Student Success Initiatives
The State of Oregon has set an ambitious goal for educational attainment, known as the “40-40-20” goal. Approved by the Oregon Legislature in 2011 in Senate Bill 253, the “40-40-20 Goal” is for 40% of adult Oregonians to hold a bachelor’s or advanced degree, 40% to have an associate1’s degree or a meaningful postsecondary certificate, and all adult Oregonians to hold a high school diploma or equivalent by the year 2025. [ORS 351.009]
An achievement compact is a partnership agreement between the state and a school district or other institution of public education that defines key Measures of student success and sets targets for achievement, as defined by the district or institution.
Starting in 2012 - 13, school districts and other institutions of public education would enter into achievement compacts, which would:
- Define key measurements and set goals for student progress, with two-way accountability in setting and achieving those goals.
- Help Oregon achieve its high school and college completion goals of 40/40/20, by measuring progress and uniting educational institutions around those goals.
- Allow comparisons of outcomes among educational institutions – spotlighting best practices to share and expand, and allowing diagnosis and intervention to overcome obstacles.
- Encourage local boards and educational leaders to connect their budgets and improvement plans to shared goals of high school and college completion and career readiness.
- Help state and local leaders determine how much progress they can make with the best use of state and local funds – and how they might invest funds in ways that deliver better results for students.
- Provide parents and students with clear information about how educational entities are performing, allowing comparisons based on the most significant outcomes.
For community college the Measures include three broad categories: measures of completion (e.g. diplomas and degrees), measures of progress (number/ % of students who complete developmental writing and math, earn 15/30 credits in a year, and pass a national licensure exam) and ultimately, measures of transition/connections to and from the college (dual enrolled in Oregon high school, dual enrolled in OUS, transfer to OUS and ultimately employment).
The compacts will track these Measures not only for all students, but also for groups of students who historically have not been well served by Oregon’s public education system: English language learners, students from lower-income homes, those with disabilities and students of color.
Achieving the Dream
Achieving the Dream institutions are committed to deep cultural change that results in significantly improved student outcomes. The main themes are Equity and Excellence.
Success for more community college students, especially students of color and low-income students. Success is defined by the rates at which students:
- Successfully complete remedial or developmental instruction and advance to credit-bearing courses
- Enroll in and successfully complete the initial college-level or gateway courses in subjects such as math and English
- Complete the courses they take with a grade of "C" or better
- Persistence from one term to the next
- Attain a certificate or degree
Achieving the Dream's National Reform Network - the nation’s most comprehensive non-governmental reform network for student success in higher education history - has been and will continue to make considerable contributions toward the nation’s goal of increasing the number of Americans with a college certificate or degree with marketplace value within the next decade.
Core Themes A & B
Core themes are a way for the college to measure mission fulfillment.
- Objective A-1: Offering a broad array of education and training programs to meet current regional needs.
- FTE enrolled in programs is 5% more than statewide average
- Objective A-2: Offering diverse course delivery modes and service opportunities
- Course delivery methods
- Course scheduling
- Service delivery methods
- Objective A-3: Serving the diversity of the service area
- Demographics (students, staff, faculty)
- Objective A-4: Applying consistent hiring practices
- Standardize notification, application, and selection processes
- Objective A-5: Applying processes that lead to retention (of faculty, staff and students) and high satisfaction.
- % retention (students, staff, faculty)
- % Level of satisfaction (students, staff, faculty)
B1.1 Adherence to program review process and schedule
B1.2 Implementation of program review recommendations
B1.3 Analysis of implemented program review recommendations
B2.1 Student graduation
B2.2 Student drops and withdrawals
B2.3 Student satisfaction with CGCC experience
B2.4 Student retention
B3.1 Implementation of course evaluations
B3.2 Achievement of student learning outcomes at the course level
B3.3 Achievement of student learning outcomes at the degree/ certificate/program level
B4.1 Professional development for faculty
B4.2 Student engagement with faculty
B4.3 Faculty satisfaction with their jobs
B4.4 Faculty integration of instructional best-practices
B4.5 Faculty orientation and mentoring
Foundations of Excellence (FoE) will yield a new vision for enhanced learning and retention of first-year students as well as priorities for resource allocation. Foundations of Excellence is a comprehensive, externally guided self-study and improvement process for the first year. The centerpiece of Foundations of Excellence is a model comprised of a set of principles that are termed Foundational Dimensions®. These Dimensions, developed by the Gardner Institute, guide measurement of institutional efforts and provide an aspirational model for the entirety of the beginning college experience (initial contact with students through admissions, orientation, and all curricular and co-curricular experiences). These Dimensions also provide an intellectual foundation for the entirety of the undergraduate experience.
In 2011 - 12, CGCC participated in a campus-wide self-study. The FoE self-study framework provided a support structure helped assess existing first-year programming, as well as helped identify gaps in first-year programming. However, more importantly, through the guidance of the Foundational Dimensions, the Dimension Committees targeted campus-wide gaps within Instructional Services and Student Services infrastructure related to first-year students, and facilitated the development of a plan that specifically addressed those gaps. This development plan allows CGCC to intentionally integrate the FoE action plan with other planning documents so that the likelihood of implementation of key initiatives within the plan is more plausible.
As the college responds to Oregon’s focus on student success as an integral part of the completion agenda, CGCC’s participation in the FoE assessment created a great opportunity for the college to take intentional action in order to tackle the needs of first-year students, and in turn address the requirements of accreditation standards, Oregon’s student persistence and completion initiatives and the Governor’s 40-40-20 goals.
Strategic Enrollment Management (SEM)
SEM is a comprehensive process designed to help an institution achieve and maintain optimum enrollment, where optimum is defined within the academic context of the institution. It’s a concept and process that enables the fulfillment of institutional mission and students’ educational goals.
The purposes of SEM are achieved by:
- Establishing clear goals for the number and types of students needed to fulfill the institutional mission
- Promoting student academic success by improving access, transition, retention and graduation
- Promoting institutional success by enabling effective strategic and financial planning
- Creating a data-rich environment to inform decisions and evaluate strategies
- Improving process, organizational and financial efficiency and outcomes
- Establishing top quality student-centered service
- Strengthening communications and collaboration among departments across the campus to support the enrollment program