COLLEGE OF THE CANYONS 17|18
Fact Book 2017/18
“The next best thing to knowing something is knowing where to find it.” —Samuel Johnson
Mr. Steven D. Zimmer, President Mr. Michael D. Berger, Vice President Ms. Michele R. Jenkins, Clerk Ms. Joan W. MacGregor,Member Dr. Edel Alonso, Member Dr. Dianne G. Van Hook, Secretary/Parliamentarian Ms. Brenda Plong, Student Trustee
Revised Data as of 11/8/17 Next Revision Fall 2018
Santa Clarita Community College District
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Fact Book 2017/18
List of Figures 1. Decision Making at COC - p. 10 2. Santa Clarita Community College District Map - p. 14 3. Actual/Projected Population - p. 16 4. Age of Santa Clarita Residents - p. 18 5. College Attendance-High School Graduates - p. 20 6. Overall Projected Enrollment - p. 21 7. Median Home Value Price by City/Area - p. 26 8. Unemployment Rates - p. 31 9. Crime Rates - p. 37 10. COC Enrollment & Projections - p. 40 11. Board of Governors Tuition Waivers - p. 43 12. Citizenship of Students - p. 46 13. Academic Standing of COC Students - p. 46 14. Concurrent Enrollment Trends - p. 47 15. Enrollment Trends: Full-Time/Part-Time - p. 48 16. Time of Class Enrollment: Day/Evening - p. 48 17. Educational Goals of COC Students- p. 49 18. Stat Path Math Placement Test - p. 50 19. Calculus Path Math Placement - p. 50 20. Freshman Math Enrollment - p. 50 21. English Placement Results - p. 51 22. Freshman English Enrollment - p. 51 23. Educational Goals & Number of Units - p. 57 24. Staffing Increases - p. 60 25. Faculty, Staff & Administrators by Sex - p. 62 26. Full-Time Faculty Ethnicity - p. 63 27. Educational Administrators Ethnicity - p. 63 28. Classified Administrators Ethnicity - p. 63 29. Classified Staff Ethnicity - p. 63 30. Number of Credit Sections Offered - p. 66 31. 100% Online Sections - p. 68
32. Online Headcount - p. 68 33. Instructional Load - p. 70 34. Change in Load: Fall/Spring Semesters - p. 70 35. Total Volumes in Library - p. 71 36. Total Circulation of Library - p. 71 37. Total Hours for TLC - p. 71 3ďťż8. Assessment Test/Placements & Transcripts - p. 73 39. EOPS and DSP&S Student Contacts - p. 73 40. Number of Employers Served - p. 75 41. Number of Employees Served - p. 75 42. Grant Revenue - p. 76 43. COC Foundation Revenue - p. 78 44. COC Foundation Assets - p. 78 45. Actual Funded Growth - p . 79 46. Total Funded & Unfunded FTES - p. 80 47. Cumulative Growth in Unrestricted Revenue - p. 81 48. General Fund Unrestrained Revenue - p. 82 49. Cumulative OGSF - p. 85 50. Degrees and Certificates Awarded - p. 98 51. Number of Transfers to UC & CSU - p. 100 52. Completion & Transfer Rate by Cohort - p. 102 53. Completion & Transfer Rate vs. CA - p. 102 54. Comparison of Completion, Persist. Bsc Skl - p. 104 55. Fall 2016 Retention and Success Rates-AOC - p. 107 56. Retention Rates - AOC - p. 107 57. Success Rates - AOC - p. 108 58. UC and CSU Transferable Units - p. 109 59. Traditional Placement in Statistics Pathway - p. 111 60. Disjunctive Placement in Statistics Pathway - p. 111 61. Traditional Placement in Calculus Pathway - p. 112 62. Disjunctive Placement in Calculus Pathway - p. 112
Santa Clarita Community College District
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Fact Book 2017/18
List of Tables 1. Population Growth Comparison p. 16
26. Satisfaction with Inst. Prog & Serv—VAL & CCC - p. 54
2. Household Income - p. 17 3. Educational Attainment - p. 17 4. Local Colleges or Universities - p. 19
27. Satisfaction with Inst. Prog & Serv - CCC - p. 54 28. Satisfaction with Inst. Prog & Serv - VC - p. 55 29. Level of Agreement with Aspects of Campus Life - p. 56
5. Tuition Comparison - p. 19
30. Residence of Faculty and Staff - p. 61
6. Enrollment Projections for Feeder Schools - p. 21
31. Full-Time Faculty Applicants - p. 64
7. CAASP—Junior High - p. 22 8. CAASP—High School - p. 22 9. Ethnicity - p. 23
32. Course & Section—Credit, Transfer, CTE, NC - p. 67 33. Growth in WSCH, FTEF and Load - p. 69 34. Technology - p. 72
10. Participation Rates Within District - p. 24
35. Adopted Budget Summary - p. 82
11. Participation Rates by Ethnicity - p. 25 12. Participation Rates by Sex - p. 25 13. Approved Residential Construction Projects - p. 28 14. Industrial Market—SCV 2017 - p. 29 15. Office Market Overview-SCV 2017 - p. 30
36. Building Summary - p. 86 37. Building Summary by Funding Source - p. 93 38. Degrees and Certificates - 2016/17 - p. 97 39. Changes in Number of Degrees Awarded - p. 99 40. Transfer Rate - p. 101
16. Top Employers in the SCV - p. 32
41. Scorecard Comparsions - p. 105
17. SCV Employment by Sector - p. 34
42. AOC Enrollment at COC by Academic Dept. - p. 108
18. COC Enrollments and Projections - p. 41 19. Overview of Student Demographics - p. 41
43. Percent Placing into Transfer-Level with Traditional vs. Disjunctive Models by Ethnicity - p. 112 44. Comparison of Savings - p. 113
20. Historical Changes in Student Demographics - p. 43
45. Math-060 Progression: Fall 2012 Cohort - p. 115
21. Financial Aid - p. 44
46. Math-060 Progression: Fall 2013 Cohort - p. 115
22. Residence of COC Students - p. 45
47. Math-075 Progression: Fall 2012 Cohort - p. 115
23. Previous High Schools of COC Students - p. 45
48. Math-075 Progression: Fall 2013 Cohort- p. 116
24. Satisfaction with Courses and Campus - p. 52
49. Tuition and Textbook Combined Costs Associated with Course Pathways - p. 116
25. Ways in Which Respondents Learn About College Policies & Procedures - p. 53
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Fact Book 2017/18
BASIC STATS Santa Clarita Community College District Chancellor Dr. Dianne G. Van Hook, CEO since July 1988. Enrollment increased from 19,023 in fall 2006 to 20,941 in fall 2016, an increase of eight percent. The college saw tremendous growth from 2004 to 2010 (61 percent) but experienced contractions beginning in fall 2010 as a result of state budget cuts, including reduced training for government agencies such as fire, police and lifeguard training (also known as in-service training). Enrollment is estimated to rise to more than 22,000 by 2025. Cost of tuition and fees for the year 2016/17 is $1,154, an increase from $818 in 2005/06 (assumes 12 units in fall and spring, each). This represents an increase of 41 percent. The number of students receiving a Board of Governors (BOG) tuition waiver increased from 3,589 in 2005/06 to 11,712 in 2016/2017, an increase of 226 percent. The total financial aid award dollars increased from $4,441,855 in 2006/07 to $20,092,887 in 2016/17, an increase of 352 percent (excluding non-cash awards such as the BOG Fee Waiver). The number of full-time faculty members has risen from 167 in fall 2006 to 205 in fall 2016, an increase of 23 percent. The total number of volumes in the library has increased from 55,091 in 2006/07 to 68,379 in 2016/17, an increase of 24 percent.
The total circulation in the library has decreased over the past 10 years, from 30,310 in 2006/07 to 17,276 in 2016/17. This is the result of more online databases. Over the past 10 years, there has been an 88 percent increase in computer labs. The number of employers College of the Canyons partnered with via the Center for Applied and Competitive Technologies (CACT), Employee Training Institute (ETI), and Small Business Development Center (SBDC) increased from 467 in 2006/07 to 979 in 2016/17, a 109 percent increase. Since 2006, the overall square footage of College of the Canyons facilities has expanded from 560,896 to 884,735, an increase of 58 percent. Unrestricted general fund revenue has increased from $58.4 million in 2004/05 to $104.4 million in 2016/17, a 79 percent increase. Santa Clarita Community College District 4
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Santa Clarita Community College District 5
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COLLEGE OF THE CANYONS INSTITUTE FOR CULINARY EDUCATION The College of the Canyons Institute for Culinary Education is located south of Mentry Hall. The 12,200-square-foot building includes a Show Kitchen, Savory Kitchen, Sweets Kitchen, Wine Studies Room, Culinary Lab Space, instructor office spaces, a full-service restaurant, retail market, and an outdoor dining patio. A ribbon-cutting ceremony was held April 15, 2015. A Zinfandel grape vineyard is located on the west side of campus. The vines, donated by the late Remo Belli Vineyards and Reyes Winery, were installed with the help of Pulchella Winery. The vineyard will eventually provide 300 fruit-bearing vines that will aid the wine studies program.
Santa Clarita Community College District
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Fact Book 2017/18
CANYONS HALL The new Canyons Hall building spans 46,000 square feet and was included in the final 2010/11 state budget. It was one of only three projects at the state level that were approved for construction funding for 2011/12. Canyons Hall creates a gateway to the college, enhancing access for students and enabling them to more quickly achieve their goals. The departments housed in this building include Financial Aid, Admissions & Records, Career Center, Community Education, Counseling, COC Foundation, Student Services, and administrative offices. A ribbon-cutting ceremony was held March 25, 2015.
Santa Clarita Community College District
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Fact Book 2017/18
MISSION AND PLANNING
College of the Canyons is dedicated to being a leading two-year college, recognized locally, regionally, statewide and nationally for technical advancement, institutional effectiveness, student support, model academic and professional programs, excellence in teaching and learning, fostering a broad range of community partnerships, maximizing student access and for the sense of community that we provide to our students and staff.
MISSION As an innovative institution of excellence, College of the Canyons offers an accessible, enriching education that provides students with essential academic skills and prepares students for transfer education, workforce skills development, and the attainment of learning outcomes corresponding to their educational goals. To fulfill its mission, College of the Canyons embraces diversity, fosters technical competencies, supports the development of global responsibility, and engages students and the community in scholarly inquiry, creative partnerships, and the application of knowledge.
PHILOSOPHY We believe in:
Teaching and Learning
We honor and reward high performance for teaching and learning.
Respect for All People
We foster a climate characterized by civility, collegiality and acceptance. We expect honesty, integrity, social responsibility and ethical behavior.
Partnership with the Community
We create relationships providing the foundation of success for chosen current and future partnerships with local schools, colleges and universities, businesses, government and social agencies. These partnerships advance the educational, artistic, civic, cultural and economic aspirations of our surrounding community.
Excellence
We set the highest standards for ourselves and support the professional development of faculty, staff and administrators.
Creativity and Innovation
We are an innovative and creative community. We encourage members of the college community to be entrepreneurial, forward thinking, creative, persistent, spontaneous and welcome changes that will enhance the college’s ability to fulfill its mission.
Santa Clarita Community College District
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Fact Book 2017/18
STRATEGIC GOALS: 2015-18 Goal #1: Teaching and Learning
College of the Canyons will provide a positive environment and necessary resources to support excellent teaching, student learning, and the completion of students’ goals including attaining degrees and certificates and transfer.
Goal # 2: Student Support
College of the Canyons will provide student support to facilitate equitable student success and maximize opportunity for all students.
Goal #3: Cultural Diversity
College of the Canyons will promote, encourage, and celebrate the diversity of students and staff in our campus community.
Goal #4: Human Resources College of the Canyons will select and develop high-quality staff.
Goal #5: Institutional Advancement
College of the Canyons will generate support, resources, networks, and information to enhance the College’s success.
Goal #6: Institutional Effectiveness
College of the Canyons will use outcomes data on progress being made towards college goals – including student learning outcomes, administrative unit outcomes, and other accountability measures on a regular basis to inform planning and decisions.
Goal #7: Financial Stability
College of the Canyons will provide support, direction and oversight for all District financial resources to ensure fiscal compliance, proper accounting and positive audits and develop financial resources to maintain and improve programs and services consistent with institutional commitments (mission, goals, and objectives) and in alignment with our enrollment management plans.
Goal #8: Technological Advancement
College of the Canyons will utilize state-of-the-art technologies to enhance programs, services and operations.
Goal #9: Physical Resources
College of the Canyons will provide facilities that are clean, efficient, safe, and aesthetically pleasing to support College programs and services.
Goal #10: Innovation College of the Canyons will dare to dream and make it happen!
Goal #11: Campus Climate College of the Canyons will enhance and support a sense of community and cooperation on campus.
Goal #12: Leadership
College of the Canyons will assert its leadership to increase educational, economic, and cultural opportunities for the community including businesses, industry, arts groups, and community-based organizations in the region.
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Fact Book 2017/18
PLANNING AT COLLEGE OF THE CANYONS Our planning process is driven by the college’s statement of mission, values, and philosophy. As we engage in the systematic process, we: • Reflect on research and external information, such as outcomes information, self-studies, research reports, program review data, enrollment patterns, and workforce trends; • Consider the implications of state policies and funding opportunities; • Assess changes in the community that impact the college’s programs and services and opportunities for partnerships; • Identify potential resource development opportunities; • Evaluate our results; and • Adjust and realign as necessitated by emerging information, trends, and opportunities that present themselves. Departments play a central role in planning, driving college-wide planning and budget development, program development, and other services. At the same time, departmental plans are influenced by college-wide plans, reflecting institutional focus and priorities. Every academic department and noninstructional program completes a full program review every three years with annual updates in Years 2 and 3. Figure 1. Decision Making at COC
The college has several college-wide planning processes that serve as the road map for moving forward, resulting in numerous plans such as the Strategic Plan, Educational and Facilities Master Plan, Technology Master Plan, Staffing-Diversity Plans, Five-Year Construction Plan, Enrollment Management Plan, Individual Facilities Plan, Marketing Plans, Student Equity Plan, Student Success and Support Program, Basic Skills, and Noncredit (formerly AB86). Operational planning is driven by the Strategic Plan, which is revised every three years. The Strategic Plan includes Strategic Goals and is used by all college divisions, departments, and work units to develop strategic objectives (action statements) that determine short-term directions and future plans of the district. Santa Clarita Community College District
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Fact Book 2017/18 While complete descriptions of committees and processes are described in Decision-Making at College of the Canyons, some key committees involved with the development of the plans include the following groups: • • • • • • • • • • • • •
College Planning Team (CPT); President’s Advisory Committee: Budget (PAC-B); Facilities Master Plan Task Force; Technology Committee; Enrollment Management Team (EMT); Safety Committee; Program Advisory Committees; Academic Senate; Classified Senate; Chancellor’s Taskforce on Workforce Development; Institutional Effectivess and Inclusive Excellence; Institutional Advancement Team; and College Policy Council.
As we revise departmental and college-wide plans, we: • • • • • •
Engage the campus community in dialogue on priorities; Solicit external audiences in the dialogue; Build internal and external coalitions for change; Evaluate accomplishments and results; Assess the degree to which we are meeting the community’s needs; and Track student outcomes.
Departmental and college-wide plans are used to develop new programs and services and improve existing ones. Importantly, the plans drive financial resource allocation through the budget process. Areas not engaging in systematic planning receive lower priority in the budget development process. KEY PLANNING DOCUMENTS In addition to this fact book, other documents that provide considerable useful information include: • Strategic Plan • Educational and Facilities Master Plans • Technology Master Plan • Five-Year Construction Plan • Academic Program Reviews • Administrative Program Reviews • Decision-Making Guide • Title IX Plan Santa Clarita Community College District 11
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Santa Clarita Community College District
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Fact Book 2017/18
IT’S A FACT... Since 2003, the College of the Canyons Economic Development Division, which includes the Employee Training Institute (ETI), the Small Business Development Center (SBDC), the Center for Applied Competitive Technologies (CACT), the Information Communication Technologies and Digital Media Initiative (ICT/DM), the Santa Clarita WorkSource Center, and the Center for International Trade Development (CITD), has generated nearly $29 million from contracts, and state and federal grants, to support partnerships in business. In 2015/16, the Economic Development Division generated $3.1 million and served 873 employers, training more than 2,400 employees and awarding more than 265 nationally recognized certifications in the Santa Clarita Valley and surrounding region. Over the past year, the Economic Development Division: •
Trained 2,379 employees at 873 companies throughout the region.
•
Provided business consulting to 830 entrepreneurs.
•
Helped launch 42 new businesses.
•
Assisted in the creation of 415 jobs.
•
Aided companies in retaining 36 jobs.
•
Helped raise $17.9 million of capital.
•
Provided services that led to sales growth of $7.5 million.
•
Supported 7,208 job seeker client visits helping individuals find employment.
•
Hosted a two-day Digital Media Educators Conference that drew over 200
educators and industry professionals from throughout the state.
“The Santa Clarita Valley Economic Development Corporation is dedicated to growing high-quality jobs in the Santa Clarita Valley, and supporting local companies in being globally competitive. We work closely with the College to deliver business assistance programs including workforce development, training programs, and other incentives. This close collaboration sets the Santa Clarita Valley apart from other communities, and demonstrates the business-friendly environment of the Santa Clarita Valley.” Holly Schroeder, President & CEO Santa Clarita Valley Economic Development Corporation
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Fact Book 2017/18 The story of College of the Canyons and the Santa Clarita Community College District began in 1967, in a community that looked very different from the valley that exists today. On November 21,1967 the voters of the Santa Clarita Valley overwhelmingly approved the creation of a junior college district and elected a five-member board of trustees. Great change was ahead for the once-sleepy whistle stop along Southern Pacific Railroad’s Los Angeles-to-San Francisco line. Just three months earlier the masterplanned community of Valencia was born, luring people from Los Angeles and the San Fernando Valley with homes priced at about $25,000. In communities we now call Saugus and Canyon Country, an ever-growing assortment of tract homes was sprouting. The old Highway 99 was steadily being circumvented by a major north-south freeway, Interstate 5, which would cut a swath through the Santa Clarita Valley. Housing, retail establishments, recreational amenities, and industrial centers were at hand. And, following California voters’ approval seven years earlier to bring state water south, plans were moving forward for a major new State Water Project lake in Castaic. All of these developments helped transform a dusty domain of cowboys and sodbusters to a rapidly growing suburbia, one that would need a local institution of higher learning. By the summer of 1968, the trustees of the as-yet nonexistent college chose Dr. Robert C. Rockwell as superintendent-president to put the wheels in motion. With hundreds of prospective students eagerly awaiting their new college, temporary quarters were arranged at Hart High School. It was there that College of the Canyons officially started classes on Sept. 22, 1969, after preliminary approval to conduct classes was granted predicated on formal accreditation, which was received in 1972.
The Hart High campus filled an urgent need but it was ill-suited to accommodate college students for long. College classes had to begin in the afternoon, after high school students departed. In 1970, voters approved a $4 million construction-bond issue to create a permanent home for the college, and the district purchased 153.4 acres of land. Within a year, temporary classroom buildings were erected and construction of a permanent campus began. A second construction bond for $8 million was approved in 1973 to complete the core campus, including the Bonelli, Seco and Boykin buildings, the Student Center, Towsley Hall and the Physical Education Building. Driven by planning, the district’s campuses are still evolving as the community continues to grow. When Chancellor Dr. Van Hook arrived in 1988, she quickly got down to business and spearheaded a major update of the college’s master plan. The result was a seemingly
non-stop series of construction projects that continued well into the next century – and that dramatically changed the college’s face and character. The college was housed in eight major buildings in 1988, including Cougar Stadium; a decade later, another 10 major structures had been built, among them the 926-seat Performing Arts Center, Library, Media Arts Building (Mentry Hall), Family Studies & Early Childhood Education Center, the Music-Dance Building (Pico Canyon Hall), Aliso Hall and Aliso Lab, Hasley Hall, and a whole new campus in Canyon Country. The newest additions to the Valencia campus include the Dr. Dianne G. Van Hook University Center, College of the Canyons Institute for Culinary Education (iCuE), and Canyons Hall, the Student Services Administration Building.
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Fact Book 2017/18 The University Center houses advanced degree programs offered by four-year institutions, iCuE is the new home of the culinary arts program, and Canyons Hall is a one-stop shop for students to handle their registration and financial activities. Future expansion will occur at the Canyon Country campus, which plans to eventually build six two-story buildings totaling 240,000 square feet. Helping meet students’ needs has been a historically supportive and generous community, which has always approved requests for bond funding for capital construction projects. Measure M was approved by voters in November 2006, providing $160 million in general obligation bond funding to pay for the most recent wave of expansion and modernization projects. The measure – the fourth in the college’s history – allowed the Santa Clarita Community College District to add more classrooms and labs, upgrade technology to expand instruction in public-safety and other high-demand professions, and improve earthquake, security and fire safety. The most recent bond measure, E, was approved by voters in June 2016. This will provide the College with $230 million to upgrade college facilities, improve parking and accessibility, and build out the Canyon Country campus to accommodate growing student enrollment.
GEOGRAPHIC AREA The Santa Clarita Community College District serves a geographic area of 367 square miles in the northwest portion of Los Angeles County in an area known as the Santa Clarita Valley. The district is south of the Sierra Pelona and north of the San Gabriel and Santa Susanna mountain ranges. The district is 40 miles north of Los Angeles International Airport, north of the San Fernando Valley and 30 miles east of the Pacific Ocean. The area is characterized by many canyons that generally run in a north-south direction and slope upward toward the north. The valley is fertile and once supported agriculture, but is now largely covered by housing developments and commercial properties. Figure 2. Santa Clarita Community College District Map
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ACTUAL/PROJECTED POPULATION OF THE SANTA CLARITA COMMUNITY COLLEGE DISTRICT, 1970-2020 The population of the Santa Clarita Valley is expected to increase about 2.4 percent per year between 2017 and 2022, to a total of 337,359. The current population of approximately 298,674 represents a dramatic increase from 48,942 in 1970. The gain in population between 2000 and 2007 was a result of net migration rather than natural increase (over 50 percent increase). Since 2010, the population has increased 11 percent, which is faster than the San Fernando Valley and the state as a whole (increased 5 percent, each) during the same time period. Over the past year, the Santa Clarita Valley gained approximately 5,000 residents through net migration.
Figure 3. Actual/Projected Population
350,000 300,000
Number of People
250,000 200,000 150,000 100,000 Table 1. Population Growth Comparison
50,000 0 1970
1980
1990
2000
Year
2010
2022
Year
Population
2017 2018 2019 2020 2021 2022
298,674 304,767 311,703 318,967 327,589 337,359
This data, coupled with the expected change in age composition of the valley (expected decline in age 18 or younger and increases in ages 45 and older), have implications for marketing, outreach, support services, course offerings and program offerings.
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017
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HOUSEHOLD INCOME Table 2. Household Income
Income
$500,000 or more $200,000-$499,000 $150,000-$199,000 $125,000-$149,000 $100,000-$124,999 $75,000-$99,999 $50,000-$74,999 $35,000-$49,999 $25,000-$34,999 $15,000-$24,999 $14,999 or less
SCCCD
L.A. County
California
1.93% 11.27% 11.73% 9.58% 12.64% 14.41% 14.24% 8.35% 5.74% 4.71% 5.39%
1.74% 6.47% 6.29% 5.69% 8.48% 11.51% 16.19% 12.38% 9.29% 10.34% 11.62%
2.10% 7.37% 7.27% 6.43% 9.14% 11.96% 16.07% 11.80% 8.54% 9.06% 10.25%
The median household income in Santa Clarita was estimated to be $95,064 in 2016. This is a 75 percent increase over the 2000 median family income of $54,358. In Santa Clarita, one in three households have an income of $125,000 or more and is one of the highest in the state of California. Six percent of households in the Santa Clarita Valley have an income under $25,000.
EDUCATIONAL ATTAINMENT OF SANTA CLARITA RESIDENTS – AGE 25 + Table 3. Educational Attainment
Education Level
SCCCD
L.A. County
California
Less than 9th Grade Some High School High School Graduate Some College Associate Degree Only Bachelor's Degree Only Graduate Degree
4.20% 6.22% 18.54% 26.03% 9.94% 23.76% 11.30%
13.49% 9.37% 20.72% 19.52% 6.84% 19.72% 10.35%
10.05% 8.18% 20.85% 21.85% 7.82% 19.72% 11.53%
Santa Clarita has a well-educated population. Compared to Los Angeles County and the state, more adults in Santa Clarita have completed some college, an associate degree, or a bachelor’s degree compared to Los Angeles County and the state.
Source: Claritas Inc., January 2017
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Fact Book 2017/18
AGE OF RESIDENTS As is reflected in the Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic and Real Estate Outlook projections, the demographics of residents in the Santa Clarita Valley are shifting. This has implications for program and curriculum development at the college, particularly related to the expected employment growth in the healthcare and leisure services industries. Over the next five years, the fastest-growing age categories are expected to be residents age 25 and older. Specific growth within the age categories for the next five years are as follows:
Figure 4. Age of Santa Clarita Residents 120,000
+13%
+11%
100,000
+6% 80,000 60,000
+26%
+6%
40,000 20,000 0 Age 0-17
Age 18-24 2017
Age 25-44 2018
2019
2020
Age 45-64 2021
Age 65 and over
2022
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017
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SANTA CLARITA VALLEY COLLEGES AND UNIVERSITIES While there are two other institutions of higher education in the Santa Clarita Valley, College of the Canyons is the only public institution and serves significantly more students than California Institute of the Arts and The Master’s University combined. The nearest public, four-year institution is California State University, Northridge. In addition, tuition at College of the Canyons is significantly lower. To further meet the four-year education needs of residents, models for expanding access in the Santa Clarita Valley should be considered, such as the Dr. Dianne G. Van Hook University Center. Currently, the University Center offers 38 baccalaureate, master’s, and credential programs on the College of the Canyons campus. Since 2002, approximately 2,800 students have received their bachelor’s and / or graduate-level degrees through programs offered at the University Center. Table 4. Local Colleges or Universities
Institution
Number of Students (Fall 2016)
California Institute of the Arts
1,459
The Master’s University
916
College of the Canyons
20,941
Table 5. Tuition Comparison
Institution California Institute of the Arts Master’s University College of the Canyons
Annual Tuition (2016-17)
Annual Fees (2016-17)
$45,030 $31,550 $1,104
$600 $10,300 $50
For up-to-date information, visit cocuniversitycenter.com PARTICIPATING INSTITUTIONS INCLUDE: California State University, Bakersfield California State University, Northridge Brandman University University of La Verne National University
Source: UST File—College of the Canyons, Financial Aid—College of the Canyon, California Institute of the Arts, and The Master’s College Note: Enrollment for College of the Canyons, The Master’s College, and California Institute of the Arts–Fall 2016
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PIPELINE TO HIGHER EDUCATION College of the Canyons has consistently been the postsecondary institution selected by at least 40 percent of the Wm. S. Hart Union High School District graduates immediately following graduation for the past five years.The chart below shows the percentage of graduates attending College of the Canyons within one semester of graduation from the Hart District. Other college data show that within two years, nearly 60 percent of Hart District graduates further their education at College of the Canyons.
Figure 5. College Attendance - High School Graduates: One Semester After High School Graduation 100
Percentage of Students
80
60
40
35
40
37
37
37
2014
2015
2016
20
0
2012
2013
Source: MIS Files; CDE DataQuest
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ENROLLMENT PROJECTIONS WM. S. HART UNION HIGH SCHOOL DISTRICT AND FEEDER DISTRICTS Over the next seven years, the number of Wm. S. Hart Union High School District high school students is expected to remain relatively flat. Contrary to previous years when much of the college’s growth was fueled by the increase in high school graduates, the percentage attending COC will likely remain the same over the next seven years. There might be a slight increase in the percentage attending COC with the increased outreach efforts and collaboration with Hart District counselors, faculty and administration. This has implications for the importance of articulation with the Hart District, marketing efforts at the college, enrollment management, and student support services. Figure 6. Overall Projected Enrollment
Projected Enrollment 60,000 50,000 40,000 30,000 20,000 10,000 0
2017
2018
2019
2020
2021
2022
2023
Table 6. Enrollment Projections for Feeder Schools
Year 2016 2017 2018 2019 2020 2021 2022 2023
K-6
Castaic 7-8
Hart 7-8
9-12
K-12
12
22,769 22,543 22,188 22,469 23,248 24,266 24,809 25,441
619 589 592 555 489 515 590 686
6,693 6,811 6,814 6,866 6,917 68,378 7,031 7,312
15,427 15,342 15,322 15,504 15,934 16,382 16,517 16,492
45,508 45,285 44,917 45,394 46,588 48,001 48,948 49,931
3,978 3,953 3,960 3,940 4,010 4,168 4,282 4,361
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21
Fact Book 2017/18
CALIFORNIA ASSESSMENT OF STUDENT PERFORMANCE AND PROGRESS - WM. S. HART UNION HIGH SCHOOL DISTRICT The California Assessment of Student Performance and Progress System (CAASP) consists of assessment scores from Smarter Balanced English language arts/literacy and mathematics; California Alternate Assessments for English language arts, mathematics, and science; California Science Tests; and Standards-based Tests in Spanish.The tables below indicate the percentage of students meeting or exceeding the state standards for each junior high and high school within the William S. Hart Union High School District, the District as a whole, and statewide. Overall, English language arts/literacy (ELA) and math scores for the Hart District in both junior high and high shool are higher than the state.
Table 7. CAASP - Junior High
Junior High School Arroyo Seco La Mesa Placerita Rancho Pico Rio Norte Sierra Vista District Statewide
2014-15 ELA 63 43 61 75 77 50 62 44
2015-16 Math 47 35 41 68 59 41 43 34
ELA 71 50 66 82 76 57 67 48
Math 55 43 44 70 56 51 47 36
Table 8. CAASP - High School
High School Academy Of the Canyons Bowman Canyon Golden Valley Hart Saugus Valencia West Ranch District Statewide
2014-15
2015-16
ELA
Math
ELA
Math
99 34 68 71 81 80 65 88 62 44
77 3 31 37 51 53 39 64 43 34
98 39 83 70 82 84 82 89 67 48
93 5 46 33 49 50 52 66 47 36
Source: http://www.hartdistrict.org/apps/pages/accountability-reports and http://www.caaspp.org/index.html
Santa Clarita Community College District
22
Fact Book 2017/18
ETHNICITY The ethnic distribution of College of the Canyons students is more diverse than the community. Since 1990, the demographics of the community have shifted, with an increase in the proportion of Latino residents and a decrease in the proportion of White residents. The percentage of Latino households is expected to continue increasing in the valley. The proportion of African American and Asian households will also increase, though to a lesser extent than the increase in the Latino population. The shift in demographics has implications for programs, student services, and marketing efforts for the college to continue to meet the needs of the community and to ensure residents have access to higher education. Table 9. Ethnicity
Ethnicity African American Asian/Asian-American Latino/Hispanic Native American White Other/Multi-Racial Unkown/Declined to state
Santa Clarita Valley
College of the Canyons
5% 13% 32% <1% 47% 4% N/A
5% 10% 47% <1% 34% 3% 1%
Source: Claritas Inc., January 2017, UST referential file-F16, and The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017
Santa Clarita Community College District
23
Fact Book 2017/18
PARTICIPATION RATES Participation rates represent how many people per 1,000 adults attend College of the Canyons. The state’s participation rate is 64, although this number should not be compared to 55 for COC, since COC’s participation rate excludes students from surrounding areas. If these students were included, COC’s participation rate would be 103. The overall participation rate has increased from 39 in 1990 to 55, indicating a growing value in attending COC. Canyon Country and Saugus have the highest participation rates, with about 60 people for every 1,000 adults, attending College of the Canyons. We currently deliver training to 3,126 law enforcement officers and firefighters (15 percent of the college’s total enrollment) at locations throughout Los Angeles County. These students are engaged in training partnerships between the College and Los Angeles Police Department, Los Angeles County Fire Department and Los Angeles County Sheriff ’s Department. Only 31 percent of the college’s students (6,308) who live outside the service area take classes at the Valencia or Canyon Country campuses.
Table 10. Participation Rates Within District
City (ZIP Code) Canyon Country (91351, 91387) Castaic (91384) Newhall (91321) Saugus (91350, 91390) Stevenson Ranch (91381, 91382) Valencia (91354, 91355) Total in District Total Out of District (ISA and Non-ISA) Total Students
SCV Pop. (Age 0-64)
SCV (Age 18-64)
SCV Adult Pop. (Age 18-64)
3,214 958 1,145
73,074 32,034 32,047
72% 74% 72%
52,745 23,694 23,104
61 41 50
2,274
51,771
74%
38,418
60
792
19,616
71%
13,994
57
2,382 10,113
61,828 270,370
73% 73%
45,333 197,288
53 55
Number of Students
Participation Rate (Age 18-64)
10,176 20,941
Note: Participation rate is calculated by taking the system-wide enrollment divided by the adult population, age 18—64, multiplied by 1000. Source: Claritas, Inc. (January 2017), CCCCO Data Mart, and UST referential file (Fall 2016).
Santa Clarita Community College District
24
Fact Book 2017/18
PARTICIPATION RATES For ethnicity, the Native American population has the highest participation rate at College of the Canyons, followed by Latino/Hispanic. The White population had a participation rate of 29. For sex, the male population had the highest participation rate (38). Data excludes ISA and out-of-district students. Table 11. Participation Rates by Ethnicity
Number of Students
Population (Age 18-64)
Participation Rate
38
686
55
1,299
38,456
34
364
14,350
25
Latino/Hispanic
4,472
93,054
48
White
4,107
142,101
29
Other/Multi-Racial
399
10,618
38
Unknown/Declined to state
86
NA
10,765
299,265
Ethnicity Native American Asian/Pacific Islander African American
Total
Table 12. Participation Rates by Sex
Numer of Students
Population (Age 18-64)
Participation Rate
Male
5,708
152,148
38
Female
5,010
148,971
34
*10718
301,119
Sex
Total
*Undecidedâ&#x20AC;? students not indicated in this table, thus affecting the total number of students Source: Claritas, Inc. (January 2017), CCCCO Data Mart, and UST referential file (Fall 2016)
Santa Clarita Community College District
25
Fact Book 2017/18
HOUSING MARKET The median price of homes in the Santa Clarita Valley increased through the late 1990s and into the 2000s, but began declining in 2008. In 2012, the housing recovery began in the Santa Clarita Valley, with home sales and prices increasing, which mirrors statewide changes. The market weakened again in 2014; however, home sales increased substantially in 2015. In 2017, the median house price is expected to rise by almost 10 percent. While home sales are expected to continue increasing, homes in the Santa Clarita Valley are still more affordable than homes in the San Fernando Valley or Coastal Los Angeles.
Median Selling Price
Figure 7. Median Home Value Price by City/Area
$700,000 $600,000 $500,000 $400,000 $300,000 $200,000 $100,000 $0 Newhall (91321)
Saugus (91350)
Valencia (91354-55)
Canyon Country (91351, 91387)
Castaic (91384)
Stevenson Ranch (91381)
2013
$315,210
$366,978
$384,670
$299,054
$366,093
$491,888
2014
$342,647
$395,733
$429,104
$338,114
$390,152
$541,502
2015
$421,847
$456,477
$489,573
$379,863
$443,418
$639,730
2016
$442,565
$470,409
$509,783
$387,839
$450,815
$655,399
2017
$468,952
$491,044
$546,369
$406,876
$462,328
$652,912
Source: Claritas, Inc., *As of Jan 2017 **Median home value for owner-occupied homes only and The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017
Santa Clarita Community College District
26
Fact Book 2017/18
HOUSING MARKET Home sales increased significantly in 2016 and are projected to continue to increase in 2017. A total of 5,068 homes were sold in the Santa Clarita Valley in 2016, an increase of eight percent from 2015. A total of 1,421 residential units were awarded permits in the Santa Clarita Valley in 2016. This represents a 25 percent increase from 2015 when 1,134 units were approved. Home prices are expected to appreciate in 2017 by approximately 9.7 percent as the labor market improves, the population grows, and the inventory of homes becomes increasingly limited. The median price of existing homes in the Santa Clarita Valley in 2016 was $482,415 and is projected to be $529,370 in 2017. Housing starts within the City of Santa Clarita boundaries slightly increased in 2016 with 453 units started. This is a five percent increase from 2015. Housing starts in the unincorporated areas of the Santa Clarita Valley increased from 237 in 2012 to 968 in 2016, resulting in a 308 percent increase. The forecast is based on three assumptions. 1) An improving labor market, 2) Continued population growth, and 3) Continued diminishing of homeowner distress.
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017.
Santa Clarita Community College District
27
Fact Book 2017/18
APPROVED RESIDENTIAL CONSTRUCTION PROJECTS In 2016, 1,421 residential units were authorized in the Santa Clarita Valley, a slight increase from 2015. In 2016, Santa Clarita also saw 453 housing starts, another slight increase from 2015. The unincorporated areas saw 968 housing starts in 2016, an increase from 703 in 2015. Of the 35,216 units planned in the Santa Clarita Valley, 2,124 have begun construction, 8,502 units are approved but not under construction, and approximately 24,590 are in the planning stage but not yet entitled. Development of River Village continues with additional areas to be developed on the north side of Newhall Ranch. The Golden Valley Ranch development was delayed in 2014, but is now under development. Plans for the Golden Valley Ranch development include five single-family detached neighborhoods and one senior restricted neighborhood. The Fair Oaks Ranch development in Canyon Country is complete and all homes are occupied. This development consists of six neighborhoods and a total of 1,062 homes. New home sales continue in neighborhoods remaining to be built as the market dictates. The Five Knolls (formerly Keystone) development in Canyon Country is currently under construction and received approval to expand the number of single-family homes and build a senior center. Homes in the Five Knolls development began to be occupied in late 2015. The Vista Canyon development in Canyon Country is an approved project that includes a town center, a corporate office campus, a transit station, and surrounding residential neighborhoods. This project could consist of up to 1,100 residential units and up to 950,000 square feet of commercial use. Construction is projected to begin in 2017. The biggest development planned for the valley is Newhall Ranch, a 21,000-home community west of Magic Mountain and south of the Santa Clara River. This development includes five villages. Groundbreaking is expected to begin in 2018.
Table 13. Approved Residential Construction Projects
Project Name
City
Units Remaining
Whittaker Bermite
Valencia/Santa Clarita
2,900
West Creek/West Hills
Valencia/Santa Clarita
463
River Village
Valencia/Santa Clarita
516
Canyon Heights
Valencia/Santa Clarita
161
Plum Ranch
Valencia/Santa Clarita
203
Canyon Crest
Valencia/Santa Clarita
83
Phantom Trail
Valencia/Santa Clarita
30
Habitat for Heroes
Valencia/Santa Clarita
78
Vista Canyon
Valencia/Santa Clarita
1,100
Newhall Ranch
Newhall Ranch
21,242
Newhall Crossings
Newhall
47
Aidlin Hills
Castaic
102
North Lake
Castaic
3,150
Los Valles
Castaic
497
Golden Valley (Aliento)
Canyon Country
499
Five Knolls
Canyon Country
360
Penlon
Canyon Country
137
Sand Canyon Plaza
Canyon Country
580
Trestles
Canyon Country
137
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook , March 2017.
Santa Clarita Community College District
28
Fact Book 2017/18
INDUSTRIAL MARKET Labor market recovery combined with a clearly improving economy has raised demand for office and industrial space. Vacancy rates remained low in 2016 due to no new construction and a great demand; however, the 1.3 million square-foot IAC Commerce Center project is currently under construction and will provide 1.3 million sq. ft. of buildings. Vacancy rates in 2016 in the Santa Clarita Valley bounced between one and two percent. Vacancy rates are projected to continue to shrink until there is construction of new industrial space. This will limit the choices for businesses and may improve activity of the functionally challenged buildings in the Santa Clarita Valley. With supply shrinking and a relatively stable demand, sale and lease prices are expected to continue to increase in 2017. This growth of local business creates many opportunities for partnerships through programs such as the Employee Training Institute/Center for Applied and Competitive Technologies (ETI/CACT), Cooperative Work Experiences (CWEE), Career Center, and Dr. Dianne G. Van Hook University Center, as well as demand for instructional programs. Attention needs to be given to current training needs of local businesses and to the evolving labor markets as programs are developed, especially career/technical and fast-track training programs.
Table 14. Industrial Market - Santa Clarita Valley 2017
Industrial Market
Valencia Gateway
Santa Clarita Valley
Net Leasable Area Vacant Space Vacancy Rate Net Absorption (sq. feet)
19,360,018 sq, ft. 273,381 sq. ft. 1.4% 28,102
22,919,326 sq. ft. 316,433 sq. ft. 1.4% 29,365
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017.
Santa Clarita Community College District
29
Fact Book 2017/18
OFFICE MARKET The industrial building utilization is currently limited. The following highlights the overall office market: Santa Clarita Valley created 800 new office-using jobs in 2016. As the labor market recovery continues, office market utilization is forecast to improve. For the first time in a decade, office market vacancy rates decreased to under nine percent in 2016. Vacancy rates are expected to continue to decline. The office market base has just under 3 million square feet and is projected to remain constant, with no new office space currently under construction; however, with the construction of Entrada, Tourney IV, and Vista Canyon set to begin at the end of 2017, new space will become available. Further recovery of the office market will depend on the L.A. County market recovery, the Santa Clarita Valley residential real estate market, and new construction of office buildings. The office market is projected to continue to stabilize in 2017 as vacancy continues to decrease.
Table 15. Office Market Overview - Santa Clarita Valley 2017
Office Market Overall Market Vacant Office Space Vacancy Rate
Santa Clarita Valley 2,878,410 sq. ft. 425,450 sq. ft. 8.3%
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017.
Santa Clarita Community College District
30
Fact Book 2017/18
UNEMPLOYMENT RATES The unemployment rate for the City of Santa Clarita remained low from 2000 through 2008 and then began to increase in 2008 and continued rising into 2010. Since 2010, unemployment rates have decreased. As of April 2017, the unemployment rate for the City of Santa Clarita has increased slightly from 3.9 percent in 2016 to 4.0 percent in 2017, compared to 4.5 percent for the state. Unemployment rates are projected to continue to be at its lowest sustainable level in 2017. Employment rates have important implications for approaches to working with local businesses to ensure that the workforce has updated skills and that people can get the skills they need in a timely fashion so they can get back to work as jobs become available.
Figure 8. Unemployment Rates for Santa Clarita Compared to the State of California 2000-2017
14.0 12.0
Percentage
10.0 8.0 6.0 4.0 2.0 0.0 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Santa Clarita
California
*As of April 2017.
Source: State of California Employment Development Department. *Not seasonally adjusted.
Santa Clarita Community College District 31
Fact Book 2017/18
SANTA CLARITA VALLEY EMPLOYERS In the Santa Clarita Valley, six of the 10 largest employers are public organizations; however, employment at public organizations declined by 231 job, with the William S. Hart Union High School District having the majority of losses. Among the 50 largest employers, there are a total of 28,903 workers. College of the Canyons, one of the largest employers in the Santa Clarita Valley plays a vital role in the economic health of the community. Table 16. Top Employers in the SCV Employer
Number of Employees
Employer
Number of Employees
Six Flags Magic Mountain
3,200
AMS Fulfillment
344
Princess Cruises
2,026
Q2 Solutions
320
Henry Mayo Newhall Hospital
1,948
Arvato Digital Services
300
College of the Canyons
1,941
Landscape Development, Inc.
279
Wm. S. Hart Union H.S. District
1,932
Costco Wholesale
270
Saugus Union School District
1,692
Shield Healthcare
268
U.S. Postal Service
1,010
Remo, Inc
261
Boston Scientific
900
B&B Manufacturing
261
Newhall School District
785
McDonalds
260
City of Santa Clarita
700
Castaic Union School District
259
Californina Institute of the Arts
700
CrissAir
245
The Master's College
760
TA Manufacturing
242
Woodward HRT
650
Stratasys Direct Manufacturing
220
Wal-Mart
624
Forrest Machining
212
Aerospace Dynamics International
608
Regent Aerospace Corp.
200
Quest Diagnostics
594
Frontier Toyota
192
Advanced Bionics
554
Andy Gump Temporary Services
191
Contractors Wardrobe
450
ASC Processing Systems
189
Wesco Aircraft
443
Felxtronics
189
US Healthworks
443
Precision Dynamics Corp.
182
ITT Aerospace Controls
420
Novacap
181
Pharmitive
404
Vision Media Management
179
Stay Green, Inc.
367
Honda Performance
170
Bocchi Laboratories
360
Triumph Actuation Systems
160
Scorpion Internet Marketing and Design
350
Del West Engineering
152
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017
Santa Clarita Community College District
32
Fact Book 2017/18
SANTA CLARITA VALLEY ECONOMY 2016 ECONOMIC RECOVERY In 2017, job growth in the Santa Clarita Valley is expected to be higher than the state as a whole due to the high rate of population growth. Healthcare, construction, finance, manufacturing, and professional services are among the largest employment sectors in the valley. With the Newhall Ranch Project expected to begin in 2017, the construction industry is expected to outpace other industries. The most significant decreases in employees were among public institutions (-231 jobs). The labor market is at full employment and job growth is expected to accelerate slightly in 2017. In 2016, average salaries in the Santa Clarita Valley increased by 3.5 percent, compared to 2015 and are expected to continue to increase into 2017 and 2018. In 2017, over 2,000 new jobs in retail, leisure, healthcare, and professional business services are expected. Utilities, finance, insurance, professional and technical services, and management are the highest-paying sectors in the Santa Clarita Valley, with salaries averaging more than $71,000 per year.
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017.
Santa Clarita Community College District 33
Fact Book 2017/18
SANTA CLARITA VALLEY EMPLOYMENT BY SECTOR
Table 17. Santa Clarita Valley Employment by Sector: 2015-2018
Employment Sector Construction Farm Fianancial Activities Government Federal State & Local Healthcare & Education Information Leisure & Recreation Manufacturing Mining Other Services Professional Services Retail Trade/ Wholesale Retail Wholesale Transportation & Utilities Total Wage and Salary Percent Change Total Non-Farm Jobs Created Unemployement Rate (%)
Total Jobs 2015
Total Jobs 2016
Total Jobs 2017*
Total Jobs 2018*
6,100 20 3684 10,260
6,209 17 3,749 10,337
6,392 17 3,822 10,518
6,556 17 3895 10,867
1305 8955
1,321 9,016
1,291 9,227
1,412 9,455
10247 1,366 13,563 11,163 4 2,982 12,313
10,830 1,374 13,979 11,221 4 2,880 12,749
11,281 1,388 14,318 11,329 3 2,949 13,144
11,612 1395 14511 1,148 3 3,024 13,712
16,147 11,979 4,168
16,525 12,334 4,191
17,052 12,711 4,340
17,469 13010 4,459
1,345
1,456
1,547
1,619
89,194 3.60%
91,330 2.40%
93,761 2.70%
96,138 2.5
3,089
2,139
2,431
2,377
6.10%
4.70%
4.30%
4.20%
*Projected
Source: The 2017 Santa Clarita Valley Economic Development Corporation & College of the Canyons Economic & Real Estate Outlook, March 2017.
Santa Clarita Community College District 34
Fact Book 2017/18
EMPLOYMENT CATEGORIES The college is continually assessing and responding to the needs of the community by developing new programs. Currently, there are 85 degree programs, 37 certificates of achievement, 32 career specialization certificates, and 5 noncredit competency certificates (as of 5/25/17). Over the past five years, new programs and certificates highlighted include: • Theatre Arts (A.A.-T Degree) • Geography (A.A.-T Degree) • Political Science (A.A.-T Degree) • History (A.A.-T Degree) • Kinesiology (A.A.-T Degree) • Studio Arts (A.A.-T Degree) • Communication Studies (A.A.-T Degree) • Philosophy (A.A.-T Degree) • Music (A.A.-T Degree) • Spanish (A.A.-T Degree) • English (A.A.-T Degree) • Elementary Teacher Education (A.A.-T Degree) • Journalism (A.A.-T Degree) • Physics (A.S.-T Degree) • Geology (A.S.-T Degree) • Computer Science (A.S.-T Degree) • Early Childhood Education (A.S.-T Degree) • Administration of Justice (A.S.-T Degree) • Psychology (A.A.-T Degree) • Sociology (A.A.-T Degree) • Mathematics (A.S.-T Degree) • Biology (A.S.-T Degree) • Business Administration (A.S.-T Degree) • Sustainable Design and Development (Certificate of Achievement) • Robotic Welding Automation (Certificate of Specialization) • Network Engineer (Certificate of Specialization) • System Administrator (Certificate of Specialization) • Deaf-Blind Support Service Provider (Certificate of Specialization)
Santa Clarita Community College District 35
Fact Book 2017/18
COLLEGE PROGRAMS The largest employment category in the Santa Clarita Valley is wholesale/retail trade, followed by leisure/recreation, professional services, healthcare and education, and manufacturing. College of the Canyons offers the following programs in order to meet our community’s needs: • • • • • • • • • • • • • • • • • • • • • •
Accounting Administration of Justice American Sign Language Animation Architectural Drafting & Technology Art Athletic Training Automotive Technology Biological & Physical Sciences Building Inspection Business Management Commercial Photography Communication Studies Computer Applications/ Admin. Asst. Computer Networking Computer Science Construction Management Technology Culinary Arts Deaf-Blind Support Service Provider Dramatic Arts Early Childhood Education Electromechanical Systems
• • • • • • • • • • • • • • • • • • • • • • • •
Elementary Teacher Education Engineering English Filmmaking Fine Art Photography Geography Geology Graphic Design Hotel & Restaurant Management History Humanities Human Resources Management Interior Design Journalism Kinesiology Land Surveying Library Media Technology Lifespan Development Mathematics Manufacturing Technology Marketing Media Entertainment Arts Medical Lab Technology Music
• • • • • • • • • • • • • • • • • • • • • • • • • •
Network Engineering New Media Journalism Paralegal Studies Philosophy Photography Physical Education Physics Political Science Psychology Real Estate Recreation Management Registered Nurse Risk Management Robotic Welding Automation Social Science Sociology Sound Arts Spanish Sports Medicine Studio Arts System Administrator Theatre Arts Transfer (IGETC & CSU) General Studies Video Game Animation Water Systems Technology Welding
Programs must continually be monitored as workforce needs evolve. These programs are good examples of developing programs to meet the needs of our community’s businesses and industries.
Source: Academic Affairs
Santa Clarita Community College District
36
Fact Book 2017/18
SAFETY Part I crimes in the City of Santa Clarita remain much lower than in Los Angeles County overall. This has implications for ensuring a safe and secure campus through campus security efforts and coordination with law enforcement. To date, security on campus has been very effective. In 2015, there were no murders, arson, or motor vehicle thefts. Categories of crime experienced on the Valencia campus in 2015 were burglary (7 incidents), sexual assault (2 incidents), and stalking (1 incident). There wasn’t any crime experienced on the Canyon Country campus in 2015.
Figure 9. Part I Crimes Rates for the City of Santa Clarita Compared to Los Angeles County 2000-2016
Number of Crimes per 10,000 People
350 303
318 317 318
300
241
250 209 205 200 183
304 298 299 309 291
222
215 222 198
262 256
254
261 243
230
244
208 210
City of Santa Clarita 163
150
245
147
158
142
153 153 133
LA County
100 50 0
Note: Part I crimes, or “serious crimes,” are those defined by the FBI as criminal homicide, forcible rape, robbery, aggravated assault, burglary, larceny, grand theft auto, and arson. Source: L.A. County Sheriff’s Department Statistics, FBI Uniform Crime Report-2015 and College of the Canyons Spring 2016 Schedule of Classes
Santa Clarita Community College District
37
Fact Book 2017/18
ITâ&#x20AC;&#x2122;S A FACTâ&#x20AC;Ś Compared to someone with a high school diploma, associate degree graduates earn $10,300 more per year. Over the course of a working lifetime, this increase in earnings amounts to approximately $463,500 in higher income (undiscounted). From an investment standpoint, COC students enjoy an average annual return rate of 16.7 percent on their investments of time and money. For every dollar students invest in COC, students receive a cumulative $4.70 in higher future income (discounted) over the course of their working careers. Taxpayers see an average annual return rate of 9.3 percent on their investment in COC.
Source: COC Public Information Office Economic Impact Report
Santa Clarita Community College District
38
Fact Book 2017/18
STUDENT DATA
Santa Clarita Community College District
39
Fact Book 2017/18
COLLEGE OF THE CANYONS ENROLLMENTS AND PROJECTIONS Enrollment has increased eight percent over the past 10 years; however, as a result of a reduction in sections due to budget cuts, enrollment in 2012 was down significantly from 2010 (29 percent decrease). In 2013, the college experienced growth in enrollment, which continued into 2015. Of the 72 community college districts in the state, COC is one of 12 that fully restored workload reductions from 2009/10 and 2011/12. In addition, COC achieved FTES (Full-Time Equivalent Students) over the FTES target for 2013/14, 2014/15, and 2015/16. According to the California Community Colleges Chancellorâ&#x20AC;&#x2122;s Office, enrollment is expected to exceed 25,000 by 2020. This enrollment demand will place tremendous demands on delivering educational programs and support services (e.g. finding enough faculty and staff to offer sections, counseling, registration, etc.) and facilities. Even at build-out, the Valencia campus will be able to accommodate only 15,000 to 20,000 students; however, with the passing of Measure E on the June 2016 ballot, additional classrooms and facilities will be built, primarily at the Canyon Country campus, to accommodate growing student enrollment.
Figure 10. COC Enrollments and Projections 25000
20000
15000
10000
5000
0 19751977197919811983198519871989199119931995199719992001200320052007200920112013201520172019202120232025 Fall Enrollment
Projected Enrollment
Source: California Community College Chancellorâ&#x20AC;&#x2122;s Office
Santa Clarita Community College District
40
Fact Book 2017/18
ENROLLMENT AND PROJECTIONS
Table 18. College of the Canyons Enrollments and Projections
Year 1973 1974 1975 1976 1977 1978 1979 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994
Number of Enrolled Students (Fall) 2,165 2,584 3,324 3,140 3,126 2,530 3,464 3,589 4,182 3,487 3,640 3,527 3,630 3,579 4,548 4,823 5,606 6,502 6,533 6,670 6,486 6,157
Year 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
Number of Enrolled Students (Fall) 6,340 6,882 7,430 9,029 10,260 10,891 12,726 13,543 15,053 14,233 18,025 19,023 21,300 23,416 23,374 22,968 17,240 16,333 19,356 20,303 20,314 20,941
Year 2017 2018 2019 2020 2021 2022 2023 2024 2025
Projected Number of Students (Fall) 20,684 20,872 21,061 21,252 21,445 21,640 21,836 22,034 22,234
Note: Enrollment in this context is same number as Headcount Source: UST referential files—California Community College Chancellor’s Office
Santa Clarita Community College District 41
Fact Book 2017/18
OVERVIEW OF STUDENT DEMOGRAPHICS College of the Canyons and the state are very similar in the percentage of female and male students, with slightly more than half being male. College of the Canyons students tend to be somewhat younger than other community college students in California.The median age of students at College of the Canyons for the fall 2016 term was 22. With a robust offering of course sections, the percentage of first-time students (first-time and first-time transfer) has remained stable over the past couple of years (31 percent). Table 19. Overvew of Student Demographics
Age
California
COC
19 or Less
26.7%
29.9%
20-24
32.7%
32.4%
25-29
13.6%
11.4%
30-34
7.4%
6.9%
35-39
4.9%
5.0%
40-49
6.5%
8.9%
50+
8.4%
5.6%
Continuing student
57.4%
52.9%
First-time student
17.2%
16.9%
First-time transfer
7.7%
11.9%
Returning student
10.9%
12.5%
Special admit (K-12)
4.0%
4.6%
Uncollected/unreported
2.8%
1.3%
African American
5.9%
4.6%
American Indian/Alaskan Native
0.4%
0.4%
Asian/Pacific Islander
11.2%
5.6%
Filipino
2.9%
4.2%
Latino/Hispanic
45.0%
46.6%
Two or more races
3.8%
2.6%
Unknown/Decline to state
4.4%
1.6%
White
26.5%
34.4%
Female
54.3%
45.8%
Male
45.7%
54.2%
0-11.9
62.2%
66.7%
12+
28.8%
30.7%
Noncredit
9.0%
2.6%
Total Headcount
1,588,605
20,941
Enrollment Status
Race/Ethnicity
Sex
Unit Load
Santa Clarita Community College District
42
Fact Book 2017/18
HISTORICAL CHANGES IN ETHNIC COMPOSITION The ethnic composition of students at College of the Canyons has changed dramatically since 1970. The most striking changes are in the increases in Latino/a students and decreases in the proportion of White students. In the past 16 years, the percentage of Latino/a students has increased 147 percent. The college no longer has a majority group. Table 20. Historical Changes in Student Demographics
Ethnicity
1970*
1980*
1990
2000
2016
Asian/Pacific Islander African American Filipino/a Latino/a Native American Other/Two or more races* Unknown/Declined to state White Total Enrollment
* 2% * 5% * 1% * 92% 1,141
* 2% * 10% * 7% * 81% 3,589
4% 2% 2% 11% 1% 2% 0% 79% 6,502
5% 4% 3% 19% 1% 6% 7% 56% 10,891
6% 5% 4% 47% <1% 3% 2% 34% 20,941
*Asian/Pacific Islander, Filipino, Native American and Unknown were not reported as separate groups during these periods. Figure 11. Board of Governors Tuition Wavers 14000 12000
Number of Students
11712 10000 8000 7741 6000 4000 2000
2378
0
2001/02
2011/12
2016/17
College of the Canyons students pursuing Board of Governorâ&#x20AC;&#x2122;s Waivers increased almost 400 percent since 2001/02. The increase is reflective of the outreach efforts of the Financial Aid Office. Removing financial barriers to studentsâ&#x20AC;&#x2122; access to college is a key benefit of community colleges.
Santa Clarita Community College District 43
Fact Book 2017/18
FINANCIAL AID The number of students receiving financial aid, other than Board of Governors (BOG) fee waivers, has decreased from 8,007 in 2012/13 to 7,918 in 2016/17, a decrease of two percent. Financial aid award dollars slightly decreased from $20,574,548 in 2012/13 to $20,092,887 in 2016/17, a decrease of one percent (excluding dollars granted through the BOG fee waiver, academic competitiveness grants, and alternative loans). The total financial aid dollars awarded, including BOG fee waivers, academic competitiveness grants and alternative loans in 2016/18 was $29,771,910, which represents a seven percent increase over 2012/13 ($27,776,922). The largest increases were in Cal Grant (B & C), Federal SEOG Grant, and Federal Work-Study. These increases are likely the result of shifting demographics of students attending the college and the state of the economy, with increasing numbers demonstrating financial need, expansion of financial support programs, and effective college efforts to reach out and serve students in need.
Table 21. Financial Aid
Program
Students Served (20122013)
Student Dollars (20122013)
Students Served (20162017)
Student Dollars (20162017)
Students Served (% Difference)
Student Dollars (% Difference)
Cal Grant B&C
611
$653,345
1,084
$1,305,243
77%
100%
5,095
$14,330,154
4,714
$14,820,340
-7%
3%
Federal SEOG Grant
574
$249,268
808
$407,167
41%
63%
Federal Work-Study
86
$216,811
106
$343,191
23%
58%
Scholarships
209
$200,131
319
$272,316
52%
36%
Federal Pell Grant (2)
Stafford Loans (All)
1,432
$4,924,839
887
$2,944,630
-38%
-40%
Total
8,007
$20,574,548
7,918
$20,092,887
-1%
-2%
Santa Clarita Community College District 44
Fact Book 2017/18
RESIDENCE OF STUDENTS The number of students residing in Castaic, Newhall, Saugus, Stevenson Ranch and Valencia remained stable since 2014. Currently 32 percent (6,572) of the college’s out-of-district students take classes at the Valencia or Canyon Country Campus. The remaining out-of-district students (3,126) are public safety employees (ISAs) who receive training at their workplace. Table 22. Residence of COC Students
Students Community of Residency In-District
Fall 2014
Fall 2015
Fall 2016
3,213
3,275
3,214
Castaic
939
943
958
Newhall
1,136
1,161
1,145
Saugus
2,163
2,163
2,274
708
751
792
2,286
2,317
2,382
10,445
10,610
10,113
Out of District (Non-ISA)
6,308
6,367
6,574
ISA Students
3,550
3,337
3,602
Canyon Country
Stevenson Ranch Valencia In District (Overall)
PREVIOUS HIGH SCHOOLS Most College of the Canyons students, especially those under 22 years old, come from local high schools. The high schools that sent the most students to COC in fall 2016 were Saugus and Valencia. The total number of students who graduated from the Wm. S. Hart Union High School District in 2016 and attended COC within one semester of graduation was 1,643. To add perspective to this number, the high school district had only 4,433 graduates in 2015/16. Previous analyses by COC’s Institutional Research Office shows that within the first year of graduation, nearly half of the graduates attend COC – and that increases to about 60 percent within two or three years.
Table 23. Previous High Schools of COC Students Who Transitioned to COC Within One Semester of Graduation
High School Last Attended
Number of Students
Academy of the Canyons
118
Bowman High School
53
Canyon High School
258
Golden Valley High School
180
Learning Post High School
19
Opportunities for Learning
25
Saugus High School
292
Sequoia Charter High School
0
Valencia High School
290
West Ranch High School
224
William S. Hart High School
184
Santa Clarita Community College District 45
Fact Book 2017/18
FALL 2016 CITIZENRY STATUS The vast majority of students at College of the Canyons are U.S. citizens or permanent residents. Two percent of students are on student visas, temporary residents or refugees. Figure 12. Citizenship of Students 100 92
Percentage of Students
80
60
40
20 3.6 0
0.4
U.S. citizen Permanent Temporary Resident Resident
0.2
0.9
2.7
0.1
Refugee / Student Visa Other Status Status Asylee (with an F-1 unknown / or M-1 visa) uncollected
ACADEMIC STANDING FALL 2016 Approximately nine of 10 students have an academic standing of â&#x20AC;&#x153;good,â&#x20AC;? meaning they have completed 12 or more units of coursework with a cumulative GPA of 2.0, and 50 percent or more of all coursework is completed with grades and not withdrawals, incompletes, or no pass notations. About one in 10 students is on probation. Few students are dismissed.
Figure 13. Academic Standing of COC Students Probation, 10%
Subject to Dismissal, <1%
Dismissal, 3%
Good Standing, 87%
Source: UST File
Santa Clarita Community College District
46
Fact Book 2017/18
CONCURRENT ENROLLMENT The number of students concurrently enrolled in a K-12 school and College of the Canyons increased 17 percent from fall 2004 to fall 2008. This increase was a result of greater cooperation and policy changes, such as waiving fees for concurrently enrolled students and giving these students the extra grade point in computing their high school grade point average as they would get from advanced placement courses. The increase also represented establishing Academy of the Canyons, an early college high school on the College of the Canyons Valencia campus. The decrease from 2009 to 2012 is largely reflective of the limited access to courses that occurred as a result of budget cuts at the state level. Given that most concurrently enrolled students have low registration priority, they were most impacted by the reduced offerings. In addition, changing policies to restrict concurrent enrollment, especially in physical education courses and for students who are not at least juniors unless they have a WISC score of 150 or greater, may have contributed to the decrease observed from 2008 to 2009. However, between 2012 and 2016 as the state of the economy began to turn, enrollment increased. This was likely the result of an increase in state funding. In addition to the short-term benefits to students, the Hart District and College of the Canyons, concurrent enrollment can serve as a bridge to COC, encouraging future enrollment. This has other enrollment management implications related to course offerings and time of course offerings.
Figure 14. Concurrent Enrollment Trends
Concurrent Enrollment Trends: Fall 2006-2016 1,600 1,400 1,200
1,295
1,374
1,103
1,085
1,000
886 735
800
941
963
2015
2016
694
649 535
600 400 200 0 2006
2007
2008
2009
2010
2011
2012
2013
2014
Source: UST File
Santa Clarita Community College District
47
Fact Book 2017/18
FULL-TIME/PART-TIME The percentage of full-time students decreased slightly from fall 2012 to fall 2014, while it increased for part-time students. This was likely the result of decreased state funding due to budget cuts. The percentage of full-time and part-time students remained relatively stable between fall 2014 and fall 2016. Note: data excludes noncredit courses. Figure 15. Enrollment Trends: Full-Time/Part-Time 100%
Percent of Students
80% 60%
62%
64%
66%
67%
68%
40% 38%
36%
34%
33%
20%
32%
0% 1-11 Units
12 or more
Units Attempted Fall 2012
Fall 2013
Fall 2014
Fall 2015
Fall 2016
DAY/EVENING The number of students enrolling in courses offered in both day and evening decreased five percent from 2015 to 2016; however, there was a five percent increase in students taking day classes only and evening classes only, each. Note: Excludes ISA courses. Figure 16. Time of Class Enrollment (Day/Evening) 10000 9000
Number of Students
8000 7000 6000 5000 4000 3000 2000 1000 0 Fall 2012
Fall 2013 Day
Fall 2014 Night
Both
Fall 2015
Fall 2016
TBA
Source: UST, USX, UXF referential files and MIS 320 file.
Santa Clarita Community College District
48
Fact Book 2017/18
EDUCATIONAL GOALS—FALL 2016 The most common student educational goal is to obtain an associate degree and transfer to a four-year institution followed by advance in current job. After “undecided”, the next most common educational goal is to transfer to a four-year institution without an associate degree. While each educational goal represents a relatively small percentage of the total, other students attend COC to formulate career goals, acquire job skills, maintain certificates/ licenses, further personal development, and improve basic language or math skills.
Figure 17. Educational Goals of COC Students 7980
Associate degree and transfer to a 4-year institution
2882
Advance in current job/career (update job skills)
2500
Undecided on goal
1771
Transfer to 4-year institution without an associate degree
769
Uncollected/unreported Obtain a two year associate's degree without transfer
760
Complete credits for high school diploma or GED
728
4 year college student taking courses to meet 4 yr cllg requirements
704
Improve basic skills in English, reading or math
594
Prepare for a new career (acquire job skills)
544 453
Educational development (intellectual, cultural)
341
Discover/formulate career interests, plans, goals
237
Earn a vocational certificate without transfer
118
Maintain certificate or license (e.g. Nursing, Real Estate) Obtain a two year vocational degree without transfer
58
Move from noncredit to credit coursework
24 0
2000
4000
6000
8000
10000
Source: UST File
Santa Clarita Community College District
49
Fact Book 2017/18
PLACEMENT TEST SCORES Placement Test Results and Subsequent Enrollment in English and Math for First-time Freshmen in Fall 2016 (n=2,519-English, n=2,409-Math) In Spring 2016, the disjunctive model was implemented for math placement, replacing the traditional math placement model. The Disjunctive model uses self-reported high school data on GPA, highest math course completed, and grade in highest math course to a) prevent students from placing into a lower level than the last high school course they passed and b) give students an optional placement into transfer-level statistics courses. In contrast, the traditional placement model used the Accuplacer test score and multiple measure weights. English placement still uses the traditional placement model. The majority of first-time students place in the transfer statistics pathway (Figures 19 and 20). For English, the majority of first-time students place below transfer-level English (Figure 22). Other institutional data found that local high school graduates from the William S. Hart Union High School District had higher placement into transfer-level math and English (25 and 22 percent, respectively), compared to the rest of the population at College of the Canyons. Less than half of first-time students who place below degree-applicable math or English do enroll within their first year (Figures 21 and 23). In prior years, the reduction in sections and the fact that first-time students were among the last to register posed Figure 18. Statistics Path Math Placement concerns over access to English and math courses; however, the change in registration priority as a result of SB1456 (Student Success Act of 2012), increase Bel ow in section offerings, and change in placement is likely Tra nsferable Sta ti stics Pa thwa y, 29%
improving access.
Tra ns ferable Sta ti stics Pa thwa y, 71%
Figure 19. Calculus Path Math Placement Figure 20. Freshman Math Enrollment
Tra ns fer Ca lculus Pa thwa y, 27% Bel ow Tra nsfer Ca l culus Pa thway, 73%
Not Enrol led, 58%
Enrol led i n Ma th, 42%
Santa Clarita Community College District
50
Fact Book 2017/18
STUDENT DATA
Figure 21. English Placement Results
Tra ns ferable Engl ish, 29%
Bel ow Tra nsfer Level English, 71%
Figure 22. Freshman English Enrollment
Enrol led i n Engl ish, 45% Not Enrol led i n Engl ish, 55%
Notes: Statistics Placement: Disjunctive placement into transfer-level statistics consisted of using high school GPA greater than 2.99; or completing Algebra II or higher with a â&#x20AC;&#x2DC;Câ&#x20AC;&#x2122; or better and GPA greater than or equal to 2.7; or completing Algebra I or Geometry and GPA greater than or equal to 2.7. Of all placement takers in 2015-16, 71% (3,102 students) placed into transfer-level Statistics courses.
Calculus Placement: Disjunctive placement in this pathway consisted of creating minimum placements. Students who passed Algebra II, Statistics or Trigonometry (with a grade of C or better) as the last Math course, could not be placed below intermediate algebra. Students who passed Pre-Calculus or Calculus as the last math course could not be placed below transfer-level math. Of all placement takers, 70% were blocked from placing two-levels below transfer (i.e. Algebra Prep and elementary Algebra/Algebra for Statistics), and 30% were blocked from placing one-level below transfer (i.e. Intermediate Algebra for Statistics/Intermediate Algebra).
Santa Clarita Community College District 51
Fact Book 2017/18
13TH ANNUAL STUDENT SURVEY—SPRING 2016 The Office of Institutional Reserch, Planning, and Institutional Effectiveness conducted its 13th annual survey of students during the spring 2016 semester. The annual survey was split into two separate surveys, with one focusing on instruction and the other on student services. This survey is offered annually during the fall semester to a random sample of classes. Highlights are as follows (VC=Valencia campus; CCC=Canyon Country campus): Respondents indicated a high percentage of satisfaction with the following services: •
Variety of courses offered – 82 percent - VC / 78 percent – CCC
•
Library services and collections – 82 percent - VC / 81 percent - CCC
•
Computers and software for student use – 80 percent - VC / 76 percent - CCC
•
Classroom environments – 79 percent - VC / 75 percent - CCC
•
The Learning Center (TLC) – 78 percent -VC / 79 percent - CCC
•
Overall quality of instruction – 77 percent - VC / 82 percent - CCC
•
Quality of technology – 76 percent - VC / 72 percent - CCC
•
Overall quality of your program of study/major – 76 percent - VC / 75 percent - CCC
Respondents also indicated a high percentage of agreement with the following: Table 24. Satisfaction with Courses and Campus
Valencia Campus
Canyon Country Campus
The syllabus for this course specifies the course student learning outcomes
85%
91%
The syllabus for this course contains information on student academic honesty/plagiarism and the consequences for dishonesty
90%
90%
My syllabus provides a clear understanding on the course content and instructor expectations for students
87%
93%
My syllabus lists faculty office hours and additional campus resources that assis students
89%
90%
I am familiar with the courses needed and overall recommended pathway for my program/major
78%
75%
I have a clear understanding of how I am graded in this course
85%
90%
Overall, grading is conducted in a fair and impartial manner following clear standards
81%
83%
College faculty treat all students fairly and respectfully
76%
79%
In general, college staff are helpful in answering my questions about the college
79%
80%
I feel safe on campus during the daylight hours
88%
90%
The college provides a positive learning environment for all students
82%
90%
Santa Clarita Community College District
52
Fact Book 2017/18 REASONS FOR ATTENDING COC. Over half of respondents at both the Valencia and Canyon Country campuses indicated their primary reason for attending College of the Canyons was location (67 percent – VC and 64 percent – CCC), followed by cost (61 percent – VC and 56 percent - CCC), and transferability of courses to four-year colleges/universities (55 percent – VC and 56 percent – CCC). Satisfaction with Instructional Programs and Services. COLLEGE POLICIES AND PROCEDURES. As indicated in Table 25, nearly half of the respondents on both campuses indicated that they learned about various college policies and procedures through the College of the Canyons website (48 percent - VC / 47 percent - CCC). Table 25. Ways in Which Respondents Learn About College Policies and Procedures Ways of Learning Canyon Country COC Policies and Valencia Campus Valencia Campus Campus Procedures (Fall 2014) (Spring 2016) (Fall 2014)
Canyon Country Campus (Spring 2016)
College of the Canyons Website
51%
48%
52%
47%
Instructors & Counselors
47%
44%
39%
36%
Emails from College of the Canyons
30%
29%
35%
29%
Word of Mouth
360%
29%
26%
31%
Admissions and Records Website
25%
32%
23%
27%
Schedule of Classes
21%
25%
23%
22%
College Catalog
16%
12%
16%
14%
Mailings from College of the Canyons
7%
7%
8%
12%
Ask Canyons
7%
4%
7%
8%
Flyers
6%
8%
9%
10%
Specific College Office
5%
5%
5%
6%
Other
4%
3%
4%
5%
As compared to fall 2014, satisfaction with the following instructional programs and services on the Valencia campus have decreased more than 5 percentage points in 2016: • • • • •
Computer and software training (decreased 10 percentage points) College website (decreased 8 percentage points) The Learning Center (decreased 8 percentage points) Overall quality of instruction (decreased 8 percentage points) Hours/Times of courses offered (decreased 6 percentage points)
As compared to fall 2014, satisfaction with the following instructional programs and services at the Canyon Country campus have increased more than 5 percentage points in 2016: • • •
Hours and times of courses offered (increased 8 percentage points) Overall quality of respondents’ program of study/major (increased 7 percentage points) Availability of courses (increased 6 percentage points)
Santa Clarita Community College District 53
Fact Book 2017/18 Table 26. Satisfaction with Instructional Programs and Services - VC and CCC Valencia Campus (Fall 2014)
Valencia Campus (Spring 2016)
Canyon Country Campus (Fall 2014)
Canyon Country Campus (Spring 2016)
Variety of courses offered
87%
82%
73%
78%
The Learning Center (TLC)
86%
78%
73%
79%
Overall quality of instruction
85%
77%
79%
82%
Library services and collections
84%
82%
69%
74%
Classroom environments
82%
79%
74%
75%
Computers and software for student use
81%
80%
71%
76%
Overall quality of respondentsâ&#x20AC;&#x2122; program of study/major
79%
76%
68%
75%
Overall diversity of course delivery modes
79%
74%
69%
74%
College website
79%
71%
76%
80%
Quality of technology
78%
76%
72%
72%
Major and certificate options available
77%
74%
70%
74%
Wireless access on campus
75%
73%
69%
64%
Hours/times of courses offered
71%
65%
63%
71%
Computer and software training
66%
56%
53%
55%
Availability of courses offered
60%
57%
55%
61%
Satisfaction with Insructional Programs and Services
Table 27. Satisfaction with Instructional Programs and Services-CCC Satisfaction with Instructional Programs and Services (Canyon Country Campus)
Very Satisfied/ Satisfied
Neutral
Very Dissatisfied/ Dissatisfied
Variety of courses offered
78%
18%
5%
The Learning Center (TLC)
79%
17%
4%
Overall quality of instruction
82%
16%
3%
Library services and collections
81%
19%
5%
Classroom environments
75%
18%
8%
Computers and software for student use
76%
18%
6%
Overall quality of respondentsâ&#x20AC;&#x2122; program of study/major
75%
22%
3%
Overall diversity of course delivery modes
74%
23%
3%
College website
80%
16%
4%
Quality of technology
72%
24%
4%
Major and certificate options available
74%
22%
4%
Wireless access on campus
64%
17%
19%
Hours/times of courses offered
71%
19%
10%
Computer and software training
55%
36%
9%
Availability of courses offered
61%
24%
15%
Santa Clarita Community College District 54
Fact Book 2017/18 Table 28. Satisfaction with Instructional Programs and Services-VC Satisfaction with Instructional Programs and Services (Valencia Campus)
Very Satisfied/ Satisfied
Neutral
Very Dissatisfied/ Dissatisfied
Variety of courses offered
82%
13%
5%
The Learning Center (TLC)
78%
17%
5%
Overall quality of instruction
77%
17%
6%
Library services and collections
82%
14%
4%
Classroom environments
79%
17%
5%
Computers and software for student use
80%
17%
3%
Overall quality of respondents’ program of study/major
76%
19%
5%
Overall diversity of course delivery modes
74%
22%
5%
College website
71%
22%
7%
Quality of technology
76%
20%
5%
Major and certificate options available
74%
20%
6%
Wireless access on campus
73%
19%
9%
Hours/times of courses offered
65%
24%
11%
Computer and software training
56%
38%
6%
Availability of courses offered
57%
24%
19%
College Emphasis on Aspects of Learning (Valencia Campus): • • • •
Coursework and assignments challenged the respondent to do their best (85 percent). Encouraged to spend significant time studying and preparing for class (78 percent). Provided with the support needed to succeed at COC (80 percent). Incorporated values, ethics, civic responsibility, and diverse perspectives into their courses (75 percent). • Encouraged to read or research beyond the materials covered in their classes (65 percent). • Encouraged to interact with students from different backgrounds (64 percent).
College Emphasis on Aspects of Learning (Canyon Country Campus): • • • •
Coursework and assignments challenged the respondent to do their best (84 percent). Provided with the support needed to succeed at COC (82 percent). Encouraged to spend significant time studying and preparing for class (79 percent). Incorporated values, ethics, civic responsibility, and diverse perspectives into their courses (79 percent). • Encouraged to read or research beyond the materials covered in their classes (70 percent). • Encouraged to interact with students from different backgrounds (69 percent).
Santa Clarita Community College District 55
Fact Book 2017/18 Table 29. Level of Agreement with Statements Regarding Aspects of Campus Life - VC and CCC Canyon Canyon Valencia Valencia Country Country (Fall 2014) (Spring 2016) (Fall 2014) (Spring 2016) I feel safe on campus during daylight hours.
86%
88%
89%
90%
This College provides a positive learning environment for all students.
75%
82%
82%
73%
College faculty treat all students fairly and respectfully.
75%
76%
79%
79%
In general, College staff are helpful in answering my questions about the College (e.g. available student services, instructional programs offered, degree or transfer requirements).
75%
79%
79%
80%
The College has clearly defined general education requirements for all of its academic and vocational degree programs.
73%
74%
75%
74%
Adequate academic advisement for courses, programs and transfer to universities is provided.
72%
73%
74%
75%
I feel safe on campus during evening hours.
66%
67%
69%
68%
The College offers extra-curricular activities that promote lifelong learning.
66%
66%
67%
67%
The College has programs, practices, and services that support and enhance student understanding and appreciation of diversity.
58%
59%
63%
60%
I am aware of the College's mission, vision and values.
57%
59%
60%
60%
Adequate opportunities are available on campus for me to learn about other cultures.
54%
58%
57%
53%
I am aware of all the benefits students receive if they pay the Student Support Fee.
49%
52%
45%
49%
Special events (e.g. athletics, cultural celebrations, concerts, art exhibits) on campus have been effective in increasing my sensitivity to other racial/ethnic groups.
49%
53%
48%
47%
I believe Major Quest is an important event to learn about the majors College of the Canyons offers.
46%
42%
--
46%
I have the opportunity to participate in the College's planning processes, either directly or through representatives.
44%
43%
49%
44%
The Associated Student Government (ASG) is communicating and representing student concerns to the Administration
41%
40%
42%
41%
I am aware what role students have in governance of the college.
39%
37%
44%
38%
In general, there are adequate parking spaces for students.
23%
21%
39%
32%
The ASG hosts a variety of social events that I attend on a monthly basis.
21%
19%
23%
24%
The ASG hosts a variety of cultural events that I attend on a monthly basis.
20%
17%
21%
21%
Santa Clarita Community College District
56
Fact Book 2017/18
EDUCATIONAL GOAL AND NUMBER OF UNITS Of the students who have educational goals of transferring or obtaining a degree or certificate, 41 percent enrolled full-time. By contrast, only 16 percent of students whose educational goal is to advance in their current job, prepare for a new career or who have other goals, enroll full-time. The college should consider the impact of developing educational goals on course loads, especially those involving transfer or attaining degrees or certificates.
Figure 23.Educational Goal and Number of Units 7000
Number of Students
6000 5000
58% 6306
77%
41%
4920 4000
4478
3000
72%
2000
16%
<1%
1000
997
22
0
Transfer/Degree/Certificate
7% 471
Advance in Current Job/Prepare for New Career/Other Goals
Part time
Full time
1790
27%
1%
684
26
Undecided
Noncredit
Source: UST and USX Files - Fall 2016
Santa Clarita Community College District
57
Fact Book 2017/18
IT’S A FACT… Two College of the Canyons students were recognized as members of the First Team in the Phi Theta Kappa All California Academic Team, Sabrina Ariss and Tanya Hauer. Grades, leadership, and community service determine selection to an Academic Team. The selection was determined by scores nominees received from Phi Theta Kappa judges at the national level selecting winners for the national academic teams. These 93 students represent some of the best of the two million students enrolled in California’s 113 community colleges In addition, College of the Canyons student Natalie Miller also was awarded as the Coca-Cola Bronze Scholar with a $1,000 scholarship.
Santa Clarita Community College District
58
Fact Book 2017/18
IT’S A FACT… The Canyon Country campus (CCC) was built and developed to enable the Santa Clarita Community College District to continue to provide education and workforce training for a growing population in the region. Opened in August 2007, CCC is a comprehensive campus that offers high-quality instructional programs, supportive student services and meaningful community partnerships. The campus is celebrating its tenth anniversary in the 2017-18 academic year. In the past decade, the campus has offered more than 5,000 classes and served more than 55,000 students. Although current facilities consist primarily of modular buildings, the campus is primed to grow. The eventual complement of permanent structures is planned to serve as many as 10,000 students. CCC is the site of current and ongoing innovation that is responsive to the needs of the community. As the campus grows, CCC will continue to serve community needs befitting College of the Canyons’ reputation for excellence.
Since opening in fall 2007, the Canyon Country campus has... • • • • • • • • • • • • • • • • • • •
Increased the overall gross square footage to 59,192 square feet. Expanded instructional spaces to 42 classrooms and laboratories. More than doubled the number of labs on campus, from 7 to 18. Offered 18 associate degree programs and 13 certificates. Expanded instructional offerings with more than 45 disciplines offered each semester. Increased the number of students from 3,410 to 4,589 (fall 2016, unduplicated head count). Expanded student services offerings including Veteran’s, Counseling, Admissions, Financial Aid, Student Health, EOPS, CalWORKs, Student Development, Library and TLC. Increased the number of computers on campus from 179 to more than 400. Provided new student gathering spaces, from 1 to 5. Celebrated the 1,489 graduating COC students who took at least one class at the Canyon Country campus en route to graduation in the 2016-17 academic year, representing approximately seventy-three percent of the College’s graduating class. Marked the 10th spring semester in spring 2017. Opened the 15,000-square-foot Applied Technology Education Center (ATEC) in fall 2011. Developed an Outdoor Research and Demonstration Garden. Hosted its 15th community Star Party in spring 2017. Highlighted the milestone of more than 55,000 students earning credit at CCC since 2007. Enhanced campus beautification with multiple sculptures and garden spaces. Expanded community events to include Battle of the Bands, Garden Walks, Movie Nights, and Chamber Mixers. Added 225 additional parking spots with the addition of Lot 1 in 2016. Prepared for campus expansion through the Educational & Facilities Master Plan.
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Fact Book 2017/18
FACULTY AND STAFF DATA STAFFING INCREASES From 2001 to 2016, the number of faculty and staff increased 48 percent. However, in the latter portion of this time period, between 2008 and 2012, there was a decrease in full-time positions as a result of positions not being filled due to budget cuts. While the number of full-time faculty decreased 13 percent between 2008 and 2012, the current number of full-time faculty has increased to 205 in fall 2016. With 205 full-time faculty in fall 2016, the college has added 44 full-time faculty since fall 2001, an increase of 27 percent. The number of classified staff members increased from 161 to 272, or 69 percent, from fall 2001 to fall 2016. The number of classified administrators increased from 2001 to 2008, but remained relatively flat until fall 2016, where there was a slight increase. Similarly, the number of educational administrators increased from 2001 to 2006, remained flat until 2014, and then slightly increased in fall 2015, remaining the same in fall 2016.
Figure 24. Staffing Increases Fall 2001-Fall 2016 250 227 205 200 161
161
150
100 64 45
50
33 15
17 21
11
19
0 Classified Staff (fulltime) 2001
2002
Classified Staff (parttime)
2003
2004
2005
2006
Confidential 2007
2008
Classified Administrators 2009
2010
2011
Full-Time Faculty
Educational Administrators
2012
2015
2013
2014
2016
Source: Human Resources, College of the Canyons.
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Fact Book 2017/18
FULL-TIME FACULTY AND STAFF RESIDENCE: FALL 2016 The majority of full-time faculty and staff (70 percent) reside in the Santa Clarita Valley. The greatest proportion of staff live in Valencia (23 percent), followed by Saugus (16 percent) and Canyon Country (13 percent). As of fall 2016, more full-time faculty and staff resided within the Santa Clarita Valley compared to out of district. Table 30. Residence of COC Employees Fall 2016
Community Canyon Country Castaic Newhall Saugus Stevenson Ranch Valencia Out of District
ZIP Code
Percentage of Employees
91351, 91386, 91387 91384 91321, 91322 91350, 91390 91381 91354, 91355, 91385
13% 8% 6% 16% 4% 23% 30%
Source: MIS Department, College of the Canyons.
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Fact Book 2017/18
DIVERSITY
Overall, there are more female full-time faculty, full-time classified, and classified administrators. The only employee group with a higher male population is educational administrators.
Figure 25. Faculty, Staff, and Administrators by Sex Fall 2016* 100%
39%
Percentage
59%
53%
60%
50%
Female Male 61% 41%
40%
Full-Time Faculty N=205
Classified N=227
47%
0% Educational Administrators N=33
Classified Administrators N=62
*Classified includes part-time Classified, full-time Classified, part-time Confidential, and full-time Confidential
Source: Human Resources, College of the Canyons
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Fact Book 2017/18 Figure 27. Educational Administrator Ethnicity
Figure 26 Full-Time Faculty Ethnicity
Full-Time Faculty
Educational Administrator
Native American, 1%
Unknown, 1%
Filipino, 1%
Unknown , 6%
Native Asian, 3% Filipino, 3% American, 0%
Asian, 8%
Hispanic, 6%
Hispanic, 13%
Black, 9%
Black, 2% White, 73% White, 74%
Figure 28. Classified Administrator Ethnicity
Classified Administrator Filipino, 0%
Asian, 5%
Native Unknown, 2% American, <1%
Figure 29. Classified Staff Ethnicity*
Classified Native American, 2%
Mixed Race, 1% Unknown, 1% Asian, 5%
Pacific Islander, 0%
Filipino, 4%
Hispanic, 11% Black, 5%
Hispanic, 29%
White, 55%
White, 77%
Black, 3%
*Includes part-time Classified, full-time Classified, part-time Confidential, and full-time Confidential
The diversity of classified administrators, full-time faculty and educational administrators has increased over the past six years. The percentage of classified administrators who were White decreased from 83 percent in 2010 to 77 percent in 2016. During the same period, the percentage of full-time faculty who were White decreased slightly from 80 to 74 percent. The percentage of educational administrators who were White also decreased from 89 to 73 percent from 2010 to 2016. The ethnic distribution of Classified staff has remained relatively stable.
Source: Human Resources, College of the Canyons.
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Fact Book 2017/18
FACULTY AND STAFF ETHNICITY FALL 2016 Overall, there are more White full-time applicants, followed by Hispanic, Unknown, and Asian. In addition, more White applicants are hired compared to other ethnicities.
Table 31. Full-Time Faculty Applicants Full-time faculty positions from 07/01/12 to 05/30/17
Total Am Ind/ Alas Nat
Total Hispanic
Total Black
Total Asian
Total Filipino
Total Pac Islanders
Two or More
Total White
Total Declined/ Unknown
Totals
All Applicants
12
495
252
294
34
4
133
1,398
400
3,022
Incomplete/ Late Applicants
5
142
99
100
9
3
39
424
139
960
Complete Applications
7
353
153
194
25
1
94
974
261
2,062
Complete/ on-time applicants who do not meet MQs
0
36
34
10
4
0
26
101
24
235
Complete/ on-time applicants who met MQs
7
317
119
184
21
1
68
873
237
1,827
Applicants selected for first level interviews
2
59
14
39
3
0
6
146
46
315
Applicants selected for final interviews
0
12
1
7
1
1
5
68
11
106
Hired
0
8
0
7
2
0
2
30
8
57
Source: Human Resources, College of the Canyons.
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Fact Book 2017/18
PROFESSIONAL DEVELOPMENT The award-winning Professional Development Program at College of the Canyons is one of the leading professional development programs in the state. The college is committed to developing its faculty and staff to their fullest potential through numerous training opportunities offered throughout the year. These offerings and activities are aligned with the district’s 12 strategic goals to ensure a meaningful and comprehensive program that is focused on providing high-quality professional development for all faculty and staff, as well as achieving district and departmental goals. AWARDS AND HONORS
• Innovation Award from NCSPOD (North American Council for Staff, Program and Organizational Development) in fall 2012 for the Skilled Teacher Certificate Program. • Special Commendation for the Professional Development Program from the Accreditation Team in 2008. • NCSPOD Innovation Award for LEAP leadership program in 2008.
Workshops Offered in the Areas of: • Teaching & Learning • Student Support • Cultural Diversity • Leadership • Health & Wellness • Regional Professional Development Workshops • Canyon Country Campus FLEX Days • Classified Development Day • Classified Appreciation Week • Administrative Professional Development Program and Annual Retreat • New Employee Orientations • Chancellor’s New Employee Luncheons • New Administrator Orientations • New Faculty Orientations • Mentor Programs (7) • Professional Development Mentor Program • New Faculty Mentor Program • Mentor Program for New Canvas Users • Mentor Program for Non-Credit Faculty • New Adjunct Mentor Program • New International Student Mentor Program • New Administrator Mentor Program
• NCSPOD Chancellor/President Award recognizing Chancellor Dr. Dianne G. Van Hook’s lifelong commitment and support of professional development in fall 2007. • NCSPOD Institutional Merit Award in fall 2007. • 4C/SD Outstanding Staff and Organizational Development Activity in spring 2001. • 4C/SD President/Chancellor Award for Chancellor Dr. Dianne G. Van Hook in 1999.
• Online Instructor Certification Program • Summer Technology Institute/ Technology Training • LEAP 1 & 2 (Leadership Education in Action Program) • Management Academy • Diversity and Cultural Awareness Workshops • Online Training Opportunities • International Film Festival • Friday Night Film Series • Modern Languages Film Series • Administrative Assistants Academy • Emergency Preparedness Workshops • Books & Ideas • Sociology Lecture Series • History Lecture Series • Art Gallery Speaker Series • Sustainable Development workshops, films and activities • Retiree Celebration Event • Employee Holiday Celebration Event • Women’s Conference *More than 600 training opportunities offered each year for faculty and staff.
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Fact Book 2017/18
PROGRAMS AND SERVICES INSTRUCTIONAL OFFERINGS From fall 2005 to fall 2008, 196 course sections were added, a 14 percent increase (excludes in-service training for public safety, CWE, GENSTU and Noncredit sections). The growth in course sections was made possible by expanding the number of majors and certificates, expanding the availability of space, and adding the Canyon Country campus. However, system-wide budget cuts resulted in a reduction in section offerings from fall 2009 to fall 2011, but they began to increase again in fall 2012. Section offerings increased by 128 sections from fall 2011 to fall 2012, a nine percent increase. As a result of the passage of Prop 30 in November 2012, the number of sections offered increased 16 percent in fall 2016. Since 2010, sections have increased 31 percent.
Figure 30. Number of Credit Sections Offered Fall 2006-Fall 2016 2,000 1,800 1,600
1,599
1,644
1,640
1,499
Number of Sections
1,763
1,737
2015
2016
1,485
1,420 1,324
1,400
1,709
1,357
1,200 1,000 800 600 400 200 0 2006
2007
2008
2009
2010
2011
Fall Term
2012
2013
2014
Source: USX File - Fall 2016
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Fact Book 2017/18
PROGRAMS As of June 2017, the college had 37 certificate of achievement programs and 85 degree programs. In addition, the college had 32 career specialization certificates and 5 noncredit competency certificates. New Chancellor’s Office approved programs include: • • • • •
Biology A.S.-T degree, Business Administration A.S.-T degree, Network Engineer Certificate of Specialization, System Administrator Certificate of Specialization, and Deaf-Blind Support Service Provider Certificate of Specialization
An analysis of the distribution of course and section offerings by credit, transfer, basic skills, career technical education (CTE) and noncredit status showed that the mix of offerings is aligned with the college’s mission to provide students with “...essential academic skills and prepares students for transfer education, workforce skills development, and the attainment of learning outcomes corresponding to their educational goals.” Observations of the distribution of course and section offerings by type were as follows: • 85 percent of the courses offered in fall 2016 fulfilled degree and/or transfer requirements. • 4 percent of the courses offered in fall 2016 were below college level. • Only one course offered, Citizenship (noncredit-other in the table below), is not part of the basic skills, job skills training, degree or certificate program. Table 32. Courses and Section Offerings by Type:Credit, Transfer, Basic Skills, Career Technical Education (CTE) and Noncredit (Fall 2016)
Course Type CTE Only CTE Degree Only CTE Degree Transfer Degree Only Degree & Transfer Basic Skills, Credit Basic Skills, Noncredit Noncredit Other
Courses (N)
Courses (%)
Sections (N)
Sections (%)
11
2%
13
1%
30
5%
34
2%
261 5
42% 1%
440 52
24% 3%
283
45%
1107
61%
13
2%
112
6%
17 5
3% 1%
49 7
3% <1%
Source: USX and UCB Files—Fall 2016
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Fact Book 2017/18
DISTANCE LEARNING AND ALTERNATIVE DELIVERY MODES The college offers alternative instructional delivery methods, including accelerated, online and hybrid classes. Hybrid classes were first offered in 1999, and fully online classes were first offered in 2005. All instructors teaching online are required to complete training, including how to use a learning management system, how to design a class to be accessible to students with disabilities, and training in online teaching and learning theory. As a result of limited resources from the state, the college offered fewer online sections in fall 2010 in favor of maintaining more on-ground classes. With renewed growth in overall enrollments, the college expanded its online offerings again to meet student demand. Hybrid and online sections comprised 17 percent of the collegeâ&#x20AC;&#x2122;s offerings and 13 percent of the full-time equivalent students (FTES) in fall 2016. Since 2010, 100% online sections have increased 185 percent. More than 200 hybrid and online courses were offered by almost 40 departments in fall 2016. Other alternative delivery modes offered include accelerated courses such as Math-75 (Intermediate Algebra for Statistics) and English-096 (Accelerated Preparation for College Reading and Writing), as well as the Personalized Accelerated Learning (PAL) courses, which are back-to-back, short-term classes (eight weeks each) in math and English. Students in the accelerated courses, including PAL, are able to complete two courses in one semester, thus accelerating the attainment of their educational goals. Figure 31. 100% Online Sections Fall 2006-Fall 2016 250 228
Number of Sections
200 185
191
167
150
150
144 100
133
112
105 80
50 50 0
F06
F07
F08
F09
F10
F11 F12 F13 F14 F15 F16 Figure 32. Online Headcount - Fall 2006-Fall 2016 6,000 5,000
Number of Students
4,928 4,548
4,000
4,491 4,071
3,000
3,340
1,000
3,739 3,073
2,645
2,000
Source: 320 Files
4,463
2,217
1,034
0
F06
F07
F08
F09
F10
F11
F12
F13
F14
Santa Clarita Community College District
F15
F16
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Fact Book 2017/18
INSTRUCTIONAL LOAD Instructional Load is a measure of the college’s efficiency and can be thought of as the number of students served by each faculty member (weekly student contact hours divided by the full-time equivalency of faculty). The college’s efficiency decreased from 461 in 2011/12 to 408 in 2016/17. The last time the load was over 500 was in 1992 when the college’s load was 528.
Table 33. Growth in WSCH, FTEF, and Load 2011/12 to 2015/16
Instructional Load FTES WSCH FTEF Load (WSCH/ FTEF)
2012-2013 (Fall & Spring) 11,028 330,846 359
2013-14 (Fall & Spring) 11,616 348,481 377
2014-15 (Fall & Spring) 11,725 351,747 403
2015-16 (Fall & Spring) 11,796 353,892 399
2016-17 (Fall & Spring) 11,829 354,866 435
461
463
437
443
408
See also Annual Academic Program Reviews for data broken down by individual departments.
Notes: WSCH (Weekly student Contact Hours is the number of class hours each course is regularly scheduled to meet times enrollment — Source: 320 Report). FTEF (Full-Time Equivalent Faculty is calculated using the number of student contact hours. One FTEF for a semester is equivalent to 15 equated – adjusted for lab hours – teaching hours — Source: UXE files). Excludes Public Safety and In-Service Training and NC.TUTR-094. Source: Annual Academic Program Review (2012/13-2016/17), UXE referential files and MIS 320 files
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INSTRUCTIONAL LOAD (continued) The number of students served by each faculty member increased 28 percent from 2005/06 to 2009/10; however, since 2009/10, it has continued to decrease. It is important to note that load varies considerably, as much as 10 percent, between the fall and spring terms.
Figure 33. Instructional Load 600 496
500
456 407
Instructional Load
495
470
461
463
437
443 408
397
400
300
200
100
0 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17
Academic Year (Fall/Spring Terms)
Figure 34. Change in Load: Fall and Spring Semesters 600 505 500
481
499
Load (WSCH/FTEF)
446
471
452
468
457
452
437
447
439
424 392
400
300
200
100
0 Fall 2010 Spring Fall 2011 Spring Fall 2012 Spring Fall 2013 Spring Fall 2014 Spring Fall 2015 Spring Fall 2016 Spring 2011 2012 2013 2014 2015 2016 2017
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Fact Book 2017/18
LEARNING RESOURCES
Figure 35. Total Volumes in Library Total Volumes in Library
While not fully capturing the multi-faceted nature of Learning Resources, some indicators of the amount of resources they provide are:
80,000 66,112
Total Volumes
60,000 55,091
• Nearly 70,000 volumes in the library collection, an increase of 24 percent from 2006/07; • The total library circulation in the library for 2016/17 was 17,276.Decreases in circulation are a reflection of the increasing student use of online databases such as ProQuest; and
57,944
59,759
68,379
59,913
40,000
20,000
0
Figure 36. Total Circulation of Library Total Circulation of Library
• In 2016/2017, more than 139,056.95 hours of student support services were provided by The Learning Center (TLC), including 18,539.99 hours of support services for student athletes. TLC served 10,906 students across the Canyons Country and Valencia Campuses, and students completed over 14,651 Supplemental Learning activities in TLC. Additionally, College of the Canqyons, an official GED testing site, administered 528 GED exams and over 10,180 exams for COC courses for currently enrolled students.
80,000
Total Circulations
60,000
40,000 30,310
32,342
32,317 24,289
20,000
20,340
17,276
0
Figure 37. Total Hours for TLC
Total Hours for TLC
Total Hours
220,000 197,939 200,000 162,420 164,643 180,000 160,000 139,057 123,145 140,000 118,515111,091123,162 120,000 91,971 100,000 74,510 80,000 56,904 60,000 40,000 20,000 0
Sources: Library and TLC Staff
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Fact Book 2017/18
TECHNOLOGY Technology at the college has changed dramatically since 1996, both quantitatively and qualitatively. In terms of quantitative indicators, the college has: • Increased the number of servers from one to 279 (78 physical and 194 virtual) • Increased bandwidth to the Internet by nearly 1,000 times. Not included is the ability for students to register and pay bills online, having access to the Internet and email, ability to print to any networked printer or copier on campus, having access to online library materials, wireless capability on campus, and students’ ability to take classes online.
Table 34. Technology
Pre-1996 325 stand alone computers and 12 terminals
9 student access labs
1 Mainframe In-person registration
Single T1 data access for administrative building Traditional B&W copier service
Traditional library facility and resources Traditional classroom equipment
Current Approximately 3,200 networked computers, plus 411 “thin client” computers in TLC lab space 63 student and 2 administrative computer labs (Valencia: 48 instructional, 1 administrative; CCC: 11 instructional, 1 administrative; 2 offsite) 78 administrative and educational physical servers; 194 virtual servers; 1 integrated database management system Online student registration One gigaman line for Internet at Valencia, with 100-megabit interconnection between Valencia and CCC as a backup, one gigaman line at CCC for Internet Digital copy machines accessible over the network, offering B&W and color copies Online library catalog hosted on-site and access to major research databases and periodical listings 158 "smart" classrooms
Source: Computer Support
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Fact Book 2017/18
STUDENT SERVICES While it is difficult to capture the multiple facets of Student Services, some indicators of changes in Student Services workload include: Figure 38. Assessment Test/Placements & Transcripts
2013/14. These indicators are in addition to the growing number of students and the directly related increase in enrollments, drops, etc.
25,000
22,981 21,039
20,000
18,827 13,479
15,000
Number
• The number of transcripts issued continues to increase. • Increased EOPS students by 32 percent from 2012/13 to 2016/17. • Increased DSPS students by six percent from 2012/13 to 2016/17. • The number of placements has decreased 79 percent since
12,839
10,725 10,000
5,000
0 Assessments / Placement Tests
Note: Assessment tests numbers reflect placements in English and math. Placements also include AP credits and transcript eligibilities.
2011/12
2012/13
2013/14
Transcripts* 2014/15
2015/16
2016/17
Figure 39. EOPS and DSPS Student Contacts 1800
Number of Contacts
1600 1,596 1,5561,594
1400
1658 1,655
1200 1000 800 600 400
476 490
523
569
629
200 0 EOPS
2012/13
2013/14
DSPS
2014/15
2015/16
2016/17
Sources: Testing Center, Admissions & Records, EOPS, and DSPS
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Fact Book 2017/18
CENTER FOR APPLIED COMPETITIVE TECHNOLOGIES/ EMPLOYEE TRAINING INSTITUTE/SMALL BUSINESS DEVELOPMENT CENTER • Since 2003, the Economic Development Division has generated more than $29 million from contracts, state grants and federal grants to support partnerships in business. • For more than 20 years, the Employee Training Institute (ETI) has provided customized job skills training to organizations in the Santa Clarita Valley. ETI’s subject matter expert trainers continue to offer cutting-edge training programs in manufacturing skills, leadership skills, and computer skills. ETI provides resources to eligible employers that reduce training costs by utilizing funds provided through its Employment Training Panel contract. • In 1998, COC was awarded a grant to develop its Center for Applied Competitive Technologies (CACT). The center is a regional resource to 8 community colleges in four counties (northern Los Angeles County along with Ventura, Santa Barbara, and San Luis Obispo counties). CACT is dedicated to serving the region’s advanced manufacturing and technology companies with industry-specific workforce services coordinated by the Deputy Sector Navigator who aligns community college and other workforce development resources with the needs of industry sectors. • In 2006, COC opened the Small Business Development Center (SBDC), which serves as a resource for small businesses located in the Santa Clarita, San Fernando and Antelope Valley. The SBDC’s professional business advisors provide expert advice and state of the art tools to small business owners and entrepreneurs through consulting engagements, trainings and access to business resources. The SBDC operates specialty programs focused on foreign trade, early stage high-growth companies and young entrepreneurs. In 2015, SBDC results included 53 businesses started; 164 jobs created; 62 jobs retained; $28 million in change in sales and; $31 million in capital raised. • In 2010, the Fast Track Institute was launched to provide fast paced, intensive training, leading directly to employment in local fields where there is demonstrated demand. • The Santa Clarita WorkSource Center operated by COC in partnership with the City of Santa Clarita aided 1,164 job seekers with job-search assistance and focused skills training. It assisted more than 7,200 visitors at the center.
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•
•
Fact Book 2017/18 The College of the Canyons Center for International Trade Development (CITD) provides no-cost consulting and no/low-cost, in-depth export training services for businesses looking to grow international sales. The center employs two global trade specialists with CGBP certifications and is one of only 10 CITD offices in California. The CITD is the recipient of the 2013 Presidential “E-Award” for Export Service Excellence. In 2012, COC received approval to establish a Center for International Trade Development (CITD). The program is operated in collaboration with the SBDC and assists small business owners and entrepreneurs with the various stages of export/import trade development.
Figure 40. Number of Employers Served Economic Development Division Businessess Served 1,200 1,000
1,043
800
856
866
833
FY 12-13
FY 13-14
FY 14-15
892
873
FY 15-16
FY 16-17 (Estimated)
600 400 200 0 FY 11-12
Figure 41. Number of Employees Served Economic Development Division Individuals Served 5000 4500 4000
4442 4024
3500
4242
3000 2985
2500
3313 2379
2000 1500 1000 500 0 FY 11-12
FY 12-13
FY 13-14
FY 14-15
FY 15-16
FY 16-17 (Estimated)
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Fact Book 2017/18
GRANT REVENUE To augment the resources available to the college for program development, the college pursues grant revenue from the state, federal government, and private foundations. The collegeâ&#x20AC;&#x2122;s efforts in grants development resulted in more than $16 million in grant revenue for 2016/17. Over the past 10 years, the college has brought in almost $83 million in grant revenue. Figure 42. Grant Revenue: 2007/08 to 2016/17
$17,000,000 $16,000,000
$16,067,015
$15,000,000
$15,951,119
$14,000,000 $13,000,000 $12,000,000 $11,000,000 $10,000,000 $9,000,000
$9,274,112
$8,000,000 $7,000,000
$7,144,717
$6,000,000 $5,000,000
$6,228,425
$6,776,661
$5,098,265 $5,079,195
$5,237,457
$4,000,000
$6,070,897
$3,000,000 $2,000,000
2016/17
2015/16
2014/15
2013/14
2012/13
2011/12
2010/11
2009/10
2008/09
$0
2007/08
$1,000,000
Funded Grants for 2016/17 Include: Institutional Effectiveness and Technical Assistance
Open Educational Resources
College Promise
Allied Health Development Cordination Services
Title V
Small Business Development Center
MESA
CA Career Pathwats Trust
Economic and Workforce
Nursing
EOPS Book Grants
Upward Bound
Student Mental Health
IUSE Training to Teach Statistics
Junior High Summer Institute (Welding)
Deputy Sector Navigator (3 grants)
Tech Prep/CTE Transitions (VTEA)
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Fact Book 2017/18
FINANCIAL RESOURCES
Santa Clarita Community College District
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Fact Book 2017/18
FOUNDATION REVENUE AND ASSETS
Another important source of resources is the College of the Canyons Foundation. Over a 10-year period, the foundation has raised more than $14 million. Dollars raised reached a high of $2.2 million in 2004/05 but declined to $1 million in 2016/17. Figure 43. COC Foundation Revenue
Dollars Raised $2,500,000 $2,216,609
$2,000,000
$1,958,214
$1,556,221
$1,500,000 $1,441,314
$1,000,000
$1,585,830
$1,458,974 $1,206,171 $1,356,386 $1,422,712 $1,338,568 $1,276,102 $1,208,676 $1,141,164 $1,083,497 $1,021,818 $937,989
$500,000
$0
Note: Excludes in-kind donations, special events, interest and dividends unrealized gain on investment, and Chancellorâ&#x20AC;&#x2122;s Circle.
The value of net assets is $3,462,848 an increase of 21 percent over 2007/08. Figure 44. COC Foundation Assets
Net Assets $6,000,000 $4,988,983
$5,000,000
$3,982,715
$4,000,000 $3,000,000
$3,631,314
$2,897,455 $2,365,222
$2,000,000
Source: College of the Canyons Foundation Audit and Business Services
$1,000,000 $691,537 $0
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Fact Book 2017/18
ACTUAL FUNDED GROWTH: 2003/04 to 2015/16 College of the Canyonsâ&#x20AC;&#x2122; ongoing base revenue grew steadily from 2003/04 through 2008/09, despite growth deficits, property tax shortfalls, and a base cut due to concurrent enrollment in 2003/04. In 2010/11, a system-wide growth allocation of 2.34 percent was distributed to community college districts based on their 2009/10 base cuts as a way to restore approximately two-thirds of the 2009/10 base reductions. Revenue reductions and corresponding workload adjustment for 2011/12 resulted in a base cut of 8 percent compared to 2010/11. As a result of the passage of Prop 30 in November 2012, the districtâ&#x20AC;&#x2122;s base grew approximately 1 percent in 2012/13 compared to 2011/12 and 3 percent in 2013/14 compared to 2012/13. Funded growth is expected to reach three percent in 2016/17.
Figure 45. Actual Funded Growth
Actual Funded Growth 2003/04 to 2015/16 10% 9% 5%
9%
8%
9%
7% 5% 3%
2%
0%
4%
5%
6% 3%
-4% -5% -8% -10% 03/04 04/05 05/06 06/07
07/08 08/09
09/10 10/11 11/12 12/13
13/14 14/15 15/16
16/17 (est.)
California Community Colleges Recalculation for 2003/04 through 2015/16 and projected FTES for 2016/17
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TOTAL FUNDED & UNFUNDED FTES The collegeâ&#x20AC;&#x2122;s funded FTES increased 75 percent over a 16-year period (2001/02 to 2016/17 est.). The availability of growth funding for the college has historically been a result of significant advocacy efforts with the Chancellorâ&#x20AC;&#x2122;s Office and the opening of new facilities. Over the past five years, the district has experienced two reductions in workload (FTES) as a result of budget cuts at the state level (4 percent decrease in 2009/10 and 8 percent in 2011/12 over the preceding fiscal years). Modest growth over prior years in the past five years included a 2 percent growth in 2010/11, one percent growth in 2012/13, and 4 percent in 2014/15. Modest growth is expected to continue from 2016/17 for the near term.
Figure 46. Total Funded and Unfunded FTES
Total Funded and Unfunded FTES 2001-2002 through 2017-2018 (Estimated) Unfunded FTES
Funded FTES
35000 30000
FTES
25000 20000 15000 10000 5000 0 Funded FTES Unfunded FTES
9,301
10,328 10,719 11,263 12,262 13,296 14,190 15,467 14,902 15,248 13,997 13,986 14,614 15,126 15,995 16,444 16,676 34
181
04/05
0
05/06
0
06/07
0
07/08
347
08/09
1,136
09/10
1,685
10/11
46
11/12
0
12/13
0
13/14
741
14/15
15/16
17/18 (est.)
02/03
467
03/04
16/17 (est.)
01/02
0
0
0
Source: California Community Colleges Recalculation for 1992/93 through 2016/17 and Annual Apportionment for 2016/17.
Santa Clarita Community College District
80
0
CUMULATIVE GROWTH IN UNRESTRICTED GENERAL FUND REVENUE
Fact Book 2017/18
The funded FTES growth described on the previous page directly results in an increase in unrestricted general fund revenue. Since the funded increases are added to the base for the next year, the effects are even cumulative, as illustrated below.
Figure 47.Cumulative Growth in Unrestricted Revenue
Growth in Unrestricted General Fund Revenue 1991-1992 through 2016-17 1000%
914%
900% 726%
800%
Cummulative Growth
700%
641% 581%
600%
400%
314% 328%
300%
689% 621% 636%
354%
393%
255%
200%
0%
690% 677% 692%
467%
500%
100%
877%
50%
72%
110%
149%
190%
95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 16/17
Source: Adopted SCCCD Budgets1995/96 through 2016/17.
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Most of the unrestricted revenue for the college comes from the state or local sources. The amount of state apportionment money is determined by the number of full-time equivalent students funded in the prior year, plus any growth or access funding provided and any statewide inflation adjustment. Very little unrestricted money comes from the federal government (though the federal government has provided much more restricted money in recent years). Beginning with the 2006/07 fiscal year, the community college system changed from a program-based funding model to a new funding formula that ensures equal distribution of funds. The new funding formula that resulted from SB 361 takes into account fixed costs by providing annual basic allocations for colleges and centers in each district and equalizes the funding rate per full-time student to ensure consistent per-student funding throughout the state. SB 361 also addresses stability and restoration funding, non-credit funding, and district growth rates. Most expenditures at the college are for salaries and fringe benefits, which, when combined, account for 82 percent of all general fund unrestricted expenditures.
Figure 48. General Fund Unrestricted Revenue (state, local, federal) $80,000,000
$71,749,948
$70,000,000
$68,323,792
$60,000,000 $50,000,000 $40,000,000
$28,712,190 $30,800,389
$30,000,000 $20,000,000 $10,000,000 $0
$1,127,751 $84,869 $86,613 Federal
$916,389 State 2015/16
Local
Transfer
2016/17
Table 35. Adopted Budget Summary
Salaries and Fringe
70,207,067
Supplies
970,200
Other Operating Exp/Services
10,694,619
Capital Outlay
1,203,758
Payment to Students
500
Debt Service
156,465
Transfers and Contingencies
2,208,969
TOTAL
85,441,578
Source: SCCCD Adopted Budget Summaryâ&#x20AC;&#x201D;All Funds 2016/17; CCLC
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PHYSICAL RESOURCES
DR. DIANNE G. VAN HOOK UNIVERSITY CENTER “WE, AS INDIVIDUALS AND AS INSTITUTIONS, BECOME WHAT WE GIVE OURSELVES THE POWER TO BE.” Dr. Dianne G. Van Hook Chancellor, College of the Canyons
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IT’S A FACT… •
• • • • • • • • • • • • •
The Interim University Center opened in January 2002 Groundbreaking ceremony for the permanent center was held on March 16, 2007 The permanent Dr. Dianne G. Van Hook University Center opened in fall 2009 The ribbon-cutting ceremony was held on Oct. 17, 2009 The center encompasses 110,000 square feet and houses a number of complementary programs to create learning synergies There are five partner universities in the University Center There are 38 degree programs Credential—5 programs Certificate—2 programs Undergraduate—18 programs Graduate—12 programs Doctorate—1 program Funding for the facilities and equipment has been provided by federal, state, local and private sources. Operational expenses are funded from lease revenue provided by partners offering programs in the center Unduplicated Headcount increased by 143 students and enrollments increased by 277 over the last reporting period of July-Dec, 2016
• ENROLLMENTS (January 2017-June 2017): 1,671 (Undergraduate-1,007 /Graduate-664) • CUMULATIVE GRADUATIONS (January 2002-June 2017): 2,941 (Undergraduate-1,095 / Graduate-1,846) • UNDUPLICATED HEADCOUNT (January 2017-June 2017): 804 (Undergraduate-555 /Graduate–249)
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BUILDING SUMMARY In the collegeâ&#x20AC;&#x2122;s 45-year history, there were four primary periods of facilities growth in overall gross square footage. The first was in the early to mid-1970s. During this period, the college passed two bonds that allowed for the initial construction of the campus. From this time to the mid-1990s, very little construction occurred. Then, in the mid-1990s, several state or locally funded facilities were constructed, including the Child Development Center, Library, Mentry Hall, and temporary or modular buildings for Cooperative Work Experience (CWEE), Community Services, Extended Opportunity Program and Services (EOPS), Employee Training Institute/Center for Applied Competitive Technologies (ETI/CACT), Facilities, Field Storage, and the Classroom Village. Other buildings completed include the Warehouse Expansion, Performing Arts Center, Pico Canyon Hall, Aliso Hall/Lab, Hasley Hall, and P.E. East. In addition, the Dr. Dianne G. Van Hook University Center was completed in 2009 at the southwestern portion of the campus. The center provides instructional space for programs offered by five university partners. The college opened its second campus in Canyon Country in 2007. At build-out, this campus will accommodate up to 10,000 students. The first permanent building at the Canyon Country campus, the Applied Technology Education Center, opened in fall 2011 and includes instructional space for programs such as automotive technology, plumbing, solar installation and electrical. In 2012, the first phase of the Del Valle Training Center, an off-site joint venture with the Los Angeles County Fire Department was completed, as was the library expansion, which added an additional 51,000 square feet to the existing library and also houses The Learning Center (TLC). Canyons Hall, the new Student Services/ Administration Building, had its ribbon-cutting ceremony on March 25, 2015. This building houses Admissions & Records, Counseling, Financial Aid and various student services and administrative offices. Another building that opened recently was the College of the Canyons Institute for Culinary Education (iCuE). The ribbon cutting was held on April 15, 2015. This project consisted of the construction of a 12,208-square-foot facility on the Valencia campus to house the culinary arts program. Located immediately south of Mentry Hall, the facility includes four kitchens (Garden, Savory, Demonstration and Sweets); a main dining room with an occupancy of 100-plus; two classrooms (Culinary and Wine Studies); three offices, and an outdoor dining patio.
Cummulative Gross Sq. Footage
In June 2016, another bond was passed, providing funds to upgrade the Student Center; improve facilities for public safety programs; ensure classrooms and buildings meet current earthquake, health and safety standards; improve parking and Figure 49. Cumulative Overall Gross Square Footage 1970-2016 accessibility; improve facilities, security and 2030 lighting systems to ensure student 2020 safety; build additional classrooms 2010 and facilities to accommodate 2000 growing student enrollment; and add 1990 new and update existing science labs 1980 and classrooms. 1970 1960 1950 1940 1970 1972 1973 1975 1976 1994 1996 1998 1999 2001 2002 2004 2005 2007 2009 2011 2014 2015 2016 2017
Year
Source: College of the Canyons Facilities Department *As of August 2017
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BUILDING SUMMARY (continued) Table 36. Building Summary CONSTRUCTION YEAR
TOTAL ROOM ASF
TOTAL OGSF
BONELLI HALL
1973
33,547
57,276
SECO HALL
1975
14,000
23,526
BOYKIN HALL
1975
26,080
37,705
STUDENT CENTER
1975
28,124
40,130
TOWSLEY HALL
1975
19,913
24,606
PHYSICAL EDUCATION WEST
1976
54,970
80,834
STUDENT SERVICES/ADMIN
2014
25,717
46,370
LIBRARY/LEARNING CENTER
1996
62,931
86,606
MENTRY HALL
1996
46,058
78,237
CORPORATION YARD
1972
18,921
21,156
BUILDING NAME
CHILD DEVELOPMNT
1994
6,583
10,088
NORTH PLANT
1996
6,538
7,814
STADIUM CONCESSION
1970
1,795
3,342
CHILD DEV TEMP
1998
1,298
1,575
PERFORMING ARTS CENTER
2004
26,886
44,478
PICO HALL
2004
11,838
19,401
HASLEY HALL
2007
42,750
43,650
ALISO HALL
2007
4,700
7,599
ALISO LAB
2007
25,558
35,864
PHYSICAL EDUCATION EAST
2007
14,567
15,353
SOUTH PLANT
2007
2,900
3,021
UNIVERSITY CENTER
2009
61,258
100,077
CULINARY ARTS
2014
9,400
12,017
FAMILY STUDIES 1
1994
700
960
FAMILY STUDIES 2
1994
1,292
1,440
MODULAR X-6
1998
2,828
3,888
FIELD STORAGE 1
1970
673
710
FIELD STORAGE 2
1970
92
96
TICKET SALES 1
1970
57
70
TICKET SALES 2
1970
57
70
VETERAN AFFAIRS X9
1999
1,310
1,440
FACILITIES
1999
1,151
1,440
MODULAR X-8
1999
1,290
1,440
FIELD STORAGE 3
1999
155
160
STUDENT SUPPORT CENTER
2001
6,465
7,680
APPLIED TECHNOLOGY
2011
9,631
10,315
INTERIM STUDENT SERVICES 1A
2007
1,042
1,440
INTERIM STUDENT SERVICES 1B
2007
1,012
1,440
INTERIM STUDENT SERVICES 1C
2007
1,307
1,440
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Table 36. Building Summary (continued) BUILDING NAME
CONSTRUCTION YEAR
TOTAL ROOM ASF
TOTAL OGSF
RESTROOM 1
2007
480
INTERIM CHILD CARE 2A
2007
2,521
2,880
MODULAR LG.CLASSROOM 2B
2007
1,374
1,440
INTERIM FITNESS CTR 2C
2007
1,277
1,440
LOUNGE/TECH SUPPORT 2D
2007
1,378
1,440
RESTROOM 2
2007
CLASSROOM PORTABLE 3A
2007
1,376
1,440
INT. BKSTR/FOOD SERV 3B
2007
1,328
1,440
MODULAR - COMP LAB 3C
2007
1,314
1,440
MODULAR - COMP LAB 3D
2007
1,364
1,440
MODULAR LEARNING CTR 3E
2007
1,392
1,440
LIBRARY PORTABLE 3F
2007
1,358
1,440
MODULAR BIOLOGY LABS 3G
2007
1,360
1,440
MODULAR CLASSROOM 3H
2007
1,357
1,440
RESTROOM 3
2007
MODULAR CLASSROOM 4A
2007
MODULAR CLASSROOM 4B CLASSROOM PORTABLE 4C
480
480 1,375
1,440
2007
1,364
1,440
2007
1,375
1,440
CLASSROOM PORTABLE 5A
2007
1,374
1,440
MODULAR CLASSROOM 5B
2007
1,350
1,440
CLASSROOM PORTABLE 5C
2007
1,371
1,440
CLASSROOM PORTABLE 5D
2007
1,368
1,440
MODULAR CLASSROOM 5E
2007
1,366
1,440
CLASSROOM PORTABLE 5F
2007
1,354
1,440
RESTROOM 5
2007
CLASSROOM PORTABLE 6A
2011
897
960
CLASSROOM PORTABLE 6B
2011
897
960
CLASSROOM PORTABLE 6C
2011
897
960
CLASSROOM PORTABLE 6D
2011
897
960
OFFICE PORTABLE 6
2011
800
960
MODULAR 700
2011
863
1,421
MODULAR 701-702
2011
1,360
1,421
MODULAR 703
2011
1,360
1,421
MODULAR 704-705
2011
1,360
1,421
RESTROOM 7
2011
CANYON CAFE
2011
480
473 106
120
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CANYON COUNTRY CAMPUS OPENED: AUGUST 28, 2007 Vice President: Dr. Ryan Theule
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OVERVIEW OF CANYON COUNTRY CAMPUS Opened in August 2007, the Canyon Country Campus (CCC) is situated on a 70-acre hillside high-desert property at 17200 Sierra Highway, 9.8 miles east of the Districtâ&#x20AC;&#x2122;s Valencia Campus. The mission of the campus is to provide access to quality instructional programs, supportive student services, and meaningful community partnerships in the Santa Clarita Community College Districtâ&#x20AC;&#x2122;s service area. The Canyon Country campus has 37 smart classrooms, 5 computer labs, and 3 science labs along with a 15,000 sq. ft. Applied Technology Education Center. Campus facilities house many programs and services, including a library, tutoring center, early childhood education, student study lounge, and many student support services such as counseling, financial aid, admissions & records, student business office, student health center, testing center, and food services. It is remarkable how many programs and services are offered in temporary modular spaces on this campus and it demonstrates the current and future need for growth of this campus. Planned developments near the campus, such as Vista Canyon and Skyline Ranch, are expected to bring more than 1,000 new home and 950,000 square feet of commercial, retail, theater and hotel uses within three planning areas on the eastern side of the Santa Clarita Valley. Measure M funds allowed the college to double the capacity of the Canyon Country campus from what was originally planned when the property was first purchased. The college was able to grade more property, create more parking, buy more modular buildings and expand everything needed to meet the needs of students in Canyon Country. Good thing - because it opened with more than 3,200 students! Measure M also allowed the college to install infrastructure needed for future permanent buildings, avoiding costly projects resulting from adding them in the future. The college has already installed all underground utilities and the infrastructure that will support the build-out of the permanent facilities, not simply the current interim facilities. This infrastructure includes communications, power, phone, cable, network and data, the water system and central plant piping so the college can create a permanent campus that supports its ecological, sustainable development goals. In fall 2011, the campus opened its Applied Technology Education Center which houses instructional programs in Automotive Technology, Alterative Energies, Plumbing, Solar, and Water Systems Technology. In addition, the Carl A. Rasmussen Amphitheater at the campus provides outdoor entertainment and educational programs for students and the community. The campus also developed a Research and Demonstration Garden project with unique garden areas situated throughout the campus. With more than 40 disciplines taught on campus each semester, the campus provides students with access to a wide range of transfer preparation and career/technical education classes. Eighteen different associate degrees and 13 certificates are available to students wishing to take classes exclusively at the Canyon County campus. The full schedule of offerings demonstrates the commitment the Santa Clarita Community College District Board of Trustees has made to increase access to higher education in the Santa Clarita Valley. In fall 2016, the campus offered 266 class sections and served approximately 4,800 students. To accommodate students, a variety of accelerated and alternative delivery courses were offered, including hybrid, short-term, weekend, and evening classes. Of the 2,000-plus students who graduated from College of the Canyons in June 2017, more than 1,400 took part of their course load at the Canyon Country campus, demonstrating its important impact on College of the Canyonsâ&#x20AC;&#x2122; students. With the passing of Measure E, planned building projects can move forward, including a 55,000-squarefoot science center, a 55,000-square-foot student services and learning resources center, a 30,000-square-foot arts and lecture building, among other planned projects. The campus is expected to be completely built out by 2030. For more information on the Canyon Country campus, visit www.canyoncountrycampus.com
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BUILDING SUMMARY 1970 PRINCIPLES OF DESIGN FOR 5,000 STUDENTS The college’s original Facilities Master Plan from 1970, which designed the campus assuming a capacity of 5,000 students, stated the following principles: •
The main buildings will be a mega-structure tied together with streets and corridors
consisting of multi-level walkways, arcades, courts, and passages.
•
Instructional elements should be located around the Bonelli Center (heart of the campus).
•
The buildings should be organized around:
•
Academic Group — Business & Health Ed, General Ed, Science, and Math
•
Technical Group — Auto Shop, Welding, and Electronics
•
Arts Group — Art, Music, and Drama Building
•
Some functions should be more convenient to public access:
•
Administrative Offices
•
Student Services
•
Theatre/Gallery
•
Physical Education
•
Library
•
The most interdisciplinary functions should be nearer to the campus center.
•
Buildings need to be within a 10-minute walk from one another.
•
If possible, all student parking lots should be equal distance from the campus center.
•
Parking should not be put in at the expense of building locations.
•
All parking lots should, if possible, be interconnected by on-campus roads.
•
Parking areas should be free-form and conform to the site.
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14 10
15 16
1
17
21
29 Aliso Lab
3
7 20
4 12
18
6
11
ersity Center Driv Univ e
19
9 8
2
22
13
ri v e
26
25
Cam pus D
30
5
28
27
23
1. ACADEMY OF THE CANYONS
11. TENNIS COURTS
21. MAINTENANCE & OPERATIONS
2. CANYON HALL
12. WEST PE
22. PERFORMING ARTS CENTER
3. ALISO LAB
13. EAST PE
23. PICO CANYON HALL
4. ALISO HALL
14. FS & ECE ANNEX
24. PUBLIC SAFETY ACADEMY
5. BOYKIN HALL
15. FS & ECE ANNEX
25. SECO HALL
6. BONELLI HALL
16. FS & ECE ANNEX
26. STUDENT CENTER
7. VETERANS AFFAIRS
17. FACILITIES MODULAR
27. STUDENT SUPPORT CENTER
8. CAMPUS SAFETY
18. HASLEY HALL
28. TOWSLEY HALL
9. COLLEGE OFFICES
19. LIBRARY/THE LEARNING CENTER
29. DR. DIANNE G. VANHOOK UNIVERSITY CENTER
10. EARLY CHILDHOOD
20. MENTRY HALL, ART GALLERY
30. COC INSTITUTE CULINARY EDUCATION
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BUILDING SUMMARY The three primary sources of funds for construction projects are local bonds, state funds, and local resources. The original construction of the campus was done with local bonds. From 1982 through 2007, the college was successful in securing $58,039,282 from the state, with another $88,448,000 in projected state funding estimated from 2008 through 2018. The college has also been able to secure more than $30,889,062 from local sources. Local bonds continue to be an important source of funding and are used as a match to leverage state funding. In November 2001, voters passed Measure C, authorizing $82.1 million with a 68.3 percent passage rate. In November 2006, voters passed Measure M, authorizing $160 million with a 62.65 percent passage rate and passed in 147 of the 150 precincts with over 55 percent voter approval. In June 2016, Measure E was passed with a 57.6 percent passage rate, providing the district with $230 million dollars. With a strategic combination of these three primary funding sources, the district has been able to construct projects at the Valencia and Canyon Country campuses (see Building Summary on next page).
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Fact Book 2017/18 Table 37. Building Summary by Funding Source
Date Built
State GO Bond, State Sch. Maint. or Prop 39
Local Funded
Facility
Local Bond
1974
Building I
$8,719,000
--
--
Total $8,719,000
1974
Football Stadium
$1,512,000
--
--
$1,512,000
1975
Building C
$3,370,000
--
--
$3,370,000
1975
Building L
$3,912,000
--
--
$3,912,000
1975
Building S
$4,814,000
--
--
$4,814,000
1975
Building T
$1,691,000
--
--
$1,691,000
1976
Building PE
$12,992,300
--
--
$12,992,300
1982
Building A
--
$1,873,000
--
$1,873,000
1994
Remodel for Efficiency (A, C, I Bldgs)
--
$1,918,000
--
$1,918,000
1995
FS & ECE
--
$1,676,000
--
$1,676,000
1996
Central Plant
--
$2,840,000
--
$2,840,000
1997
Building M
--
$8,253,000
--
$8,253,000
--
$7,124,000
1997
Building R
--
$7,124,000
1998
Scheduled Maintenance Projects
--
$262,500
1999
HR/Foundation/ETI/Security/Facilities/ EOPS Modulars
--
--
1999
Modular Village (14 classrooms)
--
--
1999
Old Library & Labs Secondary Effects
--
1999
Scheduled Maintenance Projects
$4,959,000 $261,500
$262,500
$525,000
$480,000
$480,000
$1,014,939
$1,014,939
--
$4,959,000
$261,500
$523,000
2000
Student Center Expansion
--
--
$3,099,885
$3,099,885
2000
A & C Bldg Offices
--
--
$325,000
$325,000
2000
Scheduled Maintenance Projects
$205,500
$411,000
2001
South Parking Lot
--
--
$6,744,816
$6,744,816
2001
Parking Lot Improvements
--
--
2001
Scheduled Maintenance Projects
--
--
--
--
--
2002 2002
"T" Building Expansion
$205,500
$1,535,409
Interim University Center
--
--
2002
Records Storage Building
--
--
2002
Scheduled Maintenance Projects
--
--
$250,000
$1,092,795 $75,685 --
$250,000 -$1,535,409 $1,092,795 $75,685 --
2003
Perimeter Landscaping
--
--
$75,000
$75,000
2003
Access to Small Gym
--
--
$33,524
$33,524
2003
Track Resurfacing
2003
Artificial Turf
2003
Seismic Retrofit I-Building
--
2003
Architectural Barrier Removal
--
2003
Schedule Maintenance Projects
--
$169,480
--
--
$169,480
$1,013,764
--
--
$1,013,764
$1,300,000
--
$1,300,000
$515,282
--
--
2004
Performing Arts Center
--
2004
Bleacher Repair/Renovation
--
--
2004
Electronic Marquees
--
--
2004
Stadium Restroom Renovation
$58,541 --
$10,982,000
--
$515,282 --
$7,737,770
$18,719,770
$12,700
$12,700
$251,602
$251,602
-$125,000
$58,541
2004
Map Kiosks
2004
Warehouse Expansion
$1,884,015
--
--
$1,884,015
2004
Hazardous Substance Projects
$114,000
--
--
$114,000
2004
Scheduled Maintenance Projects
--
--
--
--
--
Santa Clarita Community College District
$125,000
--
93
Fact Book 2017/18 Table 37. Building Summary by Funding Source Date Built
Facility
Local Bond
2005
Music/Dance
$7,670,320
2005
Scheduled Maintenance Projects
2006
Scheduled Maintenance Projects
--
--
--
--
--
--
--
--
Hasley Hall
2007
$58,011,265
2007
Laboratory Expansion
$12,780,826
2007
Scheduled Maintenance Projects
2008
PE Building Expansion Scheduled Maintenance Projects University Center
2009
Scheduled Maintenance Projects
2010
Mentry Hall Expansion
2010
Scheduled Maintenance Projects
Total
--
Canyon Country Campus (land, site dev, modulars)
2008
Local Funded
--
2007
2009
State GO Bond, State Sch. Maint. or Prop 39
$16,976,761
-$8,747,611 -$9,816,584 -$12,428,583 --
$8,878,000 -$7,721,000 -$2,954,000 -$20,974,000 ---
$7,670,320
--
$25,854,761
--
$58,011,265
---
$20,501,826 --
---
$11,701,611 --
$9,024,396 --
$39,814,980 --
$100,000
--
--
$12,528,583 --
2011
Mentry Hall Secondary Effects (estimated)
$1,877,439
--
--
$1,877,439
2011
Applied Technology Ed. Center
$7,114,273
--
--
$7,114,273
--
--
2011
Scheduled Maintenance Projects
2012
Library Expansion
--
2012
Scheduled Maintenance Projects
--
--
--
--
2013
Scheduled Maintenance Projects
--
--
--
--
--
--
--
--
$6,432,069
$9,414,000
--
--
$15,846,069
2014
Scheduled Maintenance Projects
2015
Culinary Arts Building
$8,544,048
2015
Student Services/Adm.
$11,273,633
2015
Student Services/Adm. Tenant Impr.
$817,711
2015
Scheduled Maintenance Projects
2016
Scheduled Maintenance Projects
$1,946,799
$523,180
$344,612
$2,814,591
2016- Est.
LED Lighting Project
$92,874
$439,363
$31,500
$563,737
2016- Est.
Soccer Field Turf Replacement
$2,173,637
$50,000
$2,223,637
2016- Est.
Replace Door Hardware (Consultant Only)
$548,500
--
--
$548,500
2016- Est.
Canyon Country Campus Parking Lot
$1,500,000
--
--
$1,500,000
Grand Total
--
$210,538,442
-$6,308,000
$1,320,600
$9,864,648
$12,446
$17,594,079
--
--
--
--
$99,381,325
$817,711 --
$32,931,770
Santa Clarita Community College District
$342,851,537
94
Fact Book 2017/18
Santa Clarita Community College District
95
Fact Book 2017/18
STUDENT OUTCOMES IT’S A FACT… •
Since coming to COC in 1988/89, Chancellor Dr. Dianne Van Hook has watched 22,782 students graduate.
•
More than 13,000 associate degrees have been awarded in the past 14 years.
•
Almost 9,000 students have transferred to the University of California and California State University systems in the past 10 years.
•
Over a ten-year period (2004/05 to 2015/16), more than 4,104 students have transferred from College of the Canyons to in-state private and out-of-state institutions.
•
Transfers to in-state private and out-of-state institutions have included Brandman Univer sity, University of Phoenix, National University, University of La Verne, University of Southern California, California Lutheran University, Thunderbird School of Global Management, University of Phoenix-Arizona, Brigham Young University-Idaho, Grand Canyon University, University of Nevada-Las Vegas, Art Center College of Design, and University of Hawaii at Manoa, to name just a few.
Santa Clarita Community College District
96
Fact Book 2017/18
ASSOCIATE DEGREES AND CERTIFICATES—2016/17 The college awarded 4,277 degrees and/or certificates in 2016/17. The top five degrees/ certificates awarded were: • • • • •
Transfer Studies: IGETC/CSU GE Breadth Business Social Science Noncredit English as a Second Language Psychology
Table 38. Degrees and Certificates-2016/17
Degrees & Certificates
Total Awarded
Degrees & Certificates
Total Awarded
Administration of Justice
113
Interior Design
29
Architectural Drafting
30
Liberal Arts and Sciences
295
Art
41
Manufacturing Technology
17
Athletic Training and Kinesiology
44
Mathematics
156
Automotive Technology
22
Media Entertainment Arts
73
Biological and Physical Sciences
148
Medical Laboratory Technician
15
Business
506
Music
12
Communication Studies
98
Paralegal
20
Computer Applications Web Technology
65
Philosophy
7
Computer Networking
25
Photography
16
Computer Science
18
Physics
52
Construction Management
11
Political Science
26
Culinary Arts
32
Psychology
193
Early Childhood Education
83
Real Estate
6
Emergency Medical Technician
184
Recreation Management
3
Engineering
12
Registered Nursing
103
English
36
Sign Language
18
Noncredit English as a Second Language
261
Social Science
298
Fire Technology
79
Sociology
122
7
Spanish
4
Surveying
5
French General Education/Transfer/IGETC
1,081
Geography
5
Theatre
8
Geology
3
Water Systems Technology
30
History
57
Welding
26
Hotel & Restaurant Management
12
Santa Clarita Community College District
97
Fact Book 2017/18
IT’S A FACT… The most common educational awards of students were associate degrees. Few low-unit certificates were awarded during and prior to 2012/13 largely due to the elimination of the programs and statewide budget cuts. With increased funding due to Proposition 30, changes in data reporting for low unit certificates, and changes in math and English placement and curriculum, 2015/16 had the highest number of associate degrees awarded in the college’s history. Figure 50. Degrees and Certificates Awarded 2011/12-2016/17 11/12
12/13
13/14
14/15
15/16
16/17
1,800
Number of Degrees/Certificates
1,600
1,551 1,184
1,400 1,200
1,395 1,295 1,275
1,083 1,074
1,183
1,113 1,078
1,006
1,000
844 730
800 600
509
400
292
200
90
183
319301284 237268 185
272 317 202 177 133100
14
0 Associate of Arts/Science (A.A./A.S.) degree
Associate Degree for Transfer (A.A.T/A.S.T.) degree
Certificate requiring 6 to Certificate requiring 18 to Certificate requiring 30 to fewer than 18 units fewer than 30 semester fewer than 60 semester units units
Santa Clarita Community College District
98
Fact Book 2017/18 The number of degrees and certificates awarded by College of the Canyons has increased 45 percent from 2011/12 to 2016/17. In regards to ethnicity, the largest increases in awards were for Latino, Filipino, and African American students. In regards to age, the largest increase was for students ages 20-24. In regards to sex, male students had the largest increase in awards.
Table 39. Changes in the Number of Associate Degrees Awarded from 2011/12 to 2016/17
Ethnicity Asian African-American Filipino/a Latino/a Native American Other Pacific Islander White Unknown Age 19 or Less 20-24 25-29 30-34 35-39 40-49 50+ Sex Male Female Total
2011-12 131 65 88 484
2016-17 180 105 146 1,186
Percent Change 2011-17 37% 62% 66% 145%
10 115 9 837 79
16 15 10 948 43
60% -700% 11% 13% -41%
0 52 1,018 313 130 155 164
136 1,416 458 184 123 168 161
0% 262% -55% -41% -5% 8% -2%
753 1,078 1,833
1,138 1,506 2,649
51% 40% 45%
Source: Informer Report
Santa Clarita Community College District
99
Fact Book 2017/18
TRANSFERS AND COMPLETION
At College of the Canyons, the numbers of transfers to both CSU and UC have been growing over the past 10 years (2005/06 to 2015/16), as depicted in Figure 52. The decrease in 2008/09 and 2009/10 is likely the result of reduced admission slots available at the UCs and CSUs due to budget cuts. While the number of COC students who transferred to UC and CSU increased to 64 and 66 percent, respectively, in 2011/12, numbers decreased again in 2012/13. This decrease may be due to a variety of factors, including students opting to attend out-of-state or private institutions and budget cuts; however, transfer rates increased again in 2013/14 and continued to increase in 2015/16. In 2016/17, there was a decrease in transfers to CSUs, but there was an increase in transfers to UCs. The top-three UC transfer institutions for COC students in 2015/16 were UCLA, UC Santa Barbara, and UC Irvine. The top-three CSU transfer institutions for COC students in 2015/16 were CSU Northridge (CSUN), followed by CSU Channel Islands (CSUCI), and CSU Los Angeles (CSULA).
Figure 51. Number of Transfers to UC and CSU 900 800
841 2006-07 750
Number of Students
700
702
697 600
625
624
756
664
605 534
2010-11 2011-12
459
2012-13
300
2013-14 2014-15
255
200 100
2008-09 2009-10
500 400
2007-08
162 161 155 142
195 202
172 168 180
205
2015-16 2016-17
0 UC
CSU
Souce: http://www.calstate.edu/as/stat_reports/2015-2016/index.shtml and https://www.universityofcalifornia.edu/infocenter/admissions-source-school
Santa Clarita Community College District
100
Fact Book 2017/18
TRANSFERS AND COMPLETION (continued) The California Community Colleges computes six-year transfer rates in what they call Transfer Velocity reports. Overall, College of the Canyons had a higher transfer rate compared to the statewide rate. As indicated below for the 2009/10 cohort, students who were African American, American Indian/Alaskan Native, Asian, Filipino, Hispanic, and White outperformed their statewide referent groups. The cohorts are first-time college students with a minimum of 12 units earned who attempted a transfer-level math or English course. Students may be concurrently enrolled in high school. Transfers to CSU, UC, and private institutions are included. Table 40. Transfer Rate
Ethnicity African-American American Indian/Alaskan Native Asian Filipino/a Latino/a Pacific Islander Multi Ethnicity Unknown White Non-Hispanic Overall
College of the Canyons 51% 43% 53% 54% 40% 67% 49% 39% 48% 42%
California 33% 34% 53% 40% 30% 34% 41% 40% 42% 38%
Source: CCCCO Data Mart â&#x20AC;&#x201C; Transfer Velocity
Santa Clarita Community College District
101
Fact Book 2017/18
Another set of outcomes analyses is based on Federal Student-Right-to-Know measures. These indicators track cohorts of students who were full-time, first-time freshmen interested in obtaining a certificate, degree, or transferring. Completion is defined as completing a certificate or degree or becoming â&#x20AC;&#x153;transfer preparedâ&#x20AC;? by completing 56 transferable units with a GPA of 2.0 or better. The transfer rate reflects students who transfer to another postsecondary institution (UC, CSU or California Community College) prior to attaining a degree, certificate or becoming transfer prepared. After the three-year period students were tracked, the combined completion and transfer rate was 47 percent for COC, compared to 40 percent statewide. While the rates are higher than statewide, the college is actively engaged in efforts aimed at improving these rates. Figure 52. Completion and Transfer Rate of First-Time, Full-Time, Degree, or Certificate Seeking Students by Cohort Year Transfer Rate
Completion Rate
100
Percentage of Students
80
60
40 27
26
27
29
15
14
15
36
34
35
13
12
20 17
15
0 2007 Cohort 2008 Cohort 2009 Cohort 2010 Cohort 2011 Cohort 2012 Cohort 2013 Cohort
Figure 53. Completion and Transfer Rate of 2013 First-Time, Full-Time, Degree, or Certificate Seeking Students: COC vs. the State Completion Rate
Transfer Rate
100
Percentage
80 60 40 20
Source: Student Right to Know Rates
12 10 35
29
0 COC
State
Santa Clarita Community College District
102
Fact Book 2017/18
IT’S A FACT... • Honors: Two Honors students were recognized in Sacramento as members of the First Team in the Phi Theta Kappa All California Academic Team. Grades, leadership, and community service determine selection to an Academic Team. The 93 students on this team represent some of the best of the two million students enrolled in California’s 113 community colleges. • CWEE: The President of the Military Club won the 2017 California Internship and Work Experience Association (CIWEA) Bernard L. Hyink Student Scholarship for his internship experience at Pulchella Winery. • College Of the Canyons Model United Nations: Ranked top 50 programs in the nation and earned several awards at the Los Angeles Model United Nations Conference. • Resources to Support Student Success: College of the Canyons was selected as one of 14 colleges for the California College Promise Innovation Grant. College of the Canyons was also one of 20 colleges to be chosen to be a participant for the California Guided Pathways project. • District Communications: Received 13 awards in advertising, design, photography, social media and writing from the California Community College Public Relations Organization (CCPRO). • Academy Of the Canyons: A record two-thirds of Academy of the Canyons (AOC) 2016/17 graduating class earned Associate Degrees one day before receieving their high school diploma.
Santa Clarita Community College District
103
Fact Book 2017/18
STATEWIDE SCORECARD METRICS The California Community Colleges Chancellor’s Office released the 2016 Student Success Scorecard in March 2016. The scorecard includes data for each community college in the state, including College of the Canyons (COC). Figure 54 provides an overview of a few of the key indicators for College of the Canyons compared to the state, including completion, persistence, and basic skills progression for math, English and ESL. It is important to include some technical notes. The completion rates are for first-time students in 2010/11 who completed at least 6 units of classes and attempted an English or math course in their first three years. Completion was defined as earning an associate degree, certificate (approved by the Chancellor’s Office), transfer to a four-year institution, or achieving “transfer prepared.” Transfer prepared is defined as completing 60 CSU/UC transferable units with a grade point average of at least 2.0. Persistence includes the same cohort used for the completion metric except the outcome includes enrolling in three consecutive primary terms in the CCC system. Basic skills progression rates reflect the percentage of first-time students in 2010/11 who started in below degree-applicable level courses in math, English or ESL. (Only students with valid SSNs are included). The following is a summary of patterns observed: Completion, persistence, and basic skills progression rates for English, math and ESL are • higher than the statewide average. • While these data are positive, the college has many efforts intended to further increase the success of students in completing their educational goals. Some of these efforts include: • Developing two-year course offering plans for programs and revisiting enrollment management strategies to ensure student progress. • Offering accelerated curriculum in English and math. • Creating and customizing an online student advising system that teaches students how to create a one-semester education plan, and providing career coaches at local high schools to help students identify career pathways available through community college programs and certificates and to help students see the connection between education and a career, and collaborative efforts through the Institutional Effectiveness and Inclusive Excellence Committee. Figure 54. Comparsion of Completion, Persistence and Basic Skills Progression Rates for College of the Canyons Compared to the State 100 80
Percentage
80
76
60 55 40
55 48
47
44
43 34
20
31
0 Completion (Overall)
Source: CCCCO Scorecard
Persistence (Overall)
Basic Skills Progression English COC
Basic Skills Progression Math
Basic Skills Progression-ESL
State
Santa Clarita Community College District
104
Fact Book 2017/18
STATEWIDE SCORECARD METRICS STUDENT EQUITY The Student Success Scorecard Completion data was also disaggregated by sex, age, and ethnicity (see Table 41). Data are further disaggregated by whether or not the student was prepared for college-level English and math courses. Overall, COC students outperformed the comparison groups for every statewide comparison group who started college prepared for college-level coursework, regardless of age, ethnicity, and sex.
Table 41. Comparsion of Scorecard Completion Data Dissagregated by Ethnicity: Prepared and Unprepared
Age
Prepared COC
Prepared State
Unprepared COC
Unprepared State
Overall COC
Overall State
20-24
59%
58%
27%
31%
32%
36%
25-39
80%
53%
33%
31%
37%
34%
40 or over
57%
47%
42%
31%
45%
32%
Under 20
81%
73%
52%
44%
57%
51%
African American
75%
62%
40%
33%
43%
36%
American Indian/ Alaska Native
100%
56%
33%
34%
60%
38%
Asian
83%
82%
71%
57%
75%
65%
Filipino
80%
76%
64%
51%
66%
57%
Hispanic
75%
64%
47%
37%
50%
41%
Pacific Islander
N/A
63%
50%
38%
50%
43%
White
80%
72%
52%
44%
59%
54%
Female
80%
74%
54%
42%
59%
50%
Male
79%
67%
47%
39%
52%
46%
Ethnicity
Sex
Source: Student Success Scorecard Report 2017. Completion includes earned AA/AS/12-unit+ CCCCO approved certificate, transfer to four-year institution, or achieving â&#x20AC;&#x153;transfer preparedâ&#x20AC;? (60 CSU/UC units with 2.0 or > GPA).
Santa Clarita Community College District
105
Fact Book 2017/18
ACADEMY OF THE CANYONS Academy of the Canyons (AOC), a middle college high school, just completed its 17th year of operation on the College of the Canyons campus in the Dr. Dianne G. Van Hook University Center. AOC opened its doors in August 2000. AOC is a collaboration between the William S. Hart Union High School District and College of the Canyons designed to provide a supportive, flexible, and academically enriched environment for students whose needs are not being met by the large comprehensive high schools. AOC was awarded a six-year accreditation through 2021 by the Western Association of Schools and Colleges and was named a National Blue Ribbon School in 2015.
Brief History of Middle College High Schools The first middle college high school was founded in 1974, by La Guardia Professor Janet Lieberman, on the campus of La Guardia Community College in New York City to help remove the barriers between high school and college and provide an alternative for students at risk of dropping out of high school (U.S. Department of Education, 2003; La Guardia Community College, 2004). Today there are more than 40 middle college high schools across the nation (Middle College National Consortium, 2016). Currently, the California Community College system funds 12 middle college high schools which are serving over 3,000 students (CBEDS, College of San Mateo website, 2017). The two initial sites in California were Los Angeles Southwest and Contra Costa community colleges and were founded in 1988.
AOC’s Student Population Academy of the Canyons is open to high school students in grades 9-12 who “...are looking for a unique high school experience” that affords them the opportunity to complete high school requirements and take college courses at College of the Canyons’ Valencia campus (AOC brochure). Prior to Fall 2009 AOC was open to 11th and 12th grade students. Beginning Fall 2009, AOC added grades 9 and 10. The goal for total student enrollment for the middle college high school is 400 students. As of Fall 2016, the goal was reached with an enrollment of 408, which is more than twice the enrollment of 191 in Fall 2005. Recruitment focuses on students who meet at least one of four criteria: students who are under-represented in the college environment, students who have high potential but are low performing, students of lower socio-economic status, and first generation college students. AOC’s student body in 2016-17 included 66 percent who were ethnic minority, excluding White not of Hispanic Origin. Providing students who are first generation college students, ethnic minority, low-income, and / or have lower academic performance this opportunity is a component of the early college high school initiative as well as the mission of the middle college high school. The student body is smaller than traditional high schools, which allows students to get to know each other and their teachers better than they might at a traditional high school. All AOC students are enrolled in “Advisement,” a college readiness class designed to “...support students academically and socially in the college setting” (AOC brochure). The faculty member for the class serves as the students’ advisor throughout the school year. This class fosters interaction and communication between students and teachers since students are enrolled in Advisement with their teacher/advisor as one of their high school classes. Santa Clarita Community College District
106
Fact Book 2017/18
RETENTION AND SUCCESS RATES Recently, Academy of the Canyons was evaluated using outcome measures that were based on students’ success in college courses. Two measures used were students’ retention (completing the college courses without withdrawing) and success (passing the college courses with a “C” or better). AOC students were compared to other (not AOC) concurrently enrolled students and all other (nonhigh school) COC students in the same college classes. As is evidenced by Figure 55, AOC students outperformed other COC students in the same classes. In Fall 2016, the success rate for AOC students was seven percentage points higher than other concurrently enrolled students (not AOC) and 24 percentage points higher than other COC students in the same classes! Historically, success rates for AOC students have been higher than all other COC students enrolled in the same courses for the past 17 years. High success rates of AOC students could be attributed to a number of factors including the support services and Figure 55. Fall 2016 Retention and Success Rates for AOC Students Compared to Concurrently Enrolled Students (Not AOC) and Other resources available through the COC Students counseling and advisement services at AOC, a new peer tutoring 100 99 program implemented in 2012-13 95 94 at AOC, the majority of the students 80 87 87 attending in 2013-14 and forward attended AOC for all four years of Academy of the Canyons 70 their high school career, accelerat- 60 Not AOC: Concurrently ed math and Enrolled English courses offered at COC, 40 All Other AOC Students and availability of COC services such as the Tutoring/Learning/ 20 Computing Lab and Supplemental Learning workshops. 0 Retention
Retention Rates Figure 56 illustrates retention rates over time for AOC students compared to other concurrently enrolled students (not AOC) and other COC students in the same college classes. Overall, AOC retention rates were higher than other concurrently enrolled students (not AOC). AOC students also had higher retention rates than other COC students in the same classes (as high as 12 percentage points higher).
Success
Figure 56. Retention Rates for AOC students compared to Concurrently Enrolled Students (Not AOC) and other COC students: Fall 2011, Fall 2012, Fall 2013, Fall 2014, Fall 2015, and Fall 2016 2011
2012
2013
2014
2015
2016
100 97 99 98 99 98 99 80
98
94 95 90 89 93
93 90
86 87 87 87
60 40 20 0 Academy of the Canyons
Not AOC: Concurrently Enrolled
All Other AOC Students
Santa Clarita Community College District
107
Fact Book 2017/18
SUCCESS RATES Figure 57 illustrates success rates over time for AOC students compared to other concurrently enrolled students (not AOC) and other COC students in the same college classes. Success rates for AOC students in Fall 2016 remain high at 94 percent. AOC student success rates have been consistently higher than other COC students by more than 13 percentage points over the past six years! Historically, AOC success rates have been higher than non-AOC, concurrently enrolled students; however, in Fall 2010 and Fall 2011 success rates were slightly Figure 57. Success Rates for AOC students compared to lower for AOC students compared to Concurrently Enrolled Students (Not AOC) and other COC students: Fall 2011, Fall 2012, Fall 2013, Fall 2014, Fall 2015, and other concurrently enrolled students. Fall 2016. Additional analyses comparing 2011 2012 2013 2014 2015 2016 AOC 9th and 10th grade students 100 with 11th and 12th grade students showed that success rates were 94 91 95 92 94 89 80 86 85 87 100 and 91 percent, respectively in 80 79 77 Fall 2015. The difference in success 73 75 70 71 73 70 60 rates is likely due to the difference in courses taken by each group. 40 For example, 9th and 10th grade students are permitted to enroll in a 20 limited selection of classes. AOC 11th and 12th grade students enroll 0 in a wide variety of courses. (see Academy of the Canyons Not AOC: Concurrently All Other AOC Students Table 42 for all courses AOC stuEnrolled dents were enrolled in). Table 42. AOC Enrollment at COC by Academic Department â&#x20AC;&#x201C; Fall 2016 Department Enrollments Department Enrollments
Department
Administration of Justice
4
English
1
Music
23
Anthropology
5
Engineering
1
Philosophy
5
Enrollments
Art
44
French
6
Photography
Astronomy
1
Geography
9
Physical Education
Biology
47
Geology
4
Physical Science
8
German
2
Physics
14
Graphic Multimedia Design
2
Political Science
1
Business Chemistry
49
5 182 2
Chinese
2
History
32
Psychology
33
Cinema
26
Health Science
9
Sign Language
6
Communication Studies
10
Human Resources
1
Sociology
11
Computer Applications and Web Technology
83
Italian
1
Spanish
10
Computer Science
16
Kinesiology
1
Theatre
4
Dance
13
Math
189
Welding
1
Early Childhood Education
1
Media Entertainment Arts
18
Santa Clarita Community College District
108
Fact Book 2017/18
UC AND CSU TRANSFERABLE UNITS COMPLETED An analysis was done to determine the number of UC and CSU units successfully completed by AOC students during the Fall 2016 semester (Note: successfully completed is defined as passing UC / CSU transferable courses with a “C” or better). Overall, the median number of UC and CSU units successfully completed by all AOC students during the Fall 2016 semester was seven. The median number of UC and CSU units successfully completed by 11th and 12th grade AOC students during the Fall 2016 semester was nine. While there are restrictions on the range of college classes that AOC students in grades 9 and 10 can take, the median number of UC and CSU units successfully completed by 9th and 10th grade students during the Fall 2016 semester was four. Note: According to California State law, dually enrolled students are not permitted to enroll in more than 11 college units per semester. Figure 58. UC and CSU Transferable Units Successfully Completed by AOC Students Present During the Fall 2016 Semester (Grades 9-12). 180 160
Number of Students
140
162
Overall Median Units= 4 9th & 10th Grade Median Units = 4 11th and 12th Grade Median Units = 9 148
120 100 94
80 60 40 20 0 1-4
Notable Highlights in 2016/17:
5-8
9-11
UC and CSU Transferable Units
•
64 percent of graduating seniors earned at least one associate degree
•
100% graduation rate
•
AOC graduate Aaron Kim received a scholarship from the Ronald McDonald House Charities (signalscv.com)
•
Post-graduation plans indicated by AOC students were to attend College/University (70 percent) and to attend community college (28 percent)
•
For the California Assessment of Student Performance and Progress (CAASPP) English Language Arts assessment, 98% “Exceeded Standard” and for the math assessment, 93% “Exceeded Standard”. AOC outperformed all schools in SCV and most in California.
Santa Clarita Community College District
109
Fact Book 2017/18
IT’S A FACT… College of the Canyons opened a MakerSpace in Spring 2016. The MakerSpace combines manufacturing equipment, community, and education for the purposes of enabling community members to design, prototype and create manufactured works that wouldn’t be possible to create with the resources available to individuals working alone. These spaces can take the form of individuals sharing a space and tools, for-profit companies, nonprofit corporations, or organizations affiliated with or hosted within schools, universities, or libraries, all aiming to provide resources to the community and inspire creativity.
Santa Clarita Community College District
110
Fact Book 2017/18
MATH DISJUNCTIVE PLACEMENT HIGHLIGHTS This report highlights the effects of College of the Canyonsâ&#x20AC;&#x2122; placement processes before (traditional) and after a disjunctive model was implemented in spring 2016. Funding for these changes and the evaluation are provided in part by Student Equity. The Disjunctive model used self-reported High school data on GPA, highest Math course completed and grade in highest Math course to a) prevent students from placing into a lower level than the last high school course they passed and b) give students an optional placement into transfer-level statistics courses. In contrast, the traditional placement model used the Accuplacer test score and multiple measure weights. Statistics Placement: Disjunctive placement into transfer-level statistics consisted of using high school GPA greater than 2.99; or completing Algebra II or higher with a â&#x20AC;&#x2DC;Câ&#x20AC;&#x2122; or better and GPA greater than or equal to 2.7; or completing Algebra I or Geometry and GPA greater than or equal to 2.7. Of all placement takers in 2015-16, 71% (3,102 students) placed into transfer-level Statistics courses. Calculus Placement: Disjunctive placement in this pathway consisted of creating minimum placements. Students who passed Algebra II, Statistics or Trigonometry (with a grade of C or better) as the last Math course, could not be placed below intermediate algebra. Students who passed Pre-Calculus or Calculus as the last Math course could not be placed below transferlevel Math. Of all placement takers, 70% were blocked from placing two-levels below transfer (i.e. Algebra Prep and elementary Algebra/Algebra for Statistics), and 30% were blocked from placing one-level below transfer (i.e. Intermediate Algebra for Statistics/Intermediate Algebra).
Statistics Pathway Figure 59. Traditional Placement in Statistics Pathway 2015-16
Transfer Level, 14.9
One Level Below: Algebra for Statistics, 59.9
Two Levels Below Transfer: Algebra Prep, 25.4
Figure 60. Disjunctive Placement in Statistics Pathway 2016-17 One Level Below: Algebra Two Levels for Below Statistics, Transfer: 16.50% Algebra Prep, 12.20%
Transfer Level, 73.10%
Santa Clarita Community College District 111
Fact Book 2017/18
Calculus Pathway Figure 62. Disjunctive Plaecment in Calculus Figure 61. Traditional Plaecment in Calculus Pathway Pathway
Three Levels Below: Algebra Prep, 25.40%
Transfer Level, 14.70%
Two Levels Below: Elementary Algebra, 37.80%
One Level Below: Intermediate Algebra/Geometry, 22.10%
Two Levels Below: Elementar y Algebra, 13.10%
Three Levels Below: Algebra Prep, 16.10%
Transfer Level, 29.60%
One Level Below: Intermediate Algebra/Geometry, 41.20%
Disproportionate Impact Disaggregating placement by ethnicity indicates a closing of the gap in transfer-level placement between ethnicity groups in 2016 (vs. 2015). In the Statistics Pathway, 66% of Latino students and 60% of African-American/Black students placed into transfer level respectively, compared to the 71% overall rate. Both of the rates are higher than the 80% threshold for disproportionate impact. In the Calculus Pathway, the disjunctive model increased the placement rate into transfer level courses for both Latino/Hispanic and African-American/Black students, but did not eliminate disproportionate impact. Table 43. Percent Placing into Transfer-Level with Traditional vs. Disjunctive Models by Ethnicity
Ethnicity Latino/a African-American/ Black White Asian Overall
Traditional Placement Accuplacer & Multiple Measures 8.60% 8.70% 17.60% 40.80% 14.70%
Disjunctive Placement Statistics Pathway Calculus Pathway 66.10%
22.40%
59.70% 75.40% 87.00% 71.10%
14.70% 32.30% 65.70% 29.60%
Santa Clarita Community College District
112
Fact Book 2017/18
Potential Impact of Placement Changes Given that the transfer-level placement is five times higher for the Statistics Pathway and 2 times higher for the Calculus pathway than the previous model, the impact of this is multifaceted. First, the time to completion would be substantively reduced for the students. Second, it reduces cost for students with regard to the number of courses they would need to take to complete a transfer-level Math course simultaneously reducing cost for the state. The table below estimates the potential cost savings based on existing placement rates and the number of courses it would take students to complete a transfer-level Math course. Potentially, cost to students is reduced by $700,636.02, and the cost to the state is reduced by $2,539,968.81 per cohort group. Table 44. Comparison of Savings: Traditional vs. Disjunctive Model
Traditional Model Students' Cost State Cost
Disjunctive Model $2,114,353.43 $7,667,212.43
Students' Cost State Cost
$700,636.02 $2,539,968.81
*Note: Actual impact would be less substantive. This estimating assumes all students will progress and complete courses. Particularly, students who place in lower levels (e.g. African-American/Black & Latino/Hispanic students) are less likely to progress toward completion of transfer-level courses.
Santa Clarita Community College District 113
Fact Book 2017/18
PAL VS. NON-PAL MATH OUTCOME COMPARISON At the request of the Math Department, the office of Institutional Research, Planning and Institutional Effectiveness examined longitudinal outcome data for students enrolled in Math-060 (PAL and non-PAL Elementary Algebra) and students enrolled in Math-075 (PAL and non-PAL Intermediate Algebra for Statistics) during the fall 2012 and fall 2013 semesters. Students in the fall 2012 cohort were tracked for eight semesters and the fall 2013 cohort were tracked for six semesters. Specifically, this research is intended to answer the following questions: • What percentage of students who enrolled in Math-060 in the fall 2012 semester enrolled and succeeded in Math-070 and transfer-level math compared to the percentage of students who enrolled in Math-060/070 PAL in the Fall 2012 semester and succeeded in Math-070 PAL and transfer-level math? • What percentage of students who enrolled in Math-075 in the Fall 2012 semester enrolled and succeeded in transfer-level math compared to the percentage of students who enrolled in Math-075/140 PAL in the Fall 2012 semester and succeeded in Math-075 PAL and transfer-level math? • What percentage of students who enrolled in Math-060 in the Fall 2013 semester enrolled and succeeded in Math-070 and transfer-level math compared to the percentage of students who enrolled in Math-060/070 PAL in the Fall 2013 semester and succeeded in Math-070 PAL and transfer-level math? • What percentage of students who enrolled in Math-075 in the Fall 2013 semester enrolled and succeeded in transfer-level math compared to the percentage of students who enrolled in Math-075/140 PAL in the Fall 2013 semester and succeeded in Math-075 PAL and transfer-level math? • What are the costs (in time and materials) associated with the student outcomes for each path? Answers to these questions are intended to help inform planning for the math department.
Results As seen in Table 45, students who enrolled in Math-060/070 PAL in the Fall 2012 semester not only passed Math-060 PAL at a higher rate than those who enrolled in non-PAL Math-060 (10 percentage points higher, or a 17 percent increase), but also enrolled in and passed Math-070 PAL at a higher rate than non-PAL Math-070 (17 and 14 percentage points higher, respectively). In addition, those who enrolled in and passed Math-060 PAL in Fall 2012 passed a transfer level math course at a higher rate than those in non-PAL Math-060 (8 percentage points higher, or a 29 percent increase). Most notable was that only one student who passed Math-060 PAL did not enroll in Math-070 PAL, resulting in a comparative retention rate of 85 percent (non-PAL Math060/070) versus 98 percent (Math-060/070 PAL).
Santa Clarita Community College District 114
Fact Book 2017/18 Table 45. Math-060 Progression: Fall 2012 Cohort
Fall 2012 Cohort
(N)
Passed (N)
Passed (%)
Enroll Math070 (N)
Enroll Math070 (%)
Passed Math070 (N)
Passed Math070 (%)
Enroll Transfer (N)
Enroll Transfer (%)
Passed Transfer (N)
Passed Transfer (%)
Math060
579
337
58%
287
50%
219
38%
187
32%
163
28%
Math75 51 68% 50 67% 39 52% 31 41% 27 36% 060/070 PAL Similar results can be seen in Table 46 for the Fall 2013 cohort. Specifically, students who enrolled in Math-060 PAL in the Fall 2013 semester also passed Math-060 at a higher rate than those who enrolled in non-PAL Math-060 (14 percentage points higher, or a 26 percent increase)
and also enrolled in and passed Math-070 PAL at a higher rate than non-PAL Math-070 (28 and 31 percentage points higher, respectively). In addition, those who enrolled in and passed Math060 PAL in Fall 2013 passed a transfer level math course at a higher rate than those in non-PAL Math-060 (22 percentage points higher, or a 110 percent increase). Most notable was that all students who passed Math-060 PAL also enrolled in Math-070, resulting in a comparative retention rate of 72 percent (non-PAL Math-060/070) versus 100 percent (Math-060/070 PAL).
Table 46. Math-060 Progression: Fall 2013 Cohort Fall 2013 Cohort
(N)
Passed (N)
Passed (%)
Enroll Math070 (N)
Enroll Math070 (%)
Passed Math-070 (N)
Passed Math070 (%)
Enroll Transfer (N)
Enroll Transfer (%)
Passed Transfer (N)
Passed Transfer (%)
Math060
578
309
53%
224
39%
163
28%
144
25%
117
20%
Math060/070 PAL
111
74
67%
74
67%
65
59%
56
50%
47
42%
As seen in Table 47, students who enrolled in Math-075 PAL in the Fall 2012 semester not only passed Math-075 PAL at a higher rate than those who enrolled in non-PAL Math-075 (22 percentage points higher, or a 27 percent increase), but also passed a transfer level math course at a higher rate than those in non-PAL Math-075 (35 percentage points higher, or a 103 percent increase). Table 47. Math-075 Progression: Fall 2012 Cohort Fall 2012 Cohort
(N)
Passed (N)
Passed (%)
Enroll Transfer (N)
Enroll Transfer (%)
Passed Transfer (N)
Passed Transfer (%)
Math-075
326
195
60%
132
40%
111
34%
Math075/140 PAL
85
70
82%
69
81%
59
69%
Similar results can be seen in Table 48 for the Fall 2013 cohort. Specifically, students who enrolled in Math-075 PAL in the Fall 2013 semester not only passed Math-075 PAL at a higher rate than those who enrolled in non-PAL Math-075 (19 percentage points higher, or a 29 percent increase), but also passed a transfer level math course at a higher rate than those in non-PAL Math-075 (35 percentage points higher, or an 83 percent increase). Santa Clarita Community College District 115
Fact Book 2017/18 Table 48. Math-075 Progression: Fall 2013 Cohort Fall 2013 Cohort (N)
Passed (N)
Passed (%)
Enroll Transfer (N)
Enroll Transfer (%)
Passed Transfer (N)
Passed Transfer (%)
Math-075
394
262
60%
132
40%
111
34%
Math075/140 PAL
85
70
82%
69
81%
59
69%
As seen in Table 49, students enrolled in the Math-075 PAL pathway have the greatest financial savings. In addition to the financial savings, there is also a savings on time. As a result of enrolling in Math-075 PAL, students save themselves time at COC by completing degree and transfer applicable math courses in only one semester. In addition, Math-075/140 PAL courses use a free online textbook through the Open Learning Initiative (OLI), therefore there is no cost for textbooks, saving students hundreds of dollars. Table 49. Tuition and Textbook Combined Costs Associated with Course Pathways
Course Pathways
Tuition and Textbook Costs
Math-060/070 to Transfer Level Math-060/070 PAL to Transfer Level Math-075 to Transfer Level* Math-075/140 PAL to Transfer Level*
$1004 $1004 $628 $448
Transfer Level Math (Except Math-140)
$350
Notes: *Math-075 and -140 (PAL and non-PAL) use an “OLI”, or Open Learning Initiative, textbook. OLI focuses on improving education and sharing high quality educational materials freely. The textbooks used in these courses are free. Textbook costs are approximate and only for “New” textbooks. There are several options for students to obtain textbooks, including renting new or used textbooks or purchasing used textbooks. Textbook cost information was provided by the College of the Canyons bookstore and the Math Department. Cohorts: defined as the math level (Math-060 non-PAL/Math-060 PAL or Math-075 non-PAL/Math-075 PAL) in which a student was enrolled in either the Fall 2012 or Fall 2013 terms. Course Success: defined as the percent of students successful in courses out of total enrolled in courses: Numerator = Number of students (duplicated) with A, B, C, CR/P; Denominator = Number of students (duplicated) with A, B, C, D, F, FW, CR/P, NC/NP, W, I. (This analysis uses the RP Group definition, which facilitates statewide comparisons.) Transfer-level math includes: Math-111 (Finite Math), Math-130 (Elementary Teachers), Math-140 (Introductory Statistics), Math-103 (College Algebra), Math-240 (Math Analysis for Business & Social Science), Math102 (Trigonometry), Math-104 (Precalculus), and Math-211 (Calculus I). In Fall 2012, 32 students in the non-PAL Math-060 cohort and one student in the Math-060 PAL cohort en rolled in Math-075. In Fall 2013, 42 students in the non-PAL Math-060 cohort and two students in the Math-060 PAL cohort enrolled in Math-075.
Santa Clarita Community College District
116
Santa Clarita Community College District 26455 Rockwell Canyon Road Santa Clarita California 91355
(661) 259-7800 www.canyons.edu