Strategic Framework for Minnesota State Colleges and Universities. Dakota County Technical College (DCTC) Mission, Vision and Values

FACT BOOK 2017

Strategic Framework for Minnesota State Colleges and Universities Minnesota State Colleges and Universities (Minnesota State) play an essential role in growing Minnesota s economy and opening the doors of educational opportunity to all Minnesotans. To that end, we will: 1. Ensure access to an extraordinary education for all Minnesotans. 2. Be the partner of choice to meet Minnesota s workforce and community needs. 3. Deliver to students, employers, communities, and taxpayers the highest value/most affordable option. Dakota County Technical College (DCTC) Mission, Vision and Values Our Mission To provide collegiate-level education for employment that will empower individuals to enhance their opportunities for career advancement and success in a global economy. Our Vision Dakota County Technical College will be the leader in providing exceptional education and be the preferred partner for the diverse communities we serve. Our Values At Dakota County Technical College, we value: Excellence: Focus on quality in programs and services Diversity: Show acceptance, openness and fairness to everyone Innovation: Encourage and reward new ideas, proactive thinking and use of evolving technology Respect: Foster trust, courtesy and open communication Integrity: Promote ethical and honest behavior Accountability: Maintain effective and efficient programs and services Collaboration: Work cooperatively in a supportive environment About the Fact Book The Dakota County Technical College Fact Book aims to serve as a reference tool to provide general information about the college for use in planning, assessment, writing grant proposals, preparing reports, and other projects. Data is shown by fiscal year (July 1 June 30) unless otherwise noted. Fall 2017* data is based on 30 th day record, all other semesters use final record. If fall 2017 data does not have an asterisk, they are final records. Every effort is made to ensure that data are accurate, yet data used here may differ slightly from other college and system reports due to the use of different sources, the reporting time period for which the data was reported, dates on which a report was generated, or use of different data definitions. DCTC 2017 Fact Book Page i

Minnesota State Colleges and Universities provides Enrollment and Student Reporting Standards and they are followed where noted beginning with fiscal year (FY) 2012. NOTE: Students who were enrolled exclusively in credit-bearing customized training courses such as ASEP courses numbered 2500 or higher, CHRY courses, and MFGM courses are excluded from this Fact Book. Explanation of Sources: Below each table, a source is listed describing where the data in the table originated. The following sources are most frequently used: Operational Data This is data obtained from REPL, Minnesota State s Oracle database. Data were obtained by querying one or more tables. Tables used will be listed where possible. EPM 11 This indicates that data was obtained using a query created by Minnesota State Information Technology Services (ITS), which can then be customized by the user to provide institutional-level data. Enrollment Analytic Tool This tool is created by the Institutional Research (IR) group at Minnesota State to allow enrollment data to be cut according to specified variables, providing more detailed information about student enrollment. Accountability Framework* Maintained by Minnesota State IR group. IPEDS Feedback Reports* IPEDS (Integrated Postsecondary Education Data System) data are collected, compiled and reported by Minnesota State on a rolling calendar to the IES (Institute of Education Sciences, an agency of the Federal Government), who compiles our data along with that of institutions across the country. *Links to data at end of Fact Book Explanation of Terms: There is a glossary at the end of the Fact Book explaining the terms used that are unique to this kind of data reporting. In the 2017 Fact Book, in response to a Title III Grant focused on serving adult students, age groups have been changed from previous Fact Books to define traditional age students as 18-24 and adult students as 25 and over. All reporting of age groups has been adjusted so that there is a split between students age 24 and 25 to reflect this definition of traditional/adult students. Questions? Questions about the data contained in this document should be directed to Institutional Research. DCTC 2017 Fact Book Page ii

Table of Contents Strategic Framework for Minnesota State Colleges and Universities... i Dakota County Technical College (DCTC) Mission, Vision and Values... i Our Mission... i Our Vision... i Our Values... i About the Fact Book... i Explanation of Sources:... ii Explanation of Terms:... ii Questions?... ii DCTC Quick Facts Fall 2017... 1 Enrollment Trends... 2 Credit Enrollment by Fiscal Year: Headcount and FYE... 2 Credit Enrollment by Semester... 2 Enrollment in Developmental Level Courses... 4 Enrollment in College Level Courses... 5 Course Offerings and Enrollment... 6 Course Offerings and Enrollment by Media Type and FY... 7 Sections Offered and Seats Sold by Course Media Type and FY... 7 FYE by Media Type and FY... 9 Course Offerings and Enrollment by Media Type Summary Tables... 9 Enrollment by Media Type and Semester... 12 Course Offerings and Enrollment by Course Level and FY... 12 Sections Offered and Seats Sold by Course Level and FY... 13 FYE by Course Level and FY... 14 Course Offerings and Enrollment by Course Level Summary Tables... 15 Enrollment by Course Level and Semester... 16 Courses by Day and Time... 17 Prior Learning Assessment (PLA)... 18 Students by Major... 19 Student Profile Credit Students... 22 New and Continuing Students... 22 Full-Time and Part-Time Status Trends across Time... 23 Gender... 23 Students of Color (SOC)... 24 Race/ethnicity... 25 International Students... 26 Age... 27 DCTC 2017 Fact Book Page iii

Students with Disabilities... 29 Veterans... 30 Low Income Status/Pell Eligibility... 31 First Generation Status... 32 Underrepresented Status... 34 Average Credit Load by Semester... 35 Admission Status... 36 Student Residence... 38 Top Feeder High Schools... 40 Awards Granted... 42 Student Outcomes... 45 Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates... 45 Retention, Transfer, Graduation, Transfer-Graduation, and Success Minnesota State Accountability Dashboard... 45 Changes over Time Status at Third Spring... 46 Second Fall Persistence and Completion Rates Minnesota State Accountability Dashboard... 46 Graduate Follow-up Survey (GRFU)... 50 Employer Survey... 51 Student Engagement and Satisfaction... 51 Community College Survey of Student Engagement (CCSSE)... 51 Student Satisfaction Inventory (SSI)... 52 Federal Reporting... 54 IPEDS Graduation and Transfer-out Rates... 54 College Scorecard... 55 Gainful Employment... 58 Accreditation... 58 Glossary... 59 Useful Links to Data Sources... 62 DCTC 2017 Fact Book Page iv

Index of Tables Table 1 Credit Enrollment by Semester... 2 Table 2 Total Number of Sections Offered, Seats Sold, Credits Sold, and FYE by FY... 6 Table 3 Traditional (Face-to-Face) Sections, Seats Sold, Credits Sold, and FYE... 10 Table 4 Blended/Hybrid Sections, Seats Sold, Credits Sold, and FYE... 10 Table 5 Online Sections, Seats Sold, Credits Sold, and FYE... 11 Table 6 Enrollment by Media Type and Semester... 12 Table 7 Developmental Level Sections, Seats Sold, Credits Sold, and FYE... 15 Table 8 College Level Sections, Seats Sold, Credits Sold, and FYE... 16 Table 9 Enrollment by Course Level and Semester... 16 Table 10 Number of Courses by Semester and Offering Schedule... 17 Table 11 Majors by Fiscal Year... 19 Table 12 Number of Students by Gender (FY)... 24 Table 13 Unduplicated Headcount of Students by SOC Status by FY... 25 Table 14 Number of Students by Race/Ethnicity by FY... 26 Table 15 Headcount of International Students Enrolled by Home Country... 26 Table 16 Percentage of Traditional and Adult Students by FY... 27 Table 17 Number of Traditional and Adult Students by FY... 28 Table 18 Number of Students by Age Group by FY... 29 Table 19 Enrollment by Pell Eligibility by FY... 32 Table 20 First Generation Status by Federal Definition: Neither Parent Has a Bachelor s Degree by FY... 33 Table 21 First Generation Status by Minnesota Definition: Neither Parent Attended any College by FY... 34 Table 22 Underrepresented Students by FY... 34 Table 23 Unduplicated Headcount of Enrollment by Admission Status by FY... 37 Table 24 Average Credit Load by Admission Status by FY... 38 Table 25 Enrollment by ZIP Code of Student Residence... 39 Table 26 New First-time Students Top Feeder High Schools... 40 Table 27 Other New, First-Time Student Sources... 41 Table 28 PSEO Students Top Feeder High Schools... 41 Table 29 PSEO Enrolled Home School Students... 41 Table 30 Awards Granted by Type of Degree or Certificate (FY)... 42 Table 31 Associate Degrees Granted by Program (FY)... 42 Table 32 Certificates & Diplomas Granted by Program (FY)... 43 Table 33 New Full-time Regular and Transfer Students... 45 Table 34 Underrepresented Students: Second Fall Persistence and Completion for First-time Students... 47 Table 35 Students of Color Success DCTC vs. Minnesota State... 48 Table 36 Graduate Follow-up Survey... 50 DCTC 2017 Fact Book Page v

Index of Figures Figure 1 Credit Enrollment and FYE... 2 Figure 2 Fall Unduplicated Headcount and Seats Sold... 3 Figure 3 Spring Unduplicated Headcount and Seats Sold... 3 Figure 4 Summer Unduplicated Headcount and Seats Sold... 4 Figure 5 Seats Sold Developmental Level Courses... 4 Figure 6 Developmental Level FYE and % of Total FYE... 5 Figure 7 Seats Sold - College Level Courses... 5 Figure 8 College Level FYE and % of Total FYE... 6 Figure 9 Total Number of Course Sections Offered and Seats Sold by FY... 6 Figure 10 Number and Percentage of Course Sections Offered by Media Type... 7 Figure 11 Percentage of Seats Sold by Media Type and FY... 8 Figure 12 Number of Traditional Course Sections and Seats Sold by FY... 8 Figure 13 Number of Blended/Hybrid Course Sections and Seats Sold by FY... 8 Figure 14 Number of Online Course Sections and Seats Sold by FY... 9 Figure 15 FYE by Media Type and FY... 9 Figure 16 Number and Percentage of Course Sections Offered by Course Level... 13 Figure 17 Percentage of Seats Sold by Course Level and FY... 13 Figure 18 Number of Developmental Level Course Sections and Seats Sold by FY... 14 Figure 19 Number of College Level Course Sections and Seats Sold by FY... 14 Figure 20 FYE by Course Level and FY... 15 Figure 21 Percentage of Courses by Semester and Offering Schedule... 17 Figure 22 PLA Credits Earned by FY... 18 Figure 23 Headcount and Average PLA Credits Earned per Student by FY... 18 Figure 24 Percentage of New and Continuing Students in Fall Semesters... 23 Figure 25 Percentage of Full-Time and Part-Time Credit Students by Semester... 23 Figure 26 Percentage of Students by Gender (FY)... 24 Figure 27 Percentage of Enrollment by SOC Status by FY... 24 Figure 28 Percentage of Students by Race/Ethnicity by FY... 25 Figure 29 Percentage of Traditional and Adult Students by FY... 27 Figure 30 FY 2017 Students by Age Group... 28 Figure 31 Percentage of Student Age Groups by FY... 28 Figure 32 DCTC Percentage of Students with Disabilities... 29 Figure 33 Percentage of Students Reporting Disabilities at Metro Colleges in Fall 2016... 30 Figure 34 DCTC Percentage of Veterans Enrolled... 30 Figure 35 Estimated Number of Military Personnel at Metro Colleges in Fall 2017... 31 Figure 36 Percentage of Enrollment by known Pell Eligibility by FY... 31 Figure 37 Percent of Enrolled Students by Pell Eligibility by FY... 32 DCTC 2017 Fact Book Page vi

Figure 38 Comparison of First Generation Students by Federal and Minnesota Definition (FY)... 32 Figure 39 Percent of Enrolled Students by Federal First Generation Status by FY... 33 Figure 40 Percent of Enrolled Students by Minnesota First Generation Status by FY... 33 Figure 41 Percentage of Students by Underrepresented Status by FY... 34 Figure 42 Average Credit Load Summer Semesters... 35 Figure 43 Average Credit Load Fall Semesters... 35 Figure 44 Average Credit Load Spring Semesters... 36 Figure 45 Percentage of Enrollment by Admission Status by FY... 37 Figure 46 DCTC Fall 2017 Enrollment by ZIP Code Minneapolis-St. Paul Metro... 38 Figure 47 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013... 45 Figure 48 Underrepresented Students: Second Fall Persistence and Completion for Fist-time Students... 47 Figure 49 Students of Color Success DCTC vs. Minnesota State... 48 Figure 50 DCTC Persistence and Completion: Students of Color vs. White Students... 49 Figure 51 DCTC Completion: Students of Color vs. White Students... 50 Figure 52 Graduate Follow Up Survey... 50 Figure 53 Consider Hiring a DCTC Graduate Again... 51 Figure 54 DCTC CCSSE Benchmark Areas... 52 Figure 55 MN Colleges CCSSE Benchmark Areas... 52 Figure 56 Comparison of DCTC and National SSI Scale Importance Ratings... 53 Figure 57 Comparison of DCTC and National SSI Scale Satisfaction Ratings... 54 Figure 58 IPEDS Graduation and Transfer-out Rates by Fall Cohort year using IPEDS Peer Group Comparison55 Figure 59 DCTC Characteristics... 55 Figure 60 Average Annual Cost, Graduation Rate, and Salary After Attending... 56 Figure 61 Average Annual Costs by Family Income... 56 Figure 62 Financial Aid and Debt... 57 Figure 63 Graduation and Retention... 57 Figure 64 Earnings After School... 58 DCTC 2017 Fact Book Page vii

Credit Enrollment 2,292 unduplicated headcount 907 full-year equivalent students 43% new students, 57% continuing 61% full-time; 39% part-time Demographics 42% female; 57% male 59% traditional age (18-24); 38% adult (25 or older) 22% students of color (of total) 37% low income (Pell eligible of total) 58% first generation Federal (of total) 20% first generation - MN (of total) Students by Race/Ethnicity <1% American Indian/Alaskan Native 4% Asian 9% Black/African American 8% Hispanic/Latino <1% Native Hawaiian/Pacific Islander 71% White 4% Two or more races 1% Nonresident Alien 2% Unknown Student Residence Top Zip Codes 55124 55024 55068 55044 55337 Top Feeder High Schools (first time students) Farmington Senior High School Hastings High School Rosemount High School Apple Valley High School Eastview High School DCTC Quick Facts Fall 2017 Credit Sections Offered: 575 69% Traditional/classroom 17% Online 15% Hybrid Most Popular Programs of Study by Enrollment Individualized Studies (AAS) Practical Nursing (Diploma) Networking Administration (AAS) Automotive Technician (AAS) Accountant (AAS) Average Credit Load Full-Time Students: 15.2 credits Part-Time Students: 6.7 credits Retention Rates (Fall 2015 entering cohort- new first-time full-time students) 82.4% retained to first spring 43.4% retained to second fall 3-Year Graduation & Transfer Rates (Fall 2014 entering cohort- new first-time full-time students) 37.8% Graduated 14.4% Transferred Data includes students enrolled in credit courses, excluding Customized Training unless otherwise noted. Sources of data: Operational data, EPM 11 Students by Course, EPM11 Student Persistence and Completion Tool; 30th day record. DCTC 2017 Fact Book Page 1

Enrollment Trends Credit Enrollment by Fiscal Year: Headcount and FYE Figure 1 shows for-credit enrollment by headcount (duplicated and unduplicated) and FYE (full-year equivalent). Unduplicated headcount is when a student is only counted once during a year, no matter how many semesters they attended. Duplicated headcount counts each student each semester they attend. The wider the gap between the two lines, the higher the amount of students attending more than one semester during a Fiscal Year (if all students attended the same number of semesters the gap between the two lines would be the same). FYE is calculated by dividing total credits taken by 30. Figure 1 Credit Enrollment and FYE 6962 7478 6030 5785 4150 3811 3646 3490 5065 3046 2338 2163 1979 1937 1770 Source: EPM 11 Students by Course, final records Credit Enrollment by Semester Table 1 shows for-credit student enrollment by full-time (fall/spring- 12 or more credits; summer- 6 or more credits) and part-time students and unduplicated headcount by semester for the past five fiscal years. Seats sold are the number of total course enrollments for all students. Table 1 Credit Enrollment by Semester Semester 2013 2014 2015 2016 2017 Full Time Part Time Fiscal Year Duplicated Headcount Unduplicated Headcount FYE Total Unduplicated Headcount DCTC 2017 Fact Book Page 2 Seats Sold Average Seats Sold per Student Fall 2012 1,669 1,347 3,016 11,469 3.80 Fall 2013 1,497 1,319 2,816 10,672 3.79 Fall 2014 1,359 1,279 2,638 9,824 3.72 Fall 2015 1,322 1,186 2,508 9,349 3.73 Fall 2016 1,272 990 2,262 8,788 3.89 Spring 2013 1,486 1,488 2,974 10,717 3.60 Spring 2014 1,297 1,361 2,658 9,672 3.64 Spring 2015 1,247 1,224 2,471 8,735 3.54 Spring 2016 1,195 1,179 2,374 8,442 3.56 Spring 2017 1,196 978 2,174 8,066 3.71 Summer 2012 447 447 894 1,622 1.81

Semester Full Time Part Time Total Unduplicated Headcount Seats Sold Average Seats Sold per Student Summer 2013 409 525 934 1,543 1.65 Summer 2014 332 505 837 1,299 1.55 Summer 2015 294 486 780 1,232 1.58 Summer 2016 236 393 629 955 1.52 Summer 2017 249 437 686 1,036 1.51 Source: EPM 11 Students by Course, final records. Figure 2 through Figure 4 show total unduplicated headcount (full-time and part-time) and seats sold for the past 10 years by semester. Figure 2 Fall Unduplicated Headcount and Seats Sold 6,000 5,000 12,000 Undup HC 4,000 3,000 10,000 Seats Sold 2,000 8,000 1,000 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016 6,000 Total Unduplicated Headcount Seats Sold Source: EPM 11 Students by Course, final records. Figure 3 Spring Unduplicated Headcount and Seats Sold 6,000 5,000 12,000 Undup HC 4,000 3,000 10,000 Seats Sold 2,000 8,000 1,000 Spring 2008 Spring 2009 Spring 2010 Spring 2011 Spring 2012 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2017 6,000 Total Unduplicated Headcount Seats Sold Source: EPM 11 Students by Course, final records. DCTC 2017 Fact Book Page 3

Figure 4 Summer Unduplicated Headcount and Seats Sold 2,000 2,000 Undup HC 1,000 1,000 Seats Sold 0 Summer 2008 Summer 2009 Summer 2010 Summer 2011 Summer 2012 Summer 2013 Summer 2014 Summer 2015 Summer Summer 2016 2017 0 Total Unduplicated Headcount Seats Sold Source: EPM 11 Students by Course, final records. Enrollment in Developmental Level Courses In the past five years, seats sold in developmental level courses (course numbers below 1000) have decreased by 47% and total FYE in developmental level courses has decreased by 49%. Developmental level FYE has decreased from 5% to 3% of total FYE in that time. See Figure 5 and Figure 6. Figure 5 Seats Sold Developmental Level Courses 1,016 873 767 735 539 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data. EPM 11 Students by Course, final records. FYE is calculated by dividing total credits sold by 30. DCTC 2017 Fact Book Page 4

Figure 6 Developmental Level FYE and % of Total FYE 105 105 77 73 5% 5% 4% 4% 54 3% 2013 2014 2015 2016 2017 Fiscal Year Developmental FYE Developmental % of Total FYE Source: Operational Data. EPM 11 Students by Course, final records. Enrollment in College Level Courses In the past five years, seats sold in college level courses (course numbers 1000 and up) have decreased by 26% and total FYE in college level courses has decreased by 23%. College level FYE has increased from 95% to 97% of total FYE in that time. See Figure 7 and Figure 8. Figure 7 Seats Sold - College Level Courses 23,176 21,408 19,410 18,837 17,260 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data. EPM 11 Students by Course, final records DCTC 2017 Fact Book Page 5

Figure 8 College Level FYE and % of Total FYE 95% 95% 96% 96% 97% 2,227 2,076 1,901 1,863 1,716 2013 2014 2015 2016 2017 Fiscal Year College Level FYE College Level % of Total FYE Source: Operational Data. EPM 11 Students by Course, final records Course Offerings and Enrollment Over the past five years, there has been a decline in the number of course sections offered and the number of students enrolled (see Figure 9 and Table 2). From FY 2013 to FY 2017, the number of course sections offered has decreased by 17% and the number of seats sold has decreased by 25%. Figure 9 Total Number of Course Sections Offered and Seats Sold by FY 23,749 21,868 19,827 19,021 17,799 1,382 1,284 1,258 1,217 1,147 2013 2014 2015 2016 2017 Fiscal Year Num Sections Num Seats Sold Source: EPM 11 Students by Course, final records. Table 2 Total Number of Sections Offered, Seats Sold, Credits Sold, and FYE by FY FY Total Sections Total Seats Sold Total Credits Sold Total FYE 2007 1252 20,439 58,738 1,958.0 2008 1256 20,442 58,840 1,961.4 2009 1303 21,628 62,807 2,093.8 2010 1341 23,761 68,836 2,294.5 2011 1408 24,142 69,557 2,318.5 2012 1410 23,744 68,221 2,274.0 2013 1382 23,749 68,876 2,295.9 2014 1284 21,868 63,710 2,123.7 DCTC 2017 Fact Book Page 6

FY Total Sections Total Seats Sold Total Credits Sold Total FYE 2015 1258 19,829 58,505 1,950.1 2016 1217 19,022 56,619 1,887.3 2017 1147 17,799 53,083 1,769.4 Source: EPM 11 Students by Course, final records. Course Offerings and Enrollment by Media Type and FY Media type is how the Minnesota State system defines the method of course delivery. Courses are delivered by traditional (in-person, classroom), online, or hybrid (a combination of online and traditional) means. Independent study courses have been included with traditional courses when no information about the delivery method was available. Figure 10 shows the number and percentage of course sections offered by media type by fiscal year. While the total number of course sections offered has decreased in recent years, of the courses offered, the percentage of hybrid sections has increased from 12% to 17%. Figure 10 Number and Percentage of Course Sections Offered by Media Type 19.0%, 263 12.2%, 168 19.3%, 248 19.9%, 250 18.7%, 227 17.6%, 202 13.1%, 168 13.8%, 173 14.7%, 179 16.7%, 192 68.8%, 951 67.6%, 868 66.4%, 835 66.6%, 811 65.6%, 753 2013 2014 2015 2016 2017 Fiscal Year Source: EPM 11 Students by Course, final records. Traditional Sections Hybrid Sections Online Sections Sections Offered and Seats Sold by Course Media Type and FY From FY 2013 through FY 2017 the number and percentage of seats sold by media type has varied for traditional, online and hybrid courses (see Figure 11 through Figure 14). Traditional, in-person sections have decreased over the past 5 years from 951 in 2013 to 753 in 2017. The seats sold have also declined with 15,331 sold in 2013 and 11,402 sold in 2017. Similarly, online sections have decreased from 263 to 202 and seats sold have fallen from 5,466 to 3,658. Contrarily, hybrid courses have seen an increase in the number of sections offered, from 168 in 2013 to 192 in 2017, but have had a decline in seats sold, from 2,952 in 2013 to 2,739 in 2017. DCTC 2017 Fact Book Page 7

Figure 11 Percentage of Seats Sold by Media Type and FY 64.6% 63.0% 63.20% 64.00% 64.10% 23.0% 23.4% 23.40% 22.10% 20.60% 12.4% 13.6% 13.40% 14.00% 15.40% 2013 2014 2015 2016 2017 Fiscal Year Source: EPM 11 Students by Course, final records. Traditional % Seats Sold Hybrid % Seats Sold Online % Seats Sold Figure 12 Number of Traditional Course Sections and Seats Sold by FY 15,331 13,782 12,530 12,165 951 868 835 811 11,402 753 2013 2014 2015 2016 2017 Fiscal Year Traditonal Sections Traditional Seats Sold Source: EPM 11 Students by Course, final records. Figure 13 Number of Blended/Hybrid Course Sections and Seats Sold by FY 2,952 2,973 2,654 2,659 2,739 168 168 173 179 192 2013 2014 2015 2016 2017 Fiscal Year Hybrid Sections Hybrid Seats Sold Source: EPM 11 Students by Course, final records. DCTC 2017 Fact Book Page 8

Figure 14 Number of Online Course Sections and Seats Sold by FY 5,466 5,113 4,643 263 248 250 4,197 227 3,658 202 2013 2014 2015 2016 2017 Fiscal Year Online Sections Online Seats Sold Source: EPM 11 Students by Course, final records. FYE by Media Type and FY Full year equivalent (FYE) is a standardized measure of course enrollment, calculated by dividing the total credits sold by 30. FYE by media type is shown below in Figure 15. In comparison to last year, there has been a decline in the number of FYE by FY within Traditional and Online courses and an increase in Hybrid FYE. Figure 15 FYE by Media Type and FY 1,472.6 1,310.2 1,212.30 1,205.47 1,130.03 519.0 500.4 459.57 414.93 366.03 304.3 313.1 278.3 266.9 273.37 2013 2014 2015 2016 2017 Fiscal Year Source: EPM 11 Students by Course, final records. Traditional FYE Hybrid FYE Online FYE Course Offerings and Enrollment by Media Type Summary Tables The number and percentage of course sections offered, seats sold, credits sold, and FYE are shown for FY and semester by media type in Table 3 through Table 5. DCTC 2017 Fact Book Page 9

Table 3 Traditional (Face-to-Face) Sections, Seats Sold, Credits Sold, and FYE Traditional FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold 2013 951 68.8% 15,331 64.6% 44,178 64.1% 1,472.6 Summer 2012 46 44.7% 658 40.6% 1,941 39.5% 64.7 Fall 2012 463 72.7% 7,854 68.5% 22,436 68.3% 747.9 Spring 2013 442 68.8% 6,819 64.0% 19,801 63.7% 660.1 2014 868 67.6% 13,782 63.0% 39,305 61.7% 1,310.1 Summer 2013 35 39.8% 477 30.9% 1,317 28.5% 43.9 Fall 2013 432 71.2% 7,197 67.4% 20,354 66.0% 678.4 Spring 2014 401 68.1% 6,108 63.3% 17,634 62.4% 587.8 2015 835 66.4% 12,531 63.2% 36,369 62.2% 1,212.2 Summer 2014 39 43.3% 512 39.4% 1,542 38.5% 51.4 Fall 2014 410 70.0% 6,593 67.1% 18,548 65.4% 618.3 Spring 2015 386 66.3% 5,426 62.3% 16,279 62.3% 542.6 2016 811 66.6% 12,166 64.0% 36,164 63.9% 1,205.5 Summer 2015 44 51.8% 558 45.3% 1,500 41.5% 50.0 Fall 2015 402 69.4% 6,247 66.8% 18,318 66.9% 610.7 Spring 2016 365 66.0% 5,361 63.5% 16,346 63.8% 544.8 2017 753 65.6% 11,402 64.1% 33,901 63.9% 1,130.0 Summer 2016 29 46.8% 417 43.7% 1,171 40.3% 39.0 Fall 2016 382 69.1% 6,024 68.6% 17,729 68.3% 591.0 Spring 2017 342 64.3% 4,961 61.6% 15,001 61.9% 500.0 Source: EPM 11 Students by Course, final records. Table 4 Blended/Hybrid Sections, Seats Sold, Credits Sold, and FYE Blended/Hybrid FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold 2013 168 12.2% 2,952 12.4% 9,129 13.3% 304.3 Summer 2012 24 23.3% 312 19.2% 921 18.7% 30.7 Fall 2012 64 10.0% 1,232 10.7% 3,849 11.7% 128.3 Spring 2013 80 12.5% 1,408 13.2% 4,359 14.0% 145.3 2014 168 13.1% 2,973 13.6% 9,393 14.7% 313.1 Summer 2013 19 21.6% 284 18.4% 871 18.9% 29.0 Fall 2013 72 11.9% 1,345 12.6% 4,335 14.1% 144.5 Spring 2014 77 13.1% 1,344 13.9% 4,187 14.8% 139.6 2015 173 13.8% 2,655 13.4% 8,349 14.3% 278.3 Summer 2014 15 16.7% 166 12.8% 518 12.9% 17.3 Fall 2014 78 13.3% 1,307 13.3% 4,164 14.7% 138.8 Spring 2015 80 13.7% 1,182 13.6% 3,667 14.0% 122.2 2016 179 14.7% 2,659 14.0% 8,007 14.1% 266.9 Summer 2015 12 14.1% 138 11.2% 391 10.8% 13.0 DCTC 2017 Fact Book Page 10

Blended/Hybrid FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold Fall 2015 82 14.2% 1,283 13.7% 3,740 13.7% 124.7 Spring 2016 85 15.4% 1,238 14.7% 3,876 15.1% 129.2 2017 192 16.7% 2,739 15.4% 8,201 15.4% 273.4 Summer 2016 11 17.7% 145 15.2% 423 14.6% 14.1 Fall 2016 86 15.6% 1,180 13.4% 3,495 13.5% 116.5 Spring 2017 95 17.9% 1,414 17.5% 4,283 17.7% 142.8 Source: EPM 11 Students by Course, final records. Table 5 Online Sections, Seats Sold, Credits Sold, and FYE Online FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold 2013 263 19.0% 5,466 23.0% 15,569 22.6% 519.0 Summer 2012 33 32.0% 652 40.2% 2,056 41.8% 68.6 Fall 2012 110 17.3% 2,379 20.8% 6,573 20.0% 219.1 Spring 2013 120 18.7% 2,435 22.8% 6,940 22.3% 231.3 2014 248 19.3% 5,113 23.4% 15,012 23.6% 500.4 Summer 2013 34 38.6% 782 50.7% 2,430 52.6% 81.0 Fall 2013 103 17.0% 2,130 20.0% 6,140 19.9% 204.7 Spring 2014 111 18.8% 2,201 22.8% 6,442 22.8% 214.7 2015 250 19.9% 4,643 23.4% 13,787 23.6% 459.6 Summer 2014 36 40.0% 621 47.8% 1,948 48.6% 64.9 Fall 2014 98 16.7% 1,925 19.6% 5,658 19.9% 188.6 Spring 2015 116 19.9% 2,097 24.1% 6,181 23.7% 206.1 2016 227 18.7% 4,197 22.1% 12,448 22.0% 414.9 Summer 2015 29 34.1% 536 43.5% 1,723 47.7% 57.4 Fall 2015 95 16.4% 1,820 19.5% 5,323 19.4% 177.4 Spring 2016 103 18.6% 1,841 21.8% 5,402 21.1% 180.1 2017 202 17.6% 3,658 20.6% 10,981 20.7% 366.0 Summer 2016 22 35.5% 393 41.2% 1,311 45.1% 43.7 Fall 2016 85 15.4% 1,583 18.0% 4,729 18.2% 157.6 Spring 2017 95 17.9% 1,682 20.9% 4,941 20.4% 164.7 Source: EPM 11 Students by Course, final records. DCTC 2017 Fact Book Page 11

Enrollment by Media Type and Semester An unduplicated headcount of enrolled students and number of seats sold by media type and semester is shown in Table 6. Table 6 Enrollment by Media Type and Semester Semester Unduplicated Headcount Seats Sold Traditional Hybrid Online Traditional Hybrid Online Fall 2012 2335 854 1302 7,854 1,232 2,379 Fall 2013 2158 884 1127 7,197 1,345 2,130 Fall 2014 2008 913 1029 6,592 1,307 1,925 Fall 2015 1829 871 978 6,246 1,283 1,820 Fall 2016 1736 744 881 6,024 1,180 1,583 Fall 2017 1800 744 879 6,414 1,191 1,633 Spring 2013 2224 956 1337 6,819 1,408 2,435 Spring 2014 1934 915 1172 6,108 1,344 2,201 Spring 2015 1781 826 1130 5,426 1,181 2,097 Spring 2016 1725 877 983 5,361 1,238 1,841 Spring 2017 1557 861 965 4,961 1,414 1,682 Summer 2012 399 244 446 658 312 652 Summer 2013 308 236 541 477 284 782 Summer 2014 356 149 458 512 166 621 Summer 2015 348 123 411 558 138 536 Summer 2016 256 135 303 417 145 393 Summer 2017 358 75 337 507 88 441 Source: EPM 11 Students by Course, final records. Course Offerings and Enrollment by Course Level and FY Developmental level (pre-college level) courses are offered at DCTC in English, Math, and Reading for students who enter under prepared in those areas. While the total number of courses offered decreased from FY 2013 to FY 2017, the percentage of courses offered at the developmental and college level have remained similar (see Figure 16). DCTC 2017 Fact Book Page 12

Figure 16 Number and Percentage of Course Sections Offered by Course Level 96.6%, 1335 96.3%, 1237 96.3%, 1211 96.2%, 1171 96.4%, 1106 3.4%, 47 3.7%, 47 3.7%, 47 3.8%, 46 3.6%, 41 2013 2014 2015 2016 2017 Fiscal Year Developmental Level Sections College Level Sections Source: EPM 11 Students by Course, final records. Sections Offered and Seats Sold by Course Level and FY From FY 2013 through FY 2017 the percentage of seats sold in developmental level courses has decreased while the percentage of seats sold in college level courses has increased (see Figure 17). However, the number of courses offered and seats sold at both developmental and college levels has decreased (see Figure 18 and Figure 19). Figure 17 Percentage of Seats Sold by Course Level and FY 96.2% 96.3% 96.4% 96.5% 97.4% 3.8% 3.7% 3.6% 3.5% 2.6% 2013 2014 2015 2016 2017 Fiscal Year Developmental Level % Seats Sold College Level % Seats Sold Source: EPM 11 Students by Course, final records. DCTC 2017 Fact Book Page 13

Figure 18 Number of Developmental Level Course Sections and Seats Sold by FY 901 818 714 660 47 47 47 46 467 41 2013 2014 2015 2016 2017 Fiscal Year Developmental Level Sections Developmental Level Seats Sold Source: EPM 11 Students by Course, final records. Figure 19 Number of College Level Course Sections and Seats Sold by FY 22,848 21,050 19,113 18,361 17,332 1,335 1,237 1,211 1,171 1,106 2013 2014 2015 2016 2017 Fiscal Year College Level Sections College Level Seats Sold Source: EPM 11 Students by Course, final records. FYE by Course Level and FY Full year equivalent (FYE) is a standardized measure of course enrollment, calculated by dividing the total credits sold by 30. FYE by course level is shown below in Figure 20. DCTC 2017 Fact Book Page 14

Figure 20 FYE by Course Level and FY 2,200.0 2,038.2 1,875.0 1,816.4 1,717.9 95.8 85.5 75.2 70.9 51.5 2013 2014 2015 2016 2017 Fiscal Year Developmental Level FYE College Level FYE Source: EPM 11 Students by Course, final records. Course Offerings and Enrollment by Course Level Summary Tables The number and percentage of course sections offered, seats sold, credits sold, and FYE are shown for FY and semester by course level in Table 7 and Table 8. Table 7 Developmental Level Sections, Seats Sold, Credits Sold, and FYE Developmental Level FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold 2013 47 3.4% 901 3.8% 2,875 4.2% 95.8 Summer 2012 6 5.8% 84 5.2% 275 5.6% 9.2 Fall 2012 22 3.5% 434 3.8% 1,376 4.2% 45.9 Spring 2013 19 3.0% 383 3.6% 1,224 3.9% 40.8 2014 47 3.7% 818 3.7% 2,564 4.0% 85.5 Summer 2013 7 8.0% 76 4.9% 241 5.2% 8.0 Fall 2013 22 3.6% 431 4.0% 1,340 4.3% 44.7 Spring 2014 18 3.1% 311 3.2% 983 3.5% 32.8 2015 47 3.7% 714 3.6% 2,255 3.9% 75.2 Summer 2014 7 7.8% 52 4.0% 155 3.9% 5.2 Fall 2014 22 3.8% 384 3.9% 1,202 4.2% 40.1 Spring 2015 18 3.1% 278 3.2% 898 3.4% 29.9 2016 46 3.8% 660 3.5% 2,128 3.8% 70.9 Summer 2015 6 7.1% 40 3.2% 123 3.4% 4.1 Fall 2015 22 3.8% 355 3.8% 1,140 4.2% 38.0 Spring 2016 18 3.3% 265 3.1% 865 3.4% 28.8 2017 41 3.6% 467 2.6% 1,546 2.9% 51.5 Summer 2016 3 4.8% 17 1.8% 60 2.1% 2.0 Fall 2016 23 4.2% 270 3.1% 886 3.4% 29.5 Spring 2017 15 2.8% 180 2.2% 600 2.5% 20.0 Source: EPM 11 Students by Course, final records. DCTC 2017 Fact Book Page 15

Table 8 College Level Sections, Seats Sold, Credits Sold, and FYE College Level FY Semester # Sections % Sections # Seats % Seats # Credits % Credits FYE Sold Sold Sold Sold 2013 1,335 96.6% 22,848 96.2% 66,001 95.8% 2,200.1 Summer 2012 97 94.2% 1,538 94.8% 4,643 94.4% 154.8 Fall 2012 615 96.5% 11,031 96.2% 31,482 95.8% 1,049.4 Spring 2013 623 97.0% 10,279 96.4% 29,876 96.1% 995.9 2014 1,237 96.3% 21,050 96.3% 61,146 96.0% 2,038.2 Summer 2013 81 92.0% 1,467 95.1% 4,377 94.8% 145.9 Fall 2013 585 96.4% 10,241 96.0% 29,489 95.7% 982.9 Spring 2014 571 96.9% 9,342 96.8% 27,280 96.5% 909.4 2015 1,211 96.3% 19,115 96.4% 56,250 96.1% 1,875.0 Summer 2014 83 92.2% 1,247 96.0% 3,853 96.1% 128.4 Fall 2014 564 96.2% 9,441 96.1% 27,168 95.8% 905.6 Spring 2015 564 96.9% 8,427 96.8% 25,229 96.6% 840.9 2016 1,171 96.2% 18,362 96.5% 54,491 96.2% 1,816.4 Summer 2015 79 92.9% 1,192 96.8% 3,491 96.6% 116.4 Fall 2015 557 96.2% 8,995 96.2% 26,241 95.8% 874.8 Spring 2016 535 96.7% 8,175 96.9% 24,759 96.6% 825.3 2017 1,106 96.4% 17,332 97.4% 51,537 97.1% 1,717.8 Summer 2016 59 95.2% 938 98.2% 2,845 97.9% 94.8 Fall 2016 530 95.8% 8,517 96.9% 25,067 96.6% 835.6 Spring 2017 517 97.2% 7,877 97.8% 23,625 97.5% 787.4 Source: EPM 11 Students by Course, final records. Enrollment by Course Level and Semester An unduplicated headcount of enrolled students and number of seats sold by course level and semester are shown in Table 9. Table 9 Enrollment by Course Level and Semester Unduplicated Headcount Seats Sold Semester Developmental College Developmental College Fall 2012 348 2983 434 11,031 Fall 2013 335 2786 431 10,241 Fall 2014 310 2614 384 9,440 Fall 2015 279 2483 355 8,994 Fall 2016 218 2249 270 8,517 Fall 2017 226 2277 286 8,952 Spring 2013 299 2919 383 10,279 Spring 2014 249 2628 311 9,342 Spring 2015 233 2439 278 8,426 Spring 2016 211 2346 265 8,175 Spring 2017 150 2151 180 7,877 DCTC 2017 Fact Book Page 16

Unduplicated Headcount Seats Sold Semester Developmental College Developmental College Summer 2012 75 862 84 1,538 Summer 2013 68 909 76 1,467 Summer 2014 50 809 52 1,247 Summer 2015 39 760 40 1,192 Summer 2016 16 620 17 938 Summer 2017 37 661 39 997 Source: EPM 11 Students by Course, final records. Courses by Day and Time Figure 21 and Table 10 depict credit courses offered Monday through Friday during the day (starting before 5:00 PM), Monday through Friday in the evening (starting at 5:00 PM or after), and on Saturday. The percentage of courses offered during the day has increased over the past 5 years from 82% to 87% while the percentage of evening courses offered has decreased from 17% to 12%. Saturday courses have remained stable, ranging between.4% and 1.4% of all courses offered. Figure 21 Percentage of Courses by Semester and Offering Schedule Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Source: EPM 11 saved shells: ST06 CT Excluded F record & MC Day Time Table 10 Number of Courses by Semester and Offering Schedule Course Time Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Day 413 398 406 367 382 365 391 357 372 354 382 Evening 87 86 74 76 69 70 62 59 58 53 54 Saturday 2 2 2 5 5 5 3 3 6 3 4 Total 502 486 482 448 456 440 456 419 436 410 440 Spring 2015 Source: EPM 11 saved shells: ST06 CT Excluded F record & MC Day Time. Fall 2015 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Day 82.3% 81.9% 84.2% 81.9% 83.8% 83.0% 85.7% 85.2% 85.3% 86.3% 86.8% Evening 17.3% 17.7% 15.4% 17.0% 15.1% 15.9% 13.6% 14.1% 13.3% 12.9% 12.3% Saturday 0.4% 0.4% 0.4% 1.1% 1.1% 1.1% 0.7% 0.7% 1.4% 0.7% 0.9% DCTC 2017 Fact Book Page 17

Prior Learning Assessment (PLA) The prior learning assessment (PLA) process helps post-traditional adult students and traditional adults with work/military experience match learning gained outside the classroom to actual college courses. Credits may be given for experience gained in a variety of settings including: work, non-college courses, volunteering, or military service. DCTC uses several methods to assess prior learning including: standardized exams - such as CLEP, DSST, and AP Exams, portfolio assessment, military transcripts, and evaluation of licenses and certifications to determine if the prior learning is equivalent to DCTC s course learning. Credit is obtained using pass/no pass grading. The total number of PLA credits earned for the past 10 years is shown in Figure 22. PLA credits were relatively unchanged until 2017 when there was a 136% increase in PLA credits earned compared to 2016. Beginning in FY2017, licensed practical nursing (LPN) students were able to obtain five PLA credits for a previously earned certified nursing assistant (CNA) certification, resulting in the spike seen in 2017. Figure 22 PLA Credits Earned by FY 436 77 126 214 104 250 166 200 189 185 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Fiscal Year Total PLA Credits Earned Source: Operational data The number of students who earned PLA credit has increased by 158% from FY 2008 to FY 2017, for average credits earned and an unduplicated headcount see Figure 23 below. Figure 23 Headcount and Average PLA Credits Earned per Student by FY 62 24 35 50 43 32 24 42 35 44 3.2 3.5 4.03 2.41 6.57 6.14 4.08 5.1 4.2 6.81 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Fiscal Year Average PLA Credits Earned Unduplicated Headcount Source: EPM 11, Operational data DCTC 2017 Fact Book Page 18

Students by Major Table 11 shows the number of students enrolled for credit per FY by major. Students are counted only once per FY no matter how many semesters they were enrolled (unduplicated headcount). Students with multiple majors are counted under their highest ranked major (Major 1). Only majors listed in the last reported year s academic catalog are included, with majors no longer actively offered excluded. If a program changed significantly (to the point that the registrar issued a different major ID for the new program), data for the old version of the program is not included. Majors are listed alphabetically. Excluding students listed as blank or undecided, the top five majors in FY 2017 were: Individualized Studies AAS, Practical Nursing Diploma, Networking Administration AAS, Automotive Technician AAS, and Accountant AAS. Table 11 Majors by Fiscal Year Major 2013 2014 2015 2016 2017 (Blank) & Undecided 518 505 613 518 441 Accountant - AAS 164 157 130 108 105 Accountant - Diploma 11 8 11 4 4 Accounting Clerk - Diploma 6 4 6 7 4 Administrative Assistant-Diploma 10 8 7 3 2 Advanced Personal Training - Certificate 2 1 0 0 1 Architectural Technology - AAS 18 26 40 40 44 Auto Body Collision Technology - AAS 33 32 27 30 22 Auto Body Collision Technology - Diploma 9 8 12 10 4 Automotive Maintenance & Light Repair - Certificate 0 0 5 20 29 Automotive Service Ed Program (ASEP) - AAS 32 33 33 34 33 Automotive Technician - AAS 106 113 113 121 111 Automotive Technician - Diploma 20 23 28 23 14 Biomedical Equipment Tech - AAS 63 58 50 53 60 Biomedical Equipment Technology - Certificate 4 4 1 2 1 Body Technician - Certificate 3 0 1 0 1 Brakes, Suspension & Electrical - Certificate 1 0 1 2 3 Brewing & Beer Steward Technology - Certificate 0 0 0 58 67 Business Administration - AS 0 0 59 45 42 Business Management - AAS 0 0 43 80 91 Business Marketing Specialist-AAS 29 26 24 18 12 Child Development - AS 43 42 38 32 31 Child Development - Certificate 10 8 11 14 16 Child Development - Diploma 11 12 18 7 7 Child Development-AAS 71 63 55 65 63 Child Life Assistant - AAS 28 26 17 15 12 Civil Engineering Technology - AAS 33 37 34 29 29 Dental Assistant - AAS 31 32 32 28 37 Dental Assistant - Diploma 21 19 25 19 19 Desktop Programming - Certificate 0 0 0 3 2 Digital Animation - Certificate 3 2 3 6 4 DCTC 2017 Fact Book Page 19

Major 2013 2014 2015 2016 2017 Digital Imaging Technician - Certificate 0 1 2 1 0 Digital Marketing Specialist - AAS 3 11 10 6 7 Drivability - Certificate 0 0 2 2 1 Electrical Construction & Maintenance Technology - AAS 67 75 80 96 104 Electrical Construction & Maintenance Technology - Diploma 20 21 18 19 13 Electrical Lineworker - AAS 26 26 20 22 18 Electrical Lineworker - Diploma 40 37 40 58 62 Electrical, Electronics, & HVAC - Certificate 0 0 0 0 0 Energy Tech Specialist - Nuclear - AAS 16 18 8 8 6 Energy Technical Specialist - AAS 32 20 9 11 20 Engines/General Automotive - Certificate 0 0 1 0 0 Estimator - Certificate 0 1 0 0 0 Executive Administrative Specialist - AAS 38 31 29 23 13 Exercise and Sport Science - AAS 51 37 25 16 22 Exercise and Sport Science - AS 59 53 43 38 25 Geriatric Advanced Nursing Assistant - Certificate 0 0 0 1 0 Geriatric Health and Fitness - Certificate 0 0 0 2 0 Graphic Design Technology - AAS 101 78 73 62 62 Group Fitness - Certificate 1 3 1 1 0 Heavy Construction Equipment Maintenance - Certificate 0 0 1 0 0 Heavy Construction Equipment Mechanic - Diploma 6 3 1 3 4 Heavy Construction Equipment Technology - AAS 47 45 49 46 48 Heavy Duty Truck Technology - AAS 33 37 47 59 53 Heavy Duty Truck Technology - Diploma 15 15 7 14 8 Hospitality Lodging Business - Certificate 0 0 0 1 0 Hospitality Lodging Management - AAS 5 9 10 8 8 Human Resources Development-Certificate 9 9 13 6 4 HVAC & Refrigeration - Diploma 0 0 0 19 23 Individualized Studies - AAS 360 286 230 241 218 Industrial & Energy Plant Main - Diploma 0 0 1 3 4 Information Systems Management - AAS 63 58 51 62 48 Information Systems Management - Diploma 3 4 4 3 3 Interactive Media Design - Certificate 2 1 0 0 1 Landscape Horticulture - AAS 49 39 32 30 27 Landscape Horticulture - Diploma 5 1 4 7 6 Legal Administrative Assistant - AAS 21 11 10 10 6 Legal Administrative Assistant - Diploma 2 2 1 0 2 Legal Receptionist - Certificate 1 2 1 1 0 Management for Airline Professionals - AAS 4 0 1 1 0 Marketing Communications Specialist - Certificate 8 5 3 5 3 Marketing Design Specialist - AAS 25 19 17 19 22 DCTC 2017 Fact Book Page 20

Major 2013 2014 2015 2016 2017 Marketing Design Specialist - Diploma 1 1 0 3 4 Medical Administrative Specialist - Diploma 9 12 8 11 4 Medical Administrative Specialist-AAS 49 48 47 32 18 Medical Assistant - AAS 68 56 49 47 59 Medical Assistant - Diploma 31 40 49 27 17 Medical Coding Specialist - Diploma 3 0 0 0 1 Medical Coding Specialist AAS 0 0 10 8 18 Medical Receptionist - Certificate 5 3 6 4 1 Meeting and Event Management - Certificate 30 34 28 15 8 Multicultural Human Resources - Diploma 4 5 3 1 1 Multicultural Leadership - Diploma 4 6 2 1 1 Multicultural Supervision - Certificate 2 1 1 3 2 Nanoscience Technology - AAS 42 37 28 19 16 Networking Administration - AAS 151 147 133 135 134 Networking Administration - Diploma 10 10 4 2 5 Nursing Assistant - Certificate 116 78 71 78 61 Paint Preparation - Certificate 2 0 0 0 0 Patient Care Technician - AAS 0 84 124 94 58 PC Technician - Certificate 8 8 8 16 11 Personal Training - Certificate 7 7 10 10 6 Photographer Assistant - Certificate 1 1 1 2 3 Photographic Imaging Technology - AAS 52 50 35 30 16 Practical Nursing - Diploma 45 69 67 111 151 Pre- Civil Engineering Technology 6 6 3 1 0 Pre-Accounting 5 7 1 0 1 Pre-Architectural Technology 4 3 6 2 2 Pre-ASEP 5 1 0 1 0 Pre-Auto Body Collision Repair 9 11 9 3 2 Pre-Automotive Technician 40 41 46 29 3 Pre-Biomedical Equipment Technology 35 27 28 14 4 Pre-Business - AS Degree 6 0 2 1 1 Pre-Child Care Careers 8 0 2 3 0 Pre-Computer Careers 3 3 4 7 0 Pre-Dental Assistant 31 21 29 26 11 Pre-Electrical Construction & Maintenance 7 13 13 26 41 Pre-Electrical Lineworker 9 14 10 11 8 Pre-Energy Technical Specialist 7 3 1 1 0 Pre-Exercise and Sport Science 1 0 0 1 1 Pre-Health Care Technician 0 0 1 1 1 Pre-Heating, Ventilation, and AC 0 0 0 0 2 Pre-Heavy Construction Equipment Mechanic 21 9 8 10 5 DCTC 2017 Fact Book Page 21

Major 2013 2014 2015 2016 2017 Pre-Heavy Duty Truck 17 25 19 15 6 Pre-Interior Design 8 2 1 6 0 Pre-Landscape Horticulture 0 2 0 1 0 Pre-Marketing Design and Sales 1 0 0 1 0 Pre-Medical Assistant 28 22 23 7 5 Pre-Medical Coding Specialist 0 0 0 0 2 Pre-Nanoscience Technology 2 3 3 0 2 Pre-Office Careers 4 1 2 1 0 Pre-Photographic Technology 2 3 1 0 0 Pre-Practical Nursing-Diploma 16 3 4 25 2 Pre-Supervisory Management 0 1 0 0 0 Pre-Welding Technology 1 0 1 0 0 Quality Improvement - Certificate 0 5 7 6 7 Railroad Conductor Technology - Certificate 72 44 53 18 0 Receptionist 1 1 1 0 0 Sales Management Specialist - AAS 10 10 8 5 5 Sales Specialist - Certificate 3 1 1 0 1 Small Business Entrepreneur - Certificate 37 26 30 26 23 Software Development - AAS 58 78 63 73 93 Software Development - Diploma 8 9 5 8 2 Spa and Resort Management - AAS 3 5 4 1 0 Spa and Resort Operations - Certificate 0 1 0 1 1 Sport Management - Diploma 13 8 14 13 7 Supervisory Leadership-Certificate 8 15 11 9 10 Surveying and CAD Drafting - Diploma 0 0 0 0 1 Sustainable Food Systems - Certificate 0 3 4 1 0 Technical Management - AAS 80 110 88 67 48 Truck Fleet Maintenance - Certificate 3 0 0 0 2 Web Design - Certificate 0 6 3 3 4 Web Programming - Certificate 0 0 0 1 2 Welding Technology - Diploma 50 47 69 67 67 Source: EPM 11 Students by Course, final records Student Profile Credit Students New and Continuing Students Each fall, approximately half of DCTC students are new to DCTC and half are continuing students. The percentage of new students enrolled in fall semesters has been increasing since 2013 (see Figure 24). DCTC 2017 Fact Book Page 22

Figure 24 Percentage of New and Continuing Students in Fall Semesters 62% 58% 55% 57% 52% 38% 42% 44% 43% 48% Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* % New % Continuing Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL * Fall 2017 data based on 30 th day record, all other semesters use final record Full-Time and Part-Time Status Trends across Time Full time students are identified as those taking 12 or more credits in a fall or spring semester and 6 or more credits in a summer semester. The proportion of full-time and part-time students by semester has remained consistent with approximately half of students being enrolled part-time during fall and spring semesters and approximately two-thirds of students enrolled part-time during summer semesters (see Figure 25). Figure 25 Percentage of Full-Time and Part-Time Credit Students by Semester 60% 49% 50% 62% 48% 50% 62% 44% 45% 64% 39% 40% 51% 50% 38% 52% 50% 38% 56% 55% 36% 61% Summer 2014 Fall 2014 Spring 2015 Summer 2015 Fall 2015 Spring 2016 Summer 2016 Fall 2016 Spring 2017 Summer 2017 Fall 2017* % Full-Time % Part-Time Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL * Fall 2017 data based on 30 th day record, all other semesters use final record Gender Across all DCTC students, approximately 50% are female and 50% are male. The percentage of female students has decreased from FY 2014 (48%) to FY 2017(44%) (see Figure 26 and Table 12). DCTC 2017 Fact Book Page 23

Figure 26 Percentage of Students by Gender (FY) 56% 50% 51% 52% 55% 42% 48% 48% 46% 44% 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Table 12 Number of Students by Gender (FY) FY Female Male Unknown Total 2012 2019 2854 99 4972 2013 2046 2733 91 4870 2014 1871 1934 63 3868 2015 1758 1875 63 3696 2016 1647 1854 66 3567 2017 1370 1719 54 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL. Students of Color (SOC) The percentage of students of color has increased from 2013 (19%) to 2017 (26%) (See Figure 27 and Table 13). In keeping with Minnesota State reporting, students self-reporting as two or more races are counted as SOC, and students identified as non-resident aliens are not counted as SOC. Figure 27 Percentage of Enrollment by SOC Status by FY % Female % Male 5% 3% 3% 3% 3% 77% 75% 73% 73% 71% 19% 22% 23% 24% 26% 2013 2014 2015 2016 2017 % SOC % Not SOC % Unknown Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 24

Table 13 Unduplicated Headcount of Students by SOC Status by FY FY SOC Not SOC Unknown Total 2012 861 3842 269 4972 2013 915 3731 224 4870 2014 849 2896 123 3868 2015 867 2705 124 3696 2016 862 2591 114 3567 2017 803 2240 100 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Race/ethnicity As shown in Figure 28 and Table 14, while white students continue to comprise the largest percentage of the DCTC student population, there has been an increase in students of color (SOC) from 19% in FY13 to 26% in FY17, an increase of 36%. Students who identify as Hispanic of any race have seen the highest increase by percentage, from 4.6% in FY13 to 7.6% in FY17. Figure 28 Percentage of Students by Race/Ethnicity by FY 2013 2014 2015 2016 2017 American Indian or Alaska Native 0.6% 0.7% 0.5% 0.3% 0.2% Asian 3.0% 3.9% 3.5% 3.9% 4.7% Black or African American 7.7% 8.3% 9.8% 9.9% 9.4% Hispanic of any race 4.6% 5.5% 5.8% 6.8% 7.6% Native Hawaiian or Other Pacific Islander 0.1% 0.1% 0.1% 0.1% 0.1% Two or more races 2.9% 3.4% 3.8% 3.2% 3.5% White 76.2% 74.4% 72.4% 71.9% 70.4% Nonresident Alien 0.4% 0.5% 0.8% 0.7% 0.9% Unknown race and ethnicity 4.6% 3.2% 3.4% 3.2% 3.2% Fiscal Year Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 25

Table 14 Number of Students by Race/Ethnicity by FY Race/Ethnicity 2013 2014 2015 2016 2017 American Indian or Alaska Native 27 28 19 11 7 Asian 148 149 130 140 148 Black or African American 373 322 361 353 297 Hispanic of any race 225 213 213 241 238 Native Hawaiian or Other Pacific Islander 3 4 5 3 4 Two or more races 139 133 139 114 109 White 3710 2876 2675 2565 2212 Nonresident Alien 21 20 30 26 28 Unknown race and ethnicity 224 123 124 114 100 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Note: Data based on reporting race/ethnicity. International Students International students are identified by their recorded country of citizenship or birth country. Table 15 shows international student metrics over the past 5 fall semesters. The number of international students has stayed stable with the largest percentages of individuals coming from Canada, Kenya and Nigeria. Table 15 Headcount of International Students Enrolled by Home Country Country Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Australia 0 2 2 1 0 Bangladesh 0 1 0 0 0 Bosnia and Herzegovina 0 0 0 0 1 Brazil 1 1 1 2 2 Bulgaria 1 0 0 0 0 Burma 0 0 0 0 1 Cameroon 0 2 1 1 0 Canada 2 3 4 3 2 China 0 0 0 1 1 Colombia 0 0 0 0 1 Ethiopia 1 1 1 0 0 France 0 0 0 0 1 Ghana 0 0 1 0 0 Ivory Coast (Cote D'Ivoire) 0 1 0 0 0 Kenya 2 2 2 2 3 Lao People's Democratic Republic 1 0 0 0 0 Liberia 0 0 1 1 1 Nepal 0 0 0 0 1 Nigeria 1 2 2 2 2 Pakistan 1 0 0 1 0 Peru 0 0 0 0 1 Philippines 0 1 0 0 0 DCTC 2017 Fact Book Page 26

Country Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Switzerland 1 1 0 0 0 Thailand 1 0 0 0 0 Turkey 0 0 1 1 0 Ukraine 1 1 1 0 0 United Kingdom (Great Britain) 0 2 0 0 0 Vanuatu 0 0 0 0 1 Vietnam 1 1 1 1 2 Total 14 21 18 16 20 Source: Fact Book 2017 database on CAP: Queries IHCC Enrollment tbl Term List & IHCC Intl Students * Fall 2017 data are based on 30 th day record, all other semesters use final record Age The percentage of traditional age (18-24) students has steadily increased over the past five years. The percentage of students 17 and younger has increased by 95% in that period, and the percentage of adult students (25+), has decreased 23% (See Figure 29 through Figure 31 and Table 16 through Table 18). In previous Fact Books, traditional age students were reported as age 18-25. In order to align this reporting with the reporting required for the Federal Title III grant received by DCTC, the age groups have been adjusted so traditional age students are 18-24 and adult students are 25 and older. Figure 29 Percentage of Traditional and Adult Students by FY 2% 1% 1% 0% 1% 54% 48% 46% 45% 42% 42% 49% 50% 51% 54% 2% 2% 3% 4% 4% 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Table 16 Percentage of Traditional and Adult Students by FY Age Group 2013 2014 2015 2016 2017 5 Year % Change 17 and younger 2% 2% 3% 4% 4% 95% 18-24 42% 49% 50% 51% 54% 27% 25 and older 54% 48% 46% 45% 42% -23% Unknown 2% 1% 1% 0% 1% -63% Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL 17 and younger 18-24 25 and older Unknown DCTC 2017 Fact Book Page 27

Table 17 Number of Traditional and Adult Students by FY Age 2013 2014 2015 2016 2017 17 and younger 96 75 111 148 121 18-24 2058 1902 1852 1804 1690 25 and older 2629 1861 1710 1599 1311 Unknown 87 30 23 16 21 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Figure 30 FY 2017 Students by Age Group Age Group 17 and younger 18-21 22-24 25-30 31-35 36-40 41-45 46-50 51-55 56-60 61-70 71 and older Unknown 4% 5% 4% 3% 2% 1% 1% 0% 1% 9% 15% 16% 39% Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Figure 31 Percentage of Student Age Groups by FY 2017 2016 Fiscal Year 2015 2014 2013 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 17 and younger 18-21 22-24 25-30 31-35 36-40 41-45 46-50 51-55 56-60 61-70 71 and older Unknown Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 28

Table 18 Number of Students by Age Group by FY Age 2013 2014 2015 2016 2017 17 and younger 96 75 111 148 121 18-21 1350 1215 1258 1288 1216 22-25 708 687 594 516 474 26-30 908 693 647 622 493 31-35 488 386 355 348 277 36-40 325 244 250 198 171 41-45 313 220 182 150 141 46-50 260 120 121 127 99 51-55 203 111 76 72 64 56-60 93 52 41 41 32 61-70 36 31 32 38 29 71 and older 3 4 6 3 5 Not reported 87 30 23 16 21 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Students with Disabilities Over the past 5 years, the percentage of the DCTC student population with disabilities has increased by 31%, from 4.56% in fall 2013 to 5.52% in fall 2017. Of the Metro Colleges in 2016, MCTC (8%), Normandale (8%), Century (6%), and IHCC (6%) have higher percentages of students with disabilities. Hennepin Tech (4%), North Hennepin (4%), St. Paul College (4%), and Anoka Tech/Anoka CC (3%) have lower percentages than DCTC (See Figure 32 and Figure 33). Figure 32 DCTC Percentage of Students with Disabilities 4.56% 4.65% 4.91% 5.35% 5.52% Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Source: Operational Data, ODS_CT_ST_MULTIYEAR, ISRS_PS_DISAB_NEED, APPSODS_V_DASH_ENROLLMENT_DTL * Fall 2017 data based on 30 th day record, all other semester use final record DCTC 2017 Fact Book Page 29

Figure 33 Percentage of Students Reporting Disabilities at Metro Colleges in Fall 2016 8% 8% 6% 6% 5% 4% 4% 4% 3% MCTC Normandale Century IHCC DCTC Hennepin Tech North Hennepin St. Paul College AnokaTech/ Anoka CC Source: Minnesota State System Office Research Veterans As shown in Figure 34, the percentage of the veteran students at DCTC has steadily increased over the past five years. Each fall, except 2017, less than 5% of the student population has been a known veteran as identified by the Veteran Services Office, with fall 2017 showing a large spike. The Minnesota State system Research Office reports an estimated number of veterans, active military personnel, and National Guard members by campus. Figure 35 shows estimates for Metro area colleges. DCTC has the fewest estimated number of enrolled military personnel at 240. Figure 34 DCTC Percentage of Veterans Enrolled 6.6% 4.3% 3.7% 4.0% 2.8% Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_COHORT * Fall 2017 data based on 30 th day record, all other semester use final record DCTC 2017 Fact Book Page 30

Figure 35 Estimated Number of Military Personnel at Metro Colleges in Fall 2017 574 553 508 397 396 372 362 307 240 Source: Minnesota State System Office Research *Students included if any of the following sources indicate the student is a National Guard member, veteran, or on active duty: application to the institution, FAFSA, financial aid award, institution cohort code, institution program code, or accounting deferment code. Low Income Status/Pell Eligibility Pell eligibility is often used as a way to identify low-income students. The number and percentage of students eligible for Pell grants peaked in FY 2013 and has been decreasing since. Over one-third of DCTC students have an unknown status that is, the college does not know if they are Pell eligible or not because they have not completed a FAFSA (Free Application for Federal Student Aid). Per Minnesota State convention, the percent of students who are Pell eligible are shown as a percent of students with known status. Figure 36 shows the percentage of Pell eligible students out of the total with known eligibility; Table 19 shows the total number known eligible, known not eligible, and unknown and Figure 37 show percentages including all Pell statuses. Figure 36 Percentage of Enrollment by known Pell Eligibility by FY 63% 61% 59% 57% 54% 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 31

Table 19 Enrollment by Pell Eligibility by FY Pell Status 2013 2014 2015 2016 2017 Pell Eligible 1763 1597 1411 1258 1065 Not Pell Eligible 1031 1021 963 945 894 Unknown 2076 1250 1322 1364 1184 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Figure 37 Percent of Enrolled Students by Pell Eligibility by FY 43% 32% 36% 38% 38% 21% 26% 26% 26% 28% 36% 41% 38% 35% 34% 2013 2014 2015 2016 2017 Fiscal Year Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL % Pell Eligible % Not Pell Eligible % Unknown First Generation Status First generation status describes the educational attainment of a student s parents or guardians. There are two definitions of first generation. The Federal definition is students who come from families where neither parent has achieved a bachelor s degree. The Minnesota definition is students who come from families where neither parent has had any college education. In 2017, the percentage of students whose first generation status was unknown was approximately 6%. Per Minnesota State convention, the percent of students who are first generation are shown as a percent of students with known status (See Figure 38). Figure 38 Comparison of First Generation Students by Federal and Minnesota Definition (FY) 68% 67% 65% 63% 62% 23% 22% 22% 22% 22% 2013 2014 2015 2016 2017 Fiscal Year First-Gen (FED) % of Known First-Gen (MN) % of Known Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 32

First Generation Federal Definition: Neither parent has a bachelor s degree In 2017, 58% (1,836) of DCTC students of known status came from families where neither parent has a bachelor s degree. This is a slight decrease from previous years. Figure 39 and Table 20 show the number and percentage of enrolled students by federal first generation status. Figure 39 Percent of Enrolled Students by Federal First Generation Status by FY 55% 26% 62% 60% 59% 58% 31% 33% 34% 35% 19% 7% 7% 7% 6% 2013 2014 2015 2016 2017 Fiscal Year % First-Gen (FED) % Not First-Gen (FED) % Unknown Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Table 20 First Generation Status by Federal Definition: Neither Parent Has a Bachelor s Degree by FY First Generation (FED) 2013 2014 2015 2016 2017 First Generation 2672 2411 2219 2094 1836 Not First Generation 1275 1193 1216 1229 1111 Unknown 923 264 261 244 196 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL First Generation Minnesota Definition: Neither parent attended any college In 2017, 21% (659) of DCTC students of known status came from families where neither parent attended any college. This is a slight decrease from previous years. Figure 40 and Table 21 show the number and percentage of enrolled students by Minnesota first generation status. Figure 40 Percent of Enrolled Students by Minnesota First Generation Status by FY 63% 73% 74% 74% 74% 19% 21% 21% 21% 21% 18% 5% 6% 5% 5% 2013 2014 2015 2016 2017 Fiscal Year % First-Gen (MN) % Not First-Gen (MN) % Unknown Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 33

Table 21 First Generation Status by Minnesota Definition: Neither Parent Attended any College by FY First Generation (MN) 2013 2014 2015 2016 2017 First Generation 942 822 768 735 659 Not First Generation 3068 2840 2723 2655 2328 Unknown 860 206 205 177 156 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Underrepresented Status A student is considered underrepresented if he or she fits into at least one of the following categories: (1) student of color; (2) low income; or (3) first generation. Because there are two definitions of first generation, there are two definitions of underrepresented. Minnesota State reports underrepresented status using the Minnesota definition of first generation (neither parent/guardian having attended any college). Approximately 1,000 DCTC students each year have an unknown status that is, the college does not have data about their race, Pell eligibility status, or parents educational attainment. Consequently, the college cannot determine whether they are underrepresented students or not. Per Minnesota State convention, the percent of students who are underrepresented are shown as a percent of students with known status. Underrepresented MN Definition of First Generation In 2017, 54% (1,699) of DCTC students were identified as underrepresented. Figure 41 and Table 22 show the total number and percentage of enrolled underrepresented students by status. Figure 41 Percentage of Students by Underrepresented Status by FY 51% 34% 58% 56% 54% 54% 24% 26% 27% 26% 15% 18% 18% 19% 20% 2013 2014 2015 2016 2017 Fiscal Year % Underrespresented % Not Underrespresented % Unknown Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Table 22 Underrepresented Students by FY Underrepresented 2013 2014 2015 2016 2017 Underrepresented 2484 2245 2055 1925 1699 Not underrepresented 725 714 681 675 619 Unknown 1661 909 960 967 825 Total 4870 3868 3696 3567 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL DCTC 2017 Fact Book Page 34

Average Credit Load by Semester Average credit load is the average number of credits that students register for in a semester. Average credit load has remained relatively flat; Figure 42, Figure 43 and Figure 44 show average credit load for full-time and part-time students by semester. Figure 42 Average Credit Load Summer Semesters 7.5 7.4 7.7 7.6 7.6 3.3 3.3 3.2 3.3 3.3 Summer 2013 Summer 2014 Summer 2015 Summer 2016 Summer 2017 Full-Time Part-Time Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Figure 43 Average Credit Load Fall Semesters 14.8 15.0 15.1 15.4 15.5 6.8 6.5 6.5 6.7 6.8 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Full-Time Part-Time Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL * Fall 2017 data based on 30 th day record; all other semesters use final record DCTC 2017 Fact Book Page 35

Figure 44 Average Credit Load Spring Semesters 14.9 15.2 15.1 15.4 15.5 6.5 6.7 6.5 6.5 6.5 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2017 Full-Time Part-Time Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Admission Status The percentage of students in each admission status has been consistent across fiscal years (see Figure 45 and Table 23). Undergrad regular refers to a student who is pursuing their undergraduate degree without having previously gotten credits from another university/institution. Those individuals who have transferred to DCTC with previous credits are referred to as undergrad transfer. Undergrad previous degree are students who are attending DCTC who already hold a previously attained degree. Postsecondary enrollment options or PSEO are those students who are in high school and are earning credit towards high school graduation while simultaneously earning college credit. High school non-pseo students are those that are attending high school and also getting college credit however, they are paying out of pocket for their enrollment due to not being in the PSEO program. Undergrad Unclassified are those individuals who are not seeking a degree, but are taking college credits. Uncoded responses were those that were left blank. DCTC 2017 Fact Book Page 36

Figure 45 Percentage of Enrollment by Admission Status by FY Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL 2013 2014 2015 2016 2017 Undergrad Regular 30.4% 35.0% 34.8% 33.2% 35.6% Undergrad Transfer 40.0% 46.8% 43.6% 43.4% 44.7% Undergrad Previous Degree 2.4% 3.3% 2.8% 3.4% 3.6% PSEO 1.0% 1.0% 0.8% 1.0% 0.9% High School Non-PSEO 0.4% 0.3% 0.8% 1.2% 1.5% Undergrad Unclassified 25.5% 13.4% 16.7% 16.9% 13.4% Uncoded 0.3% 0.3% 0.5% 0.9% 0.3% Table 23 Unduplicated Headcount of Enrollment by Admission Status by FY Admission Status 2013 2014 2015 2016 2017 Undergrad Regular 1480 1352 1287 1185 1120 Undergrad Transfer 1949 1812 1612 1548 1405 Undergrad Previous Degree 115 127 103 120 114 PSEO 47 38 29 36 27 High School Non-PSEO 19 10 29 43 48 Undergrad Unclassified 1244 519 619 601 421 Uncoded 16 10 17 33 8 Total 4870 3868 3696 3566 3143 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL The average number of credits students register for, broken down by admission status and fiscal year can be seen below. As shown in Table 24, regular, transfer, and PSEO students have the largest average credit load, followed by undergraduate students with a previous degree. Over the past five years, the average credit load has steadily increased from 15 in 2013 to 17.4 in 2017. A full time course load is 30 credits per FY. DCTC 2017 Fact Book Page 37

Table 24 Average Credit Load by Admission Status by FY Admission Status 2013 2014 2015 2016 2017 Undergrad Regular 19.7 20.3 20.1 21.0 21.7 Undergrad Transfer 18.6 18.3 18.3 18.3 18.7 Undergrad Previous Degree 16.1 14.6 14.6 15.1 14.3 PSEO 17.5 17.1 16.6 12.7 16.5 High School Non-PSEO 5.6 7.4 2.3 2.5 3.9 Undergrad Unclassified 3.7 4.5 4.3 4.4 4.3 Uncoded 7.0 6.1 6.0 6.5 6.0 Average for all Types 15.0 16.9 16.3 16.4 17.4 Source: Operational Data, APPSODS_V_DASH_ENROLLMENT_DTL Student Residence Figure 46 gives a visual representation of the ZIP codes DCTC students identify as their residence. The darker blues indicate more individuals with that response. Table 25 shows the number of DCTC students enrolled in fall semesters for the past five years for the top 50 current ZIP codes of residence, in descending order based on the most recent fall. Figure 46 DCTC Fall 2017 Enrollment by ZIP Code Minneapolis-St. Paul Metro Source: Operational Data, DCTC Enrollment tbl Term List, DCTC Residence ZIP * Fall 2017 data based on 30 th Day Record DCTC 2017 Fact Book Page 38

Table 25 Enrollment by ZIP Code of Student Residence ZIP Code Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* 55124 249 265 259 225 191 55024 227 203 205 185 172 55068 196 180 159 163 159 55337 189 169 147 137 141 55044 214 203 146 154 134 55033 175 136 128 112 132 55306 65 60 50 55 59 55122 108 92 86 64 55 55016 42 55 46 46 50 55372 66 48 50 44 50 55057 64 74 70 46 43 55076 62 54 56 45 43 55123 62 53 49 45 43 55378 51 63 55 42 39 55075 37 35 42 47 36 55009 31 32 32 27 34 55125 24 33 24 22 27 55021 17 18 16 15 26 55118 45 32 29 30 26 55379 31 24 37 21 25 55077 29 32 27 19 24 55066 26 23 22 24 22 55121 31 20 20 16 21 55420 20 13 10 16 19 56071 22 17 12 15 19 55423 18 10 16 12 18 55106 13 18 12 17 17 55130 6 6 4 8 17 55431 15 16 7 9 17 54021 24 17 14 12 16 55117 9 14 15 20 13 55119 15 22 17 12 13 55020 14 9 7 10 10 55054 8 7 8 7 10 55109 10 7 7 10 10 55071 10 5 15 8 9 55352 5 6 7 8 9 54016 11 10 7 4 8 54022 8 8 13 9 8 55082 2 5 7 7 8 DCTC 2017 Fact Book Page 39

ZIP Code Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* 55129 11 7 10 10 8 55318 3 5 4 1 8 55343 6 5 6 4 8 55425 5 12 10 8 8 56011 2 4 4 4 8 55025 2 4 3 6 7 55046 13 13 9 8 7 55060 5 8 6 12 7 55104 11 9 10 9 7 55110 5 5 7 6 7 Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_TERM_DATA * Fall 2017 data is based on 30 th day record, all other semesters use final record Top Feeder High Schools Table 26 and Table 28 show the numbers of new first-time and Post-Secondary Enrollment Option (PSEO) students enrolled at DCTC each fall for the past five years for the top 25 feeder high schools, in descending order based on the most recent fall. Among incoming new, first-time students a small number come from Minnesota high schools other than those listed in Table 26. DCTC also enrolls a small number of international students, home schooled students, and GED students (see Table 27 and Table 29). Table 26 New First-time Students Top Feeder High Schools High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Farmington Senior High School 19 22 30 23 27 Hastings High School 28 11 17 24 26 Apple Valley High School 17 17 12 14 21 Rosemount High School 22 17 19 25 20 Eastview High School 13 16 8 14 18 Northfield High School 14 13 5 12 16 Lakeville North Senior High School 10 7 10 12 14 Burnsville Senior High School 22 16 14 20 13 Lakeville South High School 14 14 9 13 13 Henry Sibley High School 6 2 4 6 11 Richfield Senior High School 3 3 1 1 10 New Prague High School 4 12 10 14 9 Park High School 13 9 17 8 9 Eagan High School 2 16 14 8 8 Prescott High School 2 1 6 6 8 Cannon Falls Jr-Senior High School 8 6 9 9 7 Roosevelt High School 0 0 1 1 7 South Saint Paul High School 1 4 5 7 7 Faribault High School 3 2 0 0 6 Prior Lake High School 11 11 9 11 6 Ellsworth High School 4 3 1 1 5 DCTC 2017 Fact Book Page 40

High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Humboldt Secondary School 1 3 0 5 5 Jordan High School 3 0 1 3 5 Shakopee Senior High School 5 3 11 6 5 White Bear Lake High School South 2 0 1 2 5 Subtotal (top 25) 227 208 214 245 281 Total 380 405 398 401 447 Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_TERM_DATA * Fall 2017 data is based on 30 th day record, all other semester use final record Table 27 Other New, First-Time Student Sources High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* GED 43 26 30 17 17 International 11 16 11 16 14 Home School 4 10 7 6 10 Total 58 52 48 39 41 Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_TERM_DATA * Fall 2017 data based on 30 th day record; all other semesters use final record PSEO students are high school students enrolled in college level courses at DCTC. Table 28 shows PSEO students for the top 10 feeder high schools. In addition, Table 29 shows home school PSEO enrolled students. Table 28 PSEO Students Top Feeder High Schools High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Apple Valley High School 1 0 0 1 3 Edvisions Off Campus High School 0 0 0 1 2 Farmington Senior High School 2 0 1 1 2 Hastings High School 2 1 1 1 2 Northfield High School 3 2 3 4 2 Rosemount High School 2 3 3 2 2 Simley High School 0 1 1 0 2 Arcadia Charter School 1 0 1 0 1 Burnsville Alternative High School 0 0 0 0 1 Eagan High School 0 0 0 0 1 Total 15 12 22 12 22 Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_TERM_DATA * Fall 2017 data based on 30 th day record, all other semesters use final record Table 29 PSEO Enrolled Home School Students High School Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2017* Home School 5 3 0 2 4 Source: Operational Data, ODS_CT_ST_MULTIYEAR, APPSODS_V_DASH_ENROLLMENT_DTL, ISRS_ST_TERM_DATA, cohort_pp report * Fall 2017 data based on 30 th day record, all other semesters use final record DCTC 2017 Fact Book Page 41

Awards Granted Table 30 shows how many awards were granted by FY. The Associate of Applied Science (AAS) degree has shown the largest decrease in awards granted, from 466 in 2013 to 366 in 2017. Percentages are calculated as a percentage of the grand total. Table 30 Awards Granted by Type of Degree or Certificate (FY) Award Type 2013 2014 2015 2016 2017 AAS 466 (45%) 460 (45%) 409 (44%) 391 (37%) 366 (38%) AS 41 (4%) 58 (6%) 45 (5%) 55 (5%) 35 (4%) Total Degrees 507 (49%) 518 50%) 454 (49%) 446 (43%) 401 (45%) Certificates 283 (27%) 261 (25%) 262 (28%) 334 (32%) 255 (29%) Diploma 242 (23%) 247 (24%) 220 (24%) 269 (26%) 227 (26%) Grand Total 1032 1026 936 1049 883 Source: EPM 11 STUDENT_ACADEMIC_AWARDS. The number of degrees (see Table 31) and certificates (see Table 32) are shown below. Programs listed only if listed in the FY 2017 course catalog. Programs are sorted in descending for FY 2017. Table 31 Associate Degrees Granted by Program (FY) Program 2013 2014 2015 2016 2017 Heavy Construction Equipment Technology (AAS) 10 12 13 15 27 Accountant (AAS) 36 38 29 28 25 Networking Administration (AAS) 33 32 22 22 25 Electrical Construction and Maintenance Technology (AAS) 11 11 13 20 23 Individualized Studies (AS) 9 17 15 20 19 Biomedical Equipment Technology (AAS) 15 17 17 15 19 Dental Assistant (AAS) 15 13 11 6 18 Automotive Technician (AAS) 15 17 20 12 16 Automotive Service (ASEP) (AAS) 14 12 17 12 15 Management for Technical Professionals (AAS) 25 38 33 27 14 Heavy Duty Truck Technology (AAS) 8 4 8 16 14 Electrical Lineworker (AAS) 14 14 10 13 12 Graphic Design Technology (AAS) 23 18 21 13 12 Architectural Technology (AAS) 0 7 6 13 11 Information Systems Management (AAS) 20 11 4 9 10 Landscape Horticulture (AAS) 12 6 8 4 10 Technical Management (AAS) 0 0 0 3 10 Medical Assistant (AAS) 13 12 14 15 9 Early Childhood and Youth Development (AAS) 8 10 8 10 9 Civil Engineering Technology (AAS) 6 9 13 8 9 Auto Body Collision Technology (AAS) 5 5 6 4 9 Software Development (AAS) 9 6 5 7 8 Patient Care Technician (AAS) 0 0 0 0 8 Early Childhood and Youth Development (AS) 6 7 5 5 7 Photographic Imaging Technology (AAS) 11 9 10 8 6 DCTC 2017 Fact Book Page 42

Program 2013 2014 2015 2016 2017 Business Management (AAS) 0 0 0 5 6 Meeting and Event Management (AAS) 8 11 9 9 5 Multi-Media and Web Page Design (AAS) 13 8 6 7 5 Exercise and Sport Science (AS) 3 10 5 11 4 Interior Design (AAS) 15 11 11 9 4 Child Life Assistant (AAS) 1 5 3 5 4 Medical Administrative Specialist (AAS) 11 6 10 11 3 Executive Assistant (AAS) 9 7 7 6 3 Nanoscience Technology (AAS) 9 5 4 7 2 Photography (AS) 10 5 6 7 2 Applied Visual Arts (AAS) 1 2 2 3 2 Energy Technical Specialist Nuclear (AAS) 1 7 1 2 2 Exercise and Sport Science (AAS) 1 6 3 2 2 Energy Technical Specialist (AAS) 8 8 4 1 2 Health Care Technician (AAS) 0 1 4 11 1 Business Management (AS) 11 16 12 10 1 Supervisory Management (AAS) 9 9 7 7 1 Business Marketing Specialist (AAS) 2 4 4 5 1 Marketing (AS) 2 3 3 2 1 Marketing Design Specialist (AAS) 6 1 3 2 1 Sales Management Specialist (AAS) 1 1 4 1 1 Business Administration (AS) 0 0 0 0 1 Digital Marketing Specialist (AAS) 0 0 0 0 1 Electronic Health Information Management (AAS) 0 0 0 0 1 Source: EPM 11 STUDENT_ACADEMIC_AWARDS. Table 32 Certificates & Diplomas Granted by Program (FY) Major Name 2012 2013 2014 2015 2016 2017 Nursing Assistant (CERT) 151 130 101 96 130 109 Welding Technology (DIP) 24 36 36 50 52 48 Electrical Lineworker (DIP) 37 37 32 27 47 44 Practical Nursing (DIP) 17 41 70 41 49 43 Automotive Maintenance and Light Repair (CERT) 0 0 0 0 15 26 Dental Assistant (DIP) 20 21 27 30 39 24 Medical Assistant (DIP) 17 34 27 31 27 20 Brewing & Beer Steward Technology (CERT) 0 0 0 0 41 18 Supervisory Leadership (CERT) 23 11 20 25 21 17 Heating, Ventilation, Air Conditioning, and Refrigeration (DIP) 0 0 0 0 12 16 Human Resource Development (CERT) 20 14 17 18 17 12 Quality Improvement (CERT) 9 5 6 7 10 10 Early Childhood and Youth Development (CERT) 1 0 4 5 5 8 Electrical Construction and Maintenance Technology (DIP) 9 7 5 7 8 7 DCTC 2017 Fact Book Page 43

Major Name 2012 2013 2014 2015 2016 2017 Business Entrepreneur (CERT) 11 12 14 11 10 6 Meeting and Event Management (CERT) 7 16 13 21 13 5 Photographic Imaging Technology (DIP) 1 0 2 2 1 5 Small Business Entrepreneur (CERT) 0 0 0 0 0 4 Accounting Clerk (DIP) 5 2 1 2 4 3 Automotive Technician (DIP) 13 4 3 6 4 3 Heavy Duty Truck Technology (DIP) 4 5 4 5 1 3 Multi-Cultural Leadership (DIP) 4 5 9 2 6 3 Multi-Cultural Supervision (CERT) 4 8 10 6 6 3 Personal Training (CERT) 7 6 6 3 3 3 Truck Fleet Maintenance (CERT) 4 3 1 0 2 3 Auto Body Collision Technology (DIP) 2 3 1 2 1 2 Brakes, Suspensions and Driveline (CERT) 4 1 0 2 5 2 Desktop Programming (CERT) 0 0 0 0 0 2 Digital Animation (CERT) 0 0 0 1 2 2 Engines and Transmissions (CERT) 3 1 0 2 5 2 Industrial and Energy Plant Maintenance (DIP) 0 0 0 0 1 2 Marketing Communications Specialist (CERT) 0 4 2 1 0 2 PC Technician (CERT) 3 3 1 1 3 2 Photographer Assistant (CERT) 0 0 0 0 0 2 Professional Gardener (CERT) 1 4 4 2 3 2 Web Design (CERT) 0 0 2 0 0 2 Body Technician (CERT) 3 3 2 7 1 1 Commercial Design (CERT) 0 0 0 0 0 1 Digital Imaging Technician (CERT) 0 0 1 1 0 1 Drivability (CERT) 2 1 0 3 6 1 Electrical, Electronics and HVAC (CERT) 3 1 0 3 3 1 Estimator (CERT) 3 1 2 8 1 1 Heavy Construction Equipment Maintenance (CERT) 0 1 0 2 1 1 Interactive Media Design (CERT) 0 1 0 0 0 1 Marketing Design Specialist (DIP) 0 0 0 0 0 1 Medical Administrative Assistant (DIP) 3 0 6 3 3 1 Multi-Cultural Human Resource Management (DIP) 4 4 6 3 5 1 National CDA Training Program (CERT) 3 1 1 0 1 1 Networking Administration (DIP) 1 1 2 0 0 1 Railroad Conductor Technology (CERT) 31 31 28 17 9 1 Sales Specialist (CERT) 3 3 1 2 0 1 Small Business Accounting (CERT) 0 0 0 3 4 1 Web Programming (CERT) 0 0 0 0 0 1 Source: EPM 11 STUDENT_ACADEMIC_AWARDS. DCTC 2017 Fact Book Page 44

Student Outcomes Average Retention, Transfer, Graduation, Transfer-Graduation, and Success Rates Averages shown for the five most recent cohorts for which data is available; 2012-2016 (see Figure 47). Averages for second spring, third fall, and third spring do not include all cohorts as that data is not yet available for the most recent cohorts. Figure 47 Average Retention, Transfer, Graduation, and Success Rates Entering Cohorts 2009-2013 85.4% 73.4% 71.5% 66.0% 65.3% 1st spring 2nd fall 2nd spring 3rd fall 3rd spring Avg. Retained Avg. Transferred Avg. Graduated Avg. Transfer-Graduated Avg. Success Source: EPM 11 Accountability Framework/Student Persistence and Completion. Note: Retention measured from the beginning of the semester; transfer, graduation, transfer-graduation and total success measured at the end of the semester. Retention, Transfer, Graduation, Transfer-Graduation, and Success Minnesota State Accountability Dashboard Entering full-time, degree-seeking students are tracked in cohorts to determine retention, transfer, graduation, and transfer-graduation rates. Cohort years refer to the first fall semester of students entering DCTC, students entering in summer are included in the following fall cohort. The success rate is the percentage of students who have graduated, transferred, transferred and graduated, or have been retained. Table 33 presents outcomes for the five most recent cohorts for which data is available. Outcome rates are shown from first spring through third spring. Table 33 New Full-time Regular and Transfer Students Fall Cohort # in cohort Measure First Spring Second Fall Second Spring Third Fall Third Spring 2012 710 % Retained 79.9% 46.9% 41.1% 16.9% 12.0% % Transferred 1.7% 6.2% 7.0% 11.3% 11.5% % Graduated 16.1% 20.6% 32.4% 38.9% 43.8% % Transfer-Graduated 0.3% 0.6% 0.7% 0.6% 1.1% % Success 84.9% 73.0% 69.3% 63.7% 63.5% 2013 642 % Retained 76.6% 42.8% 36.6% 15.4% 10.3% % Transferred 2.0% 6.4% 7.9% 10.0% 10.6% % Graduated 16.2% 24.1% 37.1% 43.5% 47.2% % Transfer-Graduated 0.0% 0.6% 1.2% 1.4% 2.3% % Success 82.1% 72.0% 69.9% 67.0% 66.5% DCTC 2017 Fact Book Page 45

Fall Cohort # in cohort Measure First Spring Second Fall Second Spring Third Fall Third Spring 2014 636 % Retained 82.7% 42.3% 37.6% 12.9% 8.5% % Transferred 1.4% 8.5% 9.6% 12.6% 12.1% % Graduated 15.4% 23.4% 37.6% 43.6% 46.7% % Transfer-Graduated 0.0% 0.0% 0.9% 1.1% 1.9% % Success 85.7% 72.6% 71.5% 67.6% 66.2% 2015 645 % Retained 82.3% 41.2% 37.5% % Transferred 2.0% 5.9% 7.3% % Graduated 23.4% 29.1% 47.8% % Transfer-Graduated 0.5% 0.8% 1.2% % Success 86.8% 76.0% 75.5% 2016 610 % Retained 82.5% % Transferred 1.5% % Graduated 22.5% % Transfer-Graduated 0.3% % Success 87.9% Source: EPM 11 Accountability Framework, Student Persistence and Completion. Data is not available for shaded cells. Note: Retention measured from the beginning of the semester; transfer, graduation, transfer-graduation and total success measured at the end of the semester. Changes over Time Status at Third Spring From 2012 to 2014, 3 rd spring success rates have been consistent. Rates of retention gradually decreased between 2012 and 2014. Transfer, graduate, and transfer-graduated rates fluctuated slightly over the period. Second Fall Persistence and Completion Rates Minnesota State Accountability Dashboard Underrepresented Students The second fall persistence and completion rate for underrepresented students (MN definition) is a Minnesota State accountability measure. Also known as the success rate, it shows the percent of students who are either persisting at DCTC (retained), have transferred to another institution, or have graduated at the cohort s second fall semester. This measure includes only full-time regular and transfer students who are underrepresented and were new entering students in the summer or fall semester of the indicated year. The point of measurement for student success is determined based on a student s entering (cohort) year. At this time, cohorts are defined as: new/new transfer full-time, degree-seeking students entering in the summer or fall semester of a fiscal year. In the past five years, the student success rate at DCTC ranged from 70% in 2011 to 74% in 2015 (see Figure 48). The data is shown in comparison to the average for Minnesota State 2-year institutions. DCTC 2017 Fact Book Page 46

Figure 48 Underrepresented Students: Second Fall Persistence and Completion for Fist-time Students 73.4% 69.5% 70.2% 71.4% 68.6% 69.5% 70.9% 66.9% 69.3% 67.4% 66.0% 65.5% 65.3% 65.6% 67.3% 66.8% 2008 2009 2010 2011 2012 2013 2014 2015 DCTC Minnesota State 2-year colleges Source: EPM 11 Accountability Framework/Student Persistence and Completion. Note: Retention measured from the beginning of the semester; transfer, graduation and total success measured at the end of the semester. Table 34 shows retention, transfer, graduation, transfer-graduation and success rates for DCTC underrepresented students in comparison to those rates for MN State 2-year colleges. Since 2008, DCTC cohorts have graduated at a higher percentage than the Minnesota State Colleges average. Since 2009, DCTC student success has been higher than the Minnesota State Colleges average. Table 34 Underrepresented Students: Second Fall Persistence and Completion for First-time Students Fall # in Transfer- Institution Retained Transferred Graduated Success Cohort Cohort Graduated 2008 DCTC 315 43.5% 8.9% 16.8% 0.3% 69.5% Minnesota State 2- year colleges 13,070 49.0% 11.3% 9.4% 0.5% 70.2% 2009 DCTC 423 47.3% 9.2% 14.4% 0.5% 71.4% Minnesota State 2- year colleges 17,139 46.9% 10.1% 9.8% 0.6% 67.4% 2010 DCTC 408 41.4% 9.1% 18.1% 0.0% 68.6% Minnesota State 2- year colleges 16,776 46.8% 9.2% 9.0% 1.0% 66.0% 2011 DCTC 403 42.4% 10.7% 16.1% 0.2% 69.5% Minnesota State 2- year colleges 15,050 46.4% 9.0% 9.2% 0.9% 65.5% 2012 DCTC 406 43.1% 7.9% 19.2% 0.7% 70.9% Minnesota State 2- year colleges 14,623 45.7% 9.3% 9.7% 0.5% 65.3% 2013 DCTC 363 38.8% 6.1% 21.5% 0.6% 66.9% Minnesota State 2- year colleges 13,688 45.1% 9.3% 10.6% 0.6% 65.6% 2014 DCTC 349 37.5% 8.6% 23.2% 0.0% 69.3% DCTC 2017 Fact Book Page 47

Fall Cohort Institution # in Cohort Retained Transferred Graduated Transfer- Graduated Success Minnesota State 2- year colleges 12,799 46.9% 9.3% 10.6% 0.5% 67.3% 2015 DCTC 342 37.4% 7.3% 27.5% 1.2% 73.4% Minnesota State 2- year colleges 12,095 45.7% 9.5% 11.0% 0.5% 66.8% Source: EPM 11 Accountability Framework: Persistence and completion, Underrepresented students. Note: Retention measured from the beginning of the semester; transfer, graduation, transfer-graduation and success measured at the end of the semester. Students of Color Another accountability measure is persistence and completion rates for students of color. The overall success rate for students of color at DCTC has been similar to, or slightly higher than the success rate for Minnesota State 2-year colleges as a whole. Figure 49 shows the DCTC and Minnesota State success rates for the past five cohort years for which data are available. Table 35 includes the number of students of color in the last eight entering cohorts and the percentages retained, transferred, or graduated at the second fall semester for DCTC and for Minnesota State colleges. Figure 49 Students of Color Success DCTC vs. Minnesota State 80% 70% 60% 50% 40% 2011 2012 2013 2014 2015 Cohort Year DCTC SOC Minnesota State SOC Source: EPM 11 Accountability Framework: Persistence and completion, Students of Color. Table 35 Students of Color Success DCTC vs. Minnesota State Fall # in Transfer- Cohort Institution Cohort Retained Transferred Graduated Graduated Success 2008 DCTC 111 45.9% 13.5% 10.8% 0.9% 71.2% Minnesota State 2-year colleges 5,277 47.7% 13.2% 7.0% 0.6% 68.6% 2009 DCTC 126 40.5% 14.3% 7.1% 0.0% 61.9% Minnesota State 2-year colleges 6,343 44.3% 12.0% 7.0% 0.5% 63.7% 2010 DCTC 134 35.8% 11.9% 10.4% 0.0% 58.2% Minnesota State 2-year colleges 6,186 43.8% 10.2% 5.7% 0.9% 60.6% DCTC 2017 Fact Book Page 48

Fall # in Transfer- Cohort Institution Cohort Retained Transferred Graduated Graduated Success 2011 DCTC 138 45.7% 12.3% 10.9% 0.7% 69.6% Minnesota State 2-year colleges 5,932 44.4% 10.1% 6.6% 0.7% 61.8% 2012 DCTC 150 47.3% 11.3% 12.7% 0.0% 71.3% Minnesota State 2-year colleges 6,017 44.5% 10.8% 6.3% 0.4% 62.1% 2013 DCTC 117 39.3% 6.0% 13.7% 0.9% 59.8% Minnesota State 2-year colleges 5,894 43.8% 11.3% 7.2% 0.6% 62.9% 2014 DCTC 130 35.4% 14.6% 16.2% 0.0% 66.2% Minnesota State 2-year colleges 5,720 46.6% 10.0% 7.4% 0.6% 64.6% 2015 DCTC 132 37.9% 13.6% 22.7% 0.8% 75.0% Minnesota State 2-year colleges 5,691 44.8% 11.2% 7.7% 0.4% 64.0% Source: EPM 11 Accountability Framework: Persistence and completion, Students of Color. Note: Retention measured from the beginning of the semester; transfer, graduation, transfer-graduation and success measured at the end of the semester. Figure 50 compares persistence and completion rates for students of color (SOC) and White students at DCTC. Overall, White students have higher persistence and completion rates than do SOC. For the fall 2008 cohort, the gap between the combined persistence and completion rate for SOC and White students was 3%. The gap between White students and SOC has fluctuated by cohort with no discernable trend, but has shown a recent uptick. Figure 50 DCTC Persistence and Completion: Students of Color vs. White Students 80% 70% 60% 50% 40% Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Cohort Students of Color White Students Source: EPM 11 Strategic Framework Performance Measures. Completion rates for DCTC SOC have been consistently lower than completion rates for White students (see Figure 51). The difference in completion rates has ranged from 4% in 2007 to 24% in 2013. In the most recent completion data for fall 2014, the percentage difference had closed to 5%. DCTC 2017 Fact Book Page 49

Figure 51 DCTC Completion: Students of Color vs. White Students 70% 60% 50% 40% 30% 20% Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Cohort Students of Color White Students Source: EPM 11 Strategic Framework Performance Measures. Graduate Follow-up Survey (GRFU) DCTC graduates are surveyed within one year of graduation to determine their employment status. Figure 52 shows alumni responses for the past five years. Percentages have fluctuated over this time with employed as the most common response followed by related employment and continuing education. Table 36 gives values for each of the graduation years broken down by status. Figure 52 Graduate Follow Up Survey 52% 44% 24% 48% 42% 38% 38% 37% 31% 61% 55% 25% 51% 45% 31% 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 Graduation Year (AY) Employed Related Employment Continuing Education Source: System Office: Status of Graduates within One Year of Graduation Report. Table 36 Graduate Follow-up Survey Graduating Class Total Graduates Employed In Related Employment Continuing Education 2011-2012 969 508 427 234 2012-2013 1020 488 388 313 2013-2014 1021 426 393 375 2014-2015 936 571 511 238 2015-2016 1051 540 476 325 Source: System Office: Status of Graduates within One Year of Graduation Report. DCTC 2017 Fact Book Page 50

Employer Survey In an effort to better understand the needs of those who employ recent Dakota County Technical College (DCTC) graduates, the Office of Institutional Research conducted a survey among employers of 2015 DCTC graduates. The survey sample included all 2015 DCTC graduates who indicated the following: employment in a field related to their area of study at DCTC, and not self- employed. They self-reported the name, city and state of their employer on the aforementioned graduate follow-up survey. Of the 34 employers who responded to the 2017 survey, all but one employer indicated they would consider hiring a DCTC graduate again (97%). This is a decrease of 3% from 2014 (100%) and an increase of 4% from 2012 (93%) (see Figure 53). Figure 53 Consider Hiring a DCTC Graduate Again Consider Hiring a DCTC Graduate Again 92% 93% 100% 97% 2% 5% 7% 0% 0% 2% 0% 3% (blank) No Yes Source: IR Office Research, Employer Survey Student Engagement and Satisfaction 2010 2012 2014 2017 Community College Survey of Student Engagement (CCSSE) The Community College Survey of Student Engagement (CCSSE) is a national survey that focuses on student engagement (the amount of time and energy that students invest in meaningful educational practices). DCTC first administered the CCSSE in spring 2008, and continues to administer it every other year during spring semester, with the most recent administration in spring 2018. Five key scales, or benchmarks, provide an overview of the critical areas of student engagement: Active and Collaborative Learning, Student Effort, Academic Challenge, Student Faculty Interaction and Support for Learners. DCTC s benchmark scores below are in comparison to the Minnesota State Colleges that participated that year (see Figure 54 and Figure 55). Since the 2010 survey administration, the Minnesota State Colleges cohort has performed higher than DCTC. Minnesota State no longer mandates the administration of the CCSSE every other year, beginning in 2018. DCTC 2017 Fact Book Page 51

Figure 54 DCTC CCSSE Benchmark Areas 60 50 40 Score 30 20 10 0 Active & collaborative learning Student effort Academic challenge Student-faculty interaction Support for learners Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of full-time students. Figure 55 MN Colleges CCSSE Benchmark Areas 60 50 40 DCTC 2008 DCTC 2010 DCTC 2012 DCTC 2014 DCTC 2016 Score 30 20 10 0 Active & collaborative learning Student effort Academic challenge Student-faculty interaction Support for learners MN Colleges 2008 MN Colleges 2010 MN Colleges 2012 MN Colleges 2014 MN Colleges 2016 Source: CCSSE Institutional Report, 2011, 2013, and 2015. Each benchmark score is calculated by averaging the scores on survey items that comprise the benchmark. All means are weighted by full-time and part-time status to compensate for oversampling of full-time students. Student Satisfaction Inventory (SSI) Administered at DCTC in 2015, the Student Satisfaction Inventory (SSI) is a national survey asking students to rate the importance of and their satisfaction with services provided by the school in several areas. Participants, using two seven-point rating scales, rate first the importance (IMP) of the item to the student where 1= not important at all and 7= very important, and rate second their level of satisfaction (SAT) with the item where 1= not satisfied at all and 7= very satisfied. As with the CCSSE, items are aggregated into scales, which receive an overall score between one and seven. The comparison of the scales between DCTC and the national cohort is shown in Figure 56 and Figure 57. DCTC respondents found the items making up the scales overall as more important than the national cohort, and they were also more satisfied. The SSI is scheduled for administration spring semester 2019. DCTC 2017 Fact Book Page 52

Figure 56 Comparison of DCTC and National SSI Scale Importance Ratings Campus Climate 6.08 6.27 Concern for the Individual Service Excellence 6.18 6.06 6.14 6.44 Registration Effectiveness Academic Services Admissions and Financial Aid 6.24 6.35 6.14 6.24 6.16 6.31 Academic Advising/Counseling Safety and Security 6.24 6.1 6.17 6.44 Campus Support Services 5.6 5.92 Responsiveness to Diverse Populations (SAT only) Instructional Effectiveness Student Centeredness 6.27 6.08 6.25 6.51 NATL IMP DCTC IMP Source: DCTC SSI Results. DCTC 2017 Fact Book Page 53

Figure 57 Comparison of DCTC and National SSI Scale Satisfaction Ratings Campus Climate Concern for the Individual Service Excellence 5.34 5.43 5.4 5.65 5.67 5.77 Registration Effectiveness Academic Services 5.53 5.62 5.89 5.96 Admissions and Financial Aid 5.3 5.59 Academic Advising/Counseling Safety and Security 5.23 5.32 5.78 5.79 Campus Support Services 5.11 5.55 Responsiveness to Diverse Populations (SAT only) 5.6 6.03 Instructional Effectiveness Student Centeredness 5.51 5.48 5.71 5.77 NATL SAT DCTC SAT Source: DCTC SSI Results. Federal Reporting In addition to metrics at the Minnesota State level, the federal government also compiles data about the performance of colleges that provide Title IV (financial) aid to students. IPEDS Graduation and Transfer-out Rates Graduation and transfer-out rates within three years (150% of normal time to graduate) are calculated based on cohort groups for new first-time full-time degree and certificate-seeking students who enter DCTC each fall. Data is reported to the US Department of Education Integrated Postsecondary Education Data System (IPEDS) each year, and is part of the Student-Right-to-Know information. Comparison data is provided for similar institutions. See Figure 58 below for a breakdown of these data. DCTC has generally seen higher graduation rates than other similar institutions. It is useful to note that the IPEDS cohorts are smaller than the Minnesota State cohorts used for System reporting. Minnesota State includes transfer students new to the institution in the fall cohort. DCTC 2017 Fact Book Page 54

Figure 58 IPEDS Graduation and Transfer-out Rates by Fall Cohort year using IPEDS Peer Group Comparison 35% 16% 27% 22% 38% 14% 26% 23% 30% 28% 20% 20% 39% 32% 32% 33% 16% 13% 15% 15% DCTC Peers DCTC Peers DCTC Peers DCTC Peers DCTC Peers 2009 Cohort (2013 Report) 2010 Cohort (2014 Report) 2011 Cohort (2015 Report) 2012 Cohort (2016 Report) 2013 Cohort (2017 Report) Graduation Rate Transfer-out Rate Source: IPEDS Feedback Reports. College Scorecard College Scorecard data are compiled by and maintained by the U.S. Department of Education and are provided through their website to help consumers make good decisions about higher education. DCTC s most recent College Scorecard data are shown below (see Figure 59 through Figure 64). Figure 59 DCTC Characteristics DCTC 2017 Fact Book Page 55

Figure 60 Average Annual Cost, Graduation Rate, and Salary After Attending Figure 61 Average Annual Costs by Family Income DCTC 2017 Fact Book Page 56

Figure 62 Financial Aid and Debt Figure 63 Graduation and Retention DCTC 2017 Fact Book Page 57

Figure 64 Earnings After School Gainful Employment Gainful employment data are compiled by the U.S. Department of Education for career training programs offered by colleges across the country. These data are used to help students make more informed decisions about college enrollment and to protect students from career training programs that lead to poor outcomes yet receive taxpayer-funded federal student financial aid. Programs at DCTC that have gainful employment data can be viewed on the website at the program level. An example can be seen by going to the Electrical Lineworker site and scrolling down the page to where the link to the gainful employment report can be found. Programs with <10 graduates during the reporting period will not display data. Accreditation For an institution to be eligible to dispense Title IV (financial) aid, they must be accredited with a regional accrediting agency. For DCTC, that agency is the Higher Learning Commission. DCTC was first accredited in 1996, with its most recent affirmation of accreditation in 2010-2011, and its next reaffirmation of accreditation in 2020-2021. DCTC is on the Open Pathway, one of three pathways institutions have for maintaining their accreditation. DCTC 2017 Fact Book Page 58