The Office of Institutional Effectiveness at Lake Tahoe Community College coordinates the process of identifying relevant measures of program and institutional performance, establishing baseline data, defining short and long-term goals, and reporting outcomes. This overall approach to maintaining accountability ensures that the College meets regional accreditation standards as well as both state and federal regulations. Additionally, this promotes a culture of inquiry and thoughtful dialogue regarding the College's progress towards fulfilling its mission and vision.
In order to demonstrate outcomes relevant to the Strategic and Educational Master Plans of the College, an LTCC Scorecard was established. Additionally, this report includes the metrics from the CCCCO Student Success Scorecard, the IEPI Framework of Indicators, and ACCJC required Institution Set Standards in order to present a more comprehensive review of the College's effectiveness.
The Scorecard was developed in 2012 and is the current accountability framework for the California Community Colleges (CCC). The purpose of the Scorecard is to provide stakeholders with clear and concise information about student progress and success. The core of the framework is a series of college level metrics. Several of the measures were carried over from the previous reporting system, the Accountability Reporting for the Community Colleges (ARCC), triggered by Assembly Bill 1417 in 2004. The ARCC framework represented a number of priorities, including using measures that reflect the breadth and scope of college missions and providing a standardized view of each college’s performance. These original principals have been carried over to the current accountability framework, the Scorecard.
In 2014, the California legislature created the framework of indicators to encourage improvement in institutional effectiveness at California community colleges. In accordance with Education Code section 84754.6, the Board of Governors adopted the Year-Two Goals framework in November 2015 to measure the ongoing condition of California community colleges operational environments. As a condition of the receipt of Student Success and Support Program (SSSP) funds, the statute requires that each college develop, adopt, and post a goals framework that addresses four areas (i.e., student performance and outcomes, accreditation status, fiscal viability, and programmatic compliance with state and federal guidelines). Colleges and districts must adopt a short-term (1 year) and long-term (6 year) goal for each of the Year-Two indicators marked as required in the Institutional Effectiveness Indicator Portal. According to the California Legislature, these goals must be challenging and quantifiable, address achievement gaps for underrepresented populations, and align the educational attainment of California's adult population to the workforce and economic needs of the state.
Through the participatory governance process at LTCC, input was sought from the Budget Council, College Learning and Enrollment Management Council, Basic Skills Initiative committee, Academic Senate, and other relative stakeholder groups. On June 8, 2017 the goals listed below were endorsed by the Institutional Effectiveness Council (IEC) and were then adopted by the Board of Trustees on June 13, 2017.
|IEPI Indicator Performance and Goals|
|2010/11||2011/12||2012/13||2013/14||2014/15||2015/16||1 Year Goal||6 Year Goal|
Ending unrestricted general fund balance as a percentage of total expenditures.
A "Yes" indicates the district has achieved (historical) or has set a goal to achieve an "unmodified" or "unqualified" independent audit opinion (minimal or no material weaknesses or significant deficiencies).
|Audit Opinion Financial Statement|
Successful Course Completion
Percentage of Fall term credit course enrollments where student earned a grade of C or better.
Unprepared Student Completion Rate
Percentage of first-time degree, certificate, and/or transfer seeking students tracked for six years who attempted any below transfer-level course in Math and/or English in the first three years, who completed their educational goal.
Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC) accreditation status (FA-N = Fully Accredited - No Action; FA-RA = Fully Accredited - Reaffirmed).
|Next Accreditation Visit: Fall 2017|