General Description of Institution and Student Population

Transcription

1 General Description of Institution and Student Population Credit and Non-Credit Enrollment by Academic Year Between and , credit enrollments at NVC decreased by 8.2% (from 38,769 in to 35,596 in ) and non-credit enrollments decreased by 81.4% (from 8,836 in to 1,643 in ). Credit enrollments peaked in the academic year followed by a steady decrease averaging -2.8% annually. Non-credit enrollments decreased by 45.5% between and , and then by 57.6% between and Credit 38,769 39,835 38,681 37,265 35,769 35,596 Non-Credit 8,836 8,057 4,617 1,958 1,794 1,643 Total 46,685 47,795 43,298 39,224 37,564 37,239 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^ Credit enrollment count does not include students that received a grade of RD or enrollments. ^^ Students enrolled in multiple sections of the same course in the same term are counted as a single enrollment. General Description of Institution and Student Population NVC Self-Evaluation 1

2 Credit and Non-Credit Headcount by Academic Year Between and , total student headcount (credit and non-credit combined) decreased by 38.7% (from 14,796 in to 9,076 in ). During this time period, the headcount among the credit-student population decreased by 21.0% (from 10,438 in to 8,255 in ), while headcount among the non-credit-student population decreased by 81.8% (5,308 in to 965 in ) Credit 10,438 9,975 9,275 8,656 8,337 8,255 Non-Credit 5,308 4,569 2,265 1,081 1, Total 14,796 13,893 11,280 9,520 9,242 9,076 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Total headcount includes only one observation for each student in credit and/or non-credit course. Therefore, the sum of credit students and non-credit students exceeds the total headcount due to students enrolled in both categories during an academic year. General Description of Institution and Student Population NVC Self-Evaluation 2

3 Demographics among Credit Students By Racial / Ethnic Group Between and , the proportion of students identified as Hispanic within the NVC credit-student population increased by 12.7% (from 23.7% in to 36.4% in ). During this same period, the proportion of the NVC credit-student population claimed by students identified as white decreased by 11.6% (from 45.8% in to 34.2% in ). In , students identified as Hispanic claimed the largest proportion of the credit-student population. The most notable shift among other racial/ethnic groups occurred among students reporting multiple races. The 5% increase among that group was likely the result of changes in reporting, which allowed students to identify multiple racial affiliations. The population proportions claimed by all other groups remained relatively constant. General Description of Institution and Student Population NVC Self-Evaluation 3

4 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Asian 2.7% 2.6% 2.9% 3.0% 3.0% 2.8% Black / African American 6.5% 5.5% 6.4% 7.1% 7.3% 7.7% Filipino 10.2% 9.0% 10.2% 10.5% 10.2% 9.9% Hispanic 23.7% 25.4% 27.3% 30.8% 32.9% 36.4% Native American 1.0% 0.6% 0.6% 0.5% 0.5% 0.5% Pacific Islander 1.0% 0.9% 0.7% 0.7% 0.8% 0.4% White 45.8% 40.0% 40.8% 38.1% 33.5% 34.2% Multiple Race 0.2% 0.8% 2.5% 3.8% 4.5% 5.0% Other / Unknown 8.8% 15.3% 8.6% 5.3% 7.3% 3.1% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^Racial/Ethnic group is identified based on a student s most recent racial/ethnic group identified in MIS ST files between Fall 2008 and Spring By Age Group Between the and academic years, the proportion of students ages 18 to 20 and 21 to 24 increased in the NVC credit-student population (by 8.6% and 6.7%, respectively), while the proportions claimed by all other age groups decreased. During this time period, the average age among the credit-student population decreased (from 30.2 in to 26.9 in ). General Description of Institution and Student Population NVC Self-Evaluation 4

5 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Under % 4.1% 2.6% 2.8% 4.1% 2.8% 18 to % 28.8% 29.7% 32.2% 33.8% 35.1% 21 to % 19.6% 20.5% 22.7% 24.0% 24.5% 25 to % 13.5% 14.6% 14.2% 13.4% 13.1% 30 to % 13.3% 13.3% 12.8% 12.5% 12.8% 40 to % 9.8% 9.0% 7.0% 5.7% 5.6% 50 and over 11.2% 10.8% 10.3% 8.3% 6.5% 6.2% Average Age Median Age SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^Proportions represent the percentage of credit students belonging to an age group at the onset of each academic year out of the number of unduplicated credit students enrolled at NVC during that year. By Socioeconomic Status Between and , the proportion of the credit-student population identified as economically disadvantaged increased substantially (from 25.8% in to 51.4% in ). In the four most recent years of the analysis, the majority of the credit-student population was identified as economically disadvantaged. General Description of Institution and Student Population NVC Self-Evaluation 5

6 Economically Disadvantaged (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) 25.8% 33.7% 55.1% 55.2% 52.7% 51.4% Not Disadvantaged 74.2% 66.3% 44.9% 44.8% 47.3% 48.6% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student VTEA (SV) Files. ^Students are identified as economically disadvantaged based on: CALWORKS/TANF/AFDC, Supplemental Security Income (SSI), general assistance program (GA), BOG waiver status, PELL grant status, as well as other guidelines provided in the California State Plan for Vocational & Technical Education. By Gender During the period examined, the proportion of the credit-student population claimed by female students consistently exceeded the proportion claimed by male students (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Female 54.9% 55.8% 55.6% 55.0% 54.0% 54.4% Male 43.9% 43.4% 43.8% 44.7% 45.7% 45.2% Unknown 1.2% 0.8% 0.6% 0.3% 0.3% 0.4% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. By Disability Status Between and , the proportion of the credit-student population identified as having a disability decreased slightly (from 12.2% in to 10.2% in ) (N=10,438) (N=9,975) SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Disability (SB) Files. ^Disability status is identified based on a student s most recent status identified in MIS SB DSPS flag (SCD3). The SCD3 field may be populated from information received from any California Community College. ^^Students are identified as having a disability reported regardless of whether they choose to utilize DSP&S services Enrollment Patterns among Credit Students (N=9,275) (N=8,656) (N=8,337) (N=8,255) Disability Reported 12.2% 12.1% 12.0% 11.7% 10.7% 10.2% No Disability Reported 87.8% 87.9% 88.0% 88.3% 89.3% 89.8% Enrollment Status Between and , the average unit load among credit students has gradually increased (from 7.45 units per student in to 8.82 units per student in ). The increase in average unit load among credit students is reflected by a 6.8% increase in the proportion of students identified as full-time (from 30.4% in to 37.3% in ). General Description of Institution and Student Population NVC Self-Evaluation 6

7 (N=14,882) (N=14,862) (N=13,999) (N=13,369) (N=12,915) (N=12,773) Full-Time 30.4% 33.8% 35.6% 36.5% 35.6% 37.3% Part-Time 69.6% 66.2% 64.4% 63.5% 64.4% 62.7% Average Unit Load SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Multiple observations of the same student within both terms of an academic year are counted as independent observations. Therefore, the size of the observed population (N) does not reflect the unique student headcount for each academic year. ^^ Average unit load is calculated based on the total number of units attempted by a student in an academic year divided by the number of terms attended within that year. Unit Load Distribution During the period examined, the proportion of students attempting 6 or more units during the fall or spring terms increased, while the proportion of students attempting fewer than six units decreased. Among the categories examined, the proportion of students attempting 12 to 14.5 units claimed the largest increase (from 19.3% in to 23.9% in ), while the proportion of students attempting 0.5 to 2.5 units claimed the largest decrease (from 14.2% in to 5.4% in ). General Description of Institution and Student Population NVC Self-Evaluation 7

8 (N=14,882) (N=14,862) (N=13,999) (N=13,369) (N=12,915) (N=12,773) 0.5 to % 11.2% 10.2% 7.0% 5.9% 5.4% 3.0 to % 25.4% 22.8% 23.2% 23.8% 22.7% 6.0 to % 15.5% 15.6% 16.3% 17.9% 17.4% 9.0 to % 14.1% 15.8% 17.1% 16.7% 17.2% 12.0 to % 21.6% 23.2% 23.6% 23.1% 23.9% 15.0 or more 11.2% 12.2% 12.4% 12.9% 12.5% 13.4% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Multiple observations of the same student within both terms of an academic year are counted as independent observations. Therefore, the size of the observed population (N) does not reflect the unique student headcount for each academic year. Enrollment Status among Credit Students During the period examined, the proportion of the credit-student population claimed by continuing students increased by 17.3% (from 44.5% in to 61.8% in ), while the proportions of first-time and returning students decreased (by 3.9% and 8.3%, respectively). General Description of Institution and Student Population NVC Self-Evaluation 8

9 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) First-Time 20.0% 16.8% 23.1% 16.5% 16.6% 16.1% Continuing 44.5% 50.6% 54.3% 61.1% 60.9% 61.8% Returning 29.1% 31.6% 20.4% 20.6% 19.9% 20.8% Special Admit/Other 6.5% 1.0% 2.1% 1.8% 2.6% 1.2% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^ Students identified as first-time include both first-time enrolled and first-time transfer students. ^^ Students are assigned enrollment status based on their first enrollment within an academic year. Educational Goals among Credit Students During the period examined, the proportion of NVC credit students that identified an educational goal of transfer increased substantially. Between Fall 2008 and Fall 2013, the proportion of the credit-student population claimed by students with the educational goal of transfer to a four-year institution increased by 18.1% (from 34.1% in Fall 2008 to 52.2% in Fall 2013). During this same time period, the proportion of the credit-student population with an educational goal to obtain a degree or certificate without transfer to a four-year institution decreased by 8.6% (from 24.0% in Fall 2008 to 15.4% in Fall 2013). The proportion of students with an educational goal associated with career development (outside of degree, certificate, or transfer) remained relatively constant over the period examined, while the proportion of students with undecided and other educational goals decreased (by 4.6% and 6.0%, respectively). General Description of Institution and Student Population NVC Self-Evaluation 9

10 Fall 2008 (N=7,147) Fall 2009 (N=7,434) Fall 2010 (N=6,943) Fall 2011 (N=6,763) Fall 2012 (N=6,382) Fall 2013 (N=6,403) Transfer 34.1% 37.9% 40.8% 45.6% 49.9% 52.2% Degree or Certificate without Transfer 24.0% 22.2% 20.2% 18.6% 16.3% 15.4% Career Development 13.1% 12.8% 14.2% 14.2% 13.8% 13.5% Other Educational Goal 15.3% 14.2% 13.0% 10.9% 10.2% 9.3% Undecided 13.3% 12.2% 11.1% 10.0% 9.1% 8.7% SOURCE: NVC Student Records (PST_EDUC_GOALS). ^ Student educational goal is identified based on a student s most recent educational goal in NVC Student Records between Fall 2008 and Spring ^^ Educational goals are categorized as follows based on Management Information Systems (MIS) coding: Transfer = A or C; Degree or certificate without transfer = C, D, or E; Career Development = F, G, H, or I; Other Educational Goal = J, K, L, N, or O; Undecided = M. College Preparedness Placement Assessment Data Placements in the English Sequence Over the period examined, NVC utilized the College Tests for English Placement (CTEP) to place students into the English sequence, and the same cut scores were applied in each of the academic years examined. Based on student performance on the CTEP placement exam between and , the majority of NVC students who took the test received placement scores below college-level English. An average of 84.8% of students placed below the college level in the period examined. Placements into college-preparatory English increased by 2.5% (from 56.9% in to 59.4% in General Description of Institution and Student Population NVC Self-Evaluation 10

11 ), while placements into college-level English decreased by 1.9% (from 16.6% in to 14.7% in ). Placements into developmental English and basic English remained relatively constant during the period examined. English Placement (N=1,940) (N=2,088) (N=2,166) (N=2,321) (N=1,885) (N=2,133) Developmental 5.6% 4.6% 4.8% 5.7% 5.0% 5.3% Basic 21.0% 19.5% 22.3% 21.9% 19.4% 20.7% College Preparatory 56.9% 59.9% 57.5% 58.2% 61.2% 59.4% College Level 16.6% 15.9% 15.4% 14.3% 14.3% 14.7% SOURCE: NVC Assessment Records. Placements in the Mathematics Sequence Over the period examined, NVC utilized the Mathematics Diagnostic Testing Project (MDTP) test to place students into the mathematics sequence, and the same cut scores were applied in each of the academic years examined. Based on student performance on the MDTP placement exam between and , the majority of NVC students who took the test received placement scores below collegelevel mathematics. An average of 93.9% of students placed below college-level mathematics in the period examined. Between and , the proportion of placements into intermediate algebra increased by 6.8% (from 14.1% to 20.9%), while the proportion of placements into pre-algebra and beginning algebra decreased (by 7.4% and 1.8%, respectively). Placements into college-level mathematics fluctuated during the period examined, ranging from a low of 4.1% in to a high of 8.7% in General Description of Institution and Student Population NVC Self-Evaluation 11

12 Mathematics Placement (N=1,477) (N=1,890) (N=1,436) (N=1,945) (N=1,567) (N=1,792) Pre-Algebra 45.3% 35.0% 37.0% 39.4% 35.4% 37.9% Beginning Algebra 36.6% 35.1% 37.6% 36.5% 35.2% 34.8% Intermediate Algebra 14.1% 21.3% 20.0% 19.0% 22.3% 20.9% College Level 4.1% 8.7% 5.4% 5.2% 7.0% 6.4% SOURCE: NVC Assessment Records. General Description of Institution and Student Population NVC Self-Evaluation 12

13 Institutional Effectiveness Credit and Non-Credit Section Offerings, through Between and , the number of credit sections and the number of non-credit sections decreased. The number of credit sections decreased by 9.9% (from 1,661 in to 1,497 in ), while the number of non-credit sections decreased by 91.4% (from 625 in to 54 in ). Section offerings by various course types are described below. Sections Credit 1,661 1,436 1,453 1,328 1,287 1,497 Non-Credit Total 2,286 1,857 1,653 1,422 1,352 1,551 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. General Description of Institution and Student Population NVC Self-Evaluation 13

14 Credit Section Offerings by Credit Type, through Between and , the number of credit sections among courses identified as degreeapplicable decreased by 10.5% (from 1,537 sections in to 1,375 sections in ). During this period, the number of non-degree-applicable sections fluctuated, decreasing by 29.0% between and (from 124 sections to 88 sections), before increasing by 38.6% between and (to 122 sections, representing a return to the level). Among degree-applicable courses, the number of sections that transfer to both UC and CSU schools decreased by 2.4% during the period examined (from 871 in to 850 in ), while the number of section offerings for both courses that transfer to CSU only and courses that do not transfer decreased by more significant amounts (17.5% and 35.8%, respectively). During the same time period, enrollments in degree-applicable courses decreased by 6.2% (compared to a 10.5% decrease in degree-applicable section offerings). The number of enrollments in courses that transfer to both UC and CSU increased by 9.3% between and (from 22,490 in to 22,700 in ), while enrollments in both courses that transfer only to CSU and non-transfer courses decreased during the period examined. Sections Degree-Applicable 1,537 1,331 1,349 1,236 1,199 1,375 UC and CSU Transfer CSU Transfer Non-Transfer Non-Degree-Applicable CSU Transfer Non-Transfer Enrollments Degree-Applicable 35,156 36,440 35,666 34,378 33,078 32,964 UC and CSU Transfer 22,490 23,686 23,669 23,667 23,284 22,700 CSU Transfer 9,412 9,796 9,355 8,236 7,368 7,767 Non-Transfer 3,254 2,958 2,642 2,475 2,426 2,497 Non-Degree-Applicable 3,613 3,395 3,015 2,887 2,691 2,632 CSU Transfer Non-Transfer 3,613 3,395 3,015 2,887 2,659 2,619 SOURCE: Management Information Systems (MIS) Courses (CB). ^ Course types are identified by the Credit Status (CB04) and Transfer Status (CB05) in the MIS Courses (CB) File. General Description of Institution and Student Population NVC Self-Evaluation 14

15 Credit Section Offerings by Basic Skills Status, through Between and , the number of sections identified as basic skills fluctuated, decreasing by 24.0% from and (from 146 in to 111 in ), followed by a 35.1% increase the following year (150 in , representing a return to the level). Among the programs providing basic skills, the increase in sections is not consistent. ESL sections experienced the largest decrease in section offerings (-69.0%) during the period examined, followed by Writing Lab section offerings (-47.1%), while mathematics section offerings increased (11.4%) and English section offerings were the same in and Sections associated with learning services are responsible for the majority of the increase in basic skills sections during the period examined, with 31 sections added between and During the same time period, enrollments decreased by 15.7% within basic skills courses (compared to a 2.7% increase in basic skills sections offerings), although this decrease is not consistent among all basic skills areas. Enrollments in basic skills math classes claim the an increase (8.7%) during the period examined, while enrollments in basic skills ESL, Writing Labs, and Learning Services courses decreased during the period examined. Enrollments in basic skills English courses were the same in and Sections Non-Basic Skills 1,515 1,305 1,324 1,210 1,176 1,347 Basic Skills Mathematics English ESL Writing Lab Learning Services Enrollments Non-Basic Skills 34,626 35,665 34,894 33,582 32,388 32,105 Basic Skills 4,143 4,170 3,787 3,683 3,381 3,491 Mathematics 1,325 1,378 1,411 1,445 1,404 1,440 English 1,123 1,154 1,150 1,135 1,026 1,123 ESL Writing Lab Learning Services SOURCE: Management Information Systems (MIS) Student Enrollment (SX). ^ Basic skills courses are identified by the Credit Flag (SXD2) in the MIS SX File. ^^ Subject category is assigned via Program Evaluation and Planning (PEP) program. General Description of Institution and Student Population NVC Self-Evaluation 15

16 Credit Section Offerings by Occupational Category, through Between and , the number of credit sections identified as occupational decreased by 28.7% (from 574 in to 409 in ). The decrease in the number of credit sections identified as occupational is not consistent among the three major subcategories defined. The number of sections identified as advanced occupational decreased by 33.8%, while courses identified as possibly occupational and clearly occupational claim smaller decreases during the period examined (by 1.9% and 3.0%, respectively). During the same time period, enrollments in courses identified as occupational decreased by 19.1% (compared to a 28.7% decrease in section offerings identified as occupational). The decrease in enrollments is not consistent among the three major subcategories within occupational courses. Enrollments in courses identified as possibly occupational increased by 2.9% (from 3,712 in to 3,821 in ), while enrollments among other occupational categories decreased by 30.2% during the period examined. Sections Non-Occupational 1, ,088 Occupational Clearly Occupational Possibly Occupational Advanced Occupational Apprenticeship Enrollments Non-Occupational 27,754 28,522 27,960 27,295 26,579 26,681 Occupational 11,015 11,313 10,721 9,970 9,190 8,915 Clearly Occupational 5,980 6,162 5,443 4,991 4,822 4,281 Possibly Occupational 3,712 3,887 4,126 3,908 3,525 3,821 Advanced Occupational 1,270 1,240 1,110 1, Apprenticeship SOURCE: Management Information Systems (MIS) Courses (CB) File. ^ Course occupational status is assigned based on SAM Code (CB09). General Description of Institution and Student Population NVC Self-Evaluation 16

17 Credit Section Offering by Location, through Between and , the number of credit sections offered at NVC s main campus decreased by 10.9% (from 1,446 in to 1,289 in ), while the number of credit sections offered online increased by 91.5% (from 82 sections in to 157 sections in ). Sections offered at the Upper Valley Campus and other locations both decreased during the period examined. During the same time period, enrollments increased in credit courses offered online by 73.1% (compared to a 91.5% increase in online section offerings), while enrollment decreased among all other locations credit sections were offered. Sections NVC Main Campus 1,446 1,243 1,274 1,180 1,105 1,289 Upper Valley Campus Other Location Online Independent Study Work Experience Enrollments NVC Main Campus 34,288 35,168 33,909 33,288 31,241 30,970 Upper Valley Campus Other Location 1,788 1, Online 2,315 2,995 3,561 3,206 3,742 4,006 Independent Study Work Experience SOURCE: Management Information Systems (MIS) Student Enrollment (SX ) Course Session (XF) File. General Description of Institution and Student Population NVC Self-Evaluation 17

18 Non-Credit Sections by Section Type, through Between and , the number of non-credit section offerings decreased by 88.1% (from 454 in to 54 in ). In , NVC offered non-credit courses in 8 different categories, with Courses for Older Adults claiming the greatest number of section offerings in that year (343 sections, accounting for 55.1% of section offerings). In , NVC offered noncredit courses in 3 non-credit categories, with courses for Person with Substantial Disabilities claiming the greatest proportion of section offerings (36 sections, accounting for 66.7% of section offerings) in that year. All three types of the non-credit courses types offered in claim large decreases in the number of sections offered between and (Persons with Substantial Disabilities, 66.0%; English as a Second Language, 68.9%; Short-Term Vocational, 84.0%). During the same time period, enrollments decreased in all categories of non-credit course offerings. Among those with offerings in each of the seven years examined, each experienced large decreases in enrollments and headcount during the period examined (Persons with Substantial Disabilities, 46.0%; English as a Second Language, 43.3%; Short-Term Vocational, 66.6%). Sections Persons with Substantial Disabilities English as a Second Language Short-Term Vocational Courses for Older Adults Home Economics 5 7 Elementary and Secondary Basic Skills Citizenship for Immigrants 1 Parenting Enrollments Persons with Substantial Disabilities 2,070 2,205 2,114 1,075 1,083 1,117 English as a Second Language Short-Term Vocational Courses for Older Adults 4,277 4,145 1, Home Economics Elementary and Secondary Basic Skills 1, Citizenship for Immigrants Parenting SOURCE: Management Information Systems (MIS) Courses (CB) File. General Description of Institution and Student Population NVC Self-Evaluation 18

19 Community Education Sections, through Between and , the number of community education sections offered by NVC fluctuated. Between and , the number of community education sections increased by 15.1% (from 350 in to 403 in ), followed by a 9.7% decrease between and (to 364 in ). The net result is a 4.0% increase in the number of community education sections offered during the period examined. During this same time period, enrollments in community education courses decreased by 3.2% Sections Enrollments 3,233 3,430 2,927 3,767 2,920 3,130 SOURCE: NVC Enrollment Records. General Description of Institution and Student Population NVC Self-Evaluation 19