Lake Tahoe Community College Fact Book

Transcription

1 Lake Tahoe Community College Fact Book AY The Lake Tahoe Community College Fact Book is an annual compendium of data related to the College, its departments and programs, its student population, student success, and student achievement. Data is included in order to inform the planning processes of the College, and facilitate discussion about institutional effectiveness in order to contribute to the continuous quality improvement of the institution. Page 1 of 17

2 This year, the data presented in the annual LTCC Fact Book has been adjusted slightly in two key ways. First, there is a stronger focus on data disaggregation to better support the use of data for equity purposes. Data disaggregation is the process of presenting information broken down by sub-groups in order to reveal trends and performance gaps that might otherwise be missed in large data sets. The implication is not that certain groups are underperforming, but that there is an area where the college can provide enhanced support to improve performance. For example, the 5-year student success data on page 7 is first presented by gender and course modality (distance or face-to-face). The next table presents the data broken down by student race or ethnicity and course modality. The third and final table presents the data by race or ethnicity and gender. Taken together, this data suggests that the growing population of African American students at LTCC, both online and oncampus, has significantly lower success rates than their peers. While Student Support and Success Program (SSSP) and Equity efforts at LTCC have been generally directed towards the larger population of Hispanic and Latino students, who consistently demonstrate a need for additional support, the hope is that these efforts will also provide much needed resources for all traditionally underserved and underrepresented student populations. The second, and most obvious, change to the Fact Book structure is the inclusion of separate sections for three key programs operated by LTCC. First, Distance Education has long been an important function of the College, representing approximately 18% of the overall student population. On pages 14 and 15, some key data points for this group of students are presented, including a breakdown of the geographic location of our online-only students. The fact that nearly 22% of these students come from El Dorado County indicates that this approach provides access to members of the local community that may not be able to attend campus-based courses. It is also important to note that overall course success rates for online courses consistently fall just below faceto-face offerings, but this performance gap has shrunk steadily over the past five years. The second section on page 16 represents data on the South Bay Regional Public Safety Training Consortium (JPA). In just its second year, the program grew to Page 2 of 17

3 represent nearly 15% of the overall student population at LTCC. The third section on page 17 includes information for the first year of the soccer program at LTCC. An important takeaway from this data is the fact that in each term, student athlete course success rates were higher than the overall LTCC population. In future years there will be more changes to the LTCC Fact Book along these same lines. It is important to examine student performance from an equity perspective to better support the missions of both LTCC and the California Community College system. Any questions, comments, or suggestions about this data or future changes can be addressed to Jeremy Brown at or by phone at (53) ext Full-Time Equivalent Students (FTES) The chart below presents annual unfactored FTES trends for the overall institution, and these numbers are further disaggregated into credit, non-credit, and CDCP categories in the included data table. The data demonstrates continued growth over the last three years. 2,4 2, 1,6 FTES 1, Credit FTES Total College FTES Credit FTES 1, ,87.7 1,9.3 1, , , , ,663.9 Non-Credit FTES NC CDCP FTES Total FTES 1, , ,9.9 1, , , , , Page 3 of 17

4 FTES by Department The table below presents 5-year trends in FTES production by Department. Department 5-Year Trend 5-Year Average % Change to % Change to Average Yearly % Change to Anthropology % % -6.8% Art % % -8.33% Biology % % -5.2% Business % 4.21%.47% Chemistry % -4.26% -3.9% Communications % 11.13% 3.91% Computer & Information Science % 3.4% -4.55% Computer Applications % -2.33% % Counseling % 14.11% 21.87% Criminal Justice % % -5.59% Culinary Arts % -31.6% -.7% Dance % % % Digital Media Arts %.% % Early Childhood Education % 13.86% 1.37% Economics % % 8.27% Education % -.74% -4.84% English % -2.11% -9.47% English As a Second Language % -4.78% 2.85% Ethnic Studies %.%.% Fire Science % % 5.25% General Studies % % -.64% Geography % 7.42% -6.34% Geology % -2.54% 6.85% Health (Allied Health) % -9.11% -2.23% History % -21.6% -5.3% Humanities % % -1.42% Incarcerated Students Program %.%.% ISSI % 2.2% 2.2% JPA Fire Science % % 83.72% Mathematics % -9.55% -3.83% Medical Office Assistant % 35.35% 4.22% Music % -36.2% -9.53% Philosophy % % % Physical Education - Fitness % -6.55% -2.35% Physical Education - Health % % -9.71% Physical Education - Theory % 28.% 9.62% Physical Education - Athletics % % % Physical Science % -4.13% 12.25% Physics % % 14.95% Political Science % -15.6% 4.% Psychology % % -7.9% Real Estate % -2.56% 63.35% Religion % % % Sociology % -4.16% -3.52% Speech % % -9.21% Theatre Arts % 16.64% -2.52% Wilderness Studies % -5.49% -.72% Work Experience/Internship % 319.8% % World Languages % % -4.48% Page 4 of 17

5 Unduplicated Headcount Trends Following five years of steady decline, student headcount at Lake Tahoe Community College increased in both and , 8, 7, 6, 6,7 6,236 5,372 5,896 6,313 Headcount 5, 4, 3, 2, 1, All Students 1% 9% % of Total Headcount 8% 7% 6% 5% 4% 3% 2% 88% 86% 86% 12% 14% 14% 82% 82% 18% 18% 1% % Distance Only Students* All Other Students * Distance only students were enrolled exclusively in distance education classes during the academic year. Page 5 of 17

6 Sections & Headcount Trends This section excludes Work Experience/Intern, South Bay RPSC, and the Incarcerated Students Program. 1,6 7, 1,4 6, 1,2 5, Sections 1, 8 6 4, 3, Headcount 4 2, 2 1, Headcount Sections Cancelled Sections Run Headcount 6,62 6,231 5,367 5,449 5,61 Sections Run 1,255 1,321 1,91 1,182 1,14 Sections Cancelled Average Class Size Trends Overall class size has dropped significantly over the last five years and upon further examination, this is largely influenced by declines in face-to-face (F2F) class size. Average distance education class sizes are consistently larger than F2F classes, but both are much lower than the state averages. This section excludes noncredit, FEC, ISSI, Ski Patrol, Work Experience/Internship, TPNS, South Bay RPSC, and the Incarcerated Students Program. All Classes F2F vs. Distance Education Avg. Class Size Avg. Class Size All Classes F2F Distance Ed. Page 6 of 17

7 Student Success This section shows successful course completion rates by academic year disaggregated by gender and race or ethnicity. Rates are also disaggregated to demonstrate success based on course delivery method, either distance education (DE) or face-to-face (F2F). Work Experience/Intern, ISSI, and South Bay RPSC are excluded. Year DE F2F Overall 76.5% 83.7% 82.5% 76.1% 83.4% 82.1% 76.9% 82.8% 81.7% 77.1% 82.3% 8.9% 79.% 82.3% 81.4% N* DE F2F N* DE F2F N* DE F2F N* DE F2F N* DE F2F Female 2,882 78% 85% 2,942 77% 86% 2,37 79% 85% 2,354 78% 84% 2,137 8% 86% Male 2,37 75% 84% 2,266 74% 83% 1,969 74% 82% 2,39 77% 83% 1,853 77% 82% Gender Not Reported 3 1% 1% 19 9% 91% 18 1% 81% 2 58% 97% 32 86% 93% N* DE F2F N* DE F2F N* DE F2F N* DE F2F N* DE F2F African American 59 72% 61% 73 6% 73% 63 76% 6% 94 67% 65% 1 61% 58% Asian % 88% 29 86% 86% % 83% % 89% 17 86% 86% Hispanic % 82% 95 76% 78% % 79% % 79% % 82% Native Amer/Alaska Native 35 77% 82% 29 71% 83% 3 81% 86% 32 67% 86% 18 58% 91% Pacific Islander 9 86% 16 77% 81% 9 1% 87% 8 1% 77% 4 1% White Non-Hispanic 3,61 78% 85% 3,657 76% 86% 2,971 79% 85% 2,876 79% 86% 2,53 82% 85% Other Race 1 1% 1% 2 1% 85% Two or more races % 87% 182 7% 83% 18 62% 86% 23 73% 85% 21 75% 8% Race Not Reported 212 8% 83% % 89% 75 75% 89% 6 9% 92% 67 86% 89% N* Female Male N* Female Male N* Female Male N* Female Male N* Female Male African American 59 65% 66% 73 68% 68% 63 69% 68% 94 75% 6% 1 65% 56% Asian % 84% 29 88% 83% % 77% % 88% 17 86% 87% Hispanic % 77% 95 8% 74% % 76% % 79% 921 8% 79% Native Amer/Alaska Native 35 75% 84% 29 87% 75% 3 88% 79% 32 83% 76% 18 9% 71% Pacific Islander 9 79% 91% 16 85% 72% 9 95% 82% 8 86% 88% 4 1% White Non-Hispanic 3,61 84% 83% 3,657 86% 83% 2,971 86% 82% 2,876 85% 83% 2,53 86% 83% Other Race 1 1% 2 1% 73% Two or more races % 86% % 85% 18 79% 84% 23 79% 84% 21 81% 75% Race Not Reported % 84% % 87% 75 86% 88% 6 92% 92% 67 86% 9% * Unduplicated headcount Page 7 of 17

8 Student Achievement The chart and table below presents the number of degrees and certificates conferred annually at LTCC. It is important to note the growth of the Associate for Transfer degrees over the last three years, which accounts for some of the variation in the number of traditional Associates degrees Awards Conferred AA Degree AA Transfer Degree Certificate 29-1 AA Degree AA Transfer Degree Total Degrees Certificate Student Transfer This chart presents the number of transfers from LTCC to UC and CSU over the past several academic years. Transfer numbers for were not available at the time of publication Transfer UC Transfer CSU Total Transfers UC CSU Total Page 8 of 17

9 Student Goals The chart below shows goals reported by students for each enrolled term through AY214-15, excluding South Bay RPSC and the Incarcerated Students Program % Students Summer Fall Winter Spring 4-Year Student Degree/Certificate Only Foundational Skills Job Skills Other/Missing Personal Development/Undecided Transfer Summer Fall Winter Spring Total 4-Year Student 14.6% 4.4% 4.1% 5.3% 6.3% Degree/Certificate Only 3.8% 1.3% 1.% 9.7% 9.% Foundational Skills 14.6% 1.7% 11.6% 11.1% 11.7% Job Skills 1.3% 9.4% 1.8% 1.7% 1.3% Other/Missing 1.6% 2.6% 2.8% 4.9% 3.1% Personal Development/Undecided 29.7% 21.1% 22.5% 21.4% 23.% Transfer 25.3% 41.6% 38.2% 36.9% 36.7% Student goals are grouped by Transfer (A, B), Degree/Certificate (C, D,E), Improving Job Skills (G, H, I), Improving Foundational Skills (K,L,N), 4-Year Student (O), Personal Development/Undecided (F, J, M), and Other/Missing (X, Blank). Goal A B C D E F G H I J K L M N Description Transfer to 4-year college with A.A. degree Transfer to 4-year college without A.A. degree Obtain a community college academic degree Obtain a community college vocational degree Earn a vocational certificate without transfer Discover/formulate career interests, plans, goals Prepare for a new career (acquire job skills) Advance in current job/career (update job skills) Maintain certificate or license (e.g., Nursing) Educational development (intellectual, cultural) Improve basic skills in english, reading, or math Complete credits for high school diploma or GED Undecided on goal Move Noncredit to Credit Page 9 of 17

10 Full-Time (FT) vs. Part-Time (PT) Enrollment Students enrolled in 12 or more units in a non-summer quarter at LTCC are considered full-time. Part-time enrollment is less than 12 units but a minimum of.1 units. Students enrolled in Summer must take six or more units to be considered full time. Non-credit enrollments are not captured in the chart below. 3,2 2,8 2,4 2, 1,6 1,2 8 4 Summer 21 Fall 21 Winter 211 Spring 211 Summer 211 Fall 211 Winter 212 Spring 212 Summer 212 Fall 212 Winter 213 Spring 213 Summer 213 Fall 213 Winter 214 Spring 214 Summer 214 Fall 214 Winter 215 Spring 215 Full Time Part Time Summer 21 Fall 21 Winter 211 Spring 211 Summer 211 Fall 211 Winter 212 Spring 212 Summer 212 Fall 212 Winter 213 Spring 213 Summer 213 Fall 213 Winter 214 Spring 214 Summer 214 Fall 214 Winter 215 Spring 215 FT PT 1,48 2,13 2,142 2,243 1,424 2,112 2,217 2,144 1,289 1,745 1,772 1,776 1,121 1,693 1,843 2,164 1,233 1,75 1,872 2,464 FT% 11.% 27.8% 23.4% 23.% 13.3% 28.2% 24.2% 23.8% 11.8% 29.% 27.% 23.8% 17.8% 31.1% 26.2% 22.9% 16.2% 28.4% 23.9% 19.3% PT% 89.% 72.2% 76.6% 77.% 86.7% 71.8% 75.8% 76.2% 88.2% 71.% 73.% 76.2% 82.2% 68.9% 73.8% 77.1% 83.8% 71.6% 76.1% 8.7% Page 1 of 17

11 Student Age The tables and charts below represent the age distribution of students enrolled in both credit and non-credit courses at the college. In line with the mission of both the California CC System and the College, LTCC serves a broad swath of students from the community through its multiple and varied educational offerings. Credit Students * Credit Students * < % 4.% 4.3% 3.9% 2.9% 18 to % 1.5% 12.3% 11.8% 1.1% 2 to % 23.1% 22.8% 24.5% 23.5% 25 to % 14.% 13.7% 12.6% 12.5% 3 to % 8.8% 8.6% 9.5% 9.3% 35 to 39 6.% 5.5% 5.4% 6.% 8.% 4 to % 1.% 9.5% 11.% 13.9% % 24.1% 23.4% 2.9% 19.8% Unknown.%.%.%.%.% < to 19 2 to to 29 3 to to 39 4 to Unknown % Students * Students counted in this table may have taken credit courses only or a mixture of credit and non credit. Non-Credit Students ** Non-Credit Students ** < % 1.9% 1.6%.9% 1.% 18 to % 2.8% 3.% 3.% 1.2% 2 to % 13.1% 15.1% 9.6% 8.7% 25 to % 9.3% 1.9% 13.7% 1.% 3 to % 9.7% 12.3% 14.2% 14.2% 35 to % 8.4% 1.9% 11.6% 9.7% 4 to % 15.3% 18.3% 16.9% 17.7% % 39.6% 27.8% 29.9% 37.4% Unknown.%.%.%.2%.% < to 19 2 to to 29 3 to to 39 4 to Unknown % Students ** Students counted in this table were enrolled in only non-credit courses during the academic year. Page 11 of 17

12 Student Gender In AY , male students outnumbered female students enrolled at LTCC for the first time in more than five years. Unknown Female Female 57.3% 57.7% 57.4% 52.3% 46.7% Male 42.6% 41.9% 42.2% 47.2% 52.7% Female 46.7% Male 52.7% Unknown.7% T otal: 1.% Unknown.%.4%.4%.5%.7% Male Student Race/Ethnicity Student race/ethnicity data is presented in the chart and table below. Hispanic 22.9% Asian 4.4% African American 2.5% Unknown 3.7% Other.3% Native Amer/Alaska Native.4% Pacific Islander.2% African American 2.5% Asian 4.4% Hispanic 22.9% Native Amer/Alaska Native.4% Pacific Islander.2% White Non-Hispanic 61.4% Tw o or more races 4.2% Other.3% Unknow n 3.7% Total: 1.% Two or more races 4.2% White Non-Hispanic 61.4% African American 1.2% 1.4% 1.4% 2.% 2.5% Asian 4.1% 4.1% 4.3% 4.1% 4.4% Hispanic 17.5% 18.4% 22.1% 23.2% 22.9% Native Amer/Alaska Native.6%.5%.7%.7%.4% Pacific Islander.2%.3%.2%.2%.2% White Non-Hispanic 69.6% 69.4% 65.9% 63.5% 61.4% Two or more races 3.% 3.1% 3.7% 4.3% 4.2% Other.%.%.%.1%.3% Unknown 3.9% 2.8% 1.7% 1.8% 3.7% Page 12 of 17

13 First Generation Students The chart and table below show the proportion of first-generation students enrolled in AY , excluding work experience and internship. First-generation status is collected from the CCCApply online application. First Generation 33.9% AY Headcount First Generation 2, % Not First Generation 4, % Not First Generation 66.1% Total 6,296 1.% First Generation Not First Generation Geographical Distribution Student location data for AY is presented in the table below. The students reported in this section were enrolled in at least one F2F course in AY214-15, but may have also been enrolled in one or more online courses. This data excludes ISSI, South Bay RPSC, and the Incarcerated Students Program. Students attending F2F courses are mostly centralized in El Dorado County and nearby regions of Northern California and Nevada. FACE TO FACE STUDENTS County State % of F2F Students El Dorado California 62.% Santa Clara California 6.% Douglas Nevada 4.1% Alameda California 2.8% Contra Costa California 2.5% Santa Cruz California 2.3% Placer California 1.5% Sacramento California 1.5% Yolo California 1.4% San Luis Obispo California 1.1% San Diego California 1.1% San Joaquin California 1.% San Francisco California.9% Orange California.9% Monterey California.9% San Mateo California.9% San Benito California.8% Solano California.7% Riverside California.7% Los Angeles California.6% Stanislaus California.6% Other Counties California 4.2% Other Counties Nevada.8% Other Counties Other.3% Page 13 of 17

14 Distance Education The charts and tables below present data on students enrolled in distance education (DE) courses at LTCC. This includes comparisons between DE and campus-based courses on FTES, course success, and sections offered. There is also demographic data for AY including gender, age, race/ethnicity, and geographic distribution. Resident FTES Course Success 2, 1% 1,6 1,822 1,864 1,523 1,659 1,746 8% 82% 82% 82% 81% 76% 76% 77% 77% 79% 81% FTES 1,2 8 Success Rate 6% 4% % % Online College Total Online College Total Gender Age Female 59.7% Male 39.9% Unknown.4% Total: 1.% < 18 3.% 18 to % 2 to 24 4.% 25 to % 3 to % 35 to % 4 to % % Total: 1.% 75% Race/Ethnicity % % of Online Students 5% 25% 25.3% % 3.3% African American 6.% 5.8%.5%.1% 1.4% Asian Hispanic Native Amer White Other 2+ Races Unknown Page 14 of 17

15 Distance Education Student and Course Statistics Academic Year Distance Education FTES Total College FTES % Distance Education FTES Total Sections Offered Distance Ed. Sections Offered % Distance Education Sections , % 2, % , % 2, % , % 1, % , % 1, % , % 1, % , % 1, % , % 1, % , % 1, % Online-Only Student Geographical Distribution Student location data for AY is presented in the table below. The students reported in this section were enrolled exclusively in online classes. ONLINE-ONLY STUDENTS % of Online County State Students El Dorado California 21.6% Los Angeles California 12.2% Riverside California 5.2% Sacramento California 5.1% San Diego California 4.4% Alameda California 3.5% San Luis Obispo California 3.2% Contra Costa California 3.% Stanislaus California 2.8% Ventura California 2.8% Orange California 2.4% San Bernardino California 2.4% Placer California 2.3% San Mateo California 2.1% Santa Clara California 2.1% Yolo California 1.6% Sonoma California 1.5% San Francisco California 1.4% Marin California 1.4% Fresno California 1.2% San Joaquin California 1.2% Santa Cruz California 1.2% Other Counties California 12.4% Other Counties Nevada 1.3% Other Counties Other 1.4% Page 15 of 17

16 South Bay Regional Public Safety Training Consortium (JPA) The charts below present data on students at the South Bay Regional Public Safety Training Consortium (JPA) served by LTCC. This includes comparisons between JPA and campus-based courses on FTES and course success. There is also demographic data for AY including gender, age, and race/ethnicity. Resident FTES Course Success 2, 1% 1.% 99.9% 1,6 1, , % 8.9% 81.4% FTES 1,2 8 Success Rate 6% 4% 4 2% % JPA College Total JPA College Total Gender Age Female 4.8% Male 95.1% Unknown.1% Total: 1.% 18 to % 2 to % 25 to % 3 to % 35 to % 4 to % % Unknown.1% Total: 1.% Race/Ethnicity 6% 55.6% 5% % of JPA Students 4% 3% 2% 17.1% 12.3% 1% % 4.1% African American 5.7%.7%.6% Asian Hispanic Native Amer Pacific Islander 1.3% 2.7% White Other 2+ Races Unknown Page 16 of 17

17 Student Athletes The charts below present data on student athletes enrolled at LTCC. This includes comparisons between student athletes and the overall campus on FTES and course success. There is also demographic data for AY including gender, age, and race/ethnicity. 8 6 Resident FTES % 8% 98.5% 87.7% Course Success 88.6% 88.% 83.1% 79.3% 81.8% 81.7% FTES Success Rate 6% 4% % SU 214FA 215WI 215SP % 214SU 214FA 215WI 215SP Student Athletes College Total Student Athletes College Total Gender Age Female 41.% Male 59.% Total: 1.% < % 18 to % 2 to % 25 to % 3 to % Total: 1.% 5% Race/Ethnicity 47.5% 4% 41.% % of Student Athletes 3% 2% 1% % 1.6% 3.3% 3.3% 3.3% African American Hispanic White Other 2+ Races Unknown Page 17 of 17