Welcome to the Bakersfield College Institutional Scorecard.
Use the buttons on the left to explore Scorecard Subject Areas.
Use the links below to find more information on how we developed our scorecard.
The Bakersfield College Institutional Scorecard represents a tool for both communication and dialogue about the important work going on at the college. The scorecard communicates metrics that reach into the heart of the work at the college and helps to guide data-informed decision-making. Each metric represents a barometer of our strategic initiatives work derived from our college mission. Interventions and improvements are identified and monitored by this set of metrics which represent a kind of “Vital Signs” of college work.
The work and metrics are organized into four data strands:
Each of these data strand intertwine and effect the work we do and student success.
The scorecard will identify STANDARDs for each metric, which we have defined as a “passing” or acceptable level. In some cases standards are externally identified, by bodies such as the Accrediting body, ACCJC. In other cases, the state average or a self-identified level of achievement will be identified as a standard of practice.
Each metric will also have a TARGET to strive towards, identified through institutional dialogue. While the metrics begin at a high level, each page features tabs that dig deeper into more specific data related to targeted interventions and improvements.
You can click on the Benchmarks Data Strands to view our available data.
The college mission encapsulates the broad educational work of Bakersfield. The strategic work of the college derives from the mission that defines our student populations, college programs and services, and commitment to student success as it relates to student learning outcomes and student achievement.
The institutional scorecard identifies and reports metrics (or essential indicators) derived from the strategic initiatives, interventions, perceptions and operational data that were implemented thru BC’s strategic plan originated from the Mission.
The metrics are chosen based upon several factors:
The metrics represent indicators the college hopes to move.
This is in contrast to some required reporting elements that are less likely to be moved or improved by the college effort, or if moved are difficult to relate to specific actions taken by the college community. The scorecard is designed to be a motivator and must therefore be responsive to decision making and policy changes.
The metrics are layered, like an onion, where each layer represents more specific data relating to initiatives or interventions, for instance we move from an overall completion metric, to completion disaggregated by prepared and remedial students, to specific programs such as STEM or MESA or AAMP Each of the metrics are defined and then disaggregated by the population subgroups identified by the college.
In many instances, the metrics related to student success, achievement, or access are tested for disproportionate impact in order to identify population subgroups requiring attention and effort to mitigate differences and focus on equitable student outcomes.
The institutional scorecard is more than a report or a dashboard; the scorecard represents institution-set standards that enable BC to assess its work and pursue continuous improvement through collegially-set targets that stretch and focus resources, personal and intellectual capital.
An important component of this scorecard is the iterative nature of its development and continued dialogue with BC colleagues as they interact with the data. The nature and magic of BC’s scorecard is that the scorecard communicates essential metrics and asks the college community to analyze what the data means, evaluate how the college is doing and offer input to improve. The interactive scorecard is developed and improved through a cadre of data coaches that help to describe the metrics and develop the layers of the scorecard.
In other words, the scorecard is a critical thinking exercise the entire college participates in. BC colleagues are conversant in the data as decisions are made.
The scorecard is accessible to reference and cross-reference important metrics as the college moves forward to make improvements, plans and budgetary decisions.
Accountability metrics need to be congruent with the mission of the institution, and accountability scorecards need to reflect the needs of the students. These observations are among those that have informed the fundamental principles that we have adopted at BC to guide the development of our institutional scorecard:
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