General Description of Institution and Student Population

General Description of Institution and Student Population Credit and Non-Credit Enrollment by Academic Year Between 2008-2009 and 2013-2014, credit enrollments at NVC decreased by 8.2% (from 38,769 in 2008-2009 to 35,596 in 2013-2014) and non-credit enrollments decreased by 81.4% (from 8,836 in 2008-2009 to 1,643 in 2013-2014). Credit enrollments peaked in the 2009-2010 academic year followed by a steady decrease averaging -2.8% annually. Non-credit enrollments decreased by 45.5% between 2009-2010 and 2010-2011, and then by 57.6% between 2010-2011 and 2011-2012. 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Credit 38,769 39,835 38,681 37,265 35,769 35,596 Non-Credit 8,836 8,057 4,617 1,958 1,794 1,643 Total 46,685 47,795 43,298 39,224 37,564 37,239 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^ Credit enrollment count does not include students that received a grade of RD or enrollments. ^^ Students enrolled in multiple sections of the same course in the same term are counted as a single enrollment. General Description of Institution and Student Population NVC Self-Evaluation 1

Credit and Non-Credit Headcount by Academic Year Between 2008-2009 and 2013-2014, total student headcount (credit and non-credit combined) decreased by 38.7% (from 14,796 in 2008-2009 to 9,076 in 2013-2014). During this time period, the headcount among the credit-student population decreased by 21.0% (from 10,438 in 2008-2009 to 8,255 in 2013-2014), while headcount among the non-credit-student population decreased by 81.8% (5,308 in 2008-2009 to 965 in 2013-2014). 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Credit 10,438 9,975 9,275 8,656 8,337 8,255 Non-Credit 5,308 4,569 2,265 1,081 1,090 965 Total 14,796 13,893 11,280 9,520 9,242 9,076 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Total headcount includes only one observation for each student in credit and/or non-credit course. Therefore, the sum of credit students and non-credit students exceeds the total headcount due to students enrolled in both categories during an academic year. General Description of Institution and Student Population NVC Self-Evaluation 2

Demographics among Credit Students By Racial / Ethnic Group Between 2008-2009 and 2013-2014, the proportion of students identified as Hispanic within the NVC credit-student population increased by 12.7% (from 23.7% in 2008-2009 to 36.4% in 2013-2014). During this same period, the proportion of the NVC credit-student population claimed by students identified as white decreased by 11.6% (from 45.8% in 2008-2009 to 34.2% in 2013-2014). In 2013-2014, students identified as Hispanic claimed the largest proportion of the credit-student population. The most notable shift among other racial/ethnic groups occurred among students reporting multiple races. The 5% increase among that group was likely the result of changes in reporting, which allowed students to identify multiple racial affiliations. The population proportions claimed by all other groups remained relatively constant. General Description of Institution and Student Population NVC Self-Evaluation 3

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Asian 2.7% 2.6% 2.9% 3.0% 3.0% 2.8% Black / African American 6.5% 5.5% 6.4% 7.1% 7.3% 7.7% Filipino 10.2% 9.0% 10.2% 10.5% 10.2% 9.9% Hispanic 23.7% 25.4% 27.3% 30.8% 32.9% 36.4% Native American 1.0% 0.6% 0.6% 0.5% 0.5% 0.5% Pacific Islander 1.0% 0.9% 0.7% 0.7% 0.8% 0.4% White 45.8% 40.0% 40.8% 38.1% 33.5% 34.2% Multiple Race 0.2% 0.8% 2.5% 3.8% 4.5% 5.0% Other / Unknown 8.8% 15.3% 8.6% 5.3% 7.3% 3.1% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^Racial/Ethnic group is identified based on a student s most recent racial/ethnic group identified in MIS ST files between Fall 2008 and Spring 2014. By Age Group Between the 2008-2009 and 2013-2014 academic years, the proportion of students ages 18 to 20 and 21 to 24 increased in the NVC credit-student population (by 8.6% and 6.7%, respectively), while the proportions claimed by all other age groups decreased. During this time period, the average age among the credit-student population decreased (from 30.2 in 2008-2009 to 26.9 in 2013-2014). General Description of Institution and Student Population NVC Self-Evaluation 4

2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Under 18 5.7% 4.1% 2.6% 2.8% 4.1% 2.8% 18 to 20 26.5% 28.8% 29.7% 32.2% 33.8% 35.1% 21 to 24 17.8% 19.6% 20.5% 22.7% 24.0% 24.5% 25 to 29 13.9% 13.5% 14.6% 14.2% 13.4% 13.1% 30 to 39 14.5% 13.3% 13.3% 12.8% 12.5% 12.8% 40 to 49 10.4% 9.8% 9.0% 7.0% 5.7% 5.6% 50 and over 11.2% 10.8% 10.3% 8.3% 6.5% 6.2% Average Age 30.2 29.5 29.2 27.8 26.6 26.9 Median Age 25 24 24 23 22 22 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^Proportions represent the percentage of credit students belonging to an age group at the onset of each academic year out of the number of unduplicated credit students enrolled at NVC during that year. By Socioeconomic Status Between 2008-2009 and 2013-2014, the proportion of the credit-student population identified as economically disadvantaged increased substantially (from 25.8% in 2008-2009 to 51.4% in 2013-2014). In the four most recent years of the analysis, the majority of the credit-student population was identified as economically disadvantaged. General Description of Institution and Student Population NVC Self-Evaluation 5

Economically Disadvantaged 2008-2009 (N=10,438) 2009-2010 (N=9,975) 2010-2011 (N=9,275) 2011-2012 (N=8,656) 2012-2013 (N=8,337) 2013-2014 (N=8,255) 25.8% 33.7% 55.1% 55.2% 52.7% 51.4% Not Disadvantaged 74.2% 66.3% 44.9% 44.8% 47.3% 48.6% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student VTEA (SV) Files. ^Students are identified as economically disadvantaged based on: CALWORKS/TANF/AFDC, Supplemental Security Income (SSI), general assistance program (GA), BOG waiver status, PELL grant status, as well as other guidelines provided in the California State Plan for Vocational & Technical Education. By Gender During the period examined, the proportion of the credit-student population claimed by female students consistently exceeded the proportion claimed by male students. 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 (N=10,438) (N=9,975) (N=9,275) (N=8,656) (N=8,337) (N=8,255) Female 54.9% 55.8% 55.6% 55.0% 54.0% 54.4% Male 43.9% 43.4% 43.8% 44.7% 45.7% 45.2% Unknown 1.2% 0.8% 0.6% 0.3% 0.3% 0.4% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. By Disability Status Between 2008-2009 and 2013-2014, the proportion of the credit-student population identified as having a disability decreased slightly (from 12.2% in 2008-2009 to 10.2% in 2013-2014). 2008-2009 (N=10,438) 2009-2010 (N=9,975) SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Disability (SB) Files. ^Disability status is identified based on a student s most recent status identified in MIS SB DSPS flag (SCD3). The SCD3 field may be populated from information received from any California Community College. ^^Students are identified as having a disability reported regardless of whether they choose to utilize DSP&S services Enrollment Patterns among Credit Students 2010-2011 (N=9,275) 2011-2012 (N=8,656) 2012-2013 (N=8,337) 2013-2014 (N=8,255) Disability Reported 12.2% 12.1% 12.0% 11.7% 10.7% 10.2% No Disability Reported 87.8% 87.9% 88.0% 88.3% 89.3% 89.8% Enrollment Status Between 2008-2009 and 2013-2014, the average unit load among credit students has gradually increased (from 7.45 units per student in 2008-2009 to 8.82 units per student in 2013-2014). The increase in average unit load among credit students is reflected by a 6.8% increase in the proportion of students identified as full-time (from 30.4% in 2008-2009 to 37.3% in 2013-2014). General Description of Institution and Student Population NVC Self-Evaluation 6

2008-2009 (N=14,882) 2009-2010 (N=14,862) 2010-2011 (N=13,999) 2011-2012 (N=13,369) 2012-2013 (N=12,915) 2013-2014 (N=12,773) Full-Time 30.4% 33.8% 35.6% 36.5% 35.6% 37.3% Part-Time 69.6% 66.2% 64.4% 63.5% 64.4% 62.7% Average Unit Load 7.45 7.96 8.24 8.56 8.60 8.82 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Multiple observations of the same student within both terms of an academic year are counted as independent observations. Therefore, the size of the observed population (N) does not reflect the unique student headcount for each academic year. ^^ Average unit load is calculated based on the total number of units attempted by a student in an academic year divided by the number of terms attended within that year. Unit Load Distribution During the period examined, the proportion of students attempting 6 or more units during the fall or spring terms increased, while the proportion of students attempting fewer than six units decreased. Among the categories examined, the proportion of students attempting 12 to 14.5 units claimed the largest increase (from 19.3% in 2008-2009 to 23.9% in 2013-2014), while the proportion of students attempting 0.5 to 2.5 units claimed the largest decrease (from 14.2% in 2008-2009 to 5.4% in 2013-2014). General Description of Institution and Student Population NVC Self-Evaluation 7

2008-2009 (N=14,882) 2009-2010 (N=14,862) 2010-2011 (N=13,999) 2011-2012 (N=13,369) 2012-2013 (N=12,915) 2013-2014 (N=12,773) 0.5 to 2.5 14.2% 11.2% 10.2% 7.0% 5.9% 5.4% 3.0 to 5.5 26.8% 25.4% 22.8% 23.2% 23.8% 22.7% 6.0 to 8.5 14.7% 15.5% 15.6% 16.3% 17.9% 17.4% 9.0 to 11.5 13.8% 14.1% 15.8% 17.1% 16.7% 17.2% 12.0 to 14.5 19.3% 21.6% 23.2% 23.6% 23.1% 23.9% 15.0 or more 11.2% 12.2% 12.4% 12.9% 12.5% 13.4% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. ^Multiple observations of the same student within both terms of an academic year are counted as independent observations. Therefore, the size of the observed population (N) does not reflect the unique student headcount for each academic year. Enrollment Status among Credit Students During the period examined, the proportion of the credit-student population claimed by continuing students increased by 17.3% (from 44.5% in 2008-2009 to 61.8% in 2013-2014), while the proportions of first-time and returning students decreased (by 3.9% and 8.3%, respectively). General Description of Institution and Student Population NVC Self-Evaluation 8

2008-2009 (N=10,438) 2009-2010 (N=9,975) 2010-2011 (N=9,275) 2011-2012 (N=8,656) 2012-2013 (N=8,337) 2013-2014 (N=8,255) First-Time 20.0% 16.8% 23.1% 16.5% 16.6% 16.1% Continuing 44.5% 50.6% 54.3% 61.1% 60.9% 61.8% Returning 29.1% 31.6% 20.4% 20.6% 19.9% 20.8% Special Admit/Other 6.5% 1.0% 2.1% 1.8% 2.6% 1.2% SOURCE: Management Information Systems (MIS) Student Enrollment (SX) and Student Demographics (ST) Files. ^ Students identified as first-time include both first-time enrolled and first-time transfer students. ^^ Students are assigned enrollment status based on their first enrollment within an academic year. Educational Goals among Credit Students During the period examined, the proportion of NVC credit students that identified an educational goal of transfer increased substantially. Between Fall 2008 and Fall 2013, the proportion of the credit-student population claimed by students with the educational goal of transfer to a four-year institution increased by 18.1% (from 34.1% in Fall 2008 to 52.2% in Fall 2013). During this same time period, the proportion of the credit-student population with an educational goal to obtain a degree or certificate without transfer to a four-year institution decreased by 8.6% (from 24.0% in Fall 2008 to 15.4% in Fall 2013). The proportion of students with an educational goal associated with career development (outside of degree, certificate, or transfer) remained relatively constant over the period examined, while the proportion of students with undecided and other educational goals decreased (by 4.6% and 6.0%, respectively). General Description of Institution and Student Population NVC Self-Evaluation 9

Fall 2008 (N=7,147) Fall 2009 (N=7,434) Fall 2010 (N=6,943) Fall 2011 (N=6,763) Fall 2012 (N=6,382) Fall 2013 (N=6,403) Transfer 34.1% 37.9% 40.8% 45.6% 49.9% 52.2% Degree or Certificate without Transfer 24.0% 22.2% 20.2% 18.6% 16.3% 15.4% Career Development 13.1% 12.8% 14.2% 14.2% 13.8% 13.5% Other Educational Goal 15.3% 14.2% 13.0% 10.9% 10.2% 9.3% Undecided 13.3% 12.2% 11.1% 10.0% 9.1% 8.7% SOURCE: NVC Student Records (PST_EDUC_GOALS). ^ Student educational goal is identified based on a student s most recent educational goal in NVC Student Records between Fall 2008 and Spring 2014. ^^ Educational goals are categorized as follows based on Management Information Systems (MIS) coding: Transfer = A or C; Degree or certificate without transfer = C, D, or E; Career Development = F, G, H, or I; Other Educational Goal = J, K, L, N, or O; Undecided = M. College Preparedness Placement Assessment Data Placements in the English Sequence Over the period examined, NVC utilized the College Tests for English Placement (CTEP) to place students into the English sequence, and the same cut scores were applied in each of the academic years examined. Based on student performance on the CTEP placement exam between 2008-2009 and 2013-2014, the majority of NVC students who took the test received placement scores below college-level English. An average of 84.8% of students placed below the college level in the period examined. Placements into college-preparatory English increased by 2.5% (from 56.9% in 2008-2009 to 59.4% in General Description of Institution and Student Population NVC Self-Evaluation 10

2013-2014), while placements into college-level English decreased by 1.9% (from 16.6% in 2008-2009 to 14.7% in 2013-2014). Placements into developmental English and basic English remained relatively constant during the period examined. English Placement 2008-2009 (N=1,940) 2009-2010 (N=2,088) 2010-2011 (N=2,166) 2011-2012 (N=2,321) 2012-2013 (N=1,885) 2013-2014 (N=2,133) Developmental 5.6% 4.6% 4.8% 5.7% 5.0% 5.3% Basic 21.0% 19.5% 22.3% 21.9% 19.4% 20.7% College Preparatory 56.9% 59.9% 57.5% 58.2% 61.2% 59.4% College Level 16.6% 15.9% 15.4% 14.3% 14.3% 14.7% SOURCE: NVC Assessment Records. Placements in the Mathematics Sequence Over the period examined, NVC utilized the Mathematics Diagnostic Testing Project (MDTP) test to place students into the mathematics sequence, and the same cut scores were applied in each of the academic years examined. Based on student performance on the MDTP placement exam between 2008-2009 and 2013-2014, the majority of NVC students who took the test received placement scores below collegelevel mathematics. An average of 93.9% of students placed below college-level mathematics in the period examined. Between 2009-2009 and 2013-2014, the proportion of placements into intermediate algebra increased by 6.8% (from 14.1% to 20.9%), while the proportion of placements into pre-algebra and beginning algebra decreased (by 7.4% and 1.8%, respectively). Placements into college-level mathematics fluctuated during the period examined, ranging from a low of 4.1% in 2008-2009 to a high of 8.7% in 2009-2010. General Description of Institution and Student Population NVC Self-Evaluation 11

Mathematics Placement 2008-2009 (N=1,477) 2009-2010 (N=1,890) 2010-2011 (N=1,436) 2011-2012 (N=1,945) 2012-2013 (N=1,567) 2013-2014 (N=1,792) Pre-Algebra 45.3% 35.0% 37.0% 39.4% 35.4% 37.9% Beginning Algebra 36.6% 35.1% 37.6% 36.5% 35.2% 34.8% Intermediate Algebra 14.1% 21.3% 20.0% 19.0% 22.3% 20.9% College Level 4.1% 8.7% 5.4% 5.2% 7.0% 6.4% SOURCE: NVC Assessment Records. General Description of Institution and Student Population NVC Self-Evaluation 12

Institutional Effectiveness Credit and Non-Credit Section Offerings, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of credit sections and the number of non-credit sections decreased. The number of credit sections decreased by 9.9% (from 1,661 in 2008-2009 to 1,497 in 2013-2014), while the number of non-credit sections decreased by 91.4% (from 625 in 2008-2009 to 54 in 2013-2014). Section offerings by various course types are described below. Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Credit 1,661 1,436 1,453 1,328 1,287 1,497 Non-Credit 625 421 200 94 65 54 Total 2,286 1,857 1,653 1,422 1,352 1,551 SOURCE: Management Information Systems (MIS) Student Enrollment (SX) Files. General Description of Institution and Student Population NVC Self-Evaluation 13

Credit Section Offerings by Credit Type, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of credit sections among courses identified as degreeapplicable decreased by 10.5% (from 1,537 sections in 2008-2009 to 1,375 sections in 2013-2014). During this period, the number of non-degree-applicable sections fluctuated, decreasing by 29.0% between 2008-2009 and 2012-2013 (from 124 sections to 88 sections), before increasing by 38.6% between 2012-2013 and 2013-2014 (to 122 sections, representing a return to the 2008-2009 level). Among degree-applicable courses, the number of sections that transfer to both UC and CSU schools decreased by 2.4% during the period examined (from 871 in 2008-2009 to 850 in 2013-2014), while the number of section offerings for both courses that transfer to CSU only and courses that do not transfer decreased by more significant amounts (17.5% and 35.8%, respectively). During the same time period, enrollments in degree-applicable courses decreased by 6.2% (compared to a 10.5% decrease in degree-applicable section offerings). The number of enrollments in courses that transfer to both UC and CSU increased by 9.3% between 2008-2009 and 2013-2014 (from 22,490 in 2008-2009 to 22,700 in 2013-2014), while enrollments in both courses that transfer only to CSU and non-transfer courses decreased during the period examined. Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Degree-Applicable 1,537 1,331 1,349 1,236 1,199 1,375 UC and CSU Transfer 871 778 793 760 771 850 CSU Transfer 532 450 468 392 347 439 Non-Transfer 134 103 88 84 81 86 Non-Degree-Applicable 124 105 104 92 88 122 CSU Transfer - - - - 1 1 Non-Transfer 124 105 104 92 87 121 Enrollments Degree-Applicable 35,156 36,440 35,666 34,378 33,078 32,964 UC and CSU Transfer 22,490 23,686 23,669 23,667 23,284 22,700 CSU Transfer 9,412 9,796 9,355 8,236 7,368 7,767 Non-Transfer 3,254 2,958 2,642 2,475 2,426 2,497 Non-Degree-Applicable 3,613 3,395 3,015 2,887 2,691 2,632 CSU Transfer - - - - 32 13 Non-Transfer 3,613 3,395 3,015 2,887 2,659 2,619 SOURCE: Management Information Systems (MIS) Courses (CB). ^ Course types are identified by the Credit Status (CB04) and Transfer Status (CB05) in the MIS Courses (CB) File. General Description of Institution and Student Population NVC Self-Evaluation 14

Credit Section Offerings by Basic Skills Status, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of sections identified as basic skills fluctuated, decreasing by 24.0% from 2008-2009 and 2012-2013 (from 146 in 2008-2009 to 111 in 2012-2013), followed by a 35.1% increase the following year (150 in 2013-2014, representing a return to the 2008-2009 level). Among the programs providing basic skills, the increase in sections is not consistent. ESL sections experienced the largest decrease in section offerings (-69.0%) during the period examined, followed by Writing Lab section offerings (-47.1%), while mathematics section offerings increased (11.4%) and English section offerings were the same in 2008-2009 and 2013-2014. Sections associated with learning services are responsible for the majority of the increase in basic skills sections during the period examined, with 31 sections added between 2012-2013 and 2013-2014. During the same time period, enrollments decreased by 15.7% within basic skills courses (compared to a 2.7% increase in basic skills sections offerings), although this decrease is not consistent among all basic skills areas. Enrollments in basic skills math classes claim the an increase (8.7%) during the period examined, while enrollments in basic skills ESL, Writing Labs, and Learning Services courses decreased during the period examined. Enrollments in basic skills English courses were the same in 2008-2009 and 2013-2014. Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Non-Basic Skills 1,515 1,305 1,324 1,210 1,176 1,347 Basic Skills 146 131 129 118 111 150 Mathematics 35 35 35 35 36 39 English 41 40 40 40 37 41 ESL 29 18 17 11 8 9 Writing Lab 17 16 15 10 9 9 Learning Services 24 22 22 22 21 52 Enrollments Non-Basic Skills 34,626 35,665 34,894 33,582 32,388 32,105 Basic Skills 4,143 4,170 3,787 3,683 3,381 3,491 Mathematics 1,325 1,378 1,411 1,445 1,404 1,440 English 1,123 1,154 1,150 1,135 1,026 1,123 ESL 451 390 303 224 165 161 Writing Lab 627 674 443 383 314 292 Learning Services 617 574 480 496 472 475 SOURCE: Management Information Systems (MIS) Student Enrollment (SX). ^ Basic skills courses are identified by the Credit Flag (SXD2) in the MIS SX File. ^^ Subject category is assigned via Program Evaluation and Planning (PEP) program. General Description of Institution and Student Population NVC Self-Evaluation 15

Credit Section Offerings by Occupational Category, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of credit sections identified as occupational decreased by 28.7% (from 574 in 2008-2009 to 409 in 2013-2014). The decrease in the number of credit sections identified as occupational is not consistent among the three major subcategories defined. The number of sections identified as advanced occupational decreased by 33.8%, while courses identified as possibly occupational and clearly occupational claim smaller decreases during the period examined (by 1.9% and 3.0%, respectively). During the same time period, enrollments in courses identified as occupational decreased by 19.1% (compared to a 28.7% decrease in section offerings identified as occupational). The decrease in enrollments is not consistent among the three major subcategories within occupational courses. Enrollments in courses identified as possibly occupational increased by 2.9% (from 3,712 in 2008-2009 to 3,821 in 2013-2014), while enrollments among other occupational categories decreased by 30.2% during the period examined. Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Non-Occupational 1,087 961 963 891 887 1,088 Occupational 574 475 490 437 400 409 Clearly Occupational 311 258 246 216 202 206 Possibly Occupational 155 131 155 147 141 152 Advanced Occupational 106 85 85 72 56 49 Apprenticeship 2 1 4 2 1 2 Enrollments Non-Occupational 27,754 28,522 27,960 27,295 26,579 26,681 Occupational 11,015 11,313 10,721 9,970 9,190 8,915 Clearly Occupational 5,980 6,162 5,443 4,991 4,822 4,281 Possibly Occupational 3,712 3,887 4,126 3,908 3,525 3,821 Advanced Occupational 1,270 1,240 1,110 1,029 819 767 Apprenticeship 53 24 42 42 24 46 SOURCE: Management Information Systems (MIS) Courses (CB) File. ^ Course occupational status is assigned based on SAM Code (CB09). General Description of Institution and Student Population NVC Self-Evaluation 16

Credit Section Offering by Location, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of credit sections offered at NVC s main campus decreased by 10.9% (from 1,446 in 2008-2009 to 1,289 in 2013-2014), while the number of credit sections offered online increased by 91.5% (from 82 sections in 2008-2009 to 157 sections in 2013-2014). Sections offered at the Upper Valley Campus and other locations both decreased during the period examined. During the same time period, enrollments increased in credit courses offered online by 73.1% (compared to a 91.5% increase in online section offerings), while enrollment decreased among all other locations credit sections were offered. Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 NVC Main Campus 1,446 1,243 1,274 1,180 1,105 1,289 Upper Valley Campus 17 13 13 6 5 5 Other Location 95 65 42 29 29 33 Online 82 92 109 99 128 157 Independent Study 9 12 11 9 15 10 Work Experience 12 11 4 5 5 3 Enrollments NVC Main Campus 34,288 35,168 33,909 33,288 31,241 30,970 Upper Valley Campus 265 231 235 98 98 93 Other Location 1,788 1,523 847 578 615 481 Online 2,315 2,995 3,561 3,206 3,742 4,006 Independent Study 52 59 58 71 79 73 Work Experience 125 114 96 72 59 40 SOURCE: Management Information Systems (MIS) Student Enrollment (SX ) Course Session (XF) File. General Description of Institution and Student Population NVC Self-Evaluation 17

Non-Credit Sections by Section Type, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of non-credit section offerings decreased by 88.1% (from 454 in 2008-2009 to 54 in 2013-2014). In 2008-2009, NVC offered non-credit courses in 8 different categories, with Courses for Older Adults claiming the greatest number of section offerings in that year (343 sections, accounting for 55.1% of section offerings). In 2013-2014, NVC offered noncredit courses in 3 non-credit categories, with courses for Person with Substantial Disabilities claiming the greatest proportion of section offerings (36 sections, accounting for 66.7% of section offerings) in that year. All three types of the non-credit courses types offered in 2013-2014 claim large decreases in the number of sections offered between 2008-2009 and 2013-2014 (Persons with Substantial Disabilities, 66.0%; English as a Second Language, 68.9%; Short-Term Vocational, 84.0%). During the same time period, enrollments decreased in all categories of non-credit course offerings. Among those with offerings in each of the seven years examined, each experienced large decreases in enrollments and headcount during the period examined (Persons with Substantial Disabilities, 46.0%; English as a Second Language, 43.3%; Short-Term Vocational, 66.6%). Sections 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Persons with Substantial Disabilities 157 120 90 49 40 36 English as a Second Language 55 37 35 34 20 14 Short-Term Vocational 35 18 3 3 2 4 Courses for Older Adults 343 219 61 Home Economics 5 7 Elementary and Secondary Basic Skills 28 20 11 6 1 Citizenship for Immigrants 1 Parenting 1 2 2 Enrollments Persons with Substantial Disabilities 2,070 2,205 2,114 1,075 1,083 1,117 English as a Second Language 663 576 490 413 379 287 Short-Term Vocational 716 475 293 321 248 239 Courses for Older Adults 4,277 4,145 1,541 - - - Home Economics 92 144 - - - - Elementary and Secondary Basic Skills 1,002 512 179 118 37 - Citizenship for Immigrants 9 - - - - - Parenting 7 - - 31 47 - SOURCE: Management Information Systems (MIS) Courses (CB) File. General Description of Institution and Student Population NVC Self-Evaluation 18

Community Education Sections, 2008-2009 through 2013-2014 Between 2008-2009 and 2013-2014, the number of community education sections offered by NVC fluctuated. Between 2008-2009 and 2011-2012, the number of community education sections increased by 15.1% (from 350 in 2008-2009 to 403 in 2011-2012), followed by a 9.7% decrease between 2011-2012 and 2013-2014 (to 364 in 2013-2014). The net result is a 4.0% increase in the number of community education sections offered during the period examined. During this same time period, enrollments in community education courses decreased by 3.2%. 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Sections 350 345 389 403 347 364 Enrollments 3,233 3,430 2,927 3,767 2,920 3,130 SOURCE: NVC Enrollment Records. General Description of Institution and Student Population NVC Self-Evaluation 19