Data Packages & Reports
Missions Fulfillment Indicator Scorecards
Mission fulfillment is defined as the realization of meaningful goals, embodied by individual student achievement, a quality educational environment, accessible and equitable learning opportunities, and responsive community engagement.
Lane’s institutional indicators are assessable and verifiable statements or statistics that help identify how we measure mission fulfillment. The four thematic headings represent the major areas of Lane’s mission: "Lane is the community’s college: we provide comprehensive, accessible, quality, learning-centered educational opportunities that promote student success."
Mission Fulfillment Indicator Scorecards were created to increase awareness and understanding of Lane’s indicators. Each scorecard is a 2 page snapshot including an overview, discussion and investigation into the supporting data, peer comparison when applicable and available and finally lessons learned and next steps toward continuous improvement.
Guided Pathways Metrics
Welcome to Guided Pathways Data Dashboards! Many of these dashboards focus on Early Momentum Metrics (EMMs), and one set of dashboards focuses on longer term outcomes.
EMMs are important because they are leading indicators of later student outcomes. Change in success rates on EMMs can be monitored at shorter intervals, such as quarterly or annually, to help us identify whether intended improvements in our processes and/or systems are likely to have subsequent positive impacts on lagging outcomes, such as completion or transfer. EMMs are displayed on dashboards showing Gateway Course success rates and First Term Metrics. The three Gateway Course dashboards show the rates at which Lane students take and pass program-level math and writing courses within their first year. The three First Term Metrics dashboards show how many credits Lane students successfully complete, and persistence rates from fall to winter term. The three Persistence and Completion dashboards show the rate at which Lane students are retained from the first to the second year, and the completion of any award (degree or certificate) and success transferring to a four-year institution within three years. On each page, data can be disaggregated by multiple factors.
We are excited to provide this data, with disaggregation, for your exploration, review, pondering, and discussion with others. We encourage you to actively engage with the data, and use it to prompt questioning, problem solving, and visioning and action toward the development of ideal future student experiences. Thank you for taking the time to dig into some data!
The Guided Pathways Core Team
Standard Data Package
"Faculty, staff, and managers regularly review, analyze and engage with both standard data elements and department-specific performance measures through annual department planning and five-year program review processes. These processes result in a cycle of continuous improvement, planning and assessment."
~Lane Community College 2017-2022 Long-Range Financial Planning Report
The tabs in the workbook available to download below contain the elements of the college’s standard data package. This data is designed to be used as a reference and resource for department planning, program review, and access to common questions and information requests.
It is through the processes of department planning and program review that faculty, staff and managers develop context, meaning and improvement plans out of this large data set.
- 2021 Standard Data Package - (updated 1-17-22) - for LCC Employees, use your L# and password
- 2020 Standard Data Package - (updated 1-29-21) - for LCC Employees, use your L# and password
Institutional Research and Budget Office staff are available to answer and will collect feedback and suggestions for enhancements and improvements to the standard data package for subsequent releases.
Institutional Research and Budget Office staff are also available for one-on-one consultations and/or discussion at department or group meetings.
General Information and scheduling of individual or group appointments: Cathy Thomas x. 5779
Student Enrollment, Demographics and Success data: Cathy Thomas x. 5779
Staffing and Financial data: Zach Evans x.5107
Employment data: Cathy Thomas x. 5779
Archived Standard Data Package (Fall 2018 & 2019)
“Faculty, staff, and managers regularly review, analyze and engage with both standard data elements and department-specific performance measures through annual department planning and five-year program review processes. These processes result in a cycle of continuous improvement, planning and assessment.” ~ Lane Community College 2017-2022 Long-Range Financial Planning Report
In October 2017, Planning and Institutional Effectiveness staff compiled data elements used in program review, annual department planning and budget development into a Standard Data Package workbook. This resource was shared broadly with the campus community through Weekly announcements; orientations with Deans, Directors, Managers, and program review participants; links to fall term department planning processes; and was followed up with drop-in information and Q&A sessions and individual consultations with faculty, staff and managers.
At the direction of the Board of Education, these standard data elements were organized into a datasheet format, with values assigned to program or service data based upon 1) relative performance of academic units, and 2) performance measures established through program review for service and hybrid units.
The standard data package and instructional department datasheets will be updated annually.
As with the standard data package, program datasheets are designed to be used as a reference and resource for department planning, program review, and department-level dialogue about program performance, goals, issues, opportunities, and improvement efforts.
It is through dialogue and planning processes that program faculty, staff and managers develop and share essential context, meaning, and improvement plans from datasheets and the standard data package. Please see suggested discussion questions to support this effort.
Datasheets will be shared with the campus community in December 2018. Departments will discuss and review datasheets in continuation of fall department planning conversations. Department-specific feedback, context, and supplemental information can be provided to the Planning and Institutional Effectiveness Office.
In accordance with budget development principles and criteria, budget development investment and reduction decisions will be informed by program data, department datasheets, department goals and improvement plans, institutional priorities, and in-depth impact analysis.
For Additional Information
General Questions and Department Meetings - Planning and Institutional Effectiveness faculty and staff are available to come to your department meeting to facilitate discussion and answer questions. Contact Cathy Thomas at 541-463-5579 or email@example.com to schedule.
Links and Resources:
- Standard data package
- Planning and Institutional Effectiveness
- Financial planning principles, criteria and data elements
- Academic Program Review
- Student Affairs Program Review
- Finance & Administration Program Review
Datasheet Discussion Questions
Archived Department Datasheets (Fall 2017)
These files are for LCC Employees. Use your L# and Password to access:
The Integrated Postsecondary Education Data System (IPEDS) is a system of interrelated surveys conducted annually by the National Center for Education Statistics, U.S. Department of Education. IPEDS consists of twelve interrelated survey components that are collected each year. The completion of all IPEDS surveys is mandatory for all institutions that participate in any federal financial assistance program authorized by Title IV of the Higher Education Act of 1965.
Annually, IPEDS creates a customized Data Feedback Report, a report that graphically summarizes selected institutional data and compares the data with peer institutions. Additionally, you can access IPEDS data submitted by over 7,000 institutions through the NCES data tools.
Voluntary Framework of Accountability (VFA)
The Voluntary Framework of Accountability (VFA) is the first comprehensive national accountability system created by community colleges, for community colleges. Community college leaders —facilitated by the American Association of Community College (AACC)—conceived, developed, and pilot-tested the VFA metrics.
- VFA Brochure - Description of the VFA and its cohorts and measures with Community College Measures of Effectiveness
- VFA Snapshot - Listing of the VFA measures and a snapshot of the VFA system