2019-2020 York Early College Academy (YECA) Assessment Plan

Assessment Year: 2019-2020
Division: Academic Affairs
Unit: York Early College Academy (YECA)
Unit Director: rmadden
Completed by: rmadden
Other Contributors:
Date Completed: 2019/11/25 16:42:00 US/Eastern

Unit Mission

The Mission of the York Early College Academy (YECA) program at York College is to create opportunities for students to acquire the core abilities to be autonomous learners and to facilitate their successful transition from high school into post-secondary institutions. YECA provides traditionally underserved students with access to higher education opportunities and provide the academic and social supports that are needed to graduate high school having earned as many as sixty college credits towards a baccalaureate degree.

Assessment Plan

Outcome 1

Unit Goal

Maintain a rigorous learning environment by monitoring and assessing the academic performance of students

Unit Outcome

Students will exceed the minimum passing score (D grade) in all college level courses

Divisional Goal

Support educational opportunity and academic success for all students including those underserved constituencies.

PMP Goal

N/A

Alignment with York’s Strategic Initiatives

TBA

Alignment with York’s Institutional Learning Outcomes (ILOs)

N/A

Measure

Report of final grades in CUNYfirst will be used to measure the level of student performance at the end of the fall, winter, and spring semesters.

Measure Type

Direct

Target

80% of students will complete college courses with a B grade or better


Outcome 2

Unit Goal

Maintain a rigorous learning environment by monitoring and assessing the academic performance of students

Unit Outcome

Students will perform successfully according to the course rubrics.

Divisional Goal

Continuously improve academic programs and curricula by incorporating relevant instructional and assessment practices.

PMP Goal

N/A

Alignment with York’s Strategic Initiatives

TBA

Alignment with York’s Institutional Learning Outcomes (ILOs)

N/A

Measure

Instructional staff will utilize rubrics to evaluate students' work during the semester

Measure Type

Direct

Target

80% of students will be performing successfully according to the course rubric


Outcome 3

Unit Goal

Assist students in their pursuit of educational and occupational opportunities beyond the York Early College Academy program

Unit Outcome

Staff will educate seniors on ways to effectively negotiate college policies and procedures.

Divisional Goal

Create opportunities for and encourage students to apply knowledge and skills gained from traditional classroom settings through internships, practicums, research, creative projects, service learning and community engagement.

PMP Goal

N/A

Alignment with York’s Strategic Initiatives

TBA

Alignment with York’s Institutional Learning Outcomes (ILOs)

N/A

Measure

A college readiness pre-test and post-test will be implemented to assess students' ability to navigate college policies and procedures

Measure Type

Indirect

Target

Post-survey results will indicate 90% of seniors understand how to effectively negotiate college policies and procedures


Outcome 4

Unit Goal

Provide a program of academically challenging and developmentally appropriate courses to fulfill students' dual enrollment requirements

Unit Outcome

Students will meet the standards for CUNY proficiency in Mathematics and English.

Divisional Goal

Support educational opportunity and academic success for all students including those underserved constituencies.

PMP Goal

N/A

Alignment with York’s Strategic Initiatives

TBA

Alignment with York’s Institutional Learning Outcomes (ILOs)

N/A

Measure

York Early College Academy students will report New York State Regents examination scores, SAT scores, and high school grade point average as measures of proficiency in English and Mathematics

Measure Type

Direct

Target

90% of students will meet the standards for CUNY proficiency in Mathematics and English


Rationale for the Plan

The York Early College Academy program endeavors to continue to develop a robust set of assessment practices to strengthen and inform the work that we do to provide students with a quality learning experience.

During the 2018-2019 academic year, students did not meet the target of 80% of passing all college courses with a B grade or better. In response to this shortfall, the YECA Manager has reviewed and enhanced interventions to promote stronger academic performance during the current academic year. The program utilizes periodic feedback from instructional staff during the semester as an additional effort to monitor student performance and to inform our use of interventions. In the last academic year, and in years past, we asked instructional staff to respond to two surveys. This year we are encouraging instructional staff to meet with the YECA Manager more frequently in addition to utilizing course rubrics in an effort to gather a direct assessment of student work.

Building upon our goal to provide a program of academically challenging and developmentally appropriate courses to fulfill students’ dual enrollment requirements, YECA staff will educate twelfth-grade students on ways to effectively negotiate college policies and procedures. This will take place in the form of a weekly Senior Seminar. This seminar is designed for Early College students to prepare them for the transition from high school into college life. This learning experience will create opportunities for students to acquire the core abilities to be autonomous learners and to facilitate their successful transition from high school into post-secondary institutions.

The new CUNY proficiency index policy will affect our 10th grade and subsequent cohorts. In the past, York Early College Academy students have been able to demonstrate proficiency in English and math through their performance on the respective CUNY placement examinations. Now that these tools are no longer available, YECA students will have to demonstrate proficiency through New York State Regents scores, SAT scores, and their high school grade point average. This policy change that will be implemented in the spring 2020 semester requires that we focus our attention on assuring that the high school’s reporting of test scores is aligned with the York College sequence of course offerings.

Lastly, AY19-20 was the term we endeavored to develop the YECA Professional Certification Academy in conjunction with the York College Continuing and Professional Education Center. Unfortunately, due to the Center’s hiatus we will have to forego this initiative at this time.

Data Collection and Evaluation

• Report of final grades in CUNYfirst will be used to measure the level of student performance at the end of the fall, winter, and spring semesters.

• Instructional staff will utilize rubrics developed by their respective academic department to evaluate students' work during the semester

• The New York City Department of Education will report Regents sores for York Early College Academy students (10th grade cohort) in February, July, and August of 2020. High school administrators will report grade point average and SAT scores in June of 2020.

• A ten-question college readiness pre-test and post-test will be implemented to assess students' ability to navigate college policies and procedures. Senior Seminar facilitators will conduct these assessments during the Senior Seminar in February (pre-test) and May (post-test) of 2020.