Reports - VFA - Studies

Economic Impact Studies

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Economic Study 2017

Economic Contribution of Southwestern Oregon Community College - Analysis of Investment Effectiveness and Economic Growth

The Economic Impact Study by Economic Modeling Specialist Intl. (EMSI) estimates the impact that Southwestern Oregon Community College has on the economy both within the district and Statewide. EMSI uses labor market data to provide useful information that helps SWOCC understand the connection between our economy, people and work.

In the Winter 2017, SWOCC worked with EMSI to compile this information for the 2015-16 academic year. The reports below found that Southwestern Oregon Community College plays a significant role in the local economy and is a sound investment from multiple perspectives. Students benefit from improved lifestyles and increased earnings. Taxpayers benefit from a larger economy and lower social costs. Finally, the community as a whole benefits from increased job and investment opportunities, higher business revenues, greater availability of public funds, and an eased tax burden.

In this study, EMSI applies a comprehensive model designed to quantify the economic benefits of community and technical colleges. (www.economicmodeling.com)
Economic Study 2012

Study conducted in Fall 2012 from the 2010-11 academic year data.
Economic Study 2006

In 2006, Southwestern and the 16 other Oregon community colleges participated in a state funded economic impact study conducted by CCbenefits, Inc. In this study, CCbenefits applied a comprehensive economic model – subjected to peer review and field-tested on over 500 different community and technical colleges - to capture and quantify the economic benefits SWOCC brings to Coos and Curry counties and the State of Oregon.

CCbenefits is now EMSI (www.economicmodeling.com)
Title Description File type
Executive Summary
.pdf
Fact Sheet
.pdf
A Taxpayer Perspective
.pdf
Presentation Slides
.ppt
Presentation Notes
.pdf
Main Report
.pdf
Resource Center>SWivia - Data Zone & Tools

Public Reports & Data

State Funded FTE and Headcount

The state funded FTE and headcount figures are depicted in the charts.  FTE = Full-time equivalent.  FTE and headcount are based on the data reported to the State of Oregon through the community college reporting system.  FTE and headcount are based on students registered at the end of the 4th week of the term.  FTE is calculated based on clock hours.  FTE is calculated differently for state funding compared to IPEDS or other  methods to determine student FTE.  State funded FTE is strictly used within Oregon Community College's and the Oregon funding agency for use in a funding formula. At Southwestern the calculation is:

Fall term = total clock hours / 467.5 = 1 FTE

All other terms = total clock hours / 510 = 1 FTE

Report Links

Federal

Integrated Postsecondary Education Data System (IPEDS) is a federally required reporting system that includes enrollment, graduation and completion, financial aid, financial, human resources/faculty, library services, and institutional characteristic information.  The IPEDS overview provides information from the required reporting system as well as other sources to assist students when comparing colleges.

Visit IPEDS Reporting
Institutional

Annual reports are located on the Southwester Foundation webpage within the "Who We Are" tab, scroll down to the Annual Report section.

Visit Southwestern Annual Report

VFA: Voluntary Framework of Accountability

What is VFA? Why VFA Data?

"The Voluntary Framework of Accountability (VFA) ​is the first-ever national accountability system to measure how 2-year colleges perform in serving their more than 13 million students. The VFA was developed for community colleges, by community colleges with measures that encompass the full breadth of the community college mission and the diversity of students’ goals and educational experiences."  (VFA Website 2017)

Why VFA Data?

"Existing accountability measures in higher education do not adequately measure the unique mission of community colleges. For example, existing measures may exclude part-time students or non-credit career and technical students who are a key part of community colleges’ mission. In light of the inadequacy of existing measures, the VFA provides community colleges with a significantly improved ability to assess its performance, identify areas for improvement, and demonstrate its commitment to successfully meeting its academic mission."  (VFA Website 2017)
 
How is the VFA funded?

"The Bill & Melinda Gates Foundation is fully funding the building of the VFA Data Tool and implementation to our colleges (Phase III). The Lumina Foundation for Education and the Bill & Melinda Gates Foundation funded development of the metrics and conceptual model for the data tool (Phase II). VFA will now be supported by annual dues from its member colleges." (VFA Website FAQ's 2018)
 
For More Information:
  • SWOCC Profile  - detailed reports available in October of each year; participation is based on state-wide data as reported to D4A (Data for Analysis an Oregon reporting system)

  • FAQ's

SWOCC Fall 2015 Students Compared to Oregon Community Colleges

VFA 2018 Oregon Benchmark Comparison
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VFA 2018 Oregon Benchmark Comparison 2
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Success Indicator 52 Achievement

Success Indicator 52 Achievement 2017-2018

Success Indicator 52 Achievement 2017-2018 pg 2