San Bernardino Community College IEPI Outcome Measures

Background

Recently enacted legislation established a new system of indicators and goals that is intended to encourage improvement in institutional effectiveness at California community colleges. Pursuant to Education Code section 84754.6, the Board of Governors (BOG) adopted a goals framework at its March 16, 2015 meeting to measure the ongoing condition of a community college’s operational environment. This statute also requires that, as a condition of receipt of Student Success and Support Program funds, each college develop, adopt and post a goals framework that addresses, at a minimum, the following four areas: student performance and outcomes, accreditation status, fiscal viability, and programmatic compliance with state and federal guidelines.

Purpose

The Institutional Effectiveness Partnership Initiative (IEPI) Outcome Measures web site is designed to provide disaggregated data to help inform discussions of how to improve student performance District Wide. The IEPI Outcomes were defined in collaboration with the CCCCO, RP Group, and the Statewide Academic Senate.  The goal of the Statewide initiative is to help advance colleges’ institutional effectiveness and in the process, significantly reduce the number of accreditation sanctions and audit issues, and most importantly, enhance the system’s ability to effectively serve students.

IEPI Outcome Measures Enterprise Dashboards

  • Successful Course Completion - Annual percentage of credit course enrollments where student earned a grade  of C or better disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Completion Rate (i.e. SPAR) - Percent of degree, certificate, and/or transfer seeking first-time students tracked for six years who completed a degree, certificate, were transfer prepared, or transferred disaggregated by college, college preparedness, gender, ethnicity, economically disadvantaged status, and age.
  • Remedial Math Rate - Percent of credit students tracked for six years who started below transfer level in mathematics and completed a college-level course in math disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Remedial English Rate - Percent of credit students tracked for six years who started below transfer level in English and completed a college-level course in English disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Career Technical Education (CTE) Rate - Percentage of students tracked for six years who completed more than eight units in courses classified as CTE in a single discipline who completed a degree or certificate or transferred disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Completion of Degrees - Number of associate degrees awarded disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Completion of Certificates - Number of Chancellor's Office approved certificates disaggregated by college, gender, ethnicity, economically disadvantaged status, and age.
  • Full-Time Equivalent Students (FTES) - Annual number of full-time equivalent students disaggregated by college, year, and discipline.  This is the FTES reported in the 320 report and, as an example, includes FTES from Summer 2014, Fall 2014, Spring 2015, and Summer 2015.  The FTES reported from the summer terms in a reporting year will vary.