End of Year Report - Richland College

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Richland College
1.4.4 # of developmental contact hours (non-college level)
Strategic Measure*
Target Range
Performance
% of max. target range
≥ 1,170,000 – 1,300,000
= 1,236,656
= 95.10%
An important market segment in Richland’s service area is students who are not yet ready for
college-level coursework. Richland’s core competency of building sustainable community for
social justice and equity compels leadership to track the contact hours the college generates by
offering developmental-level classes. Performance for this measure
●●
meets the target range
●●
exceeds that of all 6 peers
●●
reflects a positive 5-year trend (see Figure 1.4.4A)
●●
reflects a 28% DCCCD market share, a 1 percentage point decrease from 2009-10 (see Figure
1.4.4B)
Richland’s slight decline in market share is due primarily to Peer 2’s revival of their ESOL credit
program which had been on hiatus for several years. Leadership left the target intact based on
trend data.
Thousands
1,650
1,500
1,350
1,200
1,050
900
750
600
450
300
150
0
Figure 1.4.4A
RLC Credit Developmental Contact Hours
(Developmental Reading, Writing, Mathematics and ESOL)
RLC Peer 1 Peer 2
Peer 3 Peer 4 Peer 5
Peer 6 100% of Target 90% of Target
2006-07 2007-08 2008-09 2009-10 2010-11
Good
Source: DCCCD Colleague System
Richland % of Developmental Contact Hours
Market Share for AY10-11
RLC
28%
Rest of
DCCCD
72%
*Strategic measures are those identified for special emphasis by college leadership, the DCCCD Board of Trustees, the state or national government, or
SACS accreditation agency. Operational measures are those key to the ongoing vitality of the organization but without strategic emphasis.
End of Year Report 2010-11
Figure 1.4.4B
Source: DCCCD Colleague System