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Florida State College at Jacksonville

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Email  StateReporting@fscj.edu

FSCJ identifies, evaluates and publishes goals and outcomes for student achievement, appropriate to the College’s mission, the nature of the students we serve and the kinds of programs offered. FSCJ uses multiple measures to document student success.

Adopted by the College’s Cabinet, FSCJ has identified four measures to document student success: 1) IPEDS Graduation Rate, 2) Fall-to-Fall Retention Rate, 3) Completion Counts and 4) Entry-Level Wages. 

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 four measures to document student success.

Alignment to Mission, Strategic Priorities and FCS Performance Funding Model

                                                                                                                                

FSCJ’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, FSCJ’s 2017-20 Strategic Plan focuses on a singular goal: to increase the success of FSCJ students. This goal is achieved through the realization of three strategic priorities: 1) Provide a student-centered education, 2) Impact community and 3) Increase institutional capacity. 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 a Florida College System (FCS) institution, FSCJ also participates in the state’s Performance Based Funding Model, which includes measures related to retention rates, completion rates, job placement/continuing education rates and entry-level wages. Recognizing the importance of this model to the financial health of the College, three out of four of the College’s student achievement measures also align with the performance funding model. Table 8.1-1 illustrates each student achievement measure’s alignment to the College mission, strategic priorities and FCS Performance Funding Model.

Table 8.1-1: Student Achievement Measure Alignment to Mission, Strategic Priorities and FCS Performance Funding Model

Student Achievement Measure

Alignment to Mission

Alignment to Strategic Priority

Alignment to FCS Performance Based Funding Model

IPEDS Graduation Rate

Intellectual, social and cultural development

1, 2

 

Fall-to-Fall Retention Rate

Intellectual, social and cultural development

1, 2

Retention Rates

Completion Counts

Intellectual, social and cultural development

1, 2

Completion Rates

Entry-Level Wages

Economic development

1, 2

Entry-Level Wages

Programs Offered and Student Goals

The College’s goals for student achievement are reflective of the programs offered and the nature of the students we serve. As an open-access institution serving the diverse educational needs of the residents of Duval and Nassau counties, FSCJ offers programs primarily intended to immediately prepare graduates to enter the workforce or continue their education. Per the 2018-19 Catalog, the College offers 13 baccalaureate degrees, one Associate in Arts degree, 49 Associate in Science degrees, one Associate in Applied Science degree, 60 Technical Certificates, one Advanced Technical Certificate and 36 Workforce Certificates (PSAV/Clock Hour Programs). The College also offers six Non-Degree Seeking programs and one Certificate of Professional Preparation.

FSCJ supports the educational needs of a diverse student body. In 2016-17, the last year for which data is available, the median student age was 25 years and the mean (average) was 28 years. In addition, in 2016-17, over 80% of FSCJ students attended college part-time. Over the five-year period covering 2012-2017, the College’s enrollment by race/ethnicity included 26.9% of students reporting as Black, 45.3% as White, 7.8% as Hispanic, 1.8% as Two or More, 4.7% as Other Minority, and 13.5% as Not Reported. 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 students. FSCJ acknowledges that these measures do not encompass all aspects of student achievement. It is for this reason that FSCJ developed a definition of student success as an acknowledgement to 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 ten years of data provided in Table 8.1-2, the College’s minimum IPEDS Graduation Rate was 30% (2010) and the maximum was 37% (2017). The trend over the period is significantly positive with a projected rate of 36% for 2018-19. The achievement goal for the IPEDS Graduation Rate is 38%, which would represent a maximum level not previously experienced at the College. Benchmarking against FCS institutions, 38% also represents a significant increase in the median graduation rate. The threshold of acceptability for this measure is 30%, which is the minimum graduation rate reported by the College over the reporting period.

Table 8.1-2: FSCJ and FCS Median IPEDS Graduation Rates

IPEDS Year

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

FSCJ

35

32

30

31

32

33

35

36

35

37

FCS Median[1]

31

32

35

34

33

35

35

36

35

36
1This is a median of the individual FCS institution graduation rates

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 our student learning outcomes. This analysis will also include review of internal policies, processes and suggested pathways which 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

FSCJ 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, FSCJ has defined the cohort as students enrolled in credit or clock-hour bearing courses in the Fall Term and that were 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 four years of retention data provided in Table 8.1-3, the minimum rate was 47.8% (Fall 2016 to Fall 2017) and the maximum was 50.8% (Fall 2013 to Fall 2014). The trend over the period is decreasing due to falling College enrollments. Initial data indicate that Fall 2017 to Fall 2018 retention will increase. Using linear projection modeling, a 50% achievement goal for Fall-to-Fall retention would represent substantial progress. Using the most recent representative years’ Fall 2014 through Fall 2017, the threshold of acceptability has been identified as a Fall-to-Fall Retention rate of 45%.

Table 8.1-3:  FSCJ Fall-to-Fall Retention Rate

 

Fall 2013 to

Fall 2014

Fall 2014 to

Fall 2015

Fall 2015 to

Fall 2016

Fall 2016 to

Fall 2017

FSCJ Retention Rate

50.8%

50.4%

49.9%

47.8%

 

Should the College’s Fall-to-Fall retention rate go below the threshold of acceptability, 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. We will also review outcomes assessment data for those cohort years and identified program to determine possible improvements in our student learning outcomes. This analysis will also include review of internal policies, processes and suggested pathways, which 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. Knowing 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 a Fall-to-Fall retention rates above 45%.

Completion Counts

FSCJ has identified annual completion counts as its third measure of student success. While this measure aligns to the FCS Performance Funding Model, the College has elected to use data collected as part of its strategic plan. Table 8.1-4 details the completion counts for Workforce Certificates (W.C.), Technical Certificates (T.C.), Associate in Science (A.S.), Associate in Arts (A.A.) and Baccalaureate degrees for the years 2014-15 through 2017-18. It should be noted that the decrease in completion counts for W.C. over years 2016-17 to 2017-18 is attributed to the timing of data collection.

Table 8.1-4: Completion Counts

Credential

2014-15

2015-16

2016-17

2017-18

W.C.

1,422

1,160

1,148

951

T.C.

1,439

1,953

1,849

1,050

A.S.

1,063

1,033

1,007

812

A.A.

3,470

3,142

3,012

2,402

Baccalaureate

689

732

778

819

 

Table 8.1-5 indicates the threshold of acceptability and achievement goal for each of completion counts for the credential types. The threshold of acceptability for W.C., A.S. and A.A. was set using linear modeling projections. The threshold of acceptability for T.C. completions is the most recent minimal actual value. The threshold of acceptability for baccalaureate completions was determined using an exponential smoothing model. For the achievement goals, exponential smoothing models were used to develop targets for the W.C., T.C., A.S. and A.A. programs. A linear projection model was used for the baccalaureate achievement goal.

Table 8.1-5: Completion Counts, Thresholds of Acceptability and Achievement Goals

Credential

Threshold of Acceptability

Achievement Goal

W.C.

872

1,067

T.C.

1,050

1,402

A.S.

765

1,018

A.A.

2,091

2,735

Baccalaureate

799

953

 

Should any of the College’s completion counts go below the threshold of acceptability, the institution will first gather and analyze information by conducting a detailed analysis of the award type with a completion count lower than the threshold of acceptability. Using the data from the analysis, the institution will identify possible student groups or degree programs in which students are not completing. We will also review outcomes assessment data from the identified programs to determine possible improvements in our student learning outcomes. This analysis will also include review of internal policies, processes and suggested pathways which might be having an adverse effect on completions. 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 one-year delay in measuring completion counts, this process will continue until  the College has two-consecutive cohorts of the award type with a completion count greater than the threshold of acceptability.

Entry-Level Wages

FSCJ uses graduates’ entry-level wages as its final measure of student success. The FCS Performance Based Funding Model provides data on graduates’ wages one year following graduation, using the highest wage for full-time employment. The metric is defined as the average wage of graduates found working full-time in the Florida Education and Training Placement Information Program (FETPIP) database compared to entry-level wages in the FCS institution’s service area, as determined by the Florida Department of Economic Opportunity. FSCJ graduate performance and FCS average performance for years 2013-14 through 2015-16 is reported in Table 8.1-6. The threshold of acceptability is for FSCJ graduates to earn 110% of wages relative to entry-level earnings within the College’s service area. This threshold references the FCS system average mode for the prior three cohort years. The achievement goal is for FSCJ graduates to earn 115% of wages relative to entry-level earnings within the College’s service area. The achievement goal reflects the trend of both the College and FCS average exceeding median statewide averages. 

Table 8.1-6: FSCJ and FCS System Average Wages Relative to Service Area

Cohort

2013-14 Graduates

2014-15 Graduates

2015-16 Graduates

FSCJ

110.6%

112.55%

113.15%

FCS Average

110.2%

108.87%

110.76%

 

Should the College’s entry-level wages go below the threshold of acceptability, the institution will first gather and analyze information by conducting a detailed analysis of the programs offered to determine the economic advantage for students. Using the data from the analysis, the institution will identify possible additional skills/competencies which will support higher wages. The College will also apply for grants focusing on short-term training and efforts to streamline grants with similar outcomes and populations. This analysis will also include review of internal policies, processes and suggested pathways which might be having an adverse effect on completions. 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 delay in measuring entry-level wages, this process will continue until the College has two-consecutive cohorts with entry-level wages above the threshold of acceptability.

Evaluation 

FSCJ evaluates performance with respect to each of our 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 Factbook.

Publication

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

Summary

FSCJ identifies, evaluates and publishes goals and outcomes for student achievement, appropriate to the institution’s mission, the nature of the students served, and the kinds of programs offered. FSCJ uses the measures of IPEDS Graduation Rate, Fall-to-Fall Retention Rate, Completion Counts and Entry-Level Wages to document student success.

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