Institutional Effectiveness Reports

HCC examines its effectiveness using a variety of models, reports, and assessments. 

Assessment of Institutional Effectiveness

HCC's Process for the Assessment of Institutional Effectiveness includes both internal and external assessments conducted on annual and rotating schedules. It describes the College's process of assessing institutional effectiveness, including time lines, links to planning and budget allocation, and use of results through continual improvement.

Performance Accountability Report (PAR)

The PAR provides the actual and projected (benchmarks) data on indicators of accessibility and affordability, student success, diversity, regional economic and workforce development, community outreach and service, and the effective use of public funding. The benchmarks (four- or five-year goals) for each indicator are set by the College. The benchmark is expected to be achievable, indicative of progress, based on the performance of similar institutions (where feasible), and reflective of the adequacy of funding. Benchmarks are approved by the Harford Community College Board of Trustees. The narrative report contains a description of the College’s mission, institutional assessment, community outreach and impact, accountability indicators, and funding issues. The PAR report also includes a report on the degree progress of HCC students.

Student Learning Outcomes Report

Student Learning Outcomes Assessment Report, a 2016 report to the Maryland Higher Education Commission (MHEC),  describes the progress made in capturing, tracking, disseminating, and acting upon Student Learning Outcomes Assessment data since its last report in 2011. 

Institutional Effectiveness Surveys

Community College Survey of Student Engagement (CCSSE)

The CCSSE is administered to a random sample of classes periodically.  CCSSE, a project of the Center for Community College Student Engagement of the University of Texas at Austin, provides information on student engagement, a key indicator of learning and, therefore, of the quality of community colleges.  Participation in CCSSE allows Harford to benchmark using national norms.  Results help the College to identify areas for improvement. 

Cultural Diversity

HCC's Cultural Diversity Plan and Progress Reports describe the strategies and processes, as well as evaluation methods, for HCC’s efforts to provide an open and inclusive environment to all students and employees and sustain an atmosphere of cultural pluralism.


HCC is a charter participant in the Voluntary Framework of Accountability, or VFA, an initiative of the American Association of Community Colleges.  The VFA provides realistic measures of achievement for community colleges.  The VFA produces a public data report for all participating colleges.