Institutional Effectiveness Annual Report

Saddleback College Institutional Effectiveness Annual Report 2008-2009 South Orange County Community College District

Table of Contents 1 Table of Contents Table of Contents... 1 Table of Figures... 2 Table of Tables... 4 Introduction... 6 General Definitions... 7 College Student Profile... 9 Instructional Offerings... 17 Student Progress... 22 First Time College Students... 27 Developmental Education Basic Skills... 31 Basic Skills Math... 34 Basic Skills English... 36 Basic Skills ESL... 39 Workforce Development Career and Technical Education (CTE)... 41 Student Achievement... 44 Transfers... 45 Employee Headcount... 49 References... 60 Acknowledgements... 61

Table of Figures 2 Table of Figures Figure 1: Student Headcount... 9 Figure 2: FTES at Census... 9 Figure 3: Student Age Groups... 10 Figure 4: Gender... 11 Figure 5: Ethnicity... 12 Figure 6: Enrollment Status... 13 Figure 7: Unit Status of Students... 14 Figure 8: Educational Goal... 15 Figure 9: Employment Hours of Students... 16 Figure 10: Instructional Methods of All Sections... 17 Figure 11: Census Enrollment by Instruction Method... 18 Figure 12: Student Headcount by Instructional Method... 18 Figure 13: FTES by Instructional Method... 19 Figure 14: Retention by Instructional Method... 20 Figure 15: Success by Instructional Method... 21 Figure 16: College wide Average Units Attempted & Earned... 22 Figure 17: Average Units Attempted by Enrollment Level... 22 Figure 18: Average Units Earned by Enrollment Level... 23 Figure 19: College wide Retention... 23 Figure 20: Retention by Enrollment Level... 24 Figure 21: College wide Success... 24 Figure 22: Percentage Success by Enrollment Level... 25 Figure 23: College wide Average GPA... 25 Figure 24: Average GPA by Enrollment Level... 26 Figure 25: Headcount of First Time College Students... 27 Figure 26: First Time College Retention & Success... 27 Figure 27: First Time College Units Attempted & Units Earned... 28 Figure 28: First Time College GPA... 28 Figure 29: First Time College Students Feeder High School Districts... 29 Figure 30: Saddleback College Freshmen Pathway... 30 Figure 31: Basic Skills: Census Enrollment... 32 Figure 32: Basic Skills: Unduplicated Headcount... 32 Figure 33: Basic Skills: FTES... 33 Figure 34: Basic Skills: Retention & Success... 33 Figure 35: Basic Skills Math: Census Enrollment... 34 Figure 36: Basic Skills Math: Unduplicated Headcount... 34 Figure 37: Basic Skills Math: FTES... 35 Figure 38: Basic Skills Math: Retention & Success... 35 Figure 39: Basic Skills English & Reading: Census Enrollment... 36

Table of Figures 3 Figure 40: Basic Skills English & Reading: Unduplicated Headcount... 36 Figure 41: Basic Skills English & Reading FTES... 37 Figure 42: Basic Skills English: Retention & Success... 37 Figure 43: Basic Skills English & Reading: Retention & Success... 38 Figure 44: Basic Skills ESL: Census Enrollment... 39 Figure 45: Basic Skills ESL: Unduplicated Headcount... 39 Figure 46: Basic Skills ESL FTES... 40 Figure 47: Basic Skills ESL: Retention & Success... 40 Figure 48: CTE Census Enrollment... 42 Figure 49: CTE Unduplicated Headcount... 42 Figure 50: CTE FTES... 43 Figure 51: CTE Retention & Success... 43 Figure 52: Degrees & Certificates Awarded... 44 Figure 53: Annual Transfers to UC/CSU Campuses... 45 Figure 54: Transfers to ISP and OOS... 47 Figure 55: CCCCO Transfer Rate... 48 Figure 56: Permanent Employees by Classification... 49 Figure 57: Full Time Faculty... 50 Figure 58: Classified Staff... 50 Figure 59: Administrators & Managers... 51 Figure 60: Full Time Faculty Ethnicity... 52 Figure 61: Classified Staff Ethnicity... 53 Figure 62: Administrators & Managers Ethnicity... 54 Figure 63: Full Time Faculty Gender... 55 Figure 64: Classified Staff Gender... 55 Figure 65: Administrators & Managers Gender... 56 Figure 66: Full Time Faculty Age Groups... 57 Figure 67: Classified Staff Age Groups... 58 Figure 68: Administrators & Managers Age Groups... 59

Table of Tables 4 Table of Tables Table 1: Student Age Groups Count... 10 Table 2: Gender Count... 11 Table 3: Ethnicity Counts... 12 Table 4: Enrollment Status Count... 13 Table 5: Unit Status of Student Count... 14 Table 6: Educational Goals Count... 15 Table 7: Employment Hours of Students Count... 16 Table 8: Basic Skills Sections Offered... 31 Table 9: Basic Skills Sections Offered by Division... 31 Table 10: Career and Technical Education (CTE) Sections... 41 Table 11: CTE Sections by Division... 41 Table 12: Degrees & Certificate by Type... 44 Table 13: 5 Years of Transfers from Saddleback College to UC/CSU Campuses... 46

Table of Tables 5

Introduction 6 Introduction Saddleback College s Institutional Effectiveness Annual Report (IEAR) was produced by the South Orange County Community College District s Office of Technology and Learning Services, and developed in collaboration with and guidance from Saddleback College s Educational Planning and Assessment Committee. This is the third year of publishing the IEAR, and the framework and data has evolved under the guidance of college faculty, administrators, and staff. The hope for this report is to provide the most useful information for the college community as it relates to student success and the management of the college. The IEAR presents information about the college s student and employee population, course offerings, enrollment patterns, and key student performance metrics. The IEAR is organized into nine chapters: College Student Profile, Instructional Offerings, First Time College Students, Student Progress, Developmental Education (Basic Skills), Workforce Development (CTE), Student Achievement, Transfers, and Employee Headcount. A secondary purpose of this report is to complement other data and reports, such as the California Community College Chancellor s Office Accountability Reporting for Community Colleges (ARCC). The IEAR also provides a better understanding and deeper analysis of the ARCC data, which is used for accountability and assessment of the college at the state level. The data collected here is generated from the South Orange County Community College District s inform Data Warehouse. In addition to the printed copy of the report, the actual data is continually accessible to the college. Utilizing the queries built to produce this report, Saddleback College s Office of Planning, Research, and Grants can drill into more detail below the high levels of aggregated data this report provides. Lastly, this is an ongoing process. The future structure of this report will respond to the college s need for data that is aligned with major initiatives associated with Strategic Planning, Enrollment Management, Program Reviews, and other major projects on the campus.

General Definitions 7 General Definitions Data Element Basic Skills Census Date CTE Definition Courses that are defined as foundational skills courses generally offered in reading, writing, mathematics, and English as a Second Language, as well as learning skills and study skills, that are necessary for students to succeed in college level courses. This is an official date for reporting enrollment to the state. The census date is determined by the length of the specific section of the course. Positive Attendance and Independent Study courses do not use a Census Date to report enrollment. Career and Technical Education Educational Goal This is a student s educational goal that is captured in the application and can be updated by the student each term when a student registers for classes. The student has a choice of 15 goals from which to choose. Educational Goals are reported in the IEAR in the following 6 categories. The following shows how the goals are categorized. 1. Degree or Certificate 4 yr college student taking courses to meet 4 yr requirements Obtain a non voc degree without transfer Obtain a voc certificate without transfer Obtain two year voc degree without transfer 2. Career Advance in current job/career Discover/develop career interests Maintain license Prepare for a new career 3. GED/Basic Skills Complete credits for high school diploma or GED Improve basic skills 4. Transfer Obtain a bachelor's degree after associates degree Obtain a bachelor's degree without associates degree Obtain a vocational certificate and transfer 5. Personal Development Personal development 6. Undecided Undecided on goal Missing Employment Hours The number of hours a week a student reports he/she is working that term. This is updated each term during registration. Enrollment Count of students in courses (can be duplicated student count )

General Definitions 8 Data Element Enrollment Level Enrollment Status Feeder High School Districts FTES (Full Time Equivalent Student) GPA Headcount Instructional Method ISP and OOS Retention Success Transfer Rate Units Attempted Units Earned Unit Status Definition Categories: Concurrent High School Student = student who is enrolling in college while still enrolled in elementary or secondary education institution. Continuing Student = student continuing from the prior term First Time College Student = student who reported this is his/her first attendance at a college Returning Student = student who report this is his/her first time at SOCCCD, from another college, returning to SOCCCD without attending another college, returning to SOCCCD after absent for a main term This is a student s reported enrollment status for the term. A student is asked if this is his/her first time at a college or is he/she coming from another college, etc. If the student has continually enrolled at the college they are considered a continuing student. High schools located in the geographical areas of the South Orange County Community College District. The high schools are grouped by district and include Capistrano, Irvine, Laguna Beach, Tustin and Saddleback Valley Unified School Districts and in district private high schools. Full time equivalent (FTE) is a way to measure a student's enrollment at an educational institution. An FTES of 1.0 means that the person is equivalent to a full time student. FTES is the equivalent number of Full Time Equivalent Students based on hours of attendance as of the section census date or actual hours for positive attendance. Grade Point Average Count of individuals (unduplicated) This is the mode of instruction by which the course is taught. The main types of instructional methods include classroom (which include lecture, lab, learning center), internet/online or other (which include modes such as directed study or work experience). In State Private and Out of State The rate at which a student is retained in the course through the end of the term. Students are counted if they received a grade notation on their record. The rate calculated for students that received a successful grade (A, B, C, or CR/P) in a course. Students are counted if they received a grade notation on their record. Based on the methodology defined by the California Community College Chancellor s Office. The methodology tracks cohorts of first time college freshmen who completed a minimum of 12 units and enrolled in a transfer level math or English course during enrollment. Each cohort is tracked for subsequent transfer to a four year institution within six years, including UC, CSU, California private and out of state colleges and universities. The number of units a student enrolls in a term. The number of units a student earns in a term. Full time student = Enrolled in 12 or more units as of the section census date Part time student = Enrolled in 0.5 to 11.99 units as of the section census date All zero unit student = Enrolled in all 0 units as of the section census date

College Student Profile 9 College Student Profile Figure 1: Student Headcount 30,000 Student Headcount at Census 25,000 20,000 15,000 10,000 5,000 2004 2005 2006 2007 2008 Saddleback College 23,674 23,184 23,298 23,880 25,655 Student Headcount at Census is the number of unduplicated active students as of the term census date. Figure 2: FTES at Census 7,000.00 6,000.00 5,000.00 4,000.00 3,000.00 2,000.00 1,000.00.00 FTES at Census 2004 2005 2006 2007 2008 Saddleback College 6,383.09 6,553.43 6,409.97 6,228.74 6,718.95 FTES at Census is calculated on the number of full time equivalent students enrolled in a section as of the section census date. The FTES calculation is based on the formulas that are used in the CCFS 320 Report and defined in the California Community College Student Attendance Accounting Manual. The

College Student Profile 10 above numbers represented the existing agreed upon rules for the CCFS 320, which are used in calculating the FTES for all of the data in the inform data warehouse. The percentages and counts of the following figures and tables are based on student headcount as of the term census date. Figure 3: Student Age Groups Student Age Groups 2008 2007 2006 Below 18 18 21 22 29 30 39 40 49 50 59 2005 Over 59 Undefined 2004 0% 20% 40% 60% 80% 100% Table 1: Student Age Groups Count Student Age Groups 2004 2005 2006 2007 2008 Below 18 944 919 880 886 959 18 21 7,594 7,705 7,981 8,214 8,895 22 29 4,183 4,131 4,152 4,276 4,851 30 39 2,430 2,213 2,012 2,101 2,148 40 49 2,128 1,969 1,738 1,774 1,807 50 59 1,432 1,378 1,386 1,407 1,535 Over 59 4,950 4,844 5,132 5,212 5,450 Undefined 13 25 17 10 10 Total 23,674 23,184 23,298 23,880 25,655

College Student Profile 11 Figure 4: Gender Gender 2008 Female Male 2007 Decline 2006 2005 2004 0% 20% 40% 60% 80% 100% Table 2: Gender Count Gender 2004 2005 2006 2007 2008 Female 14,389 13,997 14,027 14,300 15,262 Male 9,271 9,171 9,212 9,473 10,214 Decline 14 16 59 107 179 Total 23,674 23,184 23,298 23,880 25,655

College Student Profile 12 Figure 5: Ethnicity Ethnicity White, Non Hispanic 2008 2007 2006 2005 2004 Declined to State/Undefined Hispanic/Latino Asian Other Non White Black, African American Middle Eastern American Indian, Alaskan Native Pacific Islander 0% 20% 40% 60% 80% 100% Table 3: Ethnicity Counts Student Ethnicity 2004 2005 2006 2007 2008 American Indian, Alaskan Native 95 98 115 112 141 Asian 2,061 1,922 1,930 2,128 2,367 Black, African American 284 296 258 294 353 Hispanic/Latino 2,505 2,293 2,292 2,643 2,956 Middle Eastern 453 448 414 345 298 Other Non White 235 247 244 319 408 Pacific Islander 121 89 91 116 126 White, Non Hispanic 13,303 12,259 12,000 12,871 14,257 Decline to state/undefined 4,617 5,532 5,954 5,052 4,749 Total 23,674 23,184 23,298 23,880 25,655

College Student Profile 13 Figure 6: Enrollment Status Enrollment Status 2008 Continuing Student Returning Student 2007 2006 2005 First Time College Student Concurrent High School Student Other 2004 0% 20% 40% 60% 80% 100% Table 4: Enrollment Status Count Enrollment Status 2004 2005 2006 2007 2008 Continuing Student 17,434 16,332 15,773 16,300 17,395 Returning Student 3,610 3,452 4,279 4,307 4,814 First Time College Student 2,147 2,934 2,823 2,869 2,963 Concurrent High School Student 459 441 366 390 476 Other 24 25 57 14 7 Total 23,674 23,184 23,298 23,880 25,655

College Student Profile 14 Figure 7: Unit Status of Students Unit Status of Students 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% ALL 0 UNITS FULL TIME PART TIME WITHDREW/DROPPED ALL CLASSES Table 5: Unit Status of Student Count Unit Status of Students 2004 2005 2006 2007 2008 All Zero Units 4,237 4,308 4,854 4,676 4,858 Full Time (12 or more units) 6,455 6,566 6,535 6,899 7,402 Part Time (Less than 12 units) 12,731 11,979 11,612 11,915 12,956 Withdrew/Dropped All Classes 251 331 297 390 439 Total 23,674 23,184 23,298 23,880 25,655

College Student Profile 15 Figure 8: Educational Goal Educational Goal 2008 Transfer Personal Development 2007 2006 2005 Undecided Career Vocational Certificate/Transfer GED/Basic Skills Degree or Certificate 2004 0% 20% 40% 60% 80% 100% Table 6: Educational Goals Count Educational Goal 2004 2005 2006 2007 2008 Transfer 6,870 6,958 7,557 8,323 9,266 Personal Development 6,670 6,464 6,293 5,944 5,864 Undecided 2,207 2,112 2,321 2,820 3,603 Career 4,565 4,267 3,635 3,324 3,441 Vocational Certificate/Transfer 1,757 1,708 1,531 1,414 1,301 GED/Basic Skills 648 713 973 1,025 1,115 Degree or Certificate 957 962 988 1,030 1,065 Total 23,674 23,184 23,298 23,880 25,655

16 Figure 9: Employment Hours of Students Employment Hours of Students 2008 2007 None 1 9 Hours 10 19 Hours 20 29 Hours 30 39 Hours 2006 40 or more Unknown 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Table 7: Employment Hours of Students Count Employment Hours Per Week 2004 2005 2006 2007 2008 None 8,985 8,539 8,528 8,056 8,291 1 9 Hours 1,069 1,101 1,143 1,356 1,559 10 19 Hours 2,484 2,416 2,404 2,626 3,006 20 29 Hours 3,694 3,635 3,716 3,751 3,913 30 39 Hours 2,198 2,221 2,135 2,189 2,304 40 or more 4,175 4,035 3,922 4,144 4,186 Unknown 1,069 1,237 1,450 1,758 2,396 Total 23,674 23,184 23,298 23,880 25,655

Instructional Offerings 17 Instructional Offerings Saddleback College offers 112 associate in arts degrees, 92 associate of science degrees, and 89 certificates of achievement, 3 certificates of completion and 26 occupational skills awards for a total of 322 degrees and certificates. Instructional Methods are grouped by the following Instructional Method Descriptions: 1. Classroom: Lecture, Lab, Lecture/Lab Combo, Learning Lab 2. TV/Radio: DE (Video & Audio descriptions) 3. Internet: DE(Internet), Hybrid 4. Other: Directed Study, Discussion/Seminar, Field Trip, Other Independent Study, Work Experience The percentages and counts of the following figures and tables are based on the section counts as of the end of the term and cancelled sections are excluded. Figure 10: Instructional Methods of All Sections Instructional Method of all sections 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 Classroom 1,768 1,750 1,750 1,760 1,818 TV/Radio 27 23 22 10 11 Internet 55 96 135 184 234 Other 76 86 54 34 32

Instructional Offerings 18 Figure 11: Census Enrollment by Instruction Method Census Enrollment by Instruction Method 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 Classroom 60,376 58,676 57,795 58,021 61,937 TV/Radio 1,634 1,401 1,015 320 432 Internet 2,096 3,302 5,062 7,682 8,804 Other 249 223 116 89 76 Figure 12: Student Headcount by Instructional Method Student Headcount by Instruction Method 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 Classroom 22,767 21,996 21,871 22,010 23,468 TV/Radio 1,274 1,027 775 312 389 Internet 1,554 2,362 3,147 4,438 5,207 Other 191 155 94 83 74

Instructional Offerings 19 Figure 13: FTES by Instructional Method FTES by Instruction Method 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 Classroom 6,650.68 6,262.13 6,266.32 6,223.37 6,583.49 TV/Radio 167.87 146.31 104.85 32.00 43.70 Internet 200.54 322.57 503.06 778.24 888.94 Other 16.30 14.45 7.48 5.09 4.78

Instructional Offerings 20 Figure 14: Retention by Instructional Method Retention by Instruction Method 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004 2005 2006 2007 2008 Classroom 88.00% 89.28% 89.75% 89.51% 90.74% Internet 86.59% 86.05% 85.49% 85.63% 88.84% TV/Radio 79.96% 83.13% 84.56% 77.19% 79.35% Other 93.45% 96.31% 93.75% 88.35% 85.23% Definition of Retention: Student is retained in the course to the end of the term. Students are counted if they received a grade notation. Retention Rate: (Numerator) Number of Students with A, B, C, D, F, CR (P), NC (NP), I (Denominator)Number of Students with A, B, C, D, F, CR (P), NC (NP), W, I

Instructional Offerings 21 Figure 15: Success by Instructional Method Success by Instruction Method 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2004 2005 2006 2007 2008 Classroom 72.04% 72.35% 72.61% 72.45% 73.26% TV/Radio 54.47% 53.52% 53.04% 60.70% 55.92% Internet 66.44% 65.19% 59.28% 59.02% 63.84% Other 74.55% 79.26% 80.47% 77.67% 80.68% Definition of Success: Student succeeds in the course. Students are counted if they received a grade notation. Success Rate: (Numerator) Number of Students with A, B, C, CR (P) (Denominator)Number of Students with A, B, C, D, F, CR (P), NC (NP), W, I

Student Progress 22 Student Progress Figure 16: College wide Average Units Attempted & Earned 9.00 8.00 7.00 6.00 5.00 4.00 3.00 2.00 1.00.00 College wide Average Units Attempted & Earned 2004 2005 2006 2007 2008 Units Attempted 7.37 7.42 7.54 7.59 7.79 Units Earned 6.65 6.60 6.66 6.63 6.79 Figure 17: Average Units Attempted by Enrollment Level Average Units Attempted by Enrollment Level 12.00 10.00 8.00 6.00 4.00 2.00.00 2004 2005 2006 2007 2008 First Time College Student 8.77 9.46 9.31 9.40 9.72 Concurrent High School Student 3.98 4.01 3.93 4.08 4.18 Continuing Student 7.81 7.60 7.93 8.04 8.21 Returning Student 4.93 5.18 5.36 5.22 5.54

Student Progress 23 Figure 18: Average Units Earned by Enrollment Level Average Units Earned by Enrollment Level 9.00 8.00 7.00 6.00 5.00 4.00 3.00 2.00 1.00.00 2004 2005 2006 2007 2008 First Time College Student 7.61 8.22 7.87 7.68 8.04 Continuing Student 7.13 6.90 7.21 7.24 7.34 Returning Student 4.21 4.30 4.43 4.35 4.62 Concurrent High School Student 3.74 3.80 3.65 3.69 3.95 Figure 19: College wide Retention College wide Retention 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2004 2005 2006 2007 2008 Retention 87.74% 88.95% 89.27% 88.92% 90.37%

Student Progress 24 Figure 20: Retention by Enrollment Level Retention by Enrollment Level 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2004 2005 2006 2007 2008 Concurrent High School Student 92.25% 92.05% 91.25% 94.02% 95.60% Continuing Student 88.07% 88.97% 89.44% 89.02% 90.22% First Time College Student 87.56% 89.35% 89.52% 88.69% 91.42% Returning Student 85.50% 87.86% 88.05% 88.45% 89.36% Figure 21: College wide Success 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% College wide Success 0.00% 2004 2005 2006 2007 2008 Success 72.04% 72.35% 72.61% 72.45% 73.45%

Student Progress 25 Figure 22: Percentage Success by Enrollment Level Percentage Success by Enrollment Level 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2004 2005 2006 2007 2008 Concurrent High School Student 81.46% 79.38% 76.24% 78.41% 81.99% Continuing Student 73.04% 73.15% 73.51% 73.49% 74.22% Returning Student 67.31% 66.56% 67.04% 67.03% 68.63% First Time College Student 64.56% 68.37% 65.59% 63.13% 66.18% Figure 23: College wide Average GPA 4.00 College wide Average GPA 3.50 3.00 2.50 2.00 1.50 1.00.50.00 2004 2005 2006 2007 2008 Average GPA 2.76 2.72 2.67 2.66 2.67

Student Progress 26 Figure 24: Average GPA by Enrollment Level 3.50 3.00 2.50 2.00 1.50 1.00.50.00 Concurrent High School Student Average GPA by Term 2004 2005 2006 2007 2008 3.06 2.95 3.05 2.89 3.07 Continuing Student 2.78 2.80 2.76 2.77 2.74 Returning Student 2.80 2.73 2.71 2.69 2.73 First Time College Student 2.33 2.41 2.27 2.17 2.23

First Time College Students 27 First Time College Students First time college students are defined by the field in the application that asks for their enrollment status being First time college student and under 30 years of age in the reported term. Figure 25: Headcount of First Time College Students 3,000 2,500 2,000 1,500 1,000 500 First Time College Students 2004 2005 2006 2007 2008 First Time College Student 1,812 2,646 2,473 2,569 2,702 Figure 26: First Time College Retention & Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% First Time College Students Retention & Success 2004 2005 2006 2007 2008 Retention 87.85% 89.35% 89.46% 88.62% 91.40% Success 64.60% 68.18% 65.47% 63.04% 66.23%

First Time College Students 28 Figure 27: First Time College Units Attempted & Units Earned 12.00 First Time College Students Average Units Attempted & Units Earned 10.00 8.00 6.00 4.00 2.00.00 2004 2005 2006 2007 2008 Units Attempted 9.43 9.77 9.72 9.66 9.93 Units Earned 8.19 8.49 8.24 7.94 8.21 Figure 28: First Time College GPA First Time College GPA 4.00 3.50 3.00 2.50 2.00 1.50 1.00.50.00 2004 2005 2006 2007 2008 First Time College GPA 2.29 2.40 2.25 2.17 2.22

First Time College Students 29 Figure 29: First Time College Students Feeder High School Districts 2.9% First Time College Students from Feeder High School Districts 1.2% 2008 0.7% 0.2% CAPISTRANO USD 23.2% 29.4% 42.4% OTHER District or Out of State SADDLEBACK VALLEY USD In District PRIVATE FEEDER IRVINE USD LAGUNA BEACH USD Note: The data field that is used for reporting the last high school a student attended is captured in the CCCApply application. Over the last academic year a problem was identified with this field. Colleges using CCCApply have seen much of their high school data as undefined. In our chart above the large representation of the Other District/Out of State illustrates this issue. These students cannot be mapped to feeder high schools so they are grouped into Other District/Out of State. The company that maintains CCCApply is addressing the issue of high school data and it is hope that there will be improved data in the next publication of the IEAR.

First Time College Students 30 The California Postsecondary Education Commission s Freshmen Pathways allows the user to study the relationship of First Time Freshmen between California public colleges and California high schools. A "conduit" or "pathway" exists between high schools and colleges. Feeder high schools and high schools that consistently send a larger number of students to specific colleges are identified as having large conduits or pathways. In the graph below represents the number of the graduates from four local feeder school districts that enrolled at Saddleback College in their freshmen year. The percentage represents the ratio of graduates that attended Saddleback out of all the graduates that enrolled in any public institution in California. Figure 30: Saddleback College Freshmen Pathway Saddleback College Freshmen Pathway 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 2004 2005 2006 2007 2008 Capistrano USD 48.65% 54.23% 55.48% 52.66% 55.96% Saddleback Valley USD 39.45% 39.57% 41.95% 41.33% 40.45% Irvine USD 3.38% 2.92% 3.02% 4.01% 2.47% Tustin USD 1.21% 1.85% 0.88% 0.90% 0.66% Source: California Postsecondary Education Commission http://www.cpec.ca.gov/onlinedata/freshmenpathway.asp

Developmental Education Basic Skills 31 Developmental Education Basic Skills Basic skills are those foundation skills in reading, writing, mathematics, and English as a Second Language, as well as learning skills and study skills, which are necessary for students to succeed in college level work. 1 Basic Skills courses are defined by the curriculum code (CB08), Basic Skills Status. Basic Skills courses are coded as a P (course is a designated pre collegiate basic skills course) or B (course is a basic skills course). Table 8: Basic Skills Sections Offered 2004 2005 2006 2007 2008 Percentage of Basic Skills Section Offered 8% 8% 9% 9% 9% Number of Basic Skills Sections Offered 158 160 181 180 179 Total Number of Sections 1,926 1,955 1,961 1,988 2,095 Table 9: Basic Skills Sections Offered by Division 2004 2005 2006 2007 2008 Basic Skills Section Offered by Division 158 160 181 180 179 Counseling and Special Programs 7 6 8 6 8 Liberal Arts 136 139 158 159 156 Math, Science, and Engineering 15 15 15 15 15 1 Basic Skills as a Foundation for Student Success in California Community Colleges, 2007, p.13

Developmental Education Basic Skills 32 Figure 31: Basic Skills: Census Enrollment 4,500 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 Basic Skills Census Enrollment Basic Skills Census Enrollment 2004 2005 2006 2007 2008 3,360 3,497 3,732 3,674 3,882 Figure 32: Basic Skills: Unduplicated Headcount Basic Skills Unduplicated Headcount 2,500 2,000 1,500 1,000 500 2004 2005 2006 2007 2008 Basic Skill Headcount 1,893 1,944 1,938 1,894 1,956

Developmental Education Basic Skills 33 Figure 33: Basic Skills: FTES 400.00 350.00 300.00 250.00 200.00 150.00 100.00 50.00.00 Basic Skills FTES 2004 2005 2006 2007 2008 Basic Skills FTES 283.92 298.03 295.99 284.26 305.36 Figure 34: Basic Skills: Retention & Success Basic Skills Percent Retain and Percent Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 2004 2005 2006 2007 2008 Percent Retention 87.07% 87.27% 90.12% 84.85% 91.28% Percent Success 61.56% 61.38% 63.85% 60.94% 68.44%

Developmental Education Basic Skills 34 Basic Skills Math Figure 35: Basic Skills Math: Census Enrollment 800 700 600 500 400 300 200 100 Basic Skills Math Census Enrollment 2004 2005 2006 2007 2008 Census Enrollment 643 634 624 646 666 Figure 36: Basic Skills Math: Unduplicated Headcount 800 700 600 500 400 300 200 100 Basic Skills Math Unduplicated Headcount 2004 2005 2006 2007 2008 Unduplicated Headcount 643 633 624 646 666

Developmental Education Basic Skills 35 Figure 37: Basic Skills Math: FTES Basic Skills Math FTES 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00.00 2004 2005 2006 2007 2008 FTES 66.23 65.42 64.08 67.15 68.67 Figure 38: Basic Skills Math: Retention & Success Basic Skills Math Percent Retain and Percent Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 2004 2005 2006 2007 2008 Percent Retention 84.50% 85.64% 85.03% 84.05% 87.16% Percent Success 56.61% 52.03% 51.98% 53.29% 57.30%

Developmental Education Basic Skills 36 Basic Skills English Figure 39: Basic Skills English & Reading: Census Enrollment 1,600 1,400 1,200 1,000 800 600 400 200 Basic Skills English & Reading Census Enrollment 2004 2005 2006 2007 2008 Total for English 1,127 1,226 1,270 1,257 1,351 English 326 314 325 308 366 English (Reading) 801 912 945 949 985 Figure 40: Basic Skills English & Reading: Unduplicated Headcount 1,000 Basic Skills English & Reading Unduplicated Headcount 800 600 400 200 2004 2005 2006 2007 2008 Total for English 714 760 779 762 774 English 325 314 325 308 366 English (Reading) 403 457 471 473 482

Developmental Education Basic Skills 37 Figure 41: Basic Skills English & Reading FTES Basic Skills English & Reading FTES 150.00 100.00 50.00.00 2004 2005 2006 2007 2008 Saddleback College 98.82 105.18 97.49 96.06 104.43 English 44.15 43.35 34.03 32.39 38.69 English (Reading) 54.67 61.83 63.46 63.66 65.74 Figure 42: Basic Skills English: Retention & Success Basic Skills English Percent Retain and Percent Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 2004 2005 2006 2007 2008 Percent Retention 86.24% 86.21% 89.70% 83.11% 94.78% Percent Success 73.83% 68.62% 72.43% 68.24% 79.42%

Developmental Education Basic Skills 38 Figure 43: Basic Skills English & Reading: Retention & Success Basic Skills English Reading Percent Retain and Percent Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 2004 2005 2006 2007 2008 Percent Retention 86.71% 88.74% 89.56% 89.09% 95.63% Percent Success 63.10% 68.74% 65.88% 66.93% 74.69%

Developmental Education Basic Skills 39 Basic Skills ESL Figure 44: Basic Skills ESL: Census Enrollment 1,750 Basic Skills ESL Census Enrollment 1,500 1,250 1,000 750 500 250 2004 2005 2006 2007 2008 Census Enrollment 1,361 1,424 1,340 1,269 1,308 Figure 45: Basic Skills ESL: Unduplicated Headcount 800 700 600 500 400 300 200 100 Basic Skills ESL Unduplicated Headcount 2004 2005 2006 2007 2008 Unduplicated Headcount 606 651 605 580 603

Developmental Education Basic Skills 40 Figure 46: Basic Skills ESL FTES Basic Skills ESL FTES 140.00 120.00 100.00 80.00 60.00 40.00 20.00.00 2004 2005 2006 2007 2008 FTES 105.66 116.66 111.85 99.92 106.11 Figure 47: Basic Skills ESL: Retention & Success Basic Skills ESL Percent Retain and Percent Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% 2004 2005 2006 2007 2008 Percent Retention 90.33% 84.04% 93.87% 72.46% 77.87% Percent Success 65.14% 70.03% 73.01% 56.42% 58.74%

Workforce Development Career and Technical Education (CTE) 41 Workforce Development Career and Technical Education (CTE) Career and Technical Education in the community college system is responsive to the needs of new, incumbent, and transitional workers. It provides open access to career preparation through noncredit programs, for credit certificate and degree programs leading directly to employment, transfer programs that prepare students for transition to four year institutions and programs to enhance skills of incumbent workers, and for retraining of incumbent and re entering workers. 2 There are several areas that the state has defined as key programs to CTE: Credit Bearing Occupational Programs, Non credit Instruction, Community Based Apprenticeship, Tech Prep Programs, and Contract Education. Saddleback College offers 89 Certificates of Achievement and 26 Occupational Skills Awards for Vocational Programs. The Certificate of Achievements requires completing at least 18 units of coursework and the Occupational Skills Awards requires completing between 6 to 17 units. For the purposes of this report the courses defined here under CTE are the Student Accountability Model (SAM) codes in Curriculum of A (Apprenticeship), B (Advanced Occupational), C (Clearly Occupational) and D (Possibly Occupational). Table 10: Career and Technical Education (CTE) Sections 2004 2005 2006 2007 2008 Percentage of CTE Sections 25% 25% 25% 24% 25% Number of CTE Sections 487 482 487 476 523 Total Number of Sections 1,926 1,955 1,961 1,988 2,095 Table 11: CTE Sections by Division 2004 2005 2006 2007 2008 CTE Sections Offered by Division 487 482 487 476 523 Advanced Technology 170 171 176 190 195 Business Science 136 128 128 123 134 Counseling & Special Programs 2 2 2 2 2 Emeritus Institute 11 13 14 12 11 Health Sciences & Human Services 122 121 124 105 121 Liberal Arts 11 9 14 10 12 Math, Science, & Engineering 13 11 Social & Behavioral Science 22 27 29 34 48 2 2008 2012 California State Plan for Career Technical Education, p. 14 20

Workforce Development Career and Technical Education (CTE) 42 Figure 48: CTE Census Enrollment 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 CTE Census Enrollment 2004 2005 2006 2007 2008 Census Enrollment 13,967 13,355 12,924 13,109 14,573 Figure 49: CTE Unduplicated Headcount 10,000 CTE Unduplicated Headcount 8,000 6,000 4,000 2,000 2004 2005 2006 2007 2008 Unduplicated Headcount 8,571 8,206 7,863 8,014 8,820

Workforce Development Career and Technical Education (CTE) 43 Figure 50: CTE FTES CTE FTES 2,000.00 1,600.00 1,200.00 800.00 400.00.00 2004 2005 2006 2007 2008 FTES 1,636.18 1,539.51 1,513.71 1,547.84 1,681.20 Figure 51: CTE Retention & Success 100.00% 80.00% 60.00% 40.00% 20.00% 0.00% CTE Percent Retain and Percent Success 2004 2005 2006 2007 2008 Percent Retention 89.58% 90.41% 91.60% 90.77% 91.98% Percent Success 74.48% 73.47% 74.96% 74.61% 75.52%

Student Achievement 44 Student Achievement Figure 52: Degrees & Certificates Awarded 1,400 Degrees and Certificates Awarded 1,200 1,000 800 600 400 200 2006 2007 2007 2008 2008 2009 Degrees (AA/AS) 940 1,136 1,006 Certificates 441 566 1,260 *In 2008 2009 the California Community College Chancellor's Office allowed colleges to report IGETC, CSUGE, and General Studies certificates; this attributes to the spike in the number of certificates awarded as shown in this academic year. Table 12: Degrees & Certificate by Type Saddleback College 2006 2007 2007 2008 2008 2009 Associate in Arts 779 954 835 Associate in Science 161 182 171 Certificate of Achievement 308 404 1,074 Occupational Skills Awards & Certificate of Completion 133 162 186 Total 1,381 1,702 2,266

Transfers 45 Transfers Figure 53: Annual Transfers to UC/CSU Campuses Annual Transfers to UC/CSU Campuses 1400 1200 1000 800 600 400 200 0 2004 05 2005 06 2006 07 2007 08 2008 09 Total Transfer to UC/CSU 1133 1059 1151 1132 1160 CSU 841 775 846 830 811 UC 292 284 305 302 349

Transfers 46 Table 13: 5 Years of Transfers from Saddleback College to UC/CSU Campuses Majority of the Transfers from Saddleback College To Campuses of the University of California and California State University Top Transfer Institutions 2003 04 2004 05 2005 06 2006 07 2007 08 2008 09 California State University, Fullerton 400 482 426 435 424 462 University of California, Irvine 115 119 130 118 113 121 California State University, Long Beach 122 130 133 174 119 100 University of California, Los Angeles 56 59 63 67 78 79 San Diego State University 45 48 72 79 84 58 San Francisco State University 44 27 26 27 19 52 University of California, San Diego 30 26 39 42 34 50 California State Polytechnic University, Pomona 23 26 24 26 33 32 University of California, Berkeley 33 32 22 30 23 32 University of California, Santa Barbara 24 32 10 21 32 31 California State University, San Marcos 23 24 16 24 32 24 Humboldt State University 13 12 7 8 9 15 California State University, Northridge 7 10 10 12 16 13 University of California, Riverside 4 6 9 10 4 13 University of California, Santa Cruz 8 11 8 13 12 13 University of California, Davis 7 7 2 4 4 9 California State University, Dominguez Hills 4 11 7 9 6 8 San José State University 6 11 3 3 10 8 California State University, Los Angeles 1 10 8 8 7 7 California State University, Chico 10 17 5 7 14 6 California State University, Sacramento 5 2 3 2 7 5 Source: California Postsecondary Education Commission www.cpec.ca.gov

Transfers 47 Figure 54: Transfers to ISP and OOS Transfer to In State Private (ISP) and Out of State Private Institutions (OOS) 1200 1000 800 600 400 200 0 2004 05 2005 06 2006 07 Total 439 461 552 OOS 179 189 243 ISP 260 272 309 Source: CCCCO Research and Planning Office, California Community College (CCC) Transfers to In State Private (ISP) and Out of State (OOS) Four Year Institutions Report, March 2009.

48 The California Community Colleges Chancellor s Research Office has developed a methodology for calculating transfer rates that has been recognized statewide. The methodology tracks cohorts of firsttime college freshmen who completed a minimum of 12 units and enrolled in a transfer level Math or English course. The actual Transfer Rate is based on how many students in the cohort actually transfer to a 4 year college or university. Figure 55: CCCCO Transfer Rate 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% CCCO Transfer Rate 1998 99 to 2003 04 1999 00 to 2004 05 2000 01 to 2005 06 2001 02 to 2006 07 2002 03 to 2007 08 Saddleback College 47.99% 49.53% 49.79% 48.30% 50.36% Source: CCCCO Research and Planning Office, October 2009

Employee Headcount 49 Employee Headcount The following figures and charts use a permanent employee headcount as of the fall term. The fall headcount period is an unduplicated count of employees by employee classification who were employed at the college from August to December of the calendar year. Figure 56: Permanent Employees by Classification Permanent Employees by Classification 600 500 400 300 200 100 Total Permanent Employees 2004 2005 2006 2007 2008 471 514 523 523 536 Classified 240 257 267 269 270 Full Time Faculty 197 216 216 216 229 Administrators and Managers 34 41 40 38 37

Employee Headcount 50 Figure 57: Full Time Faculty 300 Full Time Faculty 250 200 150 100 50 2004 2005 2006 2007 2008 Full Time Faculty 197 216 216 216 229 Figure 58: Classified Staff 300 Classified Staff 250 200 150 100 50 2004 2005 2006 2007 2008 Classified Staff 240 257 267 269 270

Employee Headcount 51 Figure 59: Administrators & Managers Administrators and Managers 50 40 30 20 10 Administrators and Managers 2004 2005 2006 2007 2008 34 41 40 38 37

Employee Headcount 52 Figure 60: Full Time Faculty Ethnicity Full Time Faculty Ethnicity 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 White 164 181 182 179 188 Hispanic 11 12 12 13 15 Asian or Pacific Islander 11 12 11 13 13 African American 8 8 8 8 8 American Indian or Alaskan Native 3 3 3 3 3 No Answer 2

Employee Headcount 53 Figure 61: Classified Staff Ethnicity Classified Staff Ethnicity 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 White 165 171 179 176 175 Hispanic 49 53 52 52 50 Asian or Pacific Islander 6 15 17 21 22 African American 13 11 9 10 10 American Indian or Alaskan Native 4 3 3 3 3 No Answer 3 4 7 7 10

Employee Headcount 54 Figure 62: Administrators & Managers Ethnicity Administrators and Managers 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 White 27 31 30 30 31 Hispanic 2 4 3 3 3 African American 2 3 3 2 1 Asian or Pacific Islander 2 2 2 3 1 American Indian or Alaskan Native 1 1 2 1

Employee Headcount 55 Figure 63: Full Time Faculty Gender Full Time Faculty Gender 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 Female 106 116 117 119 128 Male 91 100 99 97 101 Figure 64: Classified Staff Gender Classified Staff Gender 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 Female 137 145 156 152 151 Male 103 112 111 117 119

Employee Headcount 56 Figure 65: Administrators & Managers Gender Administrators and Managers Gender 2008 2007 2006 2005 2004 0% 20% 40% 60% 80% 100% 2004 2005 2006 2007 2008 Female 17 20 21 19 19 Male 17 21 19 19 18

Employee Headcount 57 Figure 66: Full Time Faculty Age Groups Faculty Age Groups 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 21 30 7 7 8 6 8 31 40 24 27 25 29 31 41 50 45 52 45 41 44 51 60 95 97 98 94 92 61 70 26 33 40 44 51 Over 70 2 3

Employee Headcount 58 Figure 67: Classified Staff Age Groups Classified Staff Age Groups 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 21 30 15 25 24 29 27 31 40 30 31 35 36 38 41 50 79 79 82 75 74 51 60 85 90 92 91 90 61 70 25 26 29 32 35 Over 70 6 6 5 6 6

59 Figure 68: Administrators & Managers Age Groups Administrators and Managers Age Groups 2008 2007 2006 2005 2004 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2004 2005 2006 2007 2008 21 30 1 31 40 1 3 5 5 4 41 50 9 10 9 7 8 51 60 21 22 21 19 17 61 70 3 5 5 7 8

References 60 References California Community College Chancellor s Office. (March 2009). California Community College (CCC) Transfers to In State Private (ISP) and Out of State (OOS) Four Year Institutions in 2006 2007. Retrieved February 2010 from http://www.cccco.edu/portals/4/tris/research/reports/isp_oos_report_2006 07.pdf California Community College Chancellor s Office, Student Attendance Accounting Manual. (2001). Addendum Concerning Academic Calendars, Course Scheduling, and Related Topics. (Sept. 2008). Retrieved February 2010 from: http://www.cccco.edu/chancellorsoffice/divisions/financefacilities/fiscalservices/allocationss ection/studentattendanceaccountingmanual/tabid/833/default.aspx California Department of Education. (2008). 2008 2012 California State Plan for Career Technical Education. (pp. 14 20) Retrieved February 2010 from http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf California Postsecondary Education Commission, Freshmen Pathways Site. Retrieved March 2010 from http://www.cpec.ca.gov/onlinedata/freshmenpathway.asp The California Postsecondary Education Commission s Freshmen Pathways allows the user to study the relationship of First Time Freshmen between California public colleges and California high schools between 1994 and 2008. A "conduit" or "pathway" exists between high schools and colleges. Feeder high schools and high schools that consistently send a larger number of students to specific colleges are identified as having large conduits or pathways. California Postsecondary Education Commission, Transfer Pathways Site. Retrieved January 2010 from http://www.cpec.ca.gov/onlinedata/transferpathway.asp Full year transfer information regarding the flow of community college students to four year colleges and universities for the academic years between 1989/90 and 2008/09 is displayed here. The sources for these counts are the University of California (UC) and the California State University (CSU). The UC and CSU report the transfer source institution as the community college where the student earned the most transferable units. The number of units earned is not a consideration. Transfer students are undergraduates. The Center for Student Success. (2007). Basic Skills as a Foundation for Student Success in California Community Colleges (p.13). The Research and Planning Group of California. Retrieved February 2010 from http://css.rpgroup.org/uploads/rpbasicskills2007v2f.pdf

Acknowledgements 61 Report Prepared by the Office of the Vice Chancellor of Technology and Learning Services Robert S. Bramucci, Ph.D. Vice Chancellor Denice L. Inciong Director of Research and Planning Acknowledgements College Review Saddleback College Educational Assessment and Planning Committee Claire Cesareo Silva, Chair Linda Bashor Gretchen Bender April Cunningham Meredith Dorner Patricia Flanigan Chapin David Francisco Elizabeth Horan Brooke Lange Kris Leppien Christensen Nicole Ortega Diane Pestolesi Rachel Ridnor Anthony Teng Shouka Torabi Cover Design Michael O Meara, Graphic Designer SOCCCD

A Publication of South Orange County community College District Office of Technology and Learning Services Saddleback College Tod A. Burnett, Ed.D., President SOUTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT BOARD OF TRUSTEES Thomas A. Fuentes, William O. Jay, David B. Lang, Marica Milchicker, Nancy M. Padberg, Donald P. Wagner, John S. Williams Raghu P. Mathur, Ed.D., Chancellor