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Section 8.1: The institution identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution's mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success.

Florida State College at Jacksonville (hereafter referred to as the College) identifies, evaluates, and publishes goals and outcomes for student achievement, appropriate to the College’s mission, the nature of the students it serves, and the kinds of programs offered. The College uses multiple measures to document student success.

Adopted by the College’s Cabinet, the College has identified five measures to document student success: 1) IPEDS graduation rate, 2) Fall-to-Fall retention rate, 3) institutionally calculated graduation rates, 4) completion of ENC1101 and/or gateway mathematics course within first year, and 5) Career Certificate Completers.

In response to SACSCOC's August 15, 2018, request to member institutions to identify a self-selected undergraduate student completion metric, the College selected the IPEDS "traditional" Overall Graduation Rate (150% standard time). This metric also serves as one of the College's five measures to document student success.

Mission, Strategic Priorities, and FCS Performance Funding Model

The College's mission is to provide high value, relevant, life-long education that enhances the intellectual, social, cultural, and economic development of our diverse community. An extension of the College’s mission, the 2020-21 strategic plan, remains focused on the ultimate goal of increasing student success.

To support this goal, the College has identified three strategic priorities: 1) increase enrollment, 2) increase retention and success, and 3) improve processes. Each of the College’s measures of student achievement align directly to one or more components of the institution’s mission and strategic priorities.

As an Achieving the Dream (ATD) institution, the College also recognizes the importance of early momentum metrics. Early momentum metrics include measures related to retention rates, completion rates, and early completion of gateway English and mathematics courses.

Table 8.1-1 illustrates each student achievement measure’s alignment to the College mission, strategic priorities, and ATD early momentum metrics.

Table 8.1-1: Student Achievement Measure Alignment to Mission, Strategic Priorities, and ATD early momentum metrics

Achievement Measure	Alignment to Mission	Alignment to Strategic Priority	ATD Early Momentum Metric
IPEDS Graduation Rate	Intellectual, social, and cultural development	Priority 2	No
Fall-to-Fall Retention	Intellectual, social, and cultural development	Priority 1 and 2	Yes
Institutionally calculated graduation rates	Intellectual, social, and cultural development	Priority 2	Yes
Completion of ENC1101 and gateway mathematics course within first year	Intellectual, social, and cultural development	Priority 2	Yes
Career Certificate Completers	Economic development	Priority 1	No

Programs Offerings and Student Goals

The College has set goals for student achievement that are reflective of the programs offered and the nature of the students it serves. As an open-access institution serving the diverse educational needs of the residents of Duval and Nassau counties, the College offers programs that are primarily intended to immediately prepare graduates to enter the workforce or continue their education. Per the 2019-20 Catalog, the College offers 13 baccalaureate degrees, one Associate in Arts degree, 51 Associate in Science degrees, one Associate in Applied Science degree, 65 Technical Certificates, one Advanced Technical Certificate, and 33 Workforce Certificates (PSAV/Clock Hour programs). The College also offers six Non-Degree Seeking programs and one Certificate of Professional Preparation.

The College supports the educational needs of a diverse student body. Per the College's 2018-19 Fact Book, the median student age was 24 years and the mean (average) was 28 years with almost 78% of FSCJ students attending college part-time. For 2018-19, the college’s enrollments by race/ethnicity included 27.4% of students reporting as Black or African American, 45.1% as White, 12.5% as Latinx, 3.2% as two or more races, 5.2% as other minority, and 6.7% as unreported/unknown. These key pieces of student demographic data inform the College’s student achievement measures, thresholds of acceptability, and achievement goals.

The identified measures of student achievement support the College's focus of preparing students to enter the workforce or to continue their education. Although the metrics the College uses in measuring student achievement are institutional level metrics encompassing all locations and modalities, the College is committed to the success of all of its students. The College acknowledges that these measures do not encompass all aspects of student achievement. It is for this reason that a definition of student success was developed as an acknowledgement of all aspects of student success.

IPEDS Graduation Rate

The Integrated Postsecondary Education Data System (IPEDS) provides basic data needed to describe and analyze trends in postsecondary education. IPEDS collects data on the number of students who complete a postsecondary education program. As evidenced through the five years of data provided in Table 8.1-2, the College’s minimum IPEDS Graduation Rate was 35% (2015-16 & 2017-18) and the maximum was 38% (2018-19). Using linear projection modeling, the achievement goal for the IPEDS Graduation Rate is 40%, which would represent a maximum level not previously experienced at the College. The threshold of acceptability for this measure is 30%, which is the minimum graduation rate reported, in 2010-11, by the College over a ten-year timeframe.

Table 8.1-2: Five-Years of FSCJ IPEDS Graduation Rates disaggregated by Ethnicity and Gender

IPEDS Year	2014-15	2015-16	2016-17	2017-18	2018-19
FSCJ	36%	35%	37%	35%	38%
American Indian/Alaska Native	45%	20%	33%	42%	9%
Asian	33%	43%	50%	54%	54%
African American	26%	25%	27%	20%	28%
Hispanic	44%	32%	34%	40%	39%
Native Hawaiian/Pacific Islander	NA	NA	33%	45%	0%
White	38%	39%	40%	41%	42%
Two or More Races	NA	NA	37%	38%	35%
Unknown	48%	40%	41%	41%	43%
Male	33	32	32	34	32
Female	38	38	40	36	43

Should the College’s IPEDS graduation rate go below the threshold of acceptability, the institution will first gather and analyze information by conducting a detailed analysis of the IPEDS cohort with the graduation rate lower than 30%. Using the data from the analysis, the institution will identify key areas for improvement such as possible student groups or degree programs in which students are not graduating. The College will also review outcomes assessment data for those cohort years and identified programs to determine possible improvements in student learning outcomes. This analysis will also include review of internal policies, processes, and suggested pathways that may have an adverse effect on graduation rates. Based on the findings of the analysis, the institution will focus on implementing and measuring institutional changes aimed at increasing student achievement measures. Knowing there is a six-year delay in measuring graduation rates, this process will continue until the College has two consecutive IPEDS graduation rates above 30%.

Fall-to-Fall Retention Rate

To align FSCJ’s accreditation and Achieving the Dream (ATD) work, the College has identified its Fall-to-Fall Retention Rate as an additional measure of student success. To calculate retention, a cohort of students must be defined. For retention purposes, the College has defined the cohort as students enrolled in credit or clock-hour bearing courses in the fall term and registered and paid in a credit or clock-hour bearing course in the following fall. Completers within the first term up to and including the retention term, transient students, and non-degree seeking students were removed from the cohort.

Referencing the five years of retention data provided in Table 8.1-3, the minimum rate was 48% (fall 2016 to fall 2017) and the maximum was 55% (fall 2018 to fall 2019). Using linear projection modeling, a 58% achievement goal for fall-to-fall retention would represent substantial progress. Using the most recent representative years, fall 2014 through fall 2018, the threshold of acceptability has been identified as a Fall-to-Fall Retention Rate of 45%.

Table 8.1-3: Five-Years of Fall-to-Fall Retention Rates disaggregated by Ethnicity and Gender

	F14 to F15	F15 to F16	F16 to F17	F17 to F18	F18 to F19
Retention Rate	50%	50%	48%	50%	55%
Female	52%	52%	49%	52%	56%
Male	48%	47%	46%	48%	53%
African American	45%	46%	43%	45%	48%
Asian	63%	58%	56%	61%	60%
Hispanic	49%	49%	49%	55%	56%
Multiracial	50%	48%	45%	48%	53%
White	52%	52%	49%	52%	58%

Should the College’s Fall-to-Fall Retention Rate go below the threshold of acceptability, which is 45%, the institution will first gather and analyze information by conducting a detailed analysis of the cohort with the Fall-to-Fall Retention Rate lower than 45%. Using the data from the analysis, the institution will identify key areas for improvement such as possible student groups or degree programs in which students are not being retained. The College will also review outcomes assessment data for those cohort years and identified program(s) to determine possible improvements in student learning outcomes. This analysis will also include review of internal policies, processes, and suggested pathways that may have an adverse effect on retention rates. Based on the findings of the analysis, the institution will focus on implementing and measuring institutional changes aimed at increasing student achievement measures. Since there is a one-year delay in measuring Fall-to-Fall Retention Rates, this process will continue until the College has two consecutive cohorts with Fall-to-Fall Retention Rates above 45%.

Institutionally Calculated Graduation Rates

To align FSCJ’s accreditation and Achieving the Dream (ATD) work, the College has identified its institutional calculated graduate rates as students earning a certificate or degree within the four years (200% of time to completion) of initial enrollment. To calculate this metric, a cohort of students must be defined. For purposes of this student achievement measure, the College has defined the cohort as students new to FSCJ (first-time in college, first-time in college after dual enrollment, and first-time transfer to FSCJ). Referencing the five years of institutionally calculated graduation rates provided in Table 8.1-4, the minimum rate was 35.2% (fall 2016 cohort) and the maximum was 37.8% (fall 2014 cohort). Using linear projection modeling, a 38.2% achievement goal for institutionally calculated graduation rates would represent substantial progress. Using the most recent representative years, fall 2012 cohort through fall 2016 cohort, the threshold of acceptability has been identified as an institutionally calculated graduation rate of 34.7%.

Table 8.1-4: Five-Years of Institutionally Calculated Graduation Rates disaggregated by Ethnicity and Gender

	F12 Cohort	F13 Cohort	F14 Cohort	F15 Cohort	F16 Cohort
Graduation Rate for 200% time to completion	36.5%	36.0%	37.8%	36.3%	35.2%
Female	43.1%	37.9%	40.7%	39.8%	37.9%
Male	34.1%	33.8%	34.3%	32.4%	31.8%
African American	26.5%	25.9%	27.1%	29.0%	28.6%
Asian	50.0%	50.6%	48.5%	46.7%	56.1%
Hispanic	34.9%	36.9%	36.6%	34.9%	26.4%
Multiracial	33.1%	34.4%	34.3%	36.2%	30.0%
White	40.5%	39.3%	36.4%	39.0%	45.4%

Should the College’s institutionally calculated graduation rate go below the threshold of acceptability, which is 34.7%, the institution will first gather and analyze information by conducting a detailed analysis of the cohort with the institutionally calculated graduation rates lower than 34.7%. Using the data from the analysis, the institution will identify key areas for improvement such as possible student groups or degree programs in which students are not being retained. The College will also review outcomes assessment data for those cohort years and identified program(s) to determine possible improvements in student learning outcomes. This analysis will also include review of internal policies, processes, and suggested pathways that may have an adverse effect on institutionally calculated graduation rates. Based on the findings of the analysis, the institution will focus on implementing and measuring institutional changes aimed at increasing student achievement measures. Since there is a four-year delay in measuring institutionally calculated graduation rates, this process will continue until the College has two consecutive cohorts with institutionally calculated graduation above 34.7%.

Completion of ENC1101 and Gateway Mathematics Course within First Year

To align FSCJ’s accreditation and Achieving the Dream (ATD) work, the College has identified its completion of ENC1101 and/or gateway mathematics courses within the first year. To calculate this metric, a cohort of students must be defined. For purposes of this student achievement measure, the College has defined the cohort as students new to FSCJ (first-time in college, first-time in college after dual enrollment, and first-time transfer to FSCJ). Referencing the five years of retention data provided in Table 8.1-5, the minimum rate for completion of ENC1101 and a gateway mathematics course was 34.5% and 24.1%, respectively, occurring between fall 2018 and fall 2019. The maximum rate for completion of ENC1101 and a gateway mathematics course was 41.5% and 32.2%, respectively, occurring between fall 2015 and fall 2016. Using linear projection modeling, a 34.5% achievement goal for completion of a gateway mathematics course within the first year, and a 43.3% achievement goal for completion of ENC1101within the first year would represent substantial progress. Using the most recent representative years, fall 2014 through fall 2018, the threshold of acceptability has been identified as 23.1% and 31.2% completion of a gateway mathematics course within the first year and completion of ENC1101 within the first year, respectively.

Table 8.1-5: Five-Years of Completion of ENC1101 and/or Gateway Mathematics courses within first year

Gateway Area	2014-15	2015-16	2016-17	2017-18	2018-19
Mathematics[1]	30.4%	32.2%	31.5%	25.8%	24.1%
English[2]	39.9%	41.5%	39.8%	35.0%	34.5%

Should the College’s completion of a gateway mathematics course within the first year or completion of ENC1101 within the first year go below the threshold of acceptability, which is 23.1% and 31.2%, respectively, the institution will first gather and analyze information by conducting a detailed analysis of the cohort with the completion of a gateway mathematics course within the first year or completion of ENC1101 within the first year lower than 23.1% or 31.2%. Using the data from the analysis, the institution will identify key areas for improvement such as possible student groups or degree programs in which students are not being retained. The College will also review outcomes assessment data for those cohort years and identified program(s) to determine possible improvements in student learning outcomes. This analysis will also include review of internal policies, processes, and suggested pathways that may have an adverse effect on completion of a gateway mathematics course within the first year or completion of ENC1101 within the first year. Based on the findings of the analysis, the institution will focus on implementing and measuring institutional changes aimed at increasing student achievement measures. Since there is a one-year delay in measuring completion of a gateway mathematics course or ENC1101 within the first year, this process will continue until the College has two consecutive cohorts with completion of a gateway mathematics course or ENC1101 within the first year above the threshold of acceptability.

Career Certificate Completers

FSCJ has identified annual Career Certificate (formerly PSAV or Workforce Certificate) completers as its fifth measure of student success. Completer counts are reported at the end of each semester and aggregated at the end of a reporting year (summer, fall, spring).

Referencing the five years of career certificate completer data provided in Table 8.1-6, the minimum total was 873 (2019-20 reporting year) and the maximum was 1658 (2018-19 reporting year). Using linear projection modeling, a total career certificate completion count of 1177 would represent substantial progress and is FSCJ’s achievement goal. Using the most recent representative reporting years, 2015-16 through 2019-20, the threshold of acceptability has been identified as a career certificate completion count of 821.

Table 8.1-6: Five-Years of Career Certificate Completers disaggregated by Ethnicity and Gender

	2015-16	2016-17	2017-18	2018-19	2019-20
Career Certificate Completers	1160	1148	951	1658	873
Female	611	589	473	823	504
Male	532	548	477	829	353
African American	298	325	298	520	307
Asian	23	29	20	30	18
Hispanic	164	135	137	225	141
Multiracial	18	11	23	47	22
White	553	514	421	751	361

Should the College’s number of career completions go below the threshold of acceptability, which is 921, the institution will first gather and analyze information by conducting a detailed analysis of the cohort with the number of career completions lower than 821. Using the data from the analysis, the institution will identify key areas for improvement such as possible student groups or certificate programs in which students are not being retained. The College will also review outcomes assessment data for those cohort years and identified program(s) to determine possible improvements in student learning outcomes. This analysis will also include review of internal policies, processes, and suggested pathways that may have an adverse effect on completing career certificates. Based on the findings of the analysis, the institution will focus on implementing and measuring institutional changes aimed at increasing student achievement measures. Since there minimal delay in measuring career certificate completions, this process will continue until the College has two reporting years with career certificate completions above 821.

Evaluation

The College evaluates its performance with respect to each of its identified measures of student achievement. Formal evaluation by Cabinet occurs concurrently with the annual review of performance of the College’s Strategic Plan. Monitoring and dissemination of key data also occurs periodically including through the publication of the College’s Fact Book.

Publication

In accordance with the Standard, the College publishes its student achievement measures, thresholds of accountability, achievement goals, and performance on its website. This information is publicly available and updated annually.

Summary

The College identifies, evaluates, and publishes goals and outcomes for student achievement, appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered. The College uses the measures of IPEDS graduation rate, Fall-to-Fall retention rate, institutionally calculated graduation rates, completion of ENC1101 and/or gateway mathematics course within first year, and career certificate completers to document student success.

[1] Gateway mathematics courses include MAC1105, MGF1106, MGF1107, & STA2023

[2] Gateway English courses include ENC1101 & ENC1101C

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Florida State College at Jacksonville is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate and baccalaureate degrees. Questions about the accreditation of Florida State College at Jacksonville may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).

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