Charles McKown, Dean of Research & Technology / Contact phone & email:
(620)441-5264
/ Date:
2-23-2007
Regents’ System Goal A: Efficiency/Effectiveness/Seamlessness
Institutional Goal 1: To expand partnerships with other educational institutions, governmental agencies, and business and industry.
Key Performance
Indicator (Data) / Baseline / Targets / Performance
Outcome / Amount of Directional
Improvement
1. Number of new partnerships. / At least 5 new partnerships
will be established each year.
For a baseline, five existing
partners were identified as
representative of the type of
opportunities that will be
pursued. / Target yr 1: At least 5 new partnerships
Target yr 2: At least 5 new partnerships
Target yr 3: At least 5 new partnerships. / There were five new partnerships developed. / TARGET MET -
These partnerships indicate a 100% level of achievement in our goal.
2. Number of course sections offered in conjunction with any Cowley partner. / 36 sections / Target yr 1: 7% increase over baseline year
(i.e., at least 39 course sections)
Target yr 2: 10% increase over baseline year
(i.e., at least 40 course sections)
Target yr 3: 13% increase over baseline year
(i.e., at least 41 course sections) / There were 46 course sections offered in conjunction with the Cowley partners. / TARGET MET -
This represents a 28% increase over the baseline year, which exceeded our goal. This is a directional improvement of 21%.
3. Number of students enrolled in course sections offered in conjunction with any Cowley partner. / 232 students / Target yr 1: 10% increase over baseline year
(i.e., at least 255 students)
Target yr 2: 13% increase over baseline year
(i.e., at least 262 students)
Target yr 3: 15% increase over baseline year
(i.e., at least 267 students) / There were 335 students enrolled as a result of the new partnerships. / TARGET MET -
This represents a 44% increase over the baseline year, which exceeded our goal. This is a directional improvement of 34%.
Regents’ System Goal B: Improve Learner Outcomes
Institutional Goal 2: To improve the success of students in the core skills of reading, writing, and mathematics.
Key Performance
Indicator (Data) / Baseline / Targets / Performance
Outcome / Amount of Directional
Improvement
1. Number of students exceeding the national average in reading on the CAAP test. / 203 students / Target yr 1: 3% increase (i.e., at least 209 students)
Target yr 2: 5% increase (i.e., at least 213 students)
Target yr 3: 7% increase (i.e., at least 217 students) / There were 270 students that exceeded the national average in reading on the CAAP test. / TARGET MET – This represents a 33% increase which exceeded our goal. It is a directional improvement of 30%.
2. Number of students exceeding the national average in writing on the CAAP test. / 183 students / Target yr 1: 3% increase (i.e., at least 188 students)
Target yr 2: 5% increase (i.e., at least 192 students)
Target yr 3: 7% increase (i.e., at least 196 students) / There were 262 students that exceeded the national average in writing on the CAAP test. / TARGET MET – This represents a 43% increase which exceeded our goal. It is a directional improvement of 40%.
3. Number of students exceeding the national average in mathematics on the CAAP test. / 229 students / Target yr 1: 3% increase (i.e., at least 236 students)
Target yr 2: 5% increase (i.e., at least 240 students)
Target yr 3: 7% increase (i.e., at least 245 students) / There were 365 students that exceeded the national average on the CAAP test. / TARGET MET – This represents a 59% increase which exceeded our goal. It is a directional improvement of 56%.
4. Percentage of students who successfully complete College Algebra after taking Intermediate Algebra from Cowley the previous semester. / 34.6% / Target yr 1: 1% increase (i.e., at least 35.6%)
Target yr 2: 2% increase (i.e., at least 36.6%)
Target yr 3: 3% increase (i.e., at least 37.6%) / The percentage of students who successfully completed was 30.7%. / TARGET NOT MET – This represents a decrease of 3.9%. It is a directional regression.
5. Decrease the “performance gaps” on the Noel-Levitz Student Satisfaction Survey of
Instructional effectiveness. / The 14 measurements of
instructional effectiveness on
the Spring 2005 survey. / Target yr 1: Decrease the “performance gap” on at least 4 of the 14 measurements.
Target yr 2: Decrease the performance gap on at least 6 of the 14 measurements.
Target yr 3: Decrease the performance gap on at least 8 of the 14 measurements. / The “performance gap” was decreased in 6 of the 14 measurements. / TARGET MET – This exceeded our target and shows a directional improvement by 2.
Regents’ System Goal C: Improve Workforce Development
Institutional Goal 3: To expand Cowley’s industrial technology training in aviation airframe and power plant maintenance, automotive technology,
machine tool technology, and welding.
Key Performance
Indicator (Data) / Baseline / Targets / Performance
Outcome / Amount of Directional
Improvement
1. Number of course sections offered in industrial technology courses. / 262 sections / Target yr 1: 3% increase (i.e., at least 270 sections)
Target yr 2: 5% increase (i.e., at least 275 sections)
Target yr 3: 7% increase (i.e., at least 280 sections) / There were 431 sections offered in industrial technology courses in aviation airframe and power plant maintenance, automotive technology, machine tool technology, and welding. / TARGET MET – This represents a 65% increase which exceeded our goal. It is a directional improvement of 62%.
2. Number of students enrolled in industrial technology courses. / 321 students / Target yr 1: 3% increase (i.e., at least 331 students)
Target yr 2: 5% increase (i.e., at least 337 students)
Target yr 3: 7% increase (i.e., at least 344 students) / There were 580 students enrolled in industrial technology courses. This is an unduplicated count (i.e., a student taking courses in multiple sections or semesters is counted only once.) / TARGET MET – This represents an 81% increase which exceeded our goal. It is a directional improvement of 78%.
3. Number of students who successfully complete an FAA airframe or power plant certification. / 15 students / Target yr 1: 10% increase (i.e., at least 17 students)
Target yr 2: 15% increase (i.e., at least 18 students)
Target yr 3: 20% increase (i.e., at least 19 students) / There were 95 students who received their FAA airframe or power plant certifications. / TARGET MET – This represents a 533% increase which exceeded our goal. It is a directional improvement of 523%.
CowleyCountyCommunity College Narrative
Institutional Goal 1: To expand partnerships with other educational institutions, governmental agencies, and business and industry.
Key Performance Indicator 1 (Data point 1): Number of new partnerships.
Data Collection: New partnerships will be established either through collaboration with a new entity or through new project opportunities with existing partners. The partnerships will be with other educational institutions, governmental agencies, and/or business and industry.
Targets: Expanded partnerships directly support the regents’ system goal by improving the efficiency, effectiveness, and seamlessness of higher education through collaborative efforts. The partners for 2006 included Wichita State University’s “Education 2+2” program; an Associate Degree in Nursing Program with Pratt Community College; a Business Administration Degree with Friends University; shared facilities with Mulvane USD 263; and an entrepreneurship program with Home National Bank.
Cowley did not participate in the IBM Academy with IBM and our KITE partners (Butler Community College, Hutchinson Community College, and Wichita Area Technical College) beyond the planning stages. It was determined that Butler was better equipped to do this project by themselves.
Key Performance Indicator 2 (Data point 2): Number of course sections offered in conjunction with any Cowley partner.
Data Collection: As new partnerships are added, the total number of course sections offered with all Cowley partners will increase. This will demonstrate an on-going commitment to look continually for new opportunities to collaborate and to maintain existing partnerships whenever possible
Targets: The baseline data of 36 sections was established on the 2005 performance agreement. That agreement called for a 5% increase in target year 1, a 7% increase in target year 2 (which is this performance agreement), and a 10% increase in target year 3. Cowley had 46 course sections offered with the new Cowley partners.
Key Performance Indicator 3 (Data point 3): Number of students enrolled in course sections offered in conjunction with any Cowley partner.
Data Collection: As new partnerships are added, the total number of students enrolled in the partnership programs will increase. This will further demonstrate an on-going commitment to look continually for new opportunities to collaborate and to maintain existing partnerships whenever possible.
Targets: The baseline data of 232 students was established on the 2005 performance agreement. That agreement called for a 5% increase in target year 1, a 7% increase in target year 2, and a 10% increase in target year 3. Due to our current success in developing partnerships, we expanded the targeted increase to 10% over the baseline (instead of the 7% increase expected in last year’s performance agreement) in target year 1 of this agreement, a 13% increase in target year 2 (instead of the 10% increase), and a 15% increase in target year 3. Cowley was still able to exceed that more aggressive target. There were 335 students enrolled as a result of the new partnerships.
Institutional Goal 2: To improve the success of students in the core skills of reading, writing, and mathematics.
Key Performance Indicator 1 (Data point 1): Number of students exceeding the national average in reading on the CAAP test.
Data Collection: Cowley recently implemented a new policy that all graduate candidates will take the Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT.
Targets: Cowley implemented a new policy that all graduate candidates will take the Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT. The CAAP test is a nationally recognized measurement of outcomes in core subject areas. Cowley had 203 students (out of 374 tested … or 54.28%) exceed the national average in reading during the first year of testing which was used as the baseline data. During 2006, there were 270 students (out of 519 tested … or 52.02%) that exceeded the national average in reading.
Key Performance Indicator 2 (Data point 2): Number of students exceeding the national average in writing on the CAAP test.
Data Collection: The Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT to all graduate candidates.
Targets: Cowley had 183 students (out of 374 tested … or 48.93%) exceed the national average in writing during the first year of testing which was used as the baseline data. During 2006, there were 262 students (out of 519 tested …or 50.48%) that exceeded the national average in writing.
Key Performance Indicator 3 (Data point 3): Number of students exceeding the national average in mathematics on the CAAP test.
Data Collection: The Collegiate Assessment of Academic Proficiency (CAAP) offered by ACT to all graduate candidates.
Targets: Cowley had 229 students (out of 374 tested … or 61.22%) exceed the national average in mathematics during the first year of testing which was used as the baseline data. During 2006, there were 365 students (out of 519 tested … or 70.32%) that exceeded the national average in mathematics.
Key Performance Indicator 4 (Data point 4): Percentage of students who successfully complete College Algebra after taking Intermediate Algebra from Cowley the previous semester.
Data Collection: Cowley will measure the number of students who obtain a grade of “C” or better in College Algebra from those students who took Intermediate Algebra at Cowley the previous semester. This will demonstrate the effectiveness of our efforts to improve instruction in mathematics.
Targets:
This is the only indicator where Cowley did not meet its target. Mathematics in general – and College Algebra in particular – continues to be a major difficulty for our students. The results of the Fall 2005 cohort group were exceptionally poor. We believe that this is somewhat of an aberration.since the previous four years showed slow but steady improvement. Ironically, although this is a major problem at Cowley, the majority of our graduates outperform most other students at other schools (as shown in the previous indicator where 61.22% of our graduates exceeded the national average in mathematics).
To address this problem, Cowley has instituted mandatory assessment testing and placement of students into the appropriate starting course. We are focusing our efforts on improving the transition from Beginning to Intermediate to College Algebra. As a part of this focus, we have implemented college-wide standardized final exams as 20% of a student's total grade. This is an effort to bring more consistency to the evaluation of a student's readiness to proceed from one course to the next. We have expanded our tutoring schedule as well.
Took Passed With Success Passed With Success
MTH4410 "C" or better Rate "C" or better Rate
Group 1 Group 2 MTH4420
From Group 1
Fall 2005 to Spring 2006 357 228 63.87% 115 32.21%
Fall 2004 to Spring 2005* 309 217 70.23% 124 40.13%
Fall 2003 to Spring 2004* 323 221 68.42% 130 40.25%
Fall 2002 to Spring 2003* 337 236 70.03% 130 38.58%
Fall 2001 to Spring 2002 285 175 61.40% 103 36.14%
Spring 2006 to Summer or Fall 2006334 198 59.28% 97 29.04%
Spring 2005 to Summer or Fall 2005416 289 69.47% 156 37.50%
Spring 2004 to Summer or Fall 2004*352 251 71.31% 116 32.95%
Spring 2003 to Summer or Fall 2003*406 265 65.27% 115 28.33%
Spring 2002 to Summer or Fall 2002*273 181 66.30% 77 28.21%
Spring 2001 to Summer or Fall 2001224 159 70.98% 63 28.13%
*Used as baseline Fall Spring Total
Average of 3 years/Group 1 39.63% 29.87% 34.60%
Calendar Year 2006 32.21% 29.04% 30.68%
Difference -7.42% -0.83% -3.92%
Key Performance Indicator 5 (Data point 5): Decrease the “performance gaps” on the Noel-Levitz Student Satisfaction Survey of instructional effectiveness.
Data Collection: The Noel-Levitz Student Satisfaction Survey is a nationally recognized standard in measuring students’ satisfaction with their educational experience. Fourteen questions relate specifically to instructional effectiveness. A “performance gap” is determined by Noel-Levitz by comparing the student’s rating of the measurement’s importance with their satisfaction. The greater the gap implies the less effective the instruction. Conversely, reducing the gap demonstrates improvement in the effectiveness of the instruction.
Targets: Cowley used the measurements from the Spring 2005 survey as the baseline. In the Spring 2006 survey, there was a decrease in the performance gap (i.e., an improvement in instruction) in 6 of the 14 measurements over the baseline scores.
Institutional Goal 3: To expand Cowley’s industrial technology training in aviation airframe and power plant maintenance, automotive technology, machine tool technology, and welding.
Key Performance Indicator 1 (Data point 1): Number of course sections offered in industrial technology courses.
Data Collection: Vocational training is important to the state’s workforce. Cowley is committed to expanding our course offerings. Our workforce advisory groups have identified these programs as areas of particular need.
Targets: Vocational training continues to be vitally important to the state’s overall welfare. Cowley is doing everything possible to meet this overwhelming need. Our workforce advisory groups identified training in aviation airframe and power plant maintenance, automotive technology, machine tool technology, and welding to be areas of particular need.
In addition to expanding our programs on the main campus in Arkansas City, we have also taken these programs to new facilities in Wichita and Mulvane. The incredible demand has resulted in growth rates far surpassing our targets. As a result, we have added a second facility in Mulvane and are actively participating in the development of the new training facility planned at Jabara Airport in Wichita.
Cowley was able to offer 431 course sections.
However, regardless of the need, it will be extremely difficult to continue expanding these programs given the much higher costs associated with vocational training (as opposed to more traditional academic courses).
Key Performance Indicator 2 (Data point 2): Number of students enrolled in industrial technology courses.
Data Collection: In addition to offering more sections, the total number of students enrolled needs to increase as well in order to expand the number of qualified workers available.
Targets: Cowley enrolled 580 students in these sections. This is an unduplicated count
Key Performance Indicator 3 (Data point 3): Number of students who successfully complete an FAA airframe or power plant certification.
Data Collection: Certain industries require national certifications. Our students in aviation airframe or power plant maintenance must be certified by the Federal Aviation Administration.
Targets: Cowley had 95 students who received their FAA airframe or power plant certifications.
KBOR use only: Cowley County Community CollegeSummary of changes from the previous approved performance agreement
All of the indicators for Goal 2 are new; the institutional goal has also changed. In the second performance agreement the indicators were:
Fall-to-Fall retention of under-prepared students
Percentage of students attaining their educational goal
Percentage of under-prepared students persisting to the end of the semester
Response to any Board comments on the previous approved performance agreement
Not applicable
Recommendation and Comments
Recommend approval