Moreno Valley College - Annual Factbook & Institutional Effectiveness Report, 2022-25
- 1. Introduction
- 2. College Profile
- 3. Community Profile
- 4. College Accomplishments
- 5. Equity Analysis
- 6. Areas of focus
- 7. Current Headcount
- 8. Student Facts by Fall Semester
- 9. Full-Time Equivalent Students
- 10. Degrees, Certificates, and Transfers Awarded
- 11. Enrollment, Success, and Retention Defintions
1. Introduction
Our mission is Education, Empowerment, Equity, and Service. We are committed to educating and empowering our students, providing equitable access to education, and serving our communities. In order to accomplish our mission, MVC follows its annual cycle of planning (Fall), assessing (Feb-March), analyzing (Apr-May), and improving (May).
Our Integrated Strategic Plan (ISP) 2022-25 evaluates the fulfillment in meeting our mission. In this report, we will provide an executive summary of our college in meeting out strategic goals and the demographic breakdown of the college and community, we serve.
Our strategic objectives are (1) Equity with a Specific Focus on Social Justice and Racial Equity, (2) Fully Implement a Guided Pathways framework, (3) Community Engagement & Partnerships, and (4) Institutional Effectiveness & Resources
2. College Profile
The college experienced a decline in unduplicated headcount from 2019-20 to 2021-22 by 23%.In the most recent year over year comparison (2021-22 to 2022-23), there was a 19% increase in unduplicated headcount and a recovery in the college’s headcount. We expect to continue this trend for 2023-24 as fall and summer enrollments are up 20%, To reach 2019-20 student headcount, we need an additional 1,433 students to enroll.
In 2022-23, 15,492 students enrolled at Moreno Valley College.
Source: Colleague, Next update: July 2024
A. By race/ethnicity: Of the 15,492 students enrolled at Moreno Valley College, the student body is 66.3% latinx/hispanic, 14.1% white, 11.3% black/african american, 4.4% asian, 2.1% filipino, .6% native hawaiian/pacific islander, and .4% native american/alaskan. Since 2010-11, the college percentage of students that identify as latinx/hispanic has increased from 44.3% to 66.3%. Students that identify as black/african american and white have decreased from 14.5% to 11.3% and 30.6% to 14.1%, respectively. Comparing the demographics to the community, black/african american students are disproportionately impacted and underrepresented when compared to the community demographics.
Source: Colleague, Next update: July 2024
B. By gender/sex: Of the 15,492 students enrolled at Moreno Valley College, the student body is 56.9% female, 42.2% male, and 0.9% unknown.Since 2010-11, the college percentage of students that identify as female has increased from 48.8% to 59.6%. Students that identify as male has decreased from 50.8% to 42.2%. Comparing the demographics to the community, males students are disproportionately impacted and underrepresented when compared to the community demographics. However, from 2021-22 to 2022-23, students that identify as male increased from 5,144 to 6,533 (27%)
Source: Colleague, Next update: July 2024
C. By age: Of the 15,492 students enrolled at Moreno Valley College, the student body is 35.7% 19 or younger, 30.4% 20-24 years old, 12.8% 25-29 years old, 8.3% 30-34 years old, 5.2% 35-39 years old and 7.6% 40 and older. Since 2010-11, the college percentage of students that identify are 19 or less and 20-24 has increased from 25.6% to 35.7% and 28.2% to 30.4%, respectively.
Source: Colleague, Next update: July 2024
In conclusion, we have found that black/african american population are not enrolling at Moreno Valley College (11.1%) at the same rate as seen in the community (14.7%) and are disproportionately impacted on enrollment at MVC. Additionally, the male population are not enrolling at Moreno Valley College (39.6%) at the same rate as seen in the community (49.3%) and are disproportionately impacted on enrollment at MVC.
For more detailed analysis, visit the Strategic Planning Dashboard - College and Community Overview
3. Community Profile
For Moreno Valley College, 286,459 people lived in the service area in 2020.
A. By race/ethnicity: Of the 286.459 people in the college’s service area, 65.3% are latinx/hispanic, 14.7% are black/african american, 12.7% are white, 4.8% are asian (includes Filipino), .1% are native american/alaskan, and .3% are native hawaiian/pacific islander. Since 2015, community members that identify as latinx/hispanic increased from 60.9% to 65.2%.
Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.
B. By gender/sex: Of the 286.459 people in the college’s service area, 50.7% are female and 49.3% are male.. Since 2015, the demographics have not changed significantly.
Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.
C. By age: Of the 286.459 people in the college’s service area, 32.0% are 0-19 years old, 24.7% are 20-34 years old, 25.4% are 35 to 54 years old, and 17.9% are 55 years or older.Since 2015, the demographics have not changed significantly.
Source: U.S. Census Bureau, Note: Service area zip codes include: 92551, 92552, 92553, 92554, 92555, 92556, 92570, 92571, 92572, and 92599.
4. College Accomplishments
1. Teaching Matters and Culturally Responsive Teaching Grant
Teaching Matters is a professional development initiative to establish discipline-specific and equity-based communities of practice across MVC. Specifically, faculty leads attend nine hours of train-the-trainer workshops to launch their own communities of practice. The workshops focus on student success and equity, culturally responsive teaching, and data coaching. Faculty leads then receive ongoing support as they facilitate their own communities of practice for their discipline’s full-time and part-time faculty.
Teaching Matters was conceived when The Office of Institutional Effectiveness partnered with English Professional development coordinators. In Fall 2020, the Dean of Institutional Effectiveness and AB705 Coordinators in English met to address ways that data coaching could be meaningful and impactful: the Office of Institutional Effectiveness wanted to help disciplines access, understand, and make effective use of their success and equity data, and the AB705 Coordinators wanted to help disciplines beyond English offer regular and ongoing professional development. The team drafted a plan to embed data coaching in communities of practice and to scale professional learning beyond math and English.
After the initial success of Teaching Matters, Moreno Valley College was able to successfully secure a grant through the California Community College’s Institutional Effectiveness Partnership Initiative in Culturally Responsive Teaching and Learning of $299,929. We will continue our work in 2023-24 with a focus on policies, procedures, and practices.
A. Objective/outcome 1: Create and implement the Virtual Center, where all stakeholders can learn and engage in conversations that explicitly addresses issues of equity, race, culture, identity, and other forms of social differences.
B. Objective/outcome 2: 16 Discipline Leads will complete three Teaching Matters trainings and hold up to three community of practice (professional development) sessions per semester within the two-year project, where both full time and part-time faculty will evaluate and change necessary policies, practices, and procedures such as but not limited to grading policies, acceptance of late work, labor based grading, course syllabi, and revisions.
C. Objective/outcome 3: 28 adjunct faculty will complete Teaching Matters and/or the CARE course DEIA professional development within the two-year project.
D. Objective/outcome 4: Course success and retention rates will increase by 10 percentage points for those disciplines that participate, while closing equity gaps and changes to policies, procedures, and practices changed, tracked, and evaluated.
2. Governance Redesign
Moreno Valley College (MVC) had embedded equity and guided pathways into its strategic planning cycle. Our Integrated Strategic Plan 2022-25 provides both the process, timeline, and evaluation in meeting our goals and objectives. The annual time for evaluation is a report produced in November to evaluate our progress in achieving the goals in our integrated strategic plan. The report is presented and shared at our Strategic Planning Council in February, the report and recommendations for changes is shared from February to May, and final approval of changes is made to the college president. Since our integrated strategic plan has goals on both equity and guided pathways, we are able to evaluate and improve, if needed, in areas such as successful enrollment, persistence, completed transfer level math and English, transfer, and completion. In short, fully implementing a guided pathways framework is incorporated in the planning and governance of the college. Additionally, the new governance redesign aligns the goals in the integrated strategic plan and the new committee structure.
Through our last strategic planning cycle, we learned that integrating equity and guided pathways into our planning cycles is essential to meet our goals. Additionally, the work of fully implementing a guided pathways framework takes time and conversations on structure are needed to ensure future success. The work is all interdependent, so time and patience are needed, when adopting a new governance structure, evaluation processes, and redesigning the college to be student ready. By integrating our planning and governance, it allows the college to be nimble and adjust quickly to ensure we fully implement a guided pathways framework.
The new governance structure was approved in spring 2023 and will be put into implementation for academic year 2023-24.
To view the process, visit the Moreno Valley College’s - Governance Redesign
To view the new approved structure, visit the Moreno Valley College’s - Governance Structure 2023-24
3. Strategic Enrollment Management Plan
The overarching goal of Strategic Enrollment Management (SEM) is to develop and support a sustainable college-wide integrated system that maximizes student access and success, creates fiscal stability, and allows the college to anticipate scheduling needs. SEM is a college-wide responsibility, and its success depends on all college departments working in a coordinated fashion to identify enrollment goals that not only align with our mission, integrated strategic plan, and resources but also align with RCCD and California State Chancellor’s Office plans. The college reaches these goals through the effective integration of administrative processes, holistic student support services, curriculum and schedule planning, and market analysis. Collaboration among knowledgeable, well-trained professionals, cross functional collaborative teams and intentionally created opportunities to support enrollment management are critical to long-term SEM success. This Strategic Enrollment Management Plan is a guide to help the College achieve its enrollment goals. It is informed by the following college, district, and state plans.
The Strategic Enrollment Management goals and objectives will guide college recruitment and retention related efforts over the next two years 2023 – 2025 while continuing our implementation of a Guided Pathways framework. The plan provides important context and measurable objectives that align with each goal. Actions are included in this plan and aligned to objectives. Timelines are included and accountable parties are identified to ensure that the College is able to make progress toward achieving its goals. The overarching purpose is to attract and retain students representing the diversity of our community. The following plan provides a general framework for our enrollment goals and the goal-specific objectives that must be implemented to achieve success. The Strategic Enrollment Management Plan 2023-25 is a roadmap (action plan) to fully implement guided pathways and was intentionally integrated into the new governance structure.
Goal 1: Increase campus-wide awareness of and involvement in the principles of Strategic Enrollment Management
Goal 2: Increase Efficiency and sustainable Fiscal Health Reaching 595 (WSCH/FTEF 18.5)
Goal 3: Re-establish MVC as the College of Choice for students from Moreno Valley and Perris
Goal 4: Integrate SEM with College Guided Pathways Framework Adoption efforts and initiatives
To view the process, visit the Moreno Valley College’s - Strategic Enrollment Management Webpage
To view the plan, visit the Moreno Valley College’s - Strategic Enrollment Management Plan 2023-25
5. Equity Analysis
Overall, we have been able to either close equity gaps or begin closing the equity gaps:
- Native American/Alaskan equity gap closed for fall-to-spring persistence, transfer English & math, and earned an award.
- Native Hawaiian/Pacific Islander equity gap closed for earned an award.
- LatinX/Hispanic equity gap closed for student access, fall-to-spring persistence, earned an award, and transfer.
Significant progress for our LatinX/Hispanic population and other populations through auto-awarding:
During the 2017-18 academic year, the Riverside Community College District (RCCD) initiated support for the three colleges to implement the auto awarding of degrees and certificates. Moreno Valley College initiated the automatic awarding process and, as a result, the total number of awards (ADT, AA, AS, and certificates) increased 35% from 1,520 in 2016-17 to 2,318 in 2017-18. Additionally, with this new procedure, the college increased the number of students receiving a degree by 59%, a certificate by 30%, and students that transfer by 16%. In each case, Latinx/Hispanic population increased by the same rate or higher than the overall for degrees, certificates, and transfers over this time period. In recent data, a similar trend has continued.
Below you will find areas, where we still need to continue on closing our equity gaps:
- Black/African American students are disproportionately impacted on transfer English & math completion, and earning a degree and/or certificate (an award).
- LatinX/Hispanic students are disproportionately impacted on transfer English and math completion.
- Native American/Alaskan students are disproportionately impacted on fall to spring persistence, transfer English and math completion.
- Native Hawaiian/Pacific Islander students are disproportionately impacted on access and transfer English and math completion.
- 20-24 students are disproportionately impacted on transfer-level English & math.
- 25-29 students are disproportionately impacted on transfer-level English & math and persistence.
- 30-34 students are disproportionately impacted on transfer-level English & math and transfer.
- 35-39 students are disproportionately impacted on transfer.
- 40+ students are disproportionately impacted on transfer-level English & math, an award, and transfer.
|
Key Performance Indicator |
Demographic | 18-19 | 19-20 | 20-21 | 21-22 | 22-23 | Trend | Gap Change |
|---|---|---|---|---|---|---|---|---|
| Student Access - Headcount Trends (% of population) | Black/African American | 10.8% (0.92) | 10.2% (0.95) | 9.0% (0.88) | 6.6% (1.00) | 9.6% (1.07) | No | No gap |
| Student Access - Headcount Trends (% of population) | Native American/Alaskan | 0.4% (1.23) | 0.3% (0.90) | 0.2% (0.54) | 0.2% (0.69) | 0.2% (1.16) | No | Gap closed |
| Student Access - Headcount Trends (% of population) | Asian | 5.6% (1.04) | 5.7% (1.02) | 6.6% (1.16) | 8.9% (1.00) | 5.3% (0.80) | Yes | New gap |
| Student Access - Headcount Trends (% of population) | Latinx/Hispanic | 64.1% (1.02) | 64.1% (1.00) | 64.4% (1.01) | 65.4% (1.02) | 65.1% (1.01) | No | No gap |
| Student Access - Headcount Trends (% of population) | Two or more | 0.4% (0.82) | 1.9% (0.96) | 3.1% (1.63) | 3.2% (1.05) | 4.0% (1.29) | No | No gap |
| Student Access - Headcount Trends (% of population) | Native Hawaiian/Pacific Islander | 0.5% (1.15) | 0.5% (0.99) | 0.4% (0.89) | 0.3% (1.15) | 0.3% (0.79) | Yes | New gap |
| Student Access - Headcount Trends (% of population) | White | 16.0% (0.96) | 15.2% (0.95) | 15.7% (1.03) | 14.8% (0.94) | 14.7% (0.94) | No | No gap |
| Student Access - Headcount Trends (% of population) | Female | 57.5% (0.98) | 41.5% (1.00) | 51.1% (1.03) | 58.4% (0.98) | 55.2% (0.93) | No | No gap |
| Student Access - Headcount Trends (% of population) | Male | 41.8% (1.03) | 41.5% (0.99) | 34.0% (0.96) | 40.8% (1.03) | 43.9 (1.11) | No | No gap |
| Student Access - Headcount Trends (% of population) | unreported | 0.7% (1.00) | 0.8% (1.09) | 0.6% (0.96) | 0.5% (0.74) | 0.5% (0.74) | Yes | No improvement |
| Student Access - Headcount Trends (% of population) | Non-binary | n/a | n/a | 0.1% (1.51) | .02% (2.52) | 0.3% (3.56) | No | No gap |
| Student Access - Headcount Trends (% of population) | 19 or less | 28.3% (1.02) | 30.8% (1.09) | 23.6% (0.89) | 27.0% (0.98) | 27.7% (1.01) | No | No gap |
| Student Access - Headcount Trends (% of population) | 20-24 | 34.3% (0.96) | 32.9% (0.96) | 28.5% (1.01) | 34.0% (1.03) | 33.3% (1.00) | No | No gap |
| Student Access - Headcount Trends (% of population) | 25-29 | 16.1% (1.02) | 14.7% (0.91) | 12.5% (0.99) | 15.0% (1.03) | 14.2% (0.98) | No | No gap |
| Student Access - Headcount Trends (% of population) | 30-34 | 8.5% (1.07) | 8.4% (0.98) | 8.2% (1.14) | 9.4% (0.98) | 9.2% (0.96) | No | No gap |
| Student Access - Headcount Trends (% of population) | 35-39 | 5.1%(1.07) | 5.4% (1.06) | 5.3% (1.14) | 5.6% (0.91) | 5.9% (0.97) | No | No gap |
| Student Access - Headcount Trends (% of population) | 40+ | 7.7% (0.94) | 7.8% (1.02) | 7.7% (1.16) | 9.0% (1.00) | 9.6% (1.07) | No | No gap |
| Student Access - Headcount Trends (% of population) | Unknown | n/a | n/a | n/a | n/a | n/a | n/a | n/a |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Black/African American | 52.5% (0.97) | 47.4% (0.92) | 50.7% (1.03) | 50.7% (1.02) | 48.5% (0.99) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Native American/Alaskan | 68.6% (1.27) | 43.2% (0.83) | 42.9% (0.87) | 29.4% (0.59) | 25.0% (0.51) | Yes | Gap increasing |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Asian | 55.7% (1.03) | 53.2% (1.03) | 51.6% (1.05) | 49.0% (0.99) | 49.0% (1.01) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Latinx/Hispanic | 56.8% (1.05) | 54.7% (1.06) | 50.9% (1.03) | 50.6% (1.02) | 49.2% (1.01) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Two or more | 42.3% (0.78) | 45.2% (0.88) | 39.2% (0.80) | 46.5% (0.94) | 49.8% (1.03) | No | Gap closed |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Native Hawaiian/Pacific Islander | 50.0% (0.92) | 40.5% (0.78) | 48.4% (0.98) | 71.4% (1.44) | 54.2% (1.11) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | White | 43.9% (0.81) | 40.9% (0.79) | 42.7% (0.87) | 43.1% (0.87) | 45.6% (0.94) | No | Gap closed |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Female | 55.8% (1.03) | 52.4% (1.02) | 49.6% (1.01) | 50.6% (1.02) | 47.4% (0.98) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Male | 51.7% (0.95) | 50.0% (0.97) | 48.9% (0.99) | 47.3% (0.95) | 50.4% (1.04) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | unreported | 63.5% (1.17) | 61.6% (1.19) | 52.0% (1.05) | 71.8% (1.45) | 38.7% (0.80) | Yes | New gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Non-binary | n/a | n/a | 60.0% (1.21) | 72.2% (1.46) | 39.1% (0.81) | Yes | New gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 19 or less | 65.8% (1.21) | 66.3% (1.28) | 58.4% (1.18) | 59.7% (1.21) | 56.3% (1.16) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 20-24 | 52.9% (0.98) | 50.4% (0.98) | 48.2% (0.98) | 45.6% (0.92) | 44.5% (0.92) | No | No gap |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 25-29 | 45.7% (0.84) | 42.7% (0.83) | 44.1% (0.89) | 42.5% (0.86) | 42.5% (0.87) | Yes | No improvement |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 30-34 | 49.0% (0.90) | 37.0% (0.72) | 39.4% (0.80) | 44.6% (0.90) | 41.2% (0.85) | Yes | Gap increasing |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 35-39 | 45.8% (0.85) | 39.4% (0.76) | 43.2% (0.87) | 46.3% (0.93) | 44.0% (0.90) | No | Gap closed |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | 40+ | 44.7% (0.83) | 33.8% (0.66) | 44.9% (0.91) | 49.3% (1.00) | 49.8% (1.02) | No | Gap closed |
| Fall-to-Spring Persistence (% of students that were enrolled in fall and in following spring semester) | Unknown | n/a | n/a | n/a | n/a | n/a | n/a | n/a |
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Black/African American | 3.8% (0.63 | 4.1% (0.53) | 0.4% (0.62) | 5.3% (0.77) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Native American/Alaskan | 0.0% (0.0)0 | 6.7% (0.86) | 0.0% (0.00) | 0.0% (0.00) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Asian | 9.6% (1.58) | 14.7% (1.89) | 2.7% (4.21) | 15.4% (2.25) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Latinx/Hispanic | 6.7% (1.10) | 8.6% (1.11) | 0.5% (0.80) | 6.6% (0.96) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Two or more | 4.2% (0.69) | 9.4% (1.21) | 0.0% (0.00) | 7.4% (1.08) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Native Hawaiian/Pacific Islander | 5.9% (0.97) | 6.7% (0.86) | 0.0% (0.00) | 22.2% (3.25) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | White | 5.5% (0.91) | 6.5% (0.84) | 0.8% (1.22) | 6.2% (0.90) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Female | 6.1% (1.01) | 8.4% (1.09) | 0.4% (0.58) | 7.5% (1.10) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Male | 6.1% (1.01) | 6.8% (0.87) | 1.0% (1.55) | 6.2% (0.91) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | unreported | 2.0% (0.33) | 10.8% (1.39) | 0.0% (0.00) | 0.0% (0.00) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Non-binary | n/a | n/a | 0.0% (0.00) | 0.0% (0.00) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 19 or less | 10.2% (1.69) | 11.7% (1.51) | 1.1% (1.62) | 10.2% (1.49) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 20-24 | 2.6% (0.43) | 3.7% (0.48) | 0.0% (0.00) | 3.9% (0.57) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 25-29 | 2.6% (0.42) | 3.0% (0.38) | 0.3% (0.47) | 1.6% (0.23) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 30-34 | 1.2% (0.20) | 2.9% (0.38) | 0.5% (0.76) | 1.9% (0.28) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 35-39 | 1.3% (0.21) | 2.5 % (0.32) | 0.7% (1.09) | 6.7% (0.97) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | 40+ | 0.0% (0.0) | 1.6% (0.21) | 0.6% (0.85) | 1.5% (0.22) |
|
||
| Transfer English & Math (% of subpopulation that completed transfer-level English and math in the first year) | Unknown | n/a | n/a | n/a | n/a | n/a | ||
| Earned an Award (% of subpopulation that eanred an award) | Black/African American | 7.5% (0.75) | 5.7% (0.94) | 7.9% (0.86) | 11.1% (0.79) | 6.2% (0.71) | Yes | Gap increasing |
| Earned an Award (% of subpopulation that eanred an award) | Native American/Alaskan | 7.1% (0.71) | 2.8% (0.45) | 16.7% (1.83) | 18.2% (1.30) | 12.5% (1.44) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Asian | 8.0% (0.79) | 5.9% (0.97) | 7.0% (0.76) | 13.8% (0.98) | 7.9% (0.92) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Latinx/Hispanic | 9.6% (0.96) | 6.5% (1.06) | 9.5% (1.04) | 14.2% (1.01) | 9.0% (1.04) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Two or more | 17.5% (1.74) | 7.4% (1.21) | 6.5% (0.71) | 10.4% (0.74) | 7.6% (0.88) | Yes | Gap decreasing |
| Earned an Award (% of subpopulation that eanred an award) | Native Hawaiian/Pacific Islander | 4.3% (0.43) | 2.8% (0.45) | 7.3% (0.80) | 20.0% (1.42) | 4.0% (0.46) | Yes | Gap increasing |
| Earned an Award (% of subpopulation that eanred an award) | White | 13.7% (1.37) | 5.6% (0.92) | 9.6% (1.06) | 16.1% (1.15) | 9.1% (1.06) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Female | 9.4% (0.93) | 6.1% (1.00) | 8.7% (0.95) | 13.1% (0.93) | 7.8% (0.90) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Male | 11.0% (1.09) | 6.2% (1.02) | 9.7% (1.06) | 15.4% (1.09) | 9.7% (1.12) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | unreported | 12.1% (1.21) | 1.7% (0.28) | 12.4% (1.36) | 22.8% (1.62) | 13.4% (1.55) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | Non-binary | n/a | n/a | 23.1% (2.53) | 0.0% (0.00) | 3.8% (0.28) | Yes | Gap decreasing |
| Earned an Award (% of subpopulation that eanred an award) | 19 or less | 10.2% (1.02) | 2.5% (0.40) | 4.5% (0.50) | 6.5% (0.46) | 4.2% (0.49) | Yes | No improvement |
| Earned an Award (% of subpopulation that eanred an award) | 20-24 | 9.6% (0.95) | 7.9% (1.29) | 11.3% (1.24) | 17.4% (1.24) | 11.1% (1.28) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | 25-29 | 12.1% (1.20) | 10.1% (1.65) | 12.8% (1.40) | 19.9% (1.42) | 12.9% (1.49) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | 30-34 | 10.5% (1.05) | 6.9% (1.13) | 9.6% (1.05) | 15.2% (1.08) | 10.2% (1.17) | No | No gap |
| Earned an Award (% of subpopulation that eanred an award) | 35-39 | 8.9% (0.88) | 5.8% (0.95) | 10.5% (1.15) | 17.7% (1.26) | 7.6% (0.88) | Yes | New gap |
| Earned an Award (% of subpopulation that eanred an award) | 40+ | 7.4% (0.74) | 5.0% (0.82) | 7.6% (0.84) | 10.9% (0.77) | 6.1% (0.70) | Yes | Gap increasing |
| Earned an Award (% of subpopulation that eanred an award) | Unknown | n/a | n/a | n/a | n/a | n/a | n/a | n/a |
| Transferred (% of subpopulation that transferred) | Black/African American | 4.4% (1.06) | 4.7% (1.07) | 6.9% (1.12) | 6.2% (0.94) |
|
||
| Transferred (% of subpopulation that transferred) | Native American/Alaskan | 0.0% (0.33) | 3.8% (0.64) | 12.5% (2.05) | 4.2% (0.63) |
|
||
| Transferred (% of subpopulation that transferred) | Asian | 4.9% (1.27) | 4.1% (0.95) | 5.8% (0.95) | 5.1% (0.76) |
|
||
| Transferred (% of subpopulation that transferred) | Latinx/Hispanic | 4.5% (0.97) | 4.4% (1.01) | 6.5% (1.07) | 5.7% (0.86) |
|
||
| Transferred (% of subpopulation that transferred) | Two or more | 7.4% (2.00) | 6.4% (1.47) | 6.7% (1.10) | 4.8% (0.73) |
|
||
| Transferred (% of subpopulation that transferred) | Native Hawaiian/Pacific Islander | 1.4% (0.35) | 2.8% (0.64) | 7.3% (1.19) | 3.6% (0.55) |
|
||
| Transferred (% of subpopulation that transferred) | White | 3.8% (0.91) | 4.1% (0.94) | 3.9% (0.63) | 3.3% (0.49) |
|
||
| Transferred (% of subpopulation that transferred) | Female | 4.8%(1.09) | 4.5% (1.03) | 6.7% (1.09) | 5.9% (1.13) |
|
||
| Transferred (% of subpopulation that transferred) | Male | 3.9% (0.88) | 4.3% (0.98) | 5.3% (0.87) | 4.3% (0.82) |
|
||
| Transferred (% of subpopulation that transferred) | unreported | 2.8(0.60) | 0.0% (0.00) | 5.2% (0.84) | 2.1% (0.40) |
|
||
| Transferred (% of subpopulation that transferred) | Non-binary | n/a | n/a | 0.0% (0.00) | 7.7% (1.46) |
|
||
| Transferred (% of subpopulation that transferred) | 19 or less | 3.1% (0.70) | 3.6% (0.82) | 5.5% (0.90) | 5.2% (0.98) |
|
||
| Transferred (% of subpopulation that transferred) | 20-24 | 5.8% (1.30) | 5.6% (1.29) | 7.8% (1.28) | 7.0% (1.33) |
|
||
| Transferred (% of subpopulation that transferred) | 25-29 | 4.5% (1.04) | 5.4% (1.24) | 7.3% (1.19) | 5.0% (0.96) |
|
||
| Transferred (% of subpopulation that transferred) | 30-34 | 5.5% (1.31 | 3.8% (0.87) | 4.9% (0.81) | 3.6% (0.69) |
|
||
| Transferred (% of subpopulation that transferred) | 35-39 | 3.7% (0.80) | 3.1% (0.70) | 2.9% (0.47) | 3.4% (0.64) |
|
||
| Transferred (% of subpopulation that transferred) | 40+ | 2.4% (0.55) | 1.7% (0.39) | 3.2% (0.52) | 2.5% (0.49) |
|
||
| Transferred (% of subpopulation that transferred) | Unknown | n/a | n/a | n/a | n/a | n/a | n/a | n/a |
For example, the proportionately index for degrees would compare the graduation student population to the overall student population. Suppose the student population is 20% for a specific student demographic (i.e. race/ethnicity, gender/sex, age, etc.) and the graduation student population is 10% that same student demographic. The proportionately index would be 10% (graduation -outcome) / 20% (student population) = .5. This means the graduation student population is .5 of the overall student population and that we have an equity gap, since it is less than 1.
1 means the proportion is the same [no equity gap]. Less than 1,specifically less than .9, means the proportion of outcome is less than population/cohort [equity gap]. Greater than 1 means proportion of outcome is greater than population/cohort [no equity gap - subgroup is outperforming baseline]
English and math metric tracks students for a full year from the first term they start at MVC and thus 2022-23 data will be updated following data availability for winter 2024.
Next update: November 2023
Other recommendations that we are focused on by our Equity Audit and Plan:
Conduct an equity map to catalog all of the equity related efforts on campus.
Center equity within all Flex Day activities and campus professional learning experiences.
Ensure that all campus constituents, especially classified professionals and part time faculty, are able to participate in professional learning experiences 1 Equity Audit Recommendations not included in the plan include the following: “Develop a communication guide to explain the college prioritization process and include: vocabulary, the roles of key groups, guiding questions or key elements that should be focused on to help create transparency and clarity around how decisions are made” and “Planning for the design of the physical campus space should be inclusive and responsive to the needs of different groups of students.” 6 (especially those focused on equity), announce campus-wide initiatives, and highlight equity advancing practices.
Identify ways in which Flex Day schedules can be more inclusive of stakeholder groups across campus, both in content shared and presenters of key information.
Establish common language around key definitions of equity, disproportionate impact, diversity, and inclusion.
Conduct critical dialogue facilitation training with department managers and campus leadership to promote and model effective communication and feedback strategies.
Embed equity action plans within all employee evaluations to encourage the engagement with equity advancing work on campus (and/or beyond) and highlight areas of opportunity for the campus to meet the professional learning needs of faculty, staff, and administrators.
Establish a space for ongoing critical reflection, learning, and adaptation of individual practices. This includes learning about issues of equity, structural racism and anti-racism, intentional critical self-reflection of individual practices, and collaboration and thought partnership with colleagues.
Conduct Student Support Services Bi-Annual retreats/planning sessions to share knowledge, on-board/support new employees, address priorities or issues, etc.
Establish an Equity Innovation Fund/Grant to promote creative thinking of campus constituents. Participants can submit an idea of a pilot project and/or updates to current programs and services to enrich the student’s experience.
Develop accessible training and professional learning experiences to be able to better support students in acquiring knowledge and develop critical thinking skills to advocate for equity and justice.
Develop a forms committee to review and evaluate the usefulness of student forms and processes. The committee should be charged with identifying changes to be made so forms are more user friendly, clear in instructions, provide expected next steps, and contact information. Additionally, the content should be written in student ready language that promotes student advocacy and clarity in process.
For more detailed analysis, visit the Moreno Valley College’s - Equity Audit
6. Areas of focus
In 2021-22, Moreno Valley college completed its prior Integrated Strategic Plan 2018-23 and revised a new Integrated Strategic Plan 2022-25. The two main areas missing in the last integrated strategic plan was equity with a specific focus on social justice and racial equity and to fully implementing a guided pathways framework.Therefore, Moreno Valley College’s Integrated Strategic Plan 2022-25 added these two crucial additions.This has led to a specific focus on the student journey as illustrated with the graphic below. Additionally, it has led to the college focusing on application conversion rate, course success rate, persistence rate, and completion of an educational goal.
The Office of Institutional Effectiveness has conducted multiple surveys including, but not limited to: course availability, drop, attrition, cost of textbooks, probation surveys.Our attrition survey is conducted each semester to understand ‘why’ students may not continue with their education. Students have responded saying 43%-46% is for personal reasons, 30%-35% is for academic reasons, and 10%-19% is for financial reasons. The top 5 personal reasons are work/school balance (18%-31%), mental health (15%-23%), physical health (10%-15%), moved out of area (10%-21%), and commute transportation (3%-12%). The top 5 academic reasons are course/program availability (14%-19%), academic performance (7%-19%), academic support (10%-19%), quality of teaching (5%-19%), and disciplinary action (4%-14%). The top 5 personal reasons are personal challenges (56%-69%), cost of textbooks (22%-46%), effects of the economy (17%-36%), employment changes (11%-38%), and change in financial aid (11%-36%).
The initial findings provided a starting point to go further into the findings and ask additional questions through different surveys on the costs of textbooks, course availability, and probation. The Office of Institutional Effectiveness found 82% of survey participants in fall 2022 would enroll in additional courses if the costs of textbooks were reduced and 44% cover costs from personal funds. Additionally, only 64% of students indicated they were able to get the classes they needed that best fit their schedule with 29.8% indicating they were able to get some of the classes that fit their schedule. Finally, 71% of students that were put on probation did not know the criteria and 68% indicated they felt disappointed when they found out that they were placed on academic probation.The most common choice for help on participants’ academic journey was for more resources for academic success (time management, goal setting, navigating canvas, etc.)(37%) and more online advising availability (23%).
For more detailed reports on each survey and report, visit the Moreno Valley College’s - Institutional Reports
For more on ZTC/LTC textbooks, visit the Moreno Valley College’s - ZTC/LTC Dashboard
A. Application Conversion Rate
B. English and Math in the First Year
C. Course Success Rate
D. Persistence Rate
E. Completion of an Educational Goal
F. College-Going Rate from Moreno Valley and Val Verde Unified School Districts
For more details, visit the Moreno Valley College’s - Integrated Strategic Plan 2022-25
A. Application Conversion Rate
Since 2015-16, the application conversion rate, which is the percent of applications that enroll in a class at Moreno Valley College (MVC), was between 33.7% and 40.8%. In 2022-23, the application conversion rate was 40.8%, which was 7,012 out of 17,170 applicants enrolling in a class at Moreno Valley College. In adopting a guided pathways framework, we expect the application conversion rate to increase and reduce the 10,158 applications to enroll at MVC. Additionally, research supports tying our programs to the labor market and providing clarity to our students as they enter college to increase the application conversion rate.
Source: Colleague, Next update: November 2023
B. English and Math in the First Year
Since 2015-16, the English and math in the first year, which is the percentage of first-time students that attempt and successfully complete (A, B, or C) English and math in the first year, has increased from 6% to 27% for attempting and 3.5% to 12.3% for successfully completing. Comparing 2021-22 to 22-23, the successfully completing increased by 3.7 percentage points, which is close to our highest in 2020-21 of 12.5%
For English, first-time students that attempt in the first year has increased from 29.2% in 2016-17 to 72.7% in 2022-23. Additionally, those that successfully complete has increased from 22.9% to 46.5%, which is our highest percent and a 10.7 percentage point increase from last year.
For math, first-time students that attempt in the first year has increased from 9.1% in 2016-17 to 31.5% in 2022-23. Additionally, those that successfully complete has increased from 5.0% to 14.8%, which is our second highest rate and a 5 percentage point increase from last year.
In conclusion, Moreno Valley College has made progress in first-time students that attempt and successfully complete English and Math in the first year. This can be attributed to the placement of students into transfer-level English and math and the communities of practices for both disciplines. This has also led to the additional focus of course success rate and ensuring students pass transfer-level English and math on their first attempt.For students that are latinx/hispanic, black/african american, 20-24, 25-29, 30-34, or 40+ are disproportionately impacted in successfully completing English and math in the first year.
Source: Colleague, Next update: November 2023
C. Course Success Rate
The course success rate, which is the percentage of As, Bs, Cs, or Ps out of all grades, has been constant between 68.8% to 71.6% from 2015-16 to 2022-23. For 2022-23, the course success rate was 69.0% (31,353 passing grades out of 45,439). From 2021-22 to 2022-23, enrollments increased from 40,091 to 45,439(13%), which is still 9,889 less when compared to 2019-20.
Moreno Valley College has set a college goal of 78%, which would be 35,442 passing grades. To reach our goal, we need 4,089 Ds, Fs, NPs or Ws to change to a passing grade. Additionally, the college still has persistent equity gaps, when it comes to course success rate students that identify as black/african american had a course success rate of 60.8% in 2022-23, which is a decrease of 2.4 percentage points from 2021-22 compared to latinx/hispanic and white students having a course success rate of 68.1% and 77.3%, respectively.
To view more course success rates, visit the Program Review Dashboard
To view out institutional set-standards report, visit the Institutional Set Standards - March 2023
Source: Colleague, Next update: July 2024
D. Persistence Rate
The persistence rate, which is the percentage of those that stay enrolled from major(fall) term to major(spring) term. For example, if a student is enrolled in a fall semester, they persist if they enroll in the following spring semester. Therefore, the persistence rate is the percentage of students that enroll in the following major term.
From 2016-17 to 2022-23, the fall-to-spring persistence rates for all students has decreased from 56.6% to 49.5%, which is a downward trend. Over the last three years, we had a fall-to-spring persistence rate of 50%. This means 5 in 10 students that are enrolled in fall do not enroll in the following spring semester.
Given the college’s recent adoption of a guided pathways framework, there has been an upward trend for first-time students that started in fall. The fall-to-spring persistence rates for fall starts has increased from 47.7% in 2021-22 to 59.7% in 2022-23. The fall-to-spring persistence rates for falls starts has not been this high since 2018-19.Students that identify as Native American/Alaskan are disproportionately impacted in fall-to-spring persistence rate.
To view more persistence rates, visit the Program Review Dashboard
- Fall-to-fall Persistence
Source: Colleague/MIS Next update: November 2023
- Fall-to-spring Persistence
Source: Colleague/MIS Next update: November 2023
E. Completion of an Educational Goal (Certificate, Degree, or Transfer) in time
The completion of an education goal is measured by following a student through their education journey and finding out if they received a certificate, received a degree, or transferred in 2, 4, or 6 years. Since 2015-16, Moreno Valley college increased the completion of an educational goal in 2 years from 2.9% to 6.8% in 2019-20. This has led to the decrease in the median time to degree for students and less units to receive their educational goal. However, since 2017-18, the completion of an educational goal in 2 years has decreased from 8.9% to 6.8%, which is a decrease of 2.1 percentage points. Students that identify as black/african american are disproportionately impacted in earning a degree and/or a certificate. Students that are 30 or older are disproportionately impacted in transferring to a 4 year university.
Source: Colleague/MIS, Next update: November 2023
For more detailed analysis, visit the Strategic Planning Dashboard
F. College-Going Rate from Moreno Valley and Val Verde Unified School Districts
7. Current Headcount
A. Annual Headcount and Facts
A student is counted in the unduplicated headcount, if they took a course at Moreno Valley College, in that given year. In 2022-23, Moreno Valley College had 15,492 students take at least one course at the college. From 2013-14 to 2019-20, Moreno Valley college saw an upward trend in annual unduplicated headcount going from 13,135 in 2013-14 to 16,925 in 2019-20. Additionally, since 2019-20, Moreno Valley College saw a decrease from 16,925 to 12,977 in 2021-22, which is a 23% decrease.For 2022-23, the annual unduplicated headcount increased by 19% going from 12,977 in 2021-22 to 15,492 in 2022-23. The trend is also similar for those who receive California College Promise Grant going from 10,290 in 2019-20 to 6,995 in 2021-22, which is a 32% decrease.
Source: Colleague/MIS, Next update: July 2024
B. Financial Aid Summary
Source: Colleague/MIS, Next update: November 2023
8. Student Facts by Fall Semester
A. Student Unit Load
Source: CCCCO Datamart, Next update: February 2024
B. Student Education Goals
Source: Colleague/MIS, Next update: December 2023
C. Citizenship Status
Source: CCCCO Datamart, Next update: February 2024
9. Full-Time Equivalent Students
A full-time equivalent student is the equivalent of one student enrolled 15 hours per week for two 17.5 week semesters (One student being “full-time”). There are a variety of courses from credit to non-credit and daily contact to weekly contact hours. However, a majority of our courses at Moreno Valley College are credit and weekly contact hour courses. Given we are on a compressed calendar, our term length multiplier is less than the 17.5 for a standard calculation. To calculate the FTES for one course that meets over the entire semester, we need the contact hours of the course (weekly hours the course meets), the amount of students at census (enrollment), and the term length multiplier (set by state chancellor’s office based on our instructional calendar). For a typical course that meets once a week from 8:00am-11:00am with 35 students at census, the course contact hours would be 3.2. Therefore, the FTES for the course would be 3.2 (Course contact hours) * 35 (number of students at census) * 16.8 (Term Length Multiplier) / 525 (one student being “full-time”), which is 1881.6 / 525 = 3.6 FTES. To see different calculations, please see ‘Understanding and Calculating FTES and Efficiency’ below.
For 2021-22, Moreno Valley College had 5,497 credit FTES. Since 2019-20, the college has had a downward trend similar to annual unduplicated headcount.The credit FTES for 2019-20 was 7,503. The difference between 2019-20 to 2021-22 is -2,006, which is a decrease of 27% in FTES. Some of the biggest decreases are in English and math, where FTES has decreased from 1,052 and 1,055 in 2018-19 to 569 and 443 FTES in 2021-22, respectively. For 2022-23, the increase in FTES from 2021-22 was 15%, with our new Strategic Enrollment Management Plan, we expect to continue this trend into 2023-24 and need 1.186 additional FTES to recover to 2019-20 FTEs.
To learn more about how FTES is calculated, visit Understanding and Calculating FTES and Efficiency
For more detailed FTES data, visit the Strategic Enrollment Management Dashboard
A. Credit and Non-Credit
Source: CCCCO Datamart, Next update: August 2024
B. Career Education
Source: CCCCO Datamart, Next update: August 2024
C. Transfer
Source: CCCCO Datamart, Next update: August 2024
D. Basic Skills
Source: CCCCO Datamart, Next update: August 2024
10. Degrees, Certificates, and Transfers Awarded
Since 2015-16, there has been an upward trend for certificates and degree awarded. In 2015-16, there were 271 certificates and 702 degrees awarded. In 2021-22, there were 710 certificates and 1,955 degrees awarded. That is a 162% increase and 178% increases, respectively. Additionally, the number of students that transferred has increased from 567 in 2015-16 to 709 in 2021-22. Finally, the number of students that received a certificate, degree, or transferred (unduplicated count) has also had an upward trend from 1,135 in 2015-16 and 2,127 in 2021-22.
For 2022-23, there was a decrease in Area of Emphasis Degrees and Associate Degrees for Transfer, while certificates increased.
In conclusion, the college has started its implementation of a guided pathways framework and removed barriers by implementating an auto-ward program. This has led to more students graduating with more certificates and degrees in less time.
For more detailed analysis, visit the Strategic Planning Dashboard
A. Awards
Source: Colleague/MIS, Next update: July 2024
B. Transfers
Source: Colleague/MIS, Next update: November 2023
C. Number of students that received a certificate, degree, or transferred
Source: Colleague/MIS, Next update: November 2023
11. Enrollment, Success, and Retention Defintions
Application Conversion Rate is the total number of students who applied and enrolled divided by the total number of applications.
Award is any degree or certificate.
Attempt Transfer Level English and Math Rate is the total number of first-time students who attempt transfer level English and math in their first year divided by the total number of first-time students. Note. Includes discipline specific statistics courses (PSY-48/SOC-48). Special Admit, Police Academy and Fire Technology students are excluded.
Career Technical Education(CTE): Courses and programs designed to provide students with knowledge and skills necessary for employment and career advancement and designated by a “vocational” Taxonomy of Programs (TOP) code.
Capture Rate is the total number of first- time students under age 20 in a fall semester divided by the total of the high school graduates from high schools in our feeder districts at the end of the previous academic year.
Complete Transfer Level English and Math Rate is the total number of first-time students who earned an A, B, or C in both English and math in their first year divided by the total number of first-time students. Note. First-time students are given one full year from the first semester enrolled to complete English and math. Special Admit, Police Academy and Fire Technology students are excluded.
Complete 9+ Units in Field of Study is the total number of students who earn an A, B, C, or Pass in 9 or more units in their field of study in their first year.
Course Success rate is the number of students receiving an A, B, C, or Pass divided by the total number of enrollments.
Credit Courses are designed for students who are interested in earning college units towards a degree or certificate. Students who take credit courses receive a letter grade (A, B, C, D or F) at the end of the semester.
Data Measurements (Leading and Lagging Indicators)
- Leading indicators are predictive. They drive future performance. Leading indicators are in our control and lead to our success goals. Leading indicators are actionable for the target population. Some leading indicators include attendance, grades in subject areas or courses, and assessments. Knowing the outcomes for these metrics helps the college to determine the interventions and supports that students need to be successful.
- Lagging indicators tell us the story of what has happened in the past. Lagging indicators are our big goals, the long-term impact we hope to achieve: graduation rates, persistence to degree.
- Enrollments: The total number of enrollments generated by students (note: one student enrolled in three courses = 3 enrollments).
- Dual Enrollment: College courses taken by high school students, courses typically offered on the high school campus during the traditional school day, courses are typically taught by high school faculty who meet community college minimum qualifications, these courses serve primarily high school students.
- Concurrent Enrollment: College courses taken by high school students outside of the traditional school day, courses are typically offered on community college campus, courses are taught by community college faculty, and they are open to the public.
Fall to Fall Persistence is the number of students enrolled in fall and enrolled the following fall semester divided by the total number of students enrolled in the initial fall semester.
Fall to Spring Persistence is the number of students enrolled in both fall and spring semesters divided by the total number of students enrolled in the fall semester.
Full-time Equivalent Faculty (FTEF): A standard way of counting the number of faculty for the purpose of reporting; one FTEF is equal to 15 teaching load units (TLU) (1 hour lecture instruction = 1 TLU; 1 hour lab/studio instruction = 0.8335 TLU; 1-hour Noncredit lecture instruction = 0.75 TLU; 1-hour Noncredit lab instruction = 0.5 TLU; 1 hour non-teaching faculty duties = 0.5 TLU)
Full-time Equivalent Student (FTES): A standard way of counting enrollment for the purpose of reporting and funding; FTES is calculated by dividing the total number of hours of instruction delivered by 525 (based on the idea that one full-time student will be registered for 525 hours of instruction per year).
Headcount vs. Enrollments:
- Unduplicated Headcount: The total number of unique students enrolled (note: one student enrolled in three courses = 1). This is typically used to understand student demographics or the number of individual students served by a program.
- Duplicated Headcount: This headcount measure recognizes when students appear in more than one setting. For example, adding headcount for fall semester and spring semester results in duplicated headcount as the same students can be enrolled in both fall and spring semesters. Similarly, headcount by campus location is often duplicated as students can be enrolled in courses at multiple sites.
Noncredit: Courses that are offered for free; focus on skill attainment rather than grades; are repeatable; and focus on one of the following areas: elementary and secondary basic skills, English as a Second Language, citizenship and workforce preparation, programs for adults with disabilities, short-term career education, parenting, older adult needs, health and safety, and home economics.
Course Retention Rate: The California Community College Chancellor’s Office defines retention as the number of students who completed a course with or without a passing grade; includes enrollments with grades of A,B,C,D,F,P,NP,I*,IPP,INP,FW
Course Success Rate: The California Community College Chancellor’s Office defines success as the number of students who complete a course with a passing grade (includes enrollments with grades of A,B,C,P,IA,IB,IC,IPP)
Student Residence Status: Every student enrolling in credit courses shall be classified as a California resident or nonresident at the time of application for admission or if the student has had a break in attendance for more than one semester:
- Resident: A student who has been physically present in California for more than one year immediately preceding the residence determination date (one year and one day), and has demonstrated an intent to make California a permanent home.
- Non-resident: A student who does not have residence in California for more than one year immediately preceding the residence determination date.
Successfully Complete Units in the first semester/year is the number of first-time students who earn an A, B, C, or Pass in 12+/24+ units across the district in their first semester/year. Note. Special Admit, Police Academy and Fire Technology students are excluded.
WSCH/FTEF is the weekly scheduled contact hours divided by full-time equivalent faculty.