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Pima Community College, Tucson, AZ

Pima Community College Mission Key Performance Indicators, 2018-2019

COLLEGE MISSIONPCC is an open-admissions institution providing affordable, comprehensive educationalopportunities that support student success and meet the diverse needs of its students andcommunity.

COLLEGE VALUESTo guide Pima Community College, these values characterize the way in which weaccomplish our mission:

- People: We value our students, employees and the community members we serve, bymaking decisions that address the needs of those populations.

- Integrity: We make a commitment to academic honesty, personal ethics andinstitutional decision-making that is based on sound moral principles, accountability andtransparency.

- Excellence: We embrace best practices and value high quality services and programsthat lead to successful outcomes for our students through evidence-based continuousimprovement practices.

- Communication: We are committed to sharing information with internal and externalstakeholders in a transparent, timely and meaningful way that is open, honest and civil.

- Collaboration: We encourage teamwork and cooperation within the College and withthe community to support student success.

- Open Admissions and Open Access: We value open admissions and access to ourprograms and services for all who may benefit from them, regardless of where they arestarting from or what their final goal may be.

PimaCommunityCollege

COLLEGE VISION PCC will be a premier community college committed to providingeducational pathways that ensure student success and enhancethe academic, economic and cultural vitality of our students anddiverse community.

CORE THEMES


Pima Community College Mission Key Performance Indicators, 2018-2019

PRIMARY METRICS

40% - Fall 2017 completed applications to registration attempt conversion

72% - Fall 2017 first term credit success

67% - Fall 2017 to spring 2018 retention

16% - Fall 2014 students placing in developmental math who completed developmentaleducation in math or a college level math class in two years

14% - Fall 2010 cohort earning degrees or certificates in six years

60% - Institutional Goal: Achieve 60 Pima County


Core Theme 1: Student Success - page 1 Mission Key Performance Indicators, 2018-2019

Objectives:- Support and increase student goal achievement - Support student progress toward goals - Enhance course, program and general education assessment to improve learning

Note: DevEd is Developmental Education100% in the chart above represents all students who needed Developmental

Education in at least one subject.

Fall 2011 cohort

Gender Desc Race Ethnicity Start Term Age Band Credential Seeking Flag

Core Theme 1: Student Success - page 2 Mission Key Performance Indicators, 2018-2019



Core Theme 2: Student Access - page 1 Mission Key Performance Indicators, 2018-2019

Objectives: - Provide educational pathways and ressources that meet student and communityneeds- Increase enrollment across college

Gender

Age Group

Race/Ethnicity

Pell Grant

Assessed

Attended Orientation

Notes: The application and registration processes are not synchronised. This results in large margin of error in conversion rates. If manyapplications for a given term come by the end of that term, they will not result in any registration. For this reason, the applications withcompletion date after mid-November are not included in this chart.

Completed Applications

Application for Term

Measures

Completed applications

Fall 2014

Fall 2015

Fall 2016

Fall 2017

5,376

4,665

5,308

2,533



Simplified_District_Name

• Amphitheater

Note: Includes graduates enrolled at PCC in the fall term closest to their high school graduation year. Highschool graduation year is self-reported. The number of enrolled comes from PCC database. The number of all district graduates is provided by ADE with two years lag, that is why the last available termin the percentage table is Fall 2016.

69.7% of 2016 recent US high school graduatesenrolled in college nationwide, 2/3 of them enrolled in four-year colleges.

Number of Recent HS Graduates Enrolled at PCC, by District

School Name

Measures Term

Number Enrolled

Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017

Amphi Academy at El Hogar

Amphitheater High School

Canyon Del Oro High School

Ironwood Ridge High School

68 48 45 70 52

107 94 113 89 61

130 105 101 113 61

% of Recent HS Graduates Enrolled at PCC, by HS District


Measures Term

District_Percentage

Fall 2013 Fall 2014 Fall 2015 Fall 2016

Amphitheater 31% 28% 26% 28%




• Tucson

School Name

• Catalina High Magnet School• Rincon High School

Note: Filter by one district in a time

Increasing enrollment is integral to achieving the College's degree attainment goal. Although enrollment has been declining over thelast five years, the rate of decline is slowing. Students taking a full-time load have decreased in recent years, as the proportion ofstudents attending less than half-time has grown. This trend lengthens students' time to completion and impacts the institution'sprogress toward degree attainment.



Section Subject New Division Major 1 DescSection Campus Desc

Term Session Desc

• Fall

Note: Counts are made on the census day and do not include withdrawn students.


Core Theme 3: Teaching and Program Excellence - page 1Mission Key Performance Indicators, 2018-2019

Objectives: - Provide excellent teaching that utilizes best practices to support student success- Offer relevant and quality programs that provide positive contributions to the economy of the region

1 = Never, 2 = Sometimes , 3 = Often , 4 = Very ofte n

Community College Survey of Student Engagement: 2018 Results

Student-Faculty Interaction Standardized Benchmark Scores

CoreTheme3:



Perkins accountability indicators in postsecondary career and technical education

1P1: Technical SkillAttainment

2P1: Credential,Certificate, Degree

3P1: Student Retention or Transfer

4P1: Student Placement

State required level ofperformance

PCC student's level ofperformance

92.75% 47.00% 68.50% 45.00%

98.63% 44.93% 64.16% 24.17%

Program Year 2017-2018

92.50% previous year 47.00% previous year 68.00% previous year 41.00% previous year

93.41% previous year 47.28% previous year 68.12% previous year 60.00% previous year


These data represent the success rate of transfer students from PCC to University of Arizona (UA), compared to the success rate of all UA students. Baseline targets for Arizona State University and Northern Arizona University will be addedin the coming year.

UA Subject AreaPCC Division

• Allied Health


Cohort Classification

• B - Success of all New transfer students in the cohort

The College tracks the success of four transfer cohorts to the University of Arizona (UA). This data represents students who attended PCC in the 2013-2014 academic year and transferred to University ofArizona for the 2014-2015 academic year.

The College will continue to track this measure, and add data for Arizona State University and NothernArizona University as it becomes available. The goal is an 88% success rate for each cohort.





Program Types

Program

Degree or Certificate Degree/Certificate which are Accredited/certificated


Core Theme 4: Student Services - page 1Mission Key Performance Indicators, 2018-2019

Objectives:- Provide quality and appropriate student support services at the campuses - Provide student-centered admissions and financial aid processes that support student success

Community College Survey of Student Engagement - 2018 Results

Support for Learners Standardized BenchmarkScores

First four questions: 1 = Never, 2 = Sometimes , 3 = Often , 4 = Very oftenLast two questions: 0 = Never , 1 = 1 time , 2 = 2–4 times , 3 = 5 or more times



PCC Financial Aid 3-Year Default Rates

FY 2013

Default Rate

Number in Default

Number in Repay

Enrollment Figures

20.9%

934

4,452

53,250

Source: Department of Education,https://nslds.ed.gov/nslds/nslds_SA/ defaultmanagement/cohortdetail_3yr, as of 02/28/2019

Arizona Public Colleges and Universities Default Rates

"Nationally, community colleges have a higherstudent loan default rate than other colleges anduniversities."

The average cohort default rate:nationally - 11.3 %, community colleges - 18.5%.

Source: National Association of Student Financial Aid Administratorshttps://www.nasfaa.org/news-item/10121/Why_Arizona_Community_Colleges_Have_High_Student_Loan_Default_Rates10/14/2016

Note: PCC'sdraft FY 2016 default rate has recently been published, it is 18.7%

FY 2014

19.3%

780

4,037

4,7374

FY 2015

19.3%

641

3,317

43,552



Assessed

Attended Orientation

Pell Grant

Age Group

Gender

Race/Ethnicity

Completed Applications

Application for Term

Measures

Completed applications

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

5,376

4,665

5,308

2,533

985


Core Theme 5: Community Engagement - page 1Mission Key Performance Indicators, 2018-2019

Objectives:- Promote initiatives that provide opportunities for the development of our students and community- Engage with national, state and local authorities on initiatives that support the mission of the College- Develop and enhance the partnership that identify and respond to the eduscational needs of the community- Engage with industry and increase the skilled workforce within Pima County

Number of Contracts (Most recently available information) • Local business/industry: 91 (contracts and partnerships)

• High schools for dual enrollment: 26 IGAs in place (with districts and/or schools)

• In-state and out-of-state universities for transfer: 19 transfer partners, including the three in-state universities

Total Number of Students Served in Credit, Non-credit, Continuous Education, Adult Education, Training and Development Center,

and other classes (unduplicated headcount)

Breakdown is on the next page.


Core Theme 5: Community Engagement - page 2Mission Key Performance Indicators, 2018-2019

Adult Education

Age at Snapshot - Range

Gender Desc

Ethnicity Desc

Division

Section Subject

Core Theme 5: Community Engagement - page 3 Mission Key Performance Indicators, 2018-2019


Headcount TrendsNote that the vertical scale varies considerably from figure to figure

Age at Snapshot - Range

Gender Desc

Ethnicity Desc

Note: Adult Education demographic breakdown is not available yet.



Gender Desc Ethnicity Desc Division Section Site Desc



Dual Enrollment by School

Section Site Desc

Measures Term Year

Enrollment Duplicated

2014 2015 2016 2017 2018

Academy of Tucson HS

Ajo HS

Alta Vista High School

Andrada Polytechnic HS

Canyon del Oro HS

Catalina High School

Central AZ Valley In. of Tech.

Cholla High School

Cienega HS

Compass High School

Desert View HS

Empire High School

Flowing Wells HS

27 30 16 19 21

28

21

18 38 56 55 43

119 153 146 76 51

165 9 25 11 35

114 78 84 60 78

4 81

59 59 73 108 84

6

40 89 165 68 66

45

28 50

Gender Desc

Ethnicity Desc

Division

Section Subject


Core Theme 6: Diversity, Inclusion and Global Education - page 1Mission Key Performance Indicators, 2018-2019

Note: Counts are made on the census day and do not include withdrawn students.

Gender Age at Snapshot - Range IPEDS Ethnicity Desc

Veteran Indicator Low Inc FlagFirst Gen Flag Pima County Zip

Section Delivery Method Desc Residency Status Desc



Gender Desc Race Ethnicity Start Term Age Band Pell Status Flag

FT PT in First Term Flag Credential Seeking Flag College Ready Flag

Fall 2011



Compare current employee (fulltime faculty and administrators) representation to US Census estimates

Compare current full-time faculty race/ethnic breakdown to 2017 full-time faculty applicant pool

3,856 persons applied for any position in PCC in 2017. 2,457 (64%) reported race/ethnicity. 2,750 (73%) reported gender.



Community College Survey of Student Engagement: 2018 Results

How much does this college emphasize encouraging contact among students from different economic, social, and racial or ethnic backgrounds?

On the scale: 1 = Very little , 2 = Some , 3 = Quite a bit , 4 = Very much

PCC - 2.62All Colleges in 2018 cohort - 2.66

Extra-large colleges - 2.70

Pima Community College, Tucson AZ

Core Theme 7: Institutional Effectiveness - page 1Mission Key Performance Indicators, 2018-2019

Objectives:- Ensure effective and ethical use of the College's financial resources, technology and infrastructure- Enhance and evidence-based approach to decision-making that is based on continuous improvement process

Composite Indicator Score (Index) The composite indicator number score (or index) is the means by which the College determines whether an institution operates with integrity in its financial functions. This index is outlined and reviewed by the College’s accreditor, the HigherLearning Institution (HLC) and is based on Criterion Two, Core Component 2.A.: Criterion Two. Integrity: Ethical and Responsible Conduct Core Component 2.A. The institution operates with integrity in its financial, academic, personnel,and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, and staff.



Cost per square foot by category takes each of the components that add up to the total cost persquare foot by dividing the costs ONLY by the RELEVANT square footage for those costs/wherethose costs apply. - Example 1, the square footage of Green Valley is NOT included in the cost per square footoverall for PCC for Natural Gas, since there are no PCC costs for Natural Gas at Green Valley. - Example 2, the operating cost of $1.10 per square foot was calculated using total operatingcosts of YMCA & Clements center of $96,604.56 divided by the YMCA & Clements total squarefootage (ONLY) of 88,137 sq. ft. to = $1.10 per sq. ft. since those costs and square footage onlyapply to those two locations.

Cost per Sq. Foot by Location

Cost per Sq. Foot by Utility

Cost per Square Foot



First stage, summer - fall 2015:

- 24 units developed Operational Effectiveness (OE) Documents - Units were defined and each unit developed a Mission Statement and Operational Objectives, and KPIs were chosen for each objective - Main focus was on establishing knowledge and developing OE processes

Second stage, late fall of 2015 and early spring of 2016:

- Expansion of Operational Effectiveness (OE) across the College- 58 units were defined and developed OE Documents (100% participation rate) - Units were defined and each unit developed a Mission Statement, Operational Objectives and KPIs were chosen for each objective - Focus was on collecting data for use in the Unit Operational Planning Process in addition to the initial focus of the OE process

Third stage, summer 2016 - summer 2018:

- As a result of the college reorganization, new units were defined and each new unit developed a Mission Statement and Operational Objectives and KPIs werechosen for each objective - 58 defined units grew into 73 defined units as a result of the reorganization of the College—81% of units currently have OE documents on file (58/73) - A number of units adjusted/edited their OE documents

Fourth stage, fall 2018 - fall 2023:

- Fusion of Operational Effectiveness and Planning processes, as well as Service Review, into one IQ (Institutional Quality) process- First half of units starts the 4-year cycle in fall 2018- Second half of units starts the 4-year cycle in fall 2019

Proportion of units with approved effectiveness documents and the proportions of units utilizing effectiveness data to make evidence-based improvements