LA Mission College Report on District Strategic Plan

Alignment & Performance Measures

“ … We measure our success by the success

of our students …”

LAMC College Council Retreat August 20th, 2013

College-District Goal Alignment

District Strategic Goals LAMC Strategic Goals Goal 1: Access and Preparation for Success Improve equitable access; help students attain important early educational momentum points.

Goal 1: Expand access to educational programs and services

Goal 2: Teaching and 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.

Goal 3: Improve quality of educational programs and services Goal 5: Provide user-friendly technology to meet the needs of faculty, staff and students

College-District Goal Alignment Cont.

District Strategic Goals LAMC Strategic Goals Goal 3: Organizational Effectiveness Improve organizational effectiveness through data-informed planning and decision-making, processes assessment, and professional development.

Goal 2: Refine institutional governance and planning processes and procedures to enhance the delivery of programs and services Goal 5: Provide user-friendly technology to meet the needs of faculty, staff and students

Goal 4: Resources and Collaboration Develop and diversify sustainable sources of revenue in order to achieve and maintain fiscal stability and to support District initiatives. Enhance, strengthen, and maintain mutually beneficial external partnerships with business and industry and other community and civic organizations in the greater Los Angeles area.

Goal 4: Maintain fiscal stability and encourage a greater focus on revenue enhancement Goal 6: Increase community responsiveness and expand business, community and civic partnerships

Expand Access to Educational Programs & Services

ACCESS AND PREPARATION FOR SUCCESS

District Strategic Plan Data – Goal 1, Objective 1.2: Percentage of Eligible Students Receiving Financial Aid

53%

72% 69% 75%

81% 84%

55%

70% 71%

81% 86% 89%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

LAMC

District

Est. % of eligible students receiving Pell Grant (comes with BOGG)

Est. % of eligible students receiving any Financial Aid [Pell Grant (comes with

BOGG) or BOGG Only]

Expand Access to Educational Programs & Services

ACCESS AND PREPARATION FOR SUCCESS

District Strategic Plan Data – Goal 1, Objective 2.1: Percentage of New Students Completing Assessment in English and Math

73.7% 72.5% 76.0% 75.3% 73.8%

77.2%

64.8% 64.7% 63.6% 69.6% 69.8% 70.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Fall 2009 Fall 2010 Fall 2011 Fall 2009 Fall 2010 Fall 2011

% N

ew S

tude

nts C

ompl

etin

g As

sess

men

t

LAMC

District

English Assessment Math Assessment

Expand Access to Educational Programs & Services

ACCESS AND PREPARATION FOR SUCCESS

District Strategic Plan Data – Goal 1, Objective 3.1: Percentage of New Students Successfully Completing at Least one English and Math Class in Their First Year

17.9% 19.5%

15.1%

18.1% 19.4%

16.1%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

2009 2010 2011

Cohort Year

LAMC

District

Expand Access to Educational Programs & Services

ACCESS AND PREPARATION FOR SUCCESS

District Strategic Plan Data – Goal 1, Objective 3.2: Persistence

84% 83% 84%

73% 70%

75%

85% 86% 87%

72% 74% 75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009 Cohort 2010 Cohort 2011 Cohort 2009 Cohort 2010 Cohort 2011 Cohort

% o

f Stu

dent

s Per

sist

ing

LAMC

District

Fall to Spring Persistence Fall to Fall Persistence

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services District Strategic Plan Data – Goal 2, Objective 1.1:

Measure of active learning/project learning; measure of student engagement in and out of class; measure of self-efficacy/self-directed learning

LAMC District Active learning/project learning: At this college, how often do you do each of the following? • Give a presentation or performance in class • Work with other students in groups during class • Work with others outside of class to prepare class assignments

Often or Sometimes 64.3% 63.1%

Student engagement in and out of class: During your attendance at this college, have you done any of the following? • Participated in a community-based or service project as part of a class • Tutored or taught other students • Attended a college sporting event, theatre production or musical performance • Attended a college club meeting

Yes 15.9% 19.7%

Self-efficacy/self-directed learning: How much have your experiences at this college both in and out of class helped/improved your ability to do the following? • Learn effectively on your own • Understand yourself • Develop a personal code of values and ethics • Develop clearer career goals • Set educational goals and monitor your progress

Very Much or Quite a Bit 69.2% 66.8%

TEACHING AND LEARNING FOR SUCCESS

Provide User-Friendly Technology to Meet the Needs of Faculty, Staff, and Students

District Strategic Plan Data – Goal 2, Objective 1.3: Measure of whether/how technology is being used to improve student learning and engagement

LAMC District

How often do you use a computer for each of the following activities? • Used a computer at home to do school work • Used a computer on campus to do school work • Used the Internet to do research for an assignment • Used email or instant messaging, social media to work on assignment • Used email or instant messaging, social media to communicate with an instructor • Used a course website • Used the College website • Used the Library website • Used the Internet to apply, register, check grades, add or drop classes

Often or Sometimes 75.5% 71.1%

How much have your experiences at this college both in and out of class helped/improved your ability to use computers and other information technology?

Very Much or Quite a Bit 67.5% 62.9%

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services District Strategic Plan Data – Goal 2, Objective 2.1:

Percentage of New Student Cohort Completing 30 and 60 units within 3 and 6 Years

56% 55% 55%

61% 65%

62% 60% 59%

61% 64% 65% 66%

25% 24% 23%

36% 38% 38%

29% 27% 28%

41% 41% 42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2007 Cohort 2008 Cohort 2009 Cohort 2004 Cohort 2005 Cohort 2006 Cohort

LAMC - Complete 30 Units

Distric - Complete 30 Units

LAMC - Complete 60 Units

District - Complete 60 Units

3 Year Outcomes 6 Year Outcomes

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services District Strategic Plan Data – Goal 2, Objective 2.2:

Percentage of New Student Cohort Completing English 101 and Math 125 (or above) within 3 and 6 Years

District Strategic Plan Data – Goal 2, Objective 2.3: Completion Rate (Certificate, Degree, or Transfer) within 3 and 6 Years

22% 23%

21%

30%

33% 31%

24% 22% 23%

31% 30%

33%

15%

12% 11%

30% 30%

27%

16% 15%

14%

36% 35% 35%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2007 Cohort 2008 Cohort 2009 Cohort 2004 Cohort 2005 Cohort 2006 Cohort

LAMC - Complete Eng 101 &Math 125 or above

Distric - Complete Eng 101 &Math 125 or above

LAMC - Completion Rate

District - Completion Rate

3 Year Outcomes 6 Year Outcomes

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services Achieving the Dream Plans and Outcomes

Counseling/Student Services Face-to-face orientations for new students re-instated July 10, 2012, with

363 students attending so far Online counseling option – 2,061+ online student contacts in the last year 2013 First Annual Fall Kickoff Event - Aug. 21st, 2013

New and returning students attend orientations and workshops, take campus tours, meet faculty and department/student group reps, get student id’s, purchase books and parking passes, get a free lunch, and participate in games and a raffle

Beginning Fall 2013: Block Schedule Drop-In Counseling During certain blocks of time throughout the week, all counselors will

be available for drop-in counseling Should decrease wait times and long lines

Math 125 Semester Success Rate Retention Rate Spring 2013 - Passed 115 in Fall 2012 and continued with same section for 125 in Spring 2013 61% 91% Spring 2013 - Overall 52% 75% Last Three Years Combined (Spring 2010 - Fall 2012) 46% 72%

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services Achieving the Dream Plans and Outcomes continued

Math Math 115 and 125 are scheduled in 2 semester sequences – instructors

teach at the same time and on the same days for both semesters A customized, combined Math 115/125 textbook is used All students enroll in the My Math Lab courseware (contains standard

homework, quizzes, practice exams, and a schedule of topics across all Math 115/125 sections)

Automated practice tests for Math placement exams have been created Math 129a and 129b curriculum has been approved, and Math 129a will

be offered for the first time in Fall 2013 Will allow students to complete the remedial algebra curriculum of

Math 112, 115, and 125 in two semesters

Out

com

es

TEACHING AND LEARNING FOR SUCCESS

Improve Quality of Educational Programs & Services Achieving the Dream Plans and Outcomes continued

English Accelerated English Pilot Program – launched Fall 2012

Students concurrently enroll in English 28/101 (6 hours/week) Coordinated course content and same instructor Fall ’12: 1 section; Spring ’13: 2 sections; Fall ’13: 2 sections and an

English 21/28 pilot section Outcome: 69% of students in the pilot program in Fall ’12 or

Spring ’13 passed English 28/101 in one semester, compared to 18% of students who passed English 28 in Fall ’12 and then attempted & passed English 101 in Spring ’13

Outcome: Survey results showed that students were very satisfied with their educational experience in the pilot program

English assessment preparation videos have been developed

RESOURCES AND COLLABORATION

Maintain Fiscal Stability and Encourage a Greater Focus on Revenue Enhancement

LAMC had the lowest Instructional Cost per FTES (including benefits) and highest Average Class Size in the District in Fall 2012

$2,1

74

$1,8

49

$1,9

31

$1,7

25

$1,9

74

$2,1

17

$2,0

54

$2,1

53

$1,9

69

$1,9

94

$4,1

04

$3,8

10

$4,4

72

$4,5

01

$3,9

46 $5

,009

$4,2

11

$4,2

29

$4,3

91

$4,1

48

38.2

41.4 41.0 42.6 41.8

35.1

38.1 37.8 40.3 39.8

-

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

$0

$1,000

$2,000

$3,000

$4,000

$5,000

$6,000

Aver

age

Clas

s Siz

e

Cost

per

FTE

S

Fall 2012 InstructionalCost per FTES (includingbenefits)

2012-13 AnnualExpenditures per FTES

Fall 2012 Average ClassSize (credit classes)

Our Mission is Your Success!

Thank You!