Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2018-2019

Institution	Wyoming Community College Commission
Titel	Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2018-2019
Quelle	(2020), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Community Colleges; Academic Achievement; Educational Attainment; Academic Persistence; School Holding Power; Academic Degrees; Educational Certificates; Graduation; Placement; Employment Level; Certification; Critical Literacy; Success; College Transfer Students; Outcomes of Education; Goal Orientation; Career Change; Individual Development; Job Skills; Graduation Rate; Grades (Scholastic); Course Selection (Students); Remedial Instruction; Wyoming + Suchen Sie Ihr Suchwort? Community college; Community College; Schulleistung; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Schulzeugnis; Abschluss; Graduierung; Betriebspraktikum; Praktikum; Beschäftigungsgrad; Abschlusszeugnis; Zertifizierung; Kritisches Lesen; Erfolg; Hochschulwechsel; Schulwechsel; Studienortwechsel; Lernleistung; Schulerfolg; Zielorientierung; Zielvorstellung; Career changes; Berufswechsel; Individuelle Entwicklung; Produktive Fertigkeit; Notenspiegel; Course selection; Student; Students; Kurswahl; Förderkurs
Abstract	W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The "Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges," developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 "Wyoming Community College Commission Statewide Strategic Plan" are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This 2018-2019 Performance Indicator Report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For the 2017-2018 report, see ED609692.] (ERIC).
Anmerkungen	Wyoming Community College Commission. 2020 Carey Avenue 8th Floor, Cheyenne, WY 82002. Tel: 307-777-7763; Fax: 307-777-6567; Web site: http://communitycolleges.wy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01