Table of Contents - Orange Coast College

Transcription

Atlas 2014-2015
Table of Contents
INTRODUCTION ......................................................................................................................................................... 1
OCC ATLAS 2014-2015 HIGHLIGHTS..................................................................................................................... 1
TECHNICAL NOTES ..................................................................................................................................................... 7
Data Sources .................................................................................................................................................. 7
Data Compilation ............................................................................................................................................ 7
Interpreting Data Tables & Graphs ................................................................................................................. 7
I. ENVIRONMENT AND ACCESS ................................................................................................................................. 11
I.1 DISTRICT SERVICE AREA AND OCC ETHNIC DIVERSITY .................................................................................... 11
I.2 LEGAL RESIDENCY STATUS ............................................................................................................................. 12
I.3 STUDENT ENROLLMENT BY DISTRICT BOUNDARIES .......................................................................................... 13
3I.4 OCC STUDENTS’ CITY OF RESIDENCE ........................................................................................................... 14
I.5 ORANGE COUNTY HIGH SCHOOL GRADUATES ................................................................................................. 15
6BI.6 ORANGE COUNTY UNEMPLOYMENT RATES .................................................................................................. 16
I.7 7BLINKS TO ECONOMIC AND EDUCATION INFORMATION .................................................................................... 17
Labor Market ................................................................................................................................................. 17
US Census Data ........................................................................................................................................... 17
K-12 Resources ............................................................................................................................................ 17
Community College Resources .................................................................................................................... 17
Four Year Resources.................................................................................................................................... 17
II. STUDENT AND ENROLLMENT TRENDS ................................................................................................................... 21
II.1 OCC HEADCOUNT AND ENROLLMENT TRENDS................................................................................................ 21
10BII.2 OCC CREDIT FTES GENERATED W ITHIN THE FISCAL YEARS .................................................................... 22
11BII.3 ETHNICITY............................................................................................................................................... 23
12BII.4 AGE ........................................................................................................................................................ 24
14BII.5 GENDER ................................................................................................................................................. 25
15BII.6 ADMISSION STATUS ................................................................................................................................. 26
CII.7 CITIZENSHIP ............................................................................................................................................... 27
8BII.8 EDUCATIONAL ATTAINMENT ....................................................................................................................... 28
II.9 OCC ASSESSMENT AND PLACEMENT TESTING – ALL SUBJECTS ...................................................................... 29
II.10 OCC ASSESSMENT AND PLACEMENT TESTING - W RITING ............................................................................. 30
II.11 OCC ASSESSMENT AND PLACEMENT TESTING - READING ............................................................................. 31
II.12 OCC ASSESSMENT AND PLACEMENT TESTING - MATH .................................................................................. 32
II.13 EDUCATIONAL GOAL .................................................................................................................................... 33
II.14 OCC ENROLLMENTS BY TYPE OF COURSE ................................................................................................... 34
21BII.15 OCC FULL-TIME/PART-TIME ENROLLMENT............................................................................................. 35
22BII.16 OCC STUDENT HEADCOUNT ENROLLMENT IN DAY/EVENING/W EEKEND/ONLINE CLASSES ........................ 36
23BII.17 OCC SEATS BY DAY/EVENING/W EEKEND/ONLINE CLASSES.................................................................... 37
II.18 SECTIONS OFFERED BY DAY/EVENING/W EEKEND/ONLINE STATUS ................................................................ 38
III. STUDENT OUTCOMES ......................................................................................................................................... 41
III.1 OVERALL GRADE DISTRIBUTION .................................................................................................................... 41
III.2 GRADE POINT AVERAGE —OVERALL AND BY STUDENT ENROLLMENT STATUS ................................................ 42
III.3 OVERALL SUCCESS AND RETENTION RATES BY FALL TERM ............................................................................ 43
28BIII.4 OVERALL SUCCESS AND RETENTION RATES BY ACADEMIC YEAR .............................................................. 44
35BIII.5 SUCCESS RATES BY ACADEMIC YEAR BY MODALITY................................................................................. 45
36B58BIII.6 RETENTION RATES BY ACADEMIC YEAR BY MODALITY ........................................................................ 46
III.7 SUCCESS RATES BY COURSE TYPE ............................................................................................................... 47
Atlas 2014-2015
III.8 RETENTION RATES BY COURSE TYPE ............................................................................................................ 48
37BIII.9 OCC STUDENT PROGRESS AND ACHIEVEMENT – STUDENT SUCCESS SCORECARD................................... 49
III.10 PROBATION TRENDS ................................................................................................................................... 52
III.11 AA/AS DEGREES AND CERTIFICATES AWARDED .......................................................................................... 53
3BIII.12 OCC TRANSFERS TO FOUR YEAR INSTITUTIONS ...................................................................................... 54
4III.13 PERFORMANCE OF OCC STUDENTS AT CSU ............................................................................................. 55
IV. STUDENT EQUITY OUTCOMES ............................................................................................................................. 59
IV.1 STUDENT EQUITY PLAN ................................................................................................................................ 59
IV.2 OCC STUDENT EQUITY TRENDS ................................................................................................................... 59
IV.3 OCC STUDENT EQUITY DASHBOARD - 2015 ................................................................................................. 60
V. EMPLOYEE DATA ................................................................................................................................................. 63
V.1 OCC STAFFING TRENDS ............................................................................................................................... 63
V.2 OCC STAFFING TRENDS BY GENDER ............................................................................................................. 64
V.3 W OMEN EMPLOYED BY EMPLOYEE CATEGORY ............................................................................................... 66
48BOCV.4 OCC STAFFING TRENDS BY ETHNICITY – FACULTY AND ADMINISTRATORS ........................................... 67
49BV.5 OCC STAFFING TRENDS BY ETHNICITY – CLASSIFIED STAFF AND MANAGERS ........................................... 69
V.6 ETHNIC MINORITIES BY EMPLOYEE CATEGORY ............................................................................................... 71
50B49BV.7 OCC STAFFING TRENDS BY AGE – FACULTY ...................................................................................... 72
V.8 OCC STAFFING TRENDS BY AGE – CLASSIFIED STAFF AND MANAGERS ........................................................... 73
49BV.9 OCC STAFFING TRENDS BY AGE – ADMINISTRATORS ............................................................................... 74
The OCC Atlas 2014-2015 is an electronic publication.
Atlas 2014-2015
Introduction
The OCC Atlas was designed to provide pertinent information about Orange Coast College’s students and the
surrounding community. The fifteenth edition of the OCC Atlas contains information commonly requested
about OCC and its services, staff, students and student outcomes. It is intended to provide a common and
reliable base of information that can be used for general information, grant writing, program review,
professional conference presentations and institutional effectiveness trends and indicators. The OCC Atlas is
arranged into five sections: Environment and Access, Student and Enrollment Trends, Student Outcomes,
Student Equity Outcomes, and Employee Data.
OCC Atlas 2014-2015 Highlights
 Environment and Access: Information provided details the extent to which Orange Coast College is serving
cities and high school districts within the Coast Community College District’s (CCCD) boundaries.
▬ A comparison of student enrollment from fall 2004 to fall 2014 shows that Orange Coast College
students are becoming more ethnically diverse compared to the CCCD service area. In 1990, OCC’s
student population mirrored community demographics. By 2011, OCC’s student population was
more ethnically diverse than the adult population in our community. This trend continues through
2014. (See section I.1)
▬ Students from outside of the college’s official service area continue to grow. In fall 2004, 46.3% of
students came from outside of the service area; this has grown to 49.7% by fall 2014. (See section
I.3)
 Student and Enrollment Trends: Information is provided on student demographic and enrollment trends.
▬ The data show fluctuating student and enrollment trends over the past ten years. During this time,
a high was achieved in fall 2009 (25,947), but fell again in fall 2010 (25,033). The decline continued
through fall 2012 with a loss of 7.5% to 21,411, the lowest headcount in 9 years. Seat counts
declined at a similar rate from fall 2011 to fall 2012, 7.4%. In fall 2013, both headcount and seat
count enrollment increased for the first time in 4 years (headcount by 3.4% and seat count by
3.9%), but dipped slightly again in fall 2014. Increases observed were due to an increase in course
sections offered and student demand. For the 2014-2015 academic year, the overall enrollment
and seat count remained steady, with an increase/decrease of less than one percent from 20132014. (See section II.1)
▬ OCC’s student population has changed over the last ten years, becoming younger and more
ethnically diverse. Beginning in 2009, data collection for ethnicity changed to conform to federal
guidelines. Although the trend has remained consistent, large increases should be interpreted
with caution due to the changes in data collection. Per United States Department of Education
guidelines, educational institutions are required to collect racial and ethnic data using a two-part
question.
 The Hispanic/Latino group has been the fastest growing ethnic group over the past ten
years, increasing from 18.1% in fall 2004 to 33.9% in fall 2014. Based on projection data,
this trend is expected to continue. (See section II.3)
 In the 2000’s, the under 25 population hovered around 70%. Fall 2014 students under the
age of 25 comprised 71.6% of the population while 25 to 30 age students have increased
to 14.5%. (See section II.4)
▬ Fall 2006 marked the first time in 10 years at OCC when the male and female populations were
virtually even. Prior to that time, females were the majority group. By fall 2007, males made up
the majority of OCC students. This trend has continued through fall 2014 with males at 52.3%.
(See section II.5)
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Atlas 2014-2015
▬

Over the last seven years, the percentage of underprepared students (according to placement test
scores) enrolled at OCC has continued to increase. In fall 2008, 71.6% of incoming OCC students
were underprepared for traditional college courses in at least one subject area (reading, writing, or
math). By fall 2014, the percentage had increased to 77.6%. (See section II.9)
▬ The percent of students enrolling full-time increased since fall 2004 hitting a high of 42.0% in fall
2010. This percent fell to 39.0% in fall 2014. This decline is most likely due to the strong job
market and low unemployment rate, lowering the base of full-time students. (See section II.15)
▬ The number of class sections offered was on an upward trend until cuts in course offerings began
in fall 2002. Throughout the rest of the 2000’s course sections never returned to the late 1990’s
and early 2000’s counts. Although sections did not increase, the composition of sections offered
changed over this time period with a rise in the number of online course offerings. The rise in
online sections was met with a decline in the number of evening and weekend courses. (See
section II.16)
▬ Course enrollment trends indicate that students are taking courses at a wider variety of times and
formats. Students enrolled only in day classes accounted for the largest group in 2014 (42.3%). The
percentage of students taking at least one online class has increased from 11.1% in fall 2004 to
15.8% in fall 2014. A large decline has occurred among students only taking evening classes from
19.4% (fall 2004) to 12.4% (fall 2014). (See section II.16)
Student Outcomes: Various institutional effectiveness indicators are presented. Success and retention
rates are provided for the overall student population and by demographics. Success and retention rates
are calculated according to the State Chancellor’s Office standard definitions. Other indicators are
included, such as UC/CSU transfers, AA Degrees & Certificate of Completions and probation trends.
▬ Historical grade distribution patterns changed with the change to a 16-week schedule beginning in
fall 2001. In the early to mid-2000s, the percentage of withdraws (W’s) issued hovered around
14%. After fall 2007, the withdrawal rate steadily decreased until fall 2012 when there was a slight
increase in withdraws to 12.6%. This increase may be due to changing the withdrawal deadline to
be consistent with the census date in fall 2012. Since that time, withdrawals have continued to
increase and stood at 13.0% in fall 2014. (See section III.1)
▬ Overall success rates have shown a slight increase since the late 1990’s. OCC student success rates
hit a high of 74.4% in fall 2010 and remained consistent at 74.2% in fall 2011. Success rates have
been declining since fall 2012, impacted by the increase in observed withdrawals. In fall 2014,
OCC’s overall success rate is 71.5%. (See section III.3)
▬ Overall retention rates hit a high of 88.6% in fall 2010 up from 85.7% in fall 2004. Retention rates
remained consistent through fall 2011, but have since consistently declined to 86.5% in fall 2014.
(See section III.3)
▬ The college continues to perform well on state accountability measures (Student Success
Scorecard). OCC consistently performs above the state average and its designated peer groups on
most measures. Strong performance areas are in completion rates (degree/certificate/transfer),
persistence, and unit completion. Areas of improvement are basic skills progression, particularly in
math. (See section III.9)
▬ The total number of Associate Degrees awarded has increased 39.9% since 2004/05. The addition
of the Associate in Science degree in 2006/2007 and the AA-T/AS-T in 2011-2012 led to a drop in
Associate of Arts/Associate of Science degrees awarded, but the total number of Associate degrees
combined has reached all-time highs over the past three years. OCC was ranked second in the
state for AA-T/AS-T degrees awarded in 2014/15. The number of Certificates of Achievement has
increased by 367% since 2004/05, but the majority of that increase was due to the addition of the
CSU Breadth and IGETC certificates being awarded for the first time in 2014/15. (See section III.11)
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Atlas 2014-2015
▬
Transfers to both CSU and UC have remained strong. In 2010-2011 OCC hit an all-time high in the
number of students transferring to CSU/UC at 2,274. Since then, overall transfers decreased by
18% in 2014-2015 and were due to a decrease in CSU and UC transfers. Although a decrease was
observed, this decrease was observed state-wide and OCC statewide ranking remained strong at
1st in CSU transfers statewide, 8th in UC transfers statewide, and 4th in overall transfers to CSU and
UC schools combined (2014-15). (See section III.12)


Student Equity Outcomes: OCC student data were explored by demographics across six common
indicators: Access, Course Completion, Probation/Disqualification, Basic Skills Completion, Degree and
Certificate Completion, and Transfer. These “success indicators” identify and measure areas for which
student population groups may be impacted by issues of equal opportunity and disproportionate impact.
Results varied by student group, but the following student populations experienced disproportionate
impact in at least 2 of the success indicator areas: Black or African American, Hispanic/Latino, Native
Hawaiian/Other Pacific Islander, students with disabilities, and veteran students.
Employee Data: Information is provided on OCC employees by demographics.
▬ The number of all OCC employees has decreased over the past seven years. (See section V.1)
▬ Among faculty, there has been a shift in the male/female ratio over time toward more equitable
representations by gender. The other employee groups have more discrepant representations,
with females overrepresented in classified staff (58.7% in 2014), but under-represented in
classified mangers (27.3% in 2014) and educational administrators (31.6% in 2014). (See section
V.2)
▬ Over the past seven years, the ethnic makeup of faculty and educational administrators has
remained relatively stable. The majority of current (fall 2014) OCC full-time and part-time faculty
are White/Non-Hispanic (74.0% and 64.2%, respectively). Approximately 8-10% are Asian/Pacific
Islander and an additional approximately 9-11% are Hispanic/Latino. Educational administrators
have a similar ethnic distribution, although with fewer Hispanic/Latino (0%) and more Asian/Pacific
Islander (15.8%) employees. (See section V.4)
▬ Trends in ethnicity for classified staff indicate the group has become more diverse since 2008. In
2014, approximately half of all classified staff were White/Non-Hispanic (43.7%), one quarter were
Hispanic/Latino (25.9%), and one-fifth were Asian/Pacific Islander (20.8%). The diversity of
classified managers has generally decreased over the last seven years. (See section V.5)
▬ The majority of full-time faculty are age 50 or older (63.4% in 2014), while part-time faculty are
somewhat younger (41.0% were 50 or older in 2014). Age distributions of OCC classified staff have
shifted to more staff in the 40 and above age range since 2008. Similarly, classified managers
showed decreases in employees younger than 50 and increases in the 50 and above age ranges.
The great majority of educational administrators are age 50 or older (73.7% in fall 2014) and this
has been a relatively consistent trend for the last seven years. These trends likely reflect the
longevity of employees who stay at OCC once they begin working at the college. (See sections V.7,
V.8, V.9)
In Closing …
The information contained in the OCC Atlas illustrates current data and trends in a variety of areas. This
information simply explains what is occurring and no inferences can be made as to why it is occurring. In most
instances, we have provided a brief explanation of data trends and any other contextual information that may
be helpful for the reader to understand these data. Space and usefulness to a larger audience are
considerations when planning and preparing the OCC Atlas. It is neither feasible nor practical to include all of
the volumes of information collected on OCC. The OCC Office of Institutional Effectiveness welcomes your
suggestions on future information you would like to see in the next edition of the OCC Atlas.
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Atlas 2014-2015
Technical Notes
Data Sources
The OCC Office of Institutional Effectiveness analyzed and compiled all of the information presented in the
OCC Atlas. The data source used is clearly detailed for each table of information. The majority of data were
compiled using Orange Coast College’s Management Information Systems (MIS) data that are reported to the
State Chancellor’s Office (via the Coast Community College District Office), or data retrieved directly from the
college’s student information system (Banner). A brief description of the primary MIS data files used is detailed
below:




Student Basic: The majority of demographic data were compiled from the MIS Student Basic data
(such as ethnicity, gender, citizenship, educational goal, etc.). Much of these data are taken directly
from the college application and are self-reported from the student.
Student Enrollment: All enrollment data such as course, grade, drop date and units earned are
recorded in the MIS Student Enrollment file. Student outcomes for success and retention rates were
derived from these data. Overall, fall 2009 and forward and Academic Year success and retention rates
were determined by using the Argos Program Review Access & Success Cube. Student assessment and
placement data were created by using the CAPP uploads into Banner.
Program Awards: Information is given on students who were awarded an Associate’s degree (AA, AS,
AA-T, AS-T) or Certificate in a one-year period (July 1 – June 30) for summer, fall and spring semesters.
Course Basic and Section: Semester specific information is given on courses and sections offered.
Information on each course/section such as transferability, time offered, maximum/minimum units of
credit, etc.
Data Compilation
The majority of data in the OCC Atlas were manipulated and analyzed using SPSS (Statistical Package for the
Social Sciences, SPSS Inc.). Data retrieved from the Banner system were extracted and manipulated using the
Argos reporting tool. The output was then transferred into Excel 2010 to create the tables and charts. The
tables and charts were then exported to Word 2010, at which point data interpretation was added.
Interpreting Data Tables & Graphs
As noted above, an interpretation is presented with each data table and graph. Such interpretations are not
meant to be inclusive, but rather highlight interesting points or trends occurring in the data. In most cases,
data are presented from fall 2004 through fall 2014 (fall semesters only). Specific data are also presented in
Academic Year format. This is intended to give the reader a “snapshot” of what is occurring. These data cannot
and should not be generalized to what is occurring during spring or summer semesters. These data are
presented in terms of numbers and percentages. NOTE: Percentages are generally easier to interpret;
however, there are instances when utilizing raw numbers better serves one’s purposes. Both are detailed for
the reader’s use. The reader needs to take caution when interpreting and using the information contained in
the OCC Atlas. The data presented are purely descriptive. It shows what is occurring and does not explain why it
is occurring. Questions about the data and/or their interpretation should be referred to the Office of
Institutional Effectiveness.
Due to a transition in district data systems in spring 2008, certain data elements are incompatible with
historical data trends and are not reported for certain areas. Historical data are retained as these data issues
are being rectified.
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Atlas 2014-2015
I. Environment and Access
I.1 District Service Area and OCC Ethnic Diversity
The ethnic breakdown of OCC students in fall 1990 closely matched the ethnic breakdown of OCC’s service
area. Since fall 2000, OCC’s student population has been diversifying faster than the district service area. By fall
2010, census data showed OCC’s student population was more diverse than the adult population in the
district’s service area. Census data from 2010 compared to OCC’s fall 2014 ethnic breakdown show this trend
has continued. OCC serves a higher percentage of ethnically diverse students than might be expected based on
the adult population in the district service area. The growing number of out of district students attending OCC
could be contributing to this disparity.
Please note that the 1990 and 2000 comparison of district service area and OCC ethnic diversity can be found
in the 2000-2001 and 2002-2003 versions of the OCC Atlas (accessible on the Institutional Effectiveness OCC
Portal page under Institutional Research).
Comparison of Ethnic Distribution of CCCD Service Area and OCC Enrollment
Adult Population (18 and Up) Comparison
50.0%
45.0%
40.0%
Percent
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Hispanic
or Latino
White
Asian/Pacific
Islander
Unknown
/Non-Respondent
Adult Population CCCD Service Area
Identified by
two or more
Black or
African American
American Indian
and Alaska Native
Other
OCC Fall 2014
Comparison of Ethnic Distribution of CCCD Service Area and OCC Enrollment
Adult Population (18 and Up) Comparison
Percent
OCC Fall 2014
Hispanic or Latino
33.9%
Non Hispanic or Latino
66.1%
Breakdown by NonHispanic Ethnicity and Race
White
33.8%
Asian/Pacific Islander
21.7%
Unknown/Non-Respondent
4.4%
Identified by two or more
4.2%
Black or African American
1.6%
American Indian and Alaska Native
0.2%
Other
0.1%
Adult Population CCCD Service Area
29.4%
70.6%
48.1%
18.8%
0.0%
1.8%
1.5%
0.2%
0.2%
Per United States Department of Education guidelines, educational institutions will be required to collect racial and ethnic data using a two-part question. The first question is whether
the repondent is Hispanic/Latino. The second question is whether the respondent is from one or more races.
Source: California Department of Finance. Demographic Research Unit. Table 3B — Population 18+ by Race and Hispanic or Latino: April 1, 2010
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Atlas 2014-2015
I.2 Legal Residency Status
Legal residency refers to a student’s status for fee purposes. It does not address where the student is
currently living while attending OCC (see next table). In fall 2004, 51.3% of students were California residents
within district compared to 47.0% in fall 2014. This decrease was offset by the increase in California residents
living outside of OCC’s district boundaries (44.9% in fall 2004 to 46.7% in fall 2014). Since the mid-2000’s, OCC
observed steady enrollments of students coming from out of state (approximately 2%), with only temporary
declines in fall 2011 and fall 2012 when the college was decreasing its course sections. The percentage of non
US students was approximately 2% until fall 2006, where it began a steady rise of 0.1-0.2% each term until fall
2012. In the most recent terms, the percentage of non US students has begun to increase more sharply (1.4%
increase from 2012 to 2014) due to the College’s internationalization efforts.
OCC Student Enrollment by Legal Residency Status
60%
Percent Enrolled
50%
40%
30%
20%
10%
0%
Fall
2004
Fall
2005
Calif. Resident - Within District
Fall
2006
Fall
2007
Calif. Resident - Outside District
Number
Calif. Resident - Unknown Zip*
Out of State
Non US Citizen
Unknown Residency
Total
Fall
2004
12,082
10,578
20
332
521
0
23,533
Fall
2005
11,540
10,308
8
404
434
0
22,694
Percent
Out of State
Non US Citizen
Unknown Residency
Total
Fall
2004
51.3%
44.9%
0.1%
1.4%
2.2%
0.0%
100.0%
Fall
2005
50.9%
45.4%
0.0%
1.8%
1.9%
0.0%
100.0%
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Out of State
OCC Student Enrollment by Legal Residency Status
Fall 2004 - Fall 2014
Fall
Fall
Fall
Fall
2006
2007
2008
2009
11,871
12,786
12,167
11,719
10,274
11,016
10,288
10,624
3
7
1,486
2,376
428
510
483
514
495
596
679
714
0
0
12
0
23,071
24,915
25,115
25,947
Fall
2006
51.5%
44.5%
0.0%
1.9%
2.1%
0.0%
100.0%
Fall
2007
51.3%
44.2%
0.0%
2.0%
2.4%
0.0%
100.0%
Fall
2008
48.4%
41.0%
5.9%
1.9%
2.7%
0.0%
100.0%
Fall
2009
45.2%
40.9%
9.2%
2.0%
2.8%
0.0%
100.0%
Fall
2012
Non US Citizen
Fall
2014
Unknown Residency
Fall
2010
11,093
10,446
1,880
504
705
0
24,628
Fall
2011
10,609
10,219
1,423
217
677
0
23,145
Fall
2012
9,867
9,579
975
338
652
0
21,411
Fall
2013
10,720
10,230
0
411
773
0
22,134
Fall
2014
10,292
10,212
1
419
966
0
21,890
Fall
2010
45.0%
42.4%
7.6%
2.0%
2.9%
0.0%
100.0%
Fall
2011
45.8%
44.2%
6.1%
0.9%
2.9%
0.0%
100.0%
Fall
2012
46.1%
44.7%
4.6%
1.6%
3.0%
0.0%
100.0%
Fall
2013
48.4%
46.2%
0.0%
1.9%
3.5%
0.0%
100.0%
Fall
2014
47.0%
46.7%
0.0%
1.9%
4.4%
0.0%
100.0%
Source: OCC MIS Census Data, Fall 2004-Fall 2014
* Students with 'California Resident - Unknown Zip' were omitted from denominator when calculating the percentages of students' residency status
12
Fall
2013
Atlas 2014-2015
I.3 Student Enrollment by District Boundaries
Based on physical residency (where the student actually lives while attending OCC), the majority of our
students live in cities within the district boundaries. Out of district enrollment has been steadily increasing
since the mid-2000’s and stands at 49.7% in fall 2014. Due to a change in district data systems, a large number
of students with unreported zip codes was observed from fall 2008 through fall 2012. In order to maintain
continuity of data trends by percentages, unknown zip code data are excluded in the percent calculations
below. Excluding unknown zip codes, the percent of students within district is 50.3% in fall 2014.
OCC Student Enrollment by District Boundaries (Zip Codes)
50.3%
50.7%
50.6%
51.0%
52.0%
49.0%
49.7%
49.3%
49.4%
49.0%
48.0%
Fall
2012
Fall
2013
Fall
2011
10,917
10,655
1,573
23,145
Fall
2012
10,350
10,056
1,005
21,411
Fall
2013
11,289
10,843
2
22,134
Fall
2014
11,002
10,885
3
21,890
Fall
2011
50.6%
49.4%
n/a
100.0%
Fall
2012
50.7%
49.3%
n/a
100.0%
Fall
2013
51.0%
49.0%
n/a
100.0%
Fall
2014
50.3%
49.7%
n/a
100.0%
46.2%
46.3%
46.2%
46.0%
46.8%
48.0%
46.3%
Percent
50.0%
51.0%
53.8%
53.7%
53.8%
53.1%
52.0%
53.6%
54.0%
44.0%
42.0%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Within District
Number
Within District
Outside District
Unknown Zip
Total
Fall
2004
12,616
10,891
26
23,533
Percent
Within District
Outside District
Unknown Zip
Total
Fall
2004
53.6%
46.3%
0.1%
100.0%
Fall
2010
Fall
2011
Outside District
OCC Student Enrollment by Zip Code (Within/Outside District Boundaries)
Fall 2004 - Fall 2014
Fall
Fall
Fall
Fall
Fall
Fall
2005
2006
2007
2008
2009
2010
12,049
12,413
13,381
12,542
11,977
11,296
10,629
10,648
11,519
10,771
11,048
10,859
16
10
15
1,802
2,922
2,473
22,694
23,071
24,915
25,115
25,947
24,628
Fall
2005
53.1%
46.8%
0.1%
100.0%
Fall
2006
53.8%
46.2%
0.0%
100.0%
Fall
2014
Fall
2007
53.7%
46.3%
n/a
100.0%
Fall
2008
53.8%
46.2%
n/a
100.0%
Fall
2009
52.0%
48.0%
n/a
100.0%
Fall
2010
51.0%
49.0%
n/a
100.0%
NOTE: Data reflects where students actually live rather than legal residency.
*Percentages of within and outside district figures were adjusted when omitting the 'Unknown Zip' student counts from the cumulative total.
13
Atlas 2014-2015
I.4 OCC Students’ City of Residence
The percent of students living within CCCD’s service area has declined over the past ten years from 53.6% (fall
2004) to 50.3% (fall 2014). The percentage of students residing in Orange County but out of district has
remained relatively consistent, 38.9% in fall 2004 and 38.5% in fall 2014. Students who do not reside in Orange
County increased from 7.4% in fall 2004 to 11.3% in fall 2014. Unknown zip codes represented a small
percentage of the data with the exception of the period fall 2008 - fall 2012, when there was a transition in
district data systems.
3
Number
Fall
2004
Within District (All Cities)
Costa Mesa
3,652
Fountain Valley
1,350
Garden Grove
1,615
Huntington Beach
3,318
Newport Beach
1,362
Seal Beach
84
Westminster
1,133
Other CCCD
102
Total-Within District
12,616
Outside District (Over 500 Students Enrolled)
Anaheim
755
Irvine
1,865
Orange
615
Santa Ana
2,909
Tustin
604
Other Orange County
2,399
Total-Outside District (OC)
9,147
Total-Not in OC
1,744
Unknown Zip Code
26
Total-All Enrollments
23,533
Fall
Percent
2004
Within District (All Cities)
Costa Mesa 15.5%
Fountain Valley
5.7%
Garden Grove
6.9%
Huntington Beach 14.1%
Newport Beach
5.8%
Seal Beach
0.4%
Westminster
4.8%
Other CCCD
0.4%
Total-Within District
53.6%
Outside District (Over 500 Students Enrolled)
Anaheim
3.2%
Irvine
7.9%
Orange
2.6%
Santa Ana 12.4%
Tustin
2.6%
Other Orange County 10.2%
Total-Outside District (OC)
38.9%
Total-Not in OC
7.4%
Unknown Zip Code
0.1%
Total-All Enrollments
100.0%
Fall
2005
OCC Student Enrollment by City of Residence
Fall
Fall
Fall
Fall
2006
2007
2008
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
3,638
1,236
1,577
3,074
1,267
75
1,085
97
12,049
3,625
1,337
1,547
3,266
1,311
70
1,167
90
12,413
3,894
1,389
1,694
3,574
1,390
89
1,251
100
13,381
3,513
1,340
1,587
3,336
1,290
80
1,292
104
12,542
3,227
1,264
1,631
3,185
1,293
58
1,209
110
11,977
3,043
1,179
1,665
2,983
1,121
64
1,150
91
11,296
3,002
1,120
1,701
2,795
987
55
1,166
91
10,917
2,835
1,068
1,613
2,653
882
60
1,143
96
10,350
3,168
1,148
1,780
2,849
952
55
1,239
98
11,289
3,128
1,138
1,743
2,738
896
61
1,195
103
11,002
755
1,831
496
2,711
568
2,314
8,675
1,954
16
22,694
Fall
2005
679
1,876
494
2,714
496
2,371
8,630
2,018
10
23,071
Fall
2006
767
2,017
488
2,773
566
2,638
9,249
2,270
15
24,915
Fall
2007
746
1,684
455
2,495
530
2,493
8,403
2,368
1,802
25,115
Fall
2008*
807
1,613
505
2,589
512
2,611
8,637
2,411
2,922
25,947
Fall
2009*
850
1,421
519
2,645
537
2,381
8,353
2,506
2,473
24,628
Fall
2010*
833
1,358
476
2,713
503
2,358
8,241
2,414
1,573
23,145
Fall
2011*
803
1,253
463
2,754
464
2,115
7,852
2,204
1,005
21,411
Fall
2012*
848
1,308
451
3,105
474
2,542
8,728
2,115
2
22,134
Fall
2013
866
1,266
459
3,240
472
2,117
8,420
2,465
3
21,890
Fall
2014
16.0%
5.4%
6.9%
13.5%
5.6%
0.3%
4.8%
0.4%
53.1%
15.7%
5.8%
6.7%
14.2%
5.7%
0.3%
5.1%
0.4%
53.8%
15.6%
5.6%
6.8%
14.3%
5.6%
0.4%
5.0%
0.4%
53.7%
15.1%
5.7%
6.8%
14.3%
5.5%
0.3%
5.5%
0.4%
53.8%
14.0%
5.5%
7.1%
13.8%
5.6%
0.3%
5.3%
0.5%
52.0%
13.7%
5.3%
7.5%
13.5%
5.1%
0.3%
5.2%
0.4%
51.0%
13.9%
5.2%
7.9%
13.0%
4.6%
0.3%
5.4%
0.4%
50.6%
13.9%
5.2%
7.9%
13.0%
4.3%
0.3%
5.6%
0.5%
50.7%
14.3%
5.2%
8.0%
12.9%
4.3%
0.2%
5.6%
0.4%
51.0%
14.3%
5.2%
8.0%
12.5%
4.1%
0.3%
5.5%
0.5%
50.3%
3.3%
8.1%
2.2%
11.9%
2.5%
10.2%
38.2%
8.6%
0.1%
100.0%
2.9%
8.1%
2.1%
11.8%
2.1%
10.3%
37.4%
8.7%
0.0%
100.0%
3.1%
8.1%
2.0%
11.1%
2.3%
10.6%
37.1%
9.1%
0.1%
100.0%
3.2%
7.2%
2.0%
10.7%
2.3%
10.7%
36.0%
10.2%
n/a
100.0%
3.5%
7.0%
2.2%
11.2%
2.2%
11.3%
37.5%
10.5%
n/a
100.0%
3.8%
6.4%
2.3%
11.9%
2.4%
10.7%
37.7%
11.3%
n/a
100.0%
3.9%
6.3%
2.2%
12.6%
2.3%
10.9%
38.2%
11.2%
n/a
100.0%
3.9%
6.1%
2.3%
13.5%
2.3%
10.4%
38.5%
10.8%
n/a
100.0%
3.8%
5.9%
2.0%
14.0%
2.1%
11.5%
39.4%
9.6%
0.0%
100.0%
4.0%
5.8%
2.1%
14.8%
2.2%
9.7%
38.5%
11.3%
0.0%
100.0%
* Students with 'California Resident - Unknown Zip' were omitted from denominator when calculating the percentages for OCC students' cities of residence.
14
Atlas 2014-2015
I.5 Orange County High School Graduates
Projections of Education Statistics to 20221 is projecting a minimal to no growth of high school graduates in
California from 2012-13 to 2022-23. About 16% of Orange Coast College’s students each semester are firsttime freshman (recent high school graduates or not a transfer from another college). Logically, the number of
high school graduates each year impacts enrollment trends at OCC. The major high school districts (within
CCCD district) that feed into OCC are Huntington Beach Union, Newport-Mesa Unified and Garden Grove
Unified. The major high school districts sending students to OCC outside the CCCD boundaries are Santa Ana
Unified and Irvine Unified. The number of graduates has been increasing over the past ten years, though
recent trends show only moderate growth.
OC High School Graduates Within OCC District
4,000
Number of Graduates
3,500
3,000
2,500
2,000
1,500
1,000
500
0
2004
2005
2006
2007
Huntington Beach Unified
Within District
Garden Grove Unified
Newport-Mesa Unified
Huntington Beach Unified
Outside District
Santa Ana Unified
Irvine Unified
2004
2,592
1,214
2,989
2004
2,670
1,823
2008
2009
Garden Grove Unified
2010*
2011
2012
2013
2014
2012
3,388
1,650
3,590
2012
3,154
2,132
2013
3,452
1,617
3,444
2013
3,237
2,133
Newport-Mesa Unified
Graduating Classes - Selected California High School Districts
2004 - 2014
2005
2006
2007
2008
2009
2010*
2,670
2,792
2,803
2,886
3,226
3,232
1,402
1,350
1,336
1,473
1,465
1,563
3,044
3,097
3,154
3,336
3,388
3,405
2005
2006
2007
2008
2009
2010
2,903
2,262
2,258
2,404
2,856
2,797
1,887
2,062
2,038
2,160
2,144
2,179
2011
3,384
1,626
3,496
2011
3,124
2,124
2014
3,275
1,539
3,674
2014
3,320
2,042
Source: California Department of Education DataQuest Graduation Rates Report
*There was a change in how the cohort data was reported in 2009-10. Data from 2009-10 cannot be compared to subsequent years.
Huntington Beach Union High School District
Coast High
Huntington Beach Alternative
Ocean View High
Newport-Mesa Unified School District
Back Bay
Early College High
Monte Vista High
Garden Grove Unified School District
Bolsa Grande High
Marie L. Hare (Continuation)
Santiago High
Edison High
Huntington Beach High
Westminster High
Fountain Valley High
Marina High
Valley Vista High
Corona Del Mar High
Estancia High
Orange Coast Middle College High
Costa Mesa High
Newport Harbor High
La Quinta High
Pacifica High
Los Amigos High
Rancho Alamitos High
Garden Grove High
1
Hussar, W.J., and Bailey, T.M. (2013). Projections of Education Statistics to 2022 (NCES 2014-051). U.S. Department of
Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2014/2014051.pdf
15
Atlas 2014 – 2015
I.6 Orange County Unemployment Rates
A comparison of Orange County’s unemployment rate and OCC enrollment trends show that enrollment trends
remained relatively stable despite increases in unemployment rates, until 2010, when enrollment began to
decline parallel to unemployment rates. Enrollment declines in 2008 and 2010-2012 correspond to decreases
in class sections and seats available because of budget reductions. However fall 2013 shows an increase in OCC
enrollments, reflecting increased funding to meet statewide growth targets despite. Fall 2014 enrollment
decreased slightly from the term prior, commiserate with a decline in the unemployment rate.
6B
28,000
26,000
24,000
22,000
20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
25,947
23,533
22,694
23,071
23,831
23,115
24,628
12.0%
23,145
21,411
9.0%
22,134
21,890
9.6%
8.0%
8.7%
7.6%
6.0%
6.2%
5.3%
4.0%
5.5%
4.50%
3.7%
3.4%
Fall 2005
Fall 2006
10.0%
4.0%
2.0%
OC Unemployment Rate
OCC Enrollment
OC Unemployment and OCC Enrollment Trends
0.0%
Fall 2004
Fall 2007
Fall 2008
Fall 2009
Fall 2010
OCC Enrollment at Census
OCC Enrollment at Census
OC Unemployment Rate (Full Year)
Fall 2004
23,533
4.0%
Fall 2005
22,694
3.7%
Fall 2006
23,071
3.4%
Fall 2011
Fall 2012
Fall 2013
Fall 2014
OC Unemployment Rate (Full Year)
Fall 2007
23,831
4.50%
Fall 2008
23,115
5.3%
- 16 -
Fall 2009
25,947
9.0%
Fall 2010
24,628
9.6%
Fall 2011
23,145
8.7%
Fall 2012
21,411
7.6%
Fall 2013
22,134
6.2%
Fall 2014
21,890
5.5%
Atlas 2014 – 2015
I.7 Links to Economic and Education Information
7B
Labor Market
OC Occupations with largest growth and most openings & declines
http://www.labormarketinfo.edd.ca.gov/data/employment-projections.html#Long
State and County Employment Wage Estimates
http://www.bls.gov/data/home.htm
California Labor Market Information
http://www.labormarketinfo.edd.ca.gov/
Earnings for California Community College Graduates
http://salarysurfer.cccco.edu/SalarySurfer.aspx
LaunchBoard: Credential Attainment, Employment Outcomes, and Labor Market Information for California
Community College Students
https://www.calpassplus.org/user/login.aspx?ReturnUrl=%2fLaunchboard%2fSnapshot.aspx
(Available to employees of California community colleges, participating institutions in CCPT consortia, and
Chancellor’s Office grantees)
Community College Job Outlook
http://www.labormarketinfo.edd.ca.gov/commcolleges/
National Occupation Outlook Handbook
http://www.bls.gov/oco
US Census Data
Census 2010 Data and current population estimates
http://www.census.gov/2010census/
K-12 Resources
California High School Information and Performance Data (state, district and school level)
http://www.ed-data.org/
Community College Resources
CCCCO MIS Data Mart (enrollment and demographics by CCC district)
http://datamart.cccco.edu/
State Chancellor’s Office
https://misweb.cccco.edu/perkins/Core_Indicator_Reports/Default.aspx
Student Success Scorecard
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=833
Four Year Resources
CSU Academic Performance Reports
http://asd.calstate.edu/performance/index.shtml
UC Community College Transfer Information
http://universityofcalifornia.edu/infocenter/admissions-source-school
- 17 -
Atlas 2014 – 2015
Other Related Resources
Digest of Education Statistics - US Department of Education
http://nces.ed.gov/programs/digest/
Condition of Education 2014 Version – US Department of Education
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014083
Projections of Education Statistics to 2022
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014051
- 18 -
Atlas 2014 – 2015
II. Student and Enrollment Trends
II.1 OCC Headcount and Enrollment Trends
Headcount enrollment represents the total number of students attending OCC (i.e., each student
counted only once). Seat count enrollment represents the total number of courses in which students
were enrolled. In fall 2013, both headcount and seat count enrollment increased for the first time in 4
years (headcount by 3.4% and seat count by 3.9%), but dipped slightly again in fall 2014. Increases
observed were due to an increase in course sections offered and student demand. For the 2014-2015
academic year, the overall enrollment and seat count remained steady, with an increase/decrease of
less than one percent from 2013-2014.
OCC Overall Headcount and Enrollment Trends
90,000
Number Enrolled
80,000
70,000
71,520
60,000
77,688
75,299
74,935
69,259
67,270
65,700
66,127
23,533
22,694
23,071
24,915
25,115
25,947
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
64,166
66,700
65,658
50,000
40,000
30,000
20,000
25,033
23,144
21,411
22,134
21,890
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
10,000
0
Headcount Enrollment
Seat Count Enrollment
OCC Headcount and Seat Count Enrollments
First Census, Credit Courses
Fall 2004 - Fall 2014
Number
Headcount Enrollment
% Change (prior fall)
Seat Count Enrollment
% Change (prior fall)
Average Class Size
Fall
2004
23,533
67,270
37.4
Fall
2005
22,694
-3.6%
65,700
-2.3%
Fall
2006
23,071
1.7%
66,127
0.6%
Fall
2007
24,915
8.0%
71,520
8.2%
Fall
2008
25,115
0.8%
75,299
5.3%
Fall
2009
25,947
3.3%
77,688
3.2%
Fall
2010
25,033
-3.5%
74,935
-3.5%
Fall
2011
23,144
-7.5%
69,259
-7.6%
Fall
2012
21,411
-7.5%
64,166
-7.4%
Fall
2013
22,134
3.4%
66,700
3.9%
Fall
2014
21,890
-1.1%
65,658
-1.6%
36.2
34.1
36.9
36.4
39.4
40.5
42.0
40.5
38.0
37.7
148,327
147,213
Source: OCC MIS Student Enrollment data, Fall 2003-Fall 2014; Enstat data, Fall 2004 - Fall 2007, Banner data Fall 2008 - 2014
OCC Overall Headcount and Enrollment Trends
200,000
180,000
176,348
Number Enrolled
160,000
140,000
158,253
153,292
176,402
176,144
172,406
158,857
153,947
120,000
131,254
100,000
80,000
60,000
40,000
20,000
32,198
30,831
32,663
36,113
35,365
34,201
31,959
29,851
27,057
28,632
28,812
2004/05
2005/06
2006/07
2007/08
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
2012/13
27,057
-10.3%
131,254
-17.3%
2013/14
28,632
5.5%
148,327
11.5%
0
Headcount Enrollments
Number
Headcount Enrollments
Percent change from prior year
Seat Count Enrollments
Percent change from prior year
2004/05
32,198
158,253
2005/06
30,831
-4.4%
153,292
-3.2%
Seat Count Enrollments
OCC Headcount Enrollment by Academic Year
2004/05 - 2014/15
2006/07
2007/08
2008/09
2009/10
32,663
36,113
35,365
34,201
5.6%
9.6%
-2.1%
-3.4%
158,857
176,348
176,144
176,402
3.5%
9.9%
-0.1%
0.1%
Source: OCC MIS Student Basic Data, 2014-2015
NOTE: Academic year data was calculated based on prior summer, fall and spring semesters.
- 21 -
2010/11
31,959
-7.0%
172,406
-2.3%
2011/12
29,851
-7.1%
153,947
-12.0%
2014/15
28,812
0.6%
147,213
-0.8%
Atlas 2014 – 2015
II.2 OCC Credit FTES Generated Within the Fiscal Years
OCC credit FTES (resident and non-resident FTES combined) generated has fluctuated over the past 10
years. Variances in summer FTES can be due to sections offered or the district’s flexibility in reporting
summer semester FTES across multiple fiscal years. As a result these numbers reflect the FTES submitted
to the State Chancellor’s Office rather than actual FTES generated in summer terms. The observed
declines since the college’s ten year high in 2007-2008 are partially masked by the large increases in
section/course fill rates. As the state budget decline has reversed, more sections were offered in 201314 and an increase in FTES resulted. The large increase in 2013-2014 summer FTES is due to 727.78 FTES
claimed for summer 2013 and 445.81 FTES claimed for summer 2014 to meet growth targets. In 201415, FTES increased by 1.43% for primary terms from the prior year.
10B
OCC Credit FTES Generated Within the Fiscal Years: 2004/2005 - 2014/2015
25,000
FTES Generated
20,000
15,000
10,000
5,000
0
2004/
2005
2005/
2006
2006/
2007
2007/
2008
2008/
2009
2009/
2010
Primary Terms (Fall & Spring)
2010/
2011
2011/
2012
2012/
2013
2013/
2014
2014/
2015
Summer
OCC Credit Generated Within the Fiscal Years
2004/2005 - 2014/2015
2004/
2005
Number
Primary Terms (Fall & Spring)
16,618.67
% Change (Prior Year)
Summer
741.26
% Change (Prior Year)
Total Credit FTES
17,359.93
2005/
2006
2006/
2007
2007/
2008
2008/
2009
2009/
2010
2010/
2011
2011/
2012
2012/
2013
2013/
2014
2014/
2015
16,054.50
-3.39%
85.02
-88.53%
16,139.52
17,373.88
8.22%
704.81
728.99%
18,078.69
18,744.51
7.89%
1,419.55
101.41%
20,164.06
18,287.90
-2.44%
1,299.34
-8.47%
19,587.24
18,276.09
-0.06%
941.44
-27.54%
19,217.53
19,059.60
4.29%
575.50
-38.87%
19,635.10
17,910.56
-6.03%
523.95
-8.96%
18,434.51
16,148.27
-9.84%
230.73
-55.96%
16,379.00
16,571.08
2.62%
1,173.59
408.64%
17,744.67
16,808.65
1.43%
404.85
-65.50%
17,213.50
Source: Di s tri ct 320 Report
- 22 -
Atlas 2014 – 2015
II.3 Ethnicity
OCC’s Hispanic student population represents the largest ethnic student group at OCC and has displayed
the largest increase of any group since fall 2004. Hispanic/Latino students accounted for 18.1% of all
students in fall 2004 compared to 33.9% in fall 2014. White/Non-Hispanic students have almost
equivalent numbers to Hispanic/Latino students in fall 2014 (33.8%), but this group has shown the
largest decline among any other ethnic group since fall 2004 (decrease of 14.4%). The Asian/Pacific
Islander and Native American student populations have experienced declines since fall 2004 (-3.8% and
-0.5%, respectively). The African American student population has remained relatively constant over the
past ten years and stood at 1.6% in fall 2014.
11B
OCC Students by Ethnicity at First Census
50%
45%
40%
Percent Of
35%
30%
25%
20%
15%
10%
5%
0%
Fall
2004
White/Non-Hispanic
Fall
2005
Fall
2006
Fall
2007
Fall*
2008
Hispanic/Latino
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
American Indian or Alaska Native
Fall
2014
Unknown/Other
OCC Students by Ethnicity at First Census
Fall 2004 - Fall 2014
Number
Hispanic/Latino
White/Non-Hispanic
Two or More Races**
Unknown/Other
Total Enrollments
Fall
2004
405
5,991
4,259
159
11,350
N/A
1,369
23,533
Fall
2005
418
5,894
4,256
132
10,420
N/A
1,574
22,694
Fall
2006
415
5,976
4,282
150
10,319
N/A
1,929
23,071
Fall
2007
430
6,346
4,740
158
10,833
N/A
2,408
24,915
Fall*
2008
466
6,453
4,838
169
10,572
N/A
2,617
25,115
Fall
2009
435
6,560
5,667
141
10,849
491
1,804
25,947
Fall
2010
403
6,370
6,309
103
10,191
737
920
25,033
Fall
2011
366
5,431
6,494
82
8,759
796
1,216
23,144
Fall
2012
317
4,753
6,534
62
7,616
780
1,349
21,411
Fall
2013
379
4,886
7,192
53
7,606
896
1,122
22,134
Fall
2014
350
4,747
7,420
52
7,389
929
1,003
21,890
Percent
Hispanic/Latino
White/Non-Hispanic
Two or More Races**
Unknown/Other
Total Enrollments
Fall
2004
1.7%
25.5%
18.1%
0.7%
48.2%
N/A
5.8%
100.0%
Fall
2005
1.8%
26.0%
18.8%
0.6%
45.9%
N/A
6.9%
100.0%
Fall
2006
1.8%
25.9%
18.6%
0.7%
44.7%
N/A
8.4%
100.0%
Fall
2007
1.7%
25.5%
19.0%
0.6%
43.5%
N/A
9.7%
100.0%
Fall*
2008
1.9%
25.7%
19.3%
0.7%
42.1%
N/A
10.4%
100.0%
Fall
2009
1.7%
25.3%
21.8%
0.5%
41.8%
1.9%
7.0%
100.0%
Fall
2010
1.6%
25.4%
25.2%
0.4%
40.7%
2.9%
3.7%
100.0%
Fall
2011
1.6%
23.5%
28.1%
0.4%
37.8%
3.4%
5.3%
100.0%
Fall
2012
1.5%
22.2%
30.5%
0.3%
35.6%
3.6%
6.3%
100.0%
Fall
2013
1.7%
22.1%
32.5%
0.2%
34.4%
4.0%
5.1%
100.0%
Fall
2014
1.6%
21.7%
33.9%
0.2%
33.8%
4.2%
4.6%
100.0%
Source: OCC MIS Student Enrollment data, Fall 2004-Fall 2014
**Starting Summer 2009 California began using the Federal ethnic definitions.
- 23 -
Atlas 2014 – 2015
II.4 Age
Younger students (under 25) are the largest group of OCC students. In fall 2004, students under 25
comprised 70.2% of the OCC student population. While the under 25 group reached an all-time high of
73.1% in fall 2012, it was mainly due to the large increase in the 21-24 group, whose number has
continued to increase since 2010. The Under 21 group decreased within the same time period from
48.6% in fall 2010 to 42.5% in fall 2014. Based on projection data, the overall increase in younger
student enrollment is expected to continue. Over the past year, the number of students in the other age
groups (25 and older) remained relatively consistent. As a result, the average age of our students
remains approximately 24.5 years old.
12B
OCC Students by Age Group at First Census
50.0%
45.0%
40.0%
Percent Of
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Fall
2004
Fall
2005
Fall
2006
Under 21
Fall
2007
Fall
2008
21-24
Fall
2009
25-30
31-40
41-50
Fall
2010
51-54
Fall
2011
Fall
2012
Fall
2013
Fall
2014
55 and Older
OCC Students by Age at First Census
Fall 2004 - Fall 2014
Number
Under 21
21-24
25-30
31-40
41-50
51-54
55 and Older
Total Enrollments
Average Age (in years)
Percent
Under 21
21-24
25-30
31-40
41-50
51-54
55 and Older
Total Enrollments
Fall
2004
10,642
5,874
2,883
2,042
1,302
310
480
23,533
Fall
2005
10,468
5,728
2,707
1,873
1,172
301
445
22,694
Fall
2006
10,367
5,851
2,844
1,913
1,208
324
564
23,071
Fall
2007
11,116
6,073
3,292
2,026
1,386
368
654
24,915
Fall
2008
11,624
5,972
3,337
1,880
1,337
386
579
25,115
Fall
2009
12,120
6,085
3,532
1,945
1,260
385
620
25,947
Fall
2010
12,155
5,742
3,360
1,793
1,148
338
497
25,033
Fall
2011
10,723
5,902
3,163
1,664
971
307
414
23,144
Fall
2012
9,686
5,958
2,902
1,433
828
242
362
21,411
Fall
2013
9,645
6,297
3,166
1,574
789
255
408
22,134
21,890
26.1
25.2
24.9
25.3
25.5
25.1
24.7
24.8
24.6
24.4
24.6
Fall
2004
45.2%
25.0%
12.3%
8.7%
5.5%
1.3%
2.0%
100.0%
Fall
2005
46.1%
25.2%
11.9%
8.3%
5.2%
1.3%
2.0%
100.0%
Fall
2006
44.9%
25.4%
12.3%
8.3%
5.2%
1.4%
2.4%
100.0%
Fall
2007
44.6%
24.4%
13.2%
8.1%
5.6%
1.5%
2.6%
100.0%
Fall
2008
46.3%
23.8%
13.3%
7.5%
5.3%
1.5%
2.3%
100.0%
Fall
2009
46.7%
23.5%
13.6%
7.5%
4.9%
1.5%
2.4%
100.0%
Fall
2010
48.6%
22.9%
13.4%
7.2%
4.6%
1.4%
2.0%
100.0%
Fall
2011
46.3%
25.5%
13.7%
7.2%
4.2%
1.3%
1.8%
100.0%
Fall
2012
45.2%
27.8%
13.6%
6.7%
3.9%
1.1%
1.7%
100.0%
Fall
2013
43.6%
28.4%
14.3%
7.1%
3.6%
1.2%
1.8%
100.0%
Fall
2014
42.5%
29.1%
14.5%
7.3%
3.6%
1.0%
1.9%
100.0%
*Fall 2011 data has been reviewed and updated, May 29, 2014
- 24 -
Fall
2014
9,312
6,374
3,177
1,607
793
214
413
Atlas 2014 – 2015
II.5 Gender
Fall 2006 marked the first time in the past 10 years where the male and female populations at OCC were
even. Prior to that time, females were the majority group. Male students made up the majority of OCC’s
students in fall 2014 (52.3%). The percent of females has decreased from 50.4% in fall 2004 to 47.7% by
fall 2014. Unknown students were omitted from the percent calculations from fall 2008 onward due to
the district’s transition to our district data system. Between 2001 and 2011 the national trend has
shown the number of female students growing at a faster pace than the number of male students.2
14B
OCC Students by Gender
100%
Percent Of
52.3%
51.9%
51.3%
51.5%
51.3%
50.8%
50.6%
50.2%
49.8%
70%
49.7%
80%
49.6%
90%
60%
50%
Fall
2010
Fall
2011
Fall
2012
47.7%
Fall
2009
48.1%
48.7%
Fall
2007
48.5%
Fall
2006
48.7%
Fall
2005
49.2%
49.8%
Fall
2004
49.4%
50.2%
20%
50.3%
30%
50.4%
40%
Fall
2013
Fall
2014
10%
0%
Fall
2008
Female
Male
OCC Students by Gender
Fall 2004 - Fall 2014
Number
Female
Male
Unknown
Total Enrollments
Percent
Female
Male
Unknown
Total Enrollments
Fall
2004
11839
11635
59
23,533
Fall
2005
11,387
11,267
40
22,694
Fall
2006
11,558
11,464
49
23,071
Fall
2007
12,371
12,473
71
24,915
Fall
2008
12,227
12,509
379
25,115
Fall
2009
12,529
12,922
496
25,947
Fall
2010
11,820
12,467
746
25,033
Fall
2011
10,870
11,524
732
23,126
Fall
2012
10,248
10,807
356
21,411
Fall
2013
10,577
11,411
146
22,134
Fall
2014
10,373
11,376
141
21,890
Fall
2004
50.4%
49.6%
0.3%
100.0%
Fall
2005
50.3%
49.7%
0.2%
100.0%
Fall
2006
50.2%
49.8%
0.2%
100.0%
Fall
2007
49.8%
50.2%
0.3%
100.0%
Fall
2008
49.4%
50.6%
1.5%
100.0%
Fall
2009
49.2%
50.8%
1.9%
100.0%
Fall
2010
48.7%
51.3%
3.0%
100.0%
Fall
2011
48.5%
51.5%
3.2%
100.0%
Fall
2012
48.7%
51.3%
1.7%
100.0%
Fall
2013
48.1%
51.9%
0.7%
100.0%
Fall
2014
47.7%
52.3%
0.6%
100.0%
Unknown students were omitted from denominator when calculating the percentages of student gender.
2
U.S. Department of Education, National Center for Education Statistics. (2013). Digest of Education Statistics, 2012 (NCES
2014-015), Chapter 3. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=98
- 25 -
Atlas 2014 – 2015
II.6 Admission Status
From fall 2004 to fall 2010, the percentage of students identifying themselves as first time students was
relatively stable at approximately 18.5%. In fall 2011 first time students decreased 3% from the year
prior and then temporarily rose and fell until finally decreasing to 15.0% in fall 2014. Fall 2011 showed
differing trends from previous years in other student groups, too. The increase in continuing students
was balanced by declines in student groups without priority registration, such as first-time transfers and
returning students. In fall 2012, these trends began to reverse with higher enrollment in first-time
transfers. Fall 2008 and fall 2009 data have been omitted at this time due to a transition in our district
data systems.
15B
OCC Students by Enrollment Status at First Census
70.0%
60.0%
Percent Of
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall
2004
Fall
2005
1st Time Student
Fall
2006
Fall
2007
1st Time Transfer
Fall
2008*
Fall
2009*
Returning Student
Fall
2010
Continuing Student
Fall
2011
N/A (K-12)
Fall
2012
Fall
2013
Fall
2014
Unknown/Unreported
OCC Students by Enrollment Status at First Census
Fall 2004 - Fall 2014
Number
1st Time Student
1st Time Transfer
Returning Student
Continuing Student
N/A (K-12)
Unknown/Unreported
Total Enrollments
Fall
2004
4,333
3,406
2,687
12,863
244
0
23,533
Fall
2005
4,129
3,280
2,716
12,306
263
0
22,694
Fall
2006
4,248
3,512
3,029
12,046
236
0
23,071
Fall
2007
4,658
3,820
3,258
12,841
338
0
24,915
Fall
2008*
Fall
2009*
Fall
2010
4,712
3,716
3,613
12,760
71
161
25,033
Fall
2011
3,650
2,533
2,370
14,505
62
24
23,144
Fall
2012
3,828
3,928
2,129
11,490
33
3
21,411
Fall
2013
3,515
3,678
1,822
12,959
153
7
22,134
Fall
2014
3,280
3,406
2,574
12,579
8
43
21,890
Percent
1st Time Student
1st Time Transfer
Returning Student
Continuing Student
N/A (K-12)
Unknown/Unreported
Total Enrollments
Fall
2004
18.4%
14.5%
11.4%
54.7%
1.0%
0.0%
100.0%
Fall
2005
18.2%
14.5%
12.0%
54.2%
1.2%
0.0%
100.0%
Fall
2006
18.4%
15.2%
13.1%
52.2%
1.0%
0.0%
100.0%
Fall
2007
18.7%
15.3%
13.1%
51.5%
1.4%
0.0%
100.0%
Fall
2008*
Fall
2009*
Fall
2010
18.8%
14.8%
14.4%
51.0%
0.3%
0.6%
99.4%
Fall
2011
15.8%
10.9%
10.2%
62.7%
0.3%
0.1%
99.9%
Fall
2012
17.9%
18.3%
9.9%
53.7%
0.2%
0.0%
100.0%
Fall
2013
15.9%
16.6%
8.2%
58.5%
0.7%
0.0%
100.0%
Fall
2014
15.0%
15.6%
11.8%
57.5%
0.0%
0.2%
99.8%
*Data was not updated in Banner.
- 26 -
Atlas 2014 – 2015
II.7 Citizenship
US Citizens account for the majority of students enrolled. Over the past ten years, the percent of US
Citizens has decreased from 86.2% (fall 2004) to 82.8% (fall 2014). Due to the college’s
internationalization efforts, the percent of international students on student visas has more than tripled
in the past ten years from 1.7% in fall 2004 to 6.0% in fall 2014. The most noticeable decrease has
occurred with Permanent Resident Students who have decreased from 9.1% in fall 2004 to 8.1% in fall
2014. There have been issues with unreported data since fall 2008, due to a transition in our district
data systems. Unknown/unreported data have been omitted from the percent calculations beginning in
fall 2008. These data should be interpreted with caution. At the time of publication, missing data issues
were not resolved and the Office of Institutional Effectiveness is continuing to research this issue. For
more information, please contact the Office of Institutional Effectiveness.
C
OCC Students by Citizenship Status (Summary)
100%
90%
80%
70%
Percent
60%
50%
40%
30%
20%
10%
0%
Fall
2004
Fall
2005
Fall
2006
US Citizen
Fall
2007
Fall
2008
Fall
2009
Permanent Resident
Fall
2010
Student Visa
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Other Non US Citizen
OCC Students by Citizenship Status at First Census
Fall 2004 - Fall 2014
Number
US Citizen
Permanent Resident
Student Visa
Unknown
Total
Fall
2004
20,289
2,153
400
472
219
23,533
Fall
2005
19,729
1,931
366
432
236
22,694
Fall
2006
20,145
1,850
432
400
244
23,071
Fall
2007
21,753
1,961
537
416
248
24,915
Fall
2008
21,573
1,939
626
411
566
25,115
Fall
2009
21,320
1,940
686
416
1,585
25,947
Fall
2010
19,656
1,792
694
412
2,479
25,033
Fall
2011
17,270
1,626
654
392
3,202
23,144
Fall
2012
14,805
1,445
657
414
4,090
21,411
Fall
2013
14,422
1,351
770
481
5,110
22,134
Fall
2014
13,489
1,313
969
512
5,607
21,890
Percent
US Citizen
Permanent Resident
Student Visa
Unknown
Total
Fall
2004
86.2%
9.1%
1.7%
2.0%
0.9%
100.0%
Fall
2005
86.9%
8.5%
1.6%
1.9%
1.0%
100.0%
Fall
2006
87.3%
8.0%
1.9%
1.7%
1.1%
100.0%
Fall
2007
88.2%
7.9%
2.2%
1.7%
N/A
100.0%
Fall
2008
87.9%
7.9%
2.6%
1.7%
N/A
100.0%
Fall
2009
87.5%
8.0%
2.8%
1.7%
N/A
100.0%
Fall
2010
87.2%
7.9%
3.1%
1.8%
N/A
100.0%
Fall
2011
86.6%
8.2%
3.3%
2.0%
N/A
100.0%
Fall
2012
85.5%
8.3%
3.8%
2.4%
N/A
100.0%
Fall
2013
84.7%
7.9%
4.5%
2.8%
N/A
100.0%
Fall
2014
82.8%
8.1%
6.0%
3.1%
N/A
100.0%
Unknown students were omitted from denominator when calculating the percentages of student citizenship.
Other Non US Citizen are defined as Temporary Resident, Refugee, and Other Status.
- 27 -
Atlas 2014 – 2015
II.8 Educational Attainment
The majority of OCC students have earned a high school diploma or the equivalent (84.5% in fall 2014).
This percentage has increased 6.3% since fall 2004 (78.2%). Students holding a BA degree or higher
showed increases in the mid 2000’s, but began declining in fall 2010 to 6.8% by fall 2014. In fall 2004,
5.7% of OCC students held foreign certificates, and this percentage has decreased to 4.1% (fall 2014).
Data inconsistencies observed by the large number of unknown/unreported data and small number of
associate degree students in fall 2008 and fall 2009 were due to a migration in student data systems. As
a result, these data are not reported. Unknowns from fall 2010 onward were removed from percent
calculations. The data should be interpreted with caution. At the time of publication, missing data
issues were not resolved and the Office of Institutional Effectiveness is continuing to research this issue.
For more information, please contact the Office of Institutional Effectiveness.
8B
OCC Students by Educational Attainment (Summary)
100%
90%
80%
70%
Percent
60%
50%
40%
30%
20%
10%
0%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
High School Dipolma or Equivalent
Fall
2008
Foreign Certificate
Fall
2009
Associate Degree
Fall
2010
Fall
2011
BA or Higher
Fall
2012
Not a HS Grad
Fall
2013
Fall
2014
K-12 Enrolled
OCC Students by Educational Attainment
Fall 2004 - Fall 2014
Number
Foreign Certificate
Associate Degree
BA or Higher
Not a HS Grad
K-12 Enrolled
Unknown
Total
Fall
2004
18,401
1,338
866
2,045
599
244
40
23,533
Fall
2005
17,778
1,205
887
2,043
481
263
37
22,694
Fall
2006
17,798
1,117
1,128
2,288
475
236
29
23,071
Fall
2007
18,995
1,182
1,246
2,580
539
338
35
24,915
Fall
2008
Fall
2009
Fall
2010
19,811
524
906
2,000
453
71
1,268
25,033
Fall
2011
18,666
588
763
1,589
403
163
972
23,144
Fall
2012
16,648
637
638
1,168
301
33
1,986
21,411
Fall
2013
16,323
729
606
1,353
282
153
2,688
22,134
Fall
2014
16,532
809
593
1,325
262
43
2,326
21,890
Percent
Foreign Certificate
Associate Degree
BA or Higher
Not a HS Grad
K-12 Enrolled
Unknown
Total
Fall
2004
78.2%
5.7%
3.7%
8.7%
2.5%
1.0%
0.2%
100.0%
Fall
2005
78.3%
5.3%
3.9%
9.0%
2.1%
1.2%
0.2%
100.0%
Fall
2006
77.1%
4.8%
4.9%
9.9%
2.1%
1.0%
0.1%
100.0%
Fall
2007
76.2%
4.7%
5.0%
10.4%
2.2%
1.4%
0.1%
100.0%
Fall
2008
Fall
2009
Fall
2010
83.4%
2.2%
3.8%
8.4%
1.9%
0.3%
5.3%
100.0%
Fall
2011
84.2%
2.7%
3.4%
7.2%
1.8%
0.7%
4.4%
100.0%
Fall
2012
85.7%
3.3%
3.3%
6.0%
1.5%
0.2%
10.2%
100.0%
Fall
2013
83.9%
3.7%
3.1%
7.0%
1.5%
0.8%
13.8%
100.0%
Fall
2014
84.5%
4.1%
3.0%
6.8%
1.3%
0.2%
11.9%
100.0%
Unknown students were omitted from denominator when calculating the percentages of student educational attainment.
- 28 -
Atlas 2014 – 2015
II.9 OCC Assessment and Placement Testing – All Subjects
The distribution of OCC students eligible for college level coursework in all subjects is presented below.
Data represent students who took a placement test and then enrolled at OCC the same year. Students
identified as “below college level” are those students who took a placement test in reading, writing, or
math and assessed at the “below college level” in at least one of the subjects.
In fall 2008, 71.6% of incoming OCC students were underprepared for traditional college courses in at
least one subject area (reading, writing, or math). Over the last seven years, the percentage of
underprepared students has continued to increase and stood at 77.6% in fall 2014.
Percentage of Students Eligible for College Level Coursework in All Subjects
100%
90%
80%
Pecent
70%
60%
50%
40%
30%
20%
10%
0%
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
College Level
Number
College Level
Below College Level
Total
Percent
College Level
Below College Level
Total
Fall
2008
2,029
5,114
7,143
28.4%
71.6%
100.0%
Fall
2013
Below College Level
Students Eligible for College Level Coursework in All Subjects
Fall 2008 - Fall 2014Fall
Fall
Fall
Fall
2009
2010
2011
2012
2,015
1,655
1,470
1,280
5,412
4,456
4,359
3,592
7,427
6,111
5,829
4,872
27.1%
72.9%
100.0%
Fall
2014
27.1%
72.9%
100.0%
25.2%
74.8%
100.0%
Source: OCC a s s es s ment res ul ts from CAPP upl oa ds i nto Ba nner, Fa l l 2008-Fa l l 2014
Da ta s i nce fa l l 2008 pres ented for cons i s tency i n reporti ng a fter tra ns i ti on to Ba nner da ta s ys tem
- 29 -
26.3%
73.7%
100.0%
Fall
2013
1,066
3,771
4,837
Fall
2014
1,141
3,950
5,091
22.0%
78.0%
100.0%
22.4%
77.6%
100.0%
Atlas 2014 – 2015
II.10 OCC Assessment and Placement Testing - Writing
The distribution of composition, reading, and math placements for students at Orange Coast College are
presented in the tables below. Please note that these data reflect students who took a placement test
and then enrolled at OCC the same year. Although all students were included, the majority of students
(approximately 75%) were those age 19 or younger. Students who did not receive a placement were
excluded.
The percentage of students eligible for college-level writing has fluctuated slightly over the past seven
years. In fall 2008, 54.2% of OCC students placed at college level. The percent increased to 57.6% in fall
2009, only to decrease back to approximately 54.5% in fall 2011 and fall 2012 and has continued to
decline. Fall 2014 data show 50.1% of students eligible for college level writing. The percentage of
students who place into ESL courses has increased 3.7% since fall 2008. In fall 2014 approximately 10%
of applicants placed into ESL writing courses, and the majority of those students placed into ESL courses
3 or more levels below college level.
Percentage of Students Eligible for Writing Courses by College Level
70%
60%
Percent
50%
40%
30%
20%
10%
0%
Fall
2008
Fall
2009
Fall
2010
At College Level
Number
College Level
At College Level
Below College Level
1 Level Below (English)
1 Level Below (ESL)
2 Levels Below (English)
2 Levels Below (ESL)
3 or More Levels Below (ESL)
Total
Percent
College Level
At College Level
Below College Level
1 Level Below (English)
1 Level Below (ESL)
2 Levels Below (English)
2 Levels Below (ESL)
3 or More Levels Below (ESL)
Total
Fall
2008
Fall
2011
1 Level Below
Fall
2012
2 Levels Below
Fall
2013
Fall
2014
3 or More Levels Below
Students Eligible for Writing Courses by College Level
Fall 2008 - Fall 2014
Fall
Fall
Fall
2009
2010
2011
Fall
2012
Fall
2013
Fall
2014
3,335
3,743
3,000
2,783
2,319
2,215
2,212
1,897
0
543
98
277
6,150
1,859
0
536
90
266
6,494
1,625
1
370
112
235
5,343
1,610
0
385
86
243
5,107
1,275
0
373
64
208
4,239
1,274
0
392
89
266
4,236
1,380
0
390
120
313
4,415
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
54.2%
57.6%
56.1%
54.5%
54.7%
52.3%
50.1%
30.8%
0.0%
8.8%
1.6%
4.5%
100.0%
28.6%
0.0%
8.3%
1.4%
4.1%
100.0%
30.4%
0.0%
6.9%
2.1%
4.4%
100.0%
31.5%
0.0%
7.5%
1.7%
4.8%
100.0%
30.1%
0.0%
8.8%
1.5%
4.9%
100.0%
30.1%
0.0%
9.3%
2.1%
6.3%
100.0%
31.3%
0.0%
8.8%
2.7%
7.1%
100.0%
Source: OCC a s s es s ment res ul ts from CAPP upl oa ds i nto Ba nner
Note: Da ta ha ve been upda ted s i nce the 2012-13 Atl a s to better refl ect s tudents ta ki ng mul ti pl e pl a cement tes ts
- 30 -
Atlas 2014 – 2015
II.11 OCC Assessment and Placement Testing - Reading
Over the past seven years, the majority of students were eligible for college level reading courses
according to their placement test results. Data reflect students who took a placement test and then
enrolled at OCC the same year. Between fall 2008 and fall 2012, approximately 62% of students were
eligible for college level reading courses, with higher rates in 2009 and 2010 (65.5% and 64.1%,
respectively). Since 2012, the percentage has been declining and in fall 2014 59.0% received no
recommendation to take optional reading courses below college level.
Percentage of Students Eligible for Reading Courses by College Level
70%
60%
Percent
50%
40%
30%
20%
10%
0%
Fall
2008
Fall
2009
Fall
2010
College Level
Number
College Level
No Recommendation
Below College Level
1 Level Below
2 Levels Below
Total
Fall
2011
1 Level Below
Fall
2012
Fall
2013
Fall
2014
2 Levels Below
Fall
2008
Students Eligible for Reading Courses by College Level
Fall 2008 - Fall 2014
Fall
Fall
Fall
Fall
2009
2010
2011
2012
Fall
2013
Fall
2014
2,926
3,369
2,845
2,587
2,190
2,101
2,063
1,140
632
4,698
1,139
637
5,145
1,093
499
4,437
1,083
534
4,204
836
487
3,513
805
514
3,420
924
511
3,498
Fall
2012
Fall
2013
Fall
2014
62.3%
61.4%
59.0%
23.8%
13.9%
100.0%
23.5%
15.0%
100.0%
26.4%
14.6%
100.0%
Fall
Fall
Fall
Fall
Percent
2008
2009
2010
2011
College Level
No Recommendation
62.3%
65.5%
64.1%
61.5%
Below College Level
1 Level Below
24.3%
22.1%
24.6%
25.8%
2 Levels Below
13.5%
12.4%
11.2%
12.7%
Total
100.0%
100.0%
100.0%
100.0%
Source: OCC assessment results from CAPP uploads into Banner, Fall 2008-Fall 2014
Data since fall 2008 presented for consistency in reporting after transition to Banner data system
- 31 -
Atlas 2014 – 2015
II.12 OCC Assessment and Placement Testing - Math
The percentage of students who took an assessment test and were eligible for college-level math has
varied, but has resulted in an overall decline from fall 2008 (34.5%) to fall 2014 (31.9%). Over this same
7-year time period, the percentage of applicants who were least prepared for college-level math courses
(placed in courses 2 or 3 levels below college level) increased from 41.8% in 2008 to 45.1% in fall 2014.
Meanwhile the percentage of applicants who were somewhat more prepared (1 level below college
level) remained relatively constant in 2014 compared to 2008. Data reflect students who took a
placement test and then enrolled at OCC the same year.
Percentage of Students Eligible for Math Courses by College Level
70%
60%
Percent
50%
40%
30%
20%
10%
0%
Fall
2008
Fall
2009
Fall
2010
At College Level
Fall
2011
1 Level Below
Fall
2012
2 Levels Below
Fall
2013
Fall
2014
3 Levels Below
Students Eligible for Math Courses by College Level
Fall 2008 - Fall 2014
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
2,053
2,062
1,776
1,713
1,540
1,340
1,385
1 Level Below
1,411
1,666
1,383
1,370
1,087
1,001
999
2 Levels Below
1,693
1,829
1,452
1,396
1,150
1,328
1,345
Number
College Level
At College Level
Below College Level
3 Levels Below
801
789
615
570
534
523
613
Total
5,958
6,346
5,226
5,049
4,311
4,192
4,342
Percent
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
34.5%
32.5%
34.0%
33.9%
35.7%
32.0%
31.9%
1 Level Below
23.7%
26.3%
26.5%
27.1%
25.2%
23.9%
23.0%
2 Levels Below
28.4%
28.8%
27.8%
27.6%
26.7%
31.7%
31.0%
3 Levels Below
13.4%
12.4%
11.8%
11.3%
12.4%
12.5%
14.1%
Total
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
College Level
At College Level
Below College Level
Source: OCC a s s es s ment res ul ts from CAPP upl oa ds i nto Ba nner, Fa l l 2008-Fa l l 2014
- 32 -
Atlas 2014 – 2015
II.13 Educational Goal
The educational goal is the student’s intent listed on their initial OCC application. In fall 2014, the
majority of OCC students (63.6%) indicated their intent is to transfer. The percent of students wishing to
transfer has decreased moderately from 65.1% in fall 2004 to 63.9% in fall 2014. The percent of students
indicating a vocational goal also declined from 16.0% to 13.9% in the same time period. Declines in
specific goals reflect an increase in the percentage of students with undecided/uncollected educational
goals, which has risen over the same time period, from 12.4% (fall 2004) to 15.8% (fall 2014).
Enrichment goals were approximately equivalent in fall 2004 (6.5%) and fall 2014 (6.7%).
OCC Students by Educational Goal
100.0%
90.0%
80.0%
Percent
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Transfer Goal
Fall
2008
Fall
2009
Vocational Goal
Fall
2010
Fall
2011
Enrichment Goal
Fall
2012
Fall
2013
Fall
2014
Undecided/Unknown Goal
OCC Students by Educational Goal
Fall 2004 - Fall 2014
Number
Transfer Goal
BA/S w/AA/S Degree
BA/S wo/AA/S Degree
Vocational Goal
AA/S wo Transfer
AA/S Vocational
Vocational Cert.
Career Plans/Goals
New Career/Job Skills
Advance Current Job
Maintain Cert/License
Enrichment Goal
Ed Development
Improve Basic Skills
HS Diploma or GED
Move from Non Credit to
Credit Coursework
Four Year Students Taking
Requirements
Undecided on Goal
Uncollected
Total
Fall
2004
15,314
10,163
5,151
3,774
844
270
767
485
713
606
89
1,526
1,350
110
66
Fall
2005
14,943
10,174
4,769
3,763
921
278
686
477
704
542
155
1,371
1,059
246
66
Fall
2006
15,227
10,473
4,754
3,869
1,020
253
680
457
736
539
184
1,503
1,047
389
67
Fall
2007
16,204
11,182
5,022
4,224
1,186
261
694
477
830
584
192
1,982
1,059
556
67
Fall
2008
15,480
10,845
4,635
4,243
1,177
238
661
464
830
599
274
2,206
938
546
66
Fall
2009
15,493
10,911
4,582
4,220
1,191
239
650
475
834
567
264
2,088
779
489
71
Fall
2010
15,619
11,171
4,448
4,042
1,163
214
623
464
865
440
273
1,943
614
442
49
Fall
2011
14,274
10,471
3,803
3,545
1,079
212
574
367
730
353
230
1,443
437
293
53
Fall
2012
13,023
9,749
3,274
3,046
949
214
483
361
601
256
182
1,171
319
255
40
Fall
2013
13,491
10,309
3,182
3,362
967
252
554
344
729
335
181
1,343
341
288
39
Fall
2014
13,914
10,545
3,369
3,047
817
261
473
403
619
305
169
1,463
423
292
165
0
0
0
4
5
8
6
9
3
6
13
0
0
0
296
651
741
832
651
554
669
570
2,919
2,852
67
23,533
2,617
2,568
49
22,694
2,472
2,436
36
23,071
2,505
2,471
34
24,915
3,186
2,456
730
25,115
4,146
2,539
1,607
25,947
3,429
2,412
1,017
25,033
3,864
2,138
1,726
23,126
4,171
2,005
2,166
21,411
3,938
2,008
1,930
22,134
3,466
2,456
1,010
21,890
Fall
2006
66.0%
16.8%
6.5%
10.7%
100.0%
Fall
2007
65.0%
17.0%
8.0%
10.1%
100.0%
Fall
2008
61.6%
16.9%
8.8%
12.7%
100.0%
Fall
2009
59.7%
16.3%
8.0%
16.0%
100.0%
Fall
2010
62.4%
16.1%
7.8%
13.7%
100.0%
Fall
2011
61.7%
15.3%
6.2%
16.7%
100.0%
Fall
2012
60.8%
14.2%
5.5%
19.5%
100.0%
Fall
2013
61.0%
15.2%
6.1%
17.8%
100.0%
Fall
2014
63.6%
13.9%
6.7%
15.8%
100.0%
Fall
Fall
2004
2005
Transfer Goal
65.1%
65.8%
Vocational Goal
16.0%
16.6%
Enrichment Goal
6.5%
6.0%
12.4%
11.5%
Total
100.0%
100.0%
Percent
- 33 -
Atlas 2014 – 2015
II.14 OCC Enrollments by Type of Course
Transfer, non-vocational courses comprise the largest and most consistent group of enrollments. In fall
2009, a large change in the distribution was observed with a higher percent of basic skills courses (4.6%
in fall 2009 compared to 1.7% in fall 2008). The main impact was a decrease in the percent of nontransfer, AA degree applicable courses and course coding changes are responsible for this change. Since
the fall 2009 distribution reset, a trend toward a higher percentage of transfer, vocational and basic
skills courses being offered is seen. Fall 2012 and onward shows an increase in basic skills enrollment
due to the state redefining basic skills courses.
OCC Enrollments by Type of Course (Credit Courses Only)
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
0%
10%
20%
30%
Transfer, non-vocational
40%
50%
Transfer, vocational
60%
70%
Basic Skills
80%
90%
100%
Non-transfer,
AA degree applicable
OCC Enrollments by Type of Course (Credit Courses Only)
Fall 2004 - Fall 2014
Fall
2005
56,878
3,802
983
Fall
2006
56,966
3,682
1,091
Fall
2007
61,206
4,119
1,211
Fall
2008
64,553
4,536
1,246
Fall
2004
58,427
3,842
1,013
Non-transfer,
Total
3,995
4,044
4,388
4,989
4,953
2,276
3,257
3,066
586
603
569
67,277
65,707
66,127
71,525
75,288
77,688
74,935
69,273
64,167
66,700
65,643
Fall
2004
86.8%
5.7%
1.5%
Fall
2005
86.6%
5.8%
1.5%
Fall
2006
86.1%
5.6%
1.6%
Fall
2007
85.6%
5.8%
1.7%
Fall
2008
85.7%
6.0%
1.7%
Fall
2009
85.4%
7.0%
4.6%
Fall
2010
85.2%
7.2%
3.2%
Fall
2011
84.6%
7.8%
3.2%
Fall
Percent
Basic Skills
2012
83.2%
8.2%
7.7%
Fall
2013
83.2%
7.7%
8.1%
Fall
2014
83.2%
7.7%
8.2%
Non-transfer,
Total
5.9%
6.2%
6.6%
7.0%
6.6%
2.9%
4.3%
4.4%
0.9%
0.9%
0.9%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Source: OCC MIS Student Enrollment and Course Basic data, Fall 2004-Fall 2014
*Note: The MIS coding for some basic skills courses changed in 2009
1 Basic Skills courses have been redefined to match new MIS coding
- 34 -
Fall
2009
66,384
5,425
3,603
Fall
2010
63,831
5,432
2,415
Fall
2011
58,604
5,372
2,231
Fall
20121
53,375
5,240
4,966
Number
Basic Skills
1
Fall
2013
55,516
5,152
5,429
Fall
2014
54,636
5,055
5,383
Atlas 2014 – 2015
II.15 OCC Full-Time/Part-Time Enrollment
The overall student headcount has declined in recent years due to lowered course offerings. A high of
25,932 students attended OCC in fall 2009 compared to 21,846 in fall 2014, representing a 15.8%
decrease. Although headcount has declined, the percent of OCC students enrolled full-time at census
has remained relatively stable from fall 2004 (39.6%) through fall 2014 (39.0%). Conversely, the
percentage of OCC’s part-time students has slowly been increasing from 59.5% in fall 2004 to 61.0% in
fall 2014.
21B
OCC Overall Headcount Trends
30,000
Headcount
25,000
24,913
20,000
23,532
22,692
23,068
Fall
2005
Fall
2006
25,932
25,102
25,030
22,134
23,144
21,846
21,410
15,000
10,000
5,000
0
Fall
2004
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Part-Time/Full-Time Student Enrollment
100.0%
61.4%
61.0%
38.6%
39.0%
62.3%
61.6%
60.5%
61.2%
59.1%
58.8%
Fall
2013
Fall
2014
60.0%
50.0%
Fall
2010
Fall
2011
37.7%
38.2%
Fall
2007
42.0%
Fall
2006
39.5%
Fall
2005
38.8%
40.0%
20.0%
40.2%
30.0%
40.1%
40.0%
39.6%
Percent Enrolled
70.0%
59.1%
59.5%
80.0%
58.0%
90.0%
10.0%
0.0%
Fall
2004
Fall
2008
Full-Time
Fall
2009
Part-Time
Fall
2012
OCC Part-Time/Full-Time Student Enrollment
Fall 2004 - Fall 2014
Number
Full-Time
Part-Time
Non-Credit/Zero Units
Total Enrollments
Fall
2004
9,325
13,998
209
23,532
Fall
2005
9,102
13,403
187
22,692
Fall
2006
9,282
13,564
222
23,068
Fall
2007
9,974
14,714
225
24,913
Fall
2008
9,737
15,362
3
25,102
Fall
2009
10,241
15,690
1
25,932
Fall
2010
10,506
14,518
6
25,030
Fall
2011
8,847
14,261
36
23,144
Fall
2012
8,079
13,331
0
21,410
Fall
2013
8,546
13,588
0
22,134
Fall
2014
8,525
13,321
0
21,846
Percent
Full-Time
Part-Time
Non-Credit/Zero Units
Total Enrollments
Fall
2004
39.6%
59.5%
0.9%
100.0%
Fall
2005
40.1%
59.1%
0.8%
100.0%
Fall
2006
40.2%
58.8%
1.0%
100.0%
Fall
2007
40.0%
59.1%
0.9%
100.0%
Fall
2008
38.8%
61.2%
0.0%
100.0%
Fall
2009
39.5%
60.5%
0.0%
100.0%
Fall
2010
42.0%
58.0%
0.0%
100.0%
Fall
2011
38.2%
61.6%
0.2%
100.0%
Fall
2012
37.7%
62.3%
0.0%
100.0%
Fall
2013
38.6%
61.4%
0.0%
100.0%
Fall
2014
39.0%
61.0%
0.0%
100.0%
NOTE: Part-Time/Full-Time status is determined by units enrolled in at first census. Part-time status is considered taking less than 12 units and full-time status constitutes 12 or more units.
Source: OCC MIS Student Enrollment and Section Data, Fall 2004 - Fall 2014
- 35 -
Atlas 2014 – 2015
II.16 OCC Student Headcount Enrollment in Day/Evening/Weekend/Online Classes
Students are taking courses at a wide variety of times and in a range of formats. Students only taking
day classes has consistently accounted for the largest student group from fall 2004 to fall 2014 (ranging
from 33.5% to 42.3%). Ten year trends indicate more students are taking online classes while fewer
students are taking evening classes than in the past. The percentage of students taking at least one
online class has increased from 11.1% in fall 2004 to 15.8% in fall 2014. Conversely, students only taking
evening classes declined by almost half from 19.4% (fall 2004) to 12.4% (fall 2014) in the same time
period.
22B
OCC Student Headcount Enrollment in Day, Evening & Weekend Courses (Summary)
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
0%
10%
Day Only
20%
30%
Day & Evening
40%
50%
Percent Of Students Enrolled
Evening Only
60%
Evening & Weekend/Weekend Only
70%
80%
90%
100%
Online and Other Combinations
OCC Student Enrollment in Day, Evening and Weekend Classes
Fall 2004 - Fall 2014
Fall
2004
Day Only
8,115
Day & Evening
6,658
Evening Only
4,556
Evening & Weekend and Weekend Only
Evening & Weekend
295
Weekend Only
286
Online Only
420
Online and Other
2,185
Day/Evening/Weekend
321
Other Combinations
697
Total Enrollments
23,533
Number
Fall
Percent
2004
Day Only
34.5%
Day & Evening
28.3%
Evening Only
19.4%
Evening & Weekend and Weekend Only
Evening & Weekend
1.3%
Weekend Only
1.2%
Online Only
1.8%
Online and Other
9.3%
Day/Evening/Weekend
1.4%
Other Combinations
3.0%
Total Enrollments
100.0%
Fall
2005
8,063
5,918
4,034
Fall
2006
8,244
5,639
4,075
Fall
2007
8,342
5,758
4,417
Fall
2008*
8,894
6,286
4,418
Fall
2009
8,703
7,205
3,906
Fall
2010
8,980
7,424
3,359
Fall
2011
9,431
6,436
2,952
Fall
2012
8,775
5,951
2,397
Fall
2013
9,338
6,358
2,619
Fall
2014
9,243
6,090
2,716
307
295
301
350
258
305
327
310
151
167
102
108
55
46
29
46
41
56
45
52
488
2,540
318
731
22,694
651
2,082
327
748
22,417
548
3,307
303
593
23,831
591
3,029
379
881
25,115
791
4,101
268
655
25,947
662
3,719
142
537
25,033
718
3,079
86
341
23,144
584
3,222
77
329
21,410
655
2,803
81
267
22,218
629
2,808
66
197
21,846
Fall
2005
35.5%
26.1%
17.8%
Fall
2006
36.8%
25.2%
18.2%
Fall
2007
35.0%
24.2%
18.5%
Fall
2008*
35.4%
25.0%
17.6%
Fall
2009
33.5%
27.8%
15.1%
Fall
2010
35.9%
29.7%
13.4%
Fall
2011
40.7%
27.8%
12.8%
Fall
2012
41.0%
27.8%
11.2%
Fall
2013
42.0%
28.6%
11.8%
Fall
2014
42.3%
27.9%
12.4%
1.4%
1.3%
1.3%
1.6%
1.1%
1.3%
1.3%
1.2%
0.6%
0.6%
0.4%
0.4%
0.2%
0.2%
0.1%
0.2%
0.2%
0.3%
0.2%
0.2%
2.2%
11.2%
1.4%
3.2%
100.0%
2.9%
9.3%
1.5%
3.3%
100.0%
2.3%
13.9%
1.3%
2.5%
100.0%
2.4%
12.1%
1.5%
3.5%
100.0%
3.0%
15.8%
1.0%
2.5%
100.0%
2.6%
14.9%
0.6%
2.1%
100.0%
3.1%
13.3%
0.4%
1.5%
100.0%
2.7%
15.0%
0.4%
1.5%
100.0%
2.9%
12.6%
0.4%
1.2%
100.0%
2.9%
12.9%
0.3%
0.9%
100.0%
Source: OCC MIS Student Enrollment and Section Data, Fall 2004 - Fall 2014
- 36 -
Atlas 2014 – 2015
II.17 OCC Seats by Day/Evening/Weekend/Online Classes
The majority of course enrollments (approximately two thirds) are during the day. Day class enrollment
has shown slight fluctuations across terms (plus or minus 5%), but has consistently had the highest
enrollment over the past decade (69.3% in fall 2014). While the percentage of students enrolled in
evening classes has declined since 2004, this decline appears to correspond to increases in enrollment in
online and hybrid classes. Online and hybrid classes have shown the largest increases over the past ten
years and now account for 5.2% and 1.5% of all enrollments, respectively.
23B
OCC Seats by Day/Evening/Weekend Courses/Online
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Of Students Enrolled
Day
Evening
Weekend
Online
Hybrid
TBA/Irregular Schd
OCC Seats by Type of Class
Fall 2004 - Fall 2014
Number
Day
Evening
Weekend
Online
Hybrid
TBA/Irregular Schd
Total Enrollments
Fall
2004
48,183
19,258
1,112
1,695
554
2,851
73,653
Fall
2005
47,327
18,894
1,430
2,614
526
4,580
75,371
Fall
2006
46,707
17,303
1,554
2,877
791
4,472
73,704
Fall
2007
46,587
17,477
1,851
3,641
1,001
4,280
74,837
Fall
2008*
44,736
17,059
1,508
3,900
975
2,553
70,731
Fall
2009
46,897
18,021
1,595
3,459
932
3,911
74,815
Fall
2010
48,589
18,510
984
4,980
1,283
3,342
77,688
Fall
2011
49,167
16,828
567
4,217
1,065
3,091
74,935
Fall
2012
49,641
15,412
340
3,905
958
2,942
73,198
Fall
2013
46,243
13,680
252
3,443
1,385
4,623
69,626
Fall
2014
45,458
13,878
272
3,444
993
1,598
65,643
Percent
Day
Evening
Weekend
Online
Hybrid
TBA/Irregular Schd
Total Enrollments
Fall
2004
65.4%
26.1%
1.5%
2.3%
0.8%
3.9%
100.0%
Fall
2005
62.8%
25.1%
1.9%
3.5%
0.7%
6.1%
100.0%
Fall
2006
63.4%
23.5%
2.1%
3.9%
1.1%
6.1%
100.0%
Fall
2007
62.3%
23.4%
2.5%
4.9%
1.3%
5.7%
100.0%
Fall
2008*
63.2%
24.1%
2.1%
5.5%
1.4%
3.6%
100.0%
Fall
2009
62.7%
24.1%
2.1%
4.6%
1.2%
5.2%
100.0%
Fall
2010
62.5%
23.8%
1.3%
6.4%
1.7%
4.3%
100.0%
Fall
2011
65.6%
22.5%
0.8%
5.6%
1.4%
4.1%
100.0%
Fall
2012
67.8%
21.1%
0.5%
5.3%
1.3%
4.0%
100.0%
Fall
2013
66.4%
19.6%
0.4%
4.9%
2.0%
6.6%
100.0%
Fall
2014
69.3%
21.1%
0.4%
5.2%
1.5%
2.4%
100.0%
NOTE: Online Assisted courses consist of traditional class meetings and online instruction
Source: OCC MIS Student Enrollment and Section Data, DIS Enstat Report, and Banner ODS Report, Fall 2004 - Fall 2014
- 37 -
Atlas 2014 – 2015
II.18 Sections Offered by Day/Evening/Weekend/Online Status
Historically the highest numbers of sections offered were observed in fall 2008 (2,161). This spike was
followed by a steady decrease in sections offered in subsequent terms until fall 2013 when course
sections increased, reflecting increased funding to meet statewide growth targets. Fall 2014 continues
this trend with a small increase in sections of 1.8%. Scheduling trends indicate day sections continue to
be the most popular and that online/hybrid sections have generally been increasing over the past
decade. It should be noted that section counts reported below are unduplicated counts and do not
reflect multiple meeting patterns.
It should be noted that number of sections only shows one aspect of scheduling and offerings. Sections
offered needs to be looked at in conjunction with other enrollment characteristics, such as class size
(e.g., large lecture) and total enrollment, which are not reflected in the data below.
OCC Sections Offered
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
Fall 2007
Fall 2006
Fall 2005
Fall 2004
0
500
1,000
1,500
2,000
2,500
Number of Sections Offered
Day
Evening
Arrangable Hours
Weekend
Online
Hybrid
OCC Sections Offered
Fall 2004 - Fall 2014
Number
Day
Evening
Arrangable Hours
Weekend
Online
Hybrid
Total Sections Offered
Fall
2004
1,159
535
254
57
37
12
2,054
Fall
2005
1,214
540
143
63
29
21
2,010
Fall
2006
1,166
514
146
56
45
23
1,950
Fall
2007
1,213
556
52
55
66
35
1,977
Fall
2008
1,292
594
111
65
67
32
2,161
Fall
2009
1,301
521
98
36
81
34
2,071
Fall
2010
1,211
473
223
22
69
32
2,030
Fall
2011
1,184
405
131
12
69
28
1,829
Fall
2012
1,128
360
177
9
59
40
1,773
Fall
2013
1,260
413
133
12
68
29
1,915
Fall
2014
1,245
432
157
17
70
29
1,950
Percent
Day
Evening
Arrangable Hours
Weekend
Online
Hybrid
Total Sections Offered
Fall
2004
56.4%
26.0%
12.4%
2.8%
1.8%
0.6%
100.0%
Fall
2005
60.4%
26.9%
7.1%
3.1%
1.4%
1.0%
100.0%
Fall
2006
59.8%
26.4%
7.5%
2.9%
2.3%
1.2%
100.0%
Fall
2007
61.4%
28.1%
2.6%
2.8%
3.3%
1.8%
100.0%
Fall
2008
59.8%
27.5%
5.1%
3.0%
3.1%
1.5%
100.0%
Fall
2009
62.8%
25.2%
4.7%
1.7%
3.9%
1.6%
100.0%
Fall
2010
59.7%
23.3%
11.0%
1.1%
3.4%
1.6%
100.0%
Fall
2011
64.7%
22.1%
7.2%
0.7%
3.8%
1.5%
100.0%
Fall
2012
63.6%
20.3%
10.0%
0.5%
3.3%
2.3%
100.0%
Fall
2013
65.8%
21.6%
6.9%
0.6%
3.6%
1.5%
100.0%
Fall
2014
63.8%
22.2%
8.1%
0.9%
3.6%
1.5%
100.0%
NOTE 1: Section counts are unduplicated and do not reflect multiple meeting patterns. Sections categorized by their primary meeting pattern.
NOTE 2: Online Assisted courses consist of traditional class meetings and online instruction
Source: OCC MIS Student Enrollment and Section Data, DIS Enstat Reports and Banner ODS Report, Fall 2014-Fall 2014
- 38 -
Atlas 2014 – 2015
III. Student Outcomes
III.1 Overall Grade Distribution
Trends in grade distribution indicate the percent of A’s awarded has increased 3% overall in the past 10
years and generally increased each term until fall 2012. However the last three years have shown
decreasing percentages of A’s each term. The percent of B’s has hovered around 22-23%, with no more
than 1% year-to-year fluctuations. The number of C’s awarded over the same time period has varied,
but has resulted in an overall decline of about 1.4% from fall 2004 to stand at 15.4% in fall 2014.
Withdrawal rates were mostly steady from fall 2004 to fall 2007, but then declined from fall 2007 to fall
2011 by 3%. Withdrawals started to increase again in fall 2012 and have remained consistent since that
time at approximately 13%. Increases in withdrawals may be due to a change in the withdrawal deadline
that went into effect in fall 2012. Withdrawal rates will be monitored in future semesters.
OCC Grade Distribution for Credit Courses
100%
Percent
80%
60%
40%
20%
0%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
A
Fall
2008
B
C
Fall
2009
CR/P
D
F
Fall
2010
I
NC/NP
Fall
2011
Fall
2012
Fall
2013
Fall
2014
W
OCC Grade Distribution
Fall 2004 - Fall 2014
Number
A
B
C
CR/P
D
F
I
NC/NP
W
Total
Fall
2004
18,414
14,665
11,272
2,912
3,519
5,830
267
740
9,651
67,270
Fall
2005
18,518
14,543
10,365
2,735
3,092
5,734
278
624
9,811
65,700
Fall
2006
19,049
14,500
10,424
2,555
2,996
5,946
279
665
9,713
66,127
Fall
2007
20,684
15,351
10,935
3,540
3,323
6,429
242
743
10,273
71,520
Fall
2008
22,258
16,956
11,577
3,768
3,574
7,013
260
794
9,099
75,299
Fall
2009
24,249
17,936
11,592
3,880
3,662
6,355
194
793
9,027
77,688
Fall
2010
23,519
17,453
11,469
3,352
3,736
6,010
128
590
8,678
74,935
Fall
2011
21,399
15,940
10,838
3,248
3,630
5,723
112
440
7,929
69,259
Fall
2012
20,187
14,367
9,840
2,679
3,258
5,348
115
302
8,070
64,166
Fall
2013
20,603
14,861
10,441
2,349
3,378
5,945
127
296
8,701
66,701
Fall
2014
19,956
14,886
10,127
2,235
3,374
6,123
104
315
8,523
65,643
Percent
A
B
C
CR/P
D
F
I
NC/NP
W
Total
Fall
2004
27.4%
21.8%
16.8%
4.3%
5.2%
8.7%
0.4%
1.1%
14.3%
100.0%
Fall
2005
28.2%
22.1%
15.8%
4.2%
4.7%
8.7%
0.4%
0.9%
14.9%
100.0%
Fall
2006
28.8%
21.9%
15.8%
3.9%
4.5%
9.0%
0.4%
1.0%
14.7%
100.0%
Fall
2007
28.9%
21.5%
15.3%
4.9%
4.6%
9.0%
0.3%
1.0%
14.4%
100.0%
Fall
2008
29.6%
22.5%
15.4%
5.0%
4.7%
9.3%
0.3%
1.1%
12.1%
100.0%
Fall
2009
31.2%
23.1%
14.9%
5.0%
4.7%
8.2%
0.2%
1.0%
11.6%
100.0%
Fall
2010
31.4%
23.3%
15.3%
4.5%
5.0%
8.0%
0.2%
0.8%
11.6%
100.0%
Fall
2011
30.9%
23.0%
15.6%
4.7%
5.2%
8.3%
0.2%
0.6%
11.4%
100.0%
Fall
2012
31.5%
22.4%
15.3%
4.2%
5.1%
8.3%
0.2%
0.5%
12.6%
100.0%
Fall
2013
30.9%
22.3%
15.7%
3.5%
5.1%
8.9%
0.2%
0.4%
13.0%
100.0%
Fall
2014
30.4%
22.7%
15.4%
3.4%
5.1%
9.3%
0.2%
0.5%
13.0%
100.0%
Note: Excludes (IP) In Progress, (UD) Ungraded Dependent, (MW) Military Withdraw, (U) Ungraded, and (RD) Report Delayed
- 41 -
Atlas 2014 – 2015
III.2 Grade Point Average—Overall and by Student Enrollment Status
The overall college GPA remained relatively constant from fall 2003 through fall 2009, when it rose
sharply to 2.75. It remained steady until fall 2012, when it began declining and now stands at 2.60 in fall
2014. The recent decrease in GPA is most likely affected by the decrease in the number of A’s and
increase in the number of F’s awarded in recent years.
Over the past ten years, full-time students earned higher GPA’s than part-time students. The gap in
GPAs between students of different enrollment statuses has continued to widen over time, with fulltime student GPAs remaining approximately the same over the past ten years and part-time GPAs
decreasing in the same time period.
GPA for OCC Students by Student Enrollment Status
3.00
2.80
2.75
2.67
2.67
2.74
2.73
2.72
2.71
2.68
2.67
2.63
2.60
2.50
2.67
2.59
2.60
2.79
2.82
2.81
2.60
2.66
2.79
2.81
2.65
2.73
2.60
2.62
2.70
2.71
2.57
2.54
2.68
2.72
2.40
2.59
GPA
2.60
2.20
2.00
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Full-Time Students
Fall
2008
Fall
2009
Fall
2010
Part-Time Students
Fall
2011
Fall
2012
Fall
2013
Fall
2014
All OCC Students
Grade Point Average (GPA) for OCC Students
Fall 2004 - Fall 2014
GPA
All OCC Students
Fall
2004
2.63
Full-Time Students
Part-Time Students
2.68
2.54
Fall
Fall
Fall
Fall
Fall
Fall
2005
2006
2007
2008
2009
2010
2.67
2.67
2.67
2.68
2.75
2.74
Grade Point Average (GPA) by Student Enrollment Status
2.72
2.71
2.70
2.73
2.81
2.79
2.57
2.59
2.62
2.60
2.65
2.66
Source: OCC MIS Student Basic Data, Enrollment Data, and Course Basic Data Fall 2004-Fall 2014
- 42 -
Fall
2011
2.72
Fall
2012
2.73
Fall
2013
2.71
Fall
2014
2.60
2.81
2.60
2.82
2.60
2.79
2.59
2.67
2.50
Atlas 2014 – 2015
27
III.3 Overall Success and Retention Rates by Fall Term
The definitions for success and retention are the same as those used by the State Chancellor’s Office:
Success is defined as a passing grade (A, B, C, IA, IB, IC, IP, IPP, and P). Those who are not
successful receive the following grades: D, NP, F, I, and W. The success rate is calculated by
dividing the number of successful students by the number of students enrolled at census.
Retention denotes those who remain in a class and includes those who may or may not have
been successful. Thus, retention includes the following grades: A, B, C, P, D, NC, F, and IA, IB, IC,
ID, IF, INP, IPP, NP, IP, and NW. The retention rate is calculated by dividing the number of
students retained (excluding those who withdrew with a ‘W’) by the number of students enrolled
at census.
OCC’s success rate has increased from 70.3% in fall 2004 to 71.5% in fall 2014. Between fall 2007 and
fall 2010 the success rate increased by approximately 1-2% each term, likely due to the declining
number of withdrawals. However, in recent years success rates have begun declining and decreased
nearly 3% from fall 2011 to fall 2014. Retention rates hit a ten year high in fall 2010 (88.6%), but have
since declined by approximately 2% to 86.5% in fall 2014. The decline in success and retention rates may
be caused by an increase in withdrawals due to a change in the withdrawal deadline that went into
effect in fall 2012.
OCC Success and Retention Rates by Fall Term
Fall 2004 - Fall 2014
86.5%
71.5%
72.3%
86.9%
87.5%
88.6%
88.6%
73.4%
Fall
2008
74.2%
72.5%
Fall
2007
74.4%
70.6%
Fall
2006
73.4%
70.4%
70.3%
60.0%
70.3%
70.0%
87.7%
87.9%
85.6%
85.3%
80.0%
85.1%
85.7%
90.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall
2004
Fall
2005
Fall
2009
Success Rate
Performance
Success
Successful Enrollments
Total Enrollments
Success Rate
Retention
Retention Enrollments
Total Enrollments
Retention Rate
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Retention Rate
OCC Success and Retention Rates
Fall 2004 - Fall 2014
Fall
Fall
Fall
Fall
2006
2007
2008
2009
Fall
2004
Fall
2005
47,263
67,270
70.3%
46,161
65,700
70.3%
46,528
66,127
70.4%
50,510
71,520
70.6%
54,559
75,299
72.5%
57,619
67,270
85.7%
55,889
65,700
85.1%
56,414
66,127
85.3%
61,247
71,520
85.6%
66,200
75,299
87.9%
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
58,070
79,074
73.4%
56,322
75,695
74.4%
51,518
69,414
74.2%
47,170
64,263
73.4%
48,345
66,831
72.3%
47,615
66,595
71.5%
69,362
79,074
87.7%
67,094
75,695
88.6%
61,530
69,414
88.6%
56,252
64,263
87.5%
58,093
66,831
86.9%
57,605
66,595
86.5%
Source: OCC MIS Student Enrollment data, Fall 2003-Fall 2008; Program Review Access & Success Cube Fall 2009-Fall 2014
Rates for Fall 2009 through Fall 2012 were revised from prior versions of the OCC Atlas due to a change in census and withdrawal dates.
- 43 -
Atlas 2014 – 2015
III.4 Overall Success and Retention Rates by Academic Year
Between 2004/05 and 2006/07, OCC’s overall success rate had only minor fluctuations (ranging from
70.9% to 71.3%), but rose steadily from 2007/08 to 2010/11, when it reached a ten-year high of 74.7%.
During the past four academic years, the success rate steadily declined to 72.3%, where it currently
stands (2014/15). The OCC retention rate has shown a similar trend and has decreased from 88.4% in
2011/12 to 86.8% in 2014/2015. The decline in success and retention rates may be caused by an
increase in withdrawals due to a change in the withdrawal deadline that went into effect in fall 2012.
28B
OCC Success and Retention Rates by Academic Year
2004/05 - 2014/15
72.3%
86.8%
86.8%
72.5%
87.4%
73.4%
74.1%
88.4%
88.6%
74.7%
87.8%
88.2%
74.0%
71.3%
73.7%
85.3%
2007/08
72.0%
2006/07
71.1%
2005/06
85.7%
85.4%
Percent
60.0%
70.9%
80.0%
70.0%
85.4%
90.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2004/05
2008/09
2009/10
2010/11
2011/12
2012/13
2013/14
2014/15
Academic Year
Success Rate
Performance
Success
Total Enrollments
Success Rate
Retention
Total Enrollments
Retention Rate
Retention Rate
2004/05
OCC Success and Retention Rates by Academic Year
2004/05 - 2014/15
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
2011/12
2012/13
2013/14
2014/15
99,957
140,991
70.9%
97,084
136,203
71.3%
99,631
140,072
71.1%
113,832
157,991
72.0%
120,644
163,607
73.7%
122,158
165,162
74.0%
115,620
154,715
74.7%
107,784
145,437
74.1%
97,641
132,937
73.4%
101,384
139,912
72.5%
101,417
140,272
72.3%
118,741
138,511
85.7%
120,377
140,991
85.4%
116,263
136,203
85.4%
119,474
140,072
85.3%
144,303
163,607
88.2%
145,051
165,162
87.8%
137,033
154,715
88.6%
128,639
145,437
88.4%
116,170
132,937
87.4%
121,423
139,912
86.8%
121,756
140,272
86.8%
Source: OCC MIS Enrollment Data and Student Basic Data, AY 2003/04-AY 2008/09; Program Review Access & Success Cube AY 2009/10-AY 2014/15
- 44 -
Atlas 2014 – 2015
III.5 Success Rates by Academic Year by Modality
OCC’s success rate for online courses increased significantly between the time the courses were
introduced in 1998/99 through 2011/12. Online rates began dipping in 2012/13 but have begun to
increase again in 2014/15. Success rates for OCC’s hybrid courses follow a different pattern than online.
Hybrid courses began in the 1999/00 year (55.8%), peaked in 2008/09 at 68.8% and have declined since,
with the most drastic declines beginning in 2010/11. Rates have rebounded slightly in 2014/15 to 63.8%.
The success rate for traditional courses at OCC was 71.6% in 2004/05 compared to 72.9% in 2014/15.
Although this is an overall increase, traditional rates peaked in 2010/11 and have subsequently declined.
A factor in rate fluctuations since fall 2012 may be due to the withdrawal date change but it is unclear
how it may have impacted online/hybrid courses differently. This trend will continue to be monitored.
35B
OCC Success Rates by Academic Year by Modality
2004/05 - 2014/15
2013/14
72.9%
65.4%
63.8%
60.6%
62.8%
73.3%
74.3%
63.8%
57.2%
2012/13
67.5%
60.8%
67.3%
74.7%
75.4%
2009/10
67.4%
63.7%
74.6%
2008/09
65.7%
73.0%
72.1%
68.8%
72.9%
62.4%
63.5%
72.0%
72.1%
65.6%
63.3%
68.1%
50.0%
61.4%
62.5%
Percent
60.0%
60.6%
70.0%
71.6%
80.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2004/05
2005/06
2006/07
2007/08
2010/11
2011/12
2014/15
Academic Year
Traditional
Performance
2004/05
Success - Traditional
Successful Enrollments 94,369
Total Enrollments 131,890
Success Rate 71.6%
Success - Online
Successful Enrollments 4,671
Success Rate 60.6%
Success - Hybrid
917
Success Rate 65.6%
Online
Hybrid
OCC Success Rates by Academic Year by Modality
2004/05 - 2014/15
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
2011/12
2012/13
2013/14
2014/15
90,567
125,622
72.1%
89,831
124,736
72.0%
106,094
145,628
72.9%
109,895
150,554
73.0%
112,943
151,394
74.6%
108,288
143,710
75.4%
101,156
135,406
74.7%
91,855
123,605
74.3%
95,582
130,416
73.3%
94,626
129,803
72.9%
5,502
8,956
61.4%
8,497
13,424
63.3%
6,471
10,369
62.4%
6,962
9,659
72.1%
7,298
10,848
67.3%
5,889
8,741
67.4%
5,308
7,860
67.5%
4,333
6,793
63.8%
4,468
7,373
60.6%
5,400
8,255
65.4%
1,015
1,625
62.5%
1,303
1,912
68.1%
1,267
1,994
63.5%
1,414
2,055
68.8%
1,917
2,920
65.7%
1,443
2,264
63.7%
1,320
2,171
60.8%
1,453
2,539
57.2%
1,334
2,123
62.8%
1,360
2,131
63.8%
- 45 -
Atlas 2014 – 2015
III.6 Retention Rates by Academic Year by Modality
Traditional course retention rates have edged up 1.4% over the last ten years to 87.0%. Over the same
time period, online retention rates increased 3.6% when comparing 2004/2005 (81.4%) and 2014/15
(84.9%). Online rates increased significantly within the 2008/2009 to 2011/2012 period, dipped lower in
2012/2013 and 2013/2014 (possibly due to the change in the withdrawal date starting in fall 2012), but
have begun to increase again in 2014/2015. Hybrid retention rates have shown considerable
fluctuations over the past ten years with the trend ending with a lower retention rate in 2014/2015
(81.7%) compared to 2004/2005 (82.8%).
36B58 B
OCC Retention Rates by Academic Year by Modality
2004/05 - 2014/15
100.0%
2011/12
2012/13
2014/15
OCC Retention Rates by Academic Year by Modality
2004/05 - 2014/15
2005/06 2006/07 2007/08 2008/09 2009/10 2010/11
2011/12
2012/13
2013/14
2014/15
107,530
125,622
85.6%
106,819
124,736
85.6%
125,966
145,628
86.5%
131,005
150,554
87.0%
133,451
151,394
88.1%
127,684
143,710
88.8%
120,133
135,406
88.7%
108,591
123,605
87.9%
113,664
130,416
87.2%
112,929
129,803
87.0%
7,427
8,956
82.9%
11,080
13,424
82.5%
8,565
10,369
82.6%
8,963
9,659
92.8%
9,141
10,848
84.3%
7,462
8,741
85.4%
6,746
7,860
85.8%
5,603
6,793
82.5%
6,027
7,373
81.7%
7,008
8,255
84.9%
1,306
1,625
80.4%
1,575
1,912
82.4%
1,600
1,994
80.2%
1,790
2,055
87.1%
2,459
2,920
84.2%
1,887
2,264
83.3%
1,760
2,171
81.1%
1,976
2,539
77.8%
1,732
2,123
81.6%
1,741
2,131
81.7%
87.1%
2013/14
82.4%
87.0%
84.9%
81.7%
2010/11
81.6%
2009/10
87.2%
81.7%
87.9%
82.5%
77.8%
2008/09
88.7%
85.8%
81.1%
Percent
2007/08
88.8%
85.4%
83.3%
2006/07
88.1%
84.3%
84.2%
2005/06
87.0%
92.8%
2004/05
60.0%
86.5%
82.6%
80.2%
85.6%
82.5%
70.0%
85.6%
82.9%
80.4%
80.0%
85.6%
81.3%
82.8%
90.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Academic Year
Traditional
Online
Performance
2004/05
Retention - Traditional
Retention Enrollments 112,960
Retention Rate 85.6%
Retention - Online
Retention - Hybrid
Hybrid
- 46 -
Atlas 2014 – 2015
III.7 Success Rates by Course Type
OCC’s success rates for UC/CSU transferable courses have risen in the past ten years. The success rate
was 71.2% in fall 2004 and increased to 73.1% by fall 2014. A similar trend has not been observed for
basic skills courses. In fall 2014, OCC’s basic skills success rate was 58.1%, very similar to the fall 2004
rate of 58.3%. OCC derived basic skills success rates by determining credit courses and the courses that
are designated as either basic skills or pre-collegiate courses. In fall 2009 course coding for basic skills
courses changed and may be partially responsible for the large decrease in observed success rates in fall
2010 and fall 2011. Fall 2012 saw another change in the coding of basic skills courses, which may be
responsible for the increase in observed success rates since that time. Similar to transferable courses,
CTE course success rates have consistently increased over the past ten years (from 70.6% in fall 2003 to
76.2% in fall 2014). It should be noted that some CTE courses may also be UC/CSU transferable, so these
categories and related data are not mutually exclusive.
OCC Success Rates by Course Type
Fall 2005 - Fall 2014
76.2%
76.8%
73.1%
58.1%
Fall
2011
74.6%
76.5%
75.4%
75.9%
75.8%
Fall
2010
73.0%
63.2%
69.8%
Fall
2009
58.7%
Fall
2008
55.3%
Fall
2007
55.5%
76.0%
59.2%
75.4%
76.0%
73.6%
72.3%
71.9%
59.5%
56.3%
71.7%
71.6%
71.3%
71.1%
59.5%
57.9%
Percent
50.0%
70.6%
60.0%
58.3%
70.0%
71.2%
80.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall
2004
Fall
2005
Fall
2006
UC and CSU Transferable Courses
Fall
2004
Fall
2005
Total Enrollments
Success Rate
44,342
62,263
71.2%
43,169
60,674
71.1%
Total Enrollments
Success Rate
2,921
5,007
58.3%
2,992
5,026
59.5%
Total Enrollments
Success Rate
11,181
15,847
70.6%
10,873
15,256
71.3%
Performance
Basic Skills Courses
OCC Success Rates by Course Type
Fall 2004 - Fall 2014
Fall
Fall
Fall
Fall
2006
2007
2008
2009
43,443
46,919
50,872
54,179
60,648
65,231
69,101
71,809
71.6%
71.9%
73.6%
75.4%
3,085
3,591
3,687
3,478
5,479
6,199
6,198
5,879
56.3%
57.9%
59.5%
59.2%
CTE Courses
11,171
12,428
13,673
14,906
15,570
17,180
17,999
19,625
71.7%
72.3%
76.0%
76.0%
- 47 -
Fall
2012
Fall
2013
Fall
2014
CTE Courses
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
52,488
69,263
75.8%
48,220
63,955
75.4%
43,721
58,614
74.6%
44,346
60,734
73.0%
43,639
59,691
73.1%
1,341
2,415
55.5%
1,239
2,239
55.3%
2,915
4,966
58.7%
3,431
5,429
63.2%
3,126
5,383
58.1%
14,536
19,160
75.9%
13,435
17,564
76.5%
12,612
16,414
76.8%
12,903
18,496
69.8%
12,790
16,774
76.2%
Atlas 2014 – 2015
III.8 Retention Rates by Course Type
OCC’s retention rates for UC/CSU transferable courses have risen 1.5% over the past ten years. The
retention rates reached a high of 89.1% in fall 2011, but have decreased by 1.6% since then (fall 2014).
OCC’s basic skills retention rates have fluctuated over the past ten years starting at 81.2% in fall 2004,
reaching a ten year high in fall 2013 of 84.4%, a 4% increase from the prior year. OCC derived basic skills
retention rates by determining credit courses and the courses that are designated as either basic skills or
pre-collegiate courses. In fall 2009 course coding for basic skills courses changed and may be partially
responsible for the large decrease in observed retention rate declines. Fall 2012 saw another change in
the coding of basic skills courses, which may be responsible for the increase in observed retention rates
in the subsequent years. Between fall 2004 and fall 2007, CTE course retention rates fluctuated between
approximately 85% and 86%. In fall 2008 and onward, CTE retention rates hovered between 89-90%,
with a dip to 81.9% in fall 2013. It should be noted that some CTE courses may also be UC/CSU
transferable, so these categories and related data are not mutually exclusive.
89.9%
88.1%
80.2%
88.5%
87.1%
84.4%
81.9%
87.5%
81.4%
89.0%
Fall
2010
89.1%
88.9%
80.8%
89.1%
Fall
2009
79.1%
88.8%
82.8%
88.9%
88.3%
83.4%
90.5%
85.9%
79.2%
86.4%
85.4%
81.1%
85.5%
70.0%
85.7%
80.0%
86.0%
81.2%
90.0%
86.3%
79.6%
86.2%
OCC Retention Rates by Course Type
Fall 2005 - Fall 2014
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Percent
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2004
Fall
2005
Total Enrollments
Retention Rate
53,555
62,263
86.0%
51,811
60,674
85.4%
Total Enrollments
Retention Rate
4,064
5,007
81.2%
4,078
5,026
81.1%
Total Enrollments
Retention Rate
13,578
15,847
85.7%
13,051
15,256
85.5%
Performance
OCC Retention Rates by Course Type
Fall 2004 - Fall 2014
Fall
Fall
Fall
Fall
2006
2007
2008
2009
52,077
56,312
61,031
63,785
60,648
65,231
69,101
71,809
85.9%
86.3%
88.3%
88.8%
4,337
4,935
5,169
4,865
5,479
6,199
6,198
5,879
79.2%
79.6%
83.4%
82.8%
CTE Courses
13,446
14,814
16,290
17,453
15,570
17,180
17,999
19,625
86.4%
86.2%
90.5%
88.9%
- 48 -
CTE Courses
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
61,564
69,263
88.9%
56,995
63,955
89.1%
51,626
58,614
88.1%
52,889
60,734
87.1%
52,242
59,691
87.5%
1,952
2,415
80.8%
1,770
2,239
79.1%
3,983
4,966
80.2%
4,581
5,429
84.4%
4,383
5,383
81.4%
17,067
19,160
89.1%
15,789
17,564
89.9%
14,534
16,414
88.5%
15,142
18,496
81.9%
14,931
16,774
89.0%
Atlas 2014 – 2015
III.9 OCC Student Progress and Achievement – Student Success Scorecard
In response to Assembly Bill 1417 (chaptered in 2004), 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 each
March by the Chancellor’s Office and tracks student success using the same metrics across all
community colleges in the state. The data show the results disaggregated by level of preparedness and
demographic factors. Detailed data specific to Orange Coast College are available from:
37B
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=833
Orange Coast College has demonstrated above statewide average levels of student performance on all
accountability indicators. In terms of completion outcomes, the college has had consistently high
overall completion rates compared to statewide rates over the past seven years. The current
Degree/Transfer completion rate stands at 60.9% for OCC compared to 51.4% statewide (reporting year
2014-15). Vocational course success rates were also well-above the statewide average and stood at
66.1% in 2014-15. Due to a change in methodology whereby CTE course completion only included
courses taken after a student began in a CTE program, CTE completion trend data prior to 2010-11
should be interpreted with caution.
Momentum points also show Orange Coast College performing above statewide averages in remedial
progress rates, persistence, and percentage of students earning at least 30 units. Remedial progress
rates in math, English, and ESL increased over the past seven years, especially for ESL (approximately 15
percentage points). Persistence rates at OCC were consistently 10 points higher than the statewide
average (approximately 85% compared to 73% statewide in 2014-15) and have increased by
approximately 2% for OCC over the past seven years. OCC’s percentage of students who earned at least
30 units has also increased over the past seven years to 78.6% and stands more than 10 percentage
points higher than the statewide average of 67.7% in 2014-15.
- 49 -
Atlas 2014 – 2015
III.9 OCC Student Progress and Achievement – Student Success Scorecard (Cont.)
Student Success Scorecard
2008/09-2014/15
90.0%
80.0%
70.0%
Percent
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
OCC
Statewide
Completion (Transfer)
OCC
Statewide
OCC
Completion (CTE)
2008/09
Overall Measure
Completion Outcomes
Completion (Degree/Transfer)
Completion (CTE)
Momentum Points
Remedial Math
Remedial English
Remedial ESL
Persistence
30 Units
Statewide
OCC
Remedial Math
2009/10
Statewide
Remedial English
2010/11
2011/12
2012/13
OCC
Statewide
Remedial ESL
2013/14
OCC
Statewide
OCC
Persistence
Statewide
30 Units
2014/15
2008/09
OCC Statewide
Student Success Scorecard - OCC and Statewide
2008/09-2014/15
2009/10
2010/11
2011/12
OCC Statewide OCC Statewide OCC Statewide
2012/13
OCC Statewide
2013/14
OCC Statewide
2014/15
OCC Statewide
62.4%
66.4%
52.2%
54.1%
63.1%
66.4%
52.2%
54.2%
61.0%
64.4%
48.9%
50.7%
58.9%
65.8%
49.2%
51.4%
61.6%
64.7%
48.4%
50.5%
60.7%
62.4%
47.3%
50.0%
60.9%
66.1%
47.1%
51.4%
34.4%
55.7%
28.5%
83.0%
75.2%
28.2%
41.2%
23.1%
70.9%
65.0%
38.6%
57.3%
37.7%
82.4%
75.0%
28.2%
41.8%
24.3%
70.6%
64.9%
37.9%
61.3%
35.2%
82.3%
76.4%
28.9%
41.9%
25.5%
70.1%
65.9%
38.3%
56.3%
34.5%
82.1%
75.4%
30.0%
42.8%
26.4%
70.4%
66.4%
38.2%
56.0%
36.4%
81.6%
78.1%
30.7%
43.5%
27.2%
70.5%
66.5%
35.5%
61.7%
38.6%
82.7%
76.5%
31.0%
43.4%
28.5%
71.7%
66.6%
39.7%
60.4%
43.3%
85.2%
78.6%
32.7%
45.4%
28.6%
73.4%
67.6%
Source: Student Succes s Scoreca rd, Fi ve Yea r Trends . Retrei ved from http://s coreca rd.cccco.edu/s coreca rd.a s px
Note: Da ta ma y ha ve cha nged from 2013-14 Atl a s due to upda tes from the Cha ncel l or's Offi ce
Explanation of Measures:
Completion Outcomes
Completion Rate (Degree/Transfer) - Percentage of first-time students with a minimum of 6 units
earned who showed intent to complete and achieved any of the following outcomes within six years:
Transferred to a four-year college, earned an AA/AS degree, earned a certificate (18 units or more), or
achieved "Transfer Directed" or "Transfer Prepared" status.
Completion Rate (Career Technical Education) - Percentage of students who attempted a CTE course for
the first-time and completed more than 8 units in the subsequent three years in a single discipline (2digit vocational TOP code where at least one of the courses is occupational SAM A, B or C) and achieved
any of the following outcomes within six years: Transferred to a four-year college, earned an AA/AS
degree, earned a certificate (18 units or more), or achieved "Transfer Directed" or "Transfer Prepared"
status.
- 50 -
Atlas 2014 – 2015
Momentum Points
Remedial Progress Rate (Math, English, ESL) – Percentage of first-time students who attempted a
course designated at “below transfer level” in math, English, or ESL and then successfully completed a
college-level course in the same discipline within six years. For OCC, the majority of ESL courses are not
reported in the Scorecard’s ESL measure. This is due to OCC’s ESL courses being coded as transferable
prior to fall 2012, at which time the course coding changed to basic skills. When the Scorecard begins
reporting the 2012-13 cohorts, OCC’s ESL figures will represent the bulk of the ESL curriculum.
Persistence Rate - Percentage of first-time students who showed intent to complete with a minimum of
six units earned in a fall term and who returned and enrolled in the subsequent fall term anywhere in
the CCC system.
Percent of Students Who Earned at Least 30 Units - Percentage of first-time students with a minimum
of 6 units earned who showed intent to complete and who, within six years, earned at least 30 units
while in the CCC system.
- 51 -
Atlas 2014 – 2015
III.10 Probation Trends
Beginning spring 2008 as the district transitioned to a new data system (Banner), OCC began restricting
which students were assigned an academic standing based on the number of semester units accrued.
Since that time, only those students who have reached 12 or more semester units are considered in the
academic standings. As of fall 2014, 73.6% of all OCC students were in good academic standing which
reflected an increase when compared to fall 2008 (72.2%).
OCC Student Probation Status
26.4%
26.5%
26.7%
25.2%
25.3%
80%
Percent
26.4%
27.8%
21.6%
22.0%
21.5%
90%
20.1%
100%
70%
60%
73.3%
73.5%
73.6%
Fall
2007
74.8%
Fall
2006
74.7%
78.4%
Fall
2005
73.6%
78.0%
Fall
2004
30%
72.2%
78.5%
40%
79.9%
50%
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
20%
10%
0%
Good Standing
Probation
Fall 2004 - Fall 2014
Fall
2004
20,488
372
3,271
Fall
2005
17,824
365
3,039
Fall
2006
17,984
388
3,129
Fall
2007
19,543
444
3,377
Fall
2008
13,890
201
3,873
Fall
2009
14,775
278
3,666
Fall
2010
14,444
201
3,384
Fall
2011
13,543
147
3,272
Fall
2012
12,469
141
3,142
Fall
2013
13,114
261
3,286
Fall
2014
13,145
261
3,235
Progress & Academic
Probation
337
332
380
351
167
199
184
165
153
182
177
Progress Dismissal/
Disqualification
140
161
177
171
130
118
98
70
85
80
86
Academic Dismissal/
Disqualification
994
935
977
1,001
961
1,013
1,011
889
987
913
949
Progress & Academic
Dismissal/Disqualification
25
38
36
28
28
21
25
16
24
18
17
Number
Good Standing
Progress Probation
Academic Probation
No Academic Standing Assigned*
Total
N/A
N/A
N/A
N/A
5,864
5,877
5,686
5,042
4,410
4,326
4,020
25,627
22,694
23,071
24,915
25,114
25,947
25,033
23,144
21,411
22,180
21,890
Percent
Good Standing
Progress Probation
Academic Probation
Fall
2004
79.9%
1.5%
12.8%
Fall
2005
78.5%
1.6%
13.4%
Fall
2006
78.0%
1.7%
13.6%
Fall
2007
78.4%
1.8%
13.6%
Fall
2008
72.2%
1.0%
20.1%
Fall
2009
73.6%
1.4%
18.3%
Fall
2010
74.7%
1.0%
17.5%
Fall
2011
74.8%
0.8%
18.1%
Fall
2012
73.3%
0.8%
18.5%
Fall
2013
73.5%
1.5%
18.4%
Fall
2014
73.6%
1.5%
18.1%
Progress & Academic
Probation
1.3%
1.5%
1.6%
1.4%
0.9%
1.0%
1.0%
0.9%
0.9%
1.0%
1.0%
Progress Dismissal/
Disqualification
0.5%
0.7%
0.8%
0.7%
0.7%
0.6%
0.5%
0.4%
0.5%
0.4%
0.5%
Academic Dismissal/
Disqualification
3.9%
4.1%
4.2%
4.0%
5.0%
5.0%
5.2%
4.9%
5.8%
5.1%
5.3%
Progress & Academic
Dismissal/Disqualification
0.1%
0.2%
0.2%
0.1%
0.1%
0.1%
0.1%
0.1%
0.1%
0.1%
0.1%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
N/A
100.0%
No Academic Standing Assigned*
Total
Source: MIS Student Enrollment and Student Basic data, Fall 2004-Fall 2014
Source: MIS Referential Student Enrollment and Student Basic data, Fall 2007
*No Academic Standing Assigned: Students are not assigned an academic standing until they have accrued 12 or more semester units.
- 52 -
Atlas 2014 – 2015
III.11 AA/AS Degrees and Certificates Awarded
The total number of AA/AS/AA-T/AS-T Degrees awarded has increased 539 (39.9%) since 2004/2005.
The addition of the AS degree in 2006/2007 and the AA/AS-Transfer degrees in 2011/2012 increased the
total number of associate degrees awarded and this trend has continued. In 2014-15, Orange Coast
College was ranked second in the state for AA-T/AS-T degrees awarded.3 Certificates of Achievement on
the other hand, have shown more variation, varying in numbers from 2004/2005 until 2007/2008 when
a steady increase is noted until 2011/12. In 2012/2013 and 2013/2014, Certificates declined somewhat,
but then experienced more than a 250% increase from 2013/2014 to 2014/2015 when for the first time,
students could receive a CSU Breadth or IGETC certificate (1,161 of the 1,753 Certificates of
Achievement awarded in 2014/15). Certificates of Skills or Specialization are awarded for programs
requiring minimal units and are also noted in the data below.
OCC Degrees and Certifictes Awarded
2004/2005 - 2014-2015
2,000
1,800
1,607
1,600
Number Awarded
1,400
1,889
1,876
1,473
1,439
1,639
1,569
1,663
1,589
1,753
1,429
1,350
1,200
1,000
800
641
543
517
600
375
407
358
400
363
302
499
477
574
481
483
323
243
262
2007/
2008
2008/
2009
495
431
439
340
200
0
2004/
2005
2005/
2006
2006/
2007
Associate Degrees
2009/
2010
2010/
2011
Certificates of Achievement
2011/
2012
2012/
2013
2013/
2014
2014/
2015
Certificates of Skills or Specialization
OCC AA Degrees and Certificates Awarded
2004/2005 - 2014/2015
Number
Associate Degrees
AA Degrees
AA-T Degrees
AS Degrees
AS-T Degrees
2004/
2005
1,350
1,350
N/A
N/A
N/A
375
2005/
2006
1,439
1,439
N/A
N/A
N/A
407
2006/
2007
1,473
1,226
N/A
247
N/A
358
2007/
2008
1,429
1,102
N/A
327
N/A
302
2008/
2009
1,607
1,223
N/A
384
N/A
363
2009/
2010
1,569
1,124
N/A
445
N/A
481
2010/
2011
1,639
1,185
N/A
454
N/A
483
2011/
2012
1,589
1,042
40
507
N/A
574
2012/
2013
1,663
940
144
579
N/A
477
2013/
2014
1,876
981
213
574
108
499
2014/
2015
1,889
693
329
616
251
1,753
Certificates of Skills or
Specialization
Total Awarded
362
340
323
243
262
517
641
543
439
431
495
2,087
2,186
2,154
1,974
2,232
2,567
2,763
2,706
2,579
2,806
4,137
Percent
Associate Degrees
AA Degrees
AA-T Degrees
AS Degrees
AS-T Degrees
2004/
2005
64.7%
64.7%
N/A
N/A
N/A
18.0%
2005/
2006
65.8%
65.8%
N/A
N/A
N/A
18.6%
2006/
2007
56.9%
56.9%
N/A
11.5%
N/A
16.6%
2007/
2008
55.8%
55.8%
N/A
16.6%
N/A
15.3%
2008/
2009
54.8%
54.8%
N/A
17.2%
N/A
16.3%
2009/
2010
43.8%
43.8%
N/A
17.3%
N/A
18.7%
2010/
2011
42.9%
42.9%
N/A
16.4%
N/A
17.5%
2011/
2012
38.5%
38.5%
1.5%
18.7%
N/A
21.2%
2012/
2013
64.5%
36.4%
5.6%
22.5%
N/A
18.5%
2013/
2014
66.9%
35.0%
7.6%
20.5%
3.8%
17.8%
2014/
2015
45.7%
16.8%
8.0%
14.9%
6.1%
42.4%
Certificates of Skills or
Specialization
Total Awarded
17.3%
15.6%
15.0%
12.3%
11.7%
20.1%
23.2%
20.1%
17.0%
15.4%
12.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Source: MIS Student Program Awards data, 2004/2005 - 2014/2015
Data has been updated on April 1, 2013 to include AA-Transfer Degrees and to correct data.
3
California Community Colleges Chancellor’s Office (2016). Management Information Systems Data Mart, Program Awards
Summary Report. Retrieved from http://datamart.cccco.edu/Outcomes/Program_Awards.aspx
- 53 -
Atlas 2014 – 2015
III.12 OCC Transfers to Four Year Institutions
The majority of all OCC transfers are to the CSU and UC systems. Transfers to UC institutions have
decreased from 2004/05 (486) through 2014/15 (422), while transfers to CSU institutions have remained
relatively consistent in the same time period (1,452 in 2004/05 to 1,451 in 2014/15). In 2014/2015, OCC
ranked 1st in CSU transfers statewide, 8th in UC transfers statewide, and 4th in overall transfers to CSU
and UC schools combined. Compared to the previous year’s totals, the 2014/15 results reflect a
downward trend in total transfers, consistent with other community colleges throughout the state.
Historical data also reveal a downturn in CSU/UC transfer figures in 2009/2010, but this was a statewide
trend reflecting the UC and CSU systems accepting less students. Despite the decreases, which were also
observed statewide, OCC’s rankings have remained strong.
3B
OCC transfers to in-state private and out-of-state institutions have experienced somewhat contrasting
trends over the last ten years—in-state private transfers declined from 2004/05 to 2014/15 (from 285 to
226) while out-of-state transfers increased during the same time period (171 in 2004/05 to 303 in
2014/15).
OCC Transfers to Four Year Institutions
3,000
1,451
1,349
1,207
860
1,303
1,345
1,199
1,000
1,313
1,500
1,424
1,695
2,000
1,452
Number of Transfers
2,500
579
578
493
490
422
528
555
2005/
2006
529
502
2004/
2005
465
486
500
2010/
2011
2011/
2012
2012/
2013
2013/
2014
2014/
2015
0
2006/
2007
2007/
2008
2008/
2009/
2009
2010
Academic Year
UC
CSU
ISP
OOS
OCC Transfers to Four Year Institutions
2004/2005 - 2014/2015
2007/
2008/
2009/
2010/
2008
2009
2010
2011
2011/
2012
2012/
2013
2013/
2014
2014/
2015
579
1,695
2,274
578
1,424
2,002
493
1,207
1,700
490
1,349
1,839
422
1,451
1,873
237
289
526
2,800
219
288
507
2,509
213
290
503
2,203
475
278
753
2,592
226
303
529
2,402
2004/
2005/
2006/
Number
2005
2006
2007
OCC Transfers to CSU and UC Systems
UC
486
502
465
529
555
528
CSU
1,452
1,313
1,199
1,345
1,303
860
Subtotal
1,938
1,815
1,664
1,874
1,858
1,388
OCC Transfers to In-State Private (ISP) and Out-of-State (OOS) Institutions
ISP
285
270
222
249
262
300
OOS
171
192
174
219
171
237
Subtotal
456
462
396
468
433
537
Grand Total 2,394
2,277
2,060
2,342
2,291
1,925
Source: Student Profi l es Reports (2005), Ca l i forni a Pos ts econda ry Educa ti on Commi s s i on (CPEC), CCCCO Da ta
CSU Da ta Retri eved from http://www.ca l s ta te.edu/a s /ccct
UC Da ta Retri eved from http://extra net.cccco.edu/Di vi s i ons /StudentServi ces /Tra ns fer/Tra ns ferDa ta .a s px
ISP/OOS Da ta Retri eved from http://da ta ma rt.cccco.edu/Outcomes /Student_Tra ns fer_Vol ume.a s px
- 54 -
Atlas 2014 – 2015
III.13 Performance of OCC Students at CSU
The California State University (CSU) system regularly provides information on continuation rates and
average GPA’s of community college students attending a CSU campus. OCC transfers have somewhat
higher continuation rates (percent of students enrolling in the fall term who re-enrolled at the same CSU
campus for the following fall term) than other community college transfers. OCC transfers have had
similar CSU GPA’s when compared to other community college transfers.
4
CSU Community College Performance Data
CSU Continuation Rates
Community College Transfers
CSU Average GPA's
Community College Transfers
3.5
95%
90%
3
2.5
80%
Average GPA
Percent Continuing
85%
75%
70%
2
1.5
65%
1
60%
0.5
55%
0
50%
2004/ 2005/ 2006/ 2007/ 2008/ 2009/ 2010/ 2011/ 2012/ 2013/ 2014/
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
2004/ 2005/ 2006/ 2007/ 2008/ 2009/ 2010/ 2011/ 2012/ 2013/ 2014/
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
OCC
Academic Year
All Comm. College
Academic Year
OCC
All Comm. College
Enrolled
OCC
All Comm. College
2004/
2005
888
34,736
2005/
2006
925
34,296
Performance of OCC Students at CSU
2004/2005 - 2014/2015
2006/
2007/
2008/
2009/
2007
2008
2009
2010
964
945
915
851
36,225
36,625
33,278
35,655
Continuation Rate
OCC
All Comm. College
2004/
2005
87%
85%
2005/
2006
89%
85%
2006/
2007
89%
85%
2007/
2008
85%
83%
2008/
2009
87%
84%
2009/
2010
88%
85%
2010/
2011
87%
88%
2011/
2012
90%
87%
2012/
2013
89%
87%
2013/
2014
87%
88%
2014/
2015
91%
88%
Average GPA
OCC
All Comm. College
2004/
2005
2.86
2.93
2005/
2006
2.91
2.94
2006/
2007
2.90
2.92
2007/
2008
2.91
2.92
2008/
2009
2.92
2.93
2009/
2010
2.97
2.98
2010/
2011
3.03
3.05
2011/
2012
3.09
3.04
2012/
2013
3.06
3.05
2013/
2014
3.09
3.05
2014/
2015
3.03
3.06
2010/
2011
1,265
39,143
2011/
2012
1,144
37,911
2012/
2013
1,207
41,215
2013/
2014
1,188
48,697
2014/
2015
1,157
47,418
Source: Ca l i forni a Communi ty Col l ege Aca demi c Performa nce Reports , CSU Ana l yti c Studi es Di vi s i on. Retri eved from:
http://www.a s d.ca l s ta te.edu/performa nce/i ndex.s html
- 55 -
Atlas 2014 – 2015
IV. Student Equity Outcomes
IV.1 Student Equity Plan
In the 1990s, the California Community Colleges Board of Governors legislated that colleges adopt a
student equity plan to ensure that historically underrepresented student groups have an equal
opportunity for access, success, and transfer in higher education. More recently, in 2014, the
Chancellor’s Office charged colleges to review and update student equity planning and tied the efforts
to formal funding. As such, each college was instructed to conduct a self-evaluation of student equity
outcomes on their campus and create a plan for improving successful outcomes for all students.
Specifically, colleges were asked to compile student data for six common indicators: Access, Course
Completion, Probation/Disqualification, Basic Skills Completion, Degree and Certificate Completion, and
Transfer. These “success indicators” identify and measure areas for which student population groups
may be impacted by issues of equal opportunity and disproportionate impact. Using the results of the
success indicator analyses by student demographics, each college created a Student Equity Plan,
outlining specific goals and action activities to address disparities discovered in the data.
IV.2 OCC Student Equity Trends
This section presents an overview of the campus-based research conducted on the Student Equity
Success Indicators for OCC. Data for each of the six Student Equity Success Indicators were analyzed and
disaggregated by six student population groups: Gender, Ethnicity, Disability Status, Economic
Disadvantage, Veteran Status, and Foster Youth Status.
In order to assess equity within each indicator, a disproportionate impact (DI) analysis was conducted.
For these analyses, DI is defined as a success or completion rate that is less than 80% that of a reference
group or the overall group rate; in other words, “the 80% rule” has been applied.
The results of the analyses are visually summarized in the Student Equity Dashboard (presented on the
following page) for easy identification of impact across and within indicators and subpopulations. Data
trends are briefly described herein, but the full report can be accessed on the OCC Portal:
https://occportal.orangecoastcollege.net/Departments/Student%20Services/StudentEquity/Shared%20
Documents/2015-16_OCCStudent_Equity_Plan_FINAL.pdf
1. Gender: Disproportionate impact observed for males in Degree/Certificate Completion.
2. Ethnicity: Disproportionate impact observed for many equity groups. American Indian/Native
Alaskan students were impacted in Probation/Disqualification. Black or African American
students were impacted in Probation/Disqualification, Basic Skills Math (emerging trends), and
Degree/Certificate Completion. Hispanic/Latino students were impacted in
Probation/Disqualification, Basic Skills ESL, and Transfer. Native Hawaiian/other Pacific Islander
students were impacted in Probation/Disqualification and Transfer. White/Non-Hispanic
students were impacted in Basic Skills ESL.
3. Disability Status: Disproportionate impact observed for disabled students in Access and
transfer.
4. Economic Disadvantage: No disproportionate impact observed.
5. Veteran Status: Disproportionate impact observed for veteran students in Access and
Probation/Disqualification.
6. Foster Youth Status: Disproportionate impact observed for foster youth students in
Probation/Disqualification.
- 59 -
Atlas 2014 – 2015
IV.3 OCC Student Equity Dashboard - 2015
Success Indicator
Gender
Ethnicity
DSPS
Status
Economic
Disadvantage
Veteran
Foster
Youth
●
●
●
●
●
●
COURSE
COMPLETION
PROBATION/
DISQUALIFICATION
(OVERALL)
●
●
●
●
●
●
●
●
●
●
●
●
PROBATION/
DISQUALIFICATION
(BASIC SKILLS/ESL
STUDENTS)
●
●●
●
●
●
●
●
●
**
**
●
●
●
●
**
●●
**
●
**
**
-Black or AfricanAmerican
●
●
**
Ø
-Male
●
●
●
●
●
N/A
N/A
ACCESS
BASIC SKILLS:
ENGLISH
●
-Unknown
BASIC SKILLS:
MATH
BASIC SKILLS:
ESL
DEGREE & CERT.
COMPLETION
TRANSFER
●
●
●
-Disabled
-American Indian/Native
Alaskan
-Black or AfricanAmerican
-Hispanic/Latino
-Native Hawaiian/other
Pacific Islander
-Asian
-Hispanic/Latino
-American Indian/Alaska
Native
-Unknown
- Black or AfricanAmerican
-Hispanic/Latino
-White/non-Hispanic
-Hispanic/Latino
-Native Hawaiian/other
Pacific Islander
Disproportionate Impact Key
● Disproportionate Impact (for groups listed in red)
● Emerging Disproportionate Impact Trends (for groups listed in
yellow)
● No Disproportionate Impact
-Disabled
-Veterans
-Veterans
●
-Foster
Youth
Insufficient Data Key
** Sample Size Not Sufficient for Analysis (<60)
Ø No members of this population were identified for this
indicator
N/A Data is not available for this population and indicator
Note: The full Student Equity Report with complete data analyses can be accessed on the OCC Portal:
https://occportal.orangecoastcollege.net/Departments/Student%20Services/StudentEquity/Shared%20Documents/201516_OCCStudent_Equity_Plan_FINAL.pdf
- 60 -
-Foster
Youth
Atlas 2014 – 2015
V. Employee Data
V.1 OCC Staffing Trends
Staffing trends indicate there was a decrease in the number of all OCC employees since fall 2008. Over
the past seven years, the largest declines have been observed in the percent of classified management
(-15.4%). All other employee groups also showed declines. Full-time faculty, classified staff, and
educational administrator declines were somewhat comparable at approximately 12-14%. These figures
are snapshots that represent the total number of employees as of October 15th of the stated year. These
are not cumulative figures for the entire semester. These figures represent headcounts only and do not
reflect other workload measures such as faculty overload or staff overtime. Additionally, headcounts for
classified staff do not differentiate between full-time and part-time status.
OCC Staff Employment Trends
Fall 2008 - Fall 2014
500
450
400
Number employed
350
300
250
200
150
100
50
0
Full-Time Faculty
Part-Time Faculty
Fall
2008
Fall
2009
Classified Staff
Fall
2010
Fall
2011
Classified Management
Fall
2012
Fall
2013
Educational
Administrators
Fall
2014
OCC Staff Employment Trends
Comparison: 2008-2014
Number
Full-Time Faculty
Part-Time Faculty
Classified Staff
Classified Management
Educational Administrators
Total
Fall
2008
285
477
334
26
22
1,144
Fall
2009
273
461
323
28
22
1,107
Fall
2010
256
472
306
25
19
1,078
Fall
2011
249
421
290
20
20
1,000
Fall
2012
247
360
282
20
20
929
Fall
2013
242
408
274
21
20
965
Fall
2014
246
468
293
22
19
1,048
# Change % Change
(2008 to (2008 to
2014)
2014)
-39
-13.7%
-9
-1.9%
-41
-12.3%
-4
-15.4%
-3
-13.6%
-96
-8.4%
Source: Employee Profile Cube, except for Part-time faculty data taken from OCC MIS Staff Data. (For historical data, please refer to prior year OCC Atlas
Reports.)
NOTE: Figures represent total number of employees as of October 15th of the stated year.
Data since fall 2008 is presented for consistency in reporting after the transition to the Banner data system.
- 63 -
Atlas 2014 – 2015
V.2 OCC Staffing Trends by Gender
Among faculty, there has been a shift in the male/female ratio over time toward more equitable
representations. By fall 2012, both full-time and part-time faculty had approximately equal numbers of
males and females, though fall 2014 data show females are slightly overrepresented. The other
employee groups have more discrepant representations, with females overrepresented in classified staff
(58.7% in 2014), but underrepresented in classified mangers (27.3% in 2014) and educational
administrators (31.6% in 2014). Female representation in management has consistently decreased over
the past six years.
50.8%
46.6%
48.7%
53.4%
51.3%
45.6%
54.4%
49.2%
46.8%
0%
Fall Fall Fall Fall Fall Fall Fall
2008 2009 2010 2011 2012 2013 2014
Gender
Female
Male
OCC Classified Managers Gender
OCC Classified Staff Gender
100%
Gender
Female
Male
Male
OCC Educational Administrators Gender
68.4%
31.6%
80.0%
20.0%
70.0%
30.0%
65.0%
35.0%
Fall
2009
63.2%
Fall
2008
36.8%
20%
45.5%
40%
54.5%
63.6%
60%
36.4%
Percent Employed
100%
80%
66.7%
72.7%
33.3%
27.3%
Fall Fall
Fall
Fall
Fall
Fall Fall
2008 2009 2010 2011 2012 2013 2014
Fall Fall Fall Fall Fall Fall Fall
2008 2009 2010 2011 2012 2013 2014
Gender
Female
65.0%
55.0%
45.0%
0%
0%
35.0%
52.0%
48.0%
20%
50.0%
40%
50.0%
60%
50.0%
58.7%
55.5%
56.4%
56.6%
57.2%
57.9%
60%
80%
50.0%
Percent Employed
41.3%
44.5%
43.6%
43.4%
42.8%
42.1%
41.0%
100%
59.0%
Percent Employed
53.2%
20%
Gender
Female
Male
20%
44.9%
40%
Fall
Fall
Fall
Fall
Fall
Fall
Fall
2008 2009 2010 2011 2012 2013 2014
40%
55.1%
60%
0%
80%
44.4%
Percent Employed
49.2%
50.8%
50.8%
49.8%
50.2%
51.0%
49.0%
48.8%
20%
48.4%
40%
51.9%
60%
49.2%
80%
51.2%
80%
51.6%
100%
55.6%
OCC Part-time Faculty Gender
100%
48.1%
Percent Employed
OCC Full-time Faculty Gender
Fall
2012
Fall
2013
Fall
2014
0%
Fall
Fall
2010 2011
Gender
Female
Male
- 64 -
Atlas 2014 – 2015
V.2 OCC Staffing Trends by Gender (Cont.)
OCC Staffing Trends by Gender (Fall 2008 - Fall 2014)
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Full-time Faculty
Female
Male
Total Headcount
Part-time Faculty
Female
Male
Total Headcount
Classified Staff
Female
Male
Total Headcount
Classified Managers
Female
Male
Total Headcount
Female
Male
Total Headcount
Fall 2013
Fall 2014
48.1%
51.9%
285
48.4%
51.6%
273
48.8%
51.2%
256
49.0%
51.0%
249
50.2%
49.8%
247
50.8%
49.2%
242
50.8%
49.2%
246
55.6%
44.4%
477
55.1%
44.9%
461
53.2%
46.8%
472
54.4%
45.6%
421
49.2%
50.8%
360
53.4%
46.6%
408
51.3%
48.7%
59.0%
41.0%
334
57.9%
42.1%
323
57.2%
42.8%
306
56.6%
43.4%
290
56.4%
43.6%
282
55.5%
44.5%
274
58.7%
41.3%
293
50.0%
50.0%
26
50.0%
50.0%
28
48.0%
52.0%
25
45.0%
55.0%
20
35.0%
65.0%
20
33.3%
66.7%
21
27.3%
72.7%
22
36.4%
63.6%
22
45.5%
54.5%
22
36.8%
63.2%
19
35.0%
65.0%
20
30.0%
70.0%
20
20.0%
80.0%
20
31.6%
68.4%
19
Source: Employee Profile Cube, except for Part-time faculty data taken from OCC MIS Staff Data (For historical data, please
refer to prior year OCC Atlas Reports.)
Data since fall 2008 is presented for consistency in reporting after the transition to the Banner data system.
- 65 -
468
Atlas 2014 – 2015
V.3 Women Employed by Employee Category
Examining staffing data by gender across employee categories demonstrates classified staff have
consistently had the highest percent of women employed, followed closely by full-time and part-time
faculty. Classified managers and educational administrators have a lower percent of women compared
to the other groups and these percentages have generally declined over time (with the exception of a
spike in female administrators in fall 2009 and 2014).
- 66 -
Atlas 2014 – 2015
V.4 OCC Staffing Trends by Ethnicity – Faculty and Administrators
Over the past seven years, the ethnic makeup of faculty and educational administrators has remained
relatively stable. The majority of current (fall 2014) OCC full-time and part-time faculty are White/NonHispanic (74.0% and 64.2%, respectively). Approximately 8-10% are Asian/Pacific Islander and an
additional approximately 9-11% are Hispanic/Latino. Educational administrators have a similar ethnic
distribution, although with fewer Hispanic/Latino (0%) and more Asian/Pacific Islander (15.8%)
employees.
48BOC
OCC Full-time Faculty Ethnicity
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
0%
White/Non-Hispanic
Native American
20%
40%
60%
Percent Employed
Two or More Races
80%
Black/African-American
Unknown/Other
100%
Hispanic/Latino
OCC Part-time Faculty Ethnicity
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
0%
20%
40%
Percent Employed
60%
80%
White/Non-Hispanic
Native American
Two or More Races
Unknown/Other
100%
Hispanic/Latino
OCC Educational Administrator Ethnicity
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
0%
White/Non-Hispanic
Hispanic/Latino
20%
40%
60%
Percent Employed
Native American
- 67 -
80%
100%
Two or More Races
Atlas 2014 – 2015
V.4 OCC Staffing Trends by Ethnicity – Faculty and Administrators (Cont.)
OCC Faculty and Administrator Ethnicity
Fall 2008 - Fall 2014
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Full-time Faculty
White/Non-Hispanic
Hispanic/Latino
Native American
Two or More Races
Unknown/Other
Total Headcount
Part-time Faculty
White/Non-Hispanic
Hispanic/Latino
Native American
Two or More Races
Unknown/Other
Total Headcount
White/Non-Hispanic
Hispanic/Latino
Native American
Two or More Races
Unknown/Other
Total Headcount
Fall 2013
Fall 2014
75.4%
7.7%
3.5%
9.8%
0.0%
0.7%
2.8%
285
75.8%
7.3%
3.7%
10.3%
0.0%
0.4%
2.6%
273
73.8%
7.4%
3.9%
11.3%
0.0%
0.8%
2.7%
256
73.9%
7.6%
4.0%
10.8%
0.0%
0.8%
2.8%
249
73.7%
7.7%
4.0%
11.3%
0.0%
0.8%
2.4%
247
71.4%
7.7%
4.0%
11.7%
0.0%
0.8%
2.0%
248
74.0%
7.7%
4.1%
11.4%
0.0%
0.8%
2.0%
246
74.2%
11.9%
1.7%
8.8%
0.2%
N/A*
3.1%
477
75.1%
11.5%
1.3%
8.0%
0.4%
0.0%
3.7%
461
75.6%
11.2%
1.3%
7.6%
0.4%
0.0%
3.8%
472
75.5%
10.9%
1.2%
8.1%
0.5%
0.0%
3.8%
421
78.1%
9.4%
1.7%
7.2%
0.6%
0.3%
2.8%
360
84.2%
12.5%
1.4%
10.8%
0.6%
0.3%
3.3%
361
64.2%
10.2%
1.3%
9.3%
0.6%
0.2%
2.8%
528
77.3%
13.6%
4.5%
4.5%
0.0%
0.0%
0.0%
22
77.3%
13.6%
4.5%
4.5%
0.0%
0.0%
0.0%
22
78.9%
15.8%
0.0%
5.3%
0.0%
0.0%
0.0%
19
80.0%
15.0%
0.0%
5.0%
0.0%
0.0%
0.0%
20
75.0%
15.0%
0.0%
10.0%
0.0%
0.0%
0.0%
20
66.7%
19.0%
4.8%
4.8%
0.0%
0.0%
0.0%
21
78.9%
15.8%
5.3%
0.0%
0.0%
0.0%
0.0%
19
Source: Employee Profile Cube, except for Part-time faculty data taken from OCC MIS Staff Data (For historical data, please
refer to prior year OCC Atlas Reports.)
* Collection of MIS data on Two or More Races began in Summer 2009
- 68 -
Atlas 2014 – 2015
V.5 OCC Staffing Trends by Ethnicity – Classified Staff and Managers
In 2014, approximately half of all classified staff were White/Non-Hispanic (43.7%), approximately one
quarter were Hispanic/Latino (25.9% in 2014), and approximately one-fifth were Asian/Pacific Islander
(20.8% in 2014). In recent years, classified staff have become more diverse, with decreasing percentages
of White/Non-Hispanic and increasing numbers of Asian/Pacific Islander and Hispanic/Latino employees.
Approximately three-quarters of classified managers (72.7%) are White/Non-Hispanic in 2014. The
diversity of classified managers has generally decreased over the last seven years, although a 3%
increase in Hispanic/Latino managers was observed from fall 2008 (19.2%) to fall 2014 (22.7%).
49B
OCC Classified Staff Ethnicity
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
0%
20%
40%
60%
80%
100%
Percent Employed
White/Non-Hispanic
Native American
Two or More Races
Unknown/Other
Hispanic/Latino
OCC Classified Managers Ethnicity
Fall 2014
Fall 2013
Fall 2012
Fall 2011
Fall 2010
Fall 2009
Fall 2008
0%
20%
40%
60%
80%
Percent Employed
White/Non-Hispanic
Native American
Two or More Races
Unknown/Other
- 69 -
Hispanic/Latino
100%
Atlas 2014 – 2015
49B
V.5 OCC Staffing Trends by Ethnicity – Classified Staff and Managers (Cont.)
OCC Classified Staff and Managers Ethnicity
Fall 2008 - Fall 2014
Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014
Classified Staff
White/Non-Hispanic
Hispanic/Latino
Native American
Two or More Races
Unknown/Other
Total Headcount
Classified Managers
White/Non-Hispanic
Hispanic/Latino
Native American
Two or More Races
Unknown/Other
Total Headcount
50.3%
17.1%
2.1%
23.7%
0.0%
2.4%
4.5%
334
49.8%
17.6%
2.2%
24.5%
0.0%
2.2%
3.7%
323
48.4%
18.3%
2.3%
24.8%
0.0%
2.3%
3.9%
306
47.9%
19.0%
2.4%
24.5%
0.0%
2.1%
4.1%
290
47.9%
19.1%
2.8%
23.8%
0.0%
2.1%
4.3%
282
47.4%
19.0%
2.2%
24.8%
0.0%
1.8%
4.7%
283
43.7%
20.8%
2.4%
25.9%
0.0%
2.4%
4.8%
293
69.2%
7.7%
0.0%
19.2%
0.0%
3.8%
0.0%
26
67.9%
7.1%
0.0%
17.9%
0.0%
7.1%
0.0%
28
68.0%
4.0%
0.0%
20.0%
0.0%
8.0%
0.0%
25
70.0%
5.0%
0.0%
20.0%
0.0%
5.0%
0.0%
20
75.0%
5.0%
0.0%
20.0%
0.0%
0.0%
0.0%
20
71.4%
4.8%
0.0%
23.8%
0.0%
0.0%
0.0%
21
72.7%
0.0%
0.0%
22.7%
0.0%
0.0%
4.5%
19
Source: Employee Profile Cube (For historical data, please refer to prior year OCC Atlas Reports.)
- 70 -
Atlas 2014 – 2015
49B
V.6 Ethnic Minorities by Employee Category
Examining the percent ethnic minorities employed at OCC by employee category shows that classified
staff are the most diverse group, with nearly half of employees (51.5% in 2014) representing minorities.
Full-time faculty employ the next largest group of minorities at 24.0% in 2014. Part-time faculty,
classified managers, and administrators employ comparable percentages of minorities (between 2123%). With the exception of classified staff and full-time faculty, all other employee groups have
decreased in the percent of ethnic minorities since fall 2008.
Percent Minorities Employed by Employee Category
60%
Percent Minorities
50%
40%
30%
20%
10%
0%
Fall 2008
Full-time Faculty
Fall 2009
Fall 2010
Part-time Faculty
Fall 2011
Administrators
- 71 -
Fall 2012
Classified Staff
Fall 2013
Fall 2014
Classified Managers
Atlas 2014 – 2015
V.7 OCC Staffing Trends by Age – Faculty
The majority of full-time faculty are age 50 or older (63.4%), while part-time faculty are somewhat
younger (41.0% are 50 or older). Based on percentages, full-time faculty over age 60 have increased
since 2008, while those under age 40 have decreased (with fluctuations among faculty between ages 4059). The percent of OCC’s part-time faculty younger than age 50 have increased while those age 50 and
older have decreased since fall 2008 (with the exception of those over 70 years old).
50B49B
Fall 2014 Age Distribution
Full-time Faculty
Over 70
Percent Change by Age Group for
Full-time Faculty (2008-2014)
20-29
10.0%
30-39
60-69
5.0%
Over 70
60-69
50-59
40-49
-5.0%
40-49
50-59
30-39
20-29
0.0%
-10.0%
Ages of Full-time Faculty
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Change
2008-2014
2.1%
16.5%
22.5%
35.8%
20.4%
2.8%
285
1.1%
16.5%
24.2%
35.9%
20.1%
2.2%
273
0.4%
14.8%
25.8%
35.9%
19.5%
3.5%
256
0.4%
11.6%
26.1%
36.1%
22.5%
3.2%
249
0.4%
13.0%
26.7%
31.2%
25.9%
2.8%
247
0.4%
11.6%
24.8%
33.9%
25.6%
3.7%
242
0.8%
10.2%
25.6%
33.7%
26.0%
3.7%
246
-1.3%
-6.3%
3.2%
-2.0%
5.7%
0.9%
-39
Percent
20-29
30-39
40-49
50-59
60-69
Over 70
Total Headcount
Part-time Faculty (2008-2014)
Part-time Faculty
10.0%
50-59
40-49
8.0%
6.0%
4.0%
2.0%
-6.0%
30-39
20-29
Over 70
-8.0%
-10.0%
Ages of Part-time Faculty
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Change
2008-2014
9.9%
27.0%
19.5%
24.3%
16.1%
3.1%
477
8.7%
29.7%
17.8%
23.4%
17.6%
2.8%
461
8.7%
27.8%
18.4%
22.7%
18.2%
4.2%
472
8.6%
27.3%
18.8%
20.4%
19.7%
5.2%
421
5.6%
26.4%
19.2%
21.7%
22.8%
4.4%
360
8.6%
25.7%
22.3%
18.9%
18.6%
5.9%
408
9.4%
27.6%
22.0%
20.1%
15.8%
5.1%
468
-0.5%
0.5%
2.5%
-4.2%
-0.3%
2.0%
-9
Percent
20-29
30-39
40-49
50-59
60-69
Over 70
Total Headcount
Source: OCC MIS Staff Data (For historical data, please refer to prior year OCC Atlas Reports.)
- 72 -
Over 70
60-69
50-59
40-49
-4.0%
30-39
60-69
20-29
0.0%
-2.0%
Atlas 2014 – 2015
V.8 OCC Staffing Trends by Age – Classified Staff and Managers
Age distributions of OCC classified staff have shifted to more staff in the 40 and older age range since
2008. Similarly, classified managers showed decreases in employees younger than 50 and increases in
the 50 and above age ranges. These trends likely reflect the longevity of staff who stay at OCC once they
begin working at the college.
Classified Staff
60-69
Classified Staff (2008-2014)
20.0%
20-29
Over 70
15.0%
30-39
10.0%
5.0%
Over 70
60-69
50-59
40-49
30-39
-10.0%
50-59
20-29
0.0%
-5.0%
-15.0%
40-49
-20.0%
Ages of Classified Staff
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Change
2008-2014
8.7%
25.4%
26.6%
26.3%
10.8%
2.1%
334
6.8%
23.8%
29.1%
26.9%
11.5%
1.9%
323
5.2%
21.9%
32.4%
27.8%
11.4%
1.3%
306
2.4%
21.7%
33.8%
29.3%
11.4%
1.4%
290
1.8%
19.5%
32.6%
30.5%
13.8%
1.8%
282
4.4%
16.8%
32.8%
30.3%
14.6%
1.1%
274
5.8%
18.8%
29.7%
30.4%
14.3%
1.0%
293
-2.9%
-6.7%
3.0%
4.0%
3.6%
-1.1%
-41
Percent
20-29
30-39
40-49
50-59
60-69
Over 70
Total Headcount
Classified Managers
Classified Managers (2008-2014)
50-59
20.0%
15.0%
10.0%
5.0%
30-39
-15.0%
Over 70
-20.0%
Ages of Classified Managers
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Change
2008-2014
0.0%
7.7%
42.3%
42.3%
7.7%
0.0%
26
0.0%
7.1%
35.7%
50.0%
7.1%
0.0%
28
0.0%
4.0%
36.0%
48.0%
12.0%
0.0%
25
0.0%
5.0%
25.0%
55.0%
15.0%
0.0%
20
0.0%
5.0%
25.0%
50.0%
20.0%
0.0%
20
4.8%
4.8%
23.8%
47.6%
14.3%
4.8%
21
0.0%
4.5%
27.3%
50.0%
18.2%
0.0%
22
0.0%
-3.1%
-15.0%
7.7%
10.5%
0.0%
-4
Percent
20-29
30-39
40-49
50-59
60-69
Over 70
Total Headcount
- 73 -
Over 70
60-69
50-59
-10.0%
40-49
60-69
20-29
30-39
-5.0%
20-29
0.0%
40-49
Atlas 2014 – 2015
V.9 OCC Staffing Trends by Age – Administrators
The great majority of educational administrators are age 50 or older (73.7% in fall 2014) and this has
been a relatively consistent trend for the last seven years. Intermittently between 2008 and 2012, OCC
had approximately 35% of administrators in the 30-39 and 40-49 age ranges, but by fall 2014, this
percentage had decreased to 26.3%.
49B
Educational Administrators (2008-2014)
20-29
Over 70
60-69
10.0%
30-39
8.0%
40-49
6.0%
4.0%
2.0%
-6.0%
-8.0%
50-59
-10.0%
Ages of Educational Administrators
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Fall
2014
Change
2008-2014
0.0%
9.1%
27.3%
45.5%
18.2%
0.0%
22
0.0%
0.0%
36.4%
31.8%
31.8%
0.0%
22
0.0%
5.3%
36.8%
36.8%
21.1%
0.0%
19
0.0%
0.0%
25.0%
50.0%
25.0%
0.0%
20
0.0%
5.0%
30.0%
45.0%
20.0%
0.0%
20
0.0%
0.0%
20.0%
50.0%
30.0%
0.0%
20
0.0%
0.0%
26.3%
47.4%
26.3%
0.0%
19
0.0%
-9.1%
-1.0%
1.9%
8.1%
0.0%
-3
Percent
20-29
30-39
40-49
50-59
60-69
Over 70
Total Headcount
- 74 -
Over 70
60-69
50-59
40-49
30-39
-4.0%
20-29
0.0%
-2.0%
Atlas 2014 – 2015
Acknowledgments and Contact Information
The production of the OCC Atlas was greatly enhanced by a number of people on campus who diligently
reviewed the Atlas for applicability, clarity and ease of use.
For further information on the OCC Atlas 2014-2015 contact:
Sheri Sterner, Administrative Director,
Research Planning and Institutional Effectiveness
Gabrielle Stanco, Sr. Research Analyst
Daisy Segovia, Sr. Research Analyst
Lynn Krieger, Research Assistant
(714) 432-5081
(714) 432-5977
(714) 432-6836
(714) 432-5709
For more information about Orange Coast College and the Office of Institutional Effectiveness, please
visit our public webpage at
http://www.orangecoastcollege.edu/about_occ/Institutional_Effectiveness/Pages/default.aspx
or our internal portal site (college employees only) at
http://occportal/Departments/Administration/InstitutionalEffectiveness/Institutional%20Research/Page
s/default.aspx
- 75 -

Table of Contents - Orange Coast College

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