Colleges are attempting to respond to public and political emphasis on accountability with improved data on student access, success, persistence, and transfer. In turn, this could enhance faculty program review and evaluation efforts. Student Equity, Matriculation, Transfer Centers, and target population programs all support the successful achievement of the mission of the California community colleges by specifically calling upon the faculty to make modifications in the student's educational experience based upon the outcome data. Such efforts increase the pressure for faculty to examine the individual and aggregate student outcomes in their classes and work to increase levels of student success. To that end, faculty should look at the curriculum content and pedagogy, student behavior patterns and resources, and institutional support services to determine how to serve students more effectively and facilitate their success.
Faculty have primary responsibility for curriculum, educational programming and student success.
These professional responsibilities in the context of student access and success, mean accurate student evaluations and outcome measures are essential. Current research is flawed because the causes for the attainment of a failing grade are not clear. The research does not recognize family emergencies, illness, personal or family catastrophes that may result in the abrupt and unofficial withdrawal of a student. When a student unofficially withdraws, the level which he or she has achieved in the course is not measured. Without the assignment of a grade to indicate an unofficial withdrawal, the F may be interpreted as a lack of commitment to student success or a deficiency in pedagogy by the faculty.