Rio Salado College Fact Book: 2010-2011 Report by Rio Salado College Online

2010-2011 REPORT

FACTBOOK FACTBOOK FACTBOOK

INSTITUTIONAL RESEARCH DEPARTMENT

JULY 2012

2010 - 2011

FACTBOOK

FACTBOOK TABLE OF CONTENTS Rio Salado College Culture.................................................................................6 Who We Are & What We Do...............................................................................7 Partnership Locations & Rio Salado Locations.................................... 12 Awards/Recognition & Accomplishments .......................................... 14 Administration & Faculty Summary ......................................................... 15 Fact Book Information Key ............................................................................ 16 Where are Rio Salado Students .................................................................. 18 Residency Status Summary .......................................................................... 19 5-Year Trend: Fiscal Year—Residency Status ....................................... 20 Student County of Residence Outside Maricopa ............................ 21 Students Within Maricopa County ........................................................... 22 Distance Student County of Residence ................................................ 23 Distance Students by State ........................................................................... 24 Enrollment Trends................................................................................................. 26 Enrollment Trends Summary ....................................................................... 27 5-Year Trend: Fiscal Year—FTSE .................................................................... 28 5-Year Trend: Fiscal Year—Headcount .................................................... 29 Student Demographic Trends....................................................................... 30 Student Demographic Trends Summary................................................ 31 5-Year Trend: Fiscal Year—Gender ............................................................ 32 5-Year Trend: Fiscal Year—Gender by Modality ................................ 33 5-Year Trend: Fiscal Year—Age Groups .................................................. 36 5-Year Trend: Fiscal Year—Age Groups by Modality ...................... 37 5-Year Trend: Fiscal Year—Ethnicity ......................................................... 40

5-Year Trend: Fiscal Year—Ethnicity by Modality ............................. 41 Student Status Trends ...................................................................................... 44 Student Status Trends Summary ............................................................... 45 5-Year Trend: Fiscal Year—Admission Status ...................................... 47 5-Year Trend: Fiscal Year—High School Status.................................... 48 5-Year Trend: Fiscal Year—Current Intent............................................... 49 ABE/GED Student Information ................................................................... 50 ABE/GED Student Summary ........................................................................ 51 5-Year Trend: Fiscal Year—ABE/GED Headcount .............................. 52 Student Assessments & Testing .................................................................. 54 4-Year Trend: Fiscal Year - Student Assessments Summary ....... 55 4-Year Trend: Fiscal Year - Student Assessments................................ 56 Research Readiness Self-Assessment Report (RRSA)....................... 57 3-Year Trend: Spring Terms – ETS Proficiency Profile....................... 59 Student Learning Outcomes FY11 ........................................................... 60 Student Retention & Successful Completion .................................... 62 Student Retention & Successful Completer Summary ................ 63 5-Year Trend: Retention by Discipline ..................................................... 64 5-Year Trend: Successful Completers ...................................................... 65 University Transfer ............................................................................................... 66 University Transfer Summary ....................................................................... 67 Transfer Hours: Fall 2009—New Student Transfer ........................... 68 Transfer Class Level: Fall 2009—New Student Transfer ................ 69 Top 10 Declared Majors ................................................................................... 70

Vision

We astonish our customers!

Purposes

Serving our local, national, and international communities through online learning and collaborative partnerships, we provide: » General Education and Courses for University Transfer » Programs for Workforce Development in Business, Industry and Government » Adult Basic Education » Comprehensive Student Services » Cultural Enrichment and Community Service » Continuing Education and Lifetime Learning Opportunities

Mission

Rio Salado College transforms the learning experience through:

» Choice, Access, and Flexibility » Customized, High Quality Learning Design » Personalized Service and Organizational Responsiveness

Core Practices

In the context of our core values, and sustained by disciplined people, thought, and action, our work is focused on the following core organizational practices: » Learning » Innovating » Partnering

Core Values

Through living our values, Rio Salado College creates a climate of high expectations for the success of our current and future students, clients and employees. We are unalterably committed to demonstrating, assessing and being accountable for the following core organizational values: » Inclusiveness » Sustainability » Professionalism » Customer Focus » Relentless Improvement » Teamwork

Service Standards

In order to implement our vision, we are committed to the following service standards: » Accuracy » Consistency » Timeliness

2010-11 Fact Sheet “Community colleges are the most accessible, flexible and affordable means of preparing today’s students for the jobs of tomorrow. Knowledge will help open the doors to a successful future and career. That is why it’s never been more important for individuals to pursue a higher education.” - Dr. Chris Bustamante, President

Who We Are

Award-Winning

Rio Salado College, headquartered in Tempe, Arizona, is one of 10 colleges of the Maricopa County Community College District and the largest online public community college in the nation.

The college takes pride in its national reputation as a leader in higher education. During the 2010-11 academic year, the college was awarded a variety of special recognitions. A few are highlighted below:

Established in 1978, the college provides innovative approaches to educational choice, access and flexibility. Most Rio Salado students take classes online leading to certificate and degrees in a variety of subject areas. Rio Salado also partners with local high schools to offer dual enrollment classes, forges partnerships with corporate and government entities to advance workforce development, and creates educational partnerships to offer a variety of programs and resources to the community.

• Noted as one of eight “Highly Productive Higher-Education Institutions” in Winning by Degrees, a report which profiles cost-effective best practices by McKinsey & Company. • Named a “Military Friendly School” by G.I. Jobs Magazine. • Rio’s Dual Enrollment program stands out as the only one in Arizona to receive reaccreditation with the National Alliance of Concurrent Enrollment Partnerships. • Rio’s Peer-to-Peer Plagiarism Detection System received a WCET Outstanding Work Award. • The Phoenix Business Journal named the college the Valley’s 2011 Healthiest Employer in the mid-sized company category. • Phi Theta Kappa student Brendan Pierce was awarded the Coca-Cola Gold Scholar Award and recognized as one the nation’s top 50 community college students. • Alpha Theta Omicron Chapter of Phi Theta Kappa received Five-Star Status, Distinguished Chapter Member and Pinnacle Awards. • KJZZ 91.5 FM received the Radio Television Digital New Association Edward R. Murrow award for continuing coverage of Arizona’s immigrations issues. • Phoenix Magazine and the New Times recognized KJZZ 91.5 FM as Best of the Valley. • Sun Sounds of Arizona received fi ve programming awards from the International Association of Audio Information Services. • MCTV, Cox Cable 115 received international recognition; four bronze Telly Awards, seven Videographer Awards and a bronze Summit Award.

2010-11 Student Headcount: 68,656 • 57,746 credit • 9,697 non-credit • 1,213 customized non-credit workforce training students The college successfully meets the needs of working adults and other specialized populations who often find it difficult to pursue higher education through traditional means. Rio Salado College is up to the challenge of preparing today’s students for the jobs of tomorrow. Affordable tuition combined with hundreds of online classes allow students to take classes at their convenience and realize their educational goals. Rio is also known for providing high quality education through productive and cost-efficient practices. Nationally, Rio’s cost to educate students is 48 percent less than its peer institutions.

2010-11 Fact Sheet (Continued) What We Do Rio Salado serves our many communities through:

Additional Learning Opportunities & Pathways

• • • • • • • •

Adult Basic Education, Dual/Concurrent Enrollment, English as a Second Language (ESL) online, English Language Acquisition for Adults (ELAA), General Education Diploma (GED), Incarcerated Re-Entry Workforce Development, International Education, Professional Certification Test-Preparation, RISE Learning for Life and more.

Adult Basic Education Corporate, Government & Industry Partnerships Dual Enrollment Incarcerated Re-entry Lifelong Learning Military and Veteran Opportunities Online Learning University Transfer

Rio Salado offers a variety of programs and continually seeks new educational opportunities for students. • 34 AAS Degrees • 67 Certificates of Completion • 7 Academic Certificates

Program Areas • • • • • • • • • • •

Accounting Behavioral Health/Addictions and Substance Use Disorders Computer Technology Creative Writing* Dental Assisting Dental Hygiene Dental Office Management Early Childhood & Human Development eLearning Design General Business Language and Literary Culture of the USA*

• • • • • • • • • • •

Language Studies* Law Enforcement Technology Military Leadership Organizational Management Paralegal, Public Administration Quality Customer Service Retail Management Smart Business Start-Up Sustainability and Ecological Literacy* Sustainable Food Systems Teacher Education

Student & Other Services Rio Salado has been enhancing the learning experience for students and setting the standard for innovation in higher education since 1978. Rio Salado continually strives to provide excellent student services for continued student success, including: • • • • • • • • • • • • • •

24/7 Instructional Helpdesk 24/7 Librarian Chat 24/7 Technology Helpdesk Academic Advising Admissions & Records Bookstore Career Counseling Cashier’s Office Disability Resources Electronic Student Form (ESF) Library & Librarian Chat Tutoring Financial Aid & Scholarships RioLounge - online student union

*Academic Certificate

Summer 2011 Recognitions • Featured in “Using High Tech Tools to Open Doors”, Focus, Lumina Foundation • Named Visionary Higher Education Leader, “Maximizing Your College Investments”, Forbes • Highlighted in The Innovative University: Changing the DNA of Higher Education

Our Students Rio Salado College is dedicated to serving our local, national, and international communities through online learning and collaborative partnerships. During the 2010-11 academic year, Rio Salado served 68,656 students.

• • • • •

Non-traditional students Working adults with families Re-entry students Local employees Incarcerated persons

• • • •

Military service members, veterans & their families High school students Lifelong learners International students

2010-2011 Annual Report: Statistics Headcount • 57,746 students (credit) • 9.71 % increase over 2009-10 headcount • 9,697 Adult Basic Education/GED (non credit)

Age

Gender Female 60.95% Male 36.95% Unknown 0.96% Other 1.13%

Rio Snapshot Among the 10 Maricopa Community Colleges, Rio Salado is: • Largest in terms of credit headcount • Responsible for 23.89% of the district’s headcount

Ethnicity

Programs Online Learning Overview: • 647 Internet courses • 43,081 distance learning students (unduplicated) Certificates of Completion: • 2,900 awarded in 2010-2011 fiscal year Customized Partnerships: • Incarcerated Re-Entry Students: 3,057 • Total number of persons in occupational programs or training for credit: 6,227 • 37 Government and Business partnerships

White, not of Hispanic Origin 59.93% Hispanic 15.09% Black, not of Hispanic Origin 11.17% Other/Not Specified 7.96% Asian or Pacific Islander 3.94% American Indian/Alaskan Native 1.92%

Demographic/statistical data from the IRIS database & MCCCD Web trends provided by institutional Research (Sept. 2011).

Faculty • Permanent Faculty: • Adjunct Faculty:

23 1,347*

*As of 11/08/11

Employees • Board Approved: • Part-Time Employees

478* 200 9

19 and Under 20-29 30-39 40-49 50 and Over Unknown

20.17% 39.42% 22.07% 11.98% 6.20% 0.16%

2010-11 Fact Sheet (Continued)

Who We Serve: Local, National & International Communities Public & Community Service

New Locations Opened

Every year Rio Salado provides more than educational opportunities. The college serves the community through participation in annual events and a variety of outreach programs. • Owns and operates Sun Sounds of Arizona, a radio reading service for people who cannot see, hold or understand print due to a disability. • Owns and operates KJZZ 91.5 FM and KBAQ 89.5 FM, accounting for a combined total of more than 450,000 weekly listeners. • Operates the Maricopa Community College District’s station MCTV, Cox Cable Channel 115, serving more than 300,000 subscribers. • Participates in outreach programs such as Arizona Heart Walk, Latinos Who Serve, Be a Leader Foundation, KEZ 99.9 FM Excellence in Education, KNIX 102.5 Million Can Crusade, Phoenix 10K Corporate Challenge, 95.1 FM Valley Vibe, Valley of the Sun United Way efforts, and numerous other initiatives.

• East Valley Veterans Education Center (EVVEC) • Rio Salado College Northern Future Rio Locations • • • • • •

Rio Salado College Downtown Rio Salado College Thomas SPOT 127/Youth Media Initiative Rio Salado College Southern Communiversity @ Queen Creek Dental Hygiene

Rio Salado College 2323 W. 14th Street Tempe, Arizona 85281 480-517-8000 / 800-729-1197 www.riosalado.edu

Beardsley Rd

101 Union Hills Dr

College Location Communiversity Coming Soon

47th Ave

87th St

I -17

Thunderbird Rd

32nd St

57th Ave

59th Ave

Bell Rd

101

83rd Ave

El Mirage

Raintree

Cactus Rd

Shea Blvd

Peoria Ave

Tempe, AZ 85281 480-517-8000 or 1-800-729-1197

Dunlap Ave

Indian School Rd

Av e

3 RSC Downtown 4 RSC Avondale

Lincoln

5 RSC Luke Air Force Hw Base (LAFB)

101

in el

6 RSC Orangewood Be

7 RSC Northern

8 RSC Lifelong Learning Center

Hayden Rd

Gr an

12th Ave

Dysart Rd

Glendale Ave Litchfield Rd

2 East Valley Veterans Education Center

Tatum Blvd

Olive Ave

Rio Salado College - RSC Administrative Headquarters 2323 W. 14th Street

Thomas

9 RSC Thomas 10 RSC East Valley 11 SPOT 127

McDowell Rd

I -17

12 RSC Southern

Power Rd

Union Hills Dr

13 Communiversity McKellips@RdSurprise 14 Communiversity @ Queen Creek

7th St

7th Ave

202 143

Country Club Dr

40th St

I -10

Broadway Southern Ave

Baseline Rd Priest

LOCATIONS

I -10

Rio Salado College is establishing new locations and improving exisiting facilities to better serve and expand its educational offerings to students and the community. For the most current information, visit www.riosalado.edu/locations.

Queen Creek Rd

Partnership & Rio Salado Locations* 101

101 17

303

101 51

17 10

202 143

202

Locations

Rio Salado Locations Partnership Locations Dual Enrollment High Schools * Current as of January 2012.

Communiversity @ Surprise Your Pathway to a Better Future

Rio Salado continues to find and develop innovative ways to make higher education even more accessible to students. The newest opportunity can be found at the Communiversity @ Surprise where students can earn certificates, associate degrees, bachelorâ&#x20AC;&#x2122;s degrees and masterâ&#x20AC;&#x2122;s degrees through a unique partnership between three community colleges and three universities. The Communiversity @ Surprise is hosted by Rio Salado College in collaboration with the City of Surprise.

Awards/Recognition & Accomplishments • For the second year in a row, the Phoenix Business Journal named Rio as one of the 2012 Valley’s Healthiest Employers in the mid-size business category. The innovative strategies of Rio’s Seven Dimensions of Health and Wellness Model continues to be valued as an outstanding program for employees. • Rio was selected as one of three institutions to receive the 2012 Council for Higher Education Accreditation (CHEA) Award for Outstanding Institutional Practice in Student Learning Outcomes. The CHEA award recognizes Rio’s focus on increasing the number of adult learners who achieve success in higher education and Rio’s strong commitment to innovation, institutional effectiveness, and student success. • In December 2011, in a Community College Week article, Rio Salado College ranked first in a survey of the Fastest Growing Public Two-Year Colleges with enrollments of 10,000 or more. • Rio Salado College was one of 26 Arizona organizations to be recognized with a Sloan Award for Exemplary Workplace Practices on Nov. 2, 2011. The awards are part of the national When Work Works project, an ongoing initiative of the Families and Work Institute. The project encourages businesses of all sizes and types to become more successful by adopting best practices based on research of workplace effectiveness and flexibility.

Administration & Faculty Summary MCCCD Governing Board Doyle W. Burke, President

Dr. Donald R. Campbell

College Administration Chris Bustamante, Ed.D. Jennifer Shantz, Ed.D. Kishia Brock, M.Ed. Edward Kelty, M.Ed Todd Simmons, M.Ed, C.P.A. Nicole Albo, M.H.P.E.. Rick Kemp, M.Ed. Sharon Koberna, Ph.D. Jo Jorgenson, Ph.D James Paluzzi, Ph.D. Dana Reid, M.Ed. Devi Bala, C.P.A., C.G.F.M. Ryan Chase, M.B.A. Rachelle Clarke, M.Ed. Earnestine Harrison, M.Ed. Blair Liddicoat, M.Ed. Ruby Miller Michael Pattarozzi, M.Ed.

President Interim Vice President, Academic Affairs Vice President, Student Affairs Vice President, Information Services Vice President, Administrative Services Interim Dean, Academic Affairs Dean, Instruction and Partnerships Dean, Administrative and Employee Services Dean, Instruction and Community Development Dean, Public Service (KJZZ/KBAQ, Sun Sounds & MCTV) Dean, Instructional Technology & Support Associate Dean, Finance & Business Associate Dean, Student Finance & Compliance Associate Dean, Student Affairs Associate Dean, Instruction and Support Associate Dean, Instruction and Community Development Associate Dean, Student Affairs Associate Dean, Instruction and Community Development

Faculty Members Angela Felix, Ph.D. â&#x20AC;&#x201D; Faculty Senate President Melanie Abts, M.Ed. Janine Adkins, Ph.D. Shannon Corona, Ph.D. Hazel M. Davis, M.L.S. Terri Hanger, M.Ed. Janet Johnson, Ph.D. Janelle Underhill, M.A. Rick Vaughn, Ph.D.

Randolph Lumm

Debra Pearson

Dana G. Saar, Secretary

Angela Ambrosia, Ph.D. Karen Docherty, M.A. Robert Semmler, M.Ed., M.S. Otis White, M.B.A.

Kirk Bowden, Ph.D. Kathleen Dunley, Ph.D. Kerrie Specker, M.A.

Patricia S. Case, Ph.D. Jennifer Freed, Ph.D. Wanda Tucker, M.Div., M.A.

Emeritus Faculty Julie Bertch, Ph.D. Jean Tease, Ed.D.

Beatriz Cohen, M.C. Barry Wukasch, Ph.D.

Laura Helminski, M.S.

Thomas Lombardo, Ph.D.

Willie Minor, Ed.D.

Emeritus Administration Carl Matthusen, M.A.

Karen Mills, Ed.D.

Carol Scarafiotti, M.A.

Linda Thor, Ed.D.

Jim Vandyke, Ph.D.

Fact Book Information Key A Note on the Data

Educational Service Partnerships (ESP) Customized training partnerships with corporations, government agencies, and industry leaders leading to certificates and degrees. ESP courses are restricted to the employees of the partner organizations.

The information contained herein is derived, unless otherwise stated, from the Institutional Research Information System (IRIS).Most information represented in this Fact Book is arranged by fiscal year. The fiscal year begins July 1st and ends June 30th of the subsequent year. The semesters included in Fiscal Year 2011 are Summer II 2010, Fall 2010, Spring 2011, and Summer I 2011.

In Person In Person students take courses at Rio Salado College physical locations across the Valley.

Definition of Terms Selected information in this Fact Book is broken down by instruction modalities. A modality is the method by which a student chooses to receive education from Rio Salado College. Therefore, many students may fall into more than one modality. The instruction modes in this Fact Book are:

Hybrid Hybrid students take courses in a blended in-person/online format. Independent Study Students receive credit for work experience in external interships and student teaching opportunities.

Avocational (non-credit) Avocational students take non-credit courses in continuing and community education to include leisure, wellness, and specialized training.

Vocational (non-credit) Vocational students take non-credit courses related to job training or job related skills development.

Dual Enrollment Dual enrollment students take college-level Rio Salado courses at their respective high schools during regular class time at the schools.

Abbreviation Terms FTSE: Full-Time Student Equivalent (i.e. the basis for funding by the State) FY: Fiscal Year

Distance Distance students take web-based (e.g. RioLearn), print-based, or mixed media courses.

Cafe @ Rio Sustainable Food Practices The Café @ Rio is a sustainable teaching kitchen that serves students, faculty, staff and the local community. The philosophy of the Café @ Rio is simple: to serve sustainable food that nourishes the body and soul while not compromising future generations from doing the same. The Café @ Rio is also an integral part of the Sustainable Food Systems program. The café strives for zero waste generation through comprehensive recycling and composting. We feature seasonal menus, locally-produced food, and food that is produced using humane labor practices. Students in Rio Salado’s Sustainable Food Systems program also contribute to our fresh product selection. Vegetables grown as part of the Organic Gardening class are prepared and served in the café.

WHERE ARE RIO SALADO STUDENTS?

Residency Status Summary In State In FY2011, nearly three quarters (72.6%) of Rio credit students were residents of Maricopa County. Rio Salado also enrolled students from other Arizona counties. The percentage of out-of-county students dipped slightly by 0.4% from FY2010 to FY2011 after a good rise in FY2009 from FY2008 figures. In FY2011, more out-ofcounty students enrolled at Rio Salado from Pinal County (N = 1,049, 29.5%) than any of the other non-Maricopa counties in Arizona. Since FY2008, Pinal students taking courses at Rio Salado College increased 40.4% (FY2008 = 747 students). The state of Arizona requires a student to prove 365 days of permanent residence in Arizona before they can be granted residency status (i.e. in-state tuition). Therefore some Rio students were unable to claim residency status due to state requirements. The percentage of students with fewer than 365 days in Arizona increased from FY2007 to FY2011. In FY2007, only 9.0% of Rio students held this status; however, by FY2011, more than one-eighth (13.2%) of Rio students lived in Arizona less than the 365 days required to gain residency in the state.

Out of State Rio Salado College also provides education to students across the United States and abroad. In FY2011, 4,541 (7.9%) credit students enrolled at Rio Salado from other states; this was a nearly two percent increase from FY2007. Passed in 2007, Proposition 300 required that state of Arizona higher education institutions could not report students as in-state if they had yet to produce a valid Arizona driverâ&#x20AC;&#x2122;s license. Therefore, some students in the out-of-state non-resident category may have lived in Arizona but have not produced the required documentation. This new process for reporting residencies was established in the summer of 2007 and impacted the FY2008 residency status figures.

Distance Students Within Arizona, more than two thirds (69.3%, N = 29,836) of Distance students resided within Maricopa County. Pinal County had the second largest number (N = 904) of Distance students. The top 10 states with distance students other than Arizona are (in order): Georgia, California, Mississippi, Texas, Illinois, Michigan, Ohio, Washington, New York, and Florida.

5-Year Trend: Fiscal Year - Residency Status 40,000 35,000 30,000

Maricopa County Resident

25,000

Out-of-County

20,000

Out-of-State

15,000

Out-of-State (Non Resident)

10,000

Note: Western International Students and Students with Unknown residencies not depicted in the graph.

5000

2007 2008 2009 2010 2011

Residency Status

2007

2008

2009

2010

2011

Maricopa County Resident Out-of-County Out-of-State Out-of-State (Non Resident) Unknown Western Undergraduate Students Total

38,327 3,314 4,396 2,724 0 0 48,761

37,167 2,796 6,769 3,068 6 0 49,806

38,547 3,431 5,925 2,875 1 5 50,784

39,093 3,484 6,069 3,965 17 6 52,634

41,928 3,583 7,638 4,541 30 26 57,746

78.6% 6.8% 9.0% 5.6%

74.6% 5.6% 13.6% 6.2%

75.9% 6.8% 11.7% 5.7%

74.3% 6.6% 11.5% 7.5%

72.6% 6.2% 13.2% 7.9%

% Maricopa County Resident % Out-of-County % Out-of-State % Out-of-State (Non Resident)

Student County of Residence Outside Maricopa Students (FY2011) 1 - 200 201 - 400 401 - 600 601 - 800 801 - 1043

Students within Maricopa & Surrounding Areas

NEW RIVER

Students (FY2011)

MORRISTOWN PHOENIX

CAVE CREEK

1 - 105

SCOTTSDALE

PEORIA

106 - 303 WITTMANN

RIO VERDE

SURPRISE

FORT MCDOWELL SUN CITY WEST

519 - 776

GLENDALE

SUN CITY EL MIRAGE WADDELL YOUNGTOWN GLENDALE LUKE AFB LITCHFIELD PARK

777 - 1534

FOUNTAIN HILLS PARADISE VALLEY APACHE JUNCTION MESA TEMPE

AVONDALE TOLLESON GOODYEAR

GILBERT HIGLEY

LAVEEN

BUCKEYE

CHANDLER

GOLD CANYON

QUEEN CREEK

BAPCHULE

GILA BEND

304 - 518

SACATON

MARICOPA

CASA GRANDE

COOLIDGE

FLORENCE

Student County of Residence Distance Students 1 - 10 11 - 33 34 - 81 82 - 155 156 - 207 208 - 220 221 - 294 295 - 623 624 - 885 28659

Distance Students by State (FY2011) Arizona Excluded Distance Students 1 - 25 26 - 50 51 - 100 101 - 200 201 - 400 401 - 900 901 - 1168

ARIZONA

Notes: Only distance students with mailing addresses within the 49 states were included. Six students listed the District of Columbia (D.C.) as their home address. For map purposes only, these six students were divided equally between Virginia (N = 3) and Maryland (N = 3).

ENROLLMENT TRENDS

Enrollment Trends Summary (5-Year Analysis) Full-Time Student Equivalent (FTSE) In FY2011, Rio Salado claimed 15,633 FTSE, an increase of 18% from FY2010’s FTSE count of 13,226. Additionally, Rio Salado’s open-ended FTSE (which is comprised of mostly Distance course sections) increased by 17.5% from FY2010 (5,929.3) to FY2011 (6,968.2).

Student Unduplicated Headcount The unduplicated headcount is the total number of students enrolled in courses at Rio Salado College. Included in the total headcount are students taking courses for credit, non-credit ABE-GED students, and students taking non-credit courses (either vocational or avocational). In FY2011, Rio Salado’s total unduplicated headcount was 68,656, an increase of 10.8% over FY2007 figures and 10.1% over last year (FY2010). Students taking courses for credit make up the majority of Rio Salado’s headcount. More than four-fifths (84.1%) of Rio Salado students were enrolled in credit courses in FY2011. Rio Salado College’s credit student headcount has increased steadily over the past five years. In FY2007, Rio Salado had 48,761 credit students. In FY2011, Rio Salado had a headcount of 57,746 credit students. During this time period, Rio Salado experienced an 18.4 percent increase in credit enrollments. Please see the tables below for further details on FY2011.

Rio Salado Students (FY2011)* Total Credit Unduplicated Headcount ABE/GED Students Non Credit Vocational Students Non Credit Avocational Students Total Unduplicated Headcount of All Rio Salado Students

57,746 9,697 101 1,112 68,656

*962 partnership students were not included in the official headcount for FY2011 as these students are not currently recorded in the Student Information System. This would increase our headcount to 69,618.

Rio Salado Credit Student Snapshot (FY2011) by Instruction Mode Total Credit Unduplicated Headcount*

57,746

Distance Students** Online Students In Person Students (Not Dual or Partnership) Dual Enrollment Students Partnership Students (Distance & In Person) Hybrid Students*** Independent Study Students

43,081 41,341 1,078 8,129 6,227 240 282

*Total credit unduplicated headcount is not the sum of all instruction modes as some students took courses in more than one mode and would therefore be counted more than once. **Includes students who took online, print-based, or mixed media courses (includes Distance Dual students) ***Includes 13 dual students taking hybrid classes

5-Year Trend: Fiscal Year Full-Time Student Equivalent (FTSE) 2007 FTSE

13,703.3

FTSE

2008

2009

2010

2011

13,225.6

15,633

2007

2008

13,283.8

12,859.3

13,703.3

13,283.8

12,859.3

2009

2010

2011

13,225.6

15,633

5 - Year Trend: FY - FTSE 16,000 15,000 14,000 13,000 12,000 11,000 10,000 9,000 8,000 2007

2008

2009

2010

2011

FTSE

Note: Fiscal Year FTSE numbers are reported by the college to the District Office after manual adjustments (audited). Information compiled by Eric Wibbing

5-Year Trend: Fiscal Year Headcount (Unduplicated) 2007 All Rio Salado Students All Rio Salado Students Credit Students

2007

2008

61,955 60,346 61,955 60,346 48,761 49,806

Credit Students

48,761

49,806

2009

2010

2011

61,340 61,340 50,784

62,337 62,337 52,634

68,656 68,656 57,746

50,784

52,634

57,746

2009

2010

2011

5 -Year Trend: FY - Headcount (Unduplicated) 70,000 60,000 50,000 40,000 30,000 20,000 10,000 0 2007

2008

2009

2010

All Rio Salado Students

Credit Students

Note: Fiscal Year Headcount numbers are reported by the college to the District Office.

2011

STUDENT DEMOGRAPHIC TRENDS

Student Demographic Trends* Gender During FY2011, three-fifths (61.0%) of Rio Salado students were female while 36.9% were male. The gender category of “other” was added in FY2008 to accommodate students who identified with neither female nor male. One percent of students identified themselves as “other” in FY2011. A few students (1.1%) did not report any gender. The ratio of female to male students has widened over the past five years at Rio Salado. Known female students outnumber known male students. The percentage of students who are female also tended to be higher in all six delivery modalities. In FY2011, more than half (57.0%) of Dual Enrollment students were female. Likewise, in the same fiscal year, 63.2% of Distance students and 52.7% of In-Person students were female.

Age Group Nearly two-fifths (39.5%) of Rio Salado students were between the ages of 20 – 29 during FY2011. In the past five fiscal years, this age group has represented the largest portion of the Rio Salado College student body. Additionally, students aged 30 – 39 comprised the second largest age group at Rio Salado over the same time period by a very slim margin. In FY2011, 30 to 39 year-olds made up 21.4% of the student population while students between the ages of 14 and 19 made up the third largest student population (21.2%). Many students in this age group are taking courses through dual enrollment programs at local high schools.

*Note: Demographic trend data includes only students who took courses for credit (Total Credit Unduplicated Headcount) 31

The largest student age group differed among the six modalities. Almost all reporting dual enrollment students gave an age of between 14 and 19 in FY2011 (99.9%). Students between the ages of 20 to 29 comprised the largest group (46.2%) of Distance-learning students while more than two-fifths (42.7%) of all In-Person students were in the 20 – 29 age group. Additionally, two-fifths (43.9%) of all Partnership students indicated an age between 20 and 29. An equal percentage (25.8%) of hybrid students fell into the age categories of 20 – 29 and 30 – 39.

Ethnicity Over the past five fiscal years, the predominate ethnicity of Rio Salado students was White. The percentage of students at Rio Salado College who reported Hispanic/Latino as their ethnicity steadily increased from FY2007 to FY2011. The Hispanic student population increased from 12.8% in FY2007 to 15.1% in FY2011. In FY2011, White, Non-Hispanic students comprised nearly three-fifths (59.9%) of the Rio Salado student body. This is down two percent from the previous fiscal year. More than one-tenth (11.2%) of students in FY2011 indicated an ethnicity of Black/ African American. Asian students made up approximately four percent of the student population while American Indian/Alaskan Native students comprised 1.9% of the students at Rio Salado in FY2011. Students who identified as “Other/Not Specified” remained steady at 8.0% of the overall population after a steady decrease in the last few fiscal years. Additionally, for FY2011, the previous ethnicity category of Asian or Pacific Islander was split into two new groups (i.e. Asian, Native Hawaiian/Other Pacific Islander).

5-Year Trend: Fiscal Year – Gender Gender

2007

2008

2009

2010

2011

Female Gender Male Male Unknown Female Other* Unknown Other* Total

28,160 2007 17,754 17,754 2,847 28,160 2,847 - 48,761 48,761 57.8% 36.4% 36.4% 57.8% 5.8% 5.8% N/A

29,859 200817,749 17,749 1,951 29,859 247 1,951 24749,559

30,884 2009 17,970 17,970 1,452 30,884 478 1,452 50,784 478

32,463 2010 19,012 19,012 818 32,463 341 818 52,634 341

35,199 2011 21,335 ?? 655 ?? 557 ?? 57,746 ??

50,784 60.8% 35.4% 35.4% 60.8% 2.9% 2.9% 0.9%0.9%

52,634 61.7% 36.1% 36.1% 61.7% 1.6% 1.6% 0.6% 0.6%

61.0% 36.9% 36.9% 61.0% 1.1% 1.1% 1.0% 1.0%

Total

% Female % Male % Male % Female % Unknown % Unknown % Other% Other

49,559

60.2% 35.8%35.8% 60.2% 3.9% 3.9% N/A 0.5%

5-Year Trend: FY - Gender 35,000 30,000

Students

25,000 20,000

Female

15,000

Male

10,000

Unknown

5,000

Other*

0 2007

2008

2009 Fiscal Year

2010

Female Unknown *Note: TheMale Gender category of “Other” was added in fiscalOther* year 2007-2008.

2011

5-Year Trend: Fiscal Year – Gender by Modality Dual Enrollment & Distance 0.4%

1.1% 0.6%

2.1%

Female

35.1%

40.4%

Male Other* Unknown

63.2%

57%

2011 Dual Enrollment Genders

2011 Distance Genders

Modality

Gender

2007

2008

2009

2010

2011

Dual Enrollment**

Female Male Other* Unknown Female Male Other* Unknown

58.3% 39.4%

57.8% 40.7% 0.0% 1.5% 64.2% 31.0% 0.5% 4.4%

57.5% 40.3% 1.1% 1.1% 63.9% 32.6% 0.9% 2.6%

58.5% 40.1% 0.7% 0.7% 63.8% 34.0% 0.6% 1.6%

57.0% 40.4% 2.1% 0.4% 63.2% 35.1% 0.6% 1.1%

Distance

2.3% 62.7% 32.1% 5.2%

* The Gender demographic category of “Other” was introduced in Fiscal Year 2008. **Dual Enrollment is not a specific modality. For this reason, dual enrollment students are displayed in total in the above chart; however, they are also included in the Distance and Hybrid modalities in small numbers. 33

5-Year Trend: Fiscal Year – Gender by Modality In Person & Partnership 0.7%

1.9% 2.5%

1.8%

Female Male

43.1%

44.8%

Other*

52.7%

Unknown

52.5%

2011 In Person Genders

2011 Partnership Genders

Modality

Gender

2007

2008

2009

2010

2011

In Person (not ESP or Dual)

Female Male Other* Unknown Female Male Other* Unknown

56.5% 35.4%

52.2% 42.3% 0.2% 5.3% 52.7% 42.9% 0.7% 3.8%

54.0% 40.4% 0.9% 4.7% 53.7% 40.2% 1.2% 4.9%

59.1% 37.5% 1.1% 2.4% 52.6% 43.9% 0.6% 2.8%

52.7% 44.8% 0.7% 1.8% 52.5% 43.1% 1.9% 2.5%

Partnership (ESP)

8.1% 48.6% 43.3% 8.1%

* The Gender demographic category of “Other” was introduced in Fiscal Year 2008.

5-Year Trend: Fiscal Year – Gender by Modality Hybrid & Independent Studies 2.5% 0.4%

0.4% 3.5%

Female

22.1%

Male Other**

93.6%

77.5%

2011 Hybrid Genders

2011 Independent Studies Genders

Modality

Gender

Hybrid*

Female Male Other** Unknown Female Male Other** Unknown

Independent Studies***

Unknown

2007

*The Hybrid modality was first introduced in Fiscal Year 2008. ** The Gender demographic category of “Other” was introduced in Fiscal Year 2008. ***The Independent Studies modality was first introduced in Fiscal Year 2010. 35

2008

2009

2010

2011

44.7% 53.5% 1.8%

53.7% 44.3% 0.3% 1.7%

50.2% 46.8% 1.9% 1.1% 83.3% 10.4% 0.0% 6.3%

77.5% 22.1% 0.0% 0.4% 93.6% 3.5% 0.4% 2.5%

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Age Groups Age Group

2007

2008

2009

Age Group19 and Under 20 - 29 19 and Under 20 - 29 30 - 39 30 - 39 40 - 49 40 - 49 50 and Over 50 and Over Unknown Unknown Total Total

10,097 2007 18,252 10,097 18,252 10,489 10,489 5,905 5,905 3,148 3,148 870 870 48,761 48,761

9,890 2008 19,180 9,890 19,180 10,929 10,929 6,127 6,127 3,364 3,364 316 316 49,806 49,806

20.7% 20.7% 37.4% 37.4% 21.5% 21.5% 12.1% 12.1% 6.5% 6.5% 1.8% 1.8%

19.9% 19.9% 38.5% 38.5% 21.9% 21.9% 12.3% 12.3% 6.8% 6.8% 0.6% 0.6%

% 19 and Under % 19 and Under % 20 - 29 % 20 - 29 % 30 - 39 % 30 - 39 % 40 - 49 % 40 - 49 % 50 and Over % Unknown% 50 and Over % Unknown

2010

2011

10,110 2009 19,411 10,110 19,411 11,507 11,507 6,175 6,175 3,406 3,406 175 175 50,784 50,784

10,616 2009 20,750 10,616 20,750 11,618 11,618 6,304 6,304 3,263 3,263 83 83 52,634 52,634

12,2272011 22,818 ???? 12,368???? 6,724???? 6,724 3,536 3,536 73 ???? 57,746

19.9% 19.9% 38.2% 38.2% 22.7% 22.7% 12.2% 12.2% 6.7% 6.7% 0.3% 0.3%

20.2% 20.2% 39.4% 39.4% 22.1% 22.1% 12.0% 12.0% 6.2% 6.2% 0.2% 0.2%

21.2% 21.2% 39.5% 39.5% 21.4% 21.4% 11.6% 11.6% 6.1% 6.1% 0.1% 0.1%

Students

5-Year Trend: FY - Age Groups 22,000 20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0

19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown

2007

2008

2009

2010

Fiscal Year

2011

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Age Groups by Dual Enrollment & Distance 0.1% 6.7%

9.5%

0.1%

13.2% 19 and Under

19 and Under

Unknown

20 - 29

99.9% 46.2%

30 - 39

24.3%

40 - 49 50 and Over Unknown

2011 Dual Enrollment Genders

2011 Distance Genders

Modality

Gender

2007

2008

2009

2010

2011

Dual Enrollment*

19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown 19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown

98.2% 0.1% 0.0% 0.0% 0.0% 1.7% 8.6% 45.4% 25.6% 13.6% 6.3% 0.7%

99.1% 0.0% 0.0% 0.0% 0.0% 0.8% 8.0% 45.9% 25.5% 13.4% 6.8% 0.4%

99.9% 0.0% 0.0% 0.0% 0.0% 0.0% 8.5% 44.9% 26.0% 13.4% 6.9% 0.3%

99.9% 0.0% 0.0% 0.0% 0.0% 0.1% 9.3% 45.7% 25.0% 13.4% 6.6% 0.1%

99.9% 0.0% 0.0% 0.0% 0.0% 0.1% 9.5% 46.2% 24.3% 13.2% 6.7% 0.1%

Distance

*Dual Enrollment is not a specific modality. For this reason, dual enrollment students are displayed in total in the above chart; however, they are also included in the Distance and Hybrid modalities in small numbers. 37

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Age Groups by In Person & Partnership 5.8%

0.4%

2.5%

0.1% 8.3%

8.4%

19 and Under

14.8%

20 - 29

15.6%

42.7%

30 - 39

43.9% 28.2%

40 - 49

29.1%

50 and Over Unknown

2011 In Person Age Groups

2011 Partnership Age Groups

Modality

Gender

2007

2008

2009

2010

2011

In Person (not ESP or Dual)

19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown 19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown

5.2% 33.4% 27.6% 16.6% 16.0% 1.2% 9.7% 40.5% 23.3% 14.4% 8.1% 3.9%

6.7% 30.5% 26.3% 18.5% 17.4% 0.6% 9.0% 41.3% 24.6% 15.3% 8.5% 1.2%

5.6% 35.3% 26.7% 17.2% 14.4% 0.7% 5.3% 41.3% 26.9% 16.4% 9.4% 0.7%

5.3% 38.6% 27.6% 17.4% 10.4% 0.6% 2.6% 42.6% 29.3% 15.5% 9.7% 0.4%

5.8% 42.7% 28.2% 14.8% 8.3% 0.1% 2.5% 43.9% 29.1% 15.6% 8.4% 0.4%

Partnership (ESP)

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Age Groups by Hybrid & Independent Studies 3.9%

0.4%

14.6%

17.5%

20 - 29 15.8%

25.8%

18.8%

19 and Under

20 - 29

28.7%

30 - 39 50 and Over Unknown

2011 Hybrid Age Groups

40 - 49 50 and Over

28.4%

2011 Independent Studies Age Groups

Modality

Gender

Hybrid*

19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown 19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown

Independent Studies**

30 - 39

20.2%

40 - 49 25.8%

19 and Under

* The Hybrid modality was first introduced in Fiscal Year 2008. **The Independent Studies modality was first introduced in Fiscal Year 2010. 39

2007

2008

2009

2010

2011

21.1% 43.0% 21.1% 10.5% 3.5% 0.9%

21.7% 50.7% 18.0% 8.7% 0.7% 0.3%

8.7% 41.5% 28.3% 10.2% 10.9% 0.4% 0.0% 16.7% 29.2% 35.4% 18.8% 0.0%

14.6% 25.8% 25.8% 15.8% 17.5% 0.4% 3.9% 28.7% 28.4% 20.2% 18.8% 0.0%

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Ethnicity Fiscal Year 35,000

American Indian/ Alaskan Native

Students

30,000

Asian

25,000

Asian or Pacific Islander

20,000

Black/African American

15,000

Hispanic/Latino

10,000

Native Hawaiian/Other Pacific Islander Other/Not Specified

5,000

White

2007

2008

Ethnicity* American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Hispanic / Latino Native Hawaiian / Other Pacific Islander Other / Not Specified White Total % American Indian / Alaskan Native % Asian % Asian or Pacific Islander % Black / African American % Hispanic / Latino % Native Hawaiian / Other Pacific Islander % Other / Not Specified % White

2009

2010

2011

2007

2008

2009

2010

2011

875

958

934

978 2,004

1,109 2,128

1,537 3,208 6,226

1,802 3,822 7,100

1,803 3,788 7,208

8,518 28,397 48,761

5,236 30,888 49,806

5,661 31,390 50,784

5,008 7,737 33 4,232 32,642 52,634

6,448 8,712 146 4,595 34,608 57,746

1.8%

1.9%

1.8%

1.9% 3.8%

1.9% 3.7%

3.2% 6.6% 12.8%

3.6% 7.7% 14.3%

3.6% 7.5% 14.2%

17.5% 58.2%

10.5% 62.0%

11.1% 61.8%

9.5% 14.7% 0.8% 8.0% 62.0%

11.2% 15.1% 0.3% 8.0% 59.9%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander).

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Ethnicity by Modality Dual Enrollment & Distance 7.1%

1.0%

2.5%

1.9%

3.4% American Indian/ Alaskan Native Asian

12.7% 12.2%

Asian or Pacific Islander

0.4%

Black/African American

3.7%

Hispanic/Latino

13.8%

Native Hawaiian/Other Pacific Islander Other/Not Specified

59.0%

73.1%

White

0.2% 9.0%

2011 Dual Enrollment

2011 Distance

Modality

Ethnicity*

Dual Enrollment

American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Hispanic / Latino Native Hawaiian / Other Pacific Islander Other / Not Specified White American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Hispanic / Latino Native Hawaiian / Other Pacific Islander Other / Not Specified White

Distance

2007

2008

2009

2010

2011

0.9%

0.8%

0.7%

0.9% 6.4%

1.0% 7.1%

5.9% 2.1% 10.7%

6.1% 2.3% 10.4%

6.1% 1.9% 11.3%

6.7% 73.7% 1.8%

4.4% 76.0% 2.2%

6.0% 74.0% 1.9%

2.3% 12.0% 0.0% 5.5% 73.0% 1.9% 3.5%

2.5% 12.2% 0.4% 3.7% 73.1% 1.9% 3.4%

2.8% 6.6% 10.6%

3.8% 8.9% 13.6%

3.3% 8.0% 12.5%

17.2% 61.0%

12.0% 71.5%

12.8% 61.6%

10.7% 13.6% 0.1% 8.6% 61.7%

12.7% 13.8% 0.2% 9.0% 59.0%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). 41

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Ethnicity by Modality In Person and Partnership 3.3% 2.9%

49.3%

1.4% 3.3%

11.3% American Indian/ Alaskan Native

26.0%

Asian Asian or Pacific Islander

11.8%

Black/African American Hispanic/Latino

8.8%

23.7%

2011 In Person Ethnicity

Other/Not Specified White

2011 Partnership Ethnicity

Modality

Ethnicity*

In Person (not ESP or Dual)

Partnership (ESP)

Native Hawaiian/Other Pacific Islander

0.4% 5.5%

52.0%

2007

2008

2009

2010

2011

1.6%

1.9%

1.3%

1.3% 5.7%

3.3% 2.9%

2.5% 8.6% 14.2%

3.4% 8.1% 17.6%

3.7% 9.0% 21.1%

9.7% 25.0%

17.9% 55.1% 2.3%

9.6% 59.4% 2.8%

11.3% 53.7% 3.4%

9.2% 49.1% 3.6% 1.9%

11.8% 23.7% 0.2% 8.8% 49.3% 3.3% 1.4%

2.5% 8.8% 17.8%

2.7% 9.9% 21.6%

2.1% 10.3% 24.4%

22.5% 46.1%

12.9% 50.0%

6.4% 53.3%

10.0% 27.0% 0.1% 5.8% 51.6%

11.3% 26.0% 0.4% 5.5% 52.0%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). 42

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Ethnicity by Modality Hybrid and Independent Studies 1.25% 4.17%

2.1% 1.1%

8.9% American Indian/ Alaskan Native

25.2%

Asian

5.8%

Asian or Pacific Islander Black/African American

62.9%

7.1%

2011 Hybrid Ethnicity

Native Hawaiian/Other Pacific Islander Other/Not Specified

52.1%

White

2011 Independent Studies Ethnicity

Modality

Ethnicity*

Hybrid**

Independent Studies***

Hispanic/Latino

10.6%

18.8%

2007

2008

2009

2010

2011

4.7%

0.7%

0.8% 3.4%

1.25% 4.17%

7.5% 6.5% 33.6%

7.7% 7.3% 34.0%

15.8% 12.1%

6.5% 47.7%

11.3% 39.0%

14.7% 53.2%

5.8% 18.8% 0.0% 7.1% 62.9% 1.1% 2.1%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). ** The Hybrid modality was first introduced in Fiscal Year 2008. ***The Independent Studies modality was first introduced in Fiscal Year 2010. 43

0.0% 6.3% 20.8% 14.6% 58.3%

8.9% 25.2% 0.0% 10.6% 52.1%

STUDENT STATUS TRENDS

Student Status Trends* Summary Admission Status Rio Salado College is attracting more students without previous college experience. The proportion of Rio Salado students who entered with no previous college/university increased four and a half percent from FY2007 to FY2011. In FY2011, Rio Salado had the highest percentage (28.1%) of students with no college or university experience in the last five fiscal years. Over the past five fiscal years, the largest proportion of students indicated previously attending some college or university but not obtaining a degree. The trend has remained fairly steady with 38% to 42% of all Rio Students indicating previous college attendance each year. In FY2011, two-fifths (40.1%) of students entered Rio with some college or university experience, a two percent increase over FY2007. The proportion of students attending Rio Salado College with a previous associate’s degree has increased steadily over the past five fiscal years. The percentage of associate degree holders increased one percent from FY2007 (3.8%) to FY2011 (4.9%). Students with a bachelor’s degree comprise nearly ten percent of the student body while master’s degree or higher holders make up nearly four percent.

High School Status In the past five fiscal years, the majority of Rio students received a high school diploma before attending Rio Salado College. In FY2011, more than two thirds (69.8%) of all students had a high school diploma. The percentage of students with a GED Certificate has remained fairly steady at approximately ten percent of the student population each year. Moreover, Rio Salado is capturing high school status demographics more efficiently. In FY2007, 15.4% of Rio’s student high school status was unknown compared to only 2.0% in FY2011. Due to the PeopleSoft Conversion to the New Student Information System, several categories under “High School Status” were eliminated.

*Note: Student status trends data includes only students who took courses for credit (Total Credit Unduplicated Headcount). 45

Student Status Trends Summary (Continued) Current Intent Status Over the past five fiscal years, the most reported current intent of Rio Salado College students at the time of application was transferring to a university. In FY2007, nearly one quarter (24.0%) of Rio students intended to complete their education at a university after attending Rio Salado. In FY2011, a third (32.2%) of students had this intent. Some of this increase can be attributed to the decrease in the percentage of students where current intention was not captured. Additionally, fewer students are intending to transfer to another community college within Maricopa County. In FY2007, six percent of Rio students indicated an intent to transfer to another community college while only 3.8% of students in FY2010 and FY2011 had an intent to do so. The percentage of students who took courses for personal interest or self improvement increased substantially over the past five fiscal years from 9.2% in FY2007 to 17.4% in FY2011 (+8.2%). The percentage of students who took courses with the intent to improve new skills at their present job decreased from a high in FY2008 (19.8%) to 18.0% in FY2011. This percentage is still double what it was in FY2007 (9.8%). Rather than transfer to a university, many Rio students intended to take courses to advance their careers. Increasingly, more students took courses to prepare for a career change or learn new skills for a better job. In FY2007, only three percent of students took courses to learn new skills for a better job compared to eight percent in FY2011. This percentage increased each year during the past five fiscal years. The proportion of students who prepared for a career change increased by 2.5 percentage points from FY2007 to FY2011. Both of these intents remained fairly steady from FY2010 to FY2011 and could be an indication of the current Arizona economy and unemployment rate. Additionally, the proportion of students intending to prepare for employment dropped significantly from FY2007 (16.0%) to FY2011 (10.7%).

5-Year Trend: Fiscal Year â&#x20AC;&#x201C; Admission Status Admission Status

2007

2008

2009

2010

2011

No College or University Some College or University - No Degree

11,505 20,585

13,227 19,163

12,213 20,409

14,156 21,725

16,219 23,170

Associate Degree Bachelor Degree Master Degree or Higher

1,859 4,397 1,825

2,047 4,844 2,142

2,370 5,727 2,466

2,575 5,662 2,293

2,847 5,669 2,271

Unknown

8,590

8,383

7,599

6,223

7,570

48,761

49,806

50,784

52,634

57,746

23.6% 42.2% 3.8% 9.0% 3.7% 17.6%

26.6% 38.5% 4.1% 9.7% 4.3% 16.8%

24.0% 40.2% 4.7% 11.3% 4.9% 15.0%

26.9% 41.3% 4.9% 10.8% 4.4% 11.8%

28.1% 40.1% 4.9% 9.8% 3.9% 13.1%

Total % No College or University % Some College or University - No Degree % Associate Degree % Bachelor Degree % Master Degree or Higher % Unknown

25,000 No College or University

Students

20,000

Some College or University - No Degree

15,000

Associate Degree

10,000

Master Degree or Higher

Bachelor Degree Unknown

5,000 0 2007

2008

2009

2010

Fiscal Year 47

2011

5-Year Trend: Fiscal Year – High School Status Admission Status*

2007

Currently Enrolled in High School GED Certified High School Diploma Home Taught No Diploma or GED**

2008

2009

2010

2011

7,407 4,402 28,168 33 426

15.2% 9.0% 57.8% 0.1% 0.9%

6,608 5,048 35,153 57 588

13.3% 10.1% 70.6% 0.1% 1.2%

7,400 5,583 35,395 119 561

14.6% 11.0% 69.7% 0.2% 1.1%

7,605 5,891 37,503 157 554

14.0% 11.0% 71.0% 0.0% 1.0%

9,063 6,285 40,294 164 762

16.0% 11.0% 70.0% 0.0% 1.0%

Special Training Program

0.0%

Not Indicated/Unknown

7,502

15.4%

2,350

4.7%

1,723

3.4%

923

2.0%

1,177

2.0%

5 803 2 1 5

0.0% 1.6% 0.0% 0.0% 0.0%

Concurrent and Dual Enrollment-HS Concurrently Enrolled in High School Exceptional Junior High Intellectually Gifted Special High School, No Permission

Students

*Note: High School Status categories were changed in FY2008; therefore, several older categories are no longer used (see shaded portion of chart). **Note: For Fiscal Years 2006 - 2008, “No Diploma or GED” was divided into “Age 18 or Over” and “Under Age 18.” To comply with new reporting, they are combined into one category.

40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0

Currently Enrolled in High School GED Certified High School Diploma Home Taught No Diploma or GED Special Training Program

2007

2008

2009

2010

Fiscal Year

2011

5-Year Trend: Fiscal Year – Current Intent Current Intent

2007

For My Personal Interest or Self Improvement Improve My Career Skills Learn New Career Skills Prepare for a Career Change Prepare for Employment Transfer to a University/College Transfer within MCCCD

Students

N/A (from 2005-2008 category was “Unknown”)

2008

2009

2010

2011

4,486 4,779 1,627 2,618 7,802

9.2% 9.8% 3.3% 5.4% 16.0%

4,651 7,214 2,072 2,473 7,585

9.3% 14.5% 4.2% 5.0% 15.2%

7,307 10,056 3,651 3,793 5,166

14.4% 19.8% 7.2% 7.5% 10.2%

7,658 9,846 4,397 4,416 4,993

14.5% 18.7% 8.4% 8.4% 9.5%

10,024 10,374 4,898 4,581 6,171

17.4% 18.0% 8.5% 7.9% 10.7%

11,707

24.0%

17,745

35.6%

17,196

33.9%

18,226

34.6%

18,582

32.2%

2,907

6.0%

2,406

4.8%

1,994

3.9%

2,024

3.8%

2,218

3.8%

12,835

26.3%

5,660

11.4%

1,621

3.2%

1,074

2.0%

898

1.6%

20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2007

2008

2009

2010

2011

Fiscal Year For My Personal Interest or Self Improvement

Prepare for a Career Change

Transfer within MCCCD

Improve My Career Skills

Prepare for Employment

N/A (from 2005-2008 category was “Unknown”)

Learn New Career Skills

Transfer to a University/College

ABE/GED STUDENT INFORMATION

ABE/GED Student Summary In FY11 Rio Salado College’s Adult Basic Education (ABE) Program served significantly more students than in the previous year. This was due to a renewed partnership with the Arizona Department of Corrections. Of further note is the fact that the ABE Program increased its students’ average hours of study by a substantial number. Student outcomes for FY11 were mixed relative to FY10, with some categories achieving a higher percentage, and others lower. However, all categories were still higher than in FY09. See the tables below for specific data.

Student Headcount

Average Hours of Study

Federal Core Goal Educational Gain Obtained Employment Retained Employment Obtained GED Diploma Entered Postsecondary Education or Training

2009

2010

2011

7,647

7,609

9,697

2009

2010

2011

77.1

84.6

92.3

2009

2010

2011

51% 39% 70% 70% 62%

57% 52% 80% 71% 64%

55% 44% 73% 72% 73%

The Rio Salado ABE program continues to fulfill a great need in Arizona. According to the 2000 U.S. Census, 825,000 adults in Maricopa County are neither enrolled in school nor have a high school diploma. That number carries even more weight when you take into consideration the fact that the greatest predictor of a child’s success in school is the education level of the parent. Additionally, per the U.S Department of Labor in 2008, having a high school diploma resulted in a median annual earnings increase of $8,580 compared to those without a diploma. It is clear that the ABE program offers adults the opportunity of a better future for themselves and their families.

5-Year Trend: Fiscal Year - ABE/GED Headcount Headcount

2007

2008

2009

2010

2011

ABE/GED Headcount

10,746

8,644

7,647

7,609

9,697

Note: Official audited ABE/GED headcount as reported by Rio Salado College to Maricopa Community College District Office of Institutional Effectiveness.

14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2007

2008

2009

2010

HEADCOUNT

2011

STUDENT ASSESSMENTS & TESTING

4-Year Trend: Fiscal Year Student Assessments Summary Summary of Rio Saladoâ&#x20AC;&#x2122;s Assessment Efforts Learning Assessments: Critical Thinking, Writing, Reading, Information Literacy The Institutional Research Department at Rio Salado coordinates college-wide student learning assessments throughout the year. The purpose of each assessment is to determine college-level learning outcomes in reading, writing, critical thinking and information literacy. The Critical Thinking Assessment consists of five skill sets: Analysis, Inference, Evaluation, Deductive Reasoning, and Inductive Reasoning. The Reading Assessment consists of four skill sets: Skill Selection, Identification Skills, Analysis Skills, and Independent Reading Skills. The Writing Assessment consists of five skill sets: Following Directions, Sufficient Content, Organization, Sentence Structure and Mechanical Errors, and finally Vocabulary Choices. The scores on each of these sections and the total score for each assessment was converted to a four-point scale to enable comparisons with other assessments. In Spring 2011, more than two-fifths of the students (44.44%, N = 72) scored at or above college level on the Critical Thinking assessment.* A large majority of students (89.05%, N = 366) scored at or above college level on the Reading assessment. Additionally, over three-fifths of respondents (69.02%, N = 127) scored at or above college level on the Writing assessment. College level learning outcomes and program level outcomes are part of program review and provide the foundation for assessment and increased student learning. This ongoing work is a collaborative, ongoing effort that includes faculty, representatives from Student Services and other co-curricular services, Instructional Design and administration. A new Information Literacy assessment (RRSA) was piloted in Spring 2010. Information from this pilot assessment and the RRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale.

* College level is equivalent to a score of 70.00% or higher.

4-Year Trend: Fiscal Year - Student Assessments* ASSESSMENTS (All) Critical Thinking Information Literacy** Reading Competency*** Writing Competency***

ASSESSMENTS (Distance Only) Critical Thinking**** Information Literacy Reading Competency*** Writing Competency***

ASSESSMENTS (Dual Only) Critical Thinking**** Information Literacy Reading Competency*** Writing Competency***

2007 Mean 2.60 3.32 3.11 3.10

StDev 0.73 0.27 0.28 0.52

2009 N 537 420 372 377

Mean

StDev

3.40 3.04 3.19

0.22 0.25 0.58

581 414 346

2007 Mean 2.73 3.37 3.08 3.18

StDev 0.68 0.28 0.31 0.50

StDev 0.74 0.24 0.24 0.52

Mean 2.45

2009 N 357 229 170 210

StDev

3.43 3.05 3.33

0.21 0.24 0.54

321 212 181

Mean

2009 N 180 191 202 167

StDev 0.89

2011 N 321

Mean 2.76

StDev 0.83

N 162

3.03 3.02

0.25 0.00

411 184

2010

Mean

2007 Mean 2.34 3.26 3.14 3.01

2010

StDev

2011 N

Mean

StDev

3.02 3.02

0.25 0.56

340 181

2010

Mean

StDev

3.35 3.03 3.04

0.23 0.26 0.59

260 202 165

Mean

StDev

2011 N

Mean

StDev

3.09 3.1

0.23 0.37

71 17

*Note: Assessments were given in Spring 2007, 2009 and 2011. No assessments were given in 2008 or 2010. **Note: A new Information Literacy assessment (RRSA) was piloted in Spring 2010. Information from this pilot assessment and the RRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale. ***Note: No Reading or Writing assessments were administered in FY2010. ****Note: Dual enrollment students comprised of less than one percent of the respondents to the Critical Thinking online assessment; therefore, assessment results were not broken down by modality for FY2010 or FY2011. 56

Information Literacy In Spring 2010, the Information Literacy assessment tool was changed to the Research Readiness Self-Assessment (RRSA) which was developed by Central Michigan University. The RRSA is an online assessment tool that was designed to measure “electronic information competencies, both general and discipline specific, based on the Information Literacy Competency Standards for Higher Education developed by the Association of College and Research Libraries.” 1 The RRSA was administered in both the spring and fall semesters of 2010. The Research Readiness Self-Assessment was administered online during the spring 2010 semester to dual and distance students, and again to a cohort of dual enrollment students in fall 2010 (N=308: Distance students: 149; Dual students: 159). The RRSA examines six skill sets: Obtaining Information, Evaluating Information, Understanding of Plagiarism, Browsing the Internet, Research and Library Experience, and Perceived Research Skills.2 The level of available points varied by skill set and the percentage score was calculated by dividing the average score by the amount of points possible for that skill set. A total of 308 Rio Salado College students completed the RRSA in 2010. The distance student cohort consisted of 149 students, while 159 students were in the dual enrollment cohort. The RRSA will be distributed again in the spring of 2013.

RRSA All Rio Salado Students RRSA Scored Categories N = 308 Category Obtaining Information Evaluating Information Understanding of Plagiarism Overall

Min Score 9.00 1.00 4.00 16.00

Max Score 29.00 12.00 14.00 54.00

Average Score 20.08 6.70 11.23 38.01

Points Possible 30 12 14 56

% 66.94% 55.85% 80.19% 67.87%

More detailed information can be found at http://rrsa.cmich.edu/twiki/bin/view.cgi/RRSA 1 Browsing the Internet and Perceived Research Skills are self-reported using sliding 0 – 10 scale questions. Research and Library 2 Experience is self-reported using multiple-choice questions. These skills are not recorded in the overall score.

Research Readiness Self-Assessment Report (RRSA) RRSA All Rio Salado Students Self-Reported Categories N = 308 Category Browsing the Internet (self-reported) Research and Library Experience (self-reported) Perceived Research Skills (self-reported)

Min Score 0.00 1.00

Max Score 48.15 28.00

Average Score 25.99 13.89

Points Possible 0 - 50 33

Percentage 51.98% 42.09%

0.45

40.00

29.61

74.01%

Difference Between Perceived and Actual Research Scores N = 308 Category Perceived Research Score (self-reported) Actual Research Score Difference

Percentage 74.01% 67.87% -6.14%

College Level Status by School School Central Michigan University* Milligan College North Carolina Wesleyan College Rio Salado College West Virginia University Total

Above College Level N Percentage 160 50.16% 230 41.22% 9 6.38% 129 41.88% 155 38.08% 687 39.62%

Below College Level N Percentage 159 49.84% 328 58.78% 132 93.62% 179 58.12% 252 61.92% 1047 60.38%

College level is defined as 70% or better. *May contain non-student responses 58

N 319 558 141 308 407 1734

Total Percentage 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%

3-Year Trend: Spring Terms â&#x20AC;&#x201C; ETS Proficiency Profile Methodology The Educational Testing Service (ETS) Company created the Proficiency Profile (formerly the Measurement of Academic Proficiency and Progress). The Proficiency Profile assessment was completed by 200 students during Spring 2010. The assessment was delivered in an online format. The ETS Proficiency Profile assesses student learning in the following areas: humanities, social sciences, natural sciences, college level reading, college level writing, critical thinking, and mathematics. The ETS Proficiency Profile is completed every two years; therefore, new assessment results will be posted in the FY2012 Fact Book.

Longitudinal Analysis Students had a higher total score in 2010 (454.16, N = 200) than they did in 2008 (450.03, N = 210). Students have consistently performed at a high level over the past three assessment cycles. From Spring 2008 to Spring 2010, student subscore averages have increased in all seven skill and context-based categories.

Rio Salado College Measurement of Academic Proficiency and Progress Longitudinal Comparison Average Academic and Skills Subscores All Students Spring 2006 (N = 209) Average StDev Skills Subscores: Critical Thinking Reading Writing Mathematics Context-Based Subscores: Humanities Social Sciences Natural Sciences Total Scores

Spring 2008 (N = 210) Average StDev

Spring 2010 (N = 200) Average StDev

114.74 121.38 117.00 117.47

7.06 6.89 4.92 6.40

113.50 119.49 116.03 114.62

6.54 6.98 5.37 7.08

114.94 121.28 116.77 114.73

6.65 6.33 4.35 6.39

117.62 116.33 118.65 455.79

6.84 6.96 5.81 19.60

116.96 115.63 116.73 450.03

6.65 6.41 6.43 21.49

118.62 116.63 118.43 454.16

6.62 6.46 5.81 19.48

Student Learning Outcomes FY2011 PLAN

Summary of Student Learning Outcomes (PDCA Cycles)

ACT

Critical Thinking: A total of 11 courses had improvement cycles during Fiscal Year 2011. Sixteen PDCA cycles were completed. Seventeen PDCA cycles are currently in process, carrying over to FY2012. The cycle progress updates, including the number of students impacted, are shown in the table below.

YES NO

CHECK

Successful interventions implemented during the Fiscal Year 2011 include links to critical thinking resources online, Flash learning tutorials instructing students on critical thinking strategies, improvements in assignment wording and instructions, and adjunct faculty training in providing appropriate feedback and support to students.

YES

DO Cycle Progress for FY2011 by College Learning Outcome

Writing: A total of 10 programs had improvement cycles during Fiscal Year 2011. Four PDCA cycles were completed. Fifteen PDCA cycles are currently in process, carrying over in to FY2012.

Cycle Progress Update

Reading:

Programs that have improvement cycles PDCA cycles completed PDCA cycles ended (as baseline students met college level) PDCA cycles ended (for other reasons) PDCA cycles in progress Courses involved Students impacted during PDCA cycle* Students immediately impacted by "Act" step

The reading PDCA process began in the spring of 2011. The initial focus was to assess the areas of need in relation to reading skills. Based on the past College-wide assessments, it was determined that the focus would be on reading comprehension skills for the initial PDCA process. To date, seven cycles have ended because the initial (baseline) data showed that students were already performing at or above the college level. In these cases, faculty within the discipline have started new cycles, either with different assignments or different classes. The cycle progress updates for each student learning outcome, including the number of students impacted, are shown in the table right.

Collect & Analyze Data

* Number of students involved in check phase 60

Critical Thinking

Writing

Reading

N 11 16 11

N 10 4 4

N 2 0 7

0 17 30 2,024 2,056

1 15 21 726 631

0 9 16 N/A N/A

STUDENT RETENTION & SUCCESSFUL COMPLETION

Student Retention & Successful Completer Summary Student Retention by Discipline Area Student retention for all discipline areas remained high at Rio Salado College for FY2011. The Dental Program once again experienced the highest retention rate (99.04%) of all major programs* for FY2011. Fourteen disciplines had retention rates of over ninety percent. These disciplines, other than Dental Hygiene, were as follows: Languages (96.51%), Education (95.61%), Allied Health (94.99%), E-Learning Design (94.74%), Library Science (94.74%), Computers (94.29%), Social Sciences (93.19%), Public Safety Programs (92.52%), Humanities, History & Design (92.42%), Corporate & Government Programs (92.34%), Chemical Dependency (91.97%), Psychology, Philosophy, and Religious Studies (91.88%), and Mathematics (91.02%). All discipline areas maintained over an 80 percent retention rate for the year. Disciplines with the largest increases in retention from FY07 to FY11 were Social Sciences (+10%), Physical Science (+10%), Computers (+10%), Mathematics (+9%), Humanities, History & Design (+8%), Psychology/Philosophy/Religion (+8%), and Allied Health (+8%).

Successful completion rates for the In Person modality has steadily increased over the past five fiscal years. In FY2007, In Person successful completion rate was 87.8% compared to 92.2% in FY2011. The Distance modality’s successful completion rate remained fairly constant at around three-fifths of the population over this timeframe. Internet students, a subset of the Distance modality, followed the Distance modality trend as the majority of Distance students took online classes over the past five fiscal years. The Hybrid and Independent Study modalities contain a smaller number of students and were able to maintain high successful completion rates for FY2011, 89.1% and 91.2% respectively. *The Digital Media Content discipline area is new for FY2011 and had a very small number of students in one prefix area (i.e. JRN “Journalism”). This discipline area is intended to grow in the next few fiscal years and already includes more course prefixes. **In FY2011, the two discipline areas of Dental Hygiene and Dental Assisting were merged into one discipline (i.e. Dental Programs).

Student Successful Completers by College and Discipline Area Dental Programs** had the highest successful completion rate of any discipline over the past five fiscal years. The successful completion rate was 94.5% in FY2011. Public Safety Programs also had a high successful completion rate (91.0%) in FY2011. Allied Health successful completion rates increased 15% from FY2007 to FY2011. Library Sciences also saw an almost twelve percent increase in successful completers and Public Safety Programs saw a seven percent increase over that same time period.

Discipline Area

2007

2008

2009

2010

2011

Allied Health

87.20%

84.33%

87.48%

92.17%

94.99%

Biology Business/Management Chemical Dependency Computers Corporate & Government Programs Counseling/Personal Development Dental Programs E-Learning Design Early Childhood Education Education English/ESL/Creative Writing/Reading Humanities, History & Design Languages Library Science Mathematics Physical Science Psychology, Philosophy, and Religious Studies Public Safety Programs Social Sciences

84.55% 79.39% 84.20% 84.65% 87.73% 86.35% 96.14% N/A 85.66% 89.91% 84.45% 84.12% 94.54% 88.00% 81.85% 77.25% 83.91% 84.89% 82.83%

81.70% 75.86% 83.23% 82.51% 90.30% 80.72% 93.95% N/A 74.44% 90.29% 82.68% 86.33% 94.12% 90.91% 83.99% 82.61% 82.17% 84.62% 82.88%

81.02% 73.61% 86.86% 91.60% 91.96% 78.50% 93.53% 92.45% 82.38% 92.44% 84.17% 89.13% 95.69% 92.00% 87.53% 83.05% 86.41% 85.85% 85.44%

81.28% 78.91% 88.64% 92.50% 91.15% 73.78% 96.75% 88.89% 82.67% 92.77% 85.56% 91.33% 96.24% 98.11% 90.66% 84.20% 88.51% 92.38% 86.05%

80.01% 84.39% 91.97% 94.29% 92.34% 83.04% 99.04% 94.74% 88.98% 95.61% 87.43% 92.42% 96.51% 94.74% 91.02% 87.04% 91.88% 92.52% 93.19%

10 0%

90 %

80 %

70 %

60 %

50 %

5-Year Trend: Retention by Discipline Retention by Discipline - FY2011

5-Year Trend: Successful Completers Discipline*

2007

2008

2009

2010 2011

Modality*

2008 2009 2010 2011

Allied Health

66.4%

62.4%

74.1%

78.5%

81.5%

48.3% 73.9% 80.0% 74.6% 86.2% 74.7% 91.4% N/A 72.5% 83.7% 74.6% 62.8% 82.7% 68.0% 65.6% 64.5% 66.3% 83.7% 66.8% 76.9%

47.2% 69.0% 72.8% 71.7% 88.8% 55.7% 87.7% N/A 63.7% 85.0% 74.2% 61.7% 82.8% 69.7% 64.4% 60.5% 64.8% 83.1% 67.8% 75.4%

48.1% 69.3% 76.3% 76.5% 90.0% 84.1% 82.6% 75.5% 63.2% 85.8% 75.8% 62.9% 84.0% 78.7% 65.4% 63.3% 68.8% 84.1% 72.0% 75.4%

46.6% 63.0% 74.3% 74.5% 88.8% 67.2% 87.2% 81.0% 55.5% 85.8% 74.6% 62.6% 82.8% 70.8% 65.0% 60.5% 66.8% 89.7% 71.3% 72.8%

48.5% 61.1% 73.0% 73.4% 84.8% 68.5% 94.5% 85.5% 62.0% 85.8% 76.5% 65.1% 84.9% 79.8% 64.1% 62.9% 69.7% 91.0% 72.3% 74.1%

Distance** Internet Only Hybrid Independent Study In Person Total Successful Completion for the College

62.2% 62.3% 90.9% N/A 87.8%

65.3% 65.3% 85.9% N/A 90.9%

64.6% 64.6% 86.5% 87.5% 93.3%

75.4%

72.8% 74.1%

*Note: Successful Completer percentages realigned to match prefixes currently under each discipline as of fiscal year 2011. A successful completer received a grade of A, B, C, or P “Passing.” Students who dropped a course were not included. Students were considered unsuccessful if they received a grade of D, F, I “Incomplete” or Z “Failing” or had withdrawn from the course. 65

65.0% 64.7% 89.4% 91.2% 92.2%

*Modality information available for FY2008 forward. **Distance modality includes internet, mixed media and print-based courses.

UNIVERSITY TRANSFER

University Transfer Summary In Fall 2009*, 2,867 Rio Salado students transferred to a public Arizona university. Of the three state universities, the largest proportion (65.2%) of Rio Salado College students transferred to Arizona State University (ASU). Information for Fall 2010 new university transfers is not yet available. University transfer data is derived from information provided in the statewide ASSIST (Arizona Statewide System for Information on Student Transfer) data warehouse.

Transfer Hours More than half (51.0%) of all new transfer students transferred 1-11 credit hours to one of the three Arizona state universities in Fall 2009. Nearly one-third (31.3%) of all students transferred 12-23 credit hours. Recently, Maricopa County Community College District (MCCCD) has aligned the definition of a transfer student with what the universities use. Therefore, the District only reports students transferring at least 12 credit hours and coded as New Transfer (NTR) in the ASSIST database. All other students are considered enrolled at the university with MCCCD credits. Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 261 to ASU, 104 to NAU, and 21 to UA. Footnotes on each of the following pages detail this difference in reporting criteria.

Transfer Class Level In Fall 2009, half (50.1%) of Rio students who newly transferred to one of the three state universities did so at the Freshman level. Slightly less than one-quarter (23.5%) transferred at the Sophomore level and nearly the same proportion (22.7%) arrived at one of the state universities at the Junior class level. The University of Arizona (UA) had almost all (93.8%) of its new student transfers admitted at either the Freshman or Sophomore class level. More than onequarter (28.6%) who transferred to Northern Arizona University (NAU) did so at the Junior class level.

Top 10 Majors Rio students attending Arizona universities in Fall 2009 declared several diverse majors. The top declared major for Rio students was Business, Management, Marketing, and Related Support Services. Four hundred and two students declared this major in Fall 2009. Many (N = 279) chose Biological and Biomedical Sciences as their major and several (N = 238) declared their major as Education. Additionally, Health Professions and Related Clinical Services interested 223 Rio students in Fall 2009. Engineering was the fifth highest declared major for former Rio Salado students. Visual and Performing Arts replaced Multi/Interdisciplinary Studies as a top 10 major. *Note: Due to a delay in data loading, Fall 2010 data not available at time of publication.

Transfer Hours: Fall 2009 AZ University New Student Transfer ASU Transfer Hours Over 1-11 hrs

Students 985

12-23 hrs 24-31 hrs 32-47 hrs 48-63 hrs 64+ hrs Over & Above* Total

562 121 105 30 5 61 1,869

NAU Percent Students 52.7% 244 30.1% 6.5% 5.6% 1.6% 0.3% 3.3% 100.0%

Percent Students 52.5% 232

All AZ Universities Percent 43.5%

Students 1461

Percent 51.0%

896 214 176 47 12 61 2,867

31.3% 7.5% 6.1% 1.6% 0.4% 2.1% 100.0%

152 36 24 4 5

32.7% 7.7% 5.2% 0.9% 1.1%

182 57 47 13 2

34.1% 10.7% 8.8% 2.4% 0.4%

465

100.0%

533

100.0%

* The Over & Above category indicates students who transferred the maximum allowed hours to the university from other institutions, and therefore transfer credit from Rio Salado College was not accepted. 60

50 40

40 30

1-11 hrs 12-23 hrs

24-31 hrs

32-47 hrs 10 10

48-63 hrs

64+ hrs 0

ASU

NAU

Over & Above*

All AZ Universities

Fall 2009 AZ University New Student Transfer Hours 68

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a â&#x20AC;&#x2DC;new transferâ&#x20AC;&#x2122; (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 239 transferred 12-23 hours, 61 transferred 24-31 hours, 56 transferred 32-47 hours, 19 transferred 48-63 hours, and 11 transferred 64+ hours.

Transfer Class Level: Fall 2009 AZ University New Student Transfer ASU Transfer Hours Over Freshman Sophomore Junior Senior Total

Students 840 467 493 69 1,869

NAU Percent Students 44.9% 226 25.0% 78 26.4% 133 3.7% 28 100.0% 465

Percent Students 48.6% 370 16.8% 130 28.6% 26 6.0% 7 100.0% 533

All AZ Universities Percent 69.4% 24.4% 4.9% 1.3% 100.0%

Students 1436 675 652 104 2,867

Percent 50.1% 23.5% 22.7% 3.6% 100.0%

Fall 2009 AZ University New Student Transfer Class Level 100 90 80 70 60 50

Freshman

40 30

Sophomore

Junior

Senior

ASU

NAU

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a â&#x20AC;&#x2DC;new transferâ&#x20AC;&#x2122; (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 10 Freshman, 103 Sophomore, 225 Junior, and 48 Senior class level.

Top 10 Declared Majors: Fall 2009 AZ University New Student Transfer Declared Major 1. Business, Management, Marketing, and Related Support Service 2. Biological and Biomedical Sciences 3. Education 4. Health Professions and Related Clinical Sciences 5. Engineering 6. Psychology 7. Parks, Recreation, Leisure and Fitness Studies 8. Social Sciences 9. Visual and Performing Arts 10. Communication, Journalism, and Related Programs

ASU

NAU

AZ Universities

288 189 146 106 150 132 61 109 96 93

46 32 78 67 12 15 12 20 22 15

68 58 14 50 30 29 70 12 9 15

402 279 238 223 192 176 143 141 127 123

Top 10 Majors excludes those students who have declared no major. UA had 73 such students for Fall 2009, ASU had 118 students, and NAU had none.

Top 10 Declared Majors - New Student University Transfer 400 300 200 ASU

100

NAU

Using Districtâ&#x20AC;&#x2122;s new reporting guidelines, the top ten majors for the 386 transfer students are in order as follows: (1) Business, Management, Marketing, & Related Support Service - 52 students, (2) Education - 44 students, (3) Liberal Arts & Sciences, General Studies & Humanities - 37 students, (4) Health Professions & Related Clinical Sciences - 35 students, (5) Social Sciences - 27 students, (6) Biological & Biomedical Sciences AND Mulit/Interdisciplinary Studies - 23 students each, (8) Psychology - 22 students, (9) Visual & Performing Arts - 18 students, and (10) Communication, Journalism & Related Programs - 15 students. 70

FACT BOOK