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EPMO-IE



KPI Scorecard

Methodology

The 2016-2017 academic year is the base year for measuring performance since it is the year the current strategic plan was adopted. However, to establish realistic KPI targets for selected KPIs, theres a need to conduct a trend analysis of MCC data at least for one year.read more

This allows us to make projections and assessment of the enterprise operating environment both internal and external, since some KPIs such as persistence and completion have a negative correlation to the national economic climate.

This means that a vibrant economic climate with high employment rate has a dampening impact on student persistence and completion (KPI # 1).

In this regard, KPI targets that require trending analysis such as KPI # 1 and 2, will be established in the coming year (2018-19 AY).

This section provides a summary KPI scorecard below followed by a detailed report.

Out of the 8 KPIs in the strategic plan, 6 of them have been successfully executed, two of them required benchmarking to establish a baseline which also have been successfully done.

The table below provides a snapshot of progress status, showing KPIs that needed a baseline and execution status of the other 6 KPIs. All data is sourced from the Office of Institutional Research.

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KPI Scorecard

INSTRUCTIONS: Click on a category heading below for more information.

KPI 1a: Improve student outcomes for gender, race and academic load status.

Student success improved from AY 2016-2017 to 2017-2018 overall and for all disaggregated groups. While male success was basically unchanged at 69% success, female success increased from 72% to 73% success. When disaggregated by race all categories improved with the exception of Hispanic which had a slight decline from 69% to 68%.

Academic load status showed that Full-time success was steady at 73%, but the Part-time student success increased from 67% to 69%.

KPI 1b: Improve Fall-to-Spring Persistence.

Overall Fall-to-Spring persistence increased between Fall 2016-Spring 2017 and Fall 2017-Spring 2018, increasing from 66% to 67%. Both males and females showed steady or increased persistence.

When disaggregated by race the only decline was among the category of other which decreased from 67% to 66%. Full-time students showed an increase from 77% to 78% while part-time students had a decline of 59% to 58%.

KPI 1c: Improve Fall-to-Fall Persistence.

The KPI for Fall-to-Fall persistence is not indicative of actual results, as the Fall 2018 term is still in the enrollment process. However, as with the Fall-to Spring persistence it is anticipated that persistence will increase from the overall rate of 42%.

KPI 1d: Improve 3-year completion rate.

The overall 3-year completion rate for the 2014 cohort was 21% and for the 2015 cohort it was 22%. Each gender showed an increase in 3-year completions. However, among the race categories there were increases and decreases with the largest decreases among blacks and whites (4% and 5% differences respectively). Full-time students increased 3-year graduation rates from 26% to 28% and part-time students had a decrease in 3-year completion rates.

KPI 1e: Increase the number of students earning 24+ credits in first year (12+ credits for part-time).

The number of students who earned more than 24 credit hours in the first year decreased for both genders and all races with the exception of Hispanic, which showed an increase from 49% to 96% for full-time students. Part-time students also decreased across gender and race. These figures are percentages of students within each category. For example, the 60% for females in 201-17 represents 60% of full-time females earned 24 or more credit hours.

KPI 1f: Improve the number of students that transfer to four-year institutions with 30 or more credit hours earned at MCC.

The students represented are students, without degrees, who have earned 30 or more credit hours at MCC, regardless of any other credit hours they may have earned. These are baseline numbers for AY 2016-2017. This was chosen as the starting point to remain consistent with other KPI’s.

KPI 2: Engage 50% of all personnel in professional development focused on inclusiveness, cultural competence, and equity.

In AY 2017-2018, there were a total of 148 (19%) Full-time employees who attended professional development activities focused on inclusiveness, cultural competence, and equity. The programs offered were organized by two departments, Human Resources and the Office of Inclusion and Engagement. Some of the topics included civility and respect, student access, social justice, and developing a cultural paradigm shift. These numbers will assist us to establish baselines to measure progress next year.

KPI 3: Select an instrument to utilize in baseline inventory of the culture of MCC.

The Clarity Performance Index developed in consultation with Deutser Group, uses four themes to measure the culture of an institution: Direction, Operations, People, and Engagement. Employees are asked to answer questions in each of the four measures which reflect overall organizational foundation, purpose, values, leadership, systems and vision. This survey will be administered biannually. This instrument has provided us with a baseline to inventory our culture at MCC.

The instrument was piloted in the fall of 2017 and has 12 different measures broadly categorized in four themes that dovetail with our strategic plan. A survey instrument was administered in the fall of 2017 to MCC employees to solicit their views on where we stand in this 4 broad categories. From the results, there was a considerable lower score on MCC’s operations as compared to the other three categories. Systems and processes in particular had the lowest score at 39. The data provides us with a base line on which to measure future progress.

KPI 4: Establish an annual review process through which all college units submit, by January 2018, a plan which is responsive to college priorities for 2018-2019 (institutional effectiveness).

In the past year, we have established a framework for the implementation of an ongoing systematic, integrated, research based, institution-wide, yearly, planning and evaluation process (Institutional effectiveness) aimed at organizational optimization through continuous improvement. The process provides for the development and implementation of unit plans that flow from the strategic plan. These unit operational plans help to ensure that all units are engaged in initiatives that address institutional priorities and help achieve the College's mission.

Since the philosophical provenance of institutional effectiveness is continuous improvement, planning units use the lessons learned in the execution of the IE Plans to develop action plans for operational improvement. Thus the mainstay of MCC's institutional effectiveness process is the submission and implementation of the IE Plans. The supporting infrastructure, the process and the procedures are all in place.

The procurement, customization and integration of the various technology platforms for this process are also in place, the delineation of the planning units under each cabinet area has been done, the training materials and training regimen is ready to be rolled out this fall. Annual institutional effectiveness progress report will be provided at the end of AY 208-19.

KPI 5: Increase the percentage of the operating budget going to instruction by .5% in 2018-2019.

In FY 2016, 31.8% of the operating budget was allocated for Instruction (this amount excludes employee benefits). The target set for FY 2018 was 32.3% of the operating budget allocated for Instruction. In FY 2018, 34% was allocated to instruction. This goal was met.

KPI 6: Increase the percentage of the operating budget going to student services by .5% in 2018-2019.

In FY 2016, 12.5% of the operating budget was allocated for Student Services (this amount excludes employee benefits). The target set for FY 2018 was 13% of the operating budget allocated for Student Services. In FY 2018, 8% was allocated to Student Services. This goal was not met.

KPI 7: Identify grants and/or external funding opportunities for MCC. (Baseline to be determined by October 15, 2017)

There were a total of 49 grants awarded to MCC in the last year. The grants are broadly classified into two groups, Foundation grants and Resource development grants. Foundation grants provide scholarships directly to MCC students in support of their academic success and completion. Resource Development grants support the institutions work to expand programing, professional development, student scholarships, apprenticeships, and advising designed to increase student success.

Some of the groups served are: Displaced Homemakers, Veterans, adults, 1st Year students, and economically disadvantaged. The Foundation grants totaled to $ $130,151 and the total grants under resource development was $6,588,183 in FY 2017. These numbers will assist us to establish baselines to measure progress next year.

KPI 8: Develop a process that will increase MCC alumni base. (Baseline to be determined by October 15, 2017)

The MCC Foundation Alumni Plan is a comprehensive plan for the next four years to define and create a process to grow and develop the alumni database through cultivation, stewardship and special events. As of July 2018, the Foundation has 88,200 alumni records in the database. Of those records, only 1,840 have given at least one financial gift. The Foundation Alumni Committee is finalizing an alumni plan that will span the four-years of the Foundation strategic plan. Examples include:

  • Define alumni and engagement;
  • Grow alumni database;
  • Nurture alumni giving;
  • Identify degree programs and strong affiliation clubs to pursue alumni conversations;
  • Alumni communications through social media, events and mini-campaign;
  • Develop an alumni logo and branding/communications strategy;
  • Develop alumni benefits and services from MCC Foundation; and
  • Create a Distinguished Alumni Award.

Last Modified: 8/30/18