End of Year Report - Richland College

Richland College 53
2.1.5 % of students who receive a grade of “C” or better in ESOL
coursework
Strategic Measure*
Target Range
Performance
% of max. target range
≥ 65.70 – 73.00
= 72.79
= 99.70%
2.2.5 % of African-American and Hispanic students who receive a
grade of “C” or better in ESOL coursework
Strategic Measure*
Target Range
Performance
% of max. target range
≥ 67.50 – 75.00
= 71.42
= 95.20%
Leadership tracks student performance in credit English as a Second Language (ESOL) courses
since success in these courses are the gateway to college-level coursework for non-native
English speakers. Performance for all students in ESOL courses
●●
falls within the target range
●●
falls below the performance of peers 2 and 3
●●
represents a 1.55 increase over 2009-10 (see Figure 2.1.5)
●●
exceeds the performance of Peers 1, 5, and 6
Performance for historically underserved student segments
●●
falls within the target range
●●
falls below the performance of peers 2 and 3
●●
represents a 3.14 decline over 2009-10 (see Figures 2.2.5A,B)
●●
exceeds the performance of Peers 1, 5, and 6
Leadership increased the target to 73.50 overall and decreased the target for historically underserved
students to 73.50 for 2011-12 based on trend data and consistent expectations for
both groups.
*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