2015-16 Prospective Report Template

LaGuardia Community College

Provide a target value for each metric (yellow-shaded cells) and complete sections B and C below.

Section A - University Goals

1 - Increase opportunities for students to be taught by full-time faculty

2009-10 / 2010-11 / 2011-12 / 2012-13 / 2013-14 / 2014-15
Percentage of annual instructional FTEs delivered by full-time faculty / 40.4 / 41.0 / 39.4 / 39.6 / 40.4
Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015
Ratio of FTE student to full-time faculty / 41.5 / 44.1 / 39.3 / 40.8 / 36.6

2 - Increase faculty scholarship and research impact

2010 / 2011 / 2012 / 2013 / 2014 / 2015
Average number of pieces of scholarship/creative activity (annual) / 0.2 / 0.4 / 0.4 / 0.3 / 0.3
FY 2011 / FY 2012 / FY 2013 / FY 2014 / FY 2015 / FY 2016
Number of funded research grants / 7 / 4 / 2 / 4 / 4
Research awards (annual) / $884,886 / $772,662 / $577,721 / $676,272 / $641,604

3 - Ensure that students make timely progress toward degree completion

Fall 2009 Entrants / Fall 2010 Entrants / Fall 2011 Entrants / Fall 2012 Entrants / Fall 2013 Entrants / Fall 2014 Entrants
Average number of equated credits earned in one year by associate full-time first-time freshmen / 22.3 / 22.0 / 22.4 / 20.9 / 22.2
Fall 2009 / Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014
Percentage of associate students who earn 30 equated credits per year / 21.0 / 20.8 / 22.4 / 17.6 / 20.3
Fall 2009 Entrants / Fall 2010 Entrants / Fall 2011 Entrants / Fall 2012 Entrants / Fall 2013 Entrants / Fall 2014 Entrants
One-year retention rate of associate full-time first-time freshmen / 68.6 / 67.8 / 65.4 / 63.0 / 66.1
Difference between actual and predicted 1-year retention rate of associate full-time first-time freshmen / 6.0 / 3.1 / 0.8# / 0.9# / 1.5#

#Value is not statistically significantly different from 0.

4 - Increase graduation rates

Fall 2006 Entrants / Fall 2007 Entrants / Fall 2008 Entrants / Fall 2009 Entrants / Fall 2010 Entrants / Fall 2011 Entrants
Four-year graduation rate of associate full-time first-time freshmen / 19.9 / 22.2 / 20.9 / 23.3 / 24.2
Difference between actual and predicted 4-year graduation rate of associate full-time first-time freshmen / 2.1 / 4.4 / 2.9 / 5.1 / 5.0
Fall 2004 Entrants / Fall 2005 Entrants / Fall 2006 Entrants / Fall 2007 Entrants / Fall 2008 Entrants / Fall 2009 Entrants
Six-year graduation rate of associate full-time first-time freshmen / 25.6 / 26.0 / 26.8 / 28.9 / 26.2

5 - Improve student satisfaction with academic support and student support services

2013 / 2015
Satisfaction with academic advising effectiveness (Noel-Levitz SSI) / 4.5 (1.5) / 4.9 (1.6)
Satisfaction with campus support services (Noel-Levitz SSI) / 4.6 (1.2) / 5.1 (1.5)

6 - Improve student satisfaction with administrative services

2013 / 2015
Satisfaction with admissions and financial aid effectiveness (Noel-Levitz SSI) / 4.4 (1.4) / 4.9 (1.5)
Satisfaction with registration effectiveness (Noel-Levitz SSI) / 4.7 (1.3) / 5.1 (1.3)
Satisfaction with service excellence (Noel-Levitz SSI) / 4.6 (1.2) / 5.1 (1.3)

7 - Increase revenues

FY 2011 / FY 2012 / FY 2013 / FY 2014 / FY 2015 / FY 2016
Total voluntary support (annual) / $1,496,549 / $3,263,116 / $1,917,085 / $3,534,461 / $5,760,746
Grant and contract awards (annual) / $16,263,769 / $16,845,410 / $13,026,533 / $16,745,655 / $14,783,781
Alternative revenues (annual) / --- / $1,828,108 / $2,100,580 / $2,374,113 / na

8 - Use financial resources efficiently and prioritize spending on direct student services

FY 2011 / FY 2012 / FY 2013 / FY 2014 / FY 2015 / FY 2016
Spending on student services and instruction and departmental research as a percentage of tax-levy budget / 60.6 / 59.8 / 60.1 / 59.9 / na
Spending on student services as a percentage of tax-levy budget / 8.9 / 8.9 / 9.7 / 10.0 / na
Spending on instruction and departmental research as a percentage of tax-levy budget / 51.7 / 50.9 / 50.4 / 49.9 / na
Percentage of budget in reserve / 2.5 / 2.7 / 2.4 / 3.0 / na

9 - Increase the proportion of full-time faculty from under-represented groups

Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015
Percentage of minority full-time faculty / 40.1 / 39.7 / 38.1 / 38.0 / 40.7
Percentage of Italian American full-time faculty / 4.7 / 4.8 / 5.2 / 5.5 / 4.8
Percentage of women full-time faculty / 56.7 / 56.4 / 56.9 / 56.8 / 57.6

10 – Increase faculty satisfaction

Colleges should report COACHE results on faculty satisfaction with nature of work (research, teaching and service), tenure and promotion policies and processes, and interdisciplinary work, collaboration and mentoring.

Section B –Community College Goals

1–Create more efficient remediation pathways

Fall 2009 / Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014
Percentage of students fully proficient by the end of the first year (of those initially needing any remediation) / 39.7 / 42.4 / 44.4 / 44.0 / 45.8

2–Prepare students for transfer to baccalaureate programs

Fall 2004 / Fall 2005 / Fall 2006 / Fall 2007 / Fall 2008 / Fall 2009
Percentage of first‐time freshmen transferring to any baccalaureate program within 6 years / 29.0 / 30.5 / 28.8 / 31.9 / 30.2
2008-09 / 2009-10 / 2010-11 / 2011-12 / 2012-13 / 2013-14
Transfer rate of AA/AS graduates to any baccalaureate program / 67.5 / 65.7 / 64.4 / 65.1 / 69.5
Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015
Mean first‐semester GPA of baccalaureate transfers from CUNY associate programs / 2.66 / 2.70 / 2.77 / 2.77 / 2.76

3–Increase (or maintain high) pass rates on professional licensure exams

2010 / 2011 / 2012 / 2013 / 2014 / 2015
NCLEX (RN licensure) pass rate / 79.1 / 76.9 / 81.3 / 79.5 / 85.3

Report licensure exam results for other programs at your college, including the number of students tested each year.

“Methodological Notes” for the 2014-15 metrics can be viewed and downloaded at or navigating to and clicking on the link on the right.

Section C – College Focus Goals

  • Consult broadly with campus constituencies, including elected faculty representatives, to identify important priority areas for the college not already addressed by the university or sector goals. Presidents should provide a brief description of the consultation process in the year-end self-assessment letter.
  • Identify three to five specific goals related to its strategic plan. Each focus goal will state an outcome to be achieved by year’s end and will have at least one qualitative or quantitative metric by which progress can be judged in one year.
  • Goals should follow the S.M.A.R.T. criteria[1]. Preparing a strategic plan and meeting milestones on regular institutional accreditation processes are not acceptable focus goals, nor are activities and processes that lead to desired outcomes. Focus goals should relate to strategic goals but be more specific
  • Set numeric targets on all quantitative outcomes measures associated with college focus goals.

Specify the goal, explain (briefly) how it is connected to the college’s strategic plan, and indicate how progress will be measured. Provide trend data for any quantitative metrics, and set a target on the metric(s) for the coming year.

August 17, 20151

[1]Specific, Measurable, Attainable, Realistic (and/or Relevant), and Time-bound. See for example: