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Allan Hancock College Program Review 2015-16 Annual Update

Program and Department: Economics Program, Social and Behavioral Sciences

Date submitted: April 8, 2016

Submitted by: Herb Elliott

SLOS report update □ Revised Plan of Action □

The Annual Update is conducted by all programs at the college and consists of an analysis of changes affecting the program as well as significant new funding needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year by the end of the second week in April in anticipation of budget planning for the following year, which begins at the planning retreat in November. *Note that if there is no change from the previous year, you may simply resubmit the information in that report (or any portion that remains unchanged) from the prior year.

Programs and units should support their planning efforts with quantifiable data, conduct appropriate analyses, and make supportable conclusions. For your use, standardized IT data reports will be provided and sent to departments under separate cover. You may also report on your own internally-generated data. Labor market data is required for all vocational programs at least every two years.

Place your responses in the expandable text boxes below each question.

I. Program Mission (must align with college mission)

Describe the need that is met by the program or the purpose of the program. ( Sample: The Health, Physical Education, and Recreation Division is committed to providing excellent education opportunities to our students for their affective, cognitive and psychomotor development as they pursue sport, recreation, physical education, health education and wellness. We will encourage our students to further and sustain their individual endeavors toward the regular, lifelong pursuit of physical activity and a healthy lifestyle.) In addition, for vocational programs only, data must show need and that “the program does not represent an unnecessary duplication of other vocational or occupational training programs in the area.”


The economic program provides courses that enable students to complete lower division prerequisites and general education requirements to transfer to institutions of higher learning. The program consists of Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics, Econ 121/BUS 121: Business Economics, ECON 141/BUS 141/GBST 141: Global Economics, and Econ 130/BUS 130/FCS 130: Family and Consumer Finance. Econ 101 and Econ102 are part of a sequence for business, economics, and other majors at the University of California, California State University system and other universities. They also satisfy lower division general education requirements. Econ 130 and Econ 121 are designed primarily for students who are occupationally oriented, or specifically those seeking an associate degree as a terminal educational goal. These courses are also transferable as electives to the University of California, California State and other university systems.

II. Progress on Comprehensive Program Review Final Plan of Action

Review the final plan of action (post validation) from the last comprehensive program review and any previous annual updates. Summarize the progress the program has made on recommendations targeted for this last year as well as any outstanding or incomplete items from previous years. What is the status of these recommendations? Include the original target date, action taken and results, and reasons for any changes.

The Course Identification Numbering System (C-ID) descriptors for both Econ 101: Principles of Macroeconomics, and Econ 102: Principles of Microeconomics now requires Math 311: Elementary Algebra as prerequisite. In Spring 2013 AP&P approved Math 311: Elementary Algebra as a prerequisite for both Econ 101: Principles of Macroeconomics, and Econ 102: Principles of Microeconomics. Enrollment Changes Recommend the district provide consistent tutorial services support for students enrolled in the economics program. [Fall 2015] In addition to adopting Canvas as our online platform, and in alignment with the district’s stated goals of reducing disproportionate impact and promoting student success, we recommend that the district also provide online tutorial services beyond Basic Skills, and 24/7 technical support for students enrolled in online classes. Motion passed at Academic Senate Meeting 11.3.2015


Monitor the impact of math prerequisite on enrollment demand in ECON101. [Spring 2016] Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Econ 101 Average Sections Enrollment Class Size Fall 2013 52 5 260 Fall 2014 40 5 201 Fall 2015 37 6 220 Spring 2013 51 5 255 Spring 2014 45 5 222 Spring 2015 38 5 192 Spring 2016 36 6 204 Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Census Enrollment, Course Enrollments, AHC


Monitor the impact of math prerequisite on enrollment demand in ECON102. [Spring 2016] Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Econ 102 Average Sections Enrollment Class Size Fall 2013 47 3 141 Fall 2014 36 2 71 Fall 2015 28 3 83 Spring 2013 46 4 182 Spring 2014 41 4 164 Spring 2015 34 4 134 Spring 2016 27 4 107 Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Census Enrollment, Course Enrollments, AHC Explore option of providing more onsite offerings in the day to balance opportunities for students who prefer onsite offerings. [Spring 2016] Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily


decrease. Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. We will continue to Monitor the impact of math prerequisite on enrollment demand and add sections that wouldn't diminish enrollment in existing sections. Equipment An Apple MacBook computer for the full time instructor in the program. [Spring 2015] Determined relevant by the Program Review Team, approved by the Dean, the request was not approved by TAC. CM 2.19.2015. Replace computer in classroom C33 [Fall 2015]

A new “smart podium was installed in C-33 at the start of Spring 2016. Staffing Current staffing in the program is well qualified and sufficient.

III. Program SLOs/Assessment

Check here if any SLO’s have changed since the last comprehensive program review and/or update. What are your program student learning outcomes? Which of these have been assessed since the last comprehensive program review and/or update? How are they measured? What did the assessment data indicate about the strengths and weaknesses of your program? What changes have you made/do you plan based on these data? (You should report assessment information on page 4.)

Since the last Annual Program Review [2014/15] student learning outcomes for all courses in the program were assessed. Based on data from the period studied no measurable weaknesses were observed therefore no changes were made. Overall, ninety


percent of students assessed met or exceed standards. Please refer to the following attached eLumen Report(s) for data and summative statement(s). [SLO Performance - By Department, Course, CSLO] & [ILO/ISLO Summary Map by Course/Context]

IV. Course SLOs/Assessment

Check here if any SLO’s have changed since the last comprehensive program review and/or update. What are your course student learning outcomes? Which of these has been assessed since the last comprehensive program review and/or update? How are they measured? What did the assessment data indicated about the strengths and weaknesses of your program? What changes have you made/do you plan based on these data? (You should report assessment information on page 4.)

Since the last Annual Program Review [2014/15] student learning outcomes for all courses in the program were assessed. Based on data from the period studied no measurable weaknesses were observed therefore no changes were made. Overall, ninety percent of students assessed met or exceed standards. Please refer to the following attached eLumen Report(s) for data and summative statement(s). [Course Statistics and Evidence]

V. Internal/External Conditions

What external conditions have influenced the program in the past year? Have there been disciplinary or regulatory changes, changes in technology, advisory board recommendations, employer, or accreditation recommendations, demographics, labor market analyses, articulation changes, etc.? Summarize the major trends, challenges, and opportunities that have emerged in the program since the last comprehensive program review and /or annual update.

Course Identification Numbering System (C-ID). C-ID is a numbering system being developed to ease the transfer and articulation burdens in California’s higher educational institutions. The Course Identification Numbering System (C-ID) descriptors for both Principles of Macroeconomics, Econ 102: Principles of Microeconomics now requires Math 311, Elementary Algebra. Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring


2013 to Spring 2015 respectively. We will continue to Monitor the impact of math prerequisite on enrollment demand and add sections that wouldn't diminish enrollment in existing sections.

What internal conditions that have influenced the program in the past year? What are the program success and retention rates? (Include certification exam rates, if appropriate.) Degrees and certificates awarded? Have there been trends in SLOs/assessment or IT data; changes in technology, budget, staffing or resources; enrollment management or facilities issues; etc.?

During Spring 2015 and Fall 2105 the Economic Program average success rate was 69.51%, the District’s rate 70.82% and the statewide average 69.48%. Given the rigor of economics, historical and statewide average 69.48% success rate is within the acceptable range for economics. During Spring 2015 and Fall 2105 the Economic Program average retention rate was 83.69%, the District’s rate 85.94% and the statewide average 85.85%. Given the rigor of economics, historical and statewide average 85.85% success rate is within the acceptable range for economics. During Spring 2015/Fall 2105 the Economic Program Distance Education average success rate was 61.83% and the statewide average 65.23%. During Spring 2015/Fall 2105 the Economic Program Distance Education retention rate was 78.9% and the statewide average 82.04%. Both success and retention Distance Education rates are within an acceptable range ~ 3% of the state averages. We believe with the introduction of online tutoring this program could exceed the state average. Grand Total Sections 12 12 Grand Total Headcount 345 309 Grand Total Enrollment 376 326 Grand Total retained 312 275 Grand Total Retention % 82.98% 84.36% Grand Total success 262 226 Grand Total Success % 69.68% 69.33% Grand Total FTES 37.9 33.1


AHC Spring 2015 Fall 2015 Sections 1,209 1,177 Headcount 11,249 10,982 Enrollment 28,984 28,471 retained 24,763 24,607 Retention % 85.44% 86.43% success 20,690 20,000 Success % 71.38% 70.25% FTES 4,048 3,807

VIa. Update to Final Action Plan

If you change or modify a previous If you change or modify a previous recommendation, provide an explanation for the change and a new target date. For new recommendations, provide target dates and data for support. For all items, show how they are related to assessment results where possible and provide approximate costs for resources requested. Resources may include budget, facilities, staffing, research support, professional development, marketing, etc. Not all recommendations will require resources. (Plan may cover period up to the next scheduled comprehensive program review.)

n/a


2014-15 PROGRAM REVIEW VIb. Revised - Plan of Action (Annual Update)

During the academic year 2008/2009 completed program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self-study and the recommendations of the validation team. (If any plan was made and action not taken, please state the rationale for not pursuing that particular item. If action was delayed or postponed, provide an explanation and a new target date.) CHANGES AND MODIFICATIONS PLAN OF ACTION ACTION TAKEN, RESULT AND STATUS Enrollment Changes

Recommend the district provide consistent tutorial services

support for students enrolled in the economics program.

Monitor the impact of math prerequisite on enrollment

demand in ECON101.

Monitor the impact of math prerequisite on enrollment

demand in ECON102.

Explore option of providing more onsite offerings in the day to

balance opportunities for students who prefer onsite offerings.

In addition to adopting Canvas as our online platform, and in alignment with the district’s stated goals of reducing disproportionate impact and promoting student success, we recommend that the district also provide online tutorial services beyond Basic Skills, and 24/7 technical support for students enrolled in online classes. Motion passed at Academic Senate Meeting 11.3.2015 Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively. Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring 2013 t0 Spring 2015 respectively. Math 311: Elementary Algebra was approved by AA&P in Spring 2014 and first implemented in Fall 2014 as a prerequisite for both Econ 101: Principles of Macroeconomics, Econ 102: Principles of Microeconomics. Since the implementation the average class size has steadily decrease. Econ 101: The average class size has decreased from 52 to 37 [54%] and 51 to 36 [42%] between Fall 2013 to Fall 2015 and Spring 2013 to Spring 2015 respectively.


Econ 102: The average class size has decreased from 47 to 28 [68%] and 46 to 27 [70%] between Fall 2013 to Fall 2015 and Spring 2013 t0 Spring 2015 respectively. We will continue to Monitor the impact of math prerequisite on enrollment demand and add sections that wouldn't diminish enrollment in existing sections.

Curricular Changes

Explore the value added of developing a Transfer Degree in

Economics.

Assess degree programs at other CCs (there are over 30 colleges with

AA degrees) and assess option of a program.

Falll 2017

Fall 2017

ADDITIONS PLAN OF ACTION TARGET DATE Facilities

Need for a space to accommodate all students at once in computer lab.

Equipment

An Apple MacBook computer for the full time

instructor in the program.

Replace computer in classroom C33

Staffing

Fall 2017

Determined relevant by the Program Review Team, approved by the Dean, the request was not approved by TAC. CM 2.19.2015.

A new “smart podium was install in C-33 at the start of Spring 2016.

Current staffing in the program is well qualified and sufficient.


RESOURCES NEEDED (Be sure there is sufficient justification and data contained in the narrative to support each of the items on your list.) TYPE OF RESOURCE LINE NO./SPECIFIC RESOURCE APPROXIMATE COST

Facility Needs n/a

Technology Needs n/a

Staffing Needs n/a

Equipment (non-technology) n/a

Other Resources Consistent tutorial services

support for F2F and Distance Education students enrolled in the

economics program

I didn’t know.

Program Review SLOs Report

Program:______________________ page ___ of _____

Use one row for each course or program SLO

SLO Semester

conducted Assessment

collection process Assessment method (s) Review team

Date review completed

Recommendations for additional resources needed, staffing, program changes**


**DO NOT LEAVE FINAL COLUMN BLANK

Spring 2016 Program Review Annual Update - SLO Data

Things to consider: 1. ILO/PSLO SUMMARY MAP BY COURSE/CONTEXT - REVIEW YOUR MAPPING FORM (#1)

o Do your course SLOs align correctly with your program SLOs? If not, address what changes you would like to make and record them in your annual update.

2. SLO PERFORMANCE – ILO/PSLO OVERALL - REVIEW THE OVERALL PROGRAM ASSESSMENT DATA (#2) o How are your students performing at the program level? In this case approximately 12% of students

are below the standard. This is acceptable and doesn’t raise any flags. If this number was higher (specifically 30% or above) you would want to address this in your narrative and provide actions to work to improve this in the future.

3. COURSE STATISTICS AND EVIDENCE - REVIEW THE COURSE STATISTICS AND EVIDENCE REPORT (#3). o This shows a summary of the courses in your discipline, do they all have SLOs, are they mapped, do

they have assessments, etc. Does anything stand out you need to fix or address? Also this shows each course, its SLOs and assessments for F15/U15/S15 and any course improvement plans (if they were completed for these terms). If you don’t see your course improvement plans, you may only have completed plans at the section level. Contact Jennie to get a report of section plans.

o Review your course improvement plans to see what might stand out, such as changes to be made, and highlight them within your narrative. You don’t need to address everything, but you might pick 1-3 items. In this example below, due to too many assessments, this program wants to simplify their

Review this data to respond to Questions III. Program SLOs/Assessment and IV. Course SLOs/Assessment of the annual update template.

***You do not need to attach ALL reports to your annual update. Ideally you will snip out important data to insert into your narrative and then provide your analysis. You can use the snipping tool on a PC in the start menu or use Shift + Command + 4 on a Mac.

Reports included in data packet: 1. ILO/PSLO Summary Map by Course/Context 2. SLO Performance – ILO/PSLO Overall 3. Course Statistics and Evidence 4. SLO Performance – By Department, Course, CSLO

http://windows.microsoft.com/en-us/windows/use-snipping-tool-capture-screen-shots%231TC=windows-7

SLOs. That should be recorded in the narrative to “close the loop” and as a potential goal for the next year.

4. SLO PERFORMANCE – BY DEPARTMENT, COURSE, CSLO - REVIEW THE SLO PERFORMANCE (#4). o For the terms selected, this will show which SLOs for each course have assessment data. This report

will assist you when you review your assessment plan to see if you are on track to assess ALL SLOs at least once within a six year cycle.

Contact Jennie Robertson at x3880 or [email protected] if you want to make changes to your mappings, or if you want additional reports from eLumen or to schedule training.

mailto:[email protected]

Allan Hancock College

ILO/PSLO Summary Map by Course/Context

Selected SLOs: PSLOs for Economics

Course Group: Economic Courses

SLOsCourses

Economics Program OutcomesECON PSLO1 - Explore issuesthrough various information

sources; evaluate thecredibility and significance ofboth the information and the

source to arrive at a reasonedconclusion.

ECON PSLO2 - Usemathematical concepts andmodels to analyze and solvereal life issues or problems.

BUS121 3 3

BUS130 3 3

BUS141 3 3

ECON101 3 3

ECON102 3 3

ECON121 3 3

ECON130 3 3

ECON141 3 3

FCS130 3 3

GBST141 3 3

30 30

March 02, 2016 4:52 PM Page 1 of 1


SLO Performance - ILO/PSLO Overall

Date: 02/18/2016Program: Economics

Terms: Fall 2015, Summer 2015, Spring 2015

PSLO: ECON PSLO1 - Explore issues through various information sources; evaluate the credibility and significance of both the information and thesource to arrive at a reasoned conclusion.

InstitutionalExceeds

Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsN/A Total

Fall 2015 102 69.39% 30 20.41% 15 10.20% 0 0.00% 100.00%147

Summer 2015 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 141 77.47% 38 20.88% 3 1.65% 0 0.00% 100.00%182

Total 243 73.86% 68 20.67% 18 5.47% 0 0.00% 100.00%329

PSLO: ECON PSLO2 - Use mathematical concepts and models to analyze and solve real life issues or problems.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsN/A Total

Fall 2015 102 69.39% 30 20.41% 15 10.20% 0 0.00% 100.00%147

Summer 2015 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 141 77.47% 38 20.88% 3 1.65% 0 0.00% 100.00%182

Total 243 73.86% 68 20.67% 18 5.47% 0 0.00% 100.00%329

2Page 1 ofFebruary 18, 2016 9:33 PM

Allan Hancock College SLO Performance - ILO/PSLO Overall

Report Totals by Term:

Grand Totals:


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsN/A Total

Fall 2015 204 69.39% 60 20.41% 30 10.20% 0 0.00% 100.00%294

Summer 2015 0 0.00% 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 282 77.47% 76 20.88% 6 1.65% 0 0.00% 100.00%364

Total 486 73.86% 136 20.67% 36 5.47% 0 0.00% 100.00%658


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsN/A Total

Total 486 73.86% 136 20.67% 36 5.47% 0 0.00% 100.00%658

2Page 2 ofFebruary 18, 2016 9:33 PM

Date:

Terms:

»

»

»

»

»

»

»

Mapped PSLOs

ECON PSLO1 - Explore issues through various information sources; evaluate the credibility and

significance of both the information and the source to arrive at a reasoned conclusion.

ECON PSLO2 - Use mathematical concepts and models to analyze and solve real life issues or

problems.

Mapped ILOs

ILO 2 - Critical Thinking & Problem Solving: Explore issues through various information sources;

evaluate the credibility and significance of both the information and the source to arrive at a

reasoned conclusion.

ILO 5 - Quantitative Literacy: Use mathematical concepts and models to analyze and solve real

life issues or problems.

ECON101 - Principles of Macro-Economics

SLOs

CSLOs

ECON101 SLO1 - Demonstrate their ability to apply demand and supply theory to a range of

economic problems.

ECON101 SLO2 - Demonstrate their ability to formulate and apply the appropriate monetary and

fiscal policies to different phases of the business cycle.

ECON101 SLO3 - Demonstrate their ability to analyze the gains associated with free trade.

Courses without any Action Plan answered 0

Courses without Action Plans 0

Courses with all Action Plans answered 1 ECON101

Courses with some Action Plans answered 4 ECON102, ECON141, ECON130, ECON121

Courses without Assessments 0

Courses with Action Plans 5 ECON101, ECON102, ECON121, ECON130, ECON141

Courses with some Assessments scored 1 ECON101

Courses without any Assessment scored 0

Courses with Assessments 5 ECON101, ECON102, ECON121, ECON130, ECON141

Courses with all Assessments scored 4 ECON102, ECON141, ECON130, ECON121

Courses without CSLOs mapped to ILOs 0

Courses with directly assessed ILOs 0

Courses with directly assessed PSLOs 0

Courses with CSLOs mapped to ILOs 5 ECON101, ECON102, ECON121, ECON130, ECON141

Courses with CSLOs mapped to PSLOs 5 ECON101, ECON102, ECON121, ECON130, ECON141

Courses without CSLOs mapped to PSLOs 0

Courses with CSLOs 5 ECON101, ECON102, ECON121, ECON130, ECON141

Courses without CSLOs 0

Summary

Statistic Count Courses/Contexts

Courses 5 ECON101, ECON102, ECON121, ECON130, ECON141


Course Statistics And EvidenceEconomics

02/25/2016

Fall 2015, Summer 2015, Spring 2015

Institutional Below

Standards

13.33%

13.33%

13.33%

»

»

»

»

»

»

»

Institutional Below

Standards

5.26%

5.26%

ECON102 SLO1 - Demonstrate their ability to

apply demand and supply theory to a range of

economic problems.

19 of 68 84.21% 10.53% 0


differentiate the characteristics of different

market structures and demonstrate how they

impact market efficiencies.

19 of 68 84.21% 10.53% 0

Final Exam

SLOScored

Institutional

Exceeds Standards

Institutional Meets

StandardsN/A

Fall 2015

Assessments

Mapped PSLOs




problems.

Mapped ILOs






ECON102 - Principles of Micro-Economics

SLOs

CSLOs

ECON102 SLO1 - Demonstrate their ability to apply demand and supply theory to a range of

economic problems.

ECON102 SLO2 - Demonstrate their ability to differentiate the characteristics of different market

structures and demonstrate how they impact market efficiencies.

ECON102 SLO3 - Demonstrate their ability to analyze the gains associated with free trade.

What changes have you made/do

you plan to make based on the

data? What resources would you

need, if any, to make these

changes?

Anonymous Based on data from Fall 2015 no measurable

weaknesses were observed.

2016-

02-02

What did the assessment data

indicate about the weaknesses of

your course?

Anonymous Eighteen out of 30 students or sixty percent of all

students scored exceed standards. While 8 out of 30 or

twenty-seven percent were average. Only 4 or thirteen

percent of students assessed were below averaged.

Overall, eighty-eight percent of students assessed met or

exceed standards.

2016-

02-02

Allan Hancock College >> Economics >> ECON101 - Fall 2015


indicate about the strengths of your

course?



2016-

02-02

Fall 2015

Fall 2015 Course Improvement Plan

Expected Action Action Type Respondent Action Taken DateResource

Request


analyze the gains associated with free trade.30 of 179 60% 26.67% 0

Action Plans


apply demand and supply theory to a range of

economic problems.

30 of 179 60% 26.67% 0


formulate and apply the appropriate monetary

and fiscal policies to different phases of the

business cycle.

30 of 179 60% 26.67% 0

Final Exam

SLOScored

Institutional

Exceeds Standards

Institutional Meets

StandardsN/A

Fall 2015

Assessments

5.26%

»

»

»

»

»

»

»

Institutional Below

Standards

0%

0%

0%

Allan Hancock College >> Economics >> ECON121 - Spring 2015



course?

Anonymous Based on data from Spring 2015 no measurable


2016-

02-02

Spring 2015

Course Improvement Plan


Request


formulate and apply the appropriate monetary

and fiscal policies to different phases of the

business cycle.

19 of 19 73.68% 26.32% 0

Action Plans


apply demand and supply theory/analysis to a

range of economic problems.

19 of 19 73.68% 26.32% 0



market structures and demonstrate how they

impact market efficiencies.

19 of 19 73.68% 26.32% 0

AssessmentsSpring 2015

Final Exam

SLOScored

Institutional

Exceeds Standards

Institutional Meets

StandardsN/A

Mapped PSLOs




problems.

Mapped ILOs






ECON121 - Business Economics

SLOs

CSLOs

ECON121 SLO1 - Demonstrate their ability to apply demand and supply theory/analysis to a

range of economic problems.

ECON121 SLO2 - Demonstrate their ability to differentiate the characteristics of different market

structures and demonstrate how they impact market efficiencies.

ECON121 SLO3 - Demonstrate their ability to formulate and apply the appropriate monetary and

fiscal policies to different phases of the business cycle.





changes?



2016-

02-02



your course?

Anonymous Sixteen out of 19 students or eighty-four percent of all


eleven percent were average. Only 1 or five percent of

students assessed were below averaged. Overall, ninety-

five percent of students assessed met or exceed

standards.

2016-

02-02

Allan Hancock College >> Economics >> ECON102 - Fall 2015



course?



2016-

02-02

Fall 2015

Fall 2015 Course Improvement Plan


Request


analyze the gains associated with free trade.19 of 68 84.21% 10.53% 0

Action Plans

»

»

»

»

»

»

»

Institutional Below

Standards

0%

0%

0%





changes?



2016-

02-02



your course?

Anonymous This Course Improvement Plan reflects combined data

form this cross-listed course - Consumer and Family

Finance - ECON 130 or BUS 130 or FCS 130.

Thirty-two out of 50 students or sixty-four percent of all


twenty-eight percent were average. Only 4 or eight


Overall, ninety-two percent of students assessed met or

exceed standards.

2016-

02-02




course?



2016-

02-02

Spring 2015



Request


assess opportunity costs associated with

financial decisions.

4 of 4 100% 0% 0

Action Plans

ECON130 SLO1 - Identify and differentiate

the main components of wise money

management.

4 of 4 100% 0% 0



investment medium.

4 of 4 100% 0% 0


Final Exam

SLOScored

Institutional

Exceeds Standards

Institutional Meets

StandardsN/A

Mapped PSLOs




problems.

Mapped ILOs




ILO 7 - Personal Responsibility & Development: Take the initiative and responsibility to assess

your own actions with regard to physical wellness, learning opportunities, career planning,

creative contribution to the community and ethical integrity in the home, workplace and

community.

ECON130 - Consumer and Family Finance

SLOs

CSLOs

ECON130 SLO1 - Identify and differentiate the main components of wise money management.

ECON130 SLO2 - Demonstrate their ability to differentiate the characteristics of different

investment medium.

ECON130 SLO3 - Demonstrate their ability to assess opportunity costs associated with financial

decisions.





changes?



2016-

02-02



your course?


form this cross-listed course - Business Economics

[ECON 121 / BUS 121]

Nineteen out of 32 students or sixty percent of all


thirty-eight percent were average. Only 1 or three percent

of students assessed were below averaged. Overall,

eighty-four percent of students assessed met or exceed

standards.

2016-

02-02

»

»

»

»

»

»

»

Institutional Below

Standards

7.14%

7.14%

7.14%





changes?



2016-

02-02



your course?


form this cross-listed course - Global Economics [ECON

141 / BUS 141 / GBST 141]

Twenty-seven out of 43 students or sixty-three percent of

all students scored exceed standards. While 9 out of 43

or twenty-one percent were average. Only 7 or sixteen


Overall, eighty-four percent of students assessed met or

exceed standards.

2016-

02-02




course?



2016-

02-02

Spring 2015



Request


identify and analyze factors in the global

economy that affects men and women

differently.

14 of 14 78.57% 14.29% 0

Action Plans


identify and analyze the benefits and costs

associated with free trade.

14 of 14 78.57% 14.29% 0


distinguish between the mechanisms for

limiting trade.

14 of 14 78.57% 14.29% 0


Final Exam

SLOScored

Institutional

Exceeds Standards

Institutional Meets

StandardsN/A

Mapped PSLOs




problems.

Mapped ILOs




ILO 6 - Scientific Literacy: Use scientific knowledge and methodologies to assess potential

solutions to real-life challenges.

ECON141 - Global Economics

SLOs

CSLOs

ECON141 SLO1 - Demonstrate their ability to identify and analyze the benefits and costs

associated with free trade.

ECON141 SLO2 - Demonstrate their ability to distinguish between the mechanisms for limiting

trade.

ECON141 SLO3 - Demonstrate their ability to identify and analyze factors in the global economy

that affects men and women differently.


SLO Performance - By Department, Course, CSLO

03/02/2016Program: Economics

Course Group:Economic Courses

Date:

Terms: Fall 2015, Spring 2015

BUS121: Business Economics

BUS121 SLO1 - Apply demand and supply theory/analysis to a range of economic problemsInstitutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 5 38.46% 7 53.85% 1 7.69% 100.00%13

Totals 5 38.46% 7 53.85% 1 7.69% 100.00%13

BUS121 SLO2 - Differentiate the characteristics of different market structures and demonstrate how they impact market efficiencies.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 5 38.46% 7 53.85% 1 7.69% 100.00%13

Totals 5 38.46% 7 53.85% 1 7.69% 100.00%13

BUS121 SLO3 - Formulate and apply the appropriate monetary and fiscal policies to different phases of the business cycle.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 5 38.46% 7 53.85% 1 7.69% 100.00%13

Totals 5 38.46% 7 53.85% 1 7.69% 100.00%13


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 15 38.46% 21 53.85% 3 7.69% 100.00%39

Totals 15 38.46% 21 53.85% 3 7.69% 100.00%39

Totals for Cslos

11Page 1 ofMarch 02, 2016 4:49 PM

Allan Hancock College SLO Performance - By Department, Course, CSLO

BUS130: Consumer and Family Finance

BUS130 SLO1 - Identify and differentiate the main components of wise money management.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 12 60.00% 6 30.00% 2 10.00% 100.00%20

Totals 12 60.00% 6 30.00% 2 10.00% 100.00%20

BUS130 SLO2 - Differentiate the characteristics of different investment medium.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 12 60.00% 6 30.00% 2 10.00% 100.00%20

Totals 12 60.00% 6 30.00% 2 10.00% 100.00%20

BUS130 SLO3 - Assess opportunity costs associated with financial decisions.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 12 60.00% 6 30.00% 2 10.00% 100.00%20

Totals 12 60.00% 6 30.00% 2 10.00% 100.00%20


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 36 60.00% 18 30.00% 6 10.00% 100.00%60

Totals 36 60.00% 18 30.00% 6 10.00% 100.00%60

Totals for Cslos

11Page 2 ofMarch 02, 2016 4:49 PM


BUS141: Global Economics

BUS141 SLO1 - Identify and analyze the benefits and costs associated with free trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 7 63.64% 2 18.18% 2 18.18% 100.00%11

Totals 7 63.64% 2 18.18% 2 18.18% 100.00%11

BUS141 SLO2 - Distinguish between the mechanisms for limiting trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 7 63.64% 2 18.18% 2 18.18% 100.00%11

Totals 7 63.64% 2 18.18% 2 18.18% 100.00%11

BUS141 SLO3 - Identify and analyze factors in the global economy that affects men and women differently.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 7 63.64% 2 18.18% 2 18.18% 100.00%11

Totals 7 63.64% 2 18.18% 2 18.18% 100.00%11


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 21 63.64% 6 18.18% 6 18.18% 100.00%33

Totals 21 63.64% 6 18.18% 6 18.18% 100.00%33

Totals for Cslos

11Page 3 ofMarch 02, 2016 4:49 PM


ECON101: Principles of Macro-Economics

ECON101 SLO1 - Demonstrate their ability to apply demand and supply theory to a range of economic problems.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 18 60.00% 8 26.67% 4 13.33% 100.00%30

Spring 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Totals 18 60.00% 8 26.67% 4 13.33% 100.00%30

ECON101 SLO2 - Demonstrate their ability to formulate and apply the appropriate monetary and fiscal policies to different phases of thebusiness cycle.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 18 60.00% 8 26.67% 4 13.33% 100.00%30

Spring 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Totals 18 60.00% 8 26.67% 4 13.33% 100.00%30

ECON101 SLO3 - Demonstrate their ability to analyze the gains associated with free trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 18 60.00% 8 26.67% 4 13.33% 100.00%30

Spring 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Totals 18 60.00% 8 26.67% 4 13.33% 100.00%30


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 54 60.00% 24 26.67% 12 13.33% 100.00%90

Spring 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Totals 54 60.00% 24 26.67% 12 13.33% 100.00%90

Totals for Cslos

11Page 4 ofMarch 02, 2016 4:49 PM


ECON102: Principles of Micro-Economics

ECON102 SLO1 - Demonstrate their ability to apply demand and supply theory to a range of economic problems.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 16 84.21% 2 10.53% 1 5.26% 100.00%19

Spring 2015 0 0.00% 1 100.00% 0 0.00% 100.00%1

Totals 16 80.00% 3 15.00% 1 5.00% 100.00%20

ECON102 SLO2 - Demonstrate their ability to differentiate the characteristics of different market structures and demonstrate how they impactmarket efficiencies.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 16 84.21% 2 10.53% 1 5.26% 100.00%19

Spring 2015 0 0.00% 1 100.00% 0 0.00% 100.00%1

Totals 16 80.00% 3 15.00% 1 5.00% 100.00%20

ECON102 SLO3 - Demonstrate their ability to analyze the gains associated with free trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 16 84.21% 2 10.53% 1 5.26% 100.00%19

Spring 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Totals 16 84.21% 2 10.53% 1 5.26% 100.00%19


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 48 84.21% 6 10.53% 3 5.26% 100.00%57

Spring 2015 0 0.00% 2 100.00% 0 0.00% 100.00%2

Totals 48 81.36% 8 13.56% 3 5.08% 100.00%59

Totals for Cslos

11Page 5 ofMarch 02, 2016 4:49 PM


ECON121: Business Economics

ECON121 SLO1 - Demonstrate their ability to apply demand and supply theory/analysis to a range of economic problems.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 14 73.68% 5 26.32% 0 0.00% 100.00%19

Totals 14 73.68% 5 26.32% 0 0.00% 100.00%19

ECON121 SLO2 - Demonstrate their ability to differentiate the characteristics of different market structures and demonstrate how they impactmarket efficiencies.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 14 73.68% 5 26.32% 0 0.00% 100.00%19

Totals 14 73.68% 5 26.32% 0 0.00% 100.00%19

ECON121 SLO3 - Demonstrate their ability to formulate and apply the appropriate monetary and fiscal policies to different phases of thebusiness cycle.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 14 73.68% 5 26.32% 0 0.00% 100.00%19

Totals 14 73.68% 5 26.32% 0 0.00% 100.00%19


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 42 73.68% 15 26.32% 0 0.00% 100.00%57

Totals 42 73.68% 15 26.32% 0 0.00% 100.00%57

Totals for Cslos

11Page 6 ofMarch 02, 2016 4:49 PM


ECON130: Consumer and Family Finance

ECON130 SLO1 - Identify and differentiate the main components of wise money management.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 4 100.00% 0 0.00% 0 0.00% 100.00%4

Totals 4 100.00% 0 0.00% 0 0.00% 100.00%4

ECON130 SLO2 - Demonstrate their ability to differentiate the characteristics of different investment medium.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 4 100.00% 0 0.00% 0 0.00% 100.00%4

Totals 4 100.00% 0 0.00% 0 0.00% 100.00%4

ECON130 SLO3 - Demonstrate their ability to assess opportunity costs associated with financial decisions.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 4 100.00% 0 0.00% 0 0.00% 100.00%4

Totals 4 100.00% 0 0.00% 0 0.00% 100.00%4


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 12 100.00% 0 0.00% 0 0.00% 100.00%12

Totals 12 100.00% 0 0.00% 0 0.00% 100.00%12

Totals for Cslos

11Page 7 ofMarch 02, 2016 4:49 PM


ECON141: Global Economics

ECON141 SLO1 - Demonstrate their ability to identify and analyze the benefits and costs associated with free trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 11 78.57% 2 14.29% 1 7.14% 100.00%14

Totals 11 78.57% 2 14.29% 1 7.14% 100.00%14

ECON141 SLO2 - Demonstrate their ability to distinguish between the mechanisms for limiting trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 11 78.57% 2 14.29% 1 7.14% 100.00%14

Totals 11 78.57% 2 14.29% 1 7.14% 100.00%14

ECON141 SLO3 - Demonstrate their ability to identify and analyze factors in the global economy that affects men and women differently.


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 11 78.57% 2 14.29% 1 7.14% 100.00%14

Totals 11 78.57% 2 14.29% 1 7.14% 100.00%14


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 33 78.57% 6 14.29% 3 7.14% 100.00%42

Totals 33 78.57% 6 14.29% 3 7.14% 100.00%42

Totals for Cslos

11Page 8 ofMarch 02, 2016 4:49 PM


FCS130: Consumer and Family Finance

FCS130 SLO1 - Identify and differentiate the main components of wise money management.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 0 0.00% 2 100.00% 0 0.00% 100.00%2

Totals 0 0.00% 2 100.00% 0 0.00% 100.00%2

FCS130 SLO2 - Differentiate the characteristics of different investment medium.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 0 0.00% 2 100.00% 0 0.00% 100.00%2

Totals 0 0.00% 2 100.00% 0 0.00% 100.00%2

FCS130 SLO3 - Assess opportunity costs associated with financial decisions.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 0 0.00% 2 100.00% 0 0.00% 100.00%2

Totals 0 0.00% 2 100.00% 0 0.00% 100.00%2


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 0 0.00% 6 100.00% 0 0.00% 100.00%6

Totals 0 0.00% 6 100.00% 0 0.00% 100.00%6

Totals for Cslos

11Page 9 ofMarch 02, 2016 4:49 PM


GBST141: Global Economics

GBST141 SLO1 - Demonstrate their ability to identify and analyze the benefits and costs associated with free trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 2 28.57% 3 42.86% 2 28.57% 100.00%7

Totals 2 28.57% 3 42.86% 2 28.57% 100.00%7

GBST141 SLO2 - Demonstrate their ability to distinguish between the mechanisms for limiting trade.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 2 28.57% 3 42.86% 2 28.57% 100.00%7

Totals 2 28.57% 3 42.86% 2 28.57% 100.00%7

GBST141 SLO3 - Demonstrate their ability to identify and analyze factors in the global economy that affects men and women differently.Institutional

ExceedsStandards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 2 28.57% 3 42.86% 2 28.57% 100.00%7

Totals 2 28.57% 3 42.86% 2 28.57% 100.00%7


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 0 0.00% 0 0.00% 0 0.00% 0.00%0

Spring 2015 6 28.57% 9 42.86% 6 28.57% 100.00%21

Totals 6 28.57% 9 42.86% 6 28.57% 100.00%21

Totals for Cslos

11Page 10 ofMarch 02, 2016 4:49 PM


Report Totals:


Standards

InstitutionalMeets

Standards

InstitutionalBelow

StandardsTotal

Fall 2015 102 69.39% 30 20.41% 15 10.20% 147 100.00%

Spring 2015 165 60.66% 83 30.51% 24 8.82% 272 100.00%

Totals 267 63.72% 113 26.97% 39 9.31% 419 100.00%

11Page 11 ofMarch 02, 2016 4:49 PM

Credit Course Retention/Success Rate Summary Report‐Parameter Selection Area

COLLEGEWIDE SEARCH Allan Hancock FALL 2015 2204 All (Dist Ed & Non‐Dist Ed

Credit Course Retention/Success Rate Summary Report – Data & Format Area Enrollment Count Retention count Success Count Retention Rates Success Rates

Allan Hancock Total 404 337 272 83.42% 67.33%

Delayed Interaction (Internet Based)

232 189 145 81.47% 62.50%

Non Distance Education Methods

172 148 127 86.05% 73.84%


COLLEGEWIDE SEARCH Allan Hancock SPRING 2015 2204 All (Dist Ed & Non‐Dist Ed


Allan Hancock Total 447 365 304 81.66% 68.01%


278 212 170 76.26% 61.15%


169 153 134 90.53% 79.29%


STATEWIDE SEARCH Allan Hancock FALL 2015 2204 All (Dist Ed & Non‐Dist Ed



11,829 9,802 7,781 82.86% 65.78%


36,785 32,129 25,941 87.34% 70.52%


STATEWIDE SEARCH Allan Hancock SPRING 2015 2204 All (Dist Ed & Non‐Dist Ed



10,968 8,907 7,094 81.21% 64.68%


36,709 31,892 26,166 86.88% 71.28%

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