SSI Glossary


Academic Readiness, to have the study skills and time management abilities to succeed in college. A list of knowledge, skills, and attributes a student should possess to be ready to succeed in entry-level college courses. Students who are college and career ready will demonstrate the knowledge, skills and abilities that are necessary to successfully complete entry-level, credit-bearing college courses, participate in certificate or workplace training programs, and enter economically viable career pathways.

ACC Snapshot is a summary of key accountability measures in which ACC seeks to evaluate its quality and its students' success at an institutional level. It measures things most associated with the complex, diverse mission of the community college. While the College has hundreds of accountability and effectiveness measures (from the Southern Association of Colleges and Schools (SACS), the Texas Higher Education Coordinating Board (THECB), specialized instructional programs' accreditation agencies, and its own Office of Institutional Effectiveness and Accountability) the ACC Snapshot seeks to provide a quick glance at how well ACC is fulfilling its mission statement to promote student success.

ACC Student Success Initiative is an institutional commitment to enhance learning and success for all students regardless of age, gender, ethnicity, race or socio-economic.

ACCelerator provides access to 600+ computer stations for individualized learning and small group sessions. 

In addition to technology-based instruction, the ACCelerator features an extensive support network of faculty members, counselors, advisors, tutors, librarians, and other staff members—all ready to help students succeed. The lab is spread over 32,000 square feet, with clusters of desktop computer stations surrounded by classrooms and study rooms. 

Achieving the Dream is a national multiyear national initiative to help more community college students succeed, particularly student groups that traditionally have faced significant barriers to success, including students of color and low-income students.  

Adult Education is a practice in which adults engage in systematic and sustained learning activities to gain new forms of knowledge, skills, attitudes, or values. The practice is at times referred to as andragogy to distinguish it from pedagogy. The Adult Education Division offers classes in English as a Second Language, literacy/civics, and GED preparation at numerous locations in Travis County.

American Association of Community Colleges (AACC) is the primary advocacy organization for the nation’s community colleges. The association represents nearly 1,200 two-year, associate degree–granting institutions and more than 13 million students. AACC promotes community colleges through five strategic action areas: recognition and advocacy for community colleges; student access, learning, and success; community college leadership development; economic and workforce development; and global and intercultural education. 

Blackboard is a course management system used in many of ACC's Distance Learning and on-campus classes.

Center for Community College Student Engagement (CCSSE): In 2008, The University of Texas' College of Education established the Center for Community College Student Engagement—formerly known as the Community College Survey of Student Engagement (CCSSE)—as the umbrella organization for survey research, focus group work, and related services for community and technical colleges interested in improving educational quality through strengthened student engagement and student success. The Center operates as a research and service initiative of the Program for Higher Education Leadership (PHEL).

Civitas, predictive analytics to higher education to benefit institutions, faculty, and students.Closing the Gaps by 2015 has four goals: to close the gaps in student participation, student success, excellence, and research. 

Closing the Gaps by 2015 has four goals: to close the gaps in student participation, student success, excellence, and research. 

Cohort, a group of students working together through the same academic curriculum with a common defining characteristic.

Collaborative Learning: Methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations and computer discussions (online forums, chat rooms, etc.).

Community College Survey of Student Engagement (CCSSE) provides a focus on educational activities and practices that research shows are related to student success: how students spend their time; what they feel they have gained from their classes; how the college supports their learning; and how they assess the quality of their interactions with faculty, counselors and peers.

Complete College America was established in 2009 and is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations.

Completion Rates (Course Completion Rates): Graduation rates for first-time, full-time students who finish where they began (see ACC Completion Rate Calculator).

Contextualization: Put in a context, especially one that is characteristic or appropriate, as for purposes of study. Bring concrete learning into the AE classroom to make the learning experience more dynamic and real.  Team of instructors developing curriculum followed with training.

Cooperative (or Collaborative) Learning provide opportunities for students to maximize their own and each other's learning by working together on team assignments. The instructor may identify the teams or students may select their team members to complete assignments that deal with different concepts that are being presented in the online classroom. 

Course Redesign requires the review and revision of entry-level lower division academic courses . . . "to improve student and learning and reduce the cost of course delivery through the use of information technology." 

Cultural Competence/Cultural Proficiency is the capacity to anticipate cultural needs and changes, recognize opportunities for equity, and function effectively in the context of cultural differences.

Data Cube is a compilation of research data that can be easily manipulated by the user to arrange data according to the needs of the user. An independent data set.

Degree Map: Faculty, staff, and administrators recently previewed a new software application that will make it easier for students and their advisors to create individualized education plans and track students’ progress toward degree completion. The Degree Map tool is being developed by Civitas Learning with input from six universities and colleges, including ACC.

Developmental Education is a field of practice and research within higher education with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all postsecondary learners, at all levels of the learning continuum. Developmental education is sensitive and responsive to individual differences and special needs among learners. Developmental education programs and services commonly address academic preparedness, diagnostic assessment and placement, development of general and discipline-specific learning strategies, and affective barriers to learning. Developmental education includes, but is not limited to: all forms of learning assistance, such as tutoring, mentoring, and supplemental instruction; personal, academic, and career counseling; academic advisement; and coursework. (See also MATD.)

Disaggregated Data: Typically, student achievement data are reported for whole populations, or as aggregate data. It is not, however, until the data are disaggregated that patterns, trends and other important information are uncovered. Disaggregated data simply means looking at student outcomes data by specific subgroups of students.

Discipline Specific Snapshot provides department/discipline-level measures to assist departments monitor and improve their service to students. The departmental snapshot is designed to provide program and departmental level data to assist faculty in evaluating the effectiveness of their programs in advancing student success. Through this evaluation, strengths and weaknesses can be explored and faculty can identify initiatives to improve student success.

Distance Learning (also Online Learning) offers students a convenient way to earn college credit by participating in online and hybrid classes. Course content and transferability to four-year colleges is identical to classes offered on campus. DL courses run during standard ACC sessions. There are deadlines for completing exams and assignments. Typically, tests are taken on campus in the Academic Testing Centers or at other approved distance testing sites. Students follow all the same admissions and registration procedures. DL courses have limited enrollments and may fill and close prior to the end of the registration period. The course schedule provides mandatory DL course orientation instructions, instructor website and contact information, and other important pre-registration details for all DL classes. Distance Learning classes give students more scheduling flexibility, but they also require good time management skills and self-motivation for successful completion. They may not suit every student's needs, expectations, or learning style.

Diversity is the inclusion of different types of people (as people of different races or cultures) in a group or organization. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Early College Start (ECS): Austin Community College enrolls eligible high school students through the Early College Start program, allowing them to take up to two college courses per semester while still in high school. Courses may be taken at any ACC campus, ACC center, online, or at your high school campus if available. Requirements are successful completion of the sophomore year, permission from the parent/guardian and high school counselor and principal, and verification of TSI status and successful completion of any required assessment.

Early Intervention Program (EIP) assists instructors in identifying students who are falling behind in their academic course work. The goal of the Early Intervention program is for students, instructors, and advisors/counselors to work together as a team to maximize student academic success. This program allows for students to have access to additional support resources throughout the semester.  Each class is assigned a counselor or advisor for the students to use as needed. In an effort to maximize student success, students will be contacted by their counselor or advisor if they are missing class, if they are not performing well in class, or if they need access to additional resources.  The assigned advisor/counselor will be visiting the class early in the semester for introductions and to answer any question you may have (Early Intervention Request Form).

Equity: The quality of being fair or impartial in the way people are treated. The practice of enhancing students’ academic, social, and cultural capital so that all students have the opportunity to navigate the college experience and succeed academically.

Elimination of Late Registration: ACC is one of several colleges nationwide that have eliminated late registration to increase student success. Data compiled by ACC’s Institutional Effectiveness and Accountability Office shows that success rates (earning a grade of C or higher) are consistently higher for students who register early compared with those who register late. Withdrawal rates are consistently lower for students present the first class day compared with those who register late.

Having students develop educational plans is essential, and as institutions design academic and career pathways, students should enroll in a defined program of study early in their college experience. Case management and intrusive advising ensure that students stay on track. Students who register late may be the most at-risk of all students, but are admitted at a time when the system is most overloaded and least capable of meeting their needs.  This is not only verified through research nationally

Faculty Coaches are a key part of the Student Success Initiative. Elected by their peers, coaches facilitate efforts to increase the depth and use of student data, to help identify the needs of students and ways to address those needs. The program began fall 2009 with 19 faculty coaches and has grown to include 35 faculty representing 39 instructional areas.

Faculty Development Office encourages and supports the continuous acquisition of knowledge and skills by coordinating and providing the highest quality professional development opportunities for faculty. For more information, please contact Christina Michura or Merrilee Shopland.

Faculty Engagement includes specific activities involving service-learning, community-based research, and certain forms of professional service as the most relevant to engagement because of their direct connection to the teaching, research and service functions of the professoriate. An engaged faculty will show a high degree of commitment and involvement in the profession for whom teaching is more of commitment than compliance.

Faculty Retreat is an opportunity for full-time and adjunct faculty to examine in depth what calls them to teaching and how to be the best they can be. Austin Community College’s Celebration of Great Teaching is based on the national Great Teaching Seminar, a movement begun in 1969. The College offers a select group of faculty members an opportunity to “step away, recharge, discover new ideas, connect with colleagues, and become inspired.” The celebration is based on the premise that teachers learn teaching best from other teachers and that creativity is enhanced by mixing teachers of diverse teaching fields, experience levels, and interests. The emphasis is on the universals of teaching and on the special nature of those who are and aspire to be great teachers. If properly tapped, the collective wisdom of practicing educators surpasses that of any expert.

FERPA. The Family Educational Rights and Privacy Act protects the privacy of student education records.

First Year Experience shows students how to successfully navigate campus resources and encourages participation in college life. First Year Experience (FYE) is all about making purposeful connections and places special emphasis on each student’s first year at Austin Community College.

First-Generation Student are students who are in the first generation of their families to go to college, whose parents never enrolled in postsecondary education. First-generation students can come from families with low incomes or from middle- or higher-income families without a college-going tradition. Some have parents who support their plans for higher education; others are under family pressure to enter the workforce right after high school.

First-Time-in-College Students (FTIC): Definition for the purpose of requiring on-line or in-person TOP attencance, and evaluation of TOP. First Time in college Students are new students to ACC but exclude the following groups:

  • Students with transfer credit
  • Early College Start (ECS) students
  • Early College High School (ECHS) students
  • Students with a previously earned degree
  • Visiting students - students who have been enrolled at their home institution, and enroll at ACC (mainly in the summer) to transfer those courses back to their home institution.

Gateway 19 Courses is a term used by ACC to refer to the ACC courses (are those) with the highest enrollments and also the highest attrition and failure rates. To create a college-wide commitment to the Student Success Initiative, ACC's definition of gateway courses includes more courses from a greater variety of disciplines than is common in the general literature.

Goal Leaders: The college measures its success through the core SSI goals and employs multiple intervening strategies to achieve them. The five goal team leaders are Richard Armenta (Associate Vice President of Student Success), David Borden (Executive Director of Adult Education), Kathleen Christensen (Vice President of Student Services and Success Systems), Mike Midgley (Vice President of Instruction), and Gaye-Lynn Scott (Dean of Social and Behavioral Science).

Group Planning Session (GPS): New students receive degree advising and registration information before they can register for classes.

Integrated Reading and Writing: Though the connection between reading and writing seems to be a "given," reading was not always a dominant force in writing classrooms. Reading and writing became curricularly linked at the turn of the century, when some universities decided that reading literature was essential to learning to write. Students develop proficiency in integrated and contextualized reading and writing skills and strategies.

Kresge Foundation is a private, national foundation that works to expand opportunities in America's cities through grant-making and investing in arts and culture, education, environment, health, human services, community development, etc.

The Center for Community College Student Engagement received funding from The Kresge Foundation to deepen its work on improving outcomes for men of color in community colleges. The primary goals of the initiative wereto advance the understanding within the community college field regarding the assets and challenges that men of color brought to college with them; to lift up the student voice as central to the work; to identify institutional factors that inhibited or enhanced community college progress and success for Black males and Latinos; and to assist community colleges in serving these groups

Late Registration: Registration for classes during the applicable schedule change (add/drop) period. (See also Elimination of Late Registration.)

Leader College (ATD): ACC has been designated a Leader College by Achieving the Dream, the national program dedicated to helping community college students earn a degree or certificate.

The college is one of eight to receive the 2013 Leader College recognition, and one of only 74 Leader Colleges nationwide. Leader Colleges are selected for their commitment to Achieving the Dream principles, as well as their improvement in at least one of the initiative’s measures of student success

Leadership DevelopmentGuest speakers, workshops, conferences, retreats, and other college-sponsored events can help develop essential leadership skills, such as vision and strategy, organization and planning, decision-making, team building, and communication.

Learning Communities allow students to discover connections and commonalities across disciplines. Students enroll in two linked courses, and what students…

A learning community is a curricular structure so that students have opportunities for deeper understanding of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise.”

Longitudinal Cohort TrackingAustin Community College (ACC) District joined Achieving the Dream (AtD) in 2009 as part of the college’s Student Success Initiative. Achieving the Dream promotes a culture of data-informed decision making and requires institutional tracking of students across time with the goal of increasing successful student outcomes. Achieving the Dream focuses specifically on five key metrics:

  • successful course completion,
  • completion of a developmental education sequence and progression into first-level credit bearing courses,
  • gateway course completion in first-level math and English courses,
  • persistence across semesters,
  • and graduation.

This report provides an analysis of student outcomes on these five key metrics for first-time in college (FTIC) students beginning at Austin Community College in the fall semester (2007 through 2012). The report presents a synopsis of student background characteristics for each cohort and then compares student outcomes for each metric by ethnicity, gender, Pell status, and age. The goal is to illuminate areas for improvement, encourage courageous conversations, and improve outcomes for all students

Mandatory Orientation: All first time credit students are required to complete online orientation prior to registration for classes. A hold will be placed on the student’s record if orientation is not completed. (See also Online Orientation.)

MATDCourses with a MATD prefix are developmental mathematics courses; that is, they are designed primarily to prepare students for college-credit courses. The Mathematics Department determines curriculum for both MATH and MATD courses. (See also Developmental Education.)

Developmental Math Advisors (DMA): A hold is placed on a student's file when records indicate the student has had at least two unsuccessful attempts at a particular developmental mathematics course or has been involved in CCA.

The Developmental Mathematics Advisor will discuss the situation with the students and determine a plan for the coming semester. That plan will require them to take the appropriate developmental mathematics course and also require some supplemental work to support them in succeeding in the coming semester.

MATD 0330: A course designed to develop basic arithmetic and algebra skills to prepare for courses covering secondary school algebra, the first of which is MATD 0370. Content includes operations on whole numbers, integers, fractions, decimals, ratio and proportions, percent, solving linear equations in one variable applications, and relating simple algebra concepts to geometry.

MATD 0370: All students enrolled in this course must complete the pretest in MyMathLab. To prepare for the pretest, students work through the problems on the pretest review. If they can get 70% or more correct on the pretest, then they are in the right class. Students cannot begin the course material for Elementary Algebra until they score 70% or better on the pretest. If they are unable to score 70% or better after a few attempts, they will need to move down to MATD 0330.

MATD 0390: A course designed to develop the skills and understanding contained in the second year of secondary school algebra. Topics include review of properties of real numbers, functions, algebra of functions, inequalities, polynomials and factoring, rational expressions and equations, radical expressions and equations, quadratic functions and their graphs, solving quadratic equations, and exponential functions.

MATD 0385: ACC’s math department designed this course specifically to prepare students for MATH 1332, College Mathematics, and MATH 1342, Elementary Statistics. The prerequisite is Elementary Algebra, MATD 0370. In it, we work on a broader group of mathematics skills than just algebra, although some work on algebra is included. Passing MATD 0385 with a C or better will make a student TSI-complete

The success rate of students in MATD 0385 is around 70% to 80%, compared to around 50% for other developmental math courses. When the students who successfully complete MATD 0385 go on to MATH 1332 the next semester, their overall success rate is higher than those who come from MATD 0390, Intermediate Algebra, and higher than the students who place directly into MATH 1332 without needing developmental math at all.

MATD 0421: A represents a new direction in developmental math. Unlike the traditional courses, MATD 0421 allows students to complete more than one level of developmental math in a semester or work on the requirements at a slower pace—whatever it takes to help them succeed.

MathwaysThe project, led by the Charles A. Dana Center at The University of Texas at Austin, creates a new class sequence for students entering developmental math – the biggest challenge to incoming college students nationwide. ACC was among nine community colleges that helped develop the new curriculum last year.

Students who enroll in New Mathways follow a one-year path, taking Foundations of Mathematical Reasoning, a developmental course, as well as a study skills and career planning class in the fall semester. In the spring, they take a special section of statistics. New Mathways incorporates collaborative learning and helps students more quickly transition from developmental courses into credit classes.

Men of Color (MOC) programs are designed to provide institutional support and encourage success for men of color. The program is designed to recruit, support, and retain Men of Color males attending Austin Community College. The MOC program will provide a variety of opportunities for participants to succeed at ACC.

Often students who are not engaged and encouraged to achieve high academic success early in their college career will be at a greater disadvantage to meet their educational goals. Additional support will be provided from a network of Faculty and Staff from the institution, which will positively impact the learning experience of those students.

Men of Distinction (MOD) promotes leadership and success among African-American men attending ACC.

Students new to ACC or who have completed fewer than 20 semester credit hours are invited to participate. Students with more than 20 credit hours may participate if recommended by a counselor or advisor.

Men of Excellence, the Latino mentoring group (formerly Men of ACCión) supports ACC's mission to promote student success through encouraging conversations with new and current Latino male students. Mentors help connect students with support services at each campus and build a network of support to achieve their goals.

Men of Honor program is designed to improve recruitment, retention, college transfer, and graduation rates and the overall success of Asian American males attending ACC.

Modularization and Competency-Based Instruction: Many ACC students and other working adults in ACC's service area have difficulty in committing to 16-week courses. For these students, competency-based and modularized courses, that take traditional course content and divide them into "bite sized" pieces with clear marketable exit level competencies, could better match their needs. The additional benefit of such courses is that the focus on competencies lends itself to clear connections between course content and employer needs. Currently, the college is exploring such modularized courses and recently was awarded a grant to develop modularized and scalable computer programming courses. The college commits itself to developing more such courses that build toward a marketable certificate or a degree. Modular degrees offer huge opportunities for people for whom a full-time course, lasting years, is not practical.

NCAT (National Center for Academic Transformation) is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education. NCAT provides expertise and support to institutions and organizations seeking proven methods for providing more students with the education they need to prosper in today's economy. 

Noel-Levitz Student Satisfaction Inventory (SSI) determines what aspects of college life matter most to ACC students and how satisfied they are with them. 

Office of Institutional Effectiveness and Accountability (OIEA) supports institutional effectiveness and accountability by conducting institutional research and analysis to provide information for the collegewide decision support system. OIEA coordinates and supports collegewide planning; assessment; continuous quality improvement; reporting to state, federal, and accrediting agencies; and the use of accurate and accessible information a professional and ethical manner.

Online Orientation: New students to online classes are required to attend a Blackboard (see above) orientation session during their first week of classes. The orientation involves the reading and understanding of several online documents. One of those documents is the online course syllabus. Therefore, every student who completes the required orientation and follows that link to the online syllabus receives a copy of the syllabus and this criterion is satisfied.

Online Learning: See Distance Learning (DL).

Online Registration system is designed for former ACC students, current ACC students, and new ACC students who have seen an advisor and are ready to register. Students can register, pay fees, get account balances, add or drop classes, and listen to their course schedule through the ACC online registration system. Online registration is open during registration periods.

Pathways (also: GPS – Guided Pathways to Success): The college is committed to having effective and efficient pathways for all students to achieve their personal and professional goals. The goal is to increase adult and developmental education course progression to credit courses.

The project goal is to create a success ladder – Guided Pathways to Success – to ensure ALL students have immediate and full access to ALL college services and resources including but not limited to access to library and learning labs, career counseling and job board access, tutoring resources, bus passes, financial aid, Student Life, etc. A student is anyone who enrolls in ANY ACC course – GED, Continuing Education, Adult Basic Education, Developmental course, and credit course.

Pell Grant Eligible Student: Federal Pell grant is a federally funded program designed for undergraduate students obtaining their first bachelor’s degree. The amount of the Pell grant depends on the student’s effective family contribution and the number of hours for which the student enrolls. This grant does not have to be repaid. The Campus Financial Aid Office determines Pell grant eligibility based on less than half-time status. Pell grant eligibility is considered to be the foundation for all other types of aid because it is an “entitlement” program. The federal allocation for the college increases, as eligible students enroll.

Persistence: The quality that allows someone to continue doing something or trying to do something even though it is difficult or opposed by other people. Here: Students’ persistence toward achievement of their educational goals. ACC instituted several programs to improve student persistence rates, such as Online Orientation (see above), the Faculty Coaches program, a First-Year Seminar, the elimination of late registration (see above), etc. (See also Retention.)

Registration procedures are published in the course schedule each semester and listed on the web. Students who apply and register early will have a better selection of courses. Students must complete all the steps in the registration process. To be officially registered, student must pay tuition and fees on or before the published payment date. Students may attend only the classes for which they have officially registered and paid.

The Online Services registration system allows you to add classes, drop classes, pay your tuition, and confirm your schedule throughout the open registration period before the semester starts.

Remediation: Each year the Texas Higher Education Coordinating Board produces an Annual Data Profile which provides summary data on how the state's public colleges perform in moving students through developmental education. It was an Annual Data Profile which reflected that ACC was performing below the state average in moving students through remedial education courses. Summary data indicated that while there were many students experiencing some success in remedial courses and successfully passing the TASP following completion of remediation, a large number of students, especially ethnic minority students, were not being successful. That information, presented during a collegewide research committee meeting, provided the impetus for beginning the required curriculum reform.

A student who successfully completes the developmental sequence, retakes and fails the TASP test may, during the subsequent semester of enrollment Take a college level course to earn a grade of "B or better" from the approved list. If a grade of at least a "B" is not achieved, or the student withdraws from the course, then the student may re-enter remediation, taking a class in the area of identified deficiency until the TASP is passed.

Choose to re-enter remediation and meet with the faculty member who coordinates Course Alternative/Course Credit Exchange to develop an individualized plan of study. This plan may include computer based instruction, individualized instruction, or course based instruction. When the student has successfully completed the course of individualized study, the student may attempt another college level course to earn a "B or better", or re-take TASP.

Achieve a grade of B or better after taking a college level course for a second time. This allows the student to exit remediation. A student who fails to achieve a grade of "B or better" on the second attempt will return to remediation until passing the TASP test. The option of a "B or better" course may only be used twice.

Retention (student retention): University student retention, sometimes referred to as persistence, is of increasing importance to college administrators as they try to improve graduate rates and decrease loss of tuition revenue from students that either drop out or transfer to another school.

Students enroll in college and stay until they complete their degree or certificate as opposed to those who leave and never come back to complete a degree. Research indicates that increasing retention rates requires colleges to develop coordinated, highly-structured, integrated and intential plans. (See also Persistence.)

Scaling: Increase the number of students being served from only an initial small group or pilot program. The scale-up will increase the number of students who complete developmental requirements and move to college credit courses.

SENSE: See Survey of Entering Student Engagement.

Servant-Leadership maximizes the potential of individuals, both those who are served and those who lead. Faculty can use multiple servant-Leadership concepts while working with students. 

Service Learning courses offer students opportunities to apply their education in service to the community. Success Equity is the practice of enhancing students' academic, social, and cultural capital so that all students have the opportunity to navigate the college experience and succeed academically.

Southern Association of Colleges and Schools (SACS): The mission of the Southern Association of Colleges and Schools™ is the improvement of education in the South through accreditation.

Statway is designed to teach mathematics skills that are essential for a growing number of occupations and professions, and are those needed for making decisions under conditions of uncertainty, an inescapable condition of modern life. This is the math that will help students understand the world around them and it is the math they can use right now.

Student Success Initiative (SSI) is ACC's commitment to ensure students reach their academic goals, which are as diverse as the students themselves. Whether a student plans to complete a single course, earn an associate degree, or transfer to a university, the college is working to improve learning outcomes. SSI benefits all students while providing extra support for those who are at risk for dropping out or not meeting their education goals. These often include first-time-in-college students, minority students, students who are not yet college-ready, and those who are economically disadvantaged.

Success Equity: The ACC SSI Success and Equity Committee seeks to maximize opportunities for education access and success among students that may be in underrepresented classes, with a focus on students who are Black, Hispanic, of lower economic status and male.

Ensuring equitable practices begins with an examination of systemic inequities – in institutional structure such as processes and organization, and in institutional culture – understanding that college systems influence each other and are interconnected. Critical analyses should be based upon evidence and accountability, and rooted in a culture of caring. Streamlining and organizing processes and practices will lead to a community that is committed to student access and success.

Supplemental Instruction (SI) is an academic support model that uses peer-assisted study sessions. The SI program targets traditionally difficult academic courses and provides regularly scheduled, out-of-class review sessions.

SI study sessions, led by student leaders who previously passed the course, are informal seminars in which classmates compare notes, discuss readings, develop organizational tools, and predict test items.

Survey of Entering Student Engagement (SENSE) surveys new students and their experiences in the first few weeks of attending a college to collect data about institutional practices and student behaviors that may affect student success in the first year of college.

Target Goals: The data that shows your improvements have achieved your goals.

Target is 100% involvement in curriculum alignment from school districts in the ACC service area with 100% of their high school graduates obtaining assessment scores in the core academic areas that meet or exceed established state standards for College and Career Readiness and to provide access to Profile Planning Guide to 100 % of school districts in Texas.

Texas CompletesLed by Lone Star College System, the Texas Completes cadre brings together eight college systems (Alamo Colleges, Austin Community College, Dallas County Community College District, El Paso Community College, Kilgore College, Lone Star College System, Odessa College and South Texas College) that share a common vision for deep student success reform.

Texas Higher Education Coordinating Board (THECB) provides leadership and coordination for the Texas higher education system. Since being created by the Texas Legislature in 1965, the board has worked to achieve excellence for the college education of Texas students. The board meets four times a year. Meetings occur in Austin but are usually also broadcast on the Web.

Time to Completion (TTC): The calculated amount of time required for any particular task to be completed. Here: completion of a credential with value in the labor market.

The Information Portal System (TIPS) Portal: An SAS-driven reporting interface. Data in TIPS comes from a variety of sources, including ACC Student Systems and state and national database and reporting systems (THECB, National Clearinghouse, etc.).

Transfer Rates are percentages calculated by dividing the number of students who have transferred by the number of students who could potentially transfer. Transfer Rate = Transfer Students / Potential Transfer Students x 100%

    Transfer Students    
Transfer Rate = ________________________________ x 100%
    Potential Transfer Students    


Undoing RacismThe People’s Institute for Survival and Beyond focuses on understanding what racism is, where it comes from, how it functions, why it persists and how it can be undone. Their workshops utilize a systemic approach that emphasizes learning from history, developing leadership, maintaining accountability to communities, creating networks, undoing internalized racial oppression and understanding the role of organizational gate keeping as a mechanism for perpetuating racism.

Voluntary Framework of Accountability (VFA) is the principle accountability framework for community colleges with measures defined to encompass the full breadth of the community college mission and the diversity of students' goals and educational experiences.

More than 60 community college leaders guided the 18-month development of the VFA resulting in the release of more appropriate measures. The VFA gauges student progress and outcomes including pre-collegiate preparation (such as developmental education and Adult Basic Education), academic progress and momentum points, completion and transfer measures, and workforce outcomes for career and technical education.