1. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town--and Moving On: The Community College in the Lives of Traditional-Age Students Alicia Moore Dean of Student & Enrollment Services 541.383.7244 * amoore@cocc.edu

2. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Overview Focus Traditional-age students Student academic history, from high school through college Transition from secondary to post-secondary Credential attainment or transfer A Note on “Residency” Homeowners (earned more than 30 credits or 60% of credits from a community college): 37% Tenants (earned less than 60% of credits from the community college: 18% Visitor (earned 1 – 29 credits from a community college): 45%

3. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Variables Positively Affecting Post-Secondary Attendance Intended major in an occupationally-oriented field Coming from a suburban high school Latino and Native American students Variables Negatively Affecting Post-Secondary Attendance No Delay Educational Aspirations/Expectations Completion of Algebra II in High School Academic Achievement Socioeconomic Status (SES) Variables Associated with Transfer “Outs” Credits in college-level math Credits earned during summer term Continuous enrollment Fewer withdrawals and course repeats

4. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Students Who Start at a Community College Age 42% of community college credit students are under the age of 22 75% of first time college students are under the age of 24 60% of non-traditional students start out at a community college Demographics Gender, race/ethnicity, second-language background, first-generation status do not play a statistically significant role in determining who starts out at a community college. Traditional-aged minority students are no more likely to start out in a community college than white students; Latino students are the exception. Over a 30 year period, the percent of students from the lowest SES quintile increased from 44 to 55 percent. Regional variations: 20% of traditional age New England students begin at a community college whereas 60% from the Pacific region do so. No differences by urbanicity of high schools

5. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Students Who Start at a Community College High School Curriculum 44% of community college students did not complete Algebra II in high school, compared to 11% who started at a four-year university. Community College Curriculum 55% of traditional-age students take two or more remedial courses 72% of these do not earn a credential Educational Expectations Of students who increased their educational aspirations between 10 th and 12 th grades, 50% start at a community college 38% of students who expected to earn a bachelor’s degree while in high school start at a community college Two years after high school graduation, 19% of students who start in a community college increased their educational aspirations to a bachelor’s degree

6. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Students Who Start at a Community College Beginning Term 27% delay entry by eight or more months (compared to six percent who start at a four-year university) Transferring Out 60% of “academic” majors transfer out; 70% earned a bachelor’s degree 22% of occupational majors transfer out (primarily criminal justice and business); 53% earned a bachelor’s degree

7. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Transfer-In Students 26% of community college students started at a four-year university Four-year “drop-ins” (42%) Swirlers/Temporary Transfers (28%) Reverse Transfers (25%) Incidental Students Approximately 30% of all students who attended a community college “at some time” and earn fewer than 10 credits

8. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: Data Highlights & Conclusions Variables Associated Certificate or Degree Completion At least 4 credits in college-level math At least 4 credits earned during summer term Continuous enrollment Fewer withdrawals and course repeats Holding a campus job during the first two years of enrollment High ratio of credits in occupational fields (note on the “tipping point”: when the ratio rises above 65%, degree completion rates fall)

9. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: In the End Six Distinct Populations Emerge 1.A persistent group oriented toward traditional academic and occupational fields who transfer; 2.An equally persistent group oriented towards occupational credentials who earn a certificate or degree; 3.A group with significantly less secondary preparation who acquires few community college credits and then stops; 4.A group that basically withdraws upon entry to the community college; 5.Temporary visitors who are primarily based at four-year universities; 6.A small population of undergraduate reverse transfers.

10. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town: What’s Next Strategies Partnership with high schools to increase completion of Algebra II Innovative outreach and support programs for Latino students Workshops, classes and policies that encourage students to identify degree (and career?) goals Track students by age (traditional vs. non-traditional)... and then track by type (starter, transfer, incidental) Separate out incidental students from non-incidental populations Programs and services that help students move from being “visitors” to “homeowners” Review of no-penalty withdrawal and course repeat policies Refine academic processes and sequences: “boot camps” in math; flexible scheduling of gateway courses; ensuring arts and sciences courses in occupational programs; tracking first year credits.

11. Central Oregon Community College | 2600 N.W. College Way | Bend, Oregon 97701 | (541) 383-7700 | www.cocc.edu Moving Into Town http://www2.ed.gov/rschstat/research/pubs/comcollege/index.html