CP Logo

CUNY City College of New York College Portrait

Home Compare At A Glance Contact

EXPLORE THIS COLLEGE PORTRAIT

CUNY City College of New York Learning Outcomes

The City College of New York (CCNY) maintains a strong organizational structure in support of sustained and logical learning outcomes processes for the assessment of institutional, program-level, and general education learning goals.

The City University of New York’s Performance Management Process (PMP) establishes goals for primary indicators of institutional and student success for the system and individual colleges. These goals are evaluated annually and guide strategic planning at CCNY’s school, division, department, and program levels. CCNY’s individual academic units are assessed seven years through the formal academic program review process. In addition, CCNY's professional schools are subject to review by external accrediting bodies, e.g., ABET, CAEP, NAAB.

The Office of Assessment, in coordination with the divisional assessment coordinators, supports all undergraduate and graduate departments in the College of Liberal Arts and Sciences (Humanities and the Arts, Science, Interdisciplinary Studies, and Social Sciences), the General Education program, and the new Pathways to Degree Completion Initiative with formulating, updating, and implementing of multi- year assessment plans. These plans guide the assessment processes and drive the collection of assessment artifacts. Department and program assessment coordinators collect and analyze direct and indirect data and report their findings and recommendations in an annual report, which include how findings are used to improve teaching and learning. The CCNY Progress Rubric, which provides the means for the Office of Assessment to summarize and provide feedback to the academic departments and programs about their assessment processes and progress, is being revised to meet the new Standards of Excellence defined by the Middle States Commission on Higher Education (MSCHE).

CCNY’s student service units have aligned their outcomes with the Council for the Advancement of Standards in Higher Education (CAS). For example, two current campus-wide initiatives are geared towards capturing student satisfaction data with tutoring and advising. Complementing CCNY’s initiatives are the University-wide surveys to gauge student satisfaction and student learning, e.g., National Survey on Student Engagement (NSSE), CUNY Student Experience Survey.

For details about assessment at the college, see CCNY's 2013 Periodic Review Report to the Middle States Commission on Higher Education (https://www.ccny.cuny.edu/ae/prr2013)




CUNY City College of New York administered the CLA+ in 2013 - 2014.

CUNY City College of New York 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 CCNY’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 2012, the City University of New York (CUNY) released its Report of the CUNY Task Force on System-wide Assessment of Undergraduate Learning Gains, which recommended adoption of the Council on Aid to Education's Collegiate Learning Assessment (CLA).

In 2013-2014, CCNY administered the CLA+.


Which CUNY City College of New York students are assessed? When?

The City College of New York (CCNY) invites a representative sampling of first-time freshmen (100 students) and senior who entered the college as first-time freshmen (100 students) to sit for the Collegiate Learning Assessment (CLA) in the fall semester and the spring semester, respectively. The samplings are less than the recommended percentage for the two cohorts.


How are assessment data collected?

The Council on Aid to Education (CAE) releases a preliminary Collegiate Learning Assessment (CLA) report on freshman performance following the fall semester and a full CLA report on both the freshman and senior cohorts at the end of the academic year.


How are data reported within CUNY City College of New York?

The Council on Aid to Education (CAE) reports the results of the Collegiate Learning Assessment (CLA) by freshman and senior cohort, reporting both total and sub-scores. CCNY supplements this base information with additional data, e.g., individual high school subject averages, New York State Regents examination and SAT Writing scores, attempted and earned college credits. These data are analyzied further to identify and consider emerging patterns. The outcomes are shared with the campus community.


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

City College's Collegiate Learning Assessment Report for 2013-2014 and the supplementary analysis were distributed to the academic units.


Of 1444 freshmen students eligible to be tested, 119 (8%) were included in the tested sample at CUNY City College of New York.


Of 729 senior students eligible to be tested, 100 (14%) were included in the tested sample at CUNY City College of New York.


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 50% 45% 51% 51%
Male 50% 51% 49% 46%
Other or Unknown <1% 4% <1% 3%
Race/
Ethnicity
US Underrepresented Minority 40% 35% 78% 40%
White / Caucasian 18% 21% 2% 9%
International <1% <1% <1% <1%
Unknown 1% 11% 13% 18%
Low-income (Eligible to receive a Federal Pell Grant) 60% 56% 51% 52%

As the flagship research institution within the City University of New York (CUNY), City College enrolls a significantly higher percentage of Engineering and Science undergraduates than other CUNY colleges. This distinction is reflected in the number of Engineering and Science majors sitting for the CLA+.

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 at or near what would be expected at an institution testing students of similar academic abilities.

The increase in learning on the selected-response questions is at or near 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) 563.0
Critical Reading & Evaluation (Range: 200 to 800) 558.0
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) 555.0
Critical Reading & Evaluation (Range: 200 to 800) 538.0
Critique an Argument (Range: 200 to 800) 529.0