End of Year Report - Richland College
End of Year Report - Richland College
End of Year Report - Richland College
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74<br />
<strong>Richland</strong> <strong>College</strong><br />
2.1.13 # <strong>of</strong> associate degrees awarded<br />
Strategic Measure*<br />
Target Range<br />
Performance<br />
% <strong>of</strong> max. target range<br />
≥ 900 – 1,000<br />
= 1,069<br />
= 106.90%<br />
2.2.13 # <strong>of</strong> associate degrees awarded to African-American and Hispanic<br />
students<br />
Strategic Measure*<br />
Target Range<br />
Performance<br />
% <strong>of</strong> max. target range<br />
≥ 360 – 400<br />
= 364<br />
= 91.00%<br />
Leadership tracks the number <strong>of</strong> associate degrees awarded each year as a key component <strong>of</strong><br />
<strong>Richland</strong>’s accountability to the state <strong>of</strong> Texas Higher Education Coordinating Board. Performance<br />
for all students regarding associate degree completion<br />
●●<br />
exceeds the target range by 6.90 percentage points<br />
●●<br />
represents a 5-year positive trend<br />
●●<br />
exceeds that <strong>of</strong> all 6 peers (see Figure 2.1.13A)<br />
●●<br />
reflects a 22% DCCCD market share, a decline from 25% in 2009-10 due to the growth in<br />
associate degrees from Peer 3 (See Figure 2.1.13B)<br />
Performance for historically underserved students regarding associate degree completion<br />
●●<br />
falls within the target range<br />
●●<br />
reflects a positive 6-year trend<br />
●●<br />
exceeds 5 <strong>of</strong> 6 peers<br />
●●<br />
falls below Peer 6<br />
●●<br />
represents an 18% market share, a decrease <strong>of</strong> 4 percentage points over 2009-10 (See<br />
Figure 2.2.13A,B)<br />
Due to continued activities to increase the number <strong>of</strong> students who complete with an associate<br />
degree, leadership increase the target to 1,250 overall and 450 for historically underserved<br />
students.<br />
*Strategic measures are those identified for special emphasis by college leadership, the DCCCD Board <strong>of</strong> Trustees, the state or national government, or<br />
SACS accreditation agency. Operational measures are those key to the ongoing vitality <strong>of</strong> the organization but without strategic emphasis.<br />
<strong>End</strong> <strong>of</strong> <strong>Year</strong> <strong>Report</strong> 2010-11
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