NASSAU COMMUNITY COLLEGE ACADEMIC AFFAIRS OFFICE OF INSTITUTIONAL EFFECTIVENESS AND STRATEGIC PLANNING FINANCIAL MARKETS (CERT) PROGRAM CODE ECO 1

Transcription

1 NASSAU COMMUNITY COLLEGE ACADEMIC AFFAIRS OFFICE OF INSTITUTIONAL EFFECTIVENESS AND STRATEGIC PLANNING FINANCIAL MARKETS (CERT) PROGRAM CODE ECO 1 DATA PACK FOR PERIODIC REVIEW CYCLE

2 TABLE OF CONTENTS Topic Population Semester(s) Page All Fall Fall 2014 # of Heads (Unique Students) Part Time 1 Spring Spring 2015 Full Time Part Time Fall Fall 2014 % Distribution of Heads 2 Full Time Spring Spring 2015 All # Total Credits % Distribution of Credits Part Time Fall Fall Full Time All # Total Credits % Distribution of Credits Part Time Spring Spring Full Time All # Average Credit Load Per Student Part Time Fall Fall Full Time All # Average Credit Load Per Student Part Time Spring Spring Full Time Part Time Fall Fall 2014 # Students by Race and Ethnicity 7 Full Time Spring Spring 2015 # and % Distribution of Heads by Gender All Fall Fall # and % Distribution of Heads by Gender All Spring Spring # and % Average Distribution of Heads by Age Group and Gender All Female Male Fall Fall 2014 Spring Spring # Students by Retention and Attrition First Time in College Students Only Fall Fall Note on Cohort-Based Student Outcomes 12 # and % Distribution of Outcomes for Full Time First Time in College (FT-FTIC) Cohort # of All Students (Heads) Taking Remedial Courses Graduated Retained (Persisting) Transferred Out No Longer Attending By Number of Remedial Courses Assigned Fall Fall Fall Spring % of All Students Taking Remedial Courses All Fall Spring # and % Distribution of Faculty by Ethnicity and Gender College-Wide Appendix One: Date Sources and Notes to Guide Interpretation All Faculty FT Faculty Pure Adjunct Faculty Headcount Enrollments Credit Enrollments Fall

3 DEGREE TYPE: CERT (CERT) Fall Total Headcount 0 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2011 Fall 2012 Fall 2013 Fall 2014 % # PartTime % # Full Time % # All % 9 (CERT) Spring Total Headcount Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2012 Spring 2013 Spring 2014 Spring 2015 % # PartTime % # Full Time % # All % Page #: 1

4 DEGREE TYPE: CERT (CERT) % Distribution of Part-Time/Full-Time Heads Fall Fall % 80.0% 60.0% 40.0% 20.0% 0.0% Fall 2011 Fall 2012 Fall 2013 Fall 2014 % Distribution of Part-Time/Full-Time Heads Fall 2011 Fall 2012 Fall 2013 Fall 2014 # PartTime 60.0% 40.0% 0.0% 12.5% # Full Time 40.0% 60.0% 100.0% 87.5% # All 100.0% 100.0% 100.0% 100.0% 100.0% 80.0% 60.0% 40.0% 20.0% # PartTime # Full Time (CERT) % Distribution of Part-Time/Full Time Heads Spring Spring % Spring 2012 Spring 2013 Spring 2014 Spring 2015 # PartTime # Full Time % Distribution of Part-Time/Full-Time Heads Spring 2012 Spring 2013 Spring 2014 Spring 2015 # PartTime 12.5% 100.0% 0.0% 25.0% # Full Time 87.5% 0.0% 100.0% 75.0% # All 100.0% 100.0% 100.0% 100.0% Page #: 2

5 DEGREE TYPE: CERT 40.0 (CERT) Registered (Attempted) Total Credit Count Fall Fall 2011 Fall 2012 Fall 2013 Fall 2014 (CERT) % of Distribution Registered (Attempted) Credits Fall 2010 Full Fall Time 2011 and Part Time Fall 2012 Fall 2013 # Full Time 60.8% 39.1% 0.0% 41.2% 100.0% Fall Fall 2014 # Part Time 39.2% 60.9% 100.0% 58.8% 90.0% # Total Credits 100.0% 100.0% 100.0% 100.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Fall 2010 Fall 2011 Fall 2012 Fall 2013 # Full Time # Part Time Total Fall Credits Fall 2011 Fall 2012 Fall 2013 Fall 2014 % # Full Time % # Part Time % # Total Credits % Page #: 3

6 DEGREE TYPE: CERT 25.0 (CERT) Registered (Attempted) Total Credit Count Spring Spring Spring 2012 Spring 2013 Spring 2014 Spring 2015 (CERT) % Distribution Registered (Attempted) Spring 2011 Spring 2012 Spring 2013 Spring 2014 Full and Part Time # Full Time 40.8% Spring Spring 100.0% % 31.4% # Part 100.0% Time 59.2% 0.0% 100.0% 68.6% # Total 90.0% Credits 100.0% 100.0% 100.0% 100.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Spring 2012 Spring 2013 Spring 2014 Spring 2015 # Full Time # Part Time Total Spring Credits Spring 2012 Spring 2013 Spring 2014 Spring 2015 % # Full Time % # Part Time % # Total Credits % Page #: 4

7 DEGREE TYPE: CERT 20.0 (CERT) Total, Full Time and Part Time Students Avg Credit Load Fall Fall Fall 2011 Fall 2012 Fall 2013 Fall 2014 Avg PT Students Avg FT Students Avg All Students Average Credit Load Per Student - Fall Semester Fall 2011 Fall 2012 Fall 2013 Fall 2014 % Avg FT Students % Avg PT Students % Avg All Students % Page #: 5

8 DEGREE TYPE: CERT Disability Studies (CERT) Total, Full Time and Part Time Students Avg Credit Load Spring Spring Spring 2012 Spring 2013 Spring 2014 Spring 2015 Avg PT Students Avg FT Students Avg All Students Average Credit Load Per Student - Spring Semester Spring 2012 Spring 2013 Spring 2014 Spring 2015 % Avg FT Students % Avg PT Students % Avg All Students % Page #: 6

9 DEGREE TYPE: CERT Student Race and Ethnicity Academic Term Unknown 2 or More Races American Indian Asian FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT FT PT Fall M Fall M Fall F 1 1 M Fall M Fall M Spring M 1 1 Spring F 1 1 M Spring F M 1 1 Spring M 1 1 Spring M Grand Total Race and Ethnicity are self-reported using categories determined by the U.S. Department of Education effective fall The extent to which self-reports based on these categories are valid or reliable is the subject of debate. No position is taken here on this debate. Black Hawaiian Pacific Hispanic White Not Reported Total Page #: 7

10 DEGREE TYPE: CERT (CERT) % Distribution Headcount by Gender Fall Fall % #Males 100.0% % 100.0% 100.0% #Females 80.0% 0.0% 20.0% 0.0% 0.0% Total 100.0% 100.0% 100.0% 100.0% 60.0% 40.0% 20.0% 1 0.0% Fall 2011 Fall 2012 Fall 2013 Fall 2014 # Males # Females Cohort by Gender Fall Semester Fall 2011 Fall 2012 Fall 2013 Fall 2014 % # Males % # Females #DIV/0! #Total % Page #: 8

11 DEGREE TYPE: CERT 120.0% % #Males 87.5% 33.3% 100.0% 100.0% 7 #Females 12.5% 66.7% 0.0% 0.0% Total 80.0% 100.0% 100.0% 100.0% 100.0% 60.0% (CERT) % Distribution Headcount by Gender Spring % % 0.0% Spring 2012 Spring 2013 Spring 2014 Spring 2015 # Males # Females Cohort by Gender Spring Semester Spring 2012 Spring 2013 Spring 2014 Spring 2015 % # Males % # Females % #Total % Page #: 9

12 DEGREE TYPE: CERT (CERT) Distribution of Program Participants by Age Group (Total Fall Spring 2015) < % 20.00% 40.00% 60.00% 80.00% % Years Age and Gender Totals: Fall 2011 through Spring 2015 % of Female Distribution Male % of Distribution Total % of Distribution < % % % % % % % % % % % % % % % % % % Age Unknown % % % Total: % % % Page #: 10

13 DEGREE TYPE: CERT Fall Term (CERT) Fall to Spring/Fall to Fall Retention FTIC ALL Students FTIC Degree- Seeking Enrollment Total Returning Returning to Same Major Fall to Spring Returning to Different Major Not Returning Total Returning Returning to Same Major Fall to Fall Returning to Different Major Not Returning Fall Fall Fall Fall Fall NA NA NA NA Total Page #: 11

14 COHORT-BASED STUDENT OUTCOMES Debate continues about the most appropriate ways to measure the effectiveness of institutions and the success of their students. In recent years, much attention has been given the measures of student outcomes and under the Student-Right-to-Know Act, Congress requires that institutions publish cohortbased analyses of the overall (institution-wide) graduation, transfer, persistence and not-in-attendance rates of full-time first-time-in-college students at various points after initial entry. An overall rate is relatively easy to calculate but rates by program are complicated by the fact that many students transfer between programs within an institution during their educational history. Thus, for example, a program whose initial entering cohort of FT-FTIC students was 100 might find that three years later, 20 students had transferred to other programs within the institution and thus 20% of the program s initial cohort could be treated (many would argue, misleadingly ) as no longer attending even though a significant number might have been successful in another program. In an attempt to deal with this issue, we record students under the program in which they are enrolled at each measurement point (generally one, two and three years after initial entry). This is not necessarily the program of initial entry. This is done to provide a more accurate indication of outcomes as opposed to inputs. Also provided is the number of students in the initial program cohort and the number of students having some program outcome after three years. This provides an indication of internal program transfer rates. FULL-TIME FTIC COHORT Total number of FT-FTIC undergraduate students who entered in the specified fall one, two and three years out. For others, it is the program of enrollment at the time they graduated, transferred to another institution of higher education, or last attended. GRADUATED The number specified fall cohort students who graduated recorded under the program in which they graduated, which is not necessarily the same as the program of initial enrollment. STILL ATTENDING Total number of FT-FTIC undergraduate students who entered in specified fall semester and were enrolled during the semester under review. These students are recorded under the program of enrollment program as of the semester being reviewed. This is not necessarily the same as the program of initial enrollment. TRANSFERRED BEFORE GRADUATING The number of specified fall cohort students who transferred to another institution of higher education before graduating recorded under the program of enrollment at the time of transfer. This is not necessarily the same as the program of initial enrollment. Data on transfers are obtained from the National Clearinghouse - a federally sponsored national reporting agency. NOT ATTENDING The number of specified fall cohort students who had not graduated or transferred to another institution of higher education before graduating and were not in attendance during the fall semester under review. These students are recorded under the program in which they were last enrolled. This is not necessarily the same as the program of initial enrollment. Note that non-attending students includes those who intend not to enroll again (drop-outs) and those who intend to re-enroll at a later date (stop-outs). NORMAL COMPLETION TIME An Associate's degree is normally considered to take two years of full-time study to complete. This is the 100% normal completion time. A certificate program is normally considered to take one year to complete. This is the 100% normal completion time. Page #: 12

15 DEGREE TYPE: CERT College Wide Degree-Seeking Cohort (New FT) Total Graduated Graduated 50% FTIC Full Time Student Outcomes Retention 50% Graduated 100% Retention 100% Graduated 150% Retention 150% 3Y Transferred out 3Y Attrition Fall % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% Fall % 0.0% 100.0% 0.0% 50.0% 0.0% 50.0% 50.0% 0.0% NA NA Fall % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% #VALUE! #VALUE! NA NA NA NA Fall % 0.0% 100.0% 0.0% 0.0% #VALUE! #VALUE! #VALUE! #VALUE! NA 0 2 NA NA NA NA NA NA Fall #VALUE! 0.0% 100.0% #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! #VALUE! 5 years over all 6 NA NA NA NA NA NA NA NA NA *Notes: Number of graduates is cumulative Page #: 13

16 DEGREE TYPE: CERT Remedial Placements Of ALL Students IN Program % of Total BEP Term No Remediation 1 Subject 2 Subjects 3 Subjects Total Requiring Student Remediation Fall % Spring % Fall % Spring % Fall % Spring % Fall % Spring % Fall % Spring % 70.0% (CERT) Percentage of All Students in Program Requiring Remediation Fall Spring % 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Page #: 14

17 DEGREE TYPE: CERT Race F M Total % F M Total % Number % Unknown % 0 0.0% 1 0.1% 2 or more races % % 5 0.3% Asian % % % Black % % % Hawaiian Pacific 0 0.0% % 1 0.1% Hispanic % % % White % % 1, % Total % % 1, % Ethnicity of Program Faculty COLLEGE WIDE Fall 2014 COLLEGE WIDE Faculty: Ethnicity and Gender FT Faculty PROGRAM (CERT) Faculty Status (FT and Adjunct) Pure Adjunct College Wide Total FT Faculty Pure Adjunct Program Total F M Total % F M Total % Number % Total % % % White % % % FT or PT status of each instructor is based on their primary contract with the college not course assignment. Page #: 15

18 APPENDIX ONE DATA SOURCES AND RULES SOME NOTES TO GUIDE INTERPRETATION Note 1 Name: HEADCOUNT ENROLLMENTS Count: Each unique student enrolled in the specified program for the specified semester Rules: To be counted as enrolled, students must have: (1) a registration code indicating liability for some or all of the tuition associated with course(s) taken, and (2) a program code equal to that of the specified program during the specified semester Data Source: SDS-ESS (Student Data Submission File End of Term Student Submission) Data Reliability: Excellent. SDS-ESS data are based on census dates applicable to courses during the specified semester but are collected, reviewed, revised and approved as official by SUNY after the specified semester has ended. Upon approval, the file is locked and all data are frozen yielding a highly stable database. Data Validity: High. SDS-ESS data are subject to error review by SUNY. Fatal errors (usually logical impossibilities ) must be corrected by NCC before the file can be approved by SUNY. Warnings inform the campus of possible data entry errors or apparent anomalies. For example: a birth date of Jan 1, 1914 would be flagged as a warning since it is unlikely but not logically impossible. Note 2 Name: CREDIT ENROLLMENTS Count: The number of credits attempted by students who were included in the SDS-EOT head-count for the specified semester. Rules: All registered (also known as "attempted") credits by enrolled students are included. To be counted as enrolled, students must have (1) a registration code indicating liability for some or all of the tuition associated with course(s) taken, and (2) a program code equal to that of the specified program during the specified semester Data Source: SDS-TSDS (Student Data Submission File Term and Section Data Submission) Data Reliability: Excellent. TSDS data are collected, reviewed, revised and approved as official by SUNY after the specified semester has ended. Upon approval, the file is locked and all data are frozen yielding a highly stable database. Data Validity: High. SDS-TSDS data are subject to error review by SUNY. Fatal errors (usually logical impossibilities ) must be corrected by NCC before the file can be approved by SUNY. Warnings inform the campus of possible data entry errors or apparent anomalies. For example: a course offering 10 credits would be flagged as a warning since it is unlikely but not logically impossible.