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CUNY Bernard M Baruch College College Portrait

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CUNY Bernard M Baruch College Learning Outcomes

Baruch College presents students with a myriad of academic and co-curricular choices with the goal of preparing future leaders who are able to perform in a growing global economy. Our mission of offering rigorous baccalaureate, masters, and doctoral programs; educating men and women, cultivating students’ skills; and preparing leaders requires us to be reflective about our pedagogical practices and the ways we provide student support services. To insure that we are achieving our goals, decisions about curriculum, student learning, and teaching effectiveness are informed by student outcomes and assessment.

Assessment performs many functions for varying purposes at Baruch. Performing outcomes assessments ensures that we are actually doing what we say we are doing to improve student learning. Our assessments also inform program and department decisions, determine successful student progression towards degree, and measure student learning. In addition, assessment validates the award of qualifications as well as the quality of disciplinary offerings, professional training, and the overall student experience. Our system of assessment provides information that allows us to distinguish that which works from that which needs work. Assessments completed at Baruch provide members of the faculty with opportunities to determine whether students are achieving the learning goals that the faculty members themselves have established for the overall program.

At the institutional level, the College employs several surveys, such as the College Learning Assessment (CLA), to measure student learning and growth. These surveys provide the College with information that is used to strengthen and improve teaching and curriculum throughout Baruch. Within each school at Baruch College, outcomes assessments are conducted to ensure learning goals are being met, align teaching and curriculum to schools’ strategic plans, and to promote continuous improvement within academic units. Each academic unit is tasked with developing, executing, and reporting on annual assessments or improvements that have been made based on previous assessment results. All of this data is used to support academic planning and decision-making.   

A link is provided below to the College’s 2010 Middle States Self-Study Report which contains information about the College’s plans for assessment.




CUNY Bernard M Baruch College administered the CLA+ in 2013 - 2014.

CUNY Bernard M Baruch College conducted a Value-added administration of the CLA+ in 2013 - 2014. The results are displayed below in the SLO Results tab.

For additional information on Baruch’s process for administering CLA+, please click on the Assessment Process Tab below. For information on the students included in the administration, please click the Students Tested Tab.

Why did you choose the CLA+ for your institutional assessment?

In 2011, the CUNY Task Force on System-Wide Assessment of Undergraduate Learning Gains (Assessment Task Force) was convened to develop recommendations for the chancellery on the most appropriate instrument to measure learning across CUNY colleges.

The Task Force submitted its report on the selection of a standardized assessment instrument and recommended the use of the Collegiate Learning Assessment (CLA) developed by the Council for Aid to Education (CAE). CLA offers a value-added, constructed-response approach to the assessment of higher-order skills, such as critical thinking and written communication.

The CLA is a national program for colleges to assess their efforts to develop the critical thinking, analytical reasoning, writing, and problem-solving skills of their students


Which CUNY Bernard M Baruch College students are assessed? When?

During the 2013-2014 academic year, the CLA+ was administered to 100 entering freshmen in the fall and 99 exiting seniors in the spring in an effort to gauge the effectiveness of colleges to improve the critical thinking, problem solving, and written communications skills of their students


How are assessment data collected?

The CLA+ is administered by The Baruch Office of testing office with support from CUNY.


How are data reported within CUNY Bernard M Baruch College?

Schools participate in the CLA to gauge not only the range of academic abilities in their students and the extent to which these abilities are different from one group of students to the next, but also to see if these differences match up with their expectations and their efforts to improve and deliver quality programs.


How are assessment data at Baruch used to guide program improvements?

The CLA reports are used to report student outcomes to the VSA.


Of 1254 freshmen students eligible to be tested, 102 (8%) were included in the tested sample at CUNY Bernard M Baruch College.


Of 659 senior students eligible to be tested, 99 (15%) were included in the tested sample at CUNY Bernard M Baruch College.


Probability sampling, where a small randomly selected sample of a larger population can be used to estimate the learning gains in the entire population with statistical confidence, provides the foundation for campus-level student learning outcomes assessment at many institutions. It's important, however, to review the demographics of the tested sample of students to ensure that the proportion of students within a given group in the tested sample is close to the proportion of students in that group in the total population. Differences in proportions don't mean the results aren't valid, but they do mean that institutions need to use caution in interpreting the results for the groups that are under-represented in the tested sample.

Undergraduate Student Demographic Breakdown

  Freshmen Seniors
Eligible Students Tested Students Eligible Students Tested Students
Gender Female 43% 48% 44% 46%
Male 57% 52% 56% 54%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 63% 62% 65% 68%
White / Caucasian 29% 25% 28% 23%
International 8% 4% 7% 9%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) 44% 45% 46% 39%

Baruch is examining wasy to interpret and selectively broadcast the findings to improve student learning outcomes.

The VSA advises institutions to follow assessment publisher guidelines for determining the appropriate number of students to test. In the absence of publisher guidelines, the VSA provides sample size guidelines for institutions based on a 95% confidence interval and 5% margin of error. So long as the tested sample demographics represent the student body, this means we can be 95% certain that the "true" population learning outcomes are with +/- 5% of the reported results. For more information on Sampling, please refer to the Research Methods Knowledge Base

The increase in learning on the performance task is below what would be expected at an institution testing students of similar academic abilities.

The increase in learning on the selected-response questions is below what would be expected what would be epxected at an institution testing students of similar academic abilities.

Seniors Detail

The charts below show the proportion of tested seniors who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 550.0
Critical Reading & Evaluation (Range: 200 to 800) 547.0
Critique an Argument (Range: 200 to 800) 541.0
Freshmen Detail

The charts below show the proportion of tested freshmen who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 549.0
Critical Reading & Evaluation (Range: 200 to 800) 529.0
Critique an Argument (Range: 200 to 800) 531.0