Board of Trustees Presentation Trends in Student Enrollment and Demographics Foothill-De Anza Institutional Research & Planning Spring 2015

Outline Part I: The data – Enrollment What are the trends? What is (should be) our current reality? Part II: How to think about data Perspective on improvement strategies What’s the problem with outcome rates?

Data Resources FHDA Research Website Factbook Fast Facts Strategic Planning Documents College Institutional Research Websites Completed Research Projects Program Review Active Division CCCCO Student Success Scorecard Data Mart

Outline Part I: The data – Enrollment What are the trends? What is (should be) our current reality? Part II: How to think about data Perspective on improvement strategies What’s the problem with outcome rates?

Enrollment Trends by Race/Ethnicity Fall ‘08Fall ‘11Fall ‘12Fall ‘13Fall ‘14 African American2,0361,7671,9021,7811,826 Asian/PI13,43912,91613,01412,57112,444 Filipino1,7582,1842,2142,2462,366 Latino/a6,1317,5118,0868,6239,008 White12,80711,44610,5879,6649,120 Total44,76239,48238,20436,77436,507 FHDA IRP

Enrollment Trends by Gender & FT/PT Fall ‘08 Fall ‘11 Fall ‘12 Fall ‘13 Fall ‘14 Full-time14,03114,92115,57415,99016,222 Part-time30,73124,56122,63020,78420,285 Fall ‘08 Fall ‘11 Fall ‘12 Fall ‘13 Fall ‘14 Male22,08919,45118,55118,10918,089 Female22,64519,72419,37118,43018,160 Unrecorded FHDA IRP

Enrollment Trends by Age Groups Fall ‘08Fall ‘11Fall ‘12Fall ‘13Fall ‘14 19 or less13,6298,7698,6516,8967, ,88314,05014,62716,35916, ,7915,5835,2425,4575, ,1852,9862,7072,5502, ,3271,9691,6421,4821, ,5072,7992,4711,9481, ,1591,9081,6311,3211, ,2711,4091, FHDA IRP

Enrollment Trends by Enrollment Status Fall ‘08Fall ‘11Fall ‘12Fall ‘13Fall ‘14 First-time Student6,2005,4635,3675,5435,653 First-time Transfer6,4484,7974,3925,1984,472 Returning Student9,0556,3176,7127,7809,035 Continuing20,26222,07020,23617,59716,689 Special Admin (K-12)2, FHDA IRP

Enrollment Trends by Online Ed. (FTES) & International Fall ‘08 Fall ‘11 Fall ‘12 Fall ‘13 Fall ‘14 Non-Foreign41,87836,06834,52632,91732,456 Foreign - F1 and Other 2,8843,4143,6783,8574,051 Fall ‘08 Fall ‘11 Fall ‘12 Fall ‘13 Fall ‘14 Non-Online Ed. 10,7108,9958,6548,5188,510 Online Ed. 1,2221,4821,3791,5421,633 FHDA IRP CCCCO Data Mart

Enrollment Trends by City F08F11F12F13F14 San Jose14,31614,21014,11314,20314,321 Sunnyvale4,4363,6133,4213,8393,905 Cupertino3,2382,6272,4081,4791,361 Mountain View2,9152,4862,2941,8081,648 Santa Clara2,2942,0502,0012,1022,170 Palo Alto2,2981,5611,3821,1551,108 Los Altos/Los Altos Hills1,6161, Fremont9601,0121, Milpitas Other11,7059,8639,7319,8209,765 FHDA IRP

Enrollment Trends by City FHDA IRP

Enrollment Projections by City All Ages Ages San Jose15,93816,68317,46418,281 Sunnyvale3,0673,2283,3983,576 Cupertino2,2562,3182,3812,447 Santa Clara1,9942,0962,2042,317 Palo Alto2,0312,1012,1732,249 Los Altos/Los Altos Hills Milpitas ,0401,123 All other cities11,91012,25912,61712, San Jose12,95413,56014,19414,858 Sunnyvale2,2162,3322,4542,583 Cupertino1,6481,6931,7401,788 Santa Clara1,5761,6571,7421,831 Palo Alto1,2941,3381,3851,432 Los Altos/Los Altos Hills Milpitas All other cities9,1289,3969,6719,955 Hanover Report

Enrollment Projections by City All Ages Ages Hanover Report

What Makes Sense for Foothill-De Anza CCD? Changes (percentage points) from F’08 – F’14 Race/Ethnicity Asian: +4 Latino/a: +11 White: -4 Gender Very little change FT/PT Full-time: +13 Age Group 20-24: or less: : +2 Enrollment Status Continuing: +1 Returning: +5 First-time Student: +1 Online Education D.E.: +6 International Foreign: +5 City San Jose: +7 Cupertino: -3 Mountain View: -2

Outline Part I: The data – Enrollment What are the trends? What is (should be) our current reality? Part II: How to think about data Perspective on improvement strategies What’s the problem with outcome rates?

YOU’VE SEEN THE DATA: WHAT’S THE NEXT STEP? HOW DO WE THINK ABOUT THE DATA?

An Equity Lens Access Who is enrolling on our campuses? Ensuring diversity Population projections Outreach Outcomes How are we serving our students? Are students achieving equal outcomes?

Measuring Student Outcomes Many indicators of student success Course success rates District Strategic Plan Student Equity Plan Institutional Goals (IEPI) Let’s take a look….

Measuring Student Outcomes CCCCO Data Mart

Measuring Student Outcomes achievement gap at 18% CCCCO Data Mart

Measuring Student Outcomes Student Success Scorecard

Measuring Student Outcomes 26% gap Student Success Scorecard

HOW DO WE IMPROVE THE TREND? HOW DO WE MAKE DATA ACTIONABLE?

Improving Course Success Gap Increasing Growth Rising Tide Bottom-up Win-Win Gregory Stoup, Contra Costa CCD

Improving Student Outcomes Consider an equity approach that would move as many as possible toward course success As opposed to focusing only on increasing course success among specific groups Win-Win Bottom-up

STUDENT OUTCOMES - RATES

Student Outcomes – Rates: Language Review Math Language It’s a fraction Bottom number (denominator) = total number possible Top number (numerator) = total number actual CC Language Still a fraction – but presented as a percent Bottom number = # of students who could/want outcome Top number = # off students who achieve outcome Percent of students who achieve outcome.

Student Outcomes – Rates: Problem? What’s the problem? It’s all about the denominator (could vs. want) What’s the student’s intent? Sometimes it’s also about the numerator Do we even have good data? Example…

Transfer Rates? 2007/08 Cohort Completers Overall (Scorecard) Fall 2007 (Data Mart) Annual Headcount (Data Mart) Transfer Velocity Cohort (Data Mart) First-Time Students (Data Mart) Numerator is 1,930 (from Transfer Velocity Cohort)

Student Outcomes - Rates Other areas where rates are discussed Denominator issues (Retention Rates) Persistence Rates Completion Rates Transfer Rates Numerator issues CTE l Employment l Wage

Where do we talk about outcomes? Internally (to name a few) Institutional Plans (E.g. EMP) Program Review Research Requests Externally (to name a few) ACCJC Grants Institutional Effectiveness Partnership Initiative (IEPI)

Questions?

Thank You “Not everything that can be counted counts, and not everything that counts can be counted.” - Albert Einstein