Strategic Responsibilities & Dashboard

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Strategic Plan Accountabilities

The Anoka-Ramsey Community College Work Plan goals are central to the college’s daily operation in facilitating its mission and priorities.

The Anoka-Ramsey Community College Strategic Plan Accountabilities Dashboard reflects how the FY 2010 Work Plan Goals align with Anoka-Ramsey’s FY 2010-FY 2014 Strategic Plan, Designs for Distinction.

Excel at teaching, learning, and learner development to improve learner success.
Success of Underrepresented Students View Details	Percentage Change in Enrollment View Details

Cultivate relationships and partnerships that advance lifelong learning, quality of life and the college.
Dislocated Workers View Details	Related Employment Rate of Graduates View Details

Provide programs and learning opportunities responsive to the needs of the community, employers, and the State.
STEM Credit Enrollment View Details	Persistence & Completion Rate View Details	Online & Blended Course Offerings View Details

Be the college of choice.

Organizational Change:
Continuous Improvement

View Details

= Needs Attention

= Meets Expectations

= Exceeds Expectations

View MnSCU's Accountability Dashboard.

Percentage Change in Enrollment

Fiscal Year	2003	2004	2005	2006	2007	2008

"Exceeds Expectations" Limit	16.2%	16.2%	16.2%	16.2%	16.2%	10%
Actual Percentage Change	9.2%	16.2%	8.1%	4%	4.9%	6.1%
"Needs Attention" Limit	4%	4%	4%	4%	4%	4%
Students Enrolled	8,853	9,798	9,724	9,833	10,265	10,547
Avg Enrollment of Prior 3 Yrs	8,109	8,429	8,998	9,458	9,785	9,941

Definition	The percent change enrollment measures the change in students enrolled in credit courses at a college or university during a fiscal year compared to the average for the three prior fiscal years.
Goal	The goal is to have a positive percent change.
Importance & Policy Issues	Raising the educational attainment level of Minnesota's population is increasingly important to the state's ability to compete in the global economy. The percent enrollment change measures each college and university's contribution to increasing the systemwide credit enrollment in higher education.
Other Factors	Many factors potentially influence a college or university's percent change in enrollment including population trends in its service area, its mix of programs and the state's overall employment rate. These factors should be taken into account when interpreting and comparing enrollment change percentages.
Time Frame	The chart and table in the Measure Trend section identifies the years for which the percent change in enrollment is reported.
Update Frequency	November of each year.
Color Scoring Method	The Historical High/Low method is used to determine the performance categories and color scores. The upper and lower boundaries of the Meets Expectations (blue) performance category are equal to the institution's highest and lowest values during the baseline period. However, regardless of an institution's historical high or low, if the institution exceeds 10% enrollment growth (relative to the average of the previous 3 years), the institution will automatically score Gold; similarly, if the institution has greater than a 10% enrollment decline, the institution will score Red. (NOTE: This measure was not scored prior to FY2007; prior to FY2007, all institutions are reported as "Blue" because this was the baseline period.)
Color Scoring Detail	The upper and lower boundaries of the Meets Expectations (blue) category are equal to the institution's highest and lowest percent change in enrollment during the six year baseline period from 2002 to 2007. If the percent change is ABOVE the HIGHEST change that the institution achieved during the baseline period, the performance category is Exceeds Expectations (gold). If the change is BELOW the LOWEST change, the performance category is Needs Attention (red). All other values, including those that are equal to the threshold values, are classified as Meets Expectations (blue). However, regardless of an institution's historical high and low thresholds, if the institution exceeds 10% enrollment growth (relative to the average of the previous 3 years), the institution will automatically score Gold; similarly, if the institution has greater than a 10% enrollment decline, the institution will score Red. (NOTE: This measure was not scored prior to FY2007; prior to FY2007, all institutions are reported as "Blue" because this was the baseline period.)
Calculation	The numerator is the number of students enrolled in credit courses at the college or university in the reporting year. The denominator is the average number of students enrolled in credit courses at the college or university in the previous three years. The resulting value is expressed as a percent (percent change).
Data Source	The measure is based on student data from the Integrated Statewide Record System (ISRS).

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Persistence and Completion Rate

Fall Entering Year (measured at second fall)

Year	2002	2003	2004	2005	2006	2007

"Exceeds Expectations" Limit	70.3%	70.3%	70.3%	70.3%	70.3%	70.3%
Actual	70%	67.9%	69.4%	70.3%	69%	69.4%
"Needs Attention" Limit	65.4%	65.4%	65.4%	65.4%	65.4%	65.4%
Retained, Transfer, Graduated	877	943	920	917	1,003	1,059
Students in Cohort	1,253	1,389	1,326	1,305	1,454	1,526

Definition	The student persistence and completion rate is the percentage of a group of students (a cohort) who have graduated from or been retained at the same institution or who transferred to another institution. Each cohort includes the students who entered in the fall semester as fulltime new undergraduate or undergraduate transfer students and who were therefore considered to be seeking a degree, diploma or certificate. Retention, graduation and transfer are measured as of the second fall after the group of students entered. This measure was previously called the student success rate.
Goal	The goal is to increase student persistence and completion.
Importance & Policy Issues	The persistence and completion rate indicates how well an institution is succeeding in preparing degree, diploma and certificate seeking students for the workforce or for continuing higher education. The second fall is a critical point at which to measure progress because students who drop out frequently do so during the first year.
Other Factors	Many factors influence the student persistence and completion rate. Limiting the measure to those undergraduate students who enter as fulltime new or transfer students controls for some variation. However, an institution's size, mix of programs, selectivity in admissions and mix of students and student goals will also affect this measure and should be taken into account when making comparisons.
Time Frame	The chart and table in the Measure Trend section identifies the years for which persistence and completion rates are reported.
Update Frequency	March and November of each year.
Color Scoring Detail	The upper and lower boundaries of the Meets Expectations (blue) performance category are equal to the institution's highest and lowest persistence and completion rates during the six year baseline period from 2001 to 2006. If a value on the measure is ABOVE the UPPER boundary, the performance category is Exceeds Expectations (gold). If a value on the measure is BELOW the LOWER boundary, the performance category is Needs Attention (red). All other values, including those that are equal to the threshold values, are classified as Meets Expectations (blue).
Calculation	The numerator is the number of entering students in the cohort who have graduated, were retained or transferred by the second fall. The denominator is the total number of entering students in the cohort. The measure includes fulltime undergraduate new and transfer students and excludes parttime students, high school/PSEO students and graduate students. Fulltime undergraduate students are those who enrolled for 12 or more credits in their entering term. Graduation is measured as the cumulative percentage of students in the cohort who have graduated from the same institution by the beginning of the second fall. A student is counted as retained if they are enrolled at the same institution in the second fall and have not already received an award. Transfer is measured as the cumulative percentage of students in the cohort who have not graduated and are not enrolled, but have enrolled at another U.S. institution.
Data Source	The student persistence and completion rate is calculated using data from the Integrated Statewide Record System (ISRS) and the National Student Clearinghouse.

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Related Employment Rate of Graduates

	2002	2003	2004	2005	2006	2007

Score	l	l	l	u	l	l
Actual	86.3%	82.6%	85.8%	92.9%	88.6%	94.4%
"Exceeds Expectations" Limit	89.3%	97%	90.7%	92.7%	91.2%	97%
"Needs Attention" Limit	78.9%	77.2%	79.3%	81.1%	80.8%	81.4%
Grads Employed	233	209	279	302	320	271
Grads Available for Employment	270	253	325	325	361	287

Definition	The related employment rate of graduates is the percentage of system graduates in a fiscal year who report that they were employed during the year after graduation in jobs that were related to their program or major. If an institution did not achieve the 85% minimum response rate on the Graduate FollowUp Survey in a year, the employment rate is reported with a note underneath the dashboard dial for the measure.
Goal	The goal is to increase the related employment rate of graduates.
Importance & Policy Issues	Most students attend a college or university to improve their career opportunities. This measure is also an indication of how well college and university programs are aligned with the needs of the state's employers.
Other Factors	Many factors potentially influence a college or university's related employment rate including the mix of programs, the mix of students, the proximity to employers and state and national employment rates. These factors should be taken into account when interpreting and comparing related employment rates.
Time Frame	The chart and table in the Measure Trend section identifies the years for which related employment rates are reported.
Update Frequency	November of each year.
Color Scoring Method	The Expected Values method is used to determine the performance categories and color scores for individual institutions. An expected rate is calculated for each institution based on its program mix. The upper and lower boundaries of the Meets Expectations (blue) performance range represent an interval around this expected rate.
Color Scoring Detail	The upper and lower boundaries of the Meets Expectations (blue) category for each institution represent a statistical confidence interval (99%) around the expected rate for each institution, given its mix of graduates by program and level of award. The expected rate is computed using regression analysis and is based on graduates from similar programs and award levels within the Minnesota State Colleges and Universities system. If the institution's actual rate is not statistically different (i.e., inside the 99% confidence interval) from the expected rate, the performance category is Meets Expectations (blue). If an institution's actual rate is ABOVE the UPPER boundary, the performance category is Exceeds Expectations (gold). If the institution's rate is BELOW the LOWER boundary, the performance category is Needs Attention (red). All other values are scored as Meets Expectations (blue). The color score thresholds for this measure are adjusted each year to reflect changes in the institution's mix of graduates. In some instances, the upper limit of the confidence interval on this measure was as high as 100%. Since establishing a threshold at that level would mean no institution could achieve the Exceeds Expectations category, the upper boundary was lowered to 97%. Consequently, institutions with related employment rates above 97% will classified as Exceeds Expectations.
Calculation	The numerator is the number of graduates that were employed during the year after graduation in jobs they reported to be related to their program or major. The denominator is the number of graduates in related employment plus those seeking related employment and those available for work but unemployed. The rate is reported for all graduates in a fiscal year (July 1st to June 30th) who were seeking related employment in the year after graduation except those who were not U.S. citizens or permanent residents.
Data Source	The related employment rate of graduates is calculated using graduate data from the Integrated Statewide Record System (ISRS) and employment information on graduates from the system's Graduate FollowUp Survey.

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