Orange’Coast’College’Academic’Senate’ Documents’for ... · utility costs, salaries and...

Orange Coast College Academic Senate Documents for General Meeting, 02.04.14 – Meeting Documents #2

The meeting documents are also available online at: http://www.orangecoastcollege.edu/about_occ/AcademicSenate/Pages/AgendasAndMinutes.aspx

Ø The four documents provided in this Meeting Documents packet are related to the three-‐year

district-‐wide strategic plan (Old Business, Item 3) and have been previously provided: o Brief Definitions Planning 1-‐13-‐2014 (included with 1/27/14 Meeting Documents) o Highlights -‐ CCCD ES and District IES 2012-‐13 (e-‐mailed to Senators on 1/29/14 at 1:50 AM) o CCCD Environmental Scan (e-‐mailed to Senators on 1/24/14 at 3:39 PM) o CCCD Institutional Effectiveness Report 2012-‐13 (e-‐m’d to Senators on 1/24/14 at 3:39 PM)

Coast Community College District District Consultation Council Meeting January 13, 2014 Brief Overview Strategic Planning vs Operational Planning The purpose of strategic planning is contained in the definition of planning. Planning is anticipating trends and determining the best strategies to achieve organizational goals and objectives. For CCCD, the strategic planning process provides the framework to advance the district’s mission, vision and goals; this is accomplished by the District Office and Colleges specifically taking action to better meet the needs of students and the internal and external communities and thereby advance their individual college missions to serve students and the internal and external communities. Two traditional types of planning used are: strategic and operational (or tactical). Strategic planning – a visionary process that results in major and far-reaching strategic goals and related objectives for the future to advance the college/district office/district-wide goals for service to students and the community. Strategic plans provide the foundation for operational planning in the form of policies, procedures, and strategies/actions for obtaining and using resources to achieve those directions. To be useful, objectives related to strategic goals need to be specific, measurable, time-bound and realistic. Colleges and the District Office could determine their own related strategic goals and objectives that advance district-wide strategic goals and objectives. Operational planning (action planning) – developing detailed, short-term statements about what is to be done, who is to do it, and how it is to be done. These are plans to implement the strategic plan goals and objectives. This process often involves setting work standards and schedules necessary to implement the objectives. Whereas strategic planning looks at the organization as a whole, operational plans focus on action carried out by specific units and department managers in the implementation of daily and weekly operations. Important to operational plans are specificity and time frame for completion for the action in the plan. Operational planning involves both the development of plans to improve and change daily operations as well as the development of capital projects that will ultimately be used in daily operations. Note that capital planning activities often span a longer period of time than plans around day-to-day operations. Strategic Planning and Resource Allocation Planning drives budget development. The resources of the district advance strategic planning goals and objectives but also are required to support operational planning such as covering utility costs, salaries and benefits and funding systems implementation, capital development program operating costs and enrollment growth. A typical term used to apply to all of these items is “operational commitments.” Part of the annual budget process is determining the cost of these

operational commitments and whether or not they still exist as priorities and determining how these needs balance against needs coming from strategic planning efforts. Not all planning requires additional funding. Some plans require a reallocation of resources, new processes or procedures. In some cases, strategic planning efforts may result in a recommendation to allocate fewer resources to particular efforts. Effective planning looks at all possibilities in attempting to achieve desired outcomes. Strategic Planning Framework and Steps

Environmental Scanning Issues facing CCC Data trends and analyses

Develop Strategic Thinking Identify key issues Gap analysis Assumptions Identify key initiatives

Planning and Implementation Develop operational plans Link strategic plan to other plans (financial, IT, HR and college specific plans) Allocate to priorities

Develop Strategic Thinking Identify key issues Gap analysis Assumptions Identify key initiatives

Strategic Goals/Priorities Develop strategic goals and related objectives

Accountability Implement and assess strategic goals and objectives Assess and improve Review planning processes

3c r

• - t

oD

O<

o

bp

cp

CD(/>CDD

CDQ -

CD

DC/)'r ^

o "#—+•

Oo3C/)

c _r —

0 )

OocDo

MO

m

o

<■ 50 ( / )

K >I

GO

^ O0 ) yC / ) _

CD

0 )

O ^^ ON ) 3O Q )

n? CQ<. ^3"CQ

r I

3 «C D ^^ O

3C/D o9 . ^^ O^ D

om —H m

9

os

9

1ao

bC

os

^ m ( T )

O )3nf D

0 )D

c n« •

CDncr - h

: <

oQ -cn

< 'r +

: <C / )< - +

cQ _f DDr - h

ocr +nO

3f DL n

> *

OJDC L

= E . n O Ja0 )r +Q j

Iof D

3o

OQ

QJ" D

3" D

O- <

3f D

O )

Q -

Q -CoQJr +

o3c u

f D

Q -U )

Xr +

f D

l i . O )nL O

r o

f DT 3O

OTQQJ

r s if DQ -

On

QJT 3

r +

f D

CO

3f D

ELc nnQJ

N Jo

U JI

-1^

h o

-Q-d;

i z

( ( (

^ O R A N G E' C O A S T L I N E C O A S T

Coast Colleges C O M M U S ' * C O U C O i

'*fVriSCIONMACH,<* COLLEGE

Env i ronmen ta l Scan 2013 -14

External Economic/Workforce Trends• Orange County's economy is outperfornning

neighboring counties and the state.• Strong in life sciences and advanced electronics,• Professional, Scientific, and Technical Services

ennployment is expected to grow by 23.8 percentf rom 2010 to 2020.

of the Environmental Scan 2013 Inspiration. Innovation. Graduation

C,OlOtN WIS? COttfCfCOASTLINE

^ COMMUNITY COUCOt'' riNCTOS WACH.C*

ORANGECOAST

COLLEGE

Env i ronmen ta l Scan 2013 -14HIGH GROWTH POTENTIAL INDUSTRIES- International Trade,

- Infornnation Technology,- Creativity and- C l e a n Te c h

Continued focus on STEAM (science, technology,engineering, arts, math)

Page 8 of the Environmental Scan 2013

(

Inspiration. Innovation. Graduation( (

( ( (

Coast Co l leges w /S\ ORANG ECOASTLINE —18^ J COASTC O M M U S ' W C O i U O i I r / - r

"t'vnNCTosMACH.c^ X^^COLLhOh

Env i ronmen ta l Scan 2013-14PROJECTED LACK OF NEW JOB AND REPLACEMENT

OPENINGS FOR YOUNG GRADUATES

Available job openings- office and admin support,- sales and related occupations,- and food prep and serving- median wages of $35,922, $30,659 and $19,406

respectively.

Page 6 of the Environmental Scan 2013 Inspiration. Innovation. Graduation

f COASTLINE —C>A(C—.V COMMUN'TV COUtOt

c ^ U c f O R A N G EC O A S T

'^f^r^^cIos•»AC♦«.c* COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-13

Student Learning, Achievement and DevelopmentStudent Outreach and Responsiveness to theCommunityFaculty, Staff, and Administrators/ManagersFiscal SupportFac i l i t ies

Inspiration. Innovation. Graduation( ( (

( ( (

Coast CollegesOlOtN WISTCOiifCf

COASTLINEC O M M U S ' t C O U E C i

' ^NrrNCfOS MACH.t*

O R A N G ECOAST

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-13Figure LI Student Success Scorecard 2013

P e r s i s t e n c e 3 0 U n i t s C o m p l e t i o n R e m e d i a l M a t h R e m e d i a l E n g l i s h R e m e d i a l E S L C a r e e r Te c h n i c a l

E d u c a t i o n

■ Coast l ine ■ Golden West ■ Orange Coast Statewide

Page 8 of IE Report Inspiration. Innovation. Graduation

Coast Collegesc;ovoiNWisrcot(fc^

COASTLINEC O M M u s i ' v C O i K O t

'*<^nscios«ACH.t^

ORANGECOAST

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012 -13

Page 10 of IE Report

Figure 1.2 Percentage of Applicants Eligible for College-level Writing by College

1 0 0 % -

8 0 % -

(

C o a s t l i n e

G o l d e n W e s t

Organge Coast

2 0 0 8 2 0 0 9 2 0 1 0 2 0 1 1 2 0 1 2

Summer/Fall Testing Year

(

Inspiration. Innovation. Graduation(

^OlOINWISI/fOASTLINEL%V COMWjS^ r C0U(0 (

O R A N G EC O A S T

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-131 0 0 %

9 0 % -

8 0 % -

7 0 % -

6 0 % -

5 0 % -

4 0 % -

3 0 % -

2 0 %

10% H

Figure 1.3 Percentage of Applicants Eligible for College-level Math by College

3 3 %3 1 %

3 3 % 3 2 %3 4 %

I Coastline

I Golden West

Organge Coast

2 8 % 2 7 % 2 7 %2 9 % 2 9 %

124%26%.

2 8 % 2 9 %

25%|


0 %

Coast Colleges f ((ODASTLINEm\\V coMMUNti* coiaol

OVOtNWISI COUfCf

''t/vrisciosMACH.t^

ORANGECOAST

COLLEGE

Ins t i tu t ional Effect iveness 2012-13

bO

_c

_a)Q .

Eo

u

> -

l O1 /1O )uuz s

o n

oUM -

O

d v

1 0 0 %9 0 %

8 0 %7 0 %6 0 %

5 0 %4 0 %3 0 %

2 0 %1 0 %

0 %

of IE Report

CCCD Student Progress Through Basic Skills

M a t h

English

C o h o r t Tw o L e v e l s

B e l o w

One Leve lB e l o w

T r a n s f e r a b l e

Inspiration. Innovation. Graduation( (

1 0

( ( (

Coast Colleges COASTLINEC O M M U S » y C O t i t O (

C,OiOtNWtSTCOUfCf O R A N G ECOAST

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-13Number of Degrees Awarded

O M i l i t a r y

^ ^ C o a s t l i n e

G o l d e n W e s t

■X^Orange Coast

2 0 0 8 - 0 9 2 0 0 9 - 1 0 2 0 1 0 - 1 1 2 0 1 1 - 1 2 2 0 1 2 - 1 3


COASTLINEWtSTCOUfCf

L V COMMUNITY COlKOt''^''Unciosmach.C^

O R A N G ECOAST

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-13Number of Cer t ificates of Achievement Awarded

1 , 2 0 0

1 , 0 0 0

8 0 0

6 0 0

4 0 0

2 0 0


1 , 0 2 7

4 2 5

C o a s t l i n e

G o l d e n W e s t

Orange Coast

2 0 0 8 - 0 9 2 0 0 9 - 1 0 2 0 1 0 - 1 1 2 0 1 1 - 1 2 2 0 1 2 - 1 3

(Inspiration. Innovation. Graduation

(

( ( (

Coast Colleges ,(fcOASTLINEOVOlNWtSTCOllfCf

C O M M y s ' v C 0 u i 0 (

O R A N G ECOAST

C O L L E G E

I ns t i t u t i ona l E f fec t i veness 2012-13

Of the nearly 200 certificates offered, more than halfof all awards are for just 15 programs.136 certificate programs averaged less than fiveawards a year for the last 5 years.

Page 42 of Environmental Scan 2013 Inspiration. Innovation. Graduation

Coast CollegesOlOtNWfST COUfCf

COASTLINEC O M M O N . ' * c o n t o i

ORANGECOAST

COLLEGE

I ns t i t u t i ona l E f fec t i veness 2012-13Number o f Transfers to UC

8 0 0

7 0 0

6 0 0

5 0 0

4 0 0

3 0 0

2 0 0

1 0 0

6 8 2 6 7 86 8 7

6 3 1 ^ ^ 6 3 2

5 7 9— A

5 7 85 2 9 5 5 5

5 2 8

9 6 1 1 79 5 9 5 9 2

6 1 01 4 '?7

C o a s t l i n e

Go lden Wes t

Orange Coast

To t a l

2 0 0 7 - 0 8 2 0 0 8 - 0 9 2 0 0 9 - 1 0 2 0 1 0 - 1 1 2 0 1 1 - 1 2

Page 28 of IE Report Inspiration. Innovation. Graduationc

Coast Colleges ^oi^wisicmucf ORANGECOASTLINE CW^ J COASTVWCOLLEGE

Ins t i t u t i ona l E f fec t i veness 2012-13Number of Transfers to CSU

3 , 0 0 0

2 , 5 0 0

2 , 0 0 0

1 , 5 0 0

1 , 0 0 0

5 0 0

2 , 5 2 6

2 , 1 2 21 , 9 9 8 S^AIO

1 , 3 4 5 ^ 3 4 ^' 1,695

k . ^ ^ 2 41 , 3 0 3

6 6 35 9 0

4 3 2 .

7 4 66 1 1

1 1 4 1 0 5 4 8 8 5 7 5

▶C o a s t l i n e

G o l d e n W e s t

'Orange Coas t

' T o t a l

2 0 0 7 - 0 8 2 0 0 8 - 0 9 2 0 0 9 - 1 0 2 0 1 0 - 1 1 2 0 1 1 - 1 2


CoastCommunityCollegeDistrictEnvironmentalScanDistrict Office of Research, Planning and Institutional Effectiveness 1/8/2014

1

ContentsIntroduction ...................................................................................................................................................................... 2

External Data .................................................................................................................................................................... 3

Demographic Profile of the CCCD Service Area ............................................................................................................ 3

Current Demographic Profile for the Coast District Service Area ............................................................................ 4

Employment .................................................................................................................................................................. 6

Orange County Economic and Workforce Trends .................................................................................................... 6

Emerging Industry Clusters ....................................................................................................................................... 8

Industry Sector Overview ....................................................................................................................................... 10

Occupational Overview ........................................................................................................................................... 13

Unemployment ....................................................................................................................................................... 14

Earnings .................................................................................................................................................................. 15

Education Trends ........................................................................................................................................................ 16

High School Graduate Trends in Orange County .................................................................................................... 16

Educational Attainment for the Population 25 Years and Over ............................................................................. 19

Internal Data ................................................................................................................................................................... 20

Enrollments ................................................................................................................................................................. 20

Students Enrolled (FTES) by College by Residency Status ...................................................................................... 20

Students Enrolled (FTES) by College by Discipline by Residency Status ................................................................. 20

Class Enrollments (Fall 2013 Census) in 200 Level Classes ..................................................................................... 26

Faculty ......................................................................................................................................................................... 28

Faculty (Full‐time equivalent faculty ‐FTEF) by College by Status (FT/PT) ............................................................. 28

Productivity ................................................................................................................................................................. 28

WSCH/FTEF (595) by College .................................................................................................................................. 28

WSCH/FTEF (595) by College by Discipline ............................................................................................................. 29

Student Outcomes ...................................................................................................................................................... 35

Student Course Success Rate by College ................................................................................................................ 35

Student Course Success Rate by College by Discipline ........................................................................................... 35

Degrees and Certificates Awarded by Program ...................................................................................................... 42

Orange County Program Completions .................................................................................................................... 48

Finance ........................................................................................................................................................................ 49

Recent Budget Strategy and Stability Funding ....................................................................................................... 49

Strategic Direction and Growth .............................................................................................................................. 50

2

Introduction This external environmental scan was conducted in fall 2013, with the purpose of informing the Coast Colleges’

strategic planning activities, which are coordinated throughout the district.

The report is divided into two broad sections. The first section of the report is the External Data, which contains

statistics and analysis about Orange County and the Coast District demographic, employment, and educational

trends. The second section of the report is the Internal Data, which contains student enrollment, productivity,

student outcomes, and finance trends. The communities and variables being studied are experiencing rapid changes.

Consequently, the scan should be reviewed and used for planning to identify broad trends and to provide a general

overview.

3

ExternalDataDemographicProfileoftheCCCDServiceAreaOrange County Workforce Indicators 2013‐14 Key Findings http://www.ocbc.org/wp‐content/uploads/2013‐WIR‐Key‐Findings.pdf

Orange County’s growing population is becoming increasingly older and more diverse.

At 61.1 percent of the population, Orange County has a slightly larger proportion of working‐age residents (20 to 64) compared to state and national age trends. These trends are expected to continue over several decades, driving a dramatic increase of residents over age 55.

Foreign migration is experiencing a positive trend with 151,002 new immigrants entering Orange County since 2000. However, population growth in the 2000s was primarily due to natural increase (defined as births minus deaths) with about 30,000 births each year, leading to the current county population of 3,090,132. This is up from last year’s population estimate of 3,055,792.

By 2020, Latinos are projected to become Orange County’s largest ethnic group. Since 2005, Latinos have accounted for more than 50 percent of the total births in the county, followed by Asians at 25 percent. However, the 20‐year growth rate of the Asian population in Orange County outpaced Latino growth rates despite Asian’s smaller actual numbers.

4

CurrentDemographicProfilefortheCoastDistrictServiceAreaTotal population 728,199

GENDER Male 362,904 49.8% Female 365,295 50.2%

AGE Under 5 years 39,543 5.4% 5 to 9 years 42,033 5.8% 10 to 14 years 44,556 6.1% 15 to 19 years 47,821 6.6% 20 to 24 years 48,857 6.7% 25 to 34 years 102,529 14.1% 35 to 44 years 104,205 14.3% 45 to 54 years 108,376 14.9% 55 to 59 years 45,355 6.2% 60 to 64 years 40,164 5.5% 65 to 74 years 55,635 7.6% 75 to 84 years 33,399 4.6% 85 years and over 15,726 2.2%

Median age (years)

18 years and over 573,255 78.7% 21 years and over 544,417 74.8% 62 years and over 128,928 17.7% 65 years and over 104,760 14.4%

18 years and over 573,255 78.7% Male 282,419 38.8% Female 290,836 39.9%

65 years and over 104,760 14.4% Male 45,855 6.3% Female 58,905 8.1%

Race Total population 728,199 100.0%

One race 708,525 97.3%

Two or more races 19,674 2.7%

One race 708,525 97.3%

White 458,694 63.0%

Black or African American 7,863 1.1%

Am Indian and Alaska Native 2,542 0.3%

Asian 165,202 22.7%

Asian Indian 5,296 0.7%

Chinese 16,059 2.2%

Filipino 9,419 1.3%

Japanese 8,904 1.2%

Korean 11,608 1.6%

Vietnamese 103,533 14.2%

Other Asian 10,383 1.4%

Native Hawaiian and Other 4,147 0.6%

Native Hawaiian 41 0.0%

Guamanian or Chamorro 44 0.0%

Samoan 786 0.1%

Other Pacific Islander 840 0.1%

Some other race 70,077 9.6%

Two or more races 19,674 2.7%

Some other race 74,199 10.2%

HISPANIC OR LATINO AND RACE

Total population 728,199 100.0% Hispanic or Latino (of any race) 176,646 24.3% Mexican 146,977 20.2% Puerto Rican 2,591 0.4% Cuban 1,989 0.3% Other Hispanic or Latino 25,089 3.4% Not Hispanic or Latino 551,553 75.7% White alone 359,402 49.4% Black or African American alone 6,840 0.9% Am Indian and Ala Native alone 1,462 0.2% Asian alone 164,467 22.6% Nat Hawaiian and Othr Pac Isl 3,583 0.5% Some other race alone 1,441 0.2% Two or more races 14,358 2.0%

Source: U.S. Census, 2009‐11 American Community Survey 3‐Year

5

0

20,000

40,000

60,000

80,000

100,000

120,000

Under 5years

5 to 9years

10 to 14years

15 to 19years

20 to 24years

25 to 34years

35 to 44years

45 to 54years

55 to 59years

60 to 64years

65 to 74years

75 to 84years

85 yearsand over

Age Distribution

49.80% 50.20%

0%

10%

20%

30%

40%

50%

60%

Male Female

Gender

0%

10%

20%

30%

40%

50%

60%

70%

White Black orAfricanAmerican

Am Indianand AlaskaNative

Asian NativeHawaiianand Other

Hispanic Someother race

Two ormore races

Some otherrace

Race/Ethnicity

6

EmploymentThis section provides some vital employment statistics relative to Orange County and the nation. In terms of numbers of jobs, the largest industry sectors are professional, scientific and technical services, retail trade, health occupations and manufacturing.

OrangeCountyEconomicandWorkforceTrendsThe following information provides an overview of the Orange County economy. Source: 2013‐14 Orange County Workforce Indicators Report. http://www.ocbc.org/research/workforce‐indicators‐report/

Orange County’s economy is outperforming neighboring counties and the state.

The Orange County job profile reveals significant improvements through 2013, including a declining unemployment rate that reached as low as 5.5 percent in June 2013, the lowest unemployment rate recorded since June 2008.

Orange County’s median household income is estimated to be at $73,380, which is 23 percent higher than the state average ($59,659) and 41 percent higher than the national average ($52,041).

Employment increased by 1.5 percent in 2012 and forecasts project a 2.1 percent increase in 2013, which translates to a gain of 20,500 jobs in 2012 and 29,500 jobs in 2013. The majority of industries in Orange County showed significant growth from 2012 through 2013, with the greatest improvements coming from Education and Health Services, Construction, and Financial Activities.

Orange County is capitalizing on its strengths in life sciences and advanced electronics, enabling it to stand out as a world class leader. Professional, Scientific, and Technical Services employment is expected to grow by 23.8 percent from 2010 to 2020.

Biomedical Engineers have the fourth‐highest average salary and already experienced 108 percent actual employment growth since 2010, drastically above the anticipated 86 percent growth pre‐dated for 2010 to 2020. High‐wage occupations have the greatest impact on improving long‐term regional prosperity.

International Trade, Information Technology, Creativity and Green Technology are all helping to drive employment growth and new high‐wage occupations within the county’s major industries, accounting for approximately 246,600 jobs. Workers in these industries earn nearly $20,000 above the average wage.

Orange County’s geography provides distinct advantages regarding International Trade and its top countries for exports are Mexico and Canada, accounting for $5.8 billion and $2.8 billion in trade, respectively. China, Japan and South Korea round out the county’s top five trade partners and together the three countries account for 35.3 percent of merchandise exports from the county.

PROJECTED LACK OF NEW JOB OPENINGS >> California’s Employment Development Department (EDD) estimates of new and replacement jobs through 2020 underscore the severity of the issue of baby boomers constraining lower‐level job openings that traditionally falling to new workforce entrants. By definition, “new jobs” are classified as openings due only to new additional job growth, while “replacement jobs” are defined as job openings created when workers retire or permanently leave an occupation. As it stands, future replacement jobs may not be as available as needed due to older generations of workers that are delaying their retirement plans and are willing to take lower level jobs to support their eventual retirement. Replacement jobs largely consist of lower‐wage entry‐level jobs in industries with a significant body of temporary workers, including Office and Administrative Support, Food Preparation and Service, and Sales‐related occupations. These industries have median annual wages of $35,920; $19,392; and $30,663, respectively. This trend of baby boomers occupying traditionally younger workforce starter jobs in all fields transforms their use into survival jobs. As many of these jobs are more reliant on workforce experience than education credentials, senior generations of workers can more easily draw from their larger experience pools to find the right requirements. Baby boomers have been in the

7

workforce longer than younger generations and are likely to be overqualified for these positions, making opportunities for new entrants scarce in what should be a plentiful selection. This preference for the older workforce compounded by the employer‐wide trend of operating with leaner teams, further crowds the younger generation out of the entry‐level labor market. As a result, young graduates may be unable to enter the workforce in meaningful ways or at the time they desire. Some continue advancing their education but this strategy does not securely prepare them for the economic future ahead. Even with the potential for higher eventual salaries, many students take out large student loans and accrue debt for years after graduation. Prolonged uncertainty about current and future job market trends will continue to hamper the employment and career prospects of this generation. Orange County is home to many high‐tech industries. It is a leader in several emerging technologies including advanced transportation, alternative fuels, medical devices and computer gaming. The workforce is IT savvy and there are large concentrations of colleges and universities, business incubators and venture capital investment firms. Though the economy appears to be very slowly turning the corner, unemployment remains high and consumer and business spending has been slow to improve. Many older workers have been forced into early retirement with others working longer than expected due to losses in retirement accounts and home values. From 2007 to 2010, Orange County lost approximately 162,000 jobs or 10.7% of its payroll employment. The largest decline was in the construction industry, 28.6%. There has been some recent job growth but not rapid. The two industry sectors that suffered the least amount of decline are also those recovering the quickest. These include health services and tourism. The unemployment rate is projected to stay above 7% through 2013. There are two components to “job openings”, new jobs and replacement jobs. Replacement jobs are openings created when workers retire or permanently leave an occupation. These types of openings are not being seen in large numbers because many older workers are pushing back retirement. Though baby boomers are typically well educated, they currently occupy many jobs traditionally considered workforce starter jobs. They are using them as survival jobs. This is making it difficult for young graduates to find work in their fields of study. Some continue their education, but this involves taking on more debt. The job openings that are being seen are primarily concentrated in lower wage, entry‐level jobs in office and admin support, sales and related occupations, and food prep and serving. These occupations have median wages of $35,922, $30,659 and $19,406 respectively.

8

EmergingIndustryClustersPrograms and policies should support emerging industries, or the drivers of industry clusters, to accelerate their growth and proliferation throughout traditional industry clusters. International trade, information technology, creativity and green/clean tech are helping to drive employment growth and high wage, high multiplier occupations. The recession hampered the potential growth of these industries, yet they have rebounded well and are expected to not only help grow traditional sectors but, in time, become major sources of employment and revenue for the county. Orange County is in the midst of transitioning into a knowledge based, post‐Great Recession economy. Because of the Great Recession, many of the traditional high wage jobs of the past have disappeared and will not be coming back. New opportunities, however, are creating high wage jobs as a result of social and economic changes in the last decade due to international trade, information technology (IT), creativity and green/clean tech—four emerging industries that are blurring traditional cluster boundaries. These four drivers overlay and crosscut traditional clusters, offering a better understanding of the county’s workforce needs. Education and workforce development professionals began understanding the importance of these clusters in designing education and development policies. The Orange County Workforce Investment Board and Orange County Business Council started to track crosscutting clusters several years ago. This section explores these interrelationships and how each driver overlaps and enhances existing cluster industries, creating both horizontal and vertical clusters. For example, while there are firms that are solely information technology (such as computer software and game developers such as Blizzard Entertainment), there are information technology functions and occupations within all other clusters. Creativity‐oriented occupations are important components across clusters as well, such as architecture/interior design overlapping in the business and professional services, construction and tourism clusters. These four drivers are increasingly important in developing and maintaining competitive advantage in Orange County’s clusters. They generate value‐creating jobs and initiate economic growth. According to the estimated employment in 2011, international trade, information technology, creativity and clean tech are helping to drive employment growth and high‐wage, high‐multiplier occupations. While the recession did hamper potential growth of these industries, they have rebounded well and are expected to not only help grow traditional sectors but, in time, become major sources of employment and revenue for the county. International trade, information technology, creativity and

9

green/clean tech added approximately 278,691 jobs. In the past year, jobs increased in international trade and information technology, while employment in the creativity sector slightly declined and green technology moderately declined:

• International Trade: 156,997 • Information Technology: 66,236 • Creativity: 37,200 • Green Technology: 18,258

INTERNATIONAL TRADE >> Orange County’s geographic location provides it with distinct advantages regarding international trade. Some of these advantages include proximity to the ports of Long Beach and Los Angeles; a well‐connected freeway and road system for trucking; rail lines providing national trade linkages; proximity to international and domestic airports; and a large and growing presence of an ethnically diverse population. Combine these significant trade factors with Orange County’s large and competitive manufacturing base, namely in computer software, electronics and transportation equipment. The county continues to rapidly cultivate trade relationships with growing economies such as China, Japan, South Korea, Mexico and Canada. These economic and employment opportunities emerge to drive the county’s robust global trade industry. INFORMATION TECHNOLOGY >> A highly skilled information technology workforce is essential to driving economic growth in a fast growing knowledge‐based economy. Specialized skills—often requiring education or experience in science, technology, engineering and mathematics—are critical to supporting innovation in fields as diverse as computers, medicine and communication.

Orange County has long been a leader in computer and electronic software, service and product manufacturing, and a major portion of international exports are based on these products. Information technology occupations, namely those that connect businesses and provide computer software products and services, have aided in driving employment of various industries in the county. Professional and business services industries rely greatly on information technology for day‐to‐day operations with features such as email, video conferencing, cloud technologies and various computer software programs. These new technologies have allowed businesses to become more connected to their customers and promote business‐to‐business connections, which allow for increased collaborations and subsequently the expansion of this industry. The average salary for the information technology industry is $86,000, almost $34,000 more than the average industry salary in the county. According to California’s Employment Development Department, the highest wage occupation in the

10

information technology industry is that of software publishers who earn an average of $144,404 annually. This industry will be the main driver of employment and economic activity in the county. California’s Employment Development Department reported that three of the top six occupations with the most job ads/openings in Orange County were related to information technology—such as web developers, computer systems analysts and computer software engineers/applications. CREATIVITY >> Orange County’s increasing focus on STEM (science, technology, engineering, math) as a critical competitive advantage has evolved into an emphasis on STEAM (science, technology, engineering, arts, math). The creativity sector is the market impact of businesses and individuals involved in producing cultural, artistic, and design goods and services. More specifically, it consists of creative professionals and enterprises that take powerful, original ideas and transform them into practical and often innovative goods, or inspire with their artistry.

GREEN/CLEANTECH >> Many Orange County companies have altered business operations to include new environmentally sustainable practices, not only because of recent state and federal legislation, but also because efficient practices make good business sense. According to Next 10’s 2012 Many Shades of Green report, Orange County’s green employment increased by 62 percent, adding 6,900 jobs from 1995 to 2010 compared to the state green employment growth of 53 percent during the same period. Orange County’s overall job growth of 15 percent was the third largest growth rate in California, behind the Sacramento area (113 percent) and Bay area (78 percent). The biggest sectors for employment were air and environment; energy generation; energy efficiency; water and wastewater; and recycling and waste. Growth in energy generation added 120 jobs, expanding 3.0 percent during the period from 2009 to 2010. Energy efficiency subsections—solar appliances and devices, lighting and energy conservation products—grew 12 percent, adding a combined 110 jobs during the same period.

IndustrySectorOverviewIn 2012, EDD released its 2010 to 2020 employment projections for Orange County. This new adjusted schedule of employment growth provides a useful comparison point for assessing California’s speed in post‐recession job expansion. EDD projections estimate that Orange County’s industry sector employment will grow by 13.3 percent from 2010 to 2020. So far, Orange County has grown its total employment base by 7.7 percent since 2010, signifying that the county is on the right track to meeting or even exceeding the 2020 estimates. When looking at the industries that EDD projected to grow the fastest — both in terms of absolute and percentage growth ‐ more than the 10‐year period up to 2020, there is solid progress being made in meeting long‐term projections for all but a select few industries estimated by EDD. While the majority of industry sectors are on track to meet or exceed growth expectations, others experienced stagnant employment growth from 2010 to 2013. The Professional, Scientific and Technical Services industry is projected to increase by more than 25,000 jobs and is

11

steadily reaching that goal with an actual 8,400‐job increase since 2010. Food Services, Drinking Places, and Administrative and Support Services have greater anticipated employment growth than Professional Services, and appear to gain equally strong momentum in their hiring rates. Some industries, such as Specialty Trade Contractors and Credit Intermediation, have already exceeded the 10‐year forecast by EDD in just three years. Only the General Merchandise Stores industry appears to be defying growth projections, having only increased employment minimally as of June 2013. In terms of percentage growth, Non‐depository Credit Intermediation, Nursing and Residential Care Facilities and General Merchandise Stores are the leading industries in estimation, and Non‐depository Credit Intermediation already advanced past predictions for percentage growth by 2020. The General Merchandise Stores industry sector also under performs in terms of percent growth, joined by Health and Personal Care Stores and Clothing and Clothing Accessory Stores.

Taking into account performance of growth‐driving industries so far compared to the EDD projections, what are Orange County’s current overall fastest‐growing industries that are driving the region’s recovery? The industries that show the most growth since 2010 are useful indicators for identifying both Orange County’s current standout industries and exploring what the county’s future growth‐driving industries might be. The top 10 industries profiled below represent those adjusting well to the difficulties posed by the Great Recession and capitalizing on the needs of the labor market during the recovery. Employment Services boomed in the wake of

12

the recession, ranking third both in terms of absolute and percentage employment growth. Restaurants, entertainment venues and health service‐related industries see the majority of immediate growth, thanks to their numerous entry‐level positions and role in supporting Orange County’s dominance in tourism and medical technology. While absolute growth demonstrates the county’s current dominant industries, percentage growth depicts where emerging trends begin to take form — Heavy or Civil Construction and Credit Intermediation both lead percentage growth, signifying business and residential desire to finance expansionary projects that provide significant returns on investment. Technical industries in Orange County generally rebounded well, yet are noticeably absent from the top 10 fastest‐growing industries. Notable appearances include Credit Intermediation at more than 45 percent job growth, Scientific Consulting at just below 20 percent growth and College Employment at more than 17 percent growth. The continued development and growth of these and other more technical industries are important for the county’s future as a leader in high‐tech industry employment.

13

OccupationalOverviewOccupations identified as the fastest growing in terms of absolute growth kept pace with or exceeded the EDD projections. Only Registered Nurses and Waiters and Waitresses experienced negative growth over the past three years, significantly diverging from the EDD’s projections. Absolute job growth in retail, cooking and grounds‐keeping generally adhered to the EDD projections for occupational employment growth. Office Clerks appear to be the closest occupation to meeting the EDD projections earlier than anticipated, currently only 1,250 new positions away from surpassing the 2020 forecast.

Eight of the 10 projected fastest‐growing occupations have annual salaries exceeding $80,000 and are split between the High tech, Management and Healthcare clusters. Each occupation highlighted is expected to grow by at least 25 percent from 2010 to 2020. Biomedical Engineers have the fourth‐highest average salary and already experienced 108 percent actual employment growth since 2010, drastically above the anticipated 86 percent growth spanning 2010 to 2020. High‐wage occupations have the greatest impact on improving long‐term regional prosperity and Biomedical/Life science and IT/Tech clusters are important targets for talent acquisition for the county.

14

Unemployment

Orange County’s unemployment peaked at 10 percent in January 2010. Since then, Orange County made significant advances toward economic recovery by creating more than 100,000 new private sector jobs. The county is well on the road to recovery, with unemployment dipping below 6 percent in April and May 2013 for the first time since 2008. While unemployment ticked up to 6.1 percent in June 2013, the Orange County economy continues to create jobs, 8,500 of them in fact. Job creation spread across most sectors, with the largest gains occurring in Tourism, Professional and Business Services, Trade/Logistics and Construction. The reason the unemployment rate increased slightly is primarily due to more people looking for work, a trend which can be expected to continue as the job market improves. Even so, the overall trend for Orange County’s unemployment rate will likely continue downward for the rest of 2013.

15

Earnings

The following table shows the number of jobs in 2012 and projected for 2020 by industry. It also provides the average annual earnings per job from the same year. The industries with the largest forecasted job growth are at the top of the list.

Orange County Average Earnings by Industry

Orange County - Average Earnings by Industry 2012

Description 2012 Jobs 2020 Jobs Change 2012 Avg. Annual Earnings Per Job

Health Care and Social Assistance 164,408 196,993 32,585 $62,102 Accommodation and Food Services 150,813 177,071 26,258 $23,904 Finance and Insurance 137,000 162,560 25,560 $90,203 Professional, Scientific, and Technical Services 183,964 208,803 24,839 $73,409 Real Estate and Rental and Leasing 132,242 153,627 21,385 $38,930 Administrative and Support and Waste Management and Remediation Services 148,839 169,722 20,883

$40,465

Construction 97,288 112,458 15,170 $62,640 Retail Trade 177,429 192,055 14,626 $38,469 Other Services (except Public Administration) 113,548 126,991 13,443 $26,012 Wholesale Trade 88,605 96,764 8,159 $85,683 Educational Services (Private) 37,511 45,011 7,500 $33,179 Arts, Entertainment, and Recreation 59,068 66,319 7,251 $29,578 Transportation and Warehousing 32,997 36,778 3,781 $49,773 Mining, Quarrying, and Oil and Gas Extraction 7,464 10,893 3,429 $25,869 Government 148,123 149,756 1,633 $73,073 Unclassified Industry 6,507 7,456 949 $75,490 Utilities 4,219 4,429 210 $149,529 Information 31,334 31,427 93 $82,201 Management of Companies and Enterprises 24,392 23,572 (820) $102,429 Agriculture, Forestry, Fishing and Hunting 3,868 3,000 (868) $33,560 Manufacturing 158,388 153,622 (4,766) $84,128 Total 1,908,007 2,129,305 221,298 $57,450 Source: EMSI Complete Employment - 2013.1

16

EducationTrendsSource: 2013‐14 Orange County Workforce Indicators Report. http://www.ocbc.org/research/workforce‐indicators‐report/

Orange County continues to supply the region with a pipeline of well‐educated, well‐trained workers.

Orange County has steadily improved its Academic Performance Index (API) scores since 2005. Twenty three out of 28 Orange County school districts exceeded the statewide API target scores of 800 in 2012 and 26 of the 28 districts improved scores from 2011 to 2012.

As of 2012, Orange County’s high school students had an exit exam pass rate of 89 percent for Mathematics and 88 percent for English Language Arts. This is the highest pass rate yet for both subjects in the county and exceeds the state level pass rates of 84 and 83 percent, respectively.

At 9.1 percent, Orange County had the lowest high school dropout rate compared to state and neighboring counties in 2012.

More than 43 percent of Orange County high school students were eligible for entry into the UC/CSU university systems during the 2011‐2012 school year, which is a slight improvement over the previous year and a significant 8 percent improvement compared to the 2009‐2010 school year.

Many future high‐paying job opportunities will be created in Orange County’s rapidly growing high‐tech industry cluster. The number of Science, Technology, English, Mathematics (STEM)‐related undergraduate degrees awarded by Orange County increased over the past two years.

Community colleges remain a vital part of the Orange County education system. More than 20,600 associate degrees were awarded during the 2011‐2012 school year, a nearly 100 percent increase compared to five years ago.

HighSchoolGraduateTrendsinOrangeCounty

Orange County high school graduation projections through 2021‐22 are expected to be steady and oscillate between 35,000 and 38,000 students.

2010‐11Actual

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐172017‐2018

2018‐2019

2019‐2020

2020‐2021

2021‐2022

ORANGE 37,234 37,493 37,046 36,624 36,347 35,760 36,089 36,818 36,208 35,877 36,687 36,594

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

Orange County High School Graduation Projections

17

HIGH SCHOOL EXIT EXAM PERFORMANCE >> Orange County high school students are required to take the High School Exit Exam in order to graduate. Exit exams provide another tool in measuring cumulative student achievement. As of 2012, Orange County high schools students had an exam pass rate of 88 percent for English language arts and 89 percent for mathematics. This is the highest rate experienced for both subjects and exceeds the state level pass rates of 83% and 84%, respectively.

Santa Ana Unified School District’s High School math pass rates are below the state average. For ELA, only three districts are performing below the state average: Anaheim Union High, Santa Ana Unified and Nova Academy Early College High. While pass rates for Santa Ana and other regions have increased in recent years, they are still slightly below average county rates and those of neighboring school districts.

Every school district in Orange County outperformed the state averages for both Math and English Language Arts except for the following: Santa Ana Unified with exit exam pass rates of 78 percent for English Language Arts and 83 percent for Math, Anaheim Union High with a lower ELA pass rate of 82 percent and Nova Academy Early College High with an 80 percent pass rate. More than 43 percent of Orange County high school students were eligible for entry into the UC/CSU university systems during the 2011‐2012 school year, which is a slight improvement over the previous year, and a significant 8 percent improvement

18

compared to the 2009 to 2010 session. Asian students continue to achieve the highest levels of eligibility, while African American and Latino student eligibility rates in Orange County continue to under‐perform compared to other ethnicities and are hovering near state eligibility levels. However, significant efforts within Orange County to address these low rates have clearly had a beneficial impact on the Latino population, which experienced an increase of more than 11 percent in eligibility since 2010.

Orange County has historically been a well‐educated community with educational attainment levels consistently higher than those of the state. Its fast growing industries and high quality of life have served as a magnet for both young and experienced professionals, while the university system has provided the county with a consistent flow of well‐educated workers. The talent pool in Orange County has allowed high‐wage occupations to grow, allowing the region to generate higher wages than surrounding areas and peer regions across the nation. With much of Orange County’s future job growth expected in industries requiring advanced or specialized degrees, demand for individuals with these degrees will increase significantly. As a result, it will be important for the county to prepare its current and future workforce to meet this new demand. College level and advanced degree educations are increasingly important for job opportunities and high‐wage occupations. As technologies improve, business processes become more efficient, and job competition increases; in turn, the need for individuals with advanced, specialized degrees increases dramatically

19

EducationalAttainmentforthePopulation25YearsandOver

Cities Within the Coast District Service Area CM FV GG HB NPB SB West.

No schooling completed 1,188 478 6,470 871 197 247 3,002 Nursery school 0 0 2,435 43 0 27 65 Kindergarten 0 0 0 53 0 0 38 1st grade 0 144 0 0 0 0 104 2nd grade 399 40 0 20 0 26 101 3rd grade 278 0 0 312 62 0 267 4th grade 131 43 0 135 17 23 305 5th grade 267 229 6,612 39 95 48 565 6th grade 2,989 444 0 983 169 0 1,931 7th grade 498 53 2,886 187 20 21 513 8th grade 1,209 192 0 787 13 84 585 9th grade 1,090 117 2,759 907 240 0 1,743 10th grade 1,167 614 1,999 452 185 137 1,721 11th grade 1,472 494 1,799 823 187 207 1,488 12th grade, no diploma 1,695 963 4,158 2,644 292 217 3,368 Regular hs diploma 12,272 6,219 24,719 23,212 5,683 3,039 12,691 GED or alternative 1,231 884 1,864 2,168 497 207 1,629 Some college, less than 1 year 4,033 2,833 8,155 9,200 1,802 1,400 3,237 Some college, 1 or more years, no degree 13,093 7,494 20,721 25,368 9,873 3,679 10,318 Associate's degree 7,678 4,049 8,809 15,131 4,133 1,819 5,356 Bachelor's degree 19,157 9,960 15,072 35,923 23,867 4,826 9,593 Master's degree 5,510 3,367 4,082 12,592 9,061 2,749 2,064 Professional school degree 1,883 1,036 1,312 4,583 5,113 686 586 Doctorate degree 780 431 278 2,600 2,113 464 320

Total: 78,020 40,084 114,130 139,033 63,619 19,906 61,590

Source: US Census

2009‐11 American Community Survey (ACS)

http://factfinder2.census.gov/

20

InternalData

Enrollments

StudentsEnrolled(FTES)byCollegebyResidencyStatusAcademic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

College FTES Intl

FTES OOS

FTES Res

FTES Intl

FTES OOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

CCC 172 268 6,593 107 283 5,810 75 163 5,737 71 113 5,700 65 94 5,213

CCC M/CE 0 456 5 0 390 5 0 0 0 0 0 0 0 0 0

GWC 310 111 10,480 318 115 10,677 276 129 10,601 240 117 10,102 203 99 9,172

OCC 863 411 20,022 859 423 19,526 803 401 18,732 761 334 17,850 718 274 15,907

Total 1,346 1,246 37,099 1,284 1,211 36,017 1,154 693 35,070 1,072 563 33,653 986 467 30,292

Source: CCCD Enrollment Productivity Data Cube (filtered out classes with an attendance accounting method of ‘Other FTES Exempt ‘ classes) FTES‐Full‐Time Equivalent Student, Intl‐International Students, OOS‐Out of State

StudentsEnrolled(FTES)byCollegebyDisciplinebyResidencyStatusAcademic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

Accounting CCC 2 1 132 3 2 181 2 5 199 3 2 188 3 2 175

GWC 16 2 292 18 3 263 17 3 241 13 2 207 11 2 199

OCC 27 7 448 35 10 483 32 12 463 28 9 478 34 7 397

Airline Travel OCC 9 0 19 4 0 11 1 0 7 1 0 7 1 0 7

Allied Health OCC 1 1 109 0 2 106 1 1 102 1 1 94 1 2 99

Am Sign Lang CCC 0 0 5 0 0 4 0 0 5 0 0 0 0 0 0

GWC 1 1 116 1 1 138 1 0 133 1 0 116 1 1 99

Amer Studies OCC 3 1 23 2 0 19 1 0 17 0 0 0 0 0 0

Anthropology CCC 0 0 40 0 0 40 0 0 36 0 0 45 0 0 46

GWC 2 2 162 2 2 147 3 2 160 2 1 158 2 1 131

OCC 17 8 380 12 8 344 12 7 309 15 6 320 12 5 289

Arabic CCC 0 0 8 0 0 8 0 0 8 0 0 3 0 0 0

Architecture GWC 2 1 58 1 0 53 1 0 21 0 0 3 0 0 3

OCC 14 2 150 12 2 184 15 3 182 14 3 190 9 2 161

Art CCC 5 5 330 4 7 328 3 2 248 2 1 205 1 1 212

CCCM 0 20 1 0 17 0 0 0 0 0 0 0 0 0 0

GWC 5 3 286 4 2 330 9 3 346 5 3 320 7 3 260

OCC 36 12 649 34 12 633 27 13 577 26 9 560 26 7 523

Astronomy CCC 0 1 84 0 0 24 0 1 46 0 0 21 0 0 27

CCCM 0 23 0 0 19 0 0 0 0 0 0 0 0 0 0

GWC 2 1 59 1 1 60 1 1 65 1 0 60 1 0 54

OCC 3 1 118 2 1 73 1 1 59 1 1 41 2 2 96

Auto Collision GWC 0 0 79 0 0 0 0 0 0 0 0 0 0 0 0

Automotive Technology GWC 1 1 106 1 1 162 1 0 225 2 2 213 3 0 169

Aviation Maint Tech OCC 0 0 99 0 0 109 5 1 119 8 0 111 7 1 107

Pilot Train OCC 1 0 35 0 1 54 1 1 49 1 1 60 1 2 54

Biology CCC 5 5 474 4 3 417 6 4 454 3 2 488 5 2 456

CCCM 0 51 1 0 39 0 0 0 0 0 0 0 0 0 0

GWC 32 8 1,000 32 6 1,052 26 9 1,009 21 10 1,006 21 7 820

21

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

OCC 32 18 933 30 16 901 31 11 845 24 12 827 27 11 770

Broadcast & Vid Prod GWC 1 0 32 0 0 39 0 0 1 0 0 0 0 0 0

Broadcasting OCC 0 0 4 0 0 3 0 0 4 0 0 5 0 0 3

Building Codes Tech CCC 0 0 34 0 0 39 0 0 42 0 0 39 0 0 25

Building Tech CCC 0 0 5 0 0 0 0 0 0 0 0 0 0 0 0

Business CCC 1 1 512 1 1 307 1 2 281 1 2 266 1 1 290

CCCM 0 16 0 0 15 0 0 0 0 0 0 0 0 0 0

GWC 7 3 193 10 2 184 8 3 162 6 2 174 6 2 164

OCC 16 12 443 17 12 436 17 12 392 15 11 363 14 5 283

Bus Comp CCC 0 1 92 0 2 162 1 1 149 1 0 135 0 0 90

CardioTech OCC 2 0 86 0 0 77 0 0 71 0 0 70 0 0 70

Chemistry CCC 1 2 149 3 1 139 1 1 134 1 0 110 0 1 141

GWC 17 4 342 19 5 365 19 5 365 19 4 353 14 3 344

OCC 27 9 534 28 6 552 26 6 523 27 7 498 20 5 462

Chinese CCC 0 0 11 0 0 15 1 0 17 0 0 11 1 0 11

GWC 2 0 13 2 0 14 1 0 16 0 0 0 0 0 0

Coll Success GWC 4 2 113 5 1 105 6 1 99 3 0 92 4 1 78

Comm Studies CCC 0 1 131 0 1 83 0 1 88 0 0 49 1 1 67

CCCM 0 41 1 0 27 0 0 0 0 0 0 0 0 0 0

GWC 12 4 292 10 2 280 9 3 284 8 2 251 6 2 219

OCC 0 0 0 0 0 0 0 0 0 16 10 557 20 9 502

Computer & High Tech OCC 1 0 5 0 0 9 0 0 11 0 0 11 0 0 8

Comp Bus A GWC 3 0 81 2 1 90 2 1 97 2 1 85 1 0 59

CIS CCC 0 0 13 0 1 21 1 0 27 0 0 29 0 0 31

CCCM 0 3 0 0 4 0 0 0 0 0 0 0 0 0 0

OCC 16 5 370 18 6 380 10 4 326 10 3 311 15 3 296

Computer Sci CCCM 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0

GWC 9 1 152 11 2 169 12 1 182 10 1 200 9 1 193

OCC 10 1 118 9 1 126 7 3 128 7 1 145 7 2 143

Computer Services Tech CCC 0 0 118 0 0 145 1 1 139 2 1 151 0 1 126

Constr Tech OCC 1 2 162 0 1 174 0 2 178 0 1 151 0 0 130

Coop Work Experience GWC 0 0 0 0 0 0 0 0 3 0 0 14 0 0 12

Cosmetology GWC 8 2 485 15 3 468 8 6 478 5 3 418 2 4 435

Counseling CCC 2 0 278 2 1 128 1 1 129 1 1 140 1 0 112

GWC 1 1 82 2 1 82 1 1 85 1 1 72 0 0 63

OCC 3 3 142 3 3 139 4 3 143 3 2 135 4 2 131

Crim Justice GWC 0 2 433 0 4 372 0 2 390 0 1 354 0 2 304

Culinary Arts OCC 2 1 129 4 1 122 3 1 118 1 1 114 1 1 104

Dance CCC 1 0 28 0 0 29 0 0 25 0 0 25 0 0 0

GWC 1 1 65 2 0 73 1 0 59 1 0 41 1 0 32

OCC 10 4 228 7 3 230 5 2 209 4 2 187 6 2 177

Dental Assist OCC 0 0 44 0 0 44 0 1 40 0 0 42 0 0 39

Design GWC 1 0 25 1 0 33 0 0 35 0 1 41 0 0 44

OCC 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0

Diagn Med Sonography OCC 4 4 99 0 0 92 0 0 86 0 0 93 0 0 89

Diesel GWC 0 0 27 0 0 0 0 0 0 0 0 0 0 0 0

22

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

Technology

Digital Arts GWC 1 1 147 2 2 146 1 2 142 1 1 121 1 0 115

Digital Graphic Appl CCC 0 0 29 0 0 44 0 0 56 0 0 61 0 0 56

Digital Media GWC 0 0 0 0 0 0 0 0 61 1 0 62 1 0 61

Digital Media Arts & Design OCC 18 4 182 19 2 177 13 5 196 9 3 183 9 2 178

Display & Visual Pres OCC 1 0 3 0 0 2 0 0 3 0 0 3 0 0 3

Drafting GWC 0 0 33 0 0 33 0 0 27 0 0 24 0 0 27

OCC 3 2 100 1 1 65 1 0 23 0 0 4 0 0 0

Early Childh OCC 1 0 78 1 0 67 1 1 63 1 0 61 1 0 71

Ecology CCC 0 0 36 0 0 20 0 0 14 0 0 11 0 0 0

CCCM 0 3 0 0 3 0 0 0 0 0 0 0 0 0 0

GWC 0 0 7 0 0 8 0 0 8 0 0 8 0 0 8

OCC 2 1 38 3 0 35 2 1 33 2 1 32 1 0 18

Economics CCC 2 1 65 1 1 59 2 1 59 1 0 59 1 1 61

GWC 5 1 85 9 1 78 8 1 65 8 1 100 6 1 94

OCC 20 12 370 22 11 324 19 8 282 20 5 255 18 4 194

Education CCC 0 0 23 0 0 23 0 0 16 0 0 17 0 0 16

GWC 0 0 16 0 0 17 0 0 14 0 0 14 0 0 9

OCC 0 0 21 0 0 17 0 0 14 0 0 0 0 0 0

Electr Tech OCC 0 1 51 2 1 52 0 0 49 0 1 51 0 1 51

Emerg Mgmt CCC 0 0 7 0 0 20 0 0 28 0 0 44 0 0 38

Emerg Med Services OCC 0 0 0 0 0 0 0 0 0 0 0 0 0 0 30

Emergency Medical Tech OCC 1 0 52 0 1 49 1 1 72 0 1 33 0 0 1

Engineering OCC 1 0 13 0 0 12 1 0 12 1 0 8 1 0 8

Engineer Tech GWC 0 0 13 0 0 19 0 0 7 0 0 5 0 0 6

English CCC 4 2 238 4 2 281 4 3 260 3 3 289 4 2 293

GWC 25 9 768 28 11 736 21 8 727 21 9 730 15 5 683

OCC 43 30 1,527 44 30 1,411 42 31 1,404 39 25 1,416 41 19 1,259

Writing Center GWC 4 0 50 6 1 58 4 1 53 4 1 54 3 1 41

ESL CCC 125 204 373 61 225 540 30 118 631 38 80 634 33 60 502

GWC 23 5 230 21 4 247 12 7 230 10 5 223 9 5 202

OCC 137 13 313 128 16 312 119 11 295 107 14 283 92 11 204

Envir Studies GWC 1 0 22 0 1 30 0 0 34 1 1 64 1 1 27

Ethnic Studies OCC 1 1 59 1 1 66 1 2 67 2 1 62 1 1 53

Family & Consumer Sci OCC 0 0 6 0 0 7 0 0 5 0 0 0 0 0 0

Farsi GWC 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0

Fashion OCC 8 4 145 6 3 125 8 3 126 8 2 121 3 1 101

Film & Video OCC 18 7 342 16 8 326 15 8 289 13 5 226 11 5 224

Floral Design GWC 1 0 43 2 0 44 0 0 39 0 0 39 0 0 36

Food Service Management OCC 5 0 98 5 2 99 5 1 111 3 1 105 2 1 105

Foods & Nutr CCC 0 1 124 0 1 70 0 1 85 0 1 100 0 1 71

OCC 4 3 87 2 1 95 4 1 96 3 1 76 2 0 67

French CCC 1 0 26 1 0 27 0 0 21 0 0 16 0 0 19

GWC 1 0 28 1 0 33 1 0 33 0 0 0 0 0 0

OCC 3 1 92 2 2 81 3 3 76 4 2 79 3 1 61

23

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

Gend Studies OCC 1 0 27 0 1 31 0 1 42 1 1 32 0 0 27

Geography CCC 1 1 19 1 1 19 1 0 5 0 0 4 0 0 4

GWC 2 1 74 2 1 105 2 1 102 2 2 101 1 1 106

OCC 9 6 276 13 6 260 14 7 254 11 7 265 14 4 226

Geology CCC 0 1 138 0 1 99 0 0 86 0 1 93 0 0 99

CCCM 0 17 0 0 15 0 0 0 0 0 0 0 0 0 0

GWC 1 1 63 1 1 73 1 1 51 1 0 51 1 0 48

OCC 8 4 177 9 2 142 5 3 145 6 4 155 7 2 139

German OCC 1 1 36 0 0 38 0 1 31 0 0 0 0 0 0

Gerontology CCC 0 0 11 0 0 12 0 0 10 0 0 13 0 0 12

Health CCC 1 0 184 0 1 106 0 1 99 0 0 117 0 1 103

Health Ed GWC 1 1 77 1 1 94 1 2 103 2 2 116 2 1 108

OCC 2 2 65 3 3 67 2 3 80 3 1 73 2 2 61

HVAC OCC 0 0 51 0 0 77 0 0 85 0 0 71 0 0 76

History CCC 2 2 249 2 2 169 2 3 201 1 2 214 1 2 191

CCCM 0 49 1 0 49 1 0 0 0 0 0 0 0 0 0

GWC 11 4 377 12 3 363 10 6 379 9 4 405 7 4 383

OCC 20 12 561 18 12 546 18 12 492 15 9 469 17 7 408

Hospitality, Travel & Tour OCC 9 0 36 19 3 73 21 3 79 18 1 86 16 1 78

Hotel Mgmt OCC 2 0 14 1 0 6 1 0 5 1 0 5 1 0 4

Human Devel OCC 2 1 120 1 1 106 1 1 98 2 1 87 1 1 74

Human Srvs CCC 0 0 24 0 0 28 0 0 38 0 0 32 0 0 30

Humanities CCC 0 1 106 0 1 80 1 0 75 1 1 89 0 1 70

CCCM 0 32 0 0 28 0 0 0 0 0 0 0 0 0 0

GWC 1 1 100 1 2 119 2 3 141 2 3 120 1 3 112

OCC 3 2 88 2 3 96 1 2 84 1 1 50 2 1 61

Informatics CCC 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0

Intercoll Athl OCC 0 0 0 0 0 0 0 0 0 0 0 0 3 18 324

Interior Desgn OCC 5 1 90 4 0 89 5 1 88 5 0 89 5 0 77

Intern OCC 1 0 7 2 0 34 1 0 30 0 1 31 0 0 28

Interpreting GWC 0 0 31 0 0 30 0 0 34 0 0 29 0 0 21

Italian CCC 0 0 12 0 0 15 0 0 18 0 0 13 0 0 0

OCC 1 1 60 1 1 54 1 1 40 1 1 38 0 0 24

Japanese OCC 10 2 83 7 2 82 6 1 75 8 1 62 5 1 51

Journalism GWC 0 1 16 1 0 20 0 0 26 0 0 35 1 1 45

OCC 0 1 45 1 2 44 0 1 38 1 1 28 0 1 28

Kinesiology GWC 0 0 0 0 0 0 0 0 0 0 0 0 0 1 43

OCC 0 0 0 0 0 0 0 0 0 0 0 0 13 10 426

Law CCC 0 0 62 0 1 92 0 1 95 0 1 97 1 1 88

Leadership CCC 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0

OCC 0 0 9 1 1 19 1 1 18 0 0 18 1 1 26

Learning OCC 0 1 49 0 0 45 0 1 42 0 0 43 0 0 45

Learning Skills CCC 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1

GWC 1 0 15 1 0 16 1 0 16 1 0 16 1 0 15

Library CCC 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2

GWC 0 0 3 0 0 4 0 0 4 0 0 4 0 0 3

OCC 0 0 0 0 0 3 0 0 2 0 0 6 0 0 4

Machine Tech OCC 0 1 68 0 1 66 0 2 68 1 1 84 0 1 91

24

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

Management GWC 2 0 32 1 1 36 1 1 32 1 0 30 1 0 33

OCC 1 1 37 2 2 43 1 1 40 1 1 36 0 1 35

Mgmt & Super CCC 0 0 38 0 1 59 0 0 59 0 1 71 0 1 80

CCCM 0 4 0 0 4 0 0 0 0 0 0 0 0 0 0

Marine Act OCC 0 0 30 1 2 30 0 0 27 0 0 23 0 0 27

Marine Sci CCC 0 0 50 0 0 29 1 0 33 0 0 29 0 0 31

CCCM 0 12 0 0 9 0 0 0 0 0 0 0 0 0 0

OCC 5 5 255 8 7 248 6 6 236 9 6 237 9 4 204

Marketing GWC 0 0 15 0 0 18 1 0 12 1 0 8 0 0 13

OCC 8 5 108 7 6 117 7 5 121 7 3 110 4 3 101

Mass Comm CCC 0 0 0 0 0 0 0 0 0 0 0 22 0 1 81

OCC 3 4 101 4 3 103 3 2 81 0 0 0 0 0 0

Mathematics CCC 3 4 538 5 4 512 4 4 520 3 2 442 4 2 426

CCCM 0 35 1 0 32 1 0 0 0 0 0 0 0 0 0

GWC 35 10 924 26 11 969 24 13 996 22 12 999 17 9 941

OCC 85 43 2,127 80 45 2,058 75 44 2,084 77 38 2,068 74 31 1,714

Medical Asst OCC 0 0 27 0 0 27 2 0 34 1 1 24 0 0 18

Medical Trans OCC 0 0 2 0 0 2 0 0 2 0 0 0 0 0 0

Music CCC 1 11 54 1 7 47 0 0 51 0 0 43 0 0 32

GWC 4 3 201 3 1 225 5 2 204 6 3 168 5 2 171

OCC 25 9 568 25 13 545 21 10 481 25 9 492 20 8 434

Natural Sci OCC 0 0 41 0 0 8 0 0 0 0 0 0 0 0 0

Neurodiag Tech OCC 0 0 27 1 0 49 0 0 20 0 0 40 0 0 28

Nursing GWC 15 2 440 13 1 383 2 1 358 1 0 321 2 0 281

Nutrition Care OCC 2 0 14 1 0 9 0 1 12 1 0 10 1 0 16

Ornam Hort OCC 1 0 45 2 1 65 2 1 62 1 0 56 0 0 57

Peace Studies GWC 0 0 8 0 0 16 0 0 19 0 0 18 0 0 23

Philosophy CCC 1 2 262 1 2 201 1 1 174 1 2 202 1 2 196

CCCM 0 37 0 0 34 0 0 0 0 0 0 0 0 0 0

GWC 7 2 182 6 3 191 7 3 196 6 3 212 4 2 200

OCC 8 8 337 7 7 342 11 9 340 9 7 340 11 8 306

Photography CCC 0 0 3 0 0 1 0 0 2 0 0 1 0 0 1

GWC 1 1 79 1 1 84 2 0 69 1 1 57 0 0 25

OCC 9 7 322 10 6 290 8 5 320 8 3 245 7 2 213

Physical Ed CCC 4 9 166 1 5 119 0 0 25 0 0 28 0 0 15

GWC 8 11 465 7 14 521 8 14 482 6 17 391 7 19 352

OCC 28 45 1,358 34 48 1,232 24 33 1,006 21 28 871 0 0 10

Physical Sci GWC 0 0 17 0 0 24 0 0 29 0 0 12 0 0 12

Physics CCC 0 0 20 0 1 36 0 0 34 0 0 41 0 0 35

GWC 7 1 93 6 1 87 8 2 85 9 2 89 6 1 67

OCC 15 4 189 16 3 181 15 3 181 16 2 167 9 2 142

Political Sci CCC 1 1 127 2 1 102 2 3 136 1 1 119 1 2 126

CCCM 0 11 0 0 6 0 0 0 0 0 0 0 0 0 0

GWC 8 3 199 7 1 191 7 3 219 6 2 203 6 3 208

OCC 16 12 492 19 12 516 19 13 472 18 13 462 16 10 412

Polysomphy OCC 1 0 15 0 0 2 0 0 18 0 0 3 0 0 25

Process Tech CCC 0 1 14 0 2 42 0 0 23 0 0 21 0 0 25

Prof PE GWC 0 1 11 0 1 13 0 1 22 0 1 17 0 0 0

25

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject Site

FTES Intl

FTES OOS

FTES Res

FTES Intl

FTESOOS

FTESRes

FTESIntl

FTESOOS

FTESRes

FTESIntl

FTES OOS

FTES Res

FTESIntl

FTESOOS

FTESRes

Psychology CCC 2 1 374 2 1 265 1 1 246 2 2 243 1 1 224

CCCM 0 78 0 0 67 0 0 0 0 0 0 0 0 0 0

GWC 6 5 456 8 5 508 8 5 502 7 6 539 6 4 469

OCC 27 21 932 31 22 943 28 17 911 27 17 950 33 16 863

Radiol Tech OCC 0 0 141 0 0 139 0 0 126 0 0 119 0 0 115

Real Estate CCC 0 0 31 0 0 54 0 0 40 0 0 33 0 0 31

GWC 0 0 42 0 0 27 0 0 21 0 0 0 0 0 0

OCC 1 2 98 1 1 73 1 1 57 0 1 43 1 1 45

Relig Studies OCC 1 2 81 1 3 88 2 1 74 2 1 68 2 1 60

Respi Care OCC 0 0 117 0 0 117 0 0 97 0 0 102 0 0 72

Schl Hlth Asst OCC 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0

Social Sci CCC 0 1 13 0 1 12 0 0 0 0 0 0 0 0 0

GWC 0 0 4 0 0 5 0 0 6 0 0 6 0 0 6

Sociology CCC 0 1 169 0 0 109 0 1 112 0 0 130 0 1 114

CCCM 0 8 0 0 10 0 0 0 0 0 0 0 0 0 0

GWC 4 4 261 4 3 256 3 4 239 3 3 239 5 2 221

OCC 15 9 438 13 8 417 11 11 402 9 9 336 11 7 324

Spanish CCC 1 1 252 1 0 164 4 1 168 1 0 158 1 1 136

CCCM 0 15 0 0 12 0 0 0 0 0 0 0 0 0 0

GWC 4 2 200 2 2 198 3 3 171 3 1 146 1 2 145

OCC 6 6 310 8 7 300 7 8 289 7 4 244 8 5 217

Special Ed CCC 3 5 203 1 3 166 2 2 154 2 3 175 1 5 153

GWC 0 0 12 0 0 14 0 0 15 0 0 10 0 0 4

Special Topics GWC 0 0 1 0 0 3 0 0 7 0 0 0 0 0 0

Speech CCC 1 0 47 2 1 49 3 1 62 1 1 62 0 0 3

Speech Comm OCC 15 11 562 18 13 566 17 10 539 1 0 12 0 0 0

Spch Path Asst OCC 1 0 41 0 0 42 0 0 45 0 0 38 0 0 35

Technology OCC 0 0 26 0 1 21 0 0 7 0 0 7 0 0 3

Theater Arts CCC 1 0 8 0 0 0 0 0 6 0 0 4 0 0 0

GWC 3 1 89 3 1 104 2 1 103 2 1 89 2 1 80

OCC 6 4 170 6 5 157 6 3 157 7 5 153 4 3 122

Tutoring GWC 0 0 0 0 0 1 0 0 1 0 0 1 0 0 1

OCC 9 2 84 14 4 144 25 10 386 30 9 430 26 7 347

Vietnamese CCC 1 0 55 2 0 65 1 0 67 0 0 68 0 0 39

GWC 2 0 54 1 1 57 1 1 65 1 1 48 0 0 44

OCC 1 0 36 1 0 31 0 0 12 0 0 0 0 0 0

Welding Tech OCC 0 1 124 0 3 116 0 2 127 0 2 109 0 2 117

Total 1,346 1,246 37,099 1,284 1,211 36,017 1,154 693 35,070 1,072 563 33,653 986 467 30,292

Source: CCCD Enrollment Productivity Data Cube (filtered out classes with an attendance accounting method of ‘Other FTES Exempt ‘ classes) Intl‐International Students, OOS‐Out of State

26

ClassEnrollments(Fall2013Census)in200LevelClasses(sorted highest to lowest enrollments) As an indirect estimate measure of student demand for a major, the table below aggregates the census enrollments of all 200 level courses for the Fall 2013. The estimate for major demand will improve over the next couple of years as Degree Works use by students increases.

Banner Subject Title CCC GWC OCC District Total

Biology 462 819 674 1,955

Psychology 155 267 899 1,321

Physical Education (Includes teams) 0 418 455 873

Business 307 0 252 559

Kinesiology 0 39 455 494

Chemistry 67 88 293 448

Mathematics 31 56 261 348

Hospitality, Travel & Tourism 0 0 281 281

Music 0 63 218 281

Computer Services Technology 247 0 0 247

Accounting 0 133 83 216

Food Service Management 0 0 213 213

Communication Studies 0 187 0 187

Communication Studies 0 0 174 174

English 46 46 70 162

Art 35 23 96 154

Nursing 0 142 0 142

Computer Science 0 15 121 136

Construction Technology 0 0 132 132

Respiratory Care 0 0 129 129

Architecture 0 0 127 127

Film & Video 0 0 127 127

Culinary Arts 0 0 113 113

Neuro diagnostic Technology 0 0 105 105

Welding Technology 0 0 102 102

Physics 0 33 67 100

Cardiovascular Technology 0 0 96 96

American Sign Language 0 96 0 96

Dance 0 27 66 93

Early Childhood 0 0 88 88

Photography 0 0 88 88

Interior Design 0 0 81 81

Radiologic Technology 0 0 69 69

Computer Information Systems 0 0 67 67

Leadership 0 0 66 66

Diagnostic Medical Sonography 0 0 60 60

Education 18 38 0 56

Spanish 0 19 36 55

Health Education 0 0 52 52

Banner Subject Title CCC GWC OCC District

27

Criminal Justice 0 50 0 50

Fashion 0 0 50 50

Digital Media Arts & Design 0 0 47 47

Theater Arts 0 8 38 46

Human Development 0 0 41 41

Anthropology 0 0 39 39

French 0 0 33 33

Marketing 0 0 32 32

Building Codes Technology 26 0 0 26

Gerontology 26 0 0 26

Nutrition Care 0 0 22 22

Japanese 0 0 21 21

Vietnamese 0 19 0 19

Philosophy 0 0 18 18

Management 0 0 16 16

Digital Arts 0 14 0 14

Journalism 0 10 2 12

Sociology 0 0 11 11

Hotel Management 0 0 9 9

Marine Science 0 0 7 7

Peace Studies 0 5 0 5

Law 4 0 0 4

Business Computing 2 0 0 2

Aviation Pilot Training 0 0 1 1

Source: CCCD Enrollment Productivity Cube

28

Faculty

Faculty(Full‐timeequivalentfaculty‐FTEF)byCollegebyStatus(FT/PT)

Term Year Fall 2010 Fall 2011 Fall 2012 Fall 2013

Site FTEF

FTEF

FTEF

FTEF

Value

% by c group

Value % by c group

Value % by c group

Value % by c group

CCC Full‐Time 41.6 46.5% 41.6 45.9% 38.6 46.6% 40.6 43.1%

Part‐Time 47.8 53.5% 49.0 54.1% 44.2 53.4% 53.5 56.9%

Total CCC 89.3 13.7% 90.5 14.3% 82.8 14.0% 94.1 15.6%

GWC Full‐Time 130.0 67.0% 122.5 64.3% 124.2 69.1% 123.6 67.2%

Part‐Time 64.0 33.0% 68.1 35.7% 55.6 30.9% 60.4 32.8%

Total GWC 194.0 29.7% 190.6 30.1% 179.8 30.5% 184.0 30.6%

OCC Full‐Time 253.9 68.8% 246.4 70.0% 245.7 75.1% 240.3 74.3%

Part‐Time 115.2 31.2% 105.7 30.0% 81.3 24.9% 83.1 25.7%

Total OCC 369.1 56.6% 352.1 55.6% 327.0 55.5% 323.4 53.8%

Total by COLUMNS 652.3 100.0 633.2 100.0 589.5 100.0 601.5 100.0

Source: CCCD Employee Profile Cube (Includes full‐time and part‐time instructional faculty plus counselors and librarians)

Productivity

WSCH/FTEF(595)byCollege

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

College WSCH/FTEF 595

Est WSCH/FTEF 595

Est WSCH/FTEF 595

Est WSCH/FTEF 595

Est WSCH/FTEF 595

Est

CCC 648 590 596 657 661

GWC 602 661 683 703 693

OCC 656 694 700 720 700

Total 639 665 676 704 691

29

WSCH/FTEF(595)byCollegebyDiscipline

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject College WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

Accounting CCC 667 690 660 728 708

GWC 591 633 645 592 642

OCC 711 819 812 826 861

Airline Travel Careers OCC 375 458 540 530 545

Allied Health OCC 990 853 1,032 935 1,083

American Sign Language CCC 248 354 371

GWC 614 733 708 722 614

American Studies OCC 567 692 679

Anthropology CCC 945 698 759 874 767

GWC 926 1,013 1,037 1,034 1,190

OCC 834 805 785 850 850

Arabic CCC 479 692 641 422

Architecture GWC 466 435 409 424 405

OCC 479 447 455 479 429

Art CCC 541 584 592 640 696

GWC 585 656 700 782 782

OCC 690 698 692 723 735

Astronomy CCC 928 773 677 919 694

GWC 959 963 1,038 966 921

OCC 906 754 785 661 660

Auto Collision Repair GWC 521

Automotive Technology GWC 397 461 461 502 469

Aviation Maintenance Tech OCC 460 498 561 565 527

Aviation Pilot Training OCC 338 512 434 486 488

Biology CCC 755 764 683 685 648

GWC 786 814 781 727 637

OCC 780 819 811 808 785

Broadcast & Video Production GWC 344 588 563

Broadcasting OCC 363 456 388 439 422

Building Codes Technology CCC 379 359 381 498 519

Building Technology CCC 268

Business CCC 1,561 1,133 920 881 1,010

GWC 605 678 682 697 726

OCC 733 783 785 799 708

Business Computing CCC 329 477 489 526 542

Cardiovascular Technology OCC 1,396 1,222 1,117 1,104 1,031

Chemistry CCC 666 641 578 537 547

GWC 590 631 679 656 658

OCC 727 761 763 787 745

Chinese CCC 398 382 435 574 591

30

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013


WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

GWC 678 704 731

College Success GWC 559 601 603 611 604

Communication Studies CCC 1,885 1,522 1,214 1,483 470

GWC 509 556 540 548 556

OCC 631 626

Computer & High Technology OCC 456 523 619 624 478

Computer Business Applications GWC 264 350 362 448 329

Computer Information Systems CCC 258 447 525 564 504

OCC 564 597 588 595 582

Computer Science GWC 440 522 593 681 657

OCC 536 654 670 735 734

Computer Services Technology CCC 345 400 364 402 416

Construction Technology OCC 417 483 504 437 400

Cooperative Work Experience GWC 19 1,546 6,986 5,743

Cosmetology GWC 441 474 513 459 480

Counseling CCC 1,854 1,303 855 1,138 1,001

GWC 561 624 669 652 633

OCC 525 550 568 567 542

Criminal Justice GWC 407 501 561 664 587

Culinary Arts OCC 459 459 437 461 478

Dance CCC 446 524 532 568

GWC 392 507 562 606 544

OCC 561 623 550 567 547

Dental Assisting OCC 502 511 465 482 443

Design GWC 381 469 491 580 620

OCC 388

Diagnostic Medical Sonography OCC 1,005 865 812 909 935

Diesel Technology GWC 409

Digital Arts GWC 513 499 508 522 480

Digital Graphic Applications CCC 325 442 410 414 415

Digital Media GWC 500 509 504

Digital Media Arts & Design OCC 519 506 536 534 534

Display & Visual Presentation OCC 574 422 574 540 506

Drafting GWC 452 418 399 404 453

OCC 408 459 446 405

Early Childhood OCC 411 449 433 412 416

Ecology CCC 904 956 766 1,159

GWC 591 658 709 700 633

OCC 804 838 747 728 721

Economics CCC 855 953 781 800 716

GWC 852 821 822 909 931

31

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013


WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

OCC 976 966 872 843 738

Education CCC 351 468 329 373 332

GWC 528 606 513 548 575

OCC 593 543 462

Electronics Technology OCC 346 359 461 521 423

Emergency Management CCC 248 413 461 607 568

Emergency Medical Services OCC 613

Emergency Medical Technology OCC 579 551 545 563 440

Engineering OCC 512 481 512 506 317

Engineering Technology GWC 366 427 617 482 540

English CCC 391 457 354 413 422

GWC 502 521 512 525 523

OCC 505 522 526 522 519

English Writing/Reading Center GWC 353 423 437 474 532

English as a Second Language CCC 358 367 541 613 692

GWC 462 556 531 579 537

OCC 526 548 569 562 556

Environmental Studies GWC 541 435 453 394 358

Ethnic Studies OCC 746 844 919 927 1,001

Family & Consumer Sciences OCC 506 641 405

Farsi GWC 117 8

Fashion OCC 466 452 460 515 536

Film & Video OCC 984 897 858 751 783

Floral Design GWC 462 506 443 506 457

Food Service Management OCC 535 567 640 664 693

Foods & Nutrition CCC 1,286 1,011 967 1,184 1,120

OCC 739 722 711 707 675

French CCC 369 537 426 499 735

GWC 377 578 580

OCC 601 723 754 713 667

Gender Studies OCC 651 629 771 759 772

Geography CCC 446 462 844 709 608

GWC 975 1,175 1,146 1,232 1,272

OCC 759 763 761 801 759

Geology CCC 1,047 978 715 860 1,020

GWC 772 890 701 698 704

OCC 1,006 710 969 1,146 1,893

German OCC 551 580 624

Gerontology CCC 435 552 547 700 640

Health CCC 1,412 750 727 1,138 1,107

Health Education GWC 774 817 1,012 1,171 1,327

32

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013


WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

OCC 634 679 691 630 621

Heating & Air Conditioning OCC 645 734 812 729 786

History CCC 978 823 834 914 807

GWC 909 988 965 975 982

OCC 785 841 848 883 854

Hospitality, Travel & Tourism OCC 279 390 443 494 483

Hotel Management OCC 417 610 575 580 545

Human Development OCC 858 844 816 917 1,239

Human Services CCC 484 587 637 650 615

Humanities CCC 871 917 828 952 1,006

GWC 703 908 953 1,012 1,276

OCC 826 900 895 958 954

Informatics CCC 197

Intercollegiate Athletics OCC 343

Interior Design OCC 409 375 361 430 394

Intern OCC

Interpreting GWC 645 613 694 685 510

Italian CCC 344 442 451 640

OCC 630 632 598 638 608

Japanese OCC 580 641 615 579 552

Journalism GWC 259 274 392 468 615

OCC 127 201 331 426 380

Kinesiology GWC 715

OCC 858

Law CCC 443 591 554 644 603

Leadership CCC 84

OCC 734 831 814 743 751

Learning OCC 876 789 759 782 814

Learning Skills CCC 9 38 26

GWC 126 154 244 271 220

Library CCC 246

GWC 820 918 1,025 1,025 820

OCC 726 542 730 558

Machine Technology OCC 351 472 395 434 451

Management GWC 548 575 573 558 591

OCC 657 758 679 634 610

Management & Supervision CCC 563 778 693 787 825

Marine Activities OCC 448 436 356 378 417

Marine Science CCC 964 889 777 818 936

OCC 1,131 1,215 1,095 1,154 1,083

Marketing GWC 619 754 728 683 731

33

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013


WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

OCC 746 853 822 859 811

Mass Communications CCC 1,045 1,498

OCC 1,082 1,030 1,057

Mathematics CCC 665 638 587 649 627

GWC 873 916 939 897 893

OCC 690 735 773 807 781

Medical Assisting OCC 447 440 705 634 490

Medical Transcripiton OCC 190 328 309

Music CCC 490 463 598 696 819

GWC 512 545 631 673 758

OCC 818 844 855 925 912

Natural Science OCC 852 629

Neurodiagnostic Technology OCC 393 582 289 657 461

Nursing GWC 2,242 2,079 1,945 2,045 2,249

Nutrition Care OCC 251 264 322 348 429

Ornamental Horticulture OCC 501 600 577 625 545

Peace Studies GWC 658 654 772 743 866

Philosophy CCC 1,088 1,063 930 1,157 1,004

GWC 778 869 893 918 957

OCC 722 790 817 802 786

Photography CCC 323 472 508 489 194

GWC 430 537 483 581 628

OCC 530 498 544 451 436

Physical Education CCC 655 687 584 657 700

GWC 641 655 718 771 772

OCC 693 690 537 576 643

Physical Science GWC 594 709 788 550 540

Physics CCC 571 549 483 482 477

GWC 565 621 758 761 673

OCC 574 600 607 602 617

Political Science CCC 1,082 1,076 873 841 862

GWC 1,018 1,118 1,133 1,111 1,198

OCC 1,022 1,128 1,147 1,173 1,105

Polysomnography OCC 388 489 445 945 664

Process Technology CCC 319 509 340 470 536

Professional Physical Ed GWC 558 596 655 775

Psychology CCC 920 825 783 881 894

GWC 933 1,058 1,061 1,120 1,144

OCC 1,196 1,207 1,187 1,230 1,243

Radiologic Technology OCC 1,390 1,370 1,246 1,170 1,133

Real Estate CCC 459 631 577 547 572

34

Academic Year 2008‐2009 2009‐2010 2010‐2011 2011‐2012 2012‐2013


WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

WSCH/FTEF 595 Est

GWC 605 745 624

OCC 663 768 747 728 754

Religious Studies OCC 628 782 853 803 769

Respiratory Care OCC 963 1,286 1,108 1,161 820

School Health Assistant OCC 169

Social Sciences CCC 327 350

GWC 675 793 979 996 962

Sociology CCC 1,011 1,025 1,063 1,156 1,113

GWC 938 1,040 1,032 1,073 1,068

OCC 891 931 997 869 919

Spanish CCC 1,225 983 748 855 765

GWC 465 546 519 552 541

OCC 567 609 598 628 580

Special Education CCC 359 276 309 320 305

GWC 159 205 381 262 121

Special Topics GWC

Speech CCC 376 468 432 475 591

Speech Communications OCC 533 554 584 544

Speech/Language Path Assist OCC 504 494 535 453 394

Technology OCC 471 453 456 413 388

Theater Arts CCC 301 396 673

GWC 271 320 315 302 299

OCC 539 551 545 592 522

Tutoring GWC 5 11 67 77 102

OCC 940 8,390 21,762 24,331 19,664

Vietnamese CCC 502 543 639 730 847

GWC 533 559 638 713 640

OCC 732 781 608

Welding Technology OCC 235 309 413 379 470

Total by COLUMNS 639 665 676 704 691

35

StudentOutcomes

StudentCourseSuccessRatebyCollege

Academic Year 2009‐2010

2010‐2011

2011‐2012

2012‐2013

College Course Success

Course Success

Course Success

Course Success

CCC 67.1% 68.5% 67.6% 64.5%

GWC 69.8% 70.5% 70.5% 69.4%

OCC 73.9% 74.7% 74.1% 73.5%

Overall District‐wide 71.7% 72.4% 71.9% 70.7%

StudentCourseSuccessRatebyCollegebyDisciplineAcademic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013

Subject College Course Success Course Success Course Success Course Success

Accounting 71% 69% 70% 69%

CCC 63% 60% 63% 63%

GWC 70% 72% 69% 68%

OCC 75% 72% 74% 73%

Airline Travel Careers OCC 67% 75% 62% 72%

Allied Health OCC 83% 85% 88% 86%

American Sign Language 83% 82% 76% 74%

CCC 100% 98%

GWC 82% 81% 76% 74%

American Studies OCC 71% 79%

Anthropology 70% 69% 69% 68%

CCC 69% 71% 67% 64%

GWC 63% 56% 62% 63%

OCC 73% 75% 72% 71%

Arabic CCC 89% 87% 96%

Architecture 77% 74% 73% 68%

GWC 81% 81% 59% 64%

OCC 76% 73% 73% 68%

Art 81% 81% 81% 82%

CCC 84% 86% 83% 81%

GWC 72% 72% 76% 80%

OCC 84% 84% 83% 83%

Astronomy 68% 70% 79% 74%

CCC 57% 57% 71% 41%

GWC 68% 76% 80% 81%

OCC 73% 73% 82% 79%

Automotive Technology GWC 73% 79% 77% 76%

Aviation Maintenance Tech OCC 87% 85% 85% 86%

36

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


Aviation Pilot Training OCC 67% 68% 66% 67%

Biology 75% 74% 75% 70%

CCC 81% 78% 78% 73%

GWC 75% 74% 75% 70%

OCC 71% 72% 71% 68%

Broadcast & Video Production GWC 60% 88%

Broadcasting OCC 89% 84% 84% 96%

Building Codes Technology CCC 82% 76% 77% 84%

Business 59% 62% 63% 61%

CCC 53% 57% 57% 53%

GWC 54% 56% 59% 57%

OCC 66% 69% 69% 70%

Business Computing CCC 68% 66% 63% 65%

Cardiovascular Technology OCC 98% 94% 99% 97%

Chemistry 78% 76% 78% 77%

CCC 82% 85% 88% 81%

GWC 70% 67% 70% 73%

OCC 80% 77% 79% 77%

Chinese 61% 62% 63% 54%

CCC 55% 62% 63% 54%

GWC 68% 62%

College Success GWC 62% 65% 66% 66%

Communication Studies 78% 78% 82% 84%

CCC 62% 58% 58% 78%

GWC 84% 84% 84% 84%

OCC 84% 85%

Computer & High Technology OCC 75% 74% 85% 74%

Computer Business Applications GWC 52% 55% 58% 54%

Computer Information Systems 65% 66% 65% 63%

CCC 57% 65% 62% 58%

OCC 66% 66% 65% 64%

Computer Science 71% 76% 72% 69%

GWC 73% 76% 69% 67%

OCC 68% 76% 76% 70%

Computer Services Technology CCC 71% 70% 70% 71%

Construction Technology OCC 69% 69% 64% 67%

Cooperative Work Experience GWC 100% 78% 92% 96%

Cosmetology GWC 90% 93% 92% 92%

Counseling 61% 69% 66% 68%

CCC 44% 57% 52% 52%

GWC 65% 67% 66% 66%

OCC 73% 77% 77% 78%

Criminal Justice GWC 78% 80% 76% 76%

37

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


Culinary Arts OCC 85% 85% 85% 88%

Dance 75% 78% 81% 76%

CCC 79% 85% 87%

GWC 71% 73% 79% 80%

OCC 76% 78% 80% 76%

Dental Assisting OCC 94% 93% 98% 95%

Design GWC 94% 85% 84% 91%

Diagnostic Medical Sonography OCC 93% 92% 94% 91%

Digital Arts GWC 73% 66% 70% 67%

Digital Graphic Applications CCC 56% 49% 49% 46%

Digital Media GWC 64% 69% 74%

Digital Media Arts & Design OCC 76% 80% 83% 78%

Display & Visual Presentation OCC 88% 82% 97% 77%

Drafting 78% 77% 72% 66%

GWC 77% 78% 70% 66%

OCC 80% 75% 86%

Early Childhood OCC 87% 88% 85% 89%

Ecology 70% 72% 63% 68%

CCC 67% 70% 60%

GWC 53% 67% 64% 55%

OCC 74% 74% 65% 72%

Economics 58% 66% 63% 60%

CCC 54% 66% 62% 59%

GWC 56% 73% 69% 72%

OCC 59% 64% 60% 55%

Education 75% 69% 67% 59%

CCC 74% 64% 62% 47%

GWC 74% 67% 74% 80%

OCC 78% 78%

Electronics Technology OCC 75% 65% 69% 66%

Emergency Management CCC 64% 54% 55% 54%

Emergency Medical Services OCC 78%

Emergency Medical Technology OCC 77% 71% 73% 76%

Engineering OCC 79% 80% 76% 71%

Engineering Technology GWC 86% 77% 96% 89%

English 72% 71% 71% 71%

CCC 70% 68% 65% 69%

GWC 70% 70% 74% 73%

OCC 73% 73% 72% 71%

English Writing/Reading Center GWC 65% 68% 62% 67%

English as a Second Language 75% 78% 80% 79%

CCC 73% 81% 84% 83%

GWC 72% 71% 73% 74%

38

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


OCC 79% 81% 78% 81%

Environmental Studies GWC 77% 84% 78% 78%

Ethnic Studies OCC 70% 69% 67% 60%

Family & Consumer Sciences OCC 81% 80%

Farsi GWC 100%

Fashion OCC 84% 84% 85% 89%

Film & Video OCC 76% 75% 76% 79%

Floral Design GWC 85% 86% 82% 79%

Food Service Management OCC 75% 75% 73% 75%

Foods & Nutrition 73% 73% 69% 70%

CCC 64% 59% 61% 56%

OCC 79% 83% 79% 83%

French 73% 76% 77% 69%

CCC 65% 57% 63% 31%

GWC 61% 76%

OCC 81% 84% 82% 80%

Gender Studies OCC 73% 63% 62% 61%

Geography 69% 69% 68% 68%

CCC 83% 96% 95% 95%

GWC 50% 51% 57% 61%

OCC 76% 75% 72% 70%

Geology 76% 78% 70% 73%

CCC 69% 69% 66% 59%

GWC 73% 74% 81% 85%

OCC 82% 85% 70% 83%

German OCC 87% 77%

Gerontology CCC 66% 64% 64% 59%

Health CCC 63% 73% 67% 65%

Health Education 75% 76% 72% 73%

GWC 69% 71% 65% 69%

OCC 83% 82% 82% 80%

Heating & Air Conditioning OCC 85% 89% 91% 86%

History 71% 70% 68% 67%

CCC 62% 62% 61% 60%

GWC 69% 69% 67% 68%

OCC 75% 74% 74% 69%

Hospitality, Travel & Tourism OCC 76% 77% 76% 75%

Hotel Management OCC 71% 57% 75% 67%

Human Development OCC 78% 75% 78% 80%

Human Services CCC 60% 61% 55% 50%

Humanities 74% 72% 69% 69%

CCC 72% 70% 65% 61%

GWC 70% 71% 68% 73%

39

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


OCC 79% 77% 81% 71%

Informatics CCC 38%

Intercollegiate Athletics OCC 92%

Interior Design OCC 83% 83% 85% 80%

Intern OCC 87% 91% 89% 87%

Interpreting GWC 88% 79% 71% 65%

Italian 66% 67% 67% 81%

CCC 52% 47% 38%

OCC 70% 75% 76% 81%

Japanese OCC 69% 69% 69% 76%

Journalism 79% 78% 73% 51%

GWC 77% 79% 71% 41%

OCC 79% 76% 74% 73%

Kinesiology 86%

GWC 75%

OCC 87%

Law CCC 81% 82% 83% 83%

Leadership OCC 87% 88% 83% 78%

Learning OCC 85% 88% 88% 89%

Library 62% 68% 74% 72%

CCC 48%

GWC 75% 67% 74% 74%

OCC 47% 70% 74% 77%

Machine Technology OCC 77% 84% 77% 82%

Management 62% 57% 61% 59%

GWC 59% 55% 66% 61%

OCC 65% 58% 57% 58%

Management & Supervision CCC 70% 64% 64% 54%

Marine Activities OCC 74% 84% 82% 80%

Marine Science 71% 72% 72% 73%

CCC 67% 71% 73% 67%

OCC 72% 72% 72% 75%

Marketing 75% 76% 81% 80%

GWC 63% 46% 73% 63%

OCC 76% 78% 81% 82%

Mass Communications 83% 87% 59% 59%

CCC 59% 59%

OCC 83% 87%

Mathematics 56% 55% 57% 56%

CCC 54% 60% 62% 57%

GWC 50% 50% 54% 53%

OCC 59% 57% 58% 57%

Medical Assisting OCC 87% 94% 97% 94%

40

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


Medical Transcription OCC 86% 80%

Music 75% 75% 75% 69%

CCC 77% 73% 73% 63%

GWC 68% 71% 65% 66%

OCC 78% 77% 78% 71%

Natural Science OCC 81%

Neurodiagnostic Technology OCC 99% 87% 97% 96%

Nursing GWC 89% 90% 95% 93%

Nutrition Care OCC 62% 89% 92% 86%

Ornamental Horticulture OCC 71% 74% 72% 68%

Peace Studies GWC 71% 75% 75% 68%

Philosophy 71% 72% 69% 69%

CCC 69% 69% 67% 67%

GWC 70% 70% 69% 67%

OCC 73% 74% 71% 71%

Photography 68% 69% 67% 67%

CCC 67% 94% 84% 91%

GWC 68% 69% 69% 77%

OCC 68% 68% 67% 66%

Physical Education 80% 87% 89% 91%

CCC 81% 79% 78% 63%

GWC 88% 89% 92% 92%

OCC 77% 86% 88% 96%

Physical Science GWC 77% 81% 85% 58%

Physics 72% 80% 76% 71%

CCC 74% 72% 81% 77%

GWC 58% 83% 67% 63%

OCC 78% 80% 78% 74%

Political Science 68% 70% 68% 66%

CCC 63% 61% 52% 49%

GWC 70% 74% 75% 72%

OCC 69% 71% 69% 68%

Polysomnography OCC 100% 99% 99% 99%

Process Technology CCC 68% 59% 65% 58%

Professional Physical Ed GWC 85% 80% 74%

Psychology 72% 74% 73% 72%

CCC 70% 72% 70% 67%

GWC 66% 68% 67% 64%

OCC 76% 78% 77% 77%

Radiologic Technology OCC 97% 95% 96% 96%

Real Estate 71% 70% 74% 75%

CCC 67% 65% 68% 71%

GWC 58% 55%

41

Academic Year 2009‐2010 2010‐2011 2011‐2012 2012‐2013


OCC 79% 78% 78% 78%

Religious Studies OCC 69% 75% 72% 72%

Respiratory Care OCC 98% 97% 98% 95%

Social Sciences GWC 71% 91% 95% 86%

Sociology 69% 66% 63% 60%

CCC 58% 58% 54% 54%

GWC 66% 65% 66% 58%

OCC 73% 68% 63% 63%

Spanish 73% 74% 73% 73%

CCC 62% 66% 66% 62%

GWC 70% 67% 65% 69%

OCC 82% 84% 82% 81%

Special Education 73% 71% 68% 70%

CCC 77% 75% 69% 74%

GWC 67% 65% 66% 64%

Special Topics GWC 96% 89%

Speech CCC 88% 81% 82% 94%

Speech Communications OCC 84% 85% 89%

Speech/Language Path Assist OCC 98% 98% 95% 96%

Technology OCC 85% 91% 83% 70%

Theater Arts 82% 82% 80% 81%

CCC 89% 27%

GWC 82% 81% 79% 83%

OCC 82% 82% 82% 80%

Tutoring 99% 100% 99% 99%

GWC 98% 100% 100% 98%

OCC 100% 100% 98% 100%

Vietnamese 84% 89% 96% 86%

CCC 87% 94% 97% 90%

GWC 75% 83% 93% 81%

OCC 92% 96%

Welding Technology OCC 76% 80% 81% 87%

Total by COLUMNS 72% 72% 72% 71%

42

DegreesandCertificatesAwardedbyProgram

The following table contains a list of all programs at the colleges with 2012-13 completions. They are organized by Program T i t l e and include t h e a wa r d t y p e a n d completions during 2012-13 at each of the colleges.

CCCD Program Completions

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards AA Emergency Mgmt/Crim Justice Associate Degree 5 0 0 5AA‐Liberal Arts CSU Associate Degree 1 0 0 1ACCT: Taxation Specialization Associate Degree 4 0 0 4AMT: Airframe Post Second. Cert/Dipl >1 < 2 0 0 2 2AMT: Airframe & Powerplant 0 0 12 12 Associate Degree 0 0 5 5 Post Second. Cert/Dipl >1 < 2 0 0 7 7AMT: Powerplant Post Second. Cert/Dipl >1 < 2 0 0 3 3Accounting 1 11 31 43 Associate Degree 0 11 18 29 Post Second. Cert/Dipl < 1 yr. 1 0 0 1 Post Second. Cert/Dipl >1 < 2 0 0 13 13Accounting: General Accounting Associate Degree 7 0 0 7Admin Professional (Assistant) Post Second. Cert/Dipl < 1 yr. 3 0 0 3Administrative Assistant Associate Degree 0 1 0 1Administrative Manager 17 0 0 17 Associate Degree 14 0 0 14 Post Second. Cert/Dipl < 1 yr. 3 0 0 3Advanced Baking & Pastry Post Second. Cert/Dipl < 1 yr. 0 0 9 9Advanced Culinary Arts 0 0 31 31 Associate Degree 0 0 11 11 Post Second. Cert/Dipl >1 < 2 0 0 20 20American Studies Associate Degree 30 0 0 30Anthropology Associate Degree 0 2 4 6Arch Tech: Design 1 0 0 32 32 Associate Degree 0 0 9 9 Post Second. Cert/Dipl < 1 yr. 0 0 23 23Arch Tech: Design 2 0 0 16 16 Associate Degree 0 0 3 3 Post Second. Cert/Dipl >1 < 2 0 0 13 13Arch Tech: Digital Fabrication Post Second. Cert/Dipl < 1 yr. 0 0 2 2Arch Tech:Sustainable Design Post Second. Cert/Dipl < 1 yr. 0 0 1 1Architectrl Tech: Design/Build Post Second. Cert/Dipl < 1 yr. 0 0 3 3Architectural Technology 0 5 0 5 Associate Degree 0 4 0 4 Post Second. Cert/Dipl >1 < 2 0 1 0 1Architecture Associate Degree 0 0 7 7Art Associate Degree 0 0 17 17Arts and Humanities Associate Degree 70 0 0 70Associate in Arts Associate Degree 0 0 0 306Audio Recording Post Second. Cert/Dipl < 1 yr. 0 1 0 1Auto Tech: Chassis Drive Train 0 37 0 37 Associate Degree 0 3 0 3 Post Second. Cert/Dipl < 1 yr. 0 34 0 34Auto Tech: Engine Perform Emis 0 34 0 34 Associate Degree 0 1 0 1 Post Second. Cert/Dipl < 1 yr. 0 33 0 33Aviation Pilot Training 0 0 5 5 Associate Degree 0 0 2 2 Post Second. Cert/Dipl < 1 yr. 0 0 3 3

43

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards BCT Combo Building Inspection Associate Degree 3 0 0 3Baking & Pastry ‐ Basic Post Second. Cert/Dipl < 1 yr. 0 0 3 3Biology Associate Degree 0 0 68 68Bookkeeping Post Second. Cert/Dipl < 1 yr. 2 0 0 2Building Codes Technology Post Second. Cert/Dipl < 1 yr. 2 0 0 2Bus: Human Resources Mgmt Associate Degree 26 0 0 26Bus: Bus Admin Specialization 118 0 0 118 Associate Degree 71 0 0 71 Post Second. Cert/Dipl < 1 yr. 47 0 0 47Bus: Human Resources Mgmt Post Second. Cert/Dipl < 1 yr. 19 0 0 19Bus: Marketing Specialization 17 0 0 17 Associate Degree 11 0 0 11 Post Second. Cert/Dipl < 1 yr. 6 0 0 6Business Associate Degree 75 0 155 230Business Administration 48 25 46 119 Associate Degree 38 21 23 82 Post Second. Cert/Dipl < 1 yr. 9 4 0 13 Post Second. Cert/Dipl >1 < 2 1 0 23 24CIS Business Application Devl 0 0 8 8 Associate Degree 0 0 3 3 Post Second. Cert/Dipl >1 < 2 0 0 5 5CJ: Administration of Justice Associate Degree 0 13 0 13CJ: Corrections Associate Degree 0 4 0 4CJ: Forensics,Evidence & Inves Associate Degree 0 3 0 3CJ: Police Academy Associate Degree 0 6 0 6CSU Breadth Cert of Achievemnt Post Second. Cert/Dipl >1 < 2 2 0 0 2CSU Breadth Certification Post Second. Cert/Dipl >1 < 2 0 465 0 465Chemistry Associate Degree 0 0 33 33Cisco Post Second. Cert/Dipl < 1 yr. 12 0 0 12Code Professional 4 0 0 4 Associate Degree 1 0 0 1 Post Second. Cert/Dipl < 1 yr. 3 0 0 3Combination Bldg Inspection Post Second. Cert/Dipl < 1 yr. 1 0 0 1Combination Residential Inspec Post Second. Cert/Dipl < 1 yr. 2 0 0 2Comm Art:Narrativ Illustration Post Second. Cert/Dipl >1 < 2 0 0 1 1Communication Studies Associate Degree 0 26 48 74Communications Associate Degree 6 0 71 77Community Nutrition Assistant 0 0 5 5 Associate Degree 0 0 1 1 Post Second. Cert/Dipl < 1 yr. 0 0 4 4Comp Networking: Cisco Associate Degree 20 0 0 20Comp Networking: Microsoft 10 0 0 10 Associate Degree 4 0 0 4 Post Second. Cert/Dipl < 1 yr. 6 0 0 6Computer Aided Drafting‐Arch Post Second. Cert/Dipl < 1 yr. 0 2 0 2Computer Business Applications 0 6 0 6 Associate Degree 0 3 0 3 Post Second. Cert/Dipl < 1 yr. 0 3 0 3Computer Information Systems Post Second. Cert/Dipl >1 < 2 0 0 1 1Computer Networking 5 0 0 5 Associate Degree 4 0 0 4 Post Second. Cert/Dipl < 1 yr. 1 0 0 1Computer Programming 0 0 10 10 Associate Degree 0 0 6 6 Post Second. Cert/Dipl >1 < 2 0 0 4 4Const Tech: Construction Tech Associate Degree 0 0 1 1Const Tech: Master Specialist 0 0 3 3 Associate Degree 0 0 1 1 Post Second. Cert/Dipl >1 < 2 0 0 2 2Const Tech: Res Const Developm Associate Degree 0 0 3 3Const Tech: Res Const Devl 1 Post Second. Cert/Dipl < 1 yr. 0 0 6 6

44

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards Constr Tech:Construction Tech Post Second. Cert/Dipl < 1 yr. 0 0 3 3Cosmetology 0 147 0 147 Associate Degree 0 4 0 4 Post Second. Cert/Dipl >1 < 2 0 143 0 143Culinary Arts Associate Degree 0 0 10 10Culinary Arts Basic Post Second. Cert/Dipl < 1 yr. 0 0 34 34Culinary Arts:Baking & Pastry Associate Degree 0 0 4 4Culinology:Professional Levl 2 Associate Degree 0 0 1 1DA: Art/Visual Comm: Graphic Post Second. Cert/Dipl >1 < 2 0 9 0 9DMAD: Multimedia Post Second. Cert/Dipl >1 < 2 0 0 1 1DMF: Print Design Post Second. Cert/Dipl >1 < 2 2 0 0 2Dance Associate Degree 0 0 2 2Dental Assisting: Registered 0 0 34 34 Associate Degree 0 0 12 12 Post Second. Cert/Dipl < 1 yr. 0 0 22 22Design Post Second. Cert/Dipl < 1 yr. 0 9 0 9Diagnostic Med Sonography Associate Degree 0 0 18 18Dietetics: Dietetic Technician Associate Degree 0 0 10 10Digital Graphics Production 0 0 9 9 Associate Degree 0 0 1 1 Post Second. Cert/Dipl < 1 yr. 0 0 8 8Digital Media Post Second. Cert/Dipl < 1 yr. 0 5 0 5Digital Media A&D: Graph Dsgn 0 0 14 14 Associate Degree 0 0 7 7 Post Second. Cert/Dipl >1 < 2 0 0 7 7Digital Media A&D: Multimedia Associate Degree 0 0 1 1Drafting Tech‐Computer Aided 0 7 0 7 Associate Degree 0 2 0 2 Post Second. Cert/Dipl < 1 yr. 0 5 0 5EC: Infant & Toddler Post Second. Cert/Dipl >1 < 2 0 0 2 2EC: Preschool Teacher 0 0 23 23 Associate Degree 0 0 5 5 Post Second. Cert/Dipl >1 < 2 0 0 18 18EC: Teacher Aide Post Second. Cert/Dipl >1 < 2 0 0 1 1Early Childhood Administration Associate Degree 0 0 2 2Early Childhood Education Associate Degree 0 0 5 5Echo & Vascular Ultrasound 0 0 17 17 Associate Degree 0 0 16 16 Post Second. Cert/Dipl >1 < 2 0 0 1 1Economics Associate Degree 4 0 8 12Electrocardiography Technician Post Second. Cert/Dipl >1 < 2 0 0 22 22Electronics Associate Degree 84 0 0 84Electronics Reliability Techn Post Second. Cert/Dipl < 1 yr. 0 0 4 4Electronics: Engineering Techn 0 0 14 14 Associate Degree 0 0 3 3 Post Second. Cert/Dipl < 1 yr. 0 0 11 11Emergency Management 11 0 0 11 Associate Degree 3 0 0 3 Post Second. Cert/Dipl < 1 yr. 8 0 0 8Engineering Associate Degree 0 0 30 30English Associate Degree 1 10 32 43Ent Tech: Lighting Technician Post Second. Cert/Dipl < 1 yr. 0 0 2 2Entrepreneurship & Sm Bus Mang Post Second. Cert/Dipl < 1 yr. 1 0 0 1Esthetician Post Second. Cert/Dipl < 1 yr. 0 44 0 44Ethnic Studies Associate Degree 0 0 1 1FSM: Commercial Catering Post Second. Cert/Dipl < 1 yr. 0 0 2 2FSM: Dietetic Service Manager Post Second. Cert/Dipl >1 < 2 0 0 1 1FSM: Dietetic Service Supervsr Post Second. Cert/Dipl < 1 yr. 0 0 14 14FSM: Restaurant (Commercial) Associate Degree 0 0 1 1FSM: Restaurant Supervision Post Second. Cert/Dipl < 1 yr. 0 0 4 4Family & Consumer Sciences Associate Degree 0 0 15 15

45

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards Fashion ‐ Apparel Construction Post Second. Cert/Dipl >1 < 2 0 0 1 1Fashion Design Post Second. Cert/Dipl >1 < 2 0 0 10 10Fashion Merchandising 0 0 13 13 Associate Degree 0 0 5 5 Post Second. Cert/Dipl >1 < 2 0 0 8 8Fashion Production/Prod Dev Post Second. Cert/Dipl >1 < 2 0 0 1 1Fashion: Design Associate Degree 0 0 7 7Film/Video 0 0 38 38 Associate Degree 0 0 27 27 Post Second. Cert/Dipl >1 < 2 0 0 11 11Financial Assistant Post Second. Cert/Dipl < 1 yr. 2 0 0 2Financial Manager Post Second. Cert/Dipl < 1 yr. 1 0 0 1Fine and Applied Arts:Art Associate Degree 0 8 0 8Fine/Applied Arts: Dance Associate Degree 0 1 0 1Fitness Spec: Personal Trainer 0 0 15 15 Associate Degree 0 0 4 4 Post Second. Cert/Dipl < 1 yr. 0 0 11 11Floral Design & Shop Mgmt 0 12 0 12 Associate Degree 0 3 0 3 Post Second. Cert/Dipl < 1 yr. 0 9 0 9Foreign Languages Associate Degree 0 0 7 7General Accounting Post Second. Cert/Dipl < 1 yr. 7 0 0 7General Business Post Second. Cert/Dipl < 1 yr. 114 0 0 114General Management Post Second. Cert/Dipl < 1 yr. 0 2 0 2General Marketing 0 0 14 14 Associate Degree 0 0 5 5 Post Second. Cert/Dipl < 1 yr. 0 0 9 9General Office Manager Post Second. Cert/Dipl < 1 yr. 2 0 0 2Geography Associate Degree 0 0 7 7Gerontology 10 0 0 10 Associate Degree 1 0 0 1 Post Second. Cert/Dipl < 1 yr. 9 0 0 9Graphic Design Adv Production Post Second. Cert/Dipl < 1 yr. 0 4 0 4Graphic Design Foundation Post Second. Cert/Dipl < 1 yr. 0 6 0 6Graphic Design Web Site Design Post Second. Cert/Dipl < 1 yr. 0 12 0 12Green Building Technology Post Second. Cert/Dipl < 1 yr. 1 0 0 1HTT: Front Office Specialist Post Second. Cert/Dipl >1 < 2 0 0 2 2HTT: Human Resource Mgmt Post Second. Cert/Dipl >1 < 2 0 0 1 1HTT: Travel & Tourism Associate Degree 0 0 2 2HTT:Airline & Travel Careers 0 0 19 19 Associate Degree 0 0 8 8 Post Second. Cert/Dipl < 1 yr. 0 0 11 11HTT:Contract Flight Attendant Post Second. Cert/Dipl < 1 yr. 0 0 2 2HTT:Sales Marketing & Event Post Second. Cert/Dipl >1 < 2 0 0 1 1HTT:Tour Escortg/Management Post Second. Cert/Dipl < 1 yr. 0 0 1 1HTT:Travel Agency Specialist Post Second. Cert/Dipl < 1 yr. 0 0 2 2HVACR Technology 0 0 34 34 Associate Degree 0 0 3 3 Post Second. Cert/Dipl < 1 yr. 0 0 31 31Health Associate Degree 0 0 39 39Health Care Management 70 0 0 70 Associate Degree 51 0 0 51 Post Second. Cert/Dipl < 1 yr. 19 0 0 19Health and Fitness Associate Degree 1 0 0 1History Associate Degree 9 20 22 51Human Resources Management Post Second. Cert/Dipl < 1 yr. 0 1 0 1Human Services Associate Degree 12 0 0 12Humanities Associate Degree 0 0 1 1Humanities, Fine/Applied Arts Associate Degree 0 3 0 3IGETC: GE Cert of Achievement Post Second. Cert/Dipl >1 < 2 3 0 0 3IGETC: GE Certification Post Second. Cert/Dipl >1 < 2 0 83 0 83

46

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards IRS ‐ Enrolled Agent Post Second. Cert/Dipl < 1 yr. 0 1 0 1Industrial Automation Technic Post Second. Cert/Dipl < 1 yr. 0 0 1 1Interior Design: Merchandising Post Second. Cert/Dipl < 1 yr. 0 0 13 13Interior Design: Professional Post Second. Cert/Dipl >1 < 2 0 0 6 6Interior Design:Assistnt Lvl 2 Associate Degree 0 0 11 11Interpreting for Deaf People 0 20 0 20 Associate Degree 0 2 0 2 Post Second. Cert/Dipl < 1 yr. 0 18 0 18Journalism Associate Degree 0 0 2 2Kinesiology Associate Degree 0 3 4 7Law Enforcement Post Second. Cert/Dipl < 1 yr. 0 46 0 46Lib Arts‐Business & Technology Associate Degree 0 107 0 107Lib Arts‐Mathematics Associate Degree 0 15 0 15Lib Arts‐Science Associate Degree 0 125 0 125Lib Arts:Arts & Humanites Associate Degree 0 81 0 81LibArts: Social&Behavior Sci Associate Degree 0 177 0 177LibArts:SocBehavior&Self Dev Associate Degree 0 38 0 38Liberal Arts Associate Degree 0 0 369 369Liberal Arts: Art Associate Degree 3 0 0 3Liberal Studies ‐ Teaching Associate Degree 3 0 0 3Liberal Studies for Elem Ed Associate Degree 0 14 0 14M&S: Management 10 0 0 10 Associate Degree 4 0 0 4 Post Second. Cert/Dipl < 1 yr. 6 0 0 6Manufactr Tech: CNC Operat Post Second. Cert/Dipl >1 < 2 0 0 4 4Manufactr Tech: CNC Operator Associate Degree 0 0 1 1Manufactr Tech: CNC Program Associate Degree 0 0 2 2Manufactr Tech: CNC Programr Post Second. Cert/Dipl >1 < 2 0 0 4 4Manufacturing Tech: Machinist 0 0 14 14 Associate Degree 0 0 5 5 Post Second. Cert/Dipl < 1 yr. 0 0 9 9Marketing: Internatnl Business 0 0 7 7 Associate Degree 0 0 2 2 Post Second. Cert/Dipl < 1 yr. 0 0 5 5Math/Science: Chemistry Associate Degree 0 5 0 5Math/Science: Gen Biology Associate Degree 0 8 0 8Math/Science: Mathematics Associate Degree 0 1 0 1Mathematics Associate Degree 2 3 27 32Mathematics and Science Associate Degree 0 8 0 8Medical Assisting:CMA Eligible 0 0 37 37 Associate Degree 0 0 18 18 Post Second. Cert/Dipl >1 < 2 0 0 19 19Mental Health Worker Post Second. Cert/Dipl >1 < 2 0 0 5 5Microsoft Office Post Second. Cert/Dipl < 1 yr. 0 1 0 1Music Associate Degree 0 0 13 13Music: Business Employee Post Second. Cert/Dipl < 1 yr. 0 0 1 1Music: Entertainer Instrumentl Post Second. Cert/Dipl >1 < 2 0 0 1 1Music: Studio Guitar Performer Post Second. Cert/Dipl < 1 yr. 0 0 3 3Natural Science Associate Degree 0 0 70 70Nursing ‐ Registered Nursing Associate Degree 0 102 0 102Nutrition & Fitness Education Post Second. Cert/Dipl >1 < 2 0 0 2 2Nutrition Careers:Nutrition Ed 0 0 8 8 Associate Degree 0 0 6 6 Post Second. Cert/Dipl < 1 yr. 0 0 2 2OSS: Financial Assistant Associate Degree 1 0 0 1OSS: Financial Manager Associate Degree 5 0 0 5Office Support Specialist 2 0 0 2 Associate Degree 1 0 0 1 Post Second. Cert/Dipl < 1 yr. 1 0 0 1Ornamental Horiculture 0 0 7 7 Associate Degree 0 0 1 1

47

2012‐2013 CCC GWC OCC TotalAward Title Award Type Awards Awards Awards Awards Post Second. Cert/Dipl < 1 yr. 0 0 6 6Paralegal Studies 79 0 0 79 Associate Degree 27 0 0 27 Post Second. Cert/Dipl < 1 yr. 52 0 0 52Philosophy Associate Degree 0 0 4 4Photo:Digital Technician Post Second. Cert/Dipl < 1 yr. 0 0 11 11Photography Associate Degree 0 0 4 4Photography: Still Post Second. Cert/Dipl >1 < 2 0 0 11 11Physical Education Associate Degree 0 0 10 10Physics Associate Degree 0 0 6 6Political Science Associate Degree 0 4 31 35Polysomnography Associate Degree 0 0 15 15Process Technology 14 0 0 14 Associate Degree 6 0 0 6 Post Second. Cert/Dipl < 1 yr. 8 0 0 8Professional Mariner ‐ Level 1 Post Second. Cert/Dipl < 1 yr. 0 0 10 10Psychology Associate Degree 22 48 118 188Radiologic Tech: Diagnostic Associate Degree 0 0 19 19Real Estate Broker 0 0 5 5 Associate Degree 0 0 2 2 Post Second. Cert/Dipl < 1 yr. 0 0 3 3Recording Arts Post Second. Cert/Dipl >1 < 2 0 1 0 1Recycling and Resource Mgmnt 0 33 0 33 Associate Degree 0 1 0 1 Post Second. Cert/Dipl < 1 yr. 0 32 0 32Recycling and Zero Waste Post Second. Cert/Dipl < 1 yr. 0 47 0 47Res Constr Devl Second Award Post Second. Cert/Dipl >1 < 2 0 0 1 1Res Constr Devl Third Award Post Second. Cert/Dipl >1 < 2 0 0 2 2Respiratory Care Associate Degree 0 0 21 21Retail Post Second. Cert/Dipl >1 < 2 0 0 1 1Retail Management Post Second. Cert/Dipl < 1 yr. 2 0 0 2Science and Math Associate Degree 93 0 0 93Small Business Management Associate Degree 1 0 0 1Small Business Ownership Post Second. Cert/Dipl < 1 yr. 1 0 0 1Social Science Associate Degree 0 0 3 3Social Sciences, General Associate Degree 0 8 0 8Social and Behavioral Sciences Associate Degree 190 0 0 190Sociology Associate Degree 9 10 42 61Software Development 0 5 0 5 Associate Degree 0 3 0 3 Post Second. Cert/Dipl < 1 yr. 0 2 0 2Solar Energy Technology Post Second. Cert/Dipl < 1 yr. 0 1 0 1Spanish Associate Degree 3 0 0 3Spanish Language Associate Degree 0 2 0 2Speech‐Lang Pathology Assist Associate Degree 0 0 13 13Staff Accountant Post Second. Cert/Dipl < 1 yr. 0 8 0 8Studio Arts Associate Degree 0 1 0 1Supervision & Management 241 0 0 241 Associate Degree 186 0 0 186 Post Second. Cert/Dipl < 1 yr. 55 0 0 55Supply Chain Management 13 0 0 13 Associate Degree 7 0 0 7 Post Second. Cert/Dipl < 1 yr. 6 0 0 6Taxation Post Second. Cert/Dipl < 1 yr. 4 0 0 4Technical Drafting Option (1yr Post Second. Cert/Dipl < 1 yr. 0 1 0 1Theatre Arts Associate Degree 0 2 7 9Welding Technology 0 0 4 4 Associate Degree 0 0 2 2 Post Second. Cert/Dipl < 1 yr. 0 0 2 2World Language Associate Degree 0 1 0 1Total by COLUMNS 1,543 1,951 2,167 5,967

48

OrangeCountyProgramCompletions

The following table shows the completers at all two-year and four-year higher education institutions in Orange County for the 20 TOP Codes with the most completers during 2011.

Orange County Completers

Orange County Completers 2011

TOP Code Title Total

4901.0 Liberal Arts and Sciences, General 47,565

0505.0 Business Administration 39,864

1208.0 Medical Assisting 15,363

1230.1 Registered Nursing 13,648

2001.0 Psychology, General 13,134

3007.0 Cosmetology and Barbering 7,857

0401.0 Biology, General 7,294

2208.0 Sociology 6,473

1501.0 English 6,033

2201.0 Social Sciences, General 5,652

2105.0 Administration of Justice 5,509

2207.0 Political Science 5,456

2205.0 History 4,696

2204.0 Economics 4,417

4902.0 Biological and Physical Sciences (and Mathematics) 4,331

0948.0 Automotive Technology 4,151

0408.0 Natural History 3,922

1002.0 Art (Painting, Drawing, and Sculpture) 2,934

0706.0 Computer Science (transfer) 2,822

0835.0 Physical Education 2,716

49

FinanceSource: CCCD Vice‐Chancellor Administrative Services

Managing through the recession of the past five years has been extraordinarily difficult for public agencies, in general, and community colleges have been no exception. One of the tools that Coast Community College District has employed to balance the budget has been having the contract faculty numbers very close to the compliance minimum rather than significantly higher (as was the case in some past years), through attrition and voluntary separation programs. Our actual full‐time contract faculty numbers declined from more than 480 in 2008 to 414 in 2011. Each year the Board of Governors of California Community Colleges (BOG) is required to make a finding of adequate funds in order to determine the number of full‐time faculty which districts are required to employ. Given the economic circumstances over this period the BOG has not been able to make this finding and required full‐time faculty numbers have remained “frozen.” For Coast, this number has been at or near 412 FT faculty. From a budgetary perspective, the 2013‐14 FY Adopted Budget reflects 430 budgeted faculty positions, 429 in the General Fund and 1 outside the General Fund. In July 2013 when this data was gathered, 21 of those positions were vacant. It is important to recognize the number of filled or vacant positions represents only a snapshot in time and changes through a natural cycle of attrition and recruitment. Lastly, neither the regulatory nor the budgetary perspective described above attempts to answer the question of adequacy.

Recent Budget Strategy and Stability Funding

As a part of the 2012‐13 FY budget development strategy, Coast Community College District deliberately reduced enrollments and pursued stabilization due to two considerations. First, as budget development was taking place in the spring and summer of 2012, Proposition 30 was not expected to pass. The state budget had been predicated on a voter approved tax initiative to fill a significant revenue gap. In the event of the failure of this ballot proposition, an automatic trigger cut built into the state budget would have resulted in a funding reduction of nearly $11 million and an associated workload reduction of 5.5% for the district. Second, two strategically important, yet

50

diametrically opposed, issues emerged: on one hand, the district had a strong interest in maximizing service and access to its students and, on the other hand, there was a fundamental interest in not having to lay‐off any contract employees. In the end, by utilizing the concept of “stabilization,” which held the district fiscally harmless in the year of enrollment decline, Coast Community College District avoided lay‐offs and was still able to offer nearly 95% of the access that had been made available in the prior year.

Strategic Direction and Growth

It is important to emphasize that the protections offered under stabilization only hold the district harmless for one fiscal year. If in 2013‐14, the District fails to return to its funded CA RESIDENT FTES base of 32,449, as determined by the 2011‐12 FY Final Recalculation, we risk eroding our apportionment funding base. At the close of the 2012‐13 FY, Coast reported 30,103 CA RESIDENT FTES putting us 2,346 FTES, or more than 7%, below base which equates to approximately $10.7 million in apportionment funding.

In November 2013, the district received its final full‐time equivalent faculty obligation number (FON) for Fall 2013.

As expected, due to the decline in FTES in 2012‐13, the FON for Fall 2013 was reduced to 363.4. Our actual number

for Fall 2013, reported to the state, was 406.7. Coast has an ambitious but not unrealistic growth goal of 33,617 CA

Resident FTES for 2013‐14. If that goal is achieved we can expect our FON, as determined by the BOG, to increase

for Fall 2014. Our multi‐year projections at this juncture reflect a rough‐order‐of‐magnitude projection of 2%

annual CA Resident FTES growth.

Coast Community College District

District‐wideAnnualInstitutionalEffectivenessReport2012‐13

The primary purposes of the Institutional Effectiveness Report are to guide the improvement of instructional and

student services programs, and to support the development of initiatives designed to promote student success.

The results from this evaluation assist us in achieving these fundamental purposes.

Fall 2013

2

Institutional Effectiveness

Annual Report

2012‐13

Office of the Chancellor

Coast Community College District

1370 Adams Ave.

Costa Mesa, CA 92626

(714) 438‐4600

www.cccd.edu

January 2014

3

COAST COMMUNITY COLLEGE DISTRICT

BOARD OF TRUSTEES

The following citizens currently serve as members of the Coast Community College District Board of Trustees:

Mary K. Hornbuckle, President

David A. Grant, Vice President

Dr. Lorraine Prinsky, Board Clerk

Jim Moreno , Trustee

Jerry Patterson, Trustee

Tanner Kelly, Student Trustee

4

ContentsFROM THE CHANCELLOR ................................................................................. 7 CHAPTER I: STUDENT LEARNING, ACHIEVEMENT AND DEVELOPMENT ......... 8 Student Success Scorecard ........................................................................................................................................................ 8

Persistence ............................................................................................................................................................................ 8

30 Units ................................................................................................................................................................................. 9

Completion ............................................................................................................................................................................ 9

Remedial Math ...................................................................................................................................................................... 9

Remedial ESL ......................................................................................................................................................................... 9

Career Technical Education ................................................................................................................................................... 9

Preparation of Applicants ....................................................................................................................................................... 10

Applicants Eligible for College‐Level Writing ...................................................................................................................... 10

Applicants Eligible for College‐Level Math .......................................................................................................................... 11

Successful Course Completion Rates ...................................................................................................................................... 12

College‐wide Successful Course Completion Rates ............................................................................................................ 12

Successful Transfer Course Completion Rates .................................................................................................................... 12

Successful Basic Skills Course Completion Rates ................................................................................................................ 13

Successful Career Technical Education (CTE) Course Completion Rates ............................................................................ 13

Successful Course Completion Rates by Modality .................................................................................................................. 14

Students on Probation/Disqualification .................................................................................................................................. 15

Progression through and Completion of the Basic Skills Course Sequence (English, Math and ESL) ..................................... 17

Semester and Cumulative GPA of Full‐Time Students ............................................................................................................ 25

Persistence Rates of First‐Time, Full‐Time Students ............................................................................................................... 26

Degrees and Certificates Awarded .......................................................................................................................................... 27

Transfers to UC and CSU ......................................................................................................................................................... 28

Transfers to Other Four‐year Institutions ............................................................................................................................... 29

Student Right‐to‐Know Act Completion and Transfer Rates .................................................................................................. 30

Actions in the Area of Student Learning, Achievement and Development ............................................................................ 31

5

CHAPTER II: STUDENT OUTREACH AND RESPONSIVENESS TO THE COMMUNITY 37 Annual Full‐Time Equivalent Students (FTES) ......................................................................................................................... 37

Credit Division ......................................................................................................................................................................... 38

Credit Student Headcount .................................................................................................................................................. 38

Full‐Time Credit Student Headcount ................................................................................................................................... 38

High School Students Attending CCCD ................................................................................................................................ 39

First‐Time Students from the District’s Local High Schools ................................................................................................ 39

Online Student Headcount .................................................................................................................................................. 40

Percentage of District Adult Population Served by the Credit Program ............................................................................. 41

Credit Student Ethnic Composition ..................................................................................................................................... 41

Credit Gender Composition ................................................................................................................................................ 42

Credit Student Age Composition ......................................................................................................................................... 44

Students with Disabilities .................................................................................................................................................... 46

Extended Opportunity Programs and Services (EOPS) ....................................................................................................... 46

Economically Disadvantaged Students ............................................................................................................................... 47

Financial Aid Awards ........................................................................................................................................................... 47

International Students ........................................................................................................................................................ 48

Out‐of‐State State Students ................................................................................................................................................ 49

Actions in the Area of Student Outreach and Responsiveness to the Community ................................................................ 50

CHAPTER III: FACULTY, STAFF AND ADMINISTRATORS/MANAGERS ............ 51 Permanent Faculty, Staff and Administrators/Managers ....................................................................................................... 51

Gender Composition of Permanent Faculty, Classified Staff and Administrators/Managers ................................................ 52

Ethnic Composition of Permanent Faculty, Classified Staff and Administrators/Managers .............................................. 54

Actions in the Area of Permanent Faculty, Classified Staff and Administrators/Managers ................................................... 55

CHAPTER IV: FISCAL SUPPORT ....................................................................... 56 State General Apportionment as a Percentage of Total Revenues ........................................................................................ 56

Restricted Revenues as a Percentage of Total Revenues (Unrestricted and Restricted) ....................................................... 56

Salaries and Fringe Benefits .................................................................................................................................................... 57

6

Unrestricted General Fund: Salaries and Benefits .................................................................................................................. 58

Unrestricted General Fund: Fixed Costs.................................................................................................................................. 58

Unrestricted General Fund: Salaries, Benefits and Fixed Costs .............................................................................................. 59

State Cost of Living Adjustment (COLA) versus Consumer Price Index (CPI) Increases .......................................................... 60

Capital Outlay Expenditures .................................................................................................................................................... 60

General Fund Balance as a Percentage of Total Unrestricted General Fund Expenses .......................................................... 61

Actions in the Area of Fiscal Support ...................................................................................................................................... 61

CHAPTER V: Facilities .................................................................................... 62 Square Footage ....................................................................................................................................................................... 62

Energy Utilization/Square Foot ............................................................................................................................................... 63

7

FROMTHECHANCELLOR

Coast Community College District (CCCD) is dedicated to excellence in providing higher education. A key factor in ensuring

educational quality is conducting an ongoing assessment of the District’s effectiveness. Assessment gauges past

performance and identifies areas for future improvement and growth.

This document contains CCCD’s assessment of institutional effectiveness. This ongoing evaluation reflects the commitment

of many individuals within the District to examine our institutional strengths and identify areas for improvement. To that

end, the report is divided into four major areas related to the District’s and Coast Colleges’ mission, goals, functions, and

resources. These topic areas include: Student Learning, Achievement and Development; Student Outreach and

Responsiveness to the Community; Faculty, Staff and Administrators/Managers; and Fiscal Support.

Recognition should go to the following for their efforts in completing the report: Dr. Andreea Serban, Vice Chancellor

Educational Services and Technology; Steve Webster, Research Systems Analyst, District Office; Dwayne Thompson, Director

of Research, Planning and Institutional Effectiveness, District Office; Sheri Sterner, Administrative Director Planning,

Research and Institutional Effectiveness, Orange Coast College; Jorge Sanchez, Dean Institutional Research & Planning,

Coastline Community College, Kay Nguyen, Director of Institutional Effectiveness, Golden West College, and staff from

various departments for their input into and support of the project.

The primary purposes of the Institutional Effectiveness Report are to guide the improvement of instructional and student

services programs, and to support the development of initiatives designed to promote student success. The results from this

evaluation assist us in achieving these fundamental purposes.

Andrew C. Jones, Ed.D.

Chancellor

8

CHAPTER I: STUDENT LEARNING, ACHIEVEMENT AND DEVELOPMENT

Student Success Scorecard

In response to AB 1417 (2004, Pacheco), Performance Framework for the Community Colleges, the California Community

Colleges Chancellor’s Office (CCCCO) developed a framework of accountability formally known as Accountability Reporting

for the Community Colleges (ARCC). In 2013, this framework evolved into the Student Success Scorecard. The primary focus

of this assessment is tracking the success of students in meeting their educational goals. The Scorecard is published annually

by the Chancellor’s Office. The data shows the results disaggregated by level of preparedness and demographics factors. The

results from the 2013 Scorecard are presented below.

Table I.1 Student Success Scorecard Measures

Overall Measures Coastline Golden West Orange Coast Statewide

Persistence 55.8% 75.7% 79.1% 65.8%

30 Units 66.5% 72.2% 75.5% 66.4%

Completion 51.1% 51.5% 59.0% 49.2%

Remedial Math 16.6% 30.5% 38.2% 25.9%

Remedial English 35.3% 53.5% 56.3% 38.1%

Remedial ESL 9.3% 24.0% 7.1% 23.6%

Career Technical Education 55.4% 61.4% 67.5% 55.0%

PersistenceThis measure is defined as the percentage of first‐time students who earned at least 12 units and who achieved any of the

following outcomes within six years: transferred to a four‐year college/university, earned an AA/AS degree, earned a

Certificate of 18 units or more, or achieved “Transfer Directed” or “Transfer Prepared” status. Golden West College and

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Persistence 30 Units Completion Remedial Math RemedialEnglish

Remedial ESL CareerTechnicalEducation

Figure I.1 Student Success Scorecard 2013

Coastline Golden West Orange Coast Statewide

9

Orange Coast College showed increases in their rates from the data contained in the 2010 report to the 2012 report, and are

above the statewide average. Coastline Community College showed a decrease from 2010 to 2012, and fell below the state‐

wide average in 2012.

30UnitsThis is the percentage of first‐time students who showed intent to complete and who, within six years, earned at least 30

units while in the California Community College System. Golden West College showed a slight increase from 2010 to 2012

while Orange Coast College’s rate remained similar from 2010 to 2012, with a slight decline in 2011. Both colleges were

well‐above the statewide average. Although Coastline Community College’s rate increased from 2011 to 2012, its rate is

below the 2010 rate as well as below the state‐wide average.

CompletionThis is the percentage of first‐time students with a minimum of 6 units earned in a fall term who returned and enrolled in

the subsequent fall term anywhere in the system. Persistence rates for Golden West College and Orange Coast College

increased from 2010 to 2012 and were above the state‐wide average. Coastline Community College’s rates have fluctuated

over the three years reported and are below the state‐wide average.

RemedialMathVocational course success rates fell for all three colleges in the 2012 report. This decline is due to new reporting

requirements for students who are in the course at the official census date, but withdraw from the course prior to the

official drop deadline. These students receive a grade of “DR.” The “DR” grade does not count toward the GPA. The 2012

reporting year was the first year that “DR” notations were assigned in these situations and count as “unsuccessful” in the

calculation. For 2012‐13 and 2013‐14, the Coast District has aligned the deadlines such that the drop deadline without a

grade appearing on the student’s transcript is the same as the class census. Thus students who drop after the class census

will receive a grade of “W” instead of “DR.”

RemedialESLCredit basic skill success rates increased at Coastline Community College from 2010 to 2012 and were well above the state‐

wide average. Golden West College showed an increase from 2010 to 2011 and declined in 2012, with the 2012 rate below

the state‐wide average. Orange Coast College remained consistent from 2010 to 2011 and declined in 2012, with the 2012

rate below the state average. Orange Coast College’s decline was partially due to changes in basic skills coding; however, the

college is addressing basic skills success rates through tutoring and supplemental instruction.

CareerTechnicalEducationGolden West College has increased its rate from 2010 to 2012 and is the only college in the district to exceed the state‐wide

rate. Orange Coast College’s rate has decreased from 2010 to 2012 and is slightly below the state‐wide rate. Coastline

Community College’s rate increased in 2011 and decreased in 2012 and is below the state‐wide average. Changes in basic

skills coding during the reporting years affected Orange Coast College’s rates and the fluctuations can be partially attributed

to this change.

10

Preparation of Applicants

Applicants Eligible for College‐Level Writing

Figure I.2 Percentage of Applicants Eligible for College‐level Writing by College

Coastline

The percentage of applicants who took an assessment test and were eligbile for college‐level writing has remained

consistent from 2008 to 2010 with 42%‐43% of the applicants placed at college level, but the percent declined to 35% in

2012.

Golden West

The percentage of applicants who took an assessment test and were eligbile for college‐level writing has remained fairly

consistent over the past four years. For the last five years, the percentage varied only between 36% and 37%.

Orange Coast

The percentage of applicants who took an assessment test and were eligbile for college‐level writing fluctuated only slightly

over the past five years. In 2008, 54% of the applicants placed at college level, the percent increased to 57% in 2009, only to

decrease to 54% in 2011and remained at 54% in 2012.

Source: Coastline Office of Research and Banner/Argos Report for GWC and OCC

42% 43% 43%

37%35%

37% 36% 37% 37% 37%

54%57% 56%

54% 54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012


Coastline

Golden West

Organge Coast

11

Applicants Eligible for College‐Level Math

Figure I.3 Percentage of Applicants Eligible for College‐level Math by College

Coastline The percentage of applicants who were eligible for college‐level math varied from 28% in 2008 to 25% in 2011 and back to 28% in 2012. Golden West The percentage of applicants who were eligible for college‐level math increased from 24% to 29% between 2008 and 2010 and remained at 29% through 2012.

Orange Coast The percentage of applicants who were eligible for college‐level math remained consistent from 2008 and 2012 varying only between 31% and 34%.

Source: Coastline Office of Research and Banner/Argos Report for GWC and OCC

28% 27% 26% 25%28%

24%27%

29% 29% 29%33%

31%33% 32%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012


Coastline

Golden West

Organge Coast

12

Successful Course Completion Rates

College‐wide Successful Course Completion Rates

The college‐wide successful course completion rate ‐ the percentage of students receiving a final grade of A,B,C,P,IA,IB,IC,IPP ‐

has remained relatively steady over the past five fall semesters. Orange Coast College maintained higher successful course

completion rates than the state‐wide average in all semesters while varying between 71% and 74%. Coastline declined

slightly with a high of 70% in 2008 and a low of 64% in 2012. Golden West varied only between 67% and 68%. The statewide

rate varied between 67% and 69%.

Figure I.4 Fall Successful Course Completion Rates

Source: CCCCO Data Mart

SuccessfulTransferCourseCompletionRatesOver the past five fall semesters, State‐wide success rates have steadily increased from just under 67% to over 70%. Both

Orange Coast College and Golden West College declined in 2010 and rebounded in 2012. Coastline declined rather abruptly

between 2008 and 2009 and declined each year thereafter to a low of under 64% in fall 2012.

Figure I.5 Fall Successful Transfer Course Completion Rates


70%65% 65% 65% 64%

68% 68% 67% 67% 68%72% 74%

71% 71% 72%67% 67% 68% 69% 69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2008 2009 2010 2011 2012

Coastline

Golden West

Organge Coast

Statewide

60%

62%

64%

66%

68%

70%

72%

74%

76%

78%

80%

2008 2009 2010 2011 2012

Coastline

Golden West

Organge Coast

Statewide

13

Successful Basic Skills Course Completion Rates

The successful completion rate in all Basic Skills courses has differing trends among the three colleges. Coastline has shown

a steady increase over the past five fall semesters from 70.8% to 76.5%, well above the state‐wide average. Golden West

College has fluctuated from 56.8% in fall 2007 to 58.8% in fall 2012, but is below the state‐wide average. Orange Coast

College showed an increase in fall 2008 to 59.8%, but has declined steadily each year thereafter to 53.9% in fall 2012, and is

below the state‐wide average. Orange Coast College’s fluctuations are partially due to changes in basic skills course coding.

The basic skills completion rates fluctuated more across spring semesters, but continued to show an improvement for

Coastline Community College with decreases for both Golden West and Orange Coast College. In spring semesters, Coastline

Community College was the only college above the state‐wide average in fall 2012 (see Figures I.6).

Figure I.6 Fall Successful Completion Rates in Basic Skills Courses


SuccessfulCareerTechnicalEducation(CTE)CourseCompletionRatesThe successful completion rate in CTE courses has fluctuated at each of the three colleges over the past five fall semesters.

Both Orange Coast College and Golden West College, despite the fluctuations, showed an increase from fall 2007 to fall

2011 to 73.2% and 69.5%, respectively. Coastline Community College had a slight increase in fall 2008, declined through fall

2010 to 60.8% and increased in fall 2012 to 62.1%. For fall semester success rates, only Orange Coast College was above the

state‐wide average of 72.8%.

Figure I.7 Fall Successful Completion Rates in Career Technical Courses


40%

45%

50%

55%

60%

65%

70%

75%

80%

2008 2009 2010 2011 2012

Coastline

Golden West

Organge Coast

Statewide

50%

55%

60%

65%

70%

75%

80%

2008 2009 2010 2011 2012

Coastline

Golden West

Organge Coast

Statewide

14

Successful Course Completion Rates by Modality

Coast Colleges have made a commitment to providing instruction in alternative delivery modes to meet the diverse

educational needs of students. Our investment in best‐practices training for instructors of online courses, and our focus on

technologies (e.g. Skype, video, chat) in these courses has resulted in a marked improvement in online course success rates,

although they are still below those of other methods.

Table I.2 Annual District‐wide Successful Course Completion Rates by Modality

Academic Year Cable Correspond. Hybrid Online Tele‐course Traditional Overall

2008‐2009 62.5% n/a 65.3% 63.7% 61.0% 73.0% 70.9%

2009‐2010 54.2% 59.5% 65.8% 66.4% 53.9% 74.5% 72.4%

2010‐2011 67.4% 57.8% 65.3% 65.6% 57.8% 75.2% 73.1%

2011‐2012 58.4% 56.5% 65.9% 66.0% 57.2% 74.8% 72.6%

2012‐2013 57.6% 66.7% 62.2% 62.7% 53.6% 74.1% 71.3%Source: Program Review – Student Access and Success Cube

For all three colleges, success rates in online courses are consistently lower than in courses offered face‐to‐face (see Fig I.8).

Figure I.8 Successful Completion Rates in All Online vs. All Face‐to‐Face Courses – Fall 2008 to Fall 2012

Coastline

Golden West

75.8%

81.0% 81.8% 82.2%

76.5%

60.6%

66.0%

62.3%64.4%

60.4%

50%

55%

60%

65%

70%

75%

80%

85%

90%

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Coastline Face‐to‐

Face

Coastline Online

68.6%69.6%

71.4%70.5%

71.1%

60.5%62.2%

65.2%67.6% 61.0%

45%

50%

55%

60%

65%

70%

75%

80%

85%


Golden West Face‐

to‐Face

Golden West Online

15

Orange Coast

Source: Program Review – Student Access and Success Cube

StudentsonProbation/DisqualificationFigure I.9 Students on Probation as Percentage of Overall Headcount – Fall 2008 to Fall 2012

The percentage of students who ended the term on academic or progress probation increased for all three colleges over the

past five fall semesters. Coastline Community College showed the largest increase from 6.6% in fall 2008 to 10.5% in fall

2012. However, their rate is substantially lower than the other two colleges. Golden West and Orange Coast rates both

declined in 2008 but rebounded to 14.6% in 2012 (see Figure I.9).

71.7%74.1% 75.2% 75.0% 74.4%

65.2%67.1% 65.6% 66.8%

64.6%

45%

50%

55%

60%

65%

70%

75%

80%

85%


Orange Coast Face‐

to‐Face

Orange Coast

Online

6.6% 6.7%8.2%

9.2%10.5%

14.0% 13.9%

11.3%

14.4%

14.6%15.4%14.1%

13.5%

13.9%

14.6%

0%

5%

10%

15%

20%


Coastline

Golden West

Orange Coast

16

Figure I.10 Students on Academic Dismissal/Disqualification as Percentage of Overall Headcount – Fall 2008 to Fall 2012

For Orange Coast College, the percentage of students who ended the term on academic dismissal/ disqualification varied between 3.8% and 4.0% from 2008 to 2011 but increased to a high of 4.6% in 2012. Golden West College dismissal/disqualification rates started lower that Orange Coast College’s at 2.7% in Fall 2008, but increased to an equivalent 4.5%. Coastline’s rates are the lowest of the three colleges, but has increased steadily over the past five years (1.2% to 2.3%) (see Figure I.10). Figure I.11 Fall Students on Academic Probation or Disqualification Transitioning to Good Standing by the Following Spring Semester

Fall 2007 ‐ Fall 2012

Students at all three colleges show an overall increase in transitioning to good standing from fall 2007‐spring 2008 to fall

2012‐spring 2013 (see Figure I.11).

Source: CCCD Student Information System

1.2%1.4%

1.7%1.8%

2.3%

2.7%

3.8%

3.3%3.7%

4.5%3.8% 3.9% 4.0% 3.8%

4.6%

0%

2%

4%

6%


Coastline

Golden West

Orange Coast

9.0%

14.2%

9.6%

13.9%15.1% 15.1%

18.0% 17.4%20.0% 19.5%

21.3% 20.5%

19.7%21.3% 21.8%

23.5% 23.1%22.8%

0%

5%

10%

15%

20%

25%

30%

Fall 07 ‐Spring 08






Coastline

Golden West

Orange Coast

17

Progression through and Completion of the Basic Skills Course Sequence (English, Math and ESL)

The percentage of students who started in two‐level below transfer basic skills courses who subsequently transition into

college‐level work remains an area of concern and emphasis at the colleges. Table 3 and Figure I.12 below show each of the

college’s performance for English, Math and ESL.

Over the past three cohorts tracked, Coastline Community College English Composition students beginning at two levels

below transfer level have success rates ranging from 74% ‐ 100%. Within two years, 43% ‐ 64% were successful at the next

level, with 10% ‐ 23% successful at the transfer level.

Table I.3 Coastline English Basic Skills Students Transition to College Level within Two Years

Figure I.12 Coastline English Basic Skills Students Transition to College Level within Two Years

Source: CCCCO Data Mart 2.0 Basic Skills Tracker

Coastline

English Writing Students Success Students Success Students Success

Fall 08 to Spring 10 26 22 16 13 9 6

Percent of Cohort 100% 85% 62% 50% 35% 23%

Fall 09 to Spring 11 14 13 12 9 4 3


Fall 10 to Spring 12 23 17 12 10 5 4


Fall 11 to Spring 13 10 10 6 5 2 1


Two Levels Below Transfer One Level Below Transfer Transferable

85%

50%

23%

93%

64%

21%

74%

43%

17%

100%

50%

10%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Success Two Levels Below Transfer

Success One Level Below Transfer

Success Transferable

Fall 08 to Spring 10




18

Over the past three cohorts tracked, Golden West College English Composition students beginning at two levels below

transfer level have success rates ranging from 65% ‐ 70%. Within two years 43% ‐ 44% were successful at the next level, with

22% ‐ 25% successful at the transfer level.

Table I.4 Golden West English Basic Skills Students Transition to College Level within Two Years

Figure I.13 Golden West English Basic Skills Students Transition to College Level within Two Years


Golden West


Fall 08 to Spring 10 307 201 166 135 94 72


Fall 09 to Spring 11 322 226 188 141 93 70


Fall 10 to Spring 12 297 205 170 128 85 69


Fall 11 to Spring 13 269 181 154 117 76 67



65%

44%

23%

70%

44%

22%

69%

43%

23%

67%

43%

25%

0%

10%

20%

30%

40%

50%

60%

70%

80%








19

Over the past three cohorts tracked, Orange Coast College English Composition students beginning at two levels below

transfer level have success rates ranging from 70% ‐ 76%. Within two years 43% ‐ 53% were successful at the next level, with

24% ‐ 28% successful at the transfer level.

Table I.5 Orange Coast English Basic Skills Students Transition to College Level within Two Years

Figure I.14 Orange Coast English Basic Skills Students Transition to College Level within Two Years


Orange Coast


Fall 08 to Spring 10 274 207 157 122 87 68


Fall 09 to Spring 11 242 170 151 104 72 58


Fall 10 to Spring 12 202 152 128 108 78 54


Fall 11 to Spring 13 170 123 112 87 62 47



76%

45%

25%

70%

43%

24%

75%

53%

27%

72%

51%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%








20

Over the past three cohorts tracked, Coastline Community College math students beginning at two levels below transfer

level have success rates ranging from 62% ‐ 74%. Within two years 14% ‐ 33% were successful at the next level, with 8% ‐

11% successful at the transfer level (see Figure I.15).

Table I.6 Coastline Math Basic Skills Students Transition to College Level within Two Years

Figure I.15 Coastline Math Basic Skills Students Transition to College Level within Two Years


Coastline

Mathematics Students Success Students Success Students Success

Fall 08 to Spring 10 214 159 51 29 26 17


Fall 09 to Spring 11 219 136 52 42 26 23


Fall 10 to Spring 12 199 124 75 63 30 21


Fall 11 to Spring 13 136 85 52 45 18 12



74%

14%

8%

62%

19%

11%

62%

32%

11%

63%

33%

9%

0%

10%

20%

30%

40%

50%

60%

70%

80%








21

Over the past three cohorts tracked, Golden West College math students beginning at two levels below transfer level have

success rates ranging from 41% ‐ 47%. Within two years 21% ‐ 25% were successful at the next level, with 6% ‐ 9% successful

at the transfer level.

Table I.7 Golden West Math Basic Skills Students Transition to College Level within Two Years

Figure I.16 Golden West Math Basic Skills Students Transition to College Level within Two Years


Golden West


Fall 08 to Spring 10 405 181 123 85 41 26


Fall 09 to Spring 11 414 168 122 86 43 23


Fall 10 to Spring 12 385 181 126 84 51 34


Fall 11 to Spring 13 319 139 113 80 40 29


One Level Below Transfer TransferableTwo Levels Below Transfer

45%

21%

6%

41%

21%

6%

47%

22%

9%

44%

25%

9%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%








22

Over the past three cohorts tracked, Orange Coast College math students beginning at two levels below transfer level have

success rates ranging from 52% ‐ 60%. Within two years 26% ‐ 30% were successful at the next level, with 10% ‐ 13%

successful at the transfer level.

Table I.8 Orange Coast Math Basic Skills Students Transition to College Level within Two Years

Figure I.17 Orange Coast Math Basic Skills Students Transition to College Level within Two Years


Orange Coast


Fall 08 to Spring 10 1069 561 428 276 169 124


Fall 09 to Spring 11 1031 557 423 273 153 116


Fall 10 to Spring 12 927 560 428 279 166 116


Fall 11 to Spring 13 910 522 410 270 138 94



52%

26%

12%

54%

26%

11%

60%

30%

13%

57%

30%

10%

0%

10%

20%

30%

40%

50%

60%

70%








23

Over the past three cohorts tracked, Golden West College ESL students beginning at two levels below transfer level have


successful at the transfer level (see Figure I.23).

Table I.10 Golden West ESL Basic Skills Students Transition to College Level within Two Years

Figure I.18 Golden West ESL Basic Skills Students Transition to College Level within Two Years


Golden West

ESL Writing Students Success Students Success Students Success

Fall 08 to Spring 10 28 21 17 15 10 9


Fall 09 to Spring 11 49 35 31 28 17 14


Fall 10 to Spring 12 37 26 26 23 19 17


Fall 11 to Spring 13 32 26 23 23 13 13


One Level Below Transfer TransferableTwo Levels Below Transfer

75%

54%

32%

71%

57%

29%

70%

62%

46%

81%

72%

41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%








24

Over the past three cohorts tracked, Orange Coast College ESL students beginning at two levels below transfer level have


successful at the transfer level.

Table I.11 Orange Coast ESL Basic Skills Students Transition to College Level within Two Years

Figure I.19 Orange Coast ESL Basic Skills Students Transition to College Level within Two Years


The numbers for Coastline Community College were not included since the ESL writing cohorts are too small to be reported.

Orange Coast

ESL Writing Students Success Students Success Students Success

Fall 08 to Spring 10 61 51 36 32 27 26


Fall 09 to Spring 11 74 62 50 48 31 28


Fall 10 to Spring 12 62 51 43 41 35 32


Fall 11 to Spring 13 73 62 50 47 41 37



84%

52%

43%

84%

65%

38%

82%

66%

52%

85%

64%

51%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%








25

Semester and Cumulative GPA of Full‐Time Students

The average semester GPAs of full‐time students fluctuated slightly over the period, but showed an overall decrease for all

three colleges. Coastline Community College decreased from 2.90 to 2.64, Golden West College decreased from 2.78 to 2.66

and Orange Coast College decreased from 2.88 to 2.82 (see Table I.12).

In terms of average cumulative GPAs, Coastline Community College decreased from 2.96 to 2.92, Golden West College

increased from 2.85 to 2.86 and Orange Coast College remained constant 2.92 (see Table I.12).

Table I.12 Average Semester and Cumulative GPA of Full‐Time Students


Semester GPA Cumulative GPACoastlineFall 08 2.90 2.96Fall 09 2.87 2.91Fall 10 2.70 2.85Fall 11 2.72 2.90Fall 12 2.64 2.92Golden WestFall 08 2.78 2.85Fall 09 2.77 2.87Fall 10 2.83 2.90Fall 11 2.74 2.88Fall 12 2.66 2.86Orange CoastFall 08 2.88 2.92Fall 09 2.93 2.95Fall 10 2.91 2.95Fall 11 2.83 2.92Fall 12 2.82 2.92

26

Persistence Rates of First‐Time, Full‐Time Students

The first‐to‐second semester and fall‐to‐fall persistence rate of first‐time, full‐time students showed differing trends among

the three colleges (see Figures I.20 and I.21). Orange Coast College’s fall to spring persistence rate declined slightly over the

four years reported from 85.8% to 85.0% while its fall to fall persistence rate increased over the same period from 65.1% to

74.8%. Golden West College’s fall to spring persistence rate showed an increase over the four years reported from 74.0% to

87.7% while its fall to fall persistence rate also showed an increase over the same period from 57.1% to 73.2%. While

Coastline Community College’s rates showed a wide fluctuation, its fall to spring persistence rate showed an overall increase

over the four years reported from 54.7% to 77.5% while its fall to fall persistence rate showed an increase over the same

period from 34.1% to 45.0%.

Figure I.20 Persistence Rates of First‐Time, Full‐Time Students Fall to Spring

Figure I.21 Persistence Rates of First‐Time, Full‐Time Students Fall to Next Fall


54.7%

41.4%

52.2%

77.5%74.0%

74.6%

78.0%

87.7%85.8% 82.7% 83.0%

85.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 08 to Spring 09 Fall 09 to Spring 10 Fall 10 to Spring 11 Fall 11 to Spring 12

Coastline

Golden West

Orange Coast

34.1%24.4%

36.3%

45.0%57.1%59.6% 62.2%

73.2%65.1% 63.9%

69.4%

74.8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 08 to Fall 09 Fall 09 to Fall 10 Fall 10 to Fall 11 Fall 11 to Fall 12

Coastline

Golden West

Orange Coast

Degrees and Certificates Awarded

The total number of degrees awarded district‐wide increased by 19% to 3,181 in 2012‐13, excluding Coastline’s Military

program (see Figure I.22). The details for each college, including the Coastline’s Military program are below.

Orange Coast College AA/AS degrees increased by 4% to 1,658 in 2012‐13.

Coastline Military AA/AS degrees decreased by 30% to 825 in 2012‐13.

Golden West College AA/AS degrees increased by 26% to 916 degrees awarded.

Coastline Community College AA/AS degrees increased by 70% to 607 degrees awarded.

Figure I.22 Number of Degrees Awarded

Source: CCCCO Data Mart modified to identify CCC Contract Ed.

The number of certificates awarded increased for all three colleges. Golden West College showed a sharp increase in

certificates awarded in 2011‐2012. The college expects this to a be a one‐time increase due to an initiative that identified

and issued certificates to students who had met the requirements over the past ten years, but who had not applied for

certificates. These certificates of specialization include state approved programs of 18 units and above, and not locally

approved certificates that are less than 18 units.

Figure I.23 Number of Certificates Awarded


1,601

1,538

1,218

1,178

825

384 357

249

358

607

878 729

632

729 916

1,600

1,569 1,630 1,588 1,658

‐

200

400

600

800

1,000

1,200

1,400

1,600

1,800

2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

Military

Coastline

Golden West

Orange Coast

91 150 239

307

425

527 526 558

834

1,027

351 482 484

574 481

‐

200

400

600

800

1,000

1,200

2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

Coastline

Golden West

Orange Coast

28

TransferstoUCandCSUBetween 2007‐08 and 2011‐12, the total number of students transferring annually from the Coast Community College

District to the UCs and CSUs increased 21% from 2,753 to 2,797.

UC transfers showed a 22% increase district‐wide.

Orange Coast College increased by 25% or a gain of 114 UC transfers. State‐wide 2010‐11 ranking: 6.

Golden West College decreased by 18% or a decline of 21 UC transfers. State‐wide 2010‐11 ranking: 53.

Coastline Community College’s decrease percentage is skewed due to the small number of transfers. They decreased from 7 to 4 transfers to UC. State‐wide 2010‐11 ranking: 98.

CSU transfers showed a 21% increase district‐wide.

Orange Coast College increased by 27% or a gain of 364 CSU transfers. State‐wide 2010‐11 ranking: 1.

Golden West College increased by 18% or a gain of 114 CSU transfers. State‐wide 2010‐11 ranking: 29.

Coastline Community College declined by 30% or a decline of 37 CSU transfers. State‐wide 2010‐11 ranking: 98.

Sharp declines were observed in 2009‐10 across the district. These were due to the transfer restrictions implemented that

year at the CSU system due to state budget cuts.

Figure I.24 Annual Transfers to UC


6 10 9 4 17

96 117 95 95 92

529 555 528

579 578

631 682

632 678

687

‐

100

200

300

400

500

600

700

800

2007‐08 2008‐09 2009‐10 2010‐11 2011‐12

Coastline

Golden West

Orange Coast

Total

29

Figure I.25 Annual Transfers to CSU


TransferstoOtherFour‐yearInstitutionsCCCD transferred over 800 students to private and out‐of‐state four‐year institutions in 2011‐12. The number of students

transferring to in‐state private and out‐of‐state institutions has increased district‐wide in the last five years, as shown in

Figure 1.31. This trend reflects the increasing challenges students face in transferring to the UC or CSU systems, as noted

above. University of Phoenix leads the list of in‐state privates for all three colleges. The top out‐of‐state transfer destination

is Ashford University for Coastline and Golden West and Arizona State University for Orange Coast.

Figure I.26 Transfers to In‐State Private and Out‐of‐State Four‐year Institutions


114 105 48 85 75

663 590 432

746 611

1,345 1,303

860

1,695

1,424

2,122 1,998

1,340

2,526

2,110

‐

500

1,000

1,500

2,000

2,500

3,000

2007‐08 2008‐09 2009‐10 2010‐11 2011‐12

Coastline

Golden West

Orange Coast

Total

93 86 99 106 109

246 250 249 232 252

451 420

545 524

481

790 756

893 862 842

‐

100

200

300

400

500

600

700

800

900

1,000

2007‐08 2008‐09 2009‐10 2010‐11 2011‐12

Coastline

Golden West

Orange Coast

Total

30

StudentRight‐to‐KnowActCompletionandTransferRatesIn compliance with the Student‐Right‐to‐Know and Campus Security Act of 1990, a federal reporting requirement, it is the

policy of all California Community Colleges to make available completion and transfer rates to all current or prospective

students. The rates are calculated based on cohorts of first‐time students starting in a fall semester who were full‐time and

had a goal of obtaining a certificate, degree or transfer as self‐reported on the college application. These cohorts are then

tracked for a three‐year period.

In spite of minor fluctuations from year to year, Orange Coast College and Golden West College consistently achieved levels

higher than the statewide rates for the five cohorts in both completion and transfer rates calculated with this methodology.

Coastline Community College has shown great variability in completion rates; however, its most recent rate is above the

state‐wide average. All three colleges, as well as state‐wide, have shown declines in transfer rates. This is due to reduced

transfer admissions at CSU and UC’s. While Coastline’s decline in transfer rates is consistent with the district and state‐wide

trends, its rate has dropped below the state‐wide average over the past three years. Figure I.32 shows completion rates and

Figure I.33 transfer rates.

Figure I.32 Student Right‐to‐Know Completion Rates


29.2%

20.8%

27.1% 28.7%27.8%26.1%

27.6%28.8%

35.2% 34.8%36.4% 38.0%

24.8% 24.4%24.6%

25.1%

10%

20%

30%

40%

Fall 2006 Fall 2007 Fall 2008 Fall 2009

Coastline

Golden West

Orange Coast

Statewide

31

Figure I.33 Student Right‐to‐Know Transfer Rates

Actions in the Area of Student Learning, Achievement and Development

Coastline

The college identifies the educational preparation of its incoming students by using placement tests to determine the proper

level for English and Mathematics courses. The college offers basic education courses to meet the needs of students who

are not prepared to succeed at the college level. Additionally, the Assessment Center provides language skills assessment

for non‐native English speakers and places those students needing remediation in an appropriate level English as a Second

Language course.

The Student Success Center (SSC) offers free, walk‐in tutoring for all Coastline students. Tutoring is offered in a variety of

subject areas, with emphasis on writing and math tutoring. Specialized tutoring is offered for specific courses such as science

and accounting and it is also provided online. Further, the SSC offers a variety of informative workshops throughout the

academic year aimed at enhancing student success. Discipline‐specific workshops are offered (e.g., math finals preparation)

as well as sessions focused on successful student behaviors (e.g., study skills, time management).

For students studying at a distance, the SSC provides tutoring via arranged meetings by phone, e‐mail, or Internet‐based

conferencing. Students may e‐mail [email protected] with their tutoring inquiry, and a staff member will reply to

create a customized tutoring solution.

Using funds available from the Basic Skills Initiative, Coastline provides Smarthinking, which makes tutoring in math, pre‐

college through calculus, accessible to students world‐wide.

The Student Success Center hosts a range of basic skills math, English, and study skills courses. To support distance learning

and students in institutional settings who need remedial assistance, the English department offers half‐unit basic grammar,

college spelling, and vocabulary courses in independent study mode.

Coastline Community College hired a full‐time student success faculty coordinator in 2011 to teach reading and success‐

24.4%

12.5%11.3%

8.3%

12.6%

21.0%18.3% 18.0%

14.5%14.1%

22.4%22.2%

20.5%

15.1% 17.0%17.9%

16.7% 15.2%13.9%

14.4%

0%

10%

20%

30%


Coastline

Golden West

Orange Coast

Statewide

32

related courses, develop and expand our Student Success Center, and implement the Student Success Initiatives on an

institution‐wide basis.

Some examples of Coastline’s unique programs designed to serve its student population are the following:

Distance Learning: This program currently comprises 64% of Coastline credit FTES (fall 2011)

Military programs: These programs serve over 4,000 active military personnel, spouses, and veterans every semester, worldwide

Office of Learning and Information Technologies (OL&IT): Under the marketing name Coast Learning Systems, this unit produces and distributes high‐quality courses and courseware for use by Coastline and for lease by other colleges worldwide

STAR: This fast‐track program allows students to earn an Associate’s degree in 3.5 semesters

EBUS: Coastline’s Education Bound United States program serves Chinese high school students interested in attending college in the U.S

Acquired Brain Injury (ABI) program: a renowned program designed to provide structured cognitive retraining for adults who have sustained a brain injury due to traumatic or non‐traumatic injuries

Work‐Based Learning: Through this program, Coastline students turn on‐the‐job learning and experience into college credit that can help compress the time required to earn a certificate or Associate’s degree

The Virtual Library provides 24/7 access to over 50,000 ebooks, 10,000 digitized periodicals (journals, magazines, and newspapers), and many research and reference databases that contain encyclopedias, almanacs, atlases, and other subject‐specific sources of information. These resources are freely available to students, faculty, and staff by clicking on the Library link on the College home page and entering appropriate MyCCC credentials. The library provides authoritative, reliable, and academically appropriate resources at the touch of a computer key. A new Veterans Resource Center (VRC) opened in spring 2012 in the College Center. The VRC offers academic counseling,

evaluation of military credit, mental health and disability services referrals, employment and housing referrals, Veteran

Administration (VA) paperwork assistance, and peer support. The VRC offers veterans complimentary access to computers,

copiers, fax machines, snacks, and coffee.

The STAR Fast Track program was designed to meet the needs of students with an accelerated educational time line. STAR

students have the opportunity to complete 60 college units in just 3.5 semesters. Working students may participate by

completing cohort classes online, and non‐working students may complete classes by attending cohort onsite courses during

the day. This program is facilitated by a classified staff member who also has a Master’s degree in counseling.

In 2010 the College was awarded a U.S. Department of Education, Title III Asian American and Native American Pacific

Islander‐Serving Institutions‐AANAPISI grant (a $2,000,000 grant, with $400,000 per year for five years) to develop the

Pacific Bridge program. The goal is to provide outreach to minority audiences and engage them in programs that are

accelerated and focused on transfer. This grant has allowed Coastline to establish a mentoring program known as the

GuideU Student Mentor Connection, to produce material that outlines transfer pathways, to conduct summer science and

math academies, and to conduct outreach efforts targeted to this group of potential students.

The Pacific Bridge has eleven components:

1) a group of Student Liaison volunteers who will maintain personal contact with each student;

2) a student‐accessible, self‐service roadmap and educational progress tracking system;

3) culturally sensitive orientation and college success courses;

4) student support services, offered online and at each of Coastline’s distributed learning centers, including multi‐

33

subject tutoring and an expanded assessment program to identify unpreparedness in time for corrective action;

5) workshops to give students a running start in math, science, and humanities courses;

6) supplemental instruction;

7) a mentoring program;

8) a university‐transfer collaborative with a California State University institution;

9) improvements in course scheduling to reduce time to earn a degree;

10) a communication program targeted at Generation 1.5 AANAPI students in local schools, and

11) staff development to build awareness of AANAPI students’ needs.

Golden West

The college identifies the educational preparation of its incoming students by using placement tests to determine the proper

level English/Reading and Mathematics courses. The college offers basic education courses to meet the needs of students

who are not prepared to succeed at the college level. Moreover, the Assessment Center provides language skills assessment

for non‐native English speakers and places those students needing remediation in an appropriate level English as a Second

Language course.

Golden West College has basic skills counselors. This is a proactive counseling/advising structure that includes intensive

monitoring and advising to students placed into developmental education courses. The college does outreach to educate

developmental students about various opportunities to acquire financial aid.

The college offers a mini summer bridge program that includes English, Math and Counseling for basic skills students

The college offer sections of the newly approved Study Skills for College (College Success 090) course with an enrollment

focus on ESL and Basic Skills students. The viability of pairing the College Success 090 with other ESL/Basic Skills courses will

be studied. Additionally, other courses that focus on these populations of students will be developed.

English and Math faculty will partner with the CTE Division to expand a discussion of career education courses linked with

developmental English and Math courses (contextualized learning).

The newest, most innovative and one of the most dynamic areas on the Golden West College campus, is the new Learning

Resource Center. This center is an easy way for students to use the “student success” services offered to them through their

tuition costs.

The goal of the library’s information literacy instructional program is to teach students how to locate, evaluate, and use

information for all of their educational needs. The library’s instructional program is integrated into virtually every

department and division of Golden West College. Other instructional services include library lectures and consultations with

faculty regarding research needs.

The Student Success Center provides many benefits to the students and to the campus. Students now find a variety of

services in one central location. This configuration reduces costs for the college, allows for shared staff responsibilities, and

created a smoother flow of information and cooperation among the various programs. The Student Success Center contains

the Tutorial and Learning Center, the Writing and Reading Center, and the Student Computer Center. The Math Tutoring

Center and the International Student Conversation Lab are now housed under the direction of the Tutorial and Learning

Center.

The Tutorial and Learning Center faculty and staff are committed to providing quality academic support to students,

34

assisting them in reaching their academic goals and encouraging lifelong learning. It is the primary instructional support

service at Golden West College responsible for assisting students in developing skills, strategies, and behaviors to become

confident, independent, and active learners. The program serves a wide‐spectrum of students— from those who are having

academic difficulty in their courses to students seeking academic support to continue their distinguished achievement levels

in higher education. International Conversation Lab and language labs have also been established to assist students with

oral communication skills in English, foreign languages, and sign language.

The center provides free peer‐assistance for all courses taught at the college. Individual and small group tutoring is provided

by trained tutors who have been recommended by faculty.

The Student Computer Center is committed to teaching students how to use computer technology effectively. This program

serves a variety of students—from those who are having academic difficulty in their courses to students seeking academic

support to continue their distinguished.

Golden West College was awarded a federal Department of Education Office of Postsecondary Education (OPE)

Strengthening Institutions Program (SIP) Title III grant for a total of $2,239,624 over the next five years (the grants started in

October 2013). The College will implement strategies to increase success, progression, degree completion, and transfer

rates of first‐time and low‐income college students. The project will continue to grow our programs of highly structured

pathways from basic skills to associate degree and/or transfer. The activities have four components:

Component One: Strategies to Improve Placement in transfer level math and English, Preparation, Curricular Alignment/Balanced Course Offerings, and Progression;

Component 2: Strategies to Strengthen Academic/Support Services to Assist in Completion and Decrease Time to Degree;

Component 3: Faculty/Staff Development/Data‐based Decision‐Making; and

Component 4: Increasing Resource Development Capacity.

Orange Coast

Orange Coast College consistently evaluates and improves its basic skills, academic and career technical education

curriculum and programs to meet student and community needs. The college’s program review process plays a central role

in facilitating this change.

Additionally, beginning in fall 2012, OCC has state approval for six CSU transfer degrees. AAT‘s: Communication Studies, Kinesiology, Political Science, Psychology, and Sociology

AST’s: Early Childhood Education

The following have been approved and are ready for final endorsement by the Curriculum Committee. AAT’s: English, Geography, Journalism, History, Elementary Teacher Education and Theatre Arts

AST’S: Business Administration, Mathematics and Physics

A task force of the Curriculum Committee is working on 9 additional programs: Art History, Computer Science, Philosophy,

Anthropology, Studio Arts, Art History, Chemistry, Biology, and Geology.

Orange Coast College has developed many agreements to facilitate and support its students in transfer. The campus has

developed articulation agreements with all CSU and UC campuses, as well as GE articulation agreements with 23 private

campuses. OCC successfully transfers students to UC Irvine, UC San Diego, UC Santa Barbara, and UC Davis, through the

35

transfer admission guarantee program (TAG). UC Irvine and OCC continue with the SMART‐ICS Program, an articulation

program that prepares students to transfer from OCC to the UC Irvine ICS (Information Computer Systems) Department. The

OCC Honors Transfer Program gives students priority consideration for admission to several UC campuses. The Transfer

Alliance Program gives students priority consideration for admission to UC Los Angeles’ College of Letters and Sciences. UC

Riverside’s Transfer Admissions Guarantee encourages students to begin work on their Bachelor’s degree at OCC and then

transfer to UC Riverside. The UC Davis Transfer Admissions Agreement guarantees admission to UC Davis for students

completing all program requirements. UC Santa Barbara has established a Transfer Admissions Agreement that guarantees

admission for fall terms, and the UC Santa Cruz campus has a Guaranteed Admission for Transfer Entry which guarantees

admission to UC Santa Cruz for students satisfying program requirements.

The Student Success Center offers a variety of programs to enhance student learning outside of the classroom and increase

the variety of instructional methodologies. It offers supplemental instruction (approximately 30 sections a semester) in the

form of PASS (peer‐assisted student support) groups, study groups, tutoring, and a writing center. Other services provides

are free tutoring services, writing/reading center, early alert, drop‐in tutoring, math center and Smarthinking online

tutoring. These services have been shown to increase student success in basic skills, degree applicable and transfer courses.

Orange Coast College is developing and implementing multiple pilot programs designed to increase initial and subsequent

success in basic skills courses and sequences. These pilot programs are focused on scalable efforts. Examples include linking

math and counseling courses, summer math preparation courses, multi‐semester cohorts and varied instructional methods

(small groups and acceleration).

The Associated Students of Orange Coast College (ASOCC) program is the umbrella organization for three wings: Leadership

and Governance, College Life and Co‐Curricular Programs, and Fiscal Affairs. Each wing works closely together to provide a

holistic student development experience for OCC students. The ASOCC program promotes student learning and

achievement through leadership development, civic engagement, service to the campus community, and the practical

application of life skills. ASOCC encompasses over 60 student leader positions and over 65 clubs on campus. Through

participation in one of the many ASOCC programs, students:

Develop leadership skills

Learn to manage finances and read financial statements

Plan and execute events that promote a more vibrant and inclusive campus community

Write student government policies, governing documents, and resolutions

Learn to advocate effectively through lobbying, letter writing campaigns, and resolutions

Through Orange Coast College’s planning processes working in consultation district‐wide, a variety of success initiatives and strategies are in process. The college’s annual planning priorities supporting the Educational Master Plan have focused the college’s initiatives. In 2012‐13, the college’s annual priorities were Student Success, Enrollment Management and Accreditation. With the college’s accreditation self‐evaluation complete and resulting in one college‐level recommendation, accreditation was removed as a planning priority for 2013‐14. Also removed was enrollment management due to the stability of the Enrollment Management Plan and the launching district‐wide of enrollment management tools outlined below. The planning priorities for 2013‐14 are a continued focus on Student Success, and concentrated focuses on Internationalization and Professional Development. Key initiatives in process at Orange Coast College supporting the Educational Master Plan include:

Implement an integrated e‐Student Educational Plan, Early Alert, Degree Audit, and Integrated Student Need Course Scheduling System to facilitate students’ educational goal choice, scheduling to student needs and pathways to completion.

Accelerated remediation in basic skills to reduce the amount of time needed to become college ready, and increase success in transfer and degree courses leading to increased completion.

36

Solidify transfer pathways through the development of the Associate of Arts – Transfer and Associate of Science – Transfer degrees to facilitate transfer and increase completion.

Internationalization laboratory which develops a capacity, capability, and strategy for comprehensive internationalization, which is infusing an international/intercultural dimension to all aspects of teaching, learning, research, service, and outreach.

Implementation of TracDat, an integrated online SLO, program review and planning software, to streamline reporting of SLO results and facilitate better integrated planning to support student success.

District‐wide

All three colleges participate in the district‐wide International Dual Admission Program (ISDA) pathway that has been

established with a number of four‐year universities throughout the United States. Upon admission to any of the Coast

Colleges, ISDA allows international students to be conditionally accepted to any of the universities that participate in this

program. International students who complete their first two years of course work at one of the Coast Colleges can

seamlessly transfer to any of the nine universities in this program.

Through district‐wide collaboration, the students attending all three colleges have access to an electronic student portal,

giving students the opportunity to access the following activities and services online: apply and register for classes, drop

classes, check grades, print unofficial transcripts, receive campus updates, retrieve e‐mail messages from professors, and

receive information about various campus events. In 2011, mobile applications were developed for iPhone and Android

platforms. These mobile applications provide up‐to‐the minute information to students, faculty, staff, and alumni. These

mobile apps are free to download.

In June 2013, DegreeWorks – the integrated, online student educational planning and degree audit system – has been

launched for use by students, counselors and other staff at all three colleges. The implementation of this system will allow

the three colleges to be able to start scheduling courses based on student needs and enhance students’ completion of their

educational goals in a timely manner. The District Office, Orange Coast College and Golden West College implemented in fall

2013 TracDat, an online system for entering and tracking departmental program reviews and progress towards college and

district‐wide planning goals and objectives.

37

CHAPTER II: STUDENT OUTREACH AND RESPONSIVENESS TO THE COMMUNITY

In order to meet the needs of an increasingly diverse population, the Coast Community College District is faced with the

challenge of facilitating access to students who can benefit from its courses and programs while at the same time

experiencing severe state budget cuts starting in 2009‐10. The changing student population also requires high‐quality

instruction and support services responsive to the needs of all students, regardless of ethnicity, language, socioeconomic

background, or disability.

Annual Full‐Time Equivalent Students (FTES)

Starting in 2008‐09, the Coast Community College District experienced a decline in annual FTES. FTES declined 8.7% district‐

wide from 2008‐09 to 2012‐13. The decline in FTES reflects funding cuts at the State level not a reduction than student

demand. In 2012‐13, the District chose to pursue a stabilization strategy in order to avoid layoffs. Thus, the decline in FTES

in 2012‐13 below the allowed funded level was a targeted strategy. Starting in 2013‐14, the Coast Colleges are pursuing

restoration of classes to fully meet the funded FTES level for which the District qualifies.

Figure II.1 Annual FTES

Source: CCCD Enrollment Productivity Cube. The numbers are for the academic year and include all FTES: California resident,

out‐of‐state, international, non‐credit and exempt. These are not the numbers reported in the CC320 report.

7,132 6,289 6,066 6,116 5,527

12,424 12,567 12,533 12,175 11,121

21,346 20,890 20,010 19,070

17,006

40,902 39,746 38,609 37,361

33,654

‐

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

2008‐09 2009‐10 2010‐11 2011‐12 2012‐13

Coastline

Golden West

Orange Coast

District

38

Credit Division

Credit Student Headcount

Across the Coast Community College District, the credit student headcount has decreased approximately 4% in both fall and spring terms over the past four years (see Figures II.2 & II.3). This overall decline is a result of reductions in state funding which led the colleges to reduce the number of class sections offered. The trends were different at each of the three colleges. Golden West College showed a 4% increase in the number of students served in both fall and spring terms. Orange Coast College showed a 7% decrease in fall terms and 2% decrease in spring terms over the same period. Coastline Community College showed a 6% decrease in fall terms and a 14% decrease in spring terms.

Figure II.2 Credit Student Headcount Fall 2008 ‐ Fall 2012

Full‐Time Credit Student Headcount District‐wide, the number of full‐time students (enrolled in 12 or more units) increased by 4% over the period in fall semesters and by 2% in spring semesters. The trend showed steady increases in fall 2009 and fall 2010, with a decline in fall 2011 and 2012. The increases observed within the district for the fall terms are at Golden West College (20% to 4,480) and Coastline Community College (58% to 1,341). Orange Coast College declined over the same period by 6% to 9,425. Similar trends were observed across the three colleges in spring terms, but at lower rates.

Figure II.3 Full‐Time Credit Student Headcount Fall 2008 ‐ Fall 2012


10,395 9,540 9,150 9,823 8,397

12,074 12,194 12,065 12,590 11,709

23,099 23,863 22,857 21,779 19,974

44,113 44,092 42,299 42,183

38,161

‐

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

50,000


Coastline

Golden West

Orange Coast

District

845 888 1,160 1,332

1,341

4,039 4,426 4,823 4,840

4,442

10,048 10,076 10,410

9,425

8,068

14,932 15,390 16,393 15,597

13,851

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000


Coastline

Golden West

Orange Coast

District

39

High School Students Attending CCCD

All three colleges declined in the number of concurrently enrolled high school students. Coastline Community College’s

strong numbers are reflective of the college’s middle college high school, which operated until fall 2011. Declines at Orange

Coast College and Golden West College are reflective of the reduced number of course sections offered and the availability

of classes to concurrently enrolled high school students. These reductions were instituted due to cuts in state funding.

Figure II.4 High School Student Headcount Fall 2007 ‐ Fall 2012


First‐Time Students from the District’s Local High Schools

The percentage of local high school graduates enrolling as first‐time freshmen at CCCD in fall 2012 was 39.3%. The fall

semester in which these students enroll as first‐time freshmen does not necessarily follow immediately after the semester

in which they graduated from high school.

Table II.1 New Students from the District’s Local High Schools Fall 2012

Source: Enrollment Data ‐ CCCD Student Information System

Source: HS Graduates ‐ CA Department of Education

735

563 555

683 667

286

109 98

94 60 30 8

334 334

164

71

52 33

0

100

200

300

400

500

600

700

800

Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Coastline

Golden West

Orange Coast

High School SBGI_Code 2011 ‐12 Grads CCC GWC OCC Total %

Costa Mesa 303185 225 1 31 98 130 57.8%

Westminster 303844 540 5 199 88 292 54.1%

Marina 303441 627 2 228 91 321 51.2%

Ocean View 303014 336 2 115 45 162 48.2%

La Quinta 303357 487 13 120 98 231 47.4%

Fountain Valley 303215 775 5 135 217 357 46.1%

Edison 303189 613 7 68 190 265 43.2%

Huntington Beach 303294 637 3 109 153 265 41.6%

Los Amigos 303393 434 3 77 76 156 35.9%

Estancia 303200 272 0 10 78 88 32.4%

Newport Harbor 303504 616 2 13 157 172 27.9%

Garden Grove 303275 552 8 64 79 151 27.4%

Los Alamitos 303391 781 0 76 44 120 15.4%

Total: 6,895 2,710 39.3%

First Time Enrolled Fall 12

40

Online Student Headcount

The unduplicated number of students enrolled only in online classes has fluctuated for Coastline, both in the military and

regular credit programs (see Figure II.5). The number declined for Orange Coast and remained stable for Golden West.

Figure II.6 shows the unduplicated headcount of students enrolled in at least one online class and also in a non‐online class

during the same term.

Figure II.5 Online Only Student Headcount Fall 2008 ‐ Fall 2012

Figure II.6 Enrolled in at Least One Online Course and One Face‐to‐Face Course within the Same Term

Student Headcount Fall 2008 ‐ Fall 2012


3,481

2,734

3,602 3,454

3,145

1,115 1,112 1,070 1,089 1,029

978 1,021 839 797

535

3,767 3,764

2,896 2,830 2,578

0

1,000

2,000

3,000

4,000


Coastline

Golden West

Orange Coast

Military

1,364 968

1,111 1,338 1,105

1,978

1,586 1,831

2,121 2,177

3,491

4,089

3,523

3,111

1,786

58 14 13 5 5

0

1,000

2,000

3,000

4,000

5,000


Coastline

Golden West

Orange Coast

Military

41

Percentage of District Adult Population Served by the Credit Program

The fall 2012, CCCD credit students 18 years of age or older (38,846) represented 6.4% of the CCCD District adult population

of 599,908 according to the Census 2010 data.

Source Student Data: CCCD Student Information System

Source District Adult Population: CA Dept. of Finance – Census 2010

Credit Student Ethnic Composition

Coastline Community College experienced a steady increase in the percentage of Asian students coupled with a drop in the

percentage of Hispanic students. Overall, in fall 2012, 67% of Coastline’s students self‐identified as non‐white.

Figure II.7 Coastline Credit Student Ethnic Composition Fall 2008 to Fall 2012

Golden West College experienced a steady decline in the percentage of students self‐identified as White. The percentage of Asian and Hispanic students has remained stable. Overall in fall 2011, 65% of students self‐ identified as non‐white. In spring 2012, Golden West College qualified as a federally designated Hispanic Serving Institution.

% of District Adult

Population Served

Coastline 1.3%

Golden West 1.9%

Orange Coast 3.2%

District 6.4%

Asian Hispanic Other White

Fall 08 17.9% 17.3% 29.2% 35.6%

Fall 09 20.0% 17.1% 26.5% 36.5%

Fall 10 25.7% 13.5% 24.5% 36.2%

Fall 11 25.7% 13.1% 25.4% 35.8%

Fall 12 28.4% 13.9% 25.2% 32.5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12

42

Figure II.8 Golden West Credit Student Ethnic Composition Fall 2008 to Fall 2012

Orange Coast College experienced a steady decline in the percentage of students self‐identified as White. The percentage of

Asian and Hispanic students has remained stable. Overall, in fall 2011, 61% of the students self‐identified as non‐white. In

spring 2012, Orange Coast College qualified as a federally designated Hispanic Serving Institution. In 2007, Orange Coast

College also qualified as a federally designated Asian American and Native American Pacific Islander Serving Institution.

Figure II.9 Orange Coast Credit Student Ethnic Composition Fall 2008 to Fall 2012


Credit Gender Composition

The distribution of the student population by gender has changed slightly. The percentage of female students has increased significantly at Coastline from 45.5% in fall 2008 to 49.8% in fall 2012. At Golden West, the percentage of female students


Fall 08 27.1% 16.0% 18.7% 38.2%

Fall 09 27.2% 15.9% 18.7% 38.2%

Fall 10 26.4% 16.1% 19.9% 37.7%

Fall 11 27.2% 16.1% 21.5% 35.2%

Fall 12 28.3% 17.4% 20.8% 33.5%

0%

10%

20%

30%

40%

50%

60%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12


Fall 08 22.4% 17.5% 17.6% 42.5%

Fall 09 22.0% 17.2% 18.5% 42.3%

Fall 10 22.5% 17.9% 19.0% 40.6%

Fall 11 21.5% 18.8% 20.9% 38.8%

Fall 12 21.1% 20.6% 20.3% 38.0%

0%

10%

20%

30%

40%

50%

60%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12

43

has remained stable at about 53%. Orange Coast experienced a slight decline in the percentage of female students from 49.5% in fall 2008 to 48.7% in fall 2012 (see Figures II.12‐II.14).

Figure II.12 Coastline Credit Student Gender Composition Fall 2008 ‐ Fall 2012

Figure II.13 Golden West Credit Student Gender Composition Fall 2008 ‐ Fall 2012

Female Male

Fall 08 46% 55%

Fall 09 49% 51%

Fall 10 55% 45%

Fall 11 52% 48%

Fall 12 50% 50%

0%

10%

20%

30%

40%

50%

60%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12

Female Male

Fall 08 0.525 0.475

Fall 09 0.541 0.459

Fall 10 0.528 0.472

Fall 11 0.539 0.461

Fall 12 0.538 0.462

0%

10%

20%

30%

40%

50%

60%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12

44

Figure II.14 Orange Coast Credit Student Gender Composition Fall 2008 ‐ Fall 2012


Credit Student Age Composition

The distribution of the student population by age has changed slightly. All three colleges have experienced an increase in the

percentage of younger students in the age groups 21 to 25 and 26 to 29 while the percentage of students 30 or older has

declined (see Figures II.15, II.16 & II.17). This is reflective of the reductions in enrollments at UCs and CSUs driven by state

budget cuts coupled with major increases in tuition. As a result, an increasing number of students who would have attended

a CSU or UC campus enrolled at the Coast Colleges instead.

Figure II.15 Coastline Credit Student Age Composition

Female Male

Fall 08 0.525 0.475

Fall 09 0.541 0.459

Fall 10 0.528 0.472

Fall 11 0.539 0.461

Fall 12 0.538 0.462

0%

10%

20%

30%

40%

50%

60%

Fall 08

Fall 09

Fall 10

Fall 11

Fall 12

17 andUnder

18‐20 21‐25 26‐29 30‐4950 andOver

Fall 2008 0.047 0.077 0.186 0.125 0.444 0.121

Fall 2009 0.05 0.079 0.187 0.132 0.416 0.135

Fall 2010 0.066 0.104 0.205 0.124 0.358 0.144

Fall 2011 0.071 0.112 0.212 0.118 0.352 0.134

Fall 2012 0.042 0.135 0.219 0.118 0.358 0.128

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

45

Figure II.16 Golden West Credit Student Age Composition

Figure II.17 Orange Coast Credit Student Age Composition


17 andUnder

18‐20 21‐25 26‐29 30‐4950 andOver

Fall 2008 0.028 0.344 0.282 0.094 0.188 0.064

Fall 2009 0.029 0.361 0.296 0.104 0.167 0.043

Fall 2010 0.028 0.391 0.291 0.099 0.153 0.037

Fall 2011 0.025 0.398 0.302 0.102 0.14 0.034

Fall 2012 0.031 0.423 0.302 0.086 0.123 0.035

0%

10%

20%

30%

40%

50%

60%

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

17 andUnder

18‐20 21‐25 26‐29 30‐4950 andOver

Fall 2008 4.1% 42.9% 26.8% 8.5% 13.4% 4.3%

Fall 2009 3.8% 43.9% 26.5% 8.5% 13.1% 4.2%

Fall 2010 2.9% 44.8% 27.4% 8.7% 12.6% 3.7%

Fall 2011 2.8% 44.0% 28.6% 9.0% 12.1% 3.5%

Fall 2012 3.1% 43.4% 30.7% 8.4% 11.3% 3.1%

0%

10%

20%

30%

40%

50%

60%

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

46

Students with Disabilities

Over the past five years, the number of students with disabilities enrolled in credit programs has increased. In 2007‐08

2,364 students in one of the Coast Community College District’s Disabled Student Programs and Services qualified to receive

state funding. In 2011‐12, this number increased by 3,187 or 35% from 2007‐08 (see Figure II.19). Among the three colleges,

Orange Coast College increased by 41%, Coastline Community College by 38% and Golden West College by 21%. The total

number of disabled students consists of Coast Community College District students who were verified by each college to

have a disability.

Figure II.19 Headcount of Students with Disabilities 2007‐08 to 2012‐13


Extended Opportunity Programs and Services (EOPS)

The number of EOPS students enrolled at all three colleges decreased a cumulative 22% from 2,483 in fall 2007 to 1,928 in

fall 2011. The decreases were 24% at Orange Coast College, 22% at Golden West College and 18% at Coastline Community

College. Decreases are due to reduction in state funding provided to serve this student population. In fall 2011, EOPS

students represented 6% of students at Golden West College, 4% of students at Orange Coast College, and 1% of students at

Coastline Community College (see Figure II.20).

Figure II.20 EOPS Students Fall 2007 to Fall 2012


Coastline Golden West Orange Coast

2007‐08 907 565 892

2008‐09 1,037 619 972

2009‐10 1,131 622 1,103

2010‐11 1,156 712 1,188

2011‐12 1,227 683 1,277

2012‐13 1,171 846 1,342

0200400600800

1,0001,2001,4001,600

2007‐08

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13


2007‐08 907 565 892

2008‐09 1,037 619 972

2009‐10 1,131 622 1,103

2010‐11 1,156 712 1,188

2011‐12 1,227 683 1,277

2012‐13 1,171 846 1,342

0200400600800

1,0001,2001,4001,600

2007‐08

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13

47

EconomicallyDisadvantagedStudentsOverall, the number of economically disadvantaged students (defined as either in EOPS or receiving federal and/or state

financial aid) increased by 12% over the last five years.

Figure II.21 Economically Disadvantaged Students 2008‐09 to 2011‐12


Financial Aid Awards Over the past four years, the total financial aid awarded by each college has almost doubled from a total of $38.7 million

awarded in 2008‐09 to a total of $70.5 million awarded in 2011‐12. This increase is reflective of the increase in the number

of students who applied and qualified for financial aid as well as changes in federal regulations that increased the level of

income that allows students to qualify for Pell grants (see Figure II.22).

Figure II.22 Total Dollars Awarded in Financial Aid 2008‐09 to 2011‐12



2008‐09 10,237 6,900 10,316

2009‐10 8,484 7,307 10,922

2010‐11 8,274 7,932 11,444

2011‐12 9,842 8,609 12,731

2012‐13 10,220 8,712 12,530

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13


2008‐09 5,745,293 11,154,066 21,772,150

2009‐10 7,958,699 15,082,127 27,018,064

2010‐11 11,773,598 17,731,742 29,140,638

2011‐12 16,113,438 22,694,126 32,319,288

2012‐13

0

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

30,000,000

35,000,000

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13

48

International Students

The number of international students with student visas attending the Coast Community College District was 886 in fall

2012. The percentage of international students compared to the total student population increased slightly at Orange Coast

College from 2.6% in fall 2008 to 2.9% in fall 2011, but decreased at both Coastline Community College and Golden West

College over the past four years (see Figure II.23). The number of international students also declined significantly between

2009 and 2011.

Figure II.23 Credit Students with Student Visas Fall 2008 to Fall 2012

International Students with Student Visas as a Percentage of Total Student Headcount



Fall 2008 125 275 652

Fall 2009 88 303 695

Fall 2010 80 247 690

Fall 2011 62 222 668

Fall 2012 64 182 640

0

100

200

300

400

500

600

700

800

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012


Fall 2008 1.0% 2.1% 2.6%

Fall 2009 0.8% 2.2% 2.7%

Fall 2010 0.8% 1.8% 2.8%

Fall 2011 0.6% 1.7% 2.9%

Fall 2012 0.8% 1.5% 3.0%

0%

1%

1%

2%

2%

3%

3%

4%

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

49

Out‐of‐State State Students

The number of out‐of‐state students attending the Coast Community College District has fluctuated over the past five years,

but has remained at approximately less than 2% of the total student population (see Figure II.21). The total headcount of

out‐of‐state students increased slightly over the past five years at Coastline Community College and Golden West College,

but decreased at Orange Coast College (see Figure II.24).

Figure II.24 Credit Students with Out‐of‐State Residency Fall 2008 to Fall 2012


Out‐of‐State Students as a Percentage of Total Student Headcount



Fall 2008 51 107 404

Fall 2009 46 111 433

Fall 2010 85 121 397

Fall 2011 56 124 393

Fall 2012 51 110 311

0

50

100

150

200

250

300

350

400

450

500

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012


Fall 2008 0.5% 0.9% 1.7%

Fall 2009 0.5% 0.9% 1.8%

Fall 2010 0.9% 1.0% 1.7%

Fall 2011 0.6% 1.0% 1.8%

Fall 2012 0.6% 0.9% 1.6%

0%

0%

0%

1%

1%

1%

1%

1%

2%

2%

2%

Fall 2008

Fall 2009

Fall 2010

Fall 2011

Fall 2012

50

ActionsintheAreaofStudentOutreachandResponsivenesstotheCommunityAll three colleges offer a variety of student support services and conduct outreach and marketing activities to inform and

serve potential and current students. By tracking and analyzing demographic trends, the colleges determine students’

educational needs and develop programs to meet these needs. This data has enabled the colleges to allocate the

appropriate resources to a variety of programs consistent with students’ educational preparation and the diversity,

demographics, and economy of the college’s surrounding communities. The following support programs rely on

demographic and outcome data, primarily through program review, to meet the needs of students:

The Assessment Centers at all three colleges identify student learning needs and places students in classes based on their

incoming Math and English skills.

The Children’s Centers (Golden West College and Orange Coast College only) provide support to student‐parents and their

families.

Counseling Services offers a number of services to help a wide array of students identify and achieve their academic goals.

EOPS aids students burdened with economic and academic barriers in achieving success in college.

The International Centers (Golden West College and Orange Coast College only) assist international students transitioning

into academic and social life in the U.S.

The Puente Program helps at‐risk students navigate through two consecutive English courses and college in general, by

providing counseling and mentoring.

Special Student Services identifies the needs of disabled students, providing specialized counseling, registration

assistance, equipment, test proctoring and many other services.

The Transfer Center offers transfer‐oriented workshops designed to facilitate successful transfer to a four‐year institution,

as well as individual consultations with four‐year university representatives.

Veterans Services assists reservists, members of the armed services, veterans, and spouses or dependents of veterans,

with the goal of assisting students in acquiring G.I. education benefits while pursuing educational goals.

The Associate Students program is robust, providing opportunities for students to be involved in civics and leadership.

Through Orange Coast College’s planning processes, the following success initiatives and strategies are in process:

Addition of specialized counseling for International, Veterans and Allied Health students through the evaluation of

student needs in program review.

Enforcement of prerequisites in Banner to increase student performance at the course level and facilitate completion

through unnecessary repetition due to lack of preparedness.

Integrating numerous outreach functions within the College Advancement department.

Given the historic budget cuts the district overall experienced over the past four years and possibly into the future, the

following issues have captured the focus of discussion at Golden West College:

What is the optimum size of the college? How many students can we realistically and effectively serve given the college’s

resources?

What is the nature and level of support needed for students to succeed in large classes (enrollments of 55 students or

more)?

What is the appropriate academic “floor” for the college? How many ‘levels’ below transfer English and math will the

college offer courses?

51

CHAPTER III: FACULTY, STAFF AND ADMINISTRATORS/MANAGERS

Permanent Faculty, Staff and Administrators/Managers

Due to state budget reductions, starting in 2009‐10, the District has made a concerted effort in reducing expenditures to

balance its budget. Several voluntary separation incentives were offered to employees and a hiring freeze was instituted

starting in spring 2011. The District kept the hiring of full‐time faculty closely aligned with the Full‐time Faculty Obligation

Number (FON) provided by the State Chancellor’s Office. As a result, the number of permanent employees in all categories

has declined over the last five years.

Over the last five years, Coastline Community College experienced a decline from 40 to 30 in administrators/managers, from

186 to 160 in classified staff, and from 40 to 39 in full‐time faculty. Golden West College experienced a decline in

administrators/managers from 37 to 33, from 204 to 172 in classified staff, from 157 to 125 in full‐time faculty. Orange

Coast College experienced a decline of in administrators/managers from 44 to 41, from 330 to 282 in classified staff, from

279 to 250 in full‐time faculty (see Figure III.1).

Figure III.1 Permanent Faculty, Staff and Administrators/Managers

Coastline

Golden West

40 42 44 42 42 39

186 189 187 181

164 160

40 39 38 3229 30

0

20

40

60

80

100

120

140

160

180

200


FT Faculty

Classified Staff

Admin/Mgrs

157 161 153

130 122 125

204197 197

186 174 172

3741 40

34 30 33

0

50

100

150

200

250


FT Faculty

Classified Staff

Admin/Mgrs

52

Orange Coast


Gender Composition of Permanent Faculty, Classified Staff and Administrators/Managers

The proportion of women among all employee categories varied over the past five years. Coastline is unique in having a

higher percentage of women full‐time faculty than the classified staff (see Figure III.2). However, the percentage of women

full‐time faculty at Coastline has declined by over 18% over the past five years while the percentage of women

administrators/managers declined just over 3%. Among permanent classified staff, the percentage of women has increased

from 68.1% to 71.9%. Golden West experienced about 4.6% decline in the percentage of women permanent classified staff

and a 3.9% decrease in the percentage of women administrators/managers while the percentage of women full‐time faculty

increased by 7.0%. Orange Coast experienced an increase in the percentage of women full‐time faculty (2.5%) and a

decrease of administrators/managers (10.8%) and a decrease in the percentage of women permanent classified staff (2.2%).

(see Figure III.2).

Figure III.2 Percent Women among Permanent Faculty, Classified Staff and Administrators/Managers

Coastline

279287

277 260 252 250

330339

331 312295 282

44 48 50 45 39 41

0

50

100

150

200

250

300

350

400


FT Faculty

Classified Staff

Admin/Mgrs

79.5% 75.6%72.1% 69.0%

61.5%

68.1%66.9%

67.5% 68.8%

71.9%

60.0% 57.1% 60.0%

50.0%56.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%


FT Faculty

Classified Staff

Admin/Mgrs

53

Golden West

Orange Coast

Source: CCCD Information System

51.7% 52.4%54.5%

57.0%

59.2%

63.8%

60.3% 59.4% 57.1%

58.7%

46.3% 46.2%42.4%

48.4%

42.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%


FT Faculty

Classified Staff

Admin/Mgrs

48.3% 49.0%49.5% 49.4% 50.8%

58.2% 57.3% 56.4% 55.5% 56.0%

44.9%48.0% 44.4%

40.0%

34.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%


FT Faculty

Classified Staff

Admin/Mgrs

54

EthnicCompositionofPermanentFaculty,ClassifiedStaffandAdministrators/ManagersWith the exception of a small decline in the minority percentage for Coastline Community College full‐time faculty and

Orange Coast College administrators/managers, all employee categories experienced an increase in minority percentage

from fall 2008 to fall 2012. The proportion of minorities among classified staff is typically about twice that of full‐time

faculty (see Figure III.3).

Figure III.3 Percent Minorities among Permanent Faculty, Classified Staff and Administrators/Managers Fall 2008 to Fall 2012

Coastline

Golden West

Orange Coast

Source: CCCD Information System

25.0% 24.4%25.6%

23.8%25.6%

58.9% 57.1% 57.1%61.7% 62.5%

25.7% 28.6%32.0% 33.3% 36.7%

0%

10%

20%

30%

40%

50%

60%

70%


FT Faculty

Classified Staff

Admin/Mgrs

27.9% 26.8% 28.0% 30.5%34.4%

47.4% 48.2%50.3% 50.3% 51.2%

22.0%

25.6%

18.2%22.6%

30.3%

0%

10%

20%

30%

40%

50%

60%


FT Faculty

Classified Staff

Admin/Mgrs

22.8% 22.3% 23.8% 23.6%

26.0%

48.1% 47.9% 49.4% 50.0%52.5%

28.6% 28.0% 28.9%25.0%

24.4%

0%

10%

20%

30%

40%

50%

60%


FT Faculty

Classified Staff

Admin/Mgrs

55

Actions in the Area of Permanent Faculty, Classified Staff and Administrators/Managers

The District and the colleges have made concerted efforts in the outreach and recruitment process for filling vacancies to

increase the number of applications for qualified minorities and other underrepresented groups. The efforts will continue in

this important area.

An important effort currently under way is the district‐wide analysis of the systems, processes and staffing in student

support and administrative units. While the voluntary separation incentives and hiring freeze have helped reduce staff and

thus expenditures, they have also impacted some of the areas as some of the vacated positions led to constraints in the

ability to effectively deliver services to students, employees and the community. It has become evident that there is a need

for a district‐wide analysis of the systems, structures, processes, procedures and staffing currently in place in order to better

align resources, maximize efficiency and effectiveness and improve service and support to our students, employees and

communities. It has also become apparent that there are many manual processes, old technologies and redundancies that

need to be streamlined.

As a result, starting in May 2012, under the leadership of the Vice Chancellor of Educational Services and Technology,

District Office and college staff from Financial Aid, Admissions and Records, Fiscal Services, and Information Technology, a

Business Process Analysis for Financial Aid identified processes and systems that need to be changed in order to improve the

service to students and the efficiency and effectiveness of operations. One of the major conclusions from these analyses was

the critical need for implementing the Banner Student Accounts Receivables for awarding and disbursement of financial aid

and other related systems and processes.

Strata Information Group (SIG), who facilitated the Business Process Analysis, recommended that three discovery sessions

be conducted with appropriate staff from the four sites to determine current status and work that would need to done to

achieve full implementation of student accounts receivables and make other necessary changes in systems and processes in

order to maximize service to our students and efficiency and effectiveness of our operations. As a result of the three

discovery sessions, a detailed project plan was developed and all tasks identified in the project plan were completed. The

implementation of the Banner Student Accounts Receivables module was completed and this module has been used starting

in January 2013 for awarding and disbursing of financial aid for the 2013‐14 financial aid year.

An analysis of the Information Technology across the four sites was completed with the goal to identify processes and

systems that need to be changed in order to improve the service to students and the efficiency and effectiveness of

operations and revise the organizational structure in order to reduce redundancies, maximize resources and streamline

operations. The reorganization of Information Technology across the district was completed and a new, consolidated

Information Technology was in effect on July 1, 2013.

District‐wide business process analyses started at the end of November 2012 for the Fiscal Services and Human Resources

areas. At the same time, efforts have started regarding class scheduling from a district‐wide perspective and developing

schedules that best serve the student needs and their ability to complete basic skills, degrees and certificates or transfer

requirements in a timely fashion.

56

CHAPTER IV: FISCAL SUPPORT The fiscal health of the District is an ongoing key area of emphasis for the Board of Trustees, administration, faculty, and

staff.

State General Apportionment as a Percentage of Total Revenues

This percentage increased to its highest point (33.14%) in 2010‐11, and declined by almost 82% in 2012‐13 (see Table IV.1).

However, this dramatic drop is due to the offset caused by the State liquidating and distributing the redevelopment funds of

over $42M. The overall revenues declined by 13 million 6% from FY2008‐09, but the FY2012‐13 revenues represent an

overall increase of over $5M from the prior year.

Table IV.1 State General Apportionment as a Percentage of Total District‐wide Revenues (Unrestricted and Restricted)

2008‐09 to 2012‐13

Source: District Office Fiscal Services

Restricted Revenues as a Percentage of Total Revenues (Unrestricted and Restricted)

Restricted revenues represented 11.9% of the total revenues in 2012‐13, which is a slight decline from 12.9% in 2008‐09

(see Table IV.2). This is a direct result of the significant reduction in funding for state‐supported categorical programs that

started in 2008‐09. To offset this decline, the colleges and the district have aggressively pursued a variety of private, state

and federal grants. Orange Coast College and Coastline Community College have had Title III federal grants. With Golden

West College becoming a federally designated Hispanic Serving Institution in spring 2012, the college applied for a Title V

federal grant in March 2012 and again in March 2013. The application submitted in March 2013 was funded and Golden

West College was awarded a federal Department of Education Office of Postsecondary Education (OPE) Strengthening

Institutions Program (SIP) Title III grant for a total of $2,239,624 over the next five years (the grants started in October

2013). Coastline Community College has the largest amount and percentage of restricted revenues among the three colleges

due to its large contract education military program.

State General Apportionment

as a Percentage of Total

Revenues FY 2008‐09 FY 2009‐10 FY 2010‐11 FY 2011‐12 FY 2012‐13

32.42% 30.80% 33.14% 29.26% 6.03%

State Apportionment = 70,953,075 65,289,001 70,993,160 58,094,212 12,413,139

Total Revenues = 218,855,616 211,986,235 214,222,078 198,533,582 205,880,433

57

Table IV.2 Restricted Revenues as a Percentage of Total Revenues (Unrestricted and Restricted) 2008‐09 to 2012‐13


Salaries and Fringe Benefits

Total salaries and fringe benefits represented 80.7% of total revenues from restricted and unrestricted funds in 2012‐13 (see

Table IV.3).

Table IV.3 Total Salaries & Benefits as a Percentage of Total Restricted and Unrestricted Revenues 2008‐09 to 2012‐13


Restricted Revenues as a

Percentage of Total Revenues FY 2008‐09 FY 2009‐10 FY 2010‐11 FY 2011‐12 FY 2012‐13

District‐wide Total 12.92% 11.92% 11.30% 12.07% 11.84%

Restricted Revenues = 28,285,525 25,265,894 24,198,917 23,968,655 24,370,513

Total Revenues = 218,855,616 211,986,235 214,222,078 198,533,582 205,880,433

OCC ‐ Restricted Revenue

Percentage of DW Total Revenue 3.89% 3.01% 2.83% 3.04% 3.53%


GWC ‐ Restricted Revenue


Restricted Revenues= 6,202,793 5,174,992 5,509,439 4,397,965 5,754,413

CCC ‐ Restricted Revenue



DIS ‐ Restricted Revenue Percentage

of DW Total Revenue 2.02% 2.47% 2.49% 2.93% 0.83%


Total Salaries and Fringe Benefits FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12 FY 2012-13

District-wide Total 187,894,585 184,963,758 176,570,443 170,105,933 166,158,410


District Office 12,207,549 12,379,703 11,519,204 11,011,929 10,664,411


Orange Coast 82,501,156 79,730,451 76,655,355 73,931,545 70,698,883


Golden West 51,660,937 50,033,445 46,919,362 44,299,263 43,776,470


Coastline 30,830,396 30,295,670 28,223,332 27,306,560 27,149,581


Admin 9 10,694,546 12,524,489 13,253,190 13,556,636 13,869,065Percentage of DW Total Revenue 4.89% 5.91% 6.19% 6.83% 6.74%

58

Unrestricted General Fund: Salaries and Benefits

District‐wide expenditures for unrestricted salaries and benefits declined by over $18 million from 2008‐09 to 2012‐13 as a

result of state budget cuts and targeted reductions in permanent employees. The decline was due to the fact that a large

number of vacancies in management, administrative and classified staff positions were not filled while some vacancies were

filled after keeping the positions open for longer periods, where possible. When examining salaries and benefits as a

percentage of the unrestricted general fund revenues, this percentage has fluctuated between a low of 82.8% and a high of

90% (see Table IV.4). However, this means that the District’s ability to expend unrestricted general funds on projects and

new initiatives is very limited.

Table IV.4 Unrestricted Salaries & Benefits as a Percentage of Unrestricted General Fund Revenues 2008‐09 to 2012‐13


Unrestricted General Fund: Fixed Costs

District‐wide expenditures for fixed costs have decreased by over $13 million in the past five years, which represents a 35%

decrease. Fixed costs are those expenses that the District must pay and there is little flexibility or control over the amounts.

These include utilities, insurance, and audit and banking fees. When examining fixed costs as a percentage of the

unrestricted general fund revenues, this percentage has decreased from 20% in 2008‐09 to 13.7% in 2012‐13 (see Table

IV.5). This drop is due to efforts to slow down expenditures beginning in 2008‐09 in light of the state fiscal crisis and

reductions in state funding for community colleges, including CCCD.

Unrestricted General Fund: Salaries and Benefits FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12 FY 2012-13

District-wide Total 169,038,621 168,097,331 160,824,997 154,368,491 150,345,408Percentage of DW Unrestricted

Revenue 88.70% 90.03% 84.63% 88.43% 82.83%

District Office 12,083,135 12,018,505 11,098,502 10,662,643 10,380,014Percentage of DW Unrestricted

Revenue 6.34% 6.44% 5.84% 6.11% 5.72%

Orange Coast 76,163,898 74,411,686 71,518,397 68,817,719 66,090,739Percentage of DW Unrestricted

Revenue 39.97% 39.85% 37.64% 39.42% 36.41%

Golden West 46,576,279 45,636,026 42,823,427 40,208,300 39,575,339Percentage of DW Unrestricted

Revenue 24.44% 24.44% 22.54% 23.03% 21.80%

Coastline 23,520,763 23,506,624 22,131,827 21,123,196 20,430,251Percentage of DW Unrestricted

Revenue 12.34% 12.59% 11.65% 12.10% 11.26%

Admin 9 10,694,546 12,524,490 13,252,844 13,556,633 13,869,065Percentage of DW Unrestricted

Revenue 5.61% 6.71% 6.97% 7.77% 7.64%

59

Table IV.5 Fixed Costs as a Percentage of Unrestricted General Fund Revenues 2008‐09 to 2012‐13

Unrestricted General Fund: Salaries, Benefits and Fixed Costs That portion of the District's revenues and expenditures that is not salaries, benefits or fixed costs represents the

discretionary portion of the District's budget. For three of the past five years, these combined unrestricted costs exceeded

the total unrestricted general fund revenues, the excess of expenditures being covered from reserves or other funds (see

Table IV.6).

Table IV.6 Salaries, Benefits & Fixed Costs as a Percentage of Unrestricted General Fund Revenues


Unrestricted General Fund: Fixed Costs FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12 FY 2012-13


Revenue 19.97% 22.02% 14.81% 13.70% 13.65%District Office 14,655,325 14,674,231 13,376,856 13,071,401 12,758,028

Percentage of DW Unrestricted Revenue 7.69% 7.86% 7.04% 7.49% 7.03%


Revenue 5.58% 6.44% 3.25% 2.54% 3.11%Golden West 8,204,298 9,108,454 5,482,406 4,206,943 4,191,719

Percentage of DW Unrestricted Revenue 4.31% 4.88% 2.89% 2.41% 2.31%Coastline 4,566,040 5,294,070 3,102,347 2,215,157 2,170,873


Unrestricted General Fund: Salaries, Benefits & Fixed Costs FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12 FY 2012-13


Revenue 108.68% 112.04% 99.44% 102.13% 96.48%District Office 26,738,460 26,692,736 24,475,358 23,734,044 23,138,042



Revenue 45.55% 46.30% 40.89% 41.96% 39.52%Golden West 54,780,577 54,744,480 48,305,833 44,415,243 43,767,058

Percentage of DW Unrestricted Revenue 28.75% 29.32% 25.42% 25.44% 24.11%Coastline 28,086,803 28,800,694 25,234,174 23,338,353 22,601,124

Percentage of DW Unrestricted Revenue 14.74% 15.42% 13.28% 13.37% 12.45%Admin 9 10,694,546 12,524,490 13,252,844 13,556,633 13,869,065


60

State Cost of Living Adjustment (COLA) versus Consumer Price Index (CPI) Increases

Over the past five years, community colleges did not receive any COLA from 2009‐10 to 2011‐12 while the annual CPI

increases remained close to 1% with an increase to nearly 2% in 2012‐13 (see Table IV.7).

Table VI.7 COLA and CPI 2008‐09 to 2012‐13


Capital Outlay Expenditures

Capital expenditures are for items that are not consumed or used up like a supply, but rather have a useful life that lasts for

more than two years. Capital outlay includes equipment, land, buildings, ground improvements, and building construction,

remodeling or additions. These expenditures do not include expenditures paid for with Measure C funds. These only include

the expenditures covered from non‐Measure C funds.

The capital outlay expenditures as a percentage of total revenues fluctuated between 0.98% and 1.33% over the past four

years (see Table IV.8).

Table IV.8 Capital Outlay Expenditures as a Percentage of Total Revenues (Restricted and Unrestricted Funds) 2008‐09 to 2012‐13


State Cost of Living Adjustment

(COLA) versus Consumer Price

Index (CPI) Increases FY 2008‐09 FY 2009‐10 FY 2010‐11 FY 2011‐12 FY 2012‐13

COLA Increase = 0.68 0.00 0.00 0.00 0.00

CPI Increase = 0.99 0.99 0.98 0.97 1.80

Capital Outlay Expenditures FY 2008-09 FY 2009-10 FY 2010-11 FY 2011-12 FY 2012-13District-wide Total 2,345,078 2,072,907 2,856,037 2,103,833 2,119,948

Percentage of DW Total Revenue 1.07% 0.98% 1.33% 1.06% 1.03%District Office 93,662 105,597 65,873 42,711 27,988

Percentage of DW Total Revenue 0.04% 0.05% 0.03% 0.02% 0.01%Orange Coast 945,241 606,111 1,035,836 772,095 843,632

Percentage of DW Total Revenue 0.43% 0.29% 0.48% 0.39% 0.41%Golden West 554,943 636,183 1,067,013 563,817 373,974

Percentage of DW Total Revenue 0.25% 0.30% 0.50% 0.28% 0.18%Coastline 382,282 420,927 203,241 493,515 615,786

Percentage of DW Total Revenue 0.17% 0.20% 0.09% 0.25% 0.30%Admin 9 368,950 304,089 484,074 231,695 258,568


General Fund Balance as a Percentage of Total Unrestricted General Fund Expenses

Total general fund balances as a percentage of total unrestricted general fund expenses increased from 12% in 2008‐09 to

14% in 2012‐13. Table IV.9 shows the fund balances as a percentage of unrestricted general fund expenditures and actual

fund balances.

Table IV.9 Total Fund Balances as a Percentage of Unrestricted General Fund Expenditures Excluding Transfers 2008‐09 to 2012‐13


Actions in the Area of Fiscal Support

During years of fiscal instability, the Board of Trustees and the administration avoided fiscal problems by diligently

developing and administering the district budget. Between 2003‐04 and 2007‐08, California Community Colleges and CCCD

experienced very good budgets with significant infusion of new money through the implementation of the SB 361 funding

mechanism and the equalization of funding across the 72 California community college districts and 112 community

colleges. However, the downturn of the economy led to significant cuts in state support for California Community Colleges

beginning in 2009‐10. The District took deliberate and proactive measures to deal with the state fiscal crisis.

Beginning in 2008‐09, the District has reduced its operating expenses to meet the budget reductions effected by the State.

The District has made concerted efforts to continue ongoing unrestricted general fund expenditure reductions. However,

the District has had to rely on its reserves to make up for expenditures in unrestricted salaries, benefits and fixed costs that

exceeded the unrestricted general fund revenues in three of the past five years. The District will continue to engage in a

systematic analysis of its budgeting practices, reduce ongoing unrestricted general fund expenditures, and aggressively

pursue alternative sources of revenues. The passage of Proposition 30 and Measure M on November 6, 2012 provides a

temporary relief from potential further cuts in the state budget for community colleges. Measure M provides a significant

infusion of funding for improving facilities and infrastructure district‐wide. However, Measure M funds cannot be used for

operational expenses and salaries and benefits unrelated to projects covered by the bond program. Thus, the District needs

to continue a prudent fiscal management and monitor closely future revenues and expenditures.

Fund Balance as a Percentage of

Unrestricted Expenses FY 2008‐09 FY 2009‐10 FY 2010‐11 FY 2011‐12 FY 2012‐13

District‐wide Total 12.22% 11.23% 10.80% 15.30% 14.03%

Fund Balance = 23,601,080 21,096,788 19,698,262 27,289,189 23,483,778

Unrestricted Expenses = 193,074,383 187,808,275 182,431,781 178,370,339 167,333,617

Orange Coast 1.16% 0.64% 2.40% 3.37% 7.83%

Fund Balance = 971,593 516,916 1,855,053 2,502,943 5,601,511


Golden West 0.18% 0.05% 1.36% 4.28% 11.13%

Fund Balance = 89,999 24,495 616,324 1,833,874 4,706,012


Coastline 1.52% 2.40% 7.86% 6.12% 9.40%

Fund Balance = 410,072 633,204 2,037,465 1,439,136 2,150,411


Admin 6 (District Office, Admin 9 and

Admin 6) 68.97% 61.00% 44.97% 56.91% 82.30%

Fund Balance = 22,129,416 19,605,054 15,189,420 21,513,238 25,202,147


62

CHAPTERV:Facilities

Square Footage

The overall space available for instructional and non‐instructional activities in the District increased slightly in 2007‐08 and

increased again in 2008‐09. The overall space available in 2009‐10 was 712,901 square feet, of which 492,690 or 69% was

dedicated to instruction (see Figure V.1).

Figure V.1 CCCD Building Space – Gross Square Footage

Figure V.1 2012‐13 CCCD Space Inventory – Assignable Square Footage (ASF) by Title 5 Category

Source: District Facilities

Coastline Golden West Orange Coast District Offices

2008‐09 183,605 582,414 883,188 130,082

2009‐10 184,085 591,264 887,508 130,082

2010‐11 184,085 646,264 874,840 129,076

2011‐12 184,085 653,945 960,439 129,076

2012‐13 220,668 653,945 977,245 127,876

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

Gross Sq Ft

Fiscal Year

2008‐09

2009‐10

2010‐11

2011‐12

2012‐13

Coastline Golden West Orange Coast District Offices2

Classroom 24,198 56,795 65,854

Lab 22,208 122,241 188,876

Office 33,239 56,525 83,946 43,389

Library 2,145 39,203 68,617 217

AV,TV,Radio 1,659 7,615 3,403 9,956

PE 4,369 51,359 78,618 540

Assembly 2,089 22,785 29,138 3,666

Inactive 42,089 4,248

All Other 32,750 78,405 129,564 24,004

020,00040,00060,00080,000

100,000120,000140,000160,000180,000200,000

Gross Sq Ft

Title 5 Category

Classroom

Lab

Office

Library

AV,TV,Radio

PE

Assembly

Inactive

All Other

63

Energy Utilization/Square Foot

Energy use district‐wide has declined significantly over the last five years (see Table V.2). From 2008, the reduction in energy

usage per square foot has been 45%.

Table V.2 Energy Usage (Electricity and Gas) per Square Foot

Source: District Facilities

2008‐09 FY 2009‐10 FY 2010‐11 FY 2011‐12 FY 2012‐13 FY

Coastline 73,268 90,932 72,207 76,621 59,432

Golden West 86,557 76,024 71,862 75,654 71,984

Orange Coast 79,856 67,871 72,559 69,876 44,107

District Offices 43,786 41,143 43,288 43,419 46,847

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

100,000

Electricty an

d Gas Usage

(BTU

/Sq. Ft.)

Fiscal Year

Coastline

Golden West

Orange Coast

District Offices

Orange’Coast’College’Academic’Senate’ Documents’for ... · utility costs, salaries and...

Documents

Transcript of Orange’Coast’College’Academic’Senate’ Documents’for ... · utility costs, salaries and...