • • • • Std for course completion: 70% Std for retention: 53% Std for degree completion (#): 539 Std for transfer to 4-year (#): 350 Std for certificate completion (#): 102

You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.

--Buckminster Fuller

Alignment of College Plan to the DSP

Goal 1. Access and Preparation for Success:

Improve equitable access; help students attain important early educational momentum points.

 Achieving the Dream year 2 interventions. Discussed further in presentation

Goal 2. Teaching & Learning for Success:

Strengthen effective teaching and learning by providing a learner centered educational environment; help students attain their goals of certificate and degree completion, transfer, and job training and career placement; increase equity in the achievement of these outcomes.



Career Technical Education:

Certificate development and completion  SLO Assessment: Complete integration of SLOs with Planning  Curriculum Development: TMC AA-T degrees  

LAHC Technology Annual Plan Distance Ed Plan: E

xpand offerings and increase degree pathways

Alignment of College Plan to the DSP

Goal 3. Organizational Effectiveness:

 Improve organizational effectiveness through data-informed planning and decision-making, process assessment, and professional development.

Analysis and development of FTES growth plan: Goal 4. Resources and Collaboration:

Increase and diversify sources of revenue in order to achieve and maintain fiscal stability and to support District initiatives. Enhance and maintain mutually beneficial external partnerships with business, labor, and industry and other community and civic organizations in the greater Los Angeles area.

– Improve college funding base while growing efficiency in order to develop additional funding to improve student success.



Financial Sustainability

– The college has now embarked on a path to invest the new reserves in program growth so we can become self sustaining while fulfilling accreditation and district requirements. 

Planning Process

– Educational Master Plan as a guiding document in the planning 

EWD

– Increase grant funding sources – Increase industry partnerships in community process  

SLOs

(next slide )

Human Resources Plan

– Use data to determine staffing needs of all constituencies of the campus – Very positive feedback on the 2 plans completed thus far from ACCJC visiting teams, citing it as a “best practice”

• • • •

Student Learning Outcomes Update

Course Program Institutional SAOs

Fall 2012

81% 55% 60% 100%

Spring 2013

85% 55% 60% 100% • • • ISLOs are up to date within 5 year assessment plan – 3 of the college’s 5 ISLOs have been measured; 4 th in progress. Final ISLO planned for 2013-14 – ISLOs will be at 100% in 2013-14 By spring of 2014 : – Course level SLOs have been written (defined) – The college MUST have completed 100% of course level SLOs complete a full cycle: defined/measured/results used and refined definitions – Program level SLOs must also be 100% assessed – SLO Coordinator working with Deans, VP Academic Affairs to accomplish SLO plan in effect for 2013-14 to achieve goal of 100%

The knowledge accumulated from these assessments must be incorporated in 2013-14 Program Reviews & results be reflected in Unit plans for 2014-2015 planning cycle

Accreditation Update

Accreditation Update

College Recommendation 1: As previously stated in Recommendation 2 by the 2006 Comprehensive Evaluation Team and in order to meet Standards, the planning process needs to reflect an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation that uses data as the central focus to inform decisions. The process needs to be made clear to the college constituencies so they understand the steps, as well as which plan informs which plan. In addition, human resource planning for classified personnel and administrators needs to be evidence- based and integrated with institutional planning and program review. An evaluation of the effectiveness of the planning process as well as the effectiveness of programs and services needs to be included. (I.B.2, I.B.3, I.B.6, I.B.7, III.A.6).

Feedback provided from the Visiting Team: Number of actions taken to address the recommendation. Most notably, breaking down the recommendation into the workable pieces, the college was able to address each facet thoroughly.

– Infrastructure creation (shared governance calendar, planning documents calendar) has streamlined planning activities to the betterment of college planning.

– Evidence included qualitative and quantitative methods in the evaluation of planning (process and product) – Data present and used in planning and budgeting activities.

– College more closely following the Planning Policy and Procedure Manual; encouraged to reflect on Program Review Manual and adhere to it more closely.

– HR Plan 2012-13 reflected planning and budgeting activities was very data driven and tied to planning documents (unit plans and program reviews). Transparency of the data and process was noted in its role for helping the college employees understand decision making at the college regarding “staffing”.

“As a result of various policy and procedural improvements implemented since the 2012 visit, the college’s planning processes for program review and resource allocation were dramatically improved and are now considered examples of good practices.”

Accreditation Update

College Recommendation 2: In order to meet the Standard, and to adequately monitor salary and benefit expenditures and insure the institution practices effective oversight of finances, the team recommends that salary actions should first be reviewed for available and adequate funding prior to initiating the employment process. (III.D.2.d).

Feedback provided from the Visiting Team: Provided an increase of infrastructure necessary for oversight and monitoring: creation of forms which are derived from planning documents. Change to Centralized model increased the oversight and monitoring.

Quarterly budget meetings resulting in better alignment of units to the budget requests to spending/priorities. Better oversight.

“The college is commended for its extensive use of integrated, data driven, and decision-making planning resulting in a multiple voices representation for each Cluster.” The visiting team believed that the college has fully met the accreditation standard recommendations listed above. It is anticipated at the June 2013 convening of the ACCJC for the college’s probationary sanction to be removed and the college be “fully accredited”.

Achieving the Dream

• • • 3 Interventions – Front Door--FYE – Math Progression – Cultural Equity and Awareness Outcomes measurements are still in progress. – Spring 2013 grades will be included in analysis.

All interventions are being leveraged with grant activities such as Title V, STEM grant, Bank of America financial literacy grant, Learning Works grant.

FRONT DOOR INTERVENTION: First Year Experience

• • • • • • •

Orientation Summer Bridge Retreat Small Learning Communities Learning Coaches Sophomore year guidance Student Success Society Service Learning

Fall 2012 FYE Retention and Completion

OUTCOMES DATA

FYE Cohort

FALL 2012

Art 103 English 28 PD 17 ServLrn 100 Total n 104 72 73 67 316 Course Retention 99.0% Course Successful Completion 93.3% 98.6% 100.0% 98.5% 99.1% 81.9% 97.3% 85.1% 89.9% GPA 2.74

2.70

2.70

2.74

2.72

Avg Units Attempted 10.44

10.57

10.49

10.42

10.48

Avg Units Completed 10.70

11.06

10.97

11.00

10.91

Comparison Art 103 English 28 PD 17 ServLrn 100 Total 38 75 27 25 165 76.3% 82.7% 96.3% 84.0% 83.6% 63.2% 61.3% 96.3% 72.0% 69.1% 2.38

2.18

2.77

3.23

2.46

8.58

9.12

8.44

8.00

8.72

6.87

8.03

7.41

8.80

7.78

All Courses

(Includes Comparison Group)

Art 103 English 28 PD 17 ServLrn 100 Total 192 590 167 25 974 77.6% 84.4% 94.0% 84.0% 84.7% 60.9% 67.6% 89.2% 72.0% 70.1% 2.50

2.35

2.58

3.23

2.44

8.14

9.02

8.99

7.98

8.82

6.98

8.00

8.43

8.78

7.89

FYE End of Semester Survey/Results n=62

             Close to 80% indicated using faculty office hours. 85% interacted with Counselors. 30% seeing them once/week or more 40% experience interference from work in meeting academic deadlines 98% indicated that feedback from instructors helps them determine their status in the class 96% felt the contributions they make in class are valued 55% took advantage of Study Skills Enhancement workshops 77% use the Math Learning Center 58% never use the Writing Center (area for further exploration) 46% use the Learning Assistance Center 65% indicate it has been hard to learn to manage time effectively 90% had volunteered in community 85% have asked an instructor for assistance after class 98% have social interactions with someone of a different race/ethnicity

Math Progression

• • •

Curriculum Re-Design

California Acceleration Project (3CSN) 2012-13 STEM Pathway – – – Imbedded tutoring Non-Stem Pathway – Summer Bootcamp prep for students 4 semester sequence Pre-Algebra to Calculus Pre-req of Pre-Algebra leading into Math 227 Stats

Fast Track

– – – Began before joining Achieving the Dream in 2011 Increased with Achieving the Dream momentum Housed in the Learning Assistance Center

Curriculum Re-Design: STEM

A B C or P D F or NP W Retaine d Complete d

STEM Section ALL Math 123A ALL Math (excl. Math 100 – lab) 14 71 37 1 7 65 38 3 7 78 502 1 33 19 8 2 59 257 4 75 40 4 88.6% 80.3% 80.9% 80.0% 56.2% 59.4% • All STEM students (28) who successfully completed the course in Fall 2012 enrolled the following semester.

n=35 Successful Completion of STEM Successful Completion of STEM and Enrolled in Spring 2013 Successful Completion of STEM and Enrolled in Math 123B in Spring 2013

Fall 2012 STEM: Math 123A The STEM cohort had a higher retention rate (88.6%) compared to all Math 123A and all other Math students.

• Of the 28 STEM students who successfully completed the course in Fall 2012, 92.9% enrolled in Math 123B the following semester. Grades in this course will be tracked.

The STEM cohort also had a significantly higher completion rate (80.0%) compared to all Math 123A (56.2%) and all other Math students (59.4%).

Course alignment with Math 227 STEM cohort 80% 28/35 100% 28/28 92.9% 26/28

n=381

ALL Math 123A

Successful Completion of Math 123A

56.2% 214/381

Successful Completion of Math 123A and Enrolled in Spring 2013

93% 199/214

Successful Completion of STEM and Enrolled in Math 123B in Spring 2013

82.7% 177/214

Math Fast Track

• • • N= 1215 37.6% took first math class before Fast Track – Higher retention rate after FT: 84.3% (compared to 77.7%) 22.1% after or concurrent with FT – Higher completion rate after FT: 57.8% (compared to 52.7%) 40.3% no math enrmt

N

Cohort 137 Winter 2011 131 Summer 2011 244 Fall 2011 201 Winter 2012 121 Spring 2012 380 Summer 2012

N

Cohort 137 Winter 2011 131 Summer 2011 244 Fall 2011 201 Winter 2012 121 Spring 2012 380 Summer 2012 Math Persistence

Math Enrollment 1 semester after 2 semesters after 3 semesters after 4 semesters after

43.1% 33.6% 24.1% 25.2% 19.7% 29.8% 14.6% 28.3% 42.8% 14.9% 15.6% 20.9% 37.1% Overall Persistence

LAHC Enrollment 1 semester after 2 semesters after 3 semesters after 4 semesters after

70.1% 84.7% 77.9% 91.5% 73.6% 86.3% 56.2% 71.0% 48.4% 67.7% 71.5% 62.6% 43.8%

Cultural Equity and Awareness

Addressing Poverty

– Financial Literacy – – Bank of America grant and Title V grant CGCA (Counseling Guidance Career Assistant) role – – Outreach to high schools and continuation schools Martin Luther King, Jr. “Days of Service”

Multicultural Center

– Cultural Literacy – Planning, implementation, and evaluation in years 2, 3,and 4, respectively

Grant opportunities

– Seed money to establish Multicultural Center – $40,000 Learning Works grant • Culturally responsive training for faculty, staff, students

Martin Luther King, Jr. Days of Service

After learning about financial literacy, how will you manage your money now?

To what extent do you now understand how your family/cultural background affects your relationship with money?

I will use/continue to use a money management system.

I feel more prepared to manage my money.

No answer 2%

How much have you learned about budgeting techniques and utilizing the money that you receive?

49% 49% I understand that my family/cultural background determines my values… There is some relation, but I don't fully understand it.

I don't believe it affects me.

15% 22% I still don't understand the connection 3% I am confident and will use/continue to use at least one budgeting technique.

I feel somewhat prepared to handle my budget.

I understand budgeting, but probably won't do it.

17% 26% 43%

What do you now know about Martin Luther King Jr's commitment to service?

Very knowledgeable.

What do you now know about using credit and getting out of debt?

I know how credit and interest works, so I will use techniques to help me manage and decrease my debt.

I know that it's hard to get out of debt, so I should pay a little more than requested each month.

20% I can pay minimum, low payment and I'll be fine.

2% I will wait to get a credit card until I know I will be responsible using it.

No answer 2% 24% 53% A little knowledgeable.

No answer 2% 39% Pre-Test/Post-Test Survey Design n= 60 Students reflected improvement in knowledge of financial literacy.

59% 59%

Year 3: Scaling Up & Institutionalizing

• • • • Including initiatives in the College Educational Master Plan and College Annual Plan Integrating Achieving the Dream work into existing shared governance committees on the campus Creating and implementing Face-to Face Orientation involving the campus community Continuing data examination and discussion – ACCJC Data Reporting changes expected to include disaggregation of data and how we are attempting to overcome inequities