Update on Curriculum Enrollment, Student Characteristics & Student Success

1. Update on Curriculum Enrollment, Student Characteristics & Student Success Leadership Council September 10, 2013

2. Enrollment as of the Census Point

3. Ten Year Fall Curriculum Headcount Highest Ever

4. Fall Curriculum FTE – Ten Years 2013 is estimated FTE, 37% increase in FTE since Fall 2006

5. Percent of All Seats in Curriculum Courses that are Filled - Ten Years

6. Changes in Gender

7. Changes in Curriculum Numbers by Age 50% increase

8. Changes in Curriculum Headcount by Race

9. Assigned Seats Growth by Campus

10. Virtual Campus – Most Growth in 10 Years Seated Classes have 2-13% more A-C grades – Greatest Difference in Developmental Courses

11. Average Class Size by Campus

12. Measures of Student Behavior

13. Measures of Student Behavior

14. Undecided Students

15. A-C Grades in All Curriculum Courses Change in Withdrawal Policy – Fall 2008

16. Change in Withdrawal Rates Change in Withdrawal Policy – Fall 2008

17. Six Year Persistence Rates – 1st Time Degree-seeking Fall Students - Goal is 60% by 2020

18. Fall to Spring Retention(69% for all students)

19. Fall to Fall Retention(43% for all students)

20. Tracking the Fall 2010 Cohort (N=4254)

21. Tracking the Fall 2010 Cohort by Program of Study

22. Tracking the Fall 2010 Cohort by Developmental Needs

23. Numbers in Developmental Pipeline Huge Issue for CPCC

24. Success in Developmental Modules

25. Persistence in Developmental Modules

26. Translation • Of 19,864 students in one fall term, 5,916 took no/unknown placement tests in math (30%). • 3358 tested into higher level college math (Math 155, 161, 171) (17%). • 2997 tested to lower level college math (Math 115, 121, 140) but may still need highest developmental level (15%). • 7593 tested into remedial math (38%). • If 27% of traditional developmental math students currently make it to college level math, that is 2,959 seats in college level math. If 31% of students in the modules make it to college level math, that is 3,283 seats (324 more) per year. • We also know that students who complete college math take an average of 46 credits before they exit the college whereas those who never complete college level math take 25-30 credits before they exit. • Results will improve with time and experience with the modules.

27. Final Note • The College is using data to make decisions and inform practice. • A-C grades are going up, withdrawals are going down. • Still a difference in grades between seated and online classes but the gap is closing (except in developmental). • Enrollment is heading back up – highest headcount number in a fall term this fall. • We are retaining full-time students and students under 20 at higher rates than any other group. • Developmental students are leaving us at the 2nd year point. • College-ready students graduate and transfer at much higher rates than students who need remediation.

28. Final Note • Class fill rates, average class size, student load and percent attending full-time increased during the recession and are all headed back down. • More minority students than majority students attend CPCC. • Average age is going down with a huge growth in students under 30. • The virtual campus have grown 343% in nine years (fastest growing and 2nd largest campus)

29. Contact • Presentation by: • Terri Manning, AVP, Institutional Research • Bobbie Frye, Director, Institutional Research • Catherine Kurilla, Senior Research Analyst, Institutional Research