SANTA MONICA COLLEGE. Program Review. Early Childhood Education Department. Prepared by the Office of Institutional Research Data

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1 SANTA MONICA COLLEGE Program Review Early Childhood Education Department Prepared by the Office of Institutional Research Data

2 Introduction Overview The current document contains a standard set of data related to the program and is intended to support the self-evaluation process for instructional program review. The content includes data tables describing demographics of students enrolled in the program, course enrollment patterns, and program achievement indicators. Each section provides a description of the data elements. Data for the five most recent fall terms are reported. In addition, college-wide data for each of the data elements are provided for reference and comparison from some data elements. Contents Department..2 Student Profile 3 Course Enrollment Patterns...11 Achievement.14 Key Terms Unduplicated Student Count: the total number of unique students enrolled in courses in a department. Each student is counted once; regardless of the number of courses they are enrolled. Count of Sections: the number of classes offered for a course in a given term (for example, 20 sections of ENGL 1). Course Enrollment: the total number of course enrollments all students have amassed in the department. This count is duplicated by student as students are counted once for each enrollment in a class section. Course Success: the percentage of C/CR/P or higher grades earned. Course Retention: the percentage of non-withdrawal and non-drop grades earned Program Review: Early Childhood Education Department 2

3 Student Profile The student profile section contains data describing the gender, age, ethnicity/race, residence status, enrollment status, educational goal, education status, basic skills status, and full-time/part-time status. Student demographic information was obtained from the college s Management Information Systems. Gender, age, ethnicity/race, educational goal, and education status are self-reported by students on the college application. Students are able to revise their information at any time. The totals describe the number of unduplicated students enrolled in credit courses offered by the program in fall terms. Gender Female % 88.8% 89.8% 87.2% 86.2% 52.9% Male % 11.2% 10.2% 12.8% 13.8% 47.1% Program Review: Early Childhood Education Department 3

4 Age Age was calculated from student birth date information and reflects ages as of October 15 for the term recorded. 19 or Younger 20 to to to to or Older % 13.6% 15.9% 17.5% 13.6% 30.6% % 34.2% 36.2% 36.3% 39.4% 40.6% % 18.3% 16.1% 17.2% 16.4% 12.5% % 18.2% 16.7% 14.4% 15.8% 9.3% % 8.8% 8.9% 8.7% 9.6% 3.9% % 6.9% 6.3% 5.9% 5.2% 3.0% Program Review: Early Childhood Education Department 4

5 Ethnicity/Race The Chancellor s Office introduced the multiple races ethnicity/race category in the summer of 2009 and eliminated the other category. Asian/PI Black Hispanic Native Am Other White Multi-Races Unreported % 9.7% 10.6% 8.9% 8.1% 15.5% % 12.0% 10.7% 12.6% 11.9% 9.6% % 36.9% 36.3% 35.0% 40.0% 35.8% % 0.1% 0.3% 0.1% 0.6% 0.3% % % 31.8% 34.2% 37.3% 32.3% 28.1% % 2.6% 2.8% 3.5% 3.6% % 7.5% 5.3% 3.2% 3.6% 7.1% Residence Status Students residence status for fee purposes in the term recorded. California Out-of- State Foreign Country % 91.9% 91.4% 92.5% 93.1% 83.1% % 5.3% 4.5% 3.4% 4.1% 6.1% % 2.8% 4.2% 4.1% 2.8% 10.8% Program Review: Early Childhood Education Department 5

6 Enrollment Status Student s current standing with respect to attendance at the college. First-time students are those enrolled in college for the first time after high school in a primary term (fall or spring). First-time transfers are students enrolled at SMC for the first time and who transferred from another institution of higher education. Returning students enrolled at SMC after an absence of one or more primary terms. Continuing students are those who were enrolled at SMC in the previous regular session. Special Admit students are high school students concurrently or dually enrolled at SMC. First-Time Student First-Time Transfer Returning Student Continuing Student Special Admit (K12) % 8.8% 6.8% 10.0% 7.4% 19.3% % 18.3% 15.2% 12.9% 11.1% 11.8% % 15.6% 19.9% 18.9% 18.8% 10.4% % 57.0% 55.4% 55.0% 60.7% 58.0% % 0.3% 2.8% 3.2% 2.0% 0.6% Program Review: Early Childhood Education Department 6

7 Educational Goal Student s primary educational goal. The goal is not updated unless the student s enrollment lapses for at least an academic year. Transfer: Transfer to a four-year institution with or without an associate degree Associate Degree: Obtain a two-year associate s degree or vocational degree without transfer. Certificate: Earn a vocational certificate without transfer. Career Objective: Discover/formulate career interests, plans, or goals, prepare for a new career, advance in a current job/career, or maintain certificate or license (e.g., Nursing, Real Estate) Educational Development: Personal intellectual or cultural development. Improve Basic Skills: Improve basic skills in English, reading, or math Complete HS Credits/GED: Complete credits for high school diploma or GED Move from NC to Credit: To move from noncredit coursework to credit coursework 4-Yr Student: Four-year college student taking courses to meeting four-year college requirements Unreported: Undecided on goal, uncollected, unreported 2014 Program Review: Early Childhood Education Department 7

8 Educational Goal (continued from previous page) Transfer Associate Degree Certificate Career Objective Educational Development Improve Basic Skills Complete HS Credits/GED Move from NC to Credit 4-Yr Stu Unreported % 49.1% 52.0% 59.3% 60.1% 73.0% % 6.9% 8.8% 6.6% 10.5% 6.3% % 3.6% 2.6% 2.7% 3.6% 1.5% % 20.9% 18.4% 17.0% 14.4% 5.6% % 5.9% 4.9% 4.3% 3.6% 4.8% % 0.0% 0.0% 0.1% 0.1% 0.3% % 0.5% 0.7% 0.8% 0.1% 0.2% % 0.1% 0.1% 2.8% 2.2% 0.0% % 4.9% 3.5% 6.4% 5.3% 3.6% % 8.1% 9.0% % % 60.1% Program Review: Early Childhood Education Department 8

9 Education Status Student s highest level of education. Not a High School Graduate High School Graduate or Equivalent Associate Degree Bachelor s Degree or Higher Unknown % 1.6% 4.7% 4.5% 2.8% 2.4% % 70.9% 69.4% 73.8% 73.8% 84.7% % 4.4% 4.0% 2.8% 3.6% 2.5% , % 23.0% 21.8% 18.9% 19.8% 10.3% % 0.0% 0.0% 0.0% 0.0% 0.3% ,260 Basic Skills Status Students were identified as basic skills students if they enrolled in at least one precollegiate credit course (non-degree applicable) during the term recorded. No Yes , % 92.5% 91.8% 88.1% 89.5% 80.1% , % 7.5% 8.2% 11.9% 10.5% 19.9% Program Review: Early Childhood Education Department 9

10 Part/Full Time Status Full-time students enrolled in 12 or more credit units during the time recorded. Part-time student enrolled in 0.5 to 11.5 credit units during the term recorded. Part-time Full-time , % 73.0% 73.6% 72.5% 72.6% 64.7% , % 27.0% 26.4% 27.5% 27.4% 35.3% Program Review: Early Childhood Education Department 10

11 Course Enrollment Patterns The course enrollment section contains data describing the number of sections and course enrollments by discipline, time of day, and online/on ground. The count of sections refers to the number of classes offered in a given term. Each course may offer more than one section, therefore, the number of sections will always be equal to or greater than the number of courses offered. For example, in fall of 2010, there were 19 math courses offered in 242 class sections. The count of course enrollments is the total number of course enrollments all students have amassed in the program or department. This count is duplicated by student as students are counted once for each enrollment in a class section. Day/Evening Status: Day: First class session or meeting of the week has a start time beginning on or after 6:00AM and before 4:30PM and has days scheduled of Monday through Friday. Evening: First class meeting that occurs on or after 4:30PM. Arranged Hours: Does not meet at a specified date or time and includes online courses. Weekend: First class meeting occurring on a Saturday or Sunday. Online/On ground Status: Online: Class delivers instruction exclusively online or in a hybrid format (combination of online and on-ground). On ground: Class delivers instruction exclusively on ground (face-to-face) 2014 Program Review: Early Childhood Education Department 11

12 Count of Sections Offered by Discipline ECE EDUC % 93.9% 97.1% 94.1% 94.4% % 6.1% 2.9% 5.9% 5.6% % 100% 100% 100% 100% Count of Sections Offered by Time of Day Arranged Hours Day Evening Weekend % 39.4% 40.0% 35.3% 41.7% % 30.3% 22.9% 32.4% 27.8% % 30.3% 37.1% 32.4% 30.6% % 0.0% 0.0% 0.0% 0.0% % 100% 100% 100% 100% Count of Sections Offered by Online/On Ground On Ground Online % 63.6% 65.7% 67.6% 58.3% % 36.4% 34.3% 32.4% 41.7% % 100% 100% 100% 100% 2014 Program Review: Early Childhood Education Department 12

13 Course Enrollment by Discipline ECE EDUC % 94.9% 98.4% 96.2% 95.7% % 5.1% 1.6% 3.8% 4.3% % 100% 100% 100% 100% Course Enrollment by Time of Day Arranged Hours Day Evening Weekend % 39.5% 35.6% 33.9% 42.7% % 29.1% 24.9% 32.0% 26.2% % 31.4% 39.5% 34.1% 31.1% % 0.0% 0.0% 0.0% 0.0% % 100% 100% 100% 100% Course Enrollments Offered by Online/On Ground On Ground Online % 60.8% 64.7% 66.2% 57.3% % 39.2% 35.3% 33.8% 42.7% % 100% 100% 100% 100% 2014 Program Review: Early Childhood Education Department 13

14 Achievement The achievement section contains data describing the successful course completion rates, course retention rates, and a link to a database with the number of Associate Degrees and certificates of achievements awarded by the department. Course success rates are provided by discipline, day/evening status, and online/on ground status as well as student demographic variables (gender, ethnicity/race, and age group). Degrees and certificates are provided by program. Course Success: Successful course completion rates were calculated by dividing the number of A, B, C, CR, or P grades divided by the number of A, B, C, CR, D, DR, F, I, NC, NP, P, and W grades. Grades of RD (report delayed) and IP (in progress) were excluded from the analyses. Course Retention: Course retention rates were calculated by dividing the number of A, B, C, CR, P, D, F, I, NC, and NP grades by the number of A, B, C, CR, D, DR, F, I, NC, NP, P, and W grades. Grades of RD (report delayed) and IP (in progress) were excluded from the analyses. Associate Degrees and Certificates: Can be found at the California Community Colleges Chancellor s Office Data Mart website. Day/Evening Status: Day: First class session or meeting of the week has a start time beginning on or after 6:00AM and before 4:30PM and has days scheduled of Monday through Friday. Evening: First class meeting that occurs on or after 4:30PM. Arranged Hours: Does not meet at a specified date or time and includes online courses. Weekend: First class meeting occurring on a Saturday or Sunday. Online/On ground Status: Online: Class delivers instruction exclusively online or in a hybrid format (combination of online and on-ground). On ground: Class delivers instruction exclusively on ground (face-to-face) 2014 Program Review: Early Childhood Education Department 14

15 Successful Course Completion Rates by Discipline ECE 71.4% 76.2% 79.0% 80.6% 79.7% EDUC 77.2% 62.7% 56.3% 59.0% 53.1% Department 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% Successful Course Completion Rates by Time of Day Arranged Hours 74.9% 76.4% 82.9% 81.4% 81.6% Day 68.9% 72.4% 74.7% 80.7% 77.4% Evening 73.2% 77.3% 77.3% 77.3% 75.3% Weekend 29.4% Dept 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% Successful Course Completion Rates by Online/On Ground On Ground 70.1% 75.1% 76.1% 78.9% 76.2% Online 74.9% 76.2% 83.3% 81.4% 81.6% Dept 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% Successful Course Completion Rates by Gender Female 73.1% 77.0% 79.0% 81.1% 79.5% Male 60.0% 61.9% 74.7% 69.7% 71.5% Dept 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% 2014 Program Review: Early Childhood Education Department 15

16 Successful Course Completion Rates by Ethnicity Asian/PI 73.6% 78.6% 84.6% 65.9% 84.2% Black 54.5% 56.9% 67.6% 67.6% 54.0% Hispanic 74.5% 74.6% 77.4% 78.5% 78.1% Native Am 60.0% % Other 81.0% White 75.4% 82.3% 82.0% 87.4% 85.3% Multi-Races % 66.7% 80.8% 78.6% Unreported 70.1% 77.2% 80.0% 88.6% 86.3% Dept 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% Successful Course Completion Rates by Age Group 19 or Younger 58.2% 57.7% 73.0% 70.7% 76.4% 20 to % 74.4% 74.2% 77.9% 74.5% 25 to % 84.2% 79.3% 81.0% 78.3% 30 to % 75.0% 86.1% 88.1% 88.0% 40 to % 84.9% 80.4% 84.5% 76.5% 50 or Older 78.4% 73.9% 90.0% 81.4% 90.6% Dept 71.7% 75.5% 78.6% 79.8% 78.5% 65.1% 66.7% 68.2% 68.8% 68.3% Course Retention Rates by Discipline ECE 81.8% 86.2% 87.3% 88.6% 87.0% EDUC 86.0% 86.3% 75.0% 76.9% 69.4% Department 82.0% 86.2% 87.1% 86.2% 88.2% 81.6% 83.3% 83.3% 85.2% 83.1% 2014 Program Review: Early Childhood Education Department 16