Balanced Scorecard

The College defines mission fulfillment in the context of its purpose, characteristics, and expectations as a public, comprehensive community college. The College measures accomplishments and outcomes in five focus areas with 19 key performance indicators (KPI) related to the mission and core themes. The first four focus areas align with the College core themes and are (1) transfer education, (2) career and technical education, (3) college readiness education, and (4) continuing education and community service. The fifth focus area is affordability and operational quality, which aligns with the values expressed in the College mission statement and expectations of external and internal constituents. Whenever practical, the College selected KPIs that were also included in the American Association of Community College’s (2014) Voluntary Framework of Accountability. In aggregate, these focus areas and related key performance indicators form a balanced scorecard (Kaplan & Norton, 1996), which the College uses to assess mission fulfillment holistically.

In order to determine acceptable performance each academic year, the College sets a range for performance in each KPI. When the actual performance falls within the range, that KPI is green. When the actual performance falls below the range but within three percent of the lower range value, that KPI is yellow. When the actual performance falls more than three percent below the lower range value, that KPI is red. The College sets the acceptable threshold for mission fulfillment at 70% of KPIs being green (i.e., 14 of 19 KPIs). If the College does not meet the acceptable performance threshold for a given KPI (yellow or red), faculty and staff develop tactics for improving performance on that KPI through the institutional effectiveness planning process. Moreover, performance on the scorecard informs the strategic plan and annual institutional effectiveness plans.

Table 1
DCC Balanced Scorecard: Focus Areas and Key Performance Indicators of Mission Fulfillment
Focus Area 1: Transfer Education

Range

AY14-15

AY15-16

1.      Percent of first-time, full-time AA/AS students that enroll in the fall semester of their second year (retention)

40%

50%

48%

49%

2.      Percent of first-time, full-time AA/AS students that complete a degree within three years of their initial enrollment (persistence)

30%

35%

29%

 37.8%%

3.      Percent of full-time AA/AS students that successfully transfer to four-year institutions

40%

50%

36%

26%

4.      Percent of  AA/AS alumni that complete a baccalaureate degree within four years of transfer

45%

50%

27%

24%

Focus Area 2: Career & Technical Education

Range

AY14-15

 AY15-16
5.      Percent of first-time, full-time AAS students that enroll in the fall semester of their second year (retention)

40%

50%

63%

60.8%

6.      Percent of first-time, full-time AAS students that complete a degree within three years of their initial enrollment (persistence)

30%

35%

20%

   61.9%
7.      Percent of AAS alumni employed in their fields, pursuing further education, or using knowledge and skills learned in the AAS program

75%

85%

100%

IP

8.      Percent of industry partners and professionals in the field who rate the curriculum in each AAS program as appropriate

85%

95%

87%

IP

Focus Area 3: College Readiness Education

Range

AY14-15

  AY15-16
9.      Percent of first-time, full-time developmental education students that enroll in the fall semester of their second year (retention)

40%

50%

50%

46.6%%

10.  Percent of students from developmental education who pass the first college-level course in that topic with a “C” grade or better

50%

60%

56%

51.5%

11.  Percent of TRIO eligible students who access academic support services offered by the college

50%

75%

66%

IP

12.  Percent of students who successfully complete an adult basic education level

20%

25%

20%

36.1%

Focus Area 4: Continuing Education and Community Service

Range

AY14-15

  AY15-16
13.  Workforce training course enrollments

150

300

157

IP

14.  Noncredit personal enrichment enrollments

80

150

81

IP

15.  Campus events open to the community

50

75

74

IP

16.  Net revenue derived from noncredit workforce training and personal enrichment courses

$10,000

$20,000

$10,802

IP

Focus Area 5: Affordability & Operational Quality

Range

AY14-15

  AY15-16
17.  Affordability as measured by average net price compared to 42 comparable colleges in the United States

$6,224

$8,298

$6,699

IP

18.  Percent of students and faculty indicating the facilities support teaching and learning

60%

70%

69.77%

IP

19.  Percent of students, faculty, and staff rating college operations effective

60%

70%

66%

IP

Note:  IP = data collection in progress

 

In order to set the performance ranges for KPIs, the College used data from several sources. For the student retention and persistence KPIs (KPIs 1, 2, 5, 6, & 9), the College calculated the average student retention and persistence rates among a cohort of 42 public institutions with the same Carnegie classification, highest degree offered, and degree of urbanization as DCC using the U.S. Department of Education’s Integrated Postsecondary Data System (IPEDS). The College used the average net cost of attendance among these same 42 institutions as reported in IPEDS to set the affordability KPI target (KPI 17). The College set the target percentage for the successful transfer KPI and degree attainment KPI (KPIs 3 & 4) based on research by Shapiro and Dundar (2013). Research by Bailey, Jeong, and Cho (2010) informed the target percentage for performance in college-level courses among students enrolling in developmental classes (KPI 10). In order to set the target percentage of students who successfully complete an adult basic education level (KPI 12), the College relied on data from the U.S. Department of Education’s Office of Vocational and Adult Education (2013) and Columbia University’s Community College Research Center (2014). For the remaining KPIs (KPIs 7, 8, 11, 13, 14, 15, 16, 18, & 19), the College set the target performance based on past performance and input from faculty and staff on reasonable yet aspirational performance.

References

  • American Association of Community Colleges. (2014). Voluntary framework of accountability metrics manual (version 3).  Retrieved from http://vfa.aacc.nche.edu/
  • Bailey, T., Jeong, D. W., & Cho, Sung-Woo. (2010). Referral, enrollment, and completion in developmental education sequences in community colleges. Economics of Education Review, 29(2), 255-270.
  • Kaplan, R. S., & Norton, D. P. (1996). Using the balanced scorecard as a strategic management system. Harvard Business Review, 74(1), 75-85.
  • Community College Research Center. (2014). Community college FAQs. Retrieved from http://ccrc.tc.columbia.edu/
  • Shapiro, D., & Dundar, A. (2013). Baccalaureate attainment: A national view of the postsecondary outcomes of students who transfer from two-year to four-year institutions. Retrieved from National Student Clearinghouse Research Center website: http://nscresearchcenter.org/
  • U.S. Department of Education, Office of Vocational and Adult Education (2013). National reporting system, table 4, Montana data. Retrieved from http://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/main.cfm