2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

transfer data to be obtained for ACM students who attend out-of-state institutions who transfer
and/or graduate.
Diversity
This category of five indicators shows how the College is working toward the goal of “diversity”
described in the 2004 Maryland State Plan for Postsecondary Education.
The College has established a benchmark for minority representation based on the demographic
makeup of its service area population. Minority student enrollment as a percentage of service
area population (indicator #14) is higher than the percentage of minority residents reported in
U.S. Census Bureau estimates even though a large proportion of the county’s minority population
consists of prison inmates housed at local federal and state prisons.
The College does not yet meet its minority employment indicator benchmarks - percent minorities
of full-time faculty (indicator #15), and percent minorities of full-time administrative and
professional staff (indicator #16). Efforts being made to attract qualified minority staff in these
areas and to foster diversity are described more completely in the report to MHEC entitled
Campus Action Plan on Minority Achievement and the follow-up 2008 Minority Achievement
Report. Since these reports were submitted, the College has created a Diversity Center that has
resources for staff and students. Also during the spring of 2009, the college submitted a Cultural
Diversity Plan to the Board of Trustees for their review. This action was initiated by the 2008
legislation that defines “cultural diversity” as “the inclusion of those racial and ethnic groups and
individuals who are or have been under-represented in higher education”.
Two Degree Progress system indicators used in this category, successful-persister rate after four
years (indicator #17) and graduation-transfer rate after four years (indicator #18),are not reported
since each minority cohort contains fewer than fifty students, except for African Americans. For
African Americans, both the successful-persister and graduation-transfer rates improved. Future
values will be obtained from the National Student Clearinghouse that will provide a
comprehensive source for student tracking.
Economic Growth and Vitality; Workforce Development
This category consists of eleven indicators which demonstrate the College’s contribution toward
the state goal of developing “a highly qualified workforce.” Three of the measures, percent of
career program graduates employed full-time in related area (indicator #20), Graduate satisfaction
with job preparation (indicator #21), and employer satisfaction with community college career
program graduates (indicator #22), are derived from graduate and employer follow-up surveys.
The percentage of career program graduates employed full-time remained the same as the
previous survey and above its benchmark. Employer satisfaction with career program graduates
was 100% for the employers who responded to the survey which exceeded the benchmark.
Graduate satisfaction with job preparation increased but remained below its benchmark.
Five indicators represent the continuing education indicators - enrollment in noncredit workforce
development courses (indicator #24), Enrollment in Continuing Professional Education leading to
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