Year 7 Evaluation of Institutional Effectiveness Evidence

This site is currently under development and may change over time. 

 

Standard One 鈥� Student Success, and Institutional Mission and Effectiveness

The institution articulates its commitment to student success, primarily measured through student learning and achievement, for all students, with a focus on equity and closure of achievement gaps, and establishes a mission statement, acceptable thresholds, and benchmarks for effectiveness with meaningful indicators. The institution鈥檚 programs are consistent with its mission and culminate in identified student outcomes leading to degrees, certificates, credentials, employment, or transfer to other higher education institutions or programs. Programs are systematically assessed using meaningful indicators to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes for all students, including underrepresented students and first-generation college students.

1.A. Institutional Mission

  • 1.A.1 Mission

    The institution鈥檚 mission statement defines its broad educational purposes and its commitment to student learning and achievement.

    Select Evidence for 1.A.1:

1.B. Improving Institutional Effectiveness

  • 1.B.1 Continuous Process to Assess Institutional Effectiveness

    The institution demonstrates a continuous process to assess institutional effectiveness, including student learning and achievement and support services. The institution uses an ongoing and systematic evaluation and planning process to inform and refine its effectiveness, assign resources, and improve student learning and achievement.

    Select Evidence for 1.B.1:

  • 1.B.2 Definition of Mission Fulfillment

    The institution sets and articulates meaningful goals, objectives, and indicators of its goals to define mission fulfillment and to improve its effectiveness in the context of and in comparison with regional and national peer institutions.

    Select Evidence for 1.B.2:

  • 1.B.3 Welcoming Planning Process

    The institution provides evidence that its planning process is welcoming and offers opportunities for comment by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness.

    Select Evidence for 1.B.3:

  • 1.B.4 Monitoring Internal and External Environments

    The institution monitors its internal and external environments to identify current and emerging patterns, trends, and expectations. Through its governance system it considers such findings to assess its strategic position, define its future direction, and review and revise, as necessary, its mission, planning, intended outcomes of its programs and services, and indicators of achievement of its goals.

    Select Evidence for 1.B.4:

1.C. Student Learning

1.D. Student Achievement
  • 1.D.1 Potential to Benefit

    Consistent with its mission, the institution recruits and admits students with the potential to benefit from its educational programs. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advice about relevant academic requirements, including graduation and transfer policies.

    Select Evidence for 2.D.1:

  • 1.D.2 Disaggregated Indicators for Student Achievement

    Consistent with its mission and in the context of and in comparison with regional and national peer institutions, the institution establishes and shares widely a set of indicators for student achievement including, but not limited to, persistence, completion, retention, and postgraduation success. Such indicators of student achievement should be disaggregated by race, ethnicity, age, gender, socioeconomic status, first generation college student, and any other institutionally meaningful categories that may help promote student achievement and close barriers to academic excellence and success (achievement gaps).

    Select Evidence for 1.D.2:

  • 1.D.3 Disaggregated Indicators of Student Achievement Are Widely Published

    The institution鈥檚 disaggregated indicators of student achievement should be widely published and available on the institution鈥檚 website. Such disaggregated indicators should be aligned with meaningful, institutionally identified indicators benchmarked against indicators for peer institutions at the regional and national levels and be used for continuous improvement to inform planning, decision making, and allocation of resources.

    Select Evidence for 1.D.3:

  • 1.D.4 Disaggregated Indicators of Student Achievement Are Used to Mitigate 

    The institution鈥檚 processes and methodologies for collecting and analyzing indicators of student achievement are transparent and are used to inform and implement strategies and allocate resources to mitigate perceived gaps in achievement.

    Select Evidence for 1.D.4:

Other Evidence