National Community College Benchmark Project: Peer ...
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Description

2010


National Community College
Benchmark Project: Peer Institution
Comparison

IR Report # 209





Office of Institutional Research
November 2010

History of the National Community College Benchmark Project


Responding to the needs for accessible, inter-institutional effectiveness data, Johnson County
Community College, working with other colleges, developed a benchmark reporting process
tailored to the needs of community colleges. The National Community College Benchmark
Project (NCCBP) provides community colleges with opportunities to report outcome and
effectiveness data, receive reports of benchmarks, and compare their data with those of peer
institutions. Subscribers provide benchmark data on a range of learning outcomes and
institutional processes. Definitions of benchmarks are updated annually and current NCCBP
benchmarks include the following:


Certificate, degree completion and Minority participation rates
transfer rates High school graduate enrollment
Credit course persistence rates rates
College-level course retention and Market penetration rates
success rates Average credit section size
Developmental student success in Student/faculty ratio
first college-level courses Instructional faculty load
Career program completers’ Cost per credit hour and FTE
employment status student
Success rates in core academic skill Distance learning sections and
areas grade distributions
...

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2010
National Community College Benchmark Project: Peer Institution Comparison IR Report # 209
Office of Institutional Research November 2010
History of the National Community College Benchmark Project Responding to the needs for accessible, interinstitutional effectiveness data, Johnson County Community College, working with other colleges, developed a benchmark reporting process tailored to the needs of community colleges. The National Community College Benchmark Project (NCCBP) provides community colleges with opportunities to report outcome and effectiveness data, receive reports of benchmarks, and compare their data with those of peer institutions. Subscribers provide benchmark data on a range of learning outcomes and institutional processes. Definitions of benchmarks are updated annually and current NCCBP benchmarks include the following:
Certificate, degree completion and transfer rates Credit course persistence rates Collegelevel course retention and success rates Developmental student success in first collegelevel courses Career program completers’ employment status Success rates in core academic skill areas Institutionwide grade information
Minority participation rates High school graduate enrollment rates Market penetration rates Average credit section size Student/faculty ratio Instructional faculty load Cost per credit hour and FTE student Distance learning sections and grade distributions Cost per credit hour
Current Application of the National Community College Benchmark Project In 2010, approximately 260 community colleges across the country provided benchmark information to the NCCBP. Each college has the flexibility to select peer institutions from the list of participants and to generate aggregated comparative peer information. The CCP peer institutions selected for this report were chosen because they resembled CCP along a number of dimensions: size of student enrollment; size of service area population; campus environment; size of budget; and institutional control. The 17 colleges that were identified as peers appear in Table 1. The information that appears in the tables for each benchmark includes: 2010 CCP Benchmark Value 2009 CCP Benchmark Value Change in CCP Benchmark Value between the 2009 and 2010 reporting period Median Peer College Benchmark Value Difference betweenCCP’sBenchmark Value and Peer College Benchmark Value This report provides a balance for the performance measures contained in IR Report #199, titled2009 Institutional Effectiveness Report(available at:http://www.ccp.edu/VPFIN PL/ir/ir_reports/ir_report_199.pdf which assesses effectiveness based on historical internal benchmarks. Also, in IR Report #208 (available at:http://www.ccp.edu/VPFIN PL/ir/ir_reports/ir_report_208.pdf) CCP benchmarks are compared with other Pennsylvania community colleges. In the present report, the reader can determine areas of institutional strength and weakness by noting CCP’s benchmark value relative to last year’s value and relativeto the median peer benchmark value.Each benchmark should be reviewed carefully since a value below the peer median may be a sign of institutional strength or weakness, depending upon the particular benchmark measure. For ease of analysis, significant changes are highlighted in blue.The following are several summary observations related to CCP’s effectivenessover time or relative to its peers. CCP continues to be an important entry point to higher education for minority students.CCP’s average section size and student/faculty ratio are larger than at the peer institutions.A much larger percent of credit hours are taught by CCP fulltime faculty than at our peer institutions.Across all course outcomes, CCP student grades are similar to those achieved by students at the peer colleges.
Grades in distance education courses improved over the last reporting cycle along with course completion rates.CCP students are more likely than their peers to return for a second semester of studies.Fulland parttime students at CCP continue to graduate at lower rates than their peers attending other institutions.CCP students are more likely to transfer prior to earning a degree than their peers.CCP career program graduates are far more likely than their peers to transfer after graduation.Table 1 List of Peer Institutions 1. Cuyahoga Community College (OH)
2. 3. 4. 5. 6.
7.
8. 9. 10. 11. 12. 13. 14. 15. 16. 17.
College of DuPage (IL)
Community College of Allegheny County (PA)
Des Moines Area Community College (IA)
Harrisburg Area Community College (PA)
Hudson Valley Community College
Ivy Tech Community CollegeCentral Indiana (IN)
Johnson County Community College (KS)
Maricopa Community College District (AZ)
Metropolitan Community College (NE)
Monroe Community College (NY)
Milwaukee Area Technical College (WI)
Phoenix Community College (AZ)
Richland College (TX)
Rio Salado College (AZ)
Suffolk County Community College (NY)
Westchester Community College (NY)
Table Descriptions
Benchmark Measuresare defined in accordance with the National Community College Benchmark Project (NCCBP). Color Codingdenotes an appreciable difference in CCP benchmark values between the last two reporting cycles or appreciable differencesbetween CCP and its peers’ benchmark values. Reporting Criteria:To provide accurate and comparable information there is a time lag between data collection, analyses, and reporting; participating institutions adhere to NCCBP data collection guidelines. The following table summarizes the data collection periods reflected in four primary Effectiveness Dimensions.Benchmark Data collection period Effectiveness Dimension Year Access, Enrollment, and2009Fall 2007 Shortterm Persistence2010Fall 2007/Fall 2008 Longterm Persistence2009Firsttime cohort fall 2005 2010Firsttime cohort fall 2006 Financial Information2009Fiscal year 2008 2010Fiscal year 2009 HR Statistics2009Academic Year 200708 2010Academic Year 200809
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