LEADERSHIP COUNCIL SEPTEMBER 10, 2013 Update on Curriculum Enrollment, Student Characteristics & Student Success

Enrollment as of the Census Point Headcount Assigned Seats Potential FTE* Fall 2013Fall 2012 Fall 2013 Fall 2012 Fall 2013 Fall 2012 Central Campus 10,612 9,869 26,987 22,727 2, ,731.4 Merancas Campus 1,664 1,516 3,991 3, Cato Campus 2,211 1,968 4,456 3, Levine Campus 4,315 4,101 11,105 10,051 1, ,002.3 Harper Campus 1,200 1,118 2,478 2, Harris Campus ,295 1, City View Center Off Campus Virtual Campus 10,269 10,461 18,469 18,848 1, ,952.3 All College (unduplicated) 20,454 19,373 69,201 61,850 7, ,029.8 Increase5.6%12.0%3.3%

Ten Year Fall Curriculum Headcount Highest Ever

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

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

Changes in Gender

Changes in Curriculum Numbers by Age 50% increase

Changes in Curriculum Headcount by Race

Assigned Seats Growth by Campus

Virtual Campus – Most Growth in 10 Years Course Grades in Seated Versus Online Courses (same courses) LevelGrade Fall 2010Fall 2011Fall 2012 SeatedOnlineSeatedOnlineSeatedOnline N%N%N%N%N%N% Develop- mental A-C or Pass 5,81467%40665%5,66568%35858%5,85473%40760% Total Level Courses A-C Grades %579564% %639066% %661467% Total Level Courses A-C Grades %183069%677677%205871%660581%210972% Total Seated Classes have 2-13% more A-C grades – Greatest Difference in Developmental Courses

Average Class Size by Campus

Measures of Student Behavior

Undecided Students

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

Change in Withdrawal Rates Change in Withdrawal Policy – Fall 2008

Six Year Persistence Rates – 1 st Time Degree- seeking Fall Students - Goal is 60% by 2020 North Carolina Colleges with 1,000 or Larger in their Cohort Graduated Transferred – No Credential Still Enrolled with 36+ hours Total Persistence Year CPCC Wake Guilford Fayetteville Cape Fear

Fall to Spring Retention (69% for all students)

Fall to Fall Retention (43% for all students)

Tracking the Fall 2010 Cohort (N=4254) Persistence by Group Returned Spring 2011 Returned Fall 2011 Returned Spring 2012 Returned Fall 2012 Returned Spring 2013 Completed in Three Years Transferred Total (N=4254)67.4%43.4%36.8%24.6%20.6%5.9%19.8% Less than 20 years old (N=1685) 74.1%50.9%43.7%30.2%25.3%4.2% 25.2% Females (N=2170)67.7%44.1%37.7%25.3%21.6%6.4%20.0% Males (N=2084)67.0%42.7%35.7%23.8%19.6%5.4%19.6% White, Non-Hispanic (N=2111)66.3%44.9%37.7%24.8%20.7%7.3%22.4% Total Minority (N=2143)68.5%42.0%35.8%24.5%20.5%4.6%17.3% Full Time (N=2032)79.2%51.9%43.7%28.7%23.0%8.5%20.3% Part Time (N=2222)56.6%35.7%30.5%20.8%18.5%3.6%19.4% Received Pell in First Term (N=1910) 78.1%45.4%38.6%24.7%21.1%5.24%16.1% Not Received Pell in First Term (N=2344) 58.7%41.9%35.3%24.6%20.2%6.5%22.9%

Tracking the Fall 2010 Cohort by Program of Study Persistence by Program Category Returned Spring 2011 Returned Fall 2011 Returned Spring 2012 Returned Fall 2012 Returned Spring 2013 Completed in Three Years Transferred College Transfer Programs (N=1773) 75.2%50.1%42.1%28.1%23.7%6.43%23.9% Technical Programs (N=490)69.2%44.5%37.8%25.3%20.2%10.00%5.7% Business and Technology (N=425) 67.1%37.9%31.1%20.2%16.5%7.76%17.6% Engineering Sciences (N=120)70.8%39.2%36.7%27.5%23.3%4.17%18.3% Medical/ Health Programs (N=44) 86.4%63.6%65.9%15.9%11.4%63.64%6.8% Protective Sciences (N=135)55.6%34.8%28.9%21.5%20.7%2.96%17.0% Education/Human Services (N=204) 47.1%31.4%21.1%14.7%14.2%2.94%12.7% Health Holding Codes (N=589)70.3%46.3%41.6%28.4%24.3%0.51%19.0% Undeclared (N=468)42.3%25.4%21.2%15.2%11.5%2.14%27.8% Total67.4%43.5%36.8%24.6%20.6%5.93%16.7%

Tracking the Fall 2010 Cohort by Developmental Needs Persistence by Developmental Placement Returned Spring 2011 Returned Fall 2011 Returned Spring 2012 Returned Fall 2012 Returned Spring 2013 Completed in Three Years Transferred 1 Dev Course (N=921) 74.5%49.6%43.5%30.1%25.0%5.9%18.8% 2 Dev Courses (N=691) 73.1%46.9%40.8%27.2%23.6%2.6%16.5% 3 Dev Courses (N=887) 72.3%44.1%37.4%25.0%22.5%1.2%15.9% All College Level (N=258) 80.6%57.0%46.9%34.5%29.1%8.9%22.5% No Scores (n=1497)55.2%35.1%28.6%18.1%14.0%9.8%23.8%

Numbers in Developmental Pipeline Huge Issue for CPCC Combined Placement Test Scores (all subjects) Fall 2008 Number Fall 2008 % Fall 2009 Number Fall 2009 % Fall 2010 Number % of those with scores on file - Fall 2010 No Scores on File % % % 1+ Remedial Courses % % % No Remedial Courses % % % Unknown750.4%640.3%590.3% Total

Success in Developmental Modules All Enrollment for Three Terms (spring 2012, fall 2012 and spring 2013) CoursesA-CDFW OtherTotals N%N%N MAT %48839%1241 MAT %85044%1949 MAT %61742%1460 Total269558%195542%4650 Grades in Math Modules for Three Terms (spring 2012, fall 2012 and spring 2013) Module Grade Totals PRW N%N%N% DMA %2514%21%182 DMA %3420%53%166 DMA %1210%22%119 DMA %11525%112%465 DMA %7823%82%340 DMA %12322%163%554 DMA %6417%113%377 DMA %5518%114%299 Total193077%50620%663%2502

Persistence in Developmental Modules Student Progression Through Traditional Developmental Math (N=3,940) Dev MATTotal RepeatedStopped Went into next MAT0 Went into DMA Went into Coll Lev MAT N%N%N%N%N% MAT %46637%58146%81%312% MAT %73735%56126%70%34816% MAT %57936%NA 60%67342% Total %178236%114223%210%105227% Student Progression Through the Math Modules (N=804 students) ModuleTotal RepeatedStopped Went into next DMA Went into MAT0 Went into Coll Lev MAT N%N%N%N%N% DMA %179%15183%11%1 DMA %2514%12572%00%0 DMA %1712%9669%21%75% DMA %5511%35669%41%82% DMA %4812%26364%51%205% DMA %7211%43866%51%315% DMA %336%37872%20%2 DMA %7921%NA 10%17847% Total %34612%180760%201%24731%

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

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

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

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