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Outcomes Assessment Home
Who’s Who: SLO Coordinators
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What is Accreditation’s Role?
Outcomes Assessment

Accreditation
Assessment informs faculty, administrators, and staff of student learning and helps guide us in making improvements to courses, programs, and students' general education. It is also a requirement of the Accrediting Commission for Community and Junior Colleges (ACCJC) and informs other outside agencies, such as the California Community College Chancellor's Office.
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The primary purpose of an ACCJC accredited institution is to foster learning in students. According to the 2017 Guide to Evaluating and Improving Institutions, an effective institution ensures that its resources and processes support student learning, continuously assesses that learning is taking place, and pursues institutional excellence and improvement. Effectiveness is measured by the extent to which institutions maintain an ongoing, self-reflective dialogue about quality and improvements.

Long Beach City College adheres to the Standards for Accreditation. This includes activities that allow the colleges to assess student learning, align assessment endeavors with LBCC’s Strategic Plan, as well as positively impact planning efforts at the course, program, department, and division levels. SLO assessment has been included in college-wide procedures so departments can illustrate the extent to which actions derived from assessment inform Program Review and Hiring Priorities.

Revised Standards & Disaggregation
ACCJC’s Standards were revised and the new Standards adopted in June 2014. Click here to access the revised 2014 ACCJC standards. Unlike the previous Standards, the new Standards require colleges to not only assess Student Learning Outcomes, but also to disaggregate this data. Specifically, Standards B.5 and B.6 discuss the requirement to disaggregate Student Learning Outcomes data:

B.5: The institution assesses accomplishment of its mission through program review and evaluation of goals and objectives, student learning outcomes, and student achievement. Quantitative and qualitative data are disaggregated for analysis by program type and mode of delivery.

B.6 The institution disaggregates and analyzes learning outcomes and achievement for subpopulations of students. When the institution identifies performance gaps, it implements strategies, which may include allocation or reallocation of human, fiscal and other resources, to mitigate those gaps and evaluates the efficacy of those strategies.

Many colleges had questions regarding these revised standards. Click here to access a 2015 Q&A for more information.

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