2013 CCA Completion Metrics

Metrics (August 2014)

Metrics (December 2014)

Metrics (April 2015)

2016 CCW Dashboard


Moving the Metrics Forward

Basic Assumptions:

  • We can generate accurate data and do have appropriate accountability data
  • This is about improving student success, not about penalizing institutions
  • We are committed to maintaining academic rigor and quality academic programs and student services
  • We must lead the effort of identifying and utilizing performance standards or they will be imposed upon us
  •  We will utilize existing data sources and validated reports whenever possible. There are certainly flaws in some data sources; however, the impact is universal
  • Institutions may be interested in expanding on some of these measures for their own internal accountability.  Statewide metrics will remain at the higher level
  • Some but not all of our metrics will be used in the performance funding model for the community colleges.  We will make recommendations to guide the effort
  • Representatives from each institution/entity has a responsibility to communicate information and gather feedback throughout the process


  • Must consider the point of diminishing returns.  100% in any category is not possible or desired.  Appropriate benchmarks will be critical
  • Must take care not to penalize the institutions that are currently achieving at higher levels on some indicators
  • Must try to avoid creating a competitive environment that is detrimental to our students and results in “gaming” the system


  • Want to use data that can be gathered and assessed in a uniform fashion
  • It is okay to have some state-specific indicators
  • Would like to be able to do national comparisons with credible sources (IPEDS, CCA, VFA, NCCBP, NESSE, CESSE)
  • We need to make sure that comparators are appropriate for community colleges and the University.

Preliminary List of Metrics

  1. Courses completion rates
  • Community Colleges:  use the existing course completion report
  • Uses NCCBP Standards
  • University of Wyoming
    • Note/Question:  The ASC has been talking about something called enrollee success "volumes" as an option.  We need to understand what this is.
  1. Degree and “high value” certificate completion rates
  • Community Colleges:  Annual total number of associate degree and recognized certificate recipients
  • (include Summer, Fall, Spring graduates)
  • Compare and trend total numbers of degrees
    • Some discussion still needs to occur over inclusion of all certificates. Credentials?
  • University:
    • Do we want to also do a cohort comparison using the CCA seeking students and do a full and part-time completion rate?
    • Will include a subpopulation data.  Need to make sure that we can identify and accurately follow "degree seeking" students.
    • Track 100%, 150%, 200% of time to degree.
  1. Average time to degree or certificate completion
  • Utilize the CCA data points for degree-seeking students?
  • Break it down by subpopulations by age, ethnic, full and part-time.  Pell?


  1. Gateway course completion rates (within the student’s first 30 credit hours)
  • Preliminary Definition of Gateway courses:  First college-level math and English courses
  • Will need to create a report to track this information, but is doable.  Can use the Subsequent report as the starting place


  1. Transfer rates
  • IPEDS Definition:  Transfer within 150% of time without graduating?
    • Also track 100% and 200%. Further?
  • Look at transfer of graduates?
  • Will need to utilize clearing house data?  How do we make it as accurate as possible?


  1. Employment in Wyoming
  • MOU with Department of Employment
  • Will need to decide what we want to know.  Employment in field?  Starting salary?


  1. Workforce performance and/or participation rates
  • Percent of county populations served (already reported for CCs)
  • Utilize some of the information out of the workforce report


  1. Student retention and persistence:  semester-to-semester, fall-fall
  • Community Colleges already have a report on persistence?  Need to look at what we want, however?  Cohort based?
  • Total term-to-term?
  • First-time full-time term-to-term?
  • First-time part-time term-to-term?


  1. Others?

*Subpopulation under several of the metrics above will include: full/part time; pell reciepients; by ethnicity; male/female, first generation?

How can we utalize the SLDS to freeze data and track over time?


November 10, 2013


Northern Wyoming Community College District University of Wyoming Casper College Western Wyoming Community College Northwest College Central Wyoming College Laramie County Community College Eastern Wyoming College