Student walking on campus

KPI Metrics Dashboard

BCC Dashboard Details Below

Student Success
Student Success

Goal 1: Advance student entry, reentry, retention, and completion strategies.

  • KPI 1.1: Fall to Fall Retention – Full and Part Time 
  • KPI 1.2: Fall to Spring Retention – Full and Part Time

Retention and program completion are industry standards for evaluating the success of students as is evidenced by the requirement to report these metrics to The Integrated Postsecondary Education Data System
(IPEDS: https://nces.ed.gov/collegenavigator/?q=Barton&s=all&id=154697)

Retention: this is the percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.

Student Completion
Student Completion

Goal 1: Advance student entry, reentry, retention, and completion strategies.

  • KPI 1.3: Course Completion
  • KPI 1.4: Degree/Certificate Completion
  • KPI 1.5: Program Completion (100%, 150%, 200%)

Retention and program completion are industry standards for evaluating the success of students as is evidenced by the requirement to report these metrics to The Integrated Postsecondary Education Data System
(IPEDS: https://nces.ed.gov/collegenavigator/?q=Barton&s=all&id=154697)

Completion:

This annual component of IPEDS collects number of degrees and other recognized postsecondary credentials (certificates) conferred.

As part of Barton’s participation in the Higher Learning Commission’s Student Success Academy, Barton’s Academy Team has also identified course completion as a foundational, fundamental metric useful in gauging student success.  Success in individual courses (or, in an individual course) can be seen to be one of the earliest measures of a successful educational experience for a student.  Too, surveys of Barton students reflect the importance that students place on program and course completion. When asked about the most important ways that Barton can contribute to students’ success, students indicate “supporting successful completion of courses and programs” and “supporting degree/certificate completion or graduation” as top responses.

Also as part of the Student Success Academy work, the Barton Academy Team is working with Barton’s Office of Institutional Effectiveness to develop a robust data map that will track a variety of student success metrics for various Barton student populations annually.

For more information on the Student Success Academy’s work to date, visit https://bartonccc.edu/students/success-academy

Student Learning
Student Learning

Goal 2: Foster excellence in teaching and learning

  • KPI 2.1: Student Learning Outcomes/Program Assessment

Assessment is a process of continuous improvement and is the driving force that can build a more effective course, a more meaningful degree and a more potent educational experience for Barton students. By identifying  and focusing on the topics students are struggling with, faculty can make strategic improvements to their courses. Assessment of the Fundamental Outcomes serve as an indicator of the essential skills retained by our students and their ability to lead productive lives.

Ratios
Ratios

Goal 2: Foster excellence in teaching and learning

  • KPI 2.2: Ratio of Faculty to Students
  • KPI 2.3: Ratio of Staff to Students
  • KPI 2.4: Ratio of Full-time to Part time Faculty

The purpose of the Fall Enrollment component of IPEDS is to collect enrollment data on all students enrolled for credit in courses/programs that could lead to awards ranging from postsecondary certificates of less than 1 year to doctoral degrees. Fall enrollment data are collected by level of student, attendance status, race/ethnicity, and gender. In addition, the Fall Enrollment component collects data on the institution's undergraduate entering class, first-time student retention rates, and the student-to-faculty ratio. Every other year data on enrollment by nine selected fields of study are collected, as is residency of first-time degree/certificate-seeking undergraduate students.

Partnerships
Partnerships

Goal 3: Expand partnerships & public recognition of Barton Community College

  • KPI 3.1: Partnerships
Enrollment
Enrollment

Goal 3: Expand partnerships & public recognition of Barton Community College

    • KPI 3.2: Total Headcount/Credit Hour/Applications

    The optimum indicators for public recognition of Barton Community College are data describing interest in and purchase of the Barton product  

    Total Headcount/Credit Hour/Applications provides direct measurements for interest and demand of the Barton product. 

    Secondly, HLC Accreditation requires evidence according to Criteria 5 of ‘ the institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities.”  Understanding, tracking, and expanding Headcount/Credit Hours/Applications is essential to meet the Barton mission. 

    Barton Experience
    Barton Experience

    Goal 4: Promote a welcoming environment that recognizes and supports student and employee engagement, integrity, inclusivity, value, and growth.

    • KPI 4.1: Noel Levitz/Student Services Survey

    Barton shifted to the Noel Levitz (NL) survey tool from the former CCSSE tool due to the customizable features of the tool.  In addition, CCSSE did not have a survey specific to online programming and NL provides that options for Barton’s online students.  CCSSE “measures student engagement that assesses institutional practices and student behaviors correlated highlight with student learning and retention.”  NL measures “student satisfaction and priorities, showing you how satisfied students are as well as what issues and experiences are important to them.

    Composite Financial Index
    Composite Financial Index

    Goal 5: Develop, enhance, and align business processes

    • KPI 5.1: Composite Financial Index

    The Composite Financial Index paints a composite picture of the financial health of the institution at a point in time. The Index is built with the values of its four component ratios:

    • Primary Reserve – a measure of the level of financial flexibility
    • Net Income Ratio – a measure of the operating performance
    • Return on Net Assets – a measure of overall asset return and performance
    • Viability – a measure of the organization's ability to cover debt with available resources

    Once each of the four ratios are calculated, there is an additional process measuring the relative strength of the score and its importance in the mix of creating a composite score. This results in the production of one weighted score for each indicator and when added together the result is the Composite Financial Index.  The strength factors and CFI score are standardized scores that fall along a scale of -4 to 10.  

    A CFI score of 3 is the threshold of institutional financial health.

    Grant And PETE Dollars
    Grant And PETE Dollars

    Goal 5: Develop, enhance, and align business processes

      • KPI 5.2: Total Grant Dollars Raised

      The National Partnership for Environmental Technology Education (PETE), is a nonprofit 501(c)3 organization that helps facilitate, partnerships with educational institutions, industry, and government.

      The Agreement between PETE and Barton is for Barton Community Colleges to provide Hazardous Waste Worker Training to transitioning army personnel, veterans and military family members at three locations within the continental US.

      PETE is working to meet the nation’s environmental, homeland security, energy, and health and safety education and training needs through community, tribal, and technical colleges in collaboration with industry and government partners.

      Turnover
      Turnover

      Goal 5: Develop, enhance, and align business processes

      • KPI 5.3: Full Time/Part Time Faculty Turnover
      • KPI 5.4: Full Time/Part Time Staff Turnover
      • KPI 5.5: Adjunct Faculty Turnover