CORE THEME I: Workforce and Economic Development

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Professional/Technical

& Customized Education

Monitoring Report

2016 – 2020

(Cycle 22)

CORE THEME I: Workforce and Economic Development

Objective 1: Provide quality professional/technical education

for employment, skills enhancement, and career development.

Objective 2: Partner with business, community groups, and

other educational entities to provide workforce development

and customized programs and services.

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Professional/Technical & Customized Education Monitoring Report 2 AR/ECR/Word Accessibility Checker/July 8, 2021

Professional/Technical & Customized Education Monitoring Report

Lower Columbia College’s Key Performance Indicators were initially established in 1999 through a strategic planning process. The framework was updated in 2007, and revised in 2011 with the adoption of the Northwest Commission on Colleges and Universities new standards for accreditation.

Key Performance Indicators for Professional/Technical and Customized Education include: • Student performance

• Demonstration of program competencies • Licensure/exam rates

• Placement rate in the workforce • Employer satisfaction

• Client assessment of programs and services Enrollment data is also included in the report.

Some of the actions that have come about as a result of reviewing data in this report include: • Through increased marketing with industry, K12, and community partners, enrollment

increased in several areas.

• LCC saw a significant increase in the demand for apprenticeship programs offering a combination of academic and continuing education courses (approximately 80 new participants) in areas such as advanced manufacturing, machine trades, and early childhood education.

• Workforce Education programs continued to strengthen career and technical pathway alignment and relationships with K12 and industry through the integration of

professional-technical advisory committees and CTE dual-credit offerings. The college and K12 CTE Directors partnered with business and industry to jointly develop agendas and establish strategic plans based on collaborative CLNA (comprehensive local needs assessment) work. This year, LCC maintained 112 articulated courses spanning 16 school districts.

• LCC is set to make history by graduating the first cohort of BAS students in the Teacher Education program. Local K12 and industry partners along with LCC’s faculty have played a vital role in keeping the program strong during the pandemic meeting extensive mitigation plans and protocol as instruction converted from online to in-person mid-year.

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PART 1: PROFESSIONAL/TECHNICAL

Key Performance Indicator: Student Performance

(Mission Fulfillment = 80% for all categories) (Stretch Goal = 85% for all categories)

Table 1: Proportion of students receiving C grades or better in workforce classes numbered 100 and above. Grades excluded: I, N, R, NA, X and V.

2015-16 2016-17 2017-18 2018-19 2019-20 C or better (Overall) 84.3% 85.7% 86.4% 87.3% 88.7% Male 82.9% 85.9% 83.1% 80.5% 84.3% Female 87.7% 88.8% 90.0% 89.4% 90.7% Students of Color 84.6% 85.5% 87.1% 85.7% 85.0% Economically Disadvantaged 83.6% 85.2% 85.4% 85.1% 86.4% Source: Select Kind of Student = W from Student Table, link to Transcripts for relevant year where grades not like I, N, R, V, X or NA; select dept_div, course num is >=100, gr, gr_dec, item and yrq; link to Class table using item and yrq to select

INSTIT_INTENT_RECAT = “V” (Workforce Courses) from Class table. Note: as of 2017-18, P grades included as successful grade.

Key Performance Indicator: Demonstration of Program Competencies

(GOALS SET BY INDIVIDUAL PROGRAMS)

Attainment of Competencies for Individual Programs

As part of the college’s established Curriculum & Program Review process, all programs are required to collect and analyze data for the purpose of improving student learning outcomes. Each program review plan is unique, and addresses competencies relevant for the specific discipline. Some plans, such as Nursing and Medical Assisting, are related to external

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Key Performance Indicator: Licensure/Exam Rates

(Mission Fulfillment NCLEX = exceed state benchmark of 80%; WABO = 80%; MAERB = 80%) (Stretch Goal NCLEX = 90%; WABO = 100%; MAERB = 90%)

Nursing graduates must be licensed in order to work in the field. Nursing completers must pass the NCLEX – a national, standardized nursing test. Similarly, welding completers must pass the WABO test to earn their degree. Medical Assisting completers must pass the Medical Assisting Education Review Board exam. Rates are based on the calendar year.

Table 2: Licensure Rates for Nursing, Welding, and Medical Assisting

2016 2017 2018 2019 2020

NCLEX (National Council of State Boards of Nursing) – first time pass rate Registered Nurse 89%* (116/130) 85%* (77/91) 82%* (94/114) 95%* (95/100) 90% (113/126) WABO (Washington Association of Building Officials) – first time pass rate beginning in 2018 Welding (LCC students only) 100% (n=9) 100% (n=11) 96% (n=25) 88% (n=26) 81% (n=37) MAERB (Medical Assisting Education Review Board) – pass rate

Medical Assistant 100% (n = 13) 89% (n = 16) 92% (n = 12) 83% (n = 11) ** Source: Nursing, Welding, and Medical Assisting Departments. *Numbers updated from previous monitoring reports, as of 2021 using DOH NCLEX® School Reports at www.doh.wa.gov/Portals/1/Documents/6000/669336.pdf.

**data not yet available

• NCLEX rates are by calendar year. • MAERB rates by admission year. • WABO rates are by calendar year.

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Key Performance Indicator: Placement Rate in the Workplace

(Mission Fulfillment = no more than 2% below system average for all categories) (Stretch Goal = exceed system average for all categories)

The State Board for Community and Technical Colleges coordinates annually with Employment Security to match records of employed students to determine employment placement rates. Students who continue their education in the Washington system are excluded from totals.

Table 3: Employment Rates for Lower Columbia College

(Indicates year students were employed—having completed studies the prior year) Percent of Completers Placed in UI-Covered Jobs or Continuing Education

2015-16 2016-17 2017-18 2018-19 2019-20

LCC: Overall 79% 80% 74% 86% 76%

Male 73% 78% 69% 85% 65%

Female 84% 80% 77% 86% 81%

Students of Color 70% 79% 73% 86% 73%

System Average: Overall 77% 77% 76% 77% 77%

Male 76% 78% 74% 75% 74%

Female 77% 78% 77% 79% 79%

Students of Color 76% 77% 76% 79% 79%

Source: SBCTC After College Outcomes Dashboard, Prof/Tech Placement View, located at sbctc.edu/colleges-staff/research/data-public/after-college-outcomes-dashboard.aspx. Excludes those who are self-employed and work out of state.

Key Performance Indicator: Employer Satisfaction

(Mission Fulfillment = 90%) (Stretch Goal = 100%)

Table 4: Employer ranking of LCC Graduates’ professionalism

2015-16 2016-17 2017-18 2018-19 2019-20

Professionalism is “Average” or “Above Average” (“Exceeds Expectations” or “Meets Standard” from Nursing survey; “Strongly Agree” or “Agree” from Medical Assisting survey) 98% (n = 93) 97% (n = 140) 99% (n=77) 99% (n=116) 100% (n=69) Source: Employer Feedback Survey and Early Childhood Education (ECED) Employer Survey. Starting in 2015-16, included Nursing Graduate Employer Survey. Starting in 2018-19, included Medical Assisting Employer Survey.

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Professional/Technical Enrollment

The professional/technical enrollment summary presents the annualized FTE (Full Time Equivalent) of all state-funded professional/technical enrollments by Institutional Intent. Enrollment of Worker Retraining students has a major impact on Professional/Technical programs.

Table 5: Professional Technical Enrollment Summary (state funded only)

Prof/Tech FTE Worker Retraining FTE

2015-16 699 109 2016-17 606 103 2017-18 574 110 2018-19 548 165 2019-20 569 187 1 year change +4% +13% 5 year change -19% +72%

Source: Data Warehouse, Access Monitoring Report for Prof/Tech FTE and Worker Retraining FTE. 2018-19 Worker Retraining FTE corrected from previous report.

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Figure 6: Professional Technical Enrollment by Discipline (annual state funded FTE)

Accounting

Auto/Diesel (combined; see also Automotive Tech and Diesel & Heavy Equipment)

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Business

Chemical Dependency Studies

Criminal Justice

Diesel/Heavy Equipment Technology

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Early Childhood Education

Education

Information Technology / Computer Science

Note: includes IT FTEs beginning 2017-18.

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Manufacturing/Process Manufacturing (previously PULP)

Nursing (including RN, LPN and Nursing Assistant)

Welding

Source: Data Warehouse, Class Table (DEPT_DIV, COURSE_NUM, ITEM, YRQ, FTES_STATE/3).

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College Level English & Math Completion (Professional Technical Students)

Table 7a: College Level English Completion in First Year

Source: SBCTC First-Time Entering Student Outcomes Dashboard, located at https://www.sbctc.edu/colleges-staff/collegeaccess/research-data/first-time-entering-student-outcomes-dashboard.aspx. Credit Milestones View (All cohorts, Professional Technical students, summer/fall start). See dashboard for “n” size, college access only.

*Students who received need-based aid. ^All Other Colleges.

Table 7b: College Level English Completion in First Year by Race/Ethnicity

_2015-16 _2016-17 _2017-18 _2018-19 _2019-20

LCC Rate: Overall 35% 37% 24% 27% 34%

American Indian or Alaska Native 50% 41% * 20% 46%

Asian 24% 43% 19% 13% 30%

Black or African American 25% * 24% * 33%

Hispanic or Latino 36% 45% 38% 38% 30% Native Hawaiian or other Pacific Islander * * * * *

White 34% 37% 24% 28% 37%

System Rate^: Overall 27% 27% 26% 27% 29% American Indian or Alaska Native 27% 25% 27% 29% 29%

Asian 25% 26% 24% 25% 29%

Black or African American 24% 24% 24% 22% 25% Hispanic or Latino 31% 28% 30% 30% 32% Native Hawaiian or other Pacific Islander 25% 25% 25% 26% 31%

White 28% 28% 27% 28% 30%

*Less than 10 students; redacted to protect student privacy. ^All Other Colleges.

_2015-16 _2016-17 _2017-18 _2018-19 _2019-20 LCC Rate: Overall 35% 37% 24% 27% 34% Full-time 48% 50% 33% 39% 47% Part-time 19% 25% 15% 16% 23% Male 26% 33% 19% 25% 24% Female 38% 38% 25% 29% 38% Need-Based Aid* 36% 46% 22% 31% 33%

System Rate^: Overall 27% 27% 26% 27% 29%

Full-time 33% 32% 31% 31% 35%

Part-time 18% 20% 18% 19% 20%

Male 25% 26% 24% 25% 28%

Female 29% 28% 27% 28% 30%

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Table 8a: College Level Math Completion in First Year

_2015-16 _2016-17 _2017-18 _2018-19 _2019-20 LCC Rate: Overall 21% 23% 28% 26% 24% Full-time 29% 29% 35% 40% 31% Part-time 11% 17% 21% 13% 18% Male 20% 19% 28% 36% 20% Female 21% 25% 28% 23% 26% Need-Based Aid* 19% 25% 28% 32% 25%

Full-time 21% 21% 21% 22% 23%

Part-time 12% 12% 12% 13% 13%

Male 19% 19% 18% 20% 20%

Female 16% 16% 16% 18% 19%

Need-Based Aid* 21% 20% 21% 22% 23%

Table 8b: College Level Math Completion in First Year by Race/Ethnicity

*Less than 10 students; redacted to protect student privacy. ^All Other Colleges.

_2015-16 _2016-17 _2017-18 _2018-19 _2019-20

LCC Rate: Overall 21% 23% 28% 26% 24%

American Indian or Alaska Native 19% 6% * 20% 23%

Asian 52% 14% 38% 40% 15%

Black or African American 6% * 12% * 17%

Hispanic or Latino 14% 32% 21% 26% 21%

Native Hawaiian or other Pacific Islander * * * * *

White 20% 24% 27% 27% 25%

Asian 19% 20% 17% 18% 22%

Black or African American 11% 11% 12% 14% 14%

Hispanic or Latino 15% 15% 17% 19% 18%

Native Hawaiian or other Pacific Islander 11% 14% 16% 17% 20%

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PART 2: CUSTOMIZED EDUCATION

Key Performance Indicator: Client assessment of programs and services

(Mission Fulfilment = 90%) (Stretch Goal = 100%)

Table 9: Evaluation of Corporate & Continuing Education

The following evaluations were administered across a variety of Corporate & Continuing Education courses in 2019-20 (including 146 responders). Respondents ranked each category on the following scale: Exceeded Expectations, Met Expectations, or Needs Improvement.

2015-16 2016-17 2017-18 2018-19 2019-20

Percent indicating that overall

expectations were met or exceeded. 99% 98% 98% 99%* 99%** Source: Corporate & Continuing Education Office. *In 2018-19, students were counted toward this metric if they answered “Yes” to “Overall, were you satisfied with the course?” **In 2019-20, students were counted toward this metric if they answered “Yes” to “Overall, were you satisfied with the course?” or answered “Excellent” or “Good” to “Please indicate the rating that best reflects your overall evaluation of this session.”

• Client satisfaction remains strong.

EDUCATION, TRAINING AND TESTING ACTIVITIES

Table 10: Continuing Education Enrollment: Duplicated Headcount

2015-16 2016-17 2017-18 2018-19 2019-20 1 yr  5 yr 

2,131 2,018 2,109 1,842 892 -52% -58%

Source: Fact Book/Continuing Education office. Winter 2019 – Unable to continue Better Bones and Balance due to loss of facility funding.

•

Enrollment in Continuing Education activities is trending down.

•

Due to COVID-19, most Spring 2020 classes were canceled.

Table 11: Pre-Employment Testing (Work Keys, etc.) Unduplicated Headcount

2015-16 2016-17 2017-18 2018-19 2019-20 1 yr  5 yr 

294 455 332 385 130 -66% -56%

Source: Fact Book/Testing Office/Continuing Ed Office.

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Table 12: Other Testing Exams: Duplicated Headcount

Exam 2015-16 2016-17 2017-18 2018-19 2019-20 Pre-Employment Testing (Work Keys) 294 455 332 385 130

NREMT (EMT Test) 151 166 165 159 31

Educator Licensing Exams (NES,

West-B, ORELA) 259 232 289 304 115

Automotive Service Excellence (ASE) 281 206 125 154 43

ASE Student Entry-Level Certification ** ** ** 26 11

CLEP (Prior Learning Assessment) 25 25 45 23 15

Certiport (Microsoft Office

Certification) 146 251 200 202 93

Pesticide Testing (Washington State

Department of Agriculture) 241 327 379 455 62

IT Exams (Comptia, Cisco, Microsoft,

Juniper Networks) 43 41 41 45 24

ParaPro (certification exam for

paraprofessional educators) * 103 91 84 61

Castle Worldwide (ACE certification,

BPS, certification, and others) * 17 17 14 10

Medical Certification Exams (Pharmacy

Tech, ACSM, PTI) ** ** ** 15 4

GED Passer Reports 50 97 100 87 45 Source: Fact Book/Testing Office. *Data not available because test newly offered in 2016-17. **Data not available because test newly offered in 2018-19.

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Lower Columbia College

Professional/Technical Monitoring Report

Analysis from the Review Team

Members include: Tamra Gilchrist & Karen Joiner, co-chairs, Randy Byrum, Leszek Cromwell, Dana Cummings, Liz Engel, Sarah Griffith, Heidi Hamer, Elissa Loren, Anita Quirk, Connie Ramos, Stefan Rijnhart, David Rosi, Vicky Soladey, Stefanee Sorgenfrei, Dani Trimble, Nonnie Weaver, Ann Williamson, Jill Yates.

1) Based on the data in this report, what are LCC’s strengths in providing professional/technical preparation and customized education?

• Student performance is a strength.

• Our female student employment rate is higher than the system average. • The rate of employer satisfaction is very high, and we met our stretch goal for

the first time.

• The addition of the Bachelor of Science in Teacher Education (BAS-TE) program resulted in large enrollment gains for education.

• Completion of college level English in the first year is strong, both in terms of comparison to the system average and our own increase between last year and the year before.

• We are higher than the state in terms of college level math completion in the first year, even though we are down slightly from the prior year.

2) Based on the data in this report, what are LCC’s weaknesses in providing professional/technical preparation and customized education?

• Our male student employment rate is substantially below the state average, which also dropped between last year and the year before.

• We are below the state rate for males, economically disadvantaged and Hispanic students in terms of college level English completion in the first year.

• Although “n” size may be an issue, college level math completion in the first year is a concern for Asian students.

• Although heavily impacted by the pandemic in 2019-20, the downward enrollment trend in continuing education is concerning.

3) Based on the data in this report, what are LCC’s opportunities for providing professional/technical preparation and customized education?

• The only demographic group that fell below our stretch goal for student

performance was male students. There may be an opportunity to increase male student participation in support programs and services.

• The new career navigator position creates an opportunity to provide better career planning and engagement with diverse student populations.

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• We should continue to try to attract new students to our workforce programs, and work with employers to better understand industry needs and trends. • Developing additional strategic Bachelor of Applied Science (BAS) pathways

could result in increased enrollment.

• Given the downward enrollment trend in continuing education, we should continue to strive for the perfect balance between community need and financial sustainability.

• The new vocational building, recently approved for the design phase by the Washington Legislature, creates a number of opportunities for LCC in terms of workforce programs.

• The increase in popularity of apprenticeships provides several opportunities for pathway development, including for paraeducators.

4) Based on the data in this report, what are LCC’s threats for providing professional/technical preparation and customized education?

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Board Plus/Delta

“What is good about this report and what would you like to see changed?”

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Basic Skills & Precollege Education Monitoring

Report

2016 – 2020

(Cycle 22)

CORE THEME II: Transfer and Academic Preparation

Objective 1: Ensure that learners who are under prepared for

college level studies have access to developmental coursework

and bridge opportunities to college level work.

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Basic Skills & Precollege Education: A Combined Monitoring Report

Key Performance Indicators for the Basic Skills & Precollege Monitoring Report include: • Basic skills achievement

• Academic performance of developmental education students

Enrollment data for Basic Skills (Adult Basic Education and English as a Second Language) and precollege math and English is also included. Enrollment and completion information for Integrated Basic Education and Skills Training (I-BEST), Career Education Options (CEO), High School Plus, and Open Doors is included as well. Please see page nine for descriptions of these special programs.

Some of the actions that have come about as a result of past reviews of the Basic Skills & Precollege Monitoring Report include:

• The English 101 co-requisite model (which combines English 101 with a college level support class, numbered English 105) has been approved and will begin in fall 2021. The goal is to provide the necessary supports for more students to successfully complete their English requirements.

• With support from College Spark, the math department developed a shortened pathway to calculus that ties an additional credit of math support to Math 141 and 125. The new model, which will begin in fall 2021, is intended to help more students successfully complete their math requirements.

• A texting campaign is underway with students enrolled in precollege math. The purpose of the campaign, a collaborative effort between the math department and advising, is to ensure that students have access to a computer and the Internet. The goal of the

campaign is to help more students succeed in precollege math.

• In an effort to promote smooth transitions and direct placement from Transitional Studies to college level courses, navigators, educational planners, and advisors began using the student notes section of the Navigate tool to document individual ABE courses completed as pre-requisites for college level math and English.

• To meet the needs of disengaged native and non-native English speaking 16-21 year old students in our community, LCC launched an Open Doors Youth Reengagement program with Longview and Kelso schools. Classes are embedded in current Transitional Studies offerings and a bilingual educational planner provides academic planning and support. • To maintain enrollment amid pandemic restrictions and concerns, Transitional Studies

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Basic Skills & Precollege Monitoring Report 3 AR/ECR/Word Accessibility Checker/July 8, 2021

Key Performance Indicator: Basic Skills Achievement

The State Board created a Basic Education for Adults (BEdA) Outcomes dashboard that replaces previously used reporting methodology. The dashboard looks at precollege and college level progress of students who start in BEdA.

Table 1a: Combined Basic Skills (ABE and ESL):

Reached at least 45 Reported Hours or any Outcome in the First School Year

(Mission Fulfillment = 55% for all categories)

(Stretch Goal = meet or exceed system rate for all categories)

2014-15 2015-16 2016-17 2017-18 2018-19

# in cohort % # in cohort % # in cohort % # in cohort % # in cohort %

LCC 531 63% 487 60% 359 59% 387 62% 389 58% Female 302 66% 302 60% 232 62% 243 63% 257 55% Male 229 58% 185 62% 127 54% 144 61% 132 63% Students of Color 209 61% 172 59% 134 61% 131 60% 128 59% System 25,809 69% 27,233 69% 26,436 68% 24,664 70% 24,023 71% Female 14,653 71% 15,596 71% 15,202 71% 14,565 73% 14,379 73% Male 11,156 67% 11,637 66% 11,234 65% 10,099 66% 9,644 68% Students of Color 18,298 70% 19,466 70% 18,454 69% 17,181 70% 16,435 71% Source: SBCTC BEdA Outcomes Dashboard, Precollege Progress view located at

https://www.sbctc.edu/colleges-staff/collegeaccess/research-data/basic-education-for-adults-outcomes-dashboard.aspx. Most current data available.

Table 1b: Combined Basic Skills (ABE and ESL):

Completed any College Level Credits in the First School Year

2014-15 2015-16 2016-17 2017-18 2018-19

# in cohort % # in cohort % # in cohort % # in cohort % # in cohort %

LCC 531 16% 487 28% 359 29% 387 35% 389 40% Female 302 19% 302 29% 232 32% 243 40% 257 43% Male 229 12% 185 28% 127 24% 144 28% 132 35% Students of Color 209 8% 172 14% 134 16% 131 21% 128 26% System 25,809 12% 27,233 13%* 26,436 14% 24,664 17% 24,023 19% Female 14,653 12% 15,596 13% 15,202 14% 14,565 16%* 14,379 18% Male 11,156 12% 11,637 14% 11,234 15% 10,099 17% 9,644 19% Students of Color 18,298 8% 19,466 9% 18,454 10% 17,181 12% 16,435 14% Source: SBCTC BEdA Outcomes Dashboard, Precollege Progress view located at

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Key Performance Indicator: Academic Performance of Developmental Education Students

Credit- and tuition-bearing students who are enrolled in a precollege class must pass it with a “C” or better to be able to advance to the next class.

Table 2: Passing Rates of Students in Precollege Math (MATH & TECH 078/079, 087/097, 088/089, 098/099) --

Duplicated Headcount (includes self-paced math courses; excludes summer)

(Mission Fulfillment = 65% for all categories; Stretch Goal = 75% for all categories re: pass rate excluding students who withdrew)

2015-16 2016-17 2017-18 2018-19 2019-20

All students - proportion receiving 2.0

(C) or better excluding withdrawals 74.5% 76.4% 72.9% 73.0% 72.3%

Male ** ** ** ** 74.6%

Female ** ** ** ** 75.0%

Students of Color ** ** ** ** 72.9%

Received need-based aid ** ** ** ** 72.0%

All students - withdrawal rate 4.9% 4.3% 5.3% 6.4% 11.0%

Male ** ** ** ** 12.0%

Female ** ** ** ** 11.1%

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Table 3: Passing Rates of Students in Precollege English (ENGL 098, 099) -- Duplicated Headcount (excludes summer)

(Mission Fulfillment = 65% for all categories; Stretch Goal = 75% for all categories re: pass rate excluding students who withdrew)

2015-16 2016-17 2017-18 2018-19 2019-20

All students - proportion receiving 2.0

(C) or better excluding withdrawals 68.1% 70.5% 64.1% 69.6% 68.4%

Male ** ** ** ** 73.2%

Female ** ** ** ** 67.0%

All students - withdrawal rate 8.9% 5.5% 9.0% 8.7% 16.0%

Male ** ** ** ** 8.9%

Female ** ** ** ** 19.0%

Source: Data Warehouse, TRANSCRIPTS and STUDENT tables. Excludes grades W, I, N, NA, R, P, V or *. W=withdraw, I=incomplete, N=audit, NA = no attendance, P=pass/fail option, R=grade replaced, V = Vanish (instructor initiated withdrawal). 2018-19 data updated from 2020 report. As of 2019-20, including rates for students of color, sex, and economic disadvantage (received need-based aid).

• In winter 2017, LCC adopted Directed Self Placement for English. This resulted in more students beginning in English 101 and an overall drop in skill-level for students enrolled in precollege.

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Key Performance Indicator: Performance of Precollege Math and English Students in Subsequent College Level Math and English Composition Classes

The following tables show the performance of precollege students who successfully completed their precollege work and, by the subsequent fall quarter, completed their first college level math or English composition class.

Table 4: Developmental Math (MATH/TECH 078/079, 087/097, 088/089, 098/099) Students That Moved on to the Next Level (MATH or MATH& 105, 106, 112/141, 121/131, 122/132,

125, 130/107, 146 or BUS 104) by the subsequent fall (includes self-paced courses)

(Mission Fulfillment = 70% for all categories; Stretch Goal = 75% for all categories)

2015-16 2016-17 2017-18 2018-19 2019-20 Total number of all students who

successfully completed a pre-college math class

456 373 298 263 133

Proportion of those students who went on

to a college level course listed above 50.7% 51.2% 48.3% 56.3% 66.9%

Male * * * * 57.1%

Female * * * * 71.4%

Students of Color * * * * 60.0%

Received need based aid * * * * 65.1%

Proportion of those students who withdrew

from their college level course 12.1% 7.9% 4.9% 10.8% 12.4%

Male * * * * 12.5%

Female * * * * 12.3%

Proportion of those students who passed their college level course with a 2.0 or better (including students who withdrew)

81.8% 83.2% 82.6% 74.3% 76.4%

Male * * * * 79.2%

Female * * * * 75.4%

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Table 5: Developmental English (ENGL 098, 099) Students That Moved on to the Next Level (ENGL& 101 or ENGL 110 or BUS 119) by the subsequent fall

(Mission Fulfillment = 70% for all categories; Stretch Goal = 75% for all categories)

2015-16 2016-17 2017-18 2018-19 2019-20 Total number of all students who

successfully completed a pre-college English class

127 115 68 70 40

Proportion of those students who went on

to a college level course listed above 72.4% 65.2% 61.8% 67.1% 77.5%

Male * * * * 64.3%

Female * * * * 84.6%

Proportion of those students who withdrew

from their college level course 8.7% 6.7% 14.3% 10.6% 6.5%

Male * * * * 11.1%

Female * * * * 4.5%

Proportion of those students who passed their college level course with a 2.0 or better (including students who withdrew)

68.5% 76.0% 76.2% 70.2% 74.2%

Male * * * * 66.7%

Female * * * * 77.3%

Source: Data Warehouse, TRANSCRIPTS and STUDENT tables, pre-college English cohort tables. Excludes grades I, N, NA, R, P, V or *. I=incomplete, N=audit, NA = no attendance, P=pass/fail option, R=grade replaced, V = Vanish (instructor initiated withdrawal).

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Basic Skills and Precollege Enrollment

Students at LCC can prepare for college level studies through either Basic Skills or precollege classes, or a combination of the two. In Basic Skills, students pay only $25 a quarter in tuition but financial aid is not available. Precollege classes are tuition-bearing, but financial aid is available for eligible students.

Figure 6: Basic Skills and Precollege Enrollment Annualized FTE – (includes math lab)

Data Source: Fact Book. Basic Skills FTE is from final weekly enrollment report for the year. Precollege FTE is from Data Warehouse, Class Table.

2015-16 2016-17 2017-18 2018-19 2019-20

Precollege FTE 219 176 153 131 80

Basic Skills FTE 754 648 652 642 602

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Special Programs Headcount and Completions

CEO: Career Education Options (CEO) began fall 2000. The program targets high school dropouts under

21 years of age. They are co-enrolled in high school, but they attend all of their classes on the LCC campus and can take college level classes while working towards a high school diploma. Participating school districts include Longview, Kelso, Toutle Lake, Kalama, Wahkiakum, Woodland, and Castle Rock.

High School Plus: High School Plus program began in 2013-14. The program originally targeted students

21 years of age or older who do not have a high school diploma. As of spring 2019, the program accepts students 18 years of age and older.

Open Doors: Open Doors is a dropout re-engagement system that provides education and services to older youth, ages 16-21, who have dropped out of school or are not expected to graduate from high school by the age of 21. Longview and Kelso School Districts will partner with LCC to offer the Renaissance program, which will make GED, High School+, and vocational training available to eligible students in need of re-engagement.

I-BEST: Integrated Basic Education and Skills Training (I-BEST) pairs basic skills instructors with

professional/technical instructors in the classroom to concurrently provide students with literacy education and workforce skills. LCC offered its first I-BEST courses in 2006-07 and now offers several program pathways.

Table 7: Special Programs Headcount and Completions

2015-16 2016-17 2017-18 2018-19 2019-20

CEO Student Headcount 291 245 238 224 138

Total Annual High School Completions 55 49 56 56 41

High School Plus Student Headcount 229 205* 161 136 93

Total Annual High School Completions 101 60 57 47 42

Open Doors Student Headcount - - - - 54

Total Annual High School Completions - - - - **

I-BEST Student Headcount 238 203 225 293 314

Total Annual Certificate/Degree Completions 104 101 69 107 62 Source: Data Warehouse Headcount tables and Completion table. High school completions include GED.

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Enrollment in High School Completion Programs

LCC offers two high school completion options for students who are of “traditional” high school age (ages 16 to 21). Those programs are Career Education Options (CEO) and Open Doors. Note: LCC also offers a program called High School Plus, which is a high school completion program for students ages 18 and older.

Figure 8: Enrollment in CEO and Open Doors Combined Annualized FTE

Data Source: Final weekly enrollment reports.

Please note: The Open Doors program at LCC started in winter quarter 2020.

2015-16 2016-17 2017-18 2018-19 2019-20

Open Doors FTE 28

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Basic Skills/Precollege Monitoring Report

Comments from the Review Team

Members include: Kristen Finnel & Theresa Stalick, co-chairs, Sue Bennett, Shiree Bent, Julie Bohannon, Steven Boyer, Becky Connolly, Dawn Draus, Catie Graham, Janell Haynes-Hughes, Maryanne Hirning, Anne-Marie Klein, Serena Lampkin, Rachel Mistic, Ariana Muro, Angel Ruvalcaba, Terri Skeie,

Christopher Tower, Barry Walther, Michal-Ann Watts, Jill Yates.

1) Based on the data in this report, what are LCC’s strengths in providing students with basic skills and precollege preparation?

• Success rates for in precollege English and math courses are steady.

• The proportion of precollege students who move on and succeed in college level English is strong, indicating that they are being adequately prepared for the transition.

• I-BEST enrollments continue to increase. This is due at least in part to a temporary suspension of CASAS testing (COVID related), making it easier for students to participate.

• The proportion of Basic Skills students who complete some college level credit is very strong compared to the system. LCC’s growing I-BEST enrollments have a lot to do with this indicator. The ongoing collaboration between Transitional Studies and precollege math, designed to get students to their first college level math course faster, is also a contributing factor.

• The proportion of students moving on from precollege to college level math is increasing. This is particularly impressive given that students have multiple ways to begin at college level now, meaning that the students who start at the precollege level typically have significant challenges.

2) Based on the data in this report, what are LCC’s weaknesses in providing students with basic skills and precollege preparation?

• There are gaps between white and students of color in many categories, including withdrawal rates. Although small “n” sizes may play a role in some cases, the gap requires further exploration.

• Males are doing less well than females in some areas.

• In 2019-20, there was a significant increase in the number of students withdrawing from math. Some process changes related to our ctcLink conversion (preventing us from moving students to the college success math class) may be a factor, but the math department is working with Registration to implement a fix by summer 2021.

• Withdrawal rates also increased substantially for English, which is being at least partly attributed to the pandemic. We really need to be constantly looking for ways to keep students enrolled.

3) Based on the data in this report, what are LCC’s opportunities for providing students with basic skills and precollege preparation?

• There is room for enrollment growth in most areas, with enrollment declines being strongly related to the pandemic.

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opportunities for our students with work, childcare or other time constraints. We have an opportunity to continue to seek ways to reduce barriers for students.

• During the pandemic, CARES Act funding has been helpful in terms of providing technology resources for our students. We have an opportunity to seek ways to continue to provide those resources moving forward.

• We have an opportunity to continue to collaborate across the institution to help even more students begin or progress to college level studies. Examples include finding creative opportunities in Basic Skills or elsewhere to add extra supports for students who need them.

• Through Guided Pathways, we have been working on identifying college level courses that students can take while they’re still in precollege math or English.

• As the pandemic begins to wind down, we have an opportunity to provide more in-person learning options to help students who have not been as successful in the online environment.

• There are future enrollment opportunities, particularly with the Open Doors program, given that many high school truancy efforts have relaxed during the pandemic. Once those efforts return to normal, we could see more referrals to our program.

• The lack of adequate facilities is an ongoing weakness, although LCC’s new Vocational Building is in the capital projects pipeline.

4) Based on the data in this report, what are LCC’s threats for providing students with basic skills and precollege preparation?

• During the pandemic, we have been allowed to check technology resources out to Basic Skills students that might not have been allowed in more ordinarily times. After the pandemic, some students may no longer have access to computers at home, which could be detrimental to their learning. This is true for access to free and low-cost WiFi resources (such as hotspots) as well.

• The pandemic and massive shift to online learning has been problematic for students who are less successful in that environment. Some students require social and face-to-face learning opportunities to succeed, but many people are nervous about the pandemic or have scheduling constraints. This has resulted in low enrollments for the English hybrid courses we have currently available, even though we know some students would be more successful there.

• The math department is also concerned that more students are going to want to continue with online learning due to ease of scheduling, even if that isn’t the most successful environment for them.

• If CASAS testing is required again in the future, the number of students we can entice into I-BEST may be limited since the requirement to test is a big disincentive.

• With the economy picking up and more students returning to work, those employment opportunities could distract some people from continuing or returning to school. • ctcLink continues to be a threat, both for students who receive financial aid and for

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Transfer Monitoring Report

2016 – 2020

(Cycle 22)

CORE THEME II: Transfer and Academic Preparation

Objective 2: Offer courses and support for students to

meet the requirements for transfer from Lower Columbia

College.

Objective 3: Provide the support for transfer students to

successfully transition to upper division college and

university programs.

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Transfer Monitoring Report 2 AR/ECR/Word Accessibility Checker/July 8, 2021

Transfer Monitoring Report

Key Performance Indicators for the Transfer Monitoring Report include: • Student performance

• Transfer readiness

• Demonstration of General Education Outcomes • Academic transfer rate

• Academic success of transfer students after transfer • Relevance of programs

Transfer enrollment data is also included in this report.

Some of the actions that have come about as a result of past reviews of the Transfer Monitoring Report include:

• This academic year (20-21) LCC has developed a new partnership with Franklin University out of Ohio. Franklin has been a long standing transfer articulation partner and reached out to LCC as part of a new initiative to improve

relationships with community and technical colleges nationwide. Development of transfer pathways in various disciplines are currently in the works and will continue throughout this academic year.

• LCC continues to explore additional BAS degrees in areas such as Organizational Leadership and Technical Management.

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• Math faculty continue to develop an accelerated precollege sequence for STEM and Business pathways. Mathematics placement and refresher courses in Canvas are also being updated to reflect the reduction in pre-college courses.

Implementation of new courses and curricula will be rolled out starting in the summer 2021 quarter.

• Guided Pathways work continues:

o LCC’s new College Success course (COLL 101) has been piloted this fall and winter quarter 2020-21. Starting summer 2021 it will be a graduation requirement for new students with fewer than 30 credits. An openly licensed textbook has been adopted and modified for use in the course. o Pathway maps have been completed and will be available to students

July 2021.

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Key Performance Indicator: Student Performance

Table 1: Proportion of transfer students achieving satisfactory academic performance in academic transfer courses

2015-16 2016-17 2017-18 2018-19 2019-20

Proportion of students receiving grades of C or better in Academic classes numbered 100 and above. Grades excluded: I, N, R, NA, V, X and *. 83.4% 84.3% 82.6% 81.1% 80.3% Male 82.3% 83.9% 81.4% 77.4% 78.2% Female 84.3% 85.0% 83.7% 83.1% 81.5% Students of Color 80.3% 83.3% 82.8% 76.4% 76.0% Economically Disadvantaged 81.5% 80.5% 81.2% 77.6% 78.0% Source: Fact book; Select Kind of Student = T from Student Table, link to Transcripts for relevant year where grades not like I, N, R, V, X or NA; select dept_div, course num, gr, item and yrq; link to Class table using item and yrq to select INSTIT_INTENT_RECAT = “A” (Academic Courses) from Class table. Note: as of 2017-18, P grades included as successful grade.

• The proportion of students successfully completing academic transfer courses declined in 2019-20, but still met mission fulfillment.

Key Performance Indicator:

Demonstration of General Education Outcomes (Global Skills)

(Mission Fulfillment = 3.0) (Stretch Goal = 3.8)

Table 2: Average Scores, General Education Outcomes (Global Skills)

2014-15 2015-16 2016-17 2017-18 2018-19 Communication -- -- 2.9 -- -- Critical Thinking -- 3.1 -- -- -- Interpersonal Relations 2.9 -- -- -- -- Quantitative Literacy (Numeracy) -- -- -- 3.1 3.1

• Artifacts are collected throughout each academic year in preparation for the annual summer assessment institute. Artifacts are assessed using rubrics

developed by LCC faculty on a scale of 1 (low) to 5 (high). LCC faculty readers for the institute are selected through a competitive application process.

• LCC faculty repeated Quantitative Literacy two years in a row while a new rubric was piloted and subsequently adopted.

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Lower Columbia College’s Global Skills (General Education Outcomes)

Communication--Express ideas and information in writing and speaking in a manner that is

clear and appropriate to the audience, and read and listen effectively.

A. Students will communicate in complete sentences, demonstrating use of grammar, mechanics, and word choice appropriate to context.

B. Students will develop and express their ideas clearly and reasonably for a unified purpose.

C. Students will demonstrate comprehension of a wide variety of materials. D. Students will use credible evidence to support arguments and conclusions. E. Students will document source information.

F. Students will use a style of delivery that is effective in communicating their message.

Critical Thinking--Apply various techniques and processes using information, data,

situations, or other forms of artistic expression, to draw logical, rational, ethical, and coherent conclusions.

A. Students will identify and define primary problems or issues.

B. Students will gather relevant and accurate information and draw valid inferences from that information.

C. Students will be able to analyze and make judgments in response to problems, issues, and artistic expression using technique or processes appropriate to subject.

D. Students will propose and/or evaluate solutions based on the criteria of logic, ethical principles, and coherence.

Interpersonal Skills--Interact effectively with individuals and/or within groups.

A. Students will participate actively, demonstrating commitment to shared tasks. B. Students will cooperate with others.

C. Students will use verbal and non-verbal skills appropriate for the context to enhance collaboration.

Quantitative Literacy (QL) -- also known as Numeracy or Quantitative Reasoning (QR) – is a

"habit of mind," competency, and comfort in working with numerical data.

A. Students will explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words).

B. Students will convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words).

C. Students will perform mathematical calculations.

D. Students will make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis.

E. Students will make and evaluate important assumptions in estimation, modeling, and data analysis

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Key Performance Indicator: Transfer Readiness

(Mission Fulfillment = at or above the system rate for all categories) (Stretch Goal = 5% above the system rate* for all categories)

In 2019-20, the State Board for Community and Technical Colleges (SBCTC) consolidated student cohort tracking methodology to focus on First-Time Entering Students. Historically, 45 credits has been considered a notable milestone in terms of transfer preparedness and is a momentum point in the state’s Student Achievement Initiative (performance-funding model).

Table 3: Percent of Transfer Students Achieving 45 College Level Credits within 2 Years

(First-Time Entering Student Outcomes Metrics)

Cohort year 2014-15 2015-16 2016-17 2017-18 2018-19

LCC Rate: Overall 46% 52% 55% 51% 53%

LCC Rate: Female 49% 55% 55% 53% 57%

System Rate^: Female 46% 47% 49% 48% 50%

LCC Rate: Male 42% 49% 53% 47% 44%

System Rate^: Male 43% 44% 44% 45% 45%

LCC Rate: Students of Color 43% 49% 60% 49% 44%

System Rate^: Students of Color 42% 44% 45% 45% 47%

LCC Rate: Received Need-Based Aid 33% 45% 41% 40% 34% System Rate^: Received Need-Based Aid 40% 40% 41% 41% 42% Source: SBCTC First-Time Entering Student Outcomes Dashboard, Credit Milestones view, 45 Credits Year 2 milestone. Includes all student cohort groups, transfer only students, summer/fall entry quarters.

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Key Performance Indicator: Academic Transfer Rate

(Mission Fulfillment = within 5% of system rate* for all categories) (Stretch Goal = meet or exceed system rate for all categories)

In 2019-20, the State Board for Community and Technical Colleges (SBCTC) consolidated student cohort tracking methodology to focus on First-Time Entering Students. The figures below show the proportion of students who transferred to a

four-year institution within four-four-years of starting at LCC.

Table 4: Percent of Transfer Students who Transfer to a 4-Year College (Four Years after Start) (First-Time Entering Student Outcomes Metrics)

Cohort year 2012-13 2013-14 2014-15 2015-16 2016-17

LCC Rate: Overall 32% 38% 36% 38% 40%

LCC Rate: Female 33% 39% 39% 40% 45%

System Rate^: Female 37% 39% 40% 41% 41%

LCC Rate: Male 31% 37% 31% 35% 31%

System Rate^: Male 35% 36% 36% 37% 36%

LCC Rate: Students of Color 33% 31% 35% 41% 46%

System Rate^: Students of Color 34% 34% 36% 37% 36%

LCC Rate: Received Need-Based Aid 16% 26% 22% 25% 24% System Rate^: Received Need-Based Aid 25% 26% 26% 27% 26% Source: SBCTC First-Time Entering Student Outcomes Dashboard, Post-College view, Year 4 – Transfer 4yr College.

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Table 5: Where Did They Go?

Transfer destinations of students enrolled in 2019-20 (all transfer students)

• Arizona State University (2) • McPherson College (1) • Bellevue College* (3) • Multnomah University (1) • Bellevue University (1) • Northern State University (1) • Biola University (1) • Northwest Nazarene University (2) • Boise State University (6) • Northwest University (2)

• Brigham Young University - Idaho Spring/Fall (1) • Olympic College* (1)

• Brigham Young University (1) • Oregon Institute Of Technology (2) • Bushnell University (1) • Oregon State University (2)

• California Polytechnic State University (1) • Pacific Lutheran University (1) • Central Washington University (24) • Peninsula College* (2)

• Centralia College* (3) • Point Loma Nazarene University (1) • City University Of Seattle (2) • Portland State University (3) • Columbia Basin College (1) • Saint Martin's University (1) • Columbia Southern University (1) • Seattle Central College (1) • Concordia University At St Paul (1) • Seattle Pacific University (1) • Concordia University Portland (1) • Skagit Valley College (2) • Concordia University Portland (1) • Southern Utah University (1) • Dominican University Of California (1) • The Evergreen State College (1)

• Eastern Kentucky University (1) • University Of Alabama Birmingham-Traditional (1) • Eastern Oregon University (1) • University Of Alaska Anchorage (1)

• Eastern Washington University (6) • University Of Charleston (1) • George Fox University (1) • University Of Idaho (1) • Grand Canyon University (1) • University Of Phoenix (1)

• Grand Canyon University-Traditional (3) • University Of Washington - Seattle (20) • Humboldt State University (1) • Warner Pacific College (12)

• Lake Washington Institute Of Technology (1) • Washington State University (67) • Lewis & Clark College Of Arts & Sciences (2) • Western Governors University (9) • Lewis-Clark State College (3) • Western Washington University (7) • Louisiana State University - Ag (2) • Westmont College (1)

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Key Performance Indicator: Relevance of Programs

(Mission Fulfillment = 60%) (Stretch Goal = 65%)

Table 6: Graduation Rate of LCC Transfer Students at 4-Year Transfer Institutions

Grad Year 2016-17 2017-18 2018-19 2019-20

Grad Rate of LCC transfer

students at transfer institutions 51.0% 62.9% 62.0% 67.3% Source: SBCTC First-Time Entering Student Cohorts (FTEC) for student cohorts (All cohorts, summer/fall start, transfer students), and National Student Clearinghouse for graduate information.

• Information reported above includes first-time entering LCC transfer students that transferred to a 4-year institution after attending LCC. The above table allows students eight years from when they started at LCC to graduate at a 4-year institution.

Transfer Enrollment Data

Table 7: Enrollment and Graduation Data

2015-16 2016-17 2017-18 2018-19 2019-20

Unduplicated headcount, all funding

sources 1946 1980 1997 2000 1959

Transfer student population as a

percent of all students 27% 30% 29% 31% 33%

FTE by institutional intent (fall

quarter, state funded) 937 917 989 969 978

FTE as percent of institutional FTE

(fall quarter, state funded) 37% 41% 43% 45% 45%

Transfer associate degrees granted 460 455 437 459 401 Data Source: FACT BOOK, Data Warehouse, Registration Office for degrees granted; FTE – Class Table (FTES_State, YRQ, Dept_Div, Course_Num, Item, Instit_Intent_Recat = A)

• Headcount of transfer students increased 0.9% in 2019-20.

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College Level English & Math Completion (Transfer Students)

Table 8a: College Level English Completion in First Year

2015-16 2016-17 2017-18 2018-19 2019-20 LCC Rate: Overall 73% 69% 64% 66% 69% Full-time 79% 78% 71% 71% 76% Part-time 59% 49% 46% 54% 45% Male 68% 65% 63% 61% 67% Female 76% 72% 64% 68% 71% Need-Based Aid* 60% 51% 43% 46% 59%

Full-time 69% 70% 68% 71% 72%

Part-time 44% 45% 42% 46% 46%

Male 57% 58% 55% 59% 60%

Female 61% 63% 59% 63% 64%

Need-Based Aid* 53% 52% 50% 51% 50%

Source: SBCTC First-Time Entering Student Outcomes Dashboard, located at

https://www.sbctc.edu/colleges-staff/collegeaccess/research-data/first-time-entering-student-outcomes-dashboard.aspx. Credit Milestones View (All cohorts, Transfer students, summer/fall start). See dashboard for “n” size, college access only.

Table 8b: College Level English Completion in First Year by Race/Ethnicity

2015-16 2016-17 2017-18 2018-19 2019-20

LCC Rate: Overall 73% 69% 64% 66% 69%

American Indian or Alaska Native 57% 50% 50% 56% 66%

Asian 85% 83% 62% 54% 46%

Black or African American 75% 42% 48% 46% 80% Hispanic or Latino 73% 89% 67% 65% 78% Native Hawaiian or other Pacific Islander * * * * *

White 74% 68% 66% 67% 70%

Asian 63% 66% 60% 65% 68%

White 60% 61% 59% 62% 63%

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Table 9a: College Level Math Completion in First Year 2015-16 2016-17 2017-18 2018-19 2019-20 LCC Rate: Overall 29% 31% 29% 29% 33% Full-time 34% 38% 35% 34% 37% Part-time 19% 16% 15% 16% 21% Male 32% 35% 31% 28% 41% Female 27% 28% 28% 29% 28% Need-Based Aid* 19% 22% 26% 23% 27%

Full-time 38% 39% 40% 41% 43%

Part-time 22% 22% 23% 23% 23%

Male 35% 35% 36% 37% 39%

Female 30% 31% 31% 32% 33%

Need-Based Aid* 27% 27% 29% 30% 32%

Table 9b: College Level Math Completion in First Year by Race/Ethnicity

2015-16 2016-17 2017-18 2018-19 2019-20

LCC Rate: Overall 29% 31% 29% 29% 33%

American Indian or Alaska Native 18% 25% 32% 24% 31%

Asian 41% 56% 33% 43% 21%

Black or African American 10% 42% 17% 17% 27% Hispanic or Latino 24% 32% 21% 17% 35% Native Hawaiian or other Pacific Islander * * * * *

White 29% 30% 30% 29% 33%

Asian 44% 44% 45% 47% 48%

White 32% 33% 34% 34% 36%

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Transfer Monitoring Report

Analysis from the Review Team

Members include: Melinda Harbaugh and Karen Joiner, co-chairs, Dawn Draus, Jim Franz, Traci Fuller, Stefanie Gilberti, Mary Hebert, Lindsay Keevy, Louis LaPierre, Allison McCrady, Joanna Mosser, Lucas Myers, Shawnee Randolph, Mavourneen Rister, Ilinca Slabu, Jenny Smith, Jim Stanley, Maggie Stuart, Ian Triana, Niki Walker, Annette Ward. 1. Based on the data in this report, what are LCC’s strengths in providing transfer

education?

• Our transfer students are getting bachelor’s degrees, as indicated by the strong graduation rate from their transfer institutions.

• Overall, LCC is at or above the system rate across all indicators. Although there are a few demographic groups in need of improvement, generally we are meeting or exceeding system averages.

• The new college success course that we’re implementing in summer 2021 will help us identify demographic groups who are at-risk.

• We are consistently outperforming the system in terms of achievement of 45 college level credits within two years.

• We are well ahead of the system average in terms of attainment of college level English in the first year.

• Our ability to quickly pivot to online learning at the onset of the

pandemic is a reflection of our excellent eLearning department, and of our faculty who already had experience teaching online.

2. Based on the data in this report, what are LCC’s weaknesses in providing

transfer education?

• Our male students and students receiving need-based aid are performing less well in some areas.

• Asian student attainment of college level math within the first year is trending down.

• Completion of college level math in the first year is below the system average for all five years of data in the report.

3. Based on the data in this report, what are LCC’s opportunities for providing

students transfer education?

• Our Guided Pathways and instructional diversity initiatives should help reduce equity gaps in the classroom.

• Through Guided Pathways, we continue to work on shortening the math pathway.

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4. Based on the data in this report, what are LCC’s threats for providing students

transfer education?

• COVID is an ongoing threat. Hopefully the vaccine will help us get back to a more “normal” environment before the variant of the virus takes hold. • Many college students are in need of greater financial support, and we

are hopeful that federal funding opportunities for college students will improve.

• Declining enrollment is a potential threat, since enrollment affects our budget, and our budget affects everything we do.

• Changing course delivery models, with the shift to increased online learning, present both an opportunity and a threat. It is clear that we are

CORE THEME I: Workforce and Economic Development

Professional/Technical

& Customized Education

Monitoring Report

2016 – 2020

CORE THEME I: Workforce and Economic Development

Objective 1: Provide quality professional/technical education

for employment, skills enhancement, and career development.

Objective 2: Partner with business, community groups, and

other educational entities to provide workforce development

and customized programs and services.

PART 1: PROFESSIONAL/TECHNICAL

PART 2: CUSTOMIZED EDUCATION

•

•

Basic Skills & Precollege Education Monitoring

Report

2016 – 2020

(Cycle 22)

CORE THEME II: Transfer and Academic Preparation

Objective 1: Ensure that learners who are under prepared for

college level studies have access to developmental coursework

and bridge opportunities to college level work.

Transfer Monitoring Report

2016 – 2020

(Cycle 22)

CORE THEME II: Transfer and Academic Preparation

Objective 2: Offer courses and support for students to

meet the requirements for transfer from Lower Columbia

College.

Objective 3: Provide the support for transfer students to

successfully transition to upper division college and

university programs.

Student Access, Support & Completion

Monitoring Report

2016 – 2020

(Cycle 22)

CORE THEME III: Student Access, Support & Completion

Objective 1: Offer a full array of educational programs and

support services to meet the diverse needs of Cowlitz and

Wahkiakum Counties

Objective 2: Provide students with the support needed to

pursue and achieve their educational goals.