Cypress Collegenews.cypresscollege.edu/Documents/ir/institutional... · 2019-06-12 · January 2019 Cypress College Prepared by the Office of Institutional Research and Planning E

January 2019Cypress College

Prepared by the Office of Institutional Research and Planning

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Cypress College

Institutional Effectiveness Report

2017-2018

IER Cover 2017-2018 [1].indd 1 1/7/19 11:22 AM

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Table of Contents President’s Message ................................................................................................................ 4

Introduction .............................................................................................................................. 5

Chapter One: Student Success Scorecard ............................................................................ 6

Remedial/ESL (Basic Skills) Progress Rate ............................................................................ 7

Transfer Level Achievement ................................................................................................... 8

Persistence ............................................................................................................................ 9

30 Unit Completion ................................................................................................................10

Degree & Transfer Completion ..............................................................................................11

Career Technical Education (CTE) ........................................................................................12

Skills Builders ........................................................................................................................13

Chapter Two: Demographics .................................................................................................15

Student Demographics ..........................................................................................................15

Faculty and Staff Demographics ............................................................................................20

Chapter Three: Measures of Institutional Effectiveness ......................................................22

Success and Retention ..........................................................................................................22

Awards: Degrees and Certificates .........................................................................................24

Degrees Awarded ..............................................................................................................26

Certificates Awarded ..........................................................................................................28

Transfer .................................................................................................................................30

Full-Time Equivalent Students (FTES)...................................................................................31

Weekly Student Contact Hours (WSCH) per Full Time Equivalent Faculty (FTEF) ................32

Chapter Four: Program Review..............................................................................................33

Anthropology .........................................................................................................................34

Biology ..................................................................................................................................35

ESL .......................................................................................................................................36

English ..................................................................................................................................37

English/Reading ...................................................................................................................39

Ethnic Studies .......................................................................................................................40

Foreign Languages................................................................................................................41

History ...................................................................................................................................42

Library ...................................................................................................................................43

Music .....................................................................................................................................44

Philosophy & Religious Studies .............................................................................................45

Physical Science ...................................................................................................................46

Chapter Five: Strategic Planning ...........................................................................................47

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Chapter Six: Tableau Dashboards .........................................................................................48

5-Year Trend & Unmet Demand Dashboard ..........................................................................48

Dual Enrollment Dashboard ...................................................................................................50

Guided Pathways Dashboard ................................................................................................51

Chapter Seven: Guided Pathways .........................................................................................52

Background ...........................................................................................................................52

College-wide Guided Pathways Research .............................................................................52

Conclusion ..............................................................................................................................55

Figures Figure 1. Fall enrollment trend at census from 2009 to 2018 .....................................................15

Figure 2. Proportion of students by gender ...............................................................................15

Figure 3. Proportion of students by ethnicity .............................................................................16

Figure 4. Proportion of students by age ....................................................................................16

Figure 5. Proportion of students by unit load .............................................................................17

Figure 6. Proportion of students by educational goal .................................................................18

Figure 7. Employees by Classification: California, NOCCCD, and Cypress College ..................20

Figure 8. Fall success and retention ..........................................................................................22

Figure 9. Spring success and retention .....................................................................................22

Figure 10. Spring 2018 success rates by division ......................................................................23

Figure 11. Spring 2018 retention rates by division .....................................................................23

Figure 12. Fall 2017 success rates by method of instruction .....................................................24

Figure 13. Spring 2018 success rates by method of instruction .................................................24

Figure 14. Degrees and certificates awarded by academic year ...............................................25

Figure 15. Transfer volume, 2013-14 through 2017-18 .............................................................30

Figure 16. Trends in resident FTES ..........................................................................................31

Figure 17. Trends in WSCH per FTEF, 2013-14 through 2017-18.............................................32

Figure 18. Time to degree for all degrees awarded, 2013-14 through 2017-18 .........................52

Figure 19. Units to degree completion by degree pathway, 2013-14 through 2017-18 ..............53

Figure 20. Extra tuition cost per student from excess units attempted .......................................53

Figure 21. Percentage of degree seekers who earned a degree ...............................................54

Figure 22. Pathway of completion oriented students to completion outcomes within six years ..54

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Tables Table 1. Basic Skills Progress Rate: Disaggregated by Gender, Age, and Ethnicity ................... 7

Table 2. Transfer Level Achievement: Disaggregated by Gender, Age, and Ethnicity ................ 8

Table 3. Persistence Rates: Disaggregated by Gender, Age, and Ethnicity ............................... 9

Table 4. 30 Unit Completion Rates: Disaggregated by Gender, Age, and Ethnicity ...................10

Table 5. Degree & Transfer Completion Rates: Disaggregated by Gender, Age, and Ethnicity .11

Table 6. CTE Progress Rate: Disaggregated by Gender, Age, and Ethnicity ............................12

Table 7. CTE Skills Builders: Median Percentage Wage Change by Program ..........................13

Table 8. CTE Skills Builders: Disaggregated by Gender, Age, and Ethnicity .............................14

Table 9. Educational Background of Parents ............................................................................17

Table 10. Top 10 Feeder High Schools for Directly Matriculating First-Time Students ..............18

Table 11. Top 10 Zip Codes of Residence for all Cypress College Students .............................19

Table 12. English Placements of Directly Matriculating First-Time Students .............................19

Table 13. Math Placements of Directly Matriculating First-Time Students .................................20

Table 14. Cypress College Employees by Gender, Fall 2017 ....................................................21

Table 15. Cypress College Employees by Ethnicity, Fall 2017 ..................................................21

Table 16. Cypress College Employees by Age, Fall 2017 .........................................................21

Table 17. Awards Earned, 2013-14 to 2017-18: Disaggregated by Demographics ....................25

Table 18. Degrees Earned, 2013-14 through 2017-18 ..............................................................26

Table 19. Degrees Earned, 2013-14 to 2017-18: Disaggregated by Demographics ..................27

Table 20. Certificates Earned, 2013-14 through 2017-18 ..........................................................28

Table 21. Certificates Earned, 2013-14 to 2017-18: Disaggregated by Demographics ..............29

Table 22. Division trends in Resident FTES, 2015-16 through 2017-18 ....................................31

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President’s Message Cypress College’s achievements during the 2017-2018 academic year accurately reflect our mission, core values, and commitment to the success of our students. We are focused on ensuring that Cypress College will continue as the premier college of choice for all of the students who attend. In addition to being named the #1 community college in California by Niche, Inc. in 2018, we are proud that our college has initiated multiple environmentally-friendly projects, an innovative strategic plan, was nationally and regionally acknowledged for our outstanding instructional and vocational programs. Students are taking note of our successes: our enrollment outside of our feeder cities continues to increase and students from nearby Cerritos and Norwalk are choosing to attend Cypress College at a higher rate. In addition, our dual enrollment programs have nearly tripled in the last year, in no small part because of our high touch, and guided pathway approach to our course offerings for current high school students. The College’s commitment to using a multiple measures placement approach for English and math courses, has resulted in first-time students being placed into transfer-level English (ENGL 100) at record levels. In addition, Cypress is one of three pilot colleges in California to begin implementation of a new academic mapping tool designed to help students make more informed choices about their academic goals. At Cypress College, we are all about students, and in support of that commitment, we have integrated our Student Success and Support Program (SSSP) resources, our Student Equity funds, and our Basic Skills funding in order to leverage our resources and ensure the maximum opportunity for success for our students. The College’s commitment to equity is demonstrated in our expanded professional development programs, which focus on diversity, equity, and inclusion training for all staff and faculty; we are seeing positive results in addressing the needs of our students of color through our powerful Puente and Legacy programs. In the past few years male students of color and Hispanic students of both genders are earning a higher percentage of degree and certificate awards annually. More and more students are earning certificates now that the IGETC certificate has been institutionalized. This new certificate has resulted in a nearly 50% increase in the amount of certificates awarded from 2015-16 to 2017-18. This is a major win for students and their ability to get a job or transfer more efficiently. The signature event of the College every year is our graduation ceremony. In May of 2018, a record-breaking 670 graduates walked across our commencement stage representing our 2018 graduating class. We awarded a historic 1,387 associate degrees and 1,105 certificates to 1,674 students. Of the associate degrees, we awarded 626 Associate Degrees for Transfer (AD-Ts) which transfer directly to a CSU campus. Our Mortuary Science program also saw its first graduating class receive our new Bachelor of Science in Funeral Services after being approved by the California Community Colleges Board of Governors in January of 2015 as part of the initial California Community College Baccalaureate Pilot Program, allowing Cypress College to offer upper division curriculum in support of our career and technical programs. The work of the College is the product of many people. To all who contribute to our work, I want to express my sincere gratitude. The success we have experienced at the College is a direct outgrowth of a team effort. Cypress College is poised to be an important contributor to the educational lives of countless students in the years to come. It is our honor to play a role in the economic and academic future of so many worthy students. JoAnna Schilling, Ph.D. – President

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Introduction

After celebrating the Cypress College’s 50th anniversary in 2016-17, the 2017-18 academic year was one that was focused on bringing together the campus community to plan for the future. This academic year marked the first year of implementation for the 2017-20 Strategic Plan with strategic directions, goals, and objectives focused on student success, organizational effectiveness, and building strong community connections. Additionally, the College submitted the 2017-19 Integrated Plan in January 2018 which integrated planning efforts for the Basic Skills Initiative, Student Equity, and the Student Success and Support Program. In addition to spending the year busy with planning efforts, the college had the ACCJC accreditation site visit in October 2018. As a result, Cypress College’s accreditation was reaffirmed for 18 months and a follow up report is due in March 2019. The College received a total of nine commendations related to research, student services, technology, and special programs. In contrast, the College also received one recommendation for compliance, related to a full review of student learning outcomes (SLOs), and four recommendations for improvement related to SLOs, resource allocation, and disseminating shared governance information. As in previous years, the college established institution set standards (ISS) for award completion, transfer volume, and course success rates alongside programmatic standards for licensure exam pass rates and employment. In 2017-18, the college did not meet the standard for successful course completion; however, success rates did increase compared to the prior academic year. Additionally, ISS for degree and certificate completion were exceeded. The 2017-18 academic year marked the first year of implementation for Cypress College 2017-20 strategic plan. As a result, the campus made substantial progress towards the meeting of goals and objectives related to student success while making moderate progress towards organizational effectiveness and strong community connections. The most major improvement was with regard to collaboration with K-12 schools with the expansion of the dual enrollment program serving 176 students in 2016-17 to 811 students in 2017-18, indicating an increase of 361%. Additional areas with substantial improvements included the achievement of student success milestones, dedicating the campus community to student success, and enhancing professional development. The $100,000 Strategic Plan and ISS Fund continued to encourage proposals that would not only help with achieving the strategic plan goals and objectives but also the ISS. The annual Institutional Effectiveness Report (IER) is now in its 13th year of publication. Hyperlinks continue to be included within the electronic version of this report to refer to specific reports or websites as necessary. For the 2017-18 report, the IER has been restructured. The first chapter presents Student Success Scorecard data, followed by a chapter on demographics, and a chapter on institutional effectiveness. The following chapters display information on planning efforts related to program review and strategic planning. Two new chapters were added to the IER this year related to the establishment and use of Tableau dashboards alongside a chapter on guided pathways data efforts.

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Chapter One: Student Success Scorecard Beginning in 2012-13, the California Community College’s Chancellor’s Office (CCCCO) introduced the Scorecard for Institutional Effectiveness. In order to benchmark the performance of Cypress College with its peers, the Scorecard data continues to be presented. The Scorecard presents data in two formats: a one-year synopsis and a five-year trend. A statewide advisory group developed the Scorecard parameters. The group came up with a four-tiered accountability framework, where each level targets a different audience or user:

The first level provides a report on the State of the System, a high level overview for legislators and policy makers that summarizes a number of system level aggregations of data and annual performance.

The Scorecard itself is the second level and measures progress and completion at each college for various groups of student demographics, including those with different levels of college preparation and demographics. This will be the core of the framework and part of the report that focuses on the performance of each college and incorporates many of the recommendations from the Student Success Task Force, such as providing metrics pertaining to momentum points and disaggregation of data.

The third level is the ability to drill down further into the scorecard metrics through the existing online query tool, Datamart.

The fourth, and most detailed level, provides for the ability of researchers to download the datasets (Data-on-Demand) pertaining to each metric for their particular college.

The metrics focus on three primary areas: math and English/ESL metrics, completion metrics, and CTE metrics. Math and English/ESL metrics include the basic skills progress rate as well as the one and two-year transfer level achievement rates in English and math. Completion metrics include persistence, 30 unit completion, and degree/transfer completion. CTE metrics include CTE completion rates and the skills builder metric. Students in most the cohorts presented within the Scorecard were tracked for six years, from 2011-12 through 2016-17. Within each parameter of the Scorecard, with the exception of basic skills, transfer level, and CTE outcomes, the data are disaggregated into three clusters: performance of those who were prepared for college, performance of those unprepared for college, and overall performance. Prepared students are defined as those first-time students that did not enroll in basic skills English or math courses, while unprepared students began one of their course sequences in basic skills. In the case of remedial education, the data are divided into Math, English, and English as a Second Language (ESL). Although some faculty members argue that ESL is not a part of basic skills education, the statewide Scorecard recognizes the ESL data as a part of basic skills. The 2018 Student Success Scorecard marks the last year that these metrics will be used statewide as a benchmarking tool and tool for comparison. The Simplified Metrics initiative from the CCCCO will be in place for 2019, and additional data will be presented in future Institutional Effectiveness Reports disaggregated by demographic indicators.

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Remedial/ESL (Basic Skills) Progress Rate The remedial or basic skills progress rate refers to the percentage of credit students who first enrolled in English, ESL, or math course that was below transfer level during the 2011-12 school year and who went on to successfully complete a college level course in the same discipline, within six years. Overall, the college-wide progress rates for English, ESL, and math exceeded the statewide rates (see Table 1). Some gaps emerged when comparing students by ethnicity for sub-groups with less than 10 students.

Table 1. Basic Skills Progress Rate: Disaggregated by Gender, Age, and Ethnicity

Cohort Tracked for Six Years From 2011-12 Through 2016-17

English ESL Math

Cyp

ress

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n =

1,3

58

Sta

tew

ide

N

= 1

57,5

79

Cyp

ress

Co

lleg

e

n =

154

Sta

tew

ide

N

= 2

7,0

76

Cyp

ress

Co

lleg

e

n =

1,6

64

Sta

tew

ide

N =

158,6

78

Cohort 71.8% 48.7% 59.1% 33.4% 46.8% 36.5%

Gender

Female 74.4% 51.7% 59.6% 34.7% 48.7% 38.7%

Male 68.5% 45.4% 56.5% 31.6% 44.9% 33.7%

Age

Under 20 years old 79.2% 54.9% 64.7% 52.6% 51.0% 40.4%

20 to 24 years old 63.6% 40.8% 76.7% 44.6% 42.2% 32.7%

25 to 39 years old 54.2% 40.5% 55.8% 26.9% 41.7% 34.4%

40 or more years old 55.8% 35.7% 35.3% 17.0% 34.6% 29.3%

Ethnicity

African-American 62.0% 32.3% 75.0%* 28.0% 33.7% 22.1%

American Indian/Alaskan Native 33.3%* 34.4% N/A 33.3% 25.0%* 27.6%

Asian 77.5% 64.2% 65.4% 41.7% 52.9% 48.6%

Filipino 77.1% 60.2% 20.0%* 33.9% 52.1% 45.1%

Hispanic 72.3% 47.6% 64.7% 26.1% 46.9% 35.6%

Pacific Islander 81.3% 39.2% 0.0%* 20.8% 41.7% 20.8%

White 69.7% 52.2% 50.0% 32.2% 45.6% 32.2%

*cohort fewer than 10 students; Green = Cypress above statewide average; Black = Cypress within one percentage point of statewide average; Red = Cypress below statewide average

Source: California Community Colleges Chancellor’s Office Student Success Scorecard

8

Transfer Level Achievement The Scorecard defines transfer level achievement as the percent of first-time students in 2014-15 who completed six units and attempted any math or English course in their first year who went on to complete a transfer-level course in Math or English in their first or second year. Cypress College was below the statewide average for one-year transfer level English completion for most sub-groups, while the college surpassed statewide averages for almost all sub-groups for two-year English transfer level achievement. Rates for transfer level math achievement were slightly lower than statewide averages, overall (see Table 2). Table 2. Transfer Level Achievement: Disaggregated by Gender, Age, and Ethnicity

Cohort Tracked From 2015-16 Through 2016-17

English Math

1-year 2-year 1-year 2-year

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n =

1,8

50

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28

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28

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Cohort 36.6% 41.2% 62.1% 59.3% 17.5% 18.4% 28.8% 30.4%

Gender

Female 35.4% 42.6% 61.5% 61.7% 15.4% 16.8% 26.4% 29.0%

Male 38.3% 39.7% 62.6% 56.8% 20.6% 20.1% 32.3% 32.0%

Age

Under 20 years old 38.7% 43.8% 64.3% 61.9% 18.7% 20.1% 30.3% 32.7%

20 to 24 years old 29.1% 29.0% 51.9% 46.6% 9.5% 11.1% 18.5% 21.0%

25 to 39 years old 14.5% 28.0% 46.1% 48.0% 13.2% 8.0% 26.3% 17.8%

40 or more years old 16.7% 22.8% 33.3% 37.5% 8.3% 4.1% 8.3% 10.2%

Ethnicity

African-American 20.0% 27.4% 50.0% 45.6% 8.0% 9.1% 16.0% 17.9%

American Indian/Alaskan Native 25.0%* 34.5% 75.0%* 50.7% 50.0%* 10.6% 75.0%* 19.6%

Asian 42.5% 45.3% 68.1% 66.5% 40.6% 42.3% 60.6% 58.5%

Filipino 41.5% 47.5% 65.2% 68.4% 22.2% 27.3% 40.0% 42.7%

Hispanic 32.0% 36.2% 57.6% 54.8% 9.6% 12.2% 17.5% 22.7%

Pacific Islander 50.0%* 29.5% 100.0%* 50.7% 16.7%* 9.2% 50.0%* 20.4%

White 44.3% 51.8% 70.7% 67.5% 16.3% 22.4% 26.0% 36.4%

Source: California Community Colleges Chancellor’s Office Student Success Scorecard *cohort fewer than 10 students; Green = Cypress above statewide average; Black = Cypress within one percentage point of statewide average; Red = Cypress below statewide average

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Persistence The Scorecard defines persistence as the percentage of first-time students who earned a minimum of 6 units and attempted any mathematics or English course within their first three years of enrollment and went on to achieve the persistence momentum point:

Enroll in the first three consecutive terms at any college in the California community college system

Overall, Cypress College students displayed higher persistence rates compared to students, statewide (see Table 3). Table 3. Persistence Rates: Disaggregated by Gender, Age, and Ethnicity


Prepared Unprepared Overall

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465

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39

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58

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= 1

42,5

38

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23

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N =

188,5

97

Cohort 88.6% 79.4% 84.9% 75.6% 85.7% 76.5%

Gender

Female 89.5% 79.8% 84.6% 76.1% 85.6% 77.0%

Male 88.0% 79.0% 85.7% 75.0% 86.2% 76.0%

Age

Under 20 years old 88.3% 80.3% 86.2% 76.8% 86.7% 77.8%

20 to 24 years old 95.7% 72.1% 75.3% 67.8% 79.9% 68.5%

25 to 39 years old 72.7% 72.7% 81.0% 72.2% 79.7% 72.2%

40 or more years old 87.5%* 73.3% 81.1% 79.0% 82.2% 78.3%

Ethnicity

African-American 100.0%* 74.5% 82.5% 71.5% 83.6% 71.8%

American Indian/Alaskan Native N/A 68.7% 66.7%* 68.6% 66.7%* 68.6%

Asian 92.5% 80.0% 91.3% 83.3% 91.8% 82.2%

Filipino 81.8% 83.3% 92.1% 78.5% 89.3% 79.8%

Hispanic 85.4% 79.3% 82.9% 75.0% 83.2% 75.7%

Pacific Islander 100.0%* 67.7% 83.3% 68.0% 84.6% 67.9%

White 90.0% 79.7% 84.2% 75.3% 85.7% 76.8%



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30 Unit Completion The 30 Unit Completion metric refers to the percentage of first-time students who earned at least six units at a California Community College, attempted any math and English course within their first three years of enrollment, and went on to earn at least 30 units in the California Community College system. Overall, Cypress College students displayed higher rates of 30 unit completion compared to students statewide. However, students aged 25 or older did have slightly lower 30 unit completion rates compared to students, statewide (see Table 4). Table 4. 30 Unit Completion Rates: Disaggregated by Gender, Age, and Ethnicity



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58

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= 1

42,3

58

Cyp

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2,1

23

Sta

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N =

188,5

97

Cohort 83.0% 76.5% 74.4% 67.4% 76.3% 69.6%

Gender

Female 82.9% 77.8% 75.1% 69.4% 76.7% 71.3%

Male 83.3% 75.3% 73.4% 65.1% 75.8% 67.8%

Age

Under 20 years old 84.0% 78.2% 77.4% 69.4% 78.8% 71.8%

20 to 24 years old 80.4% 64.5% 57.6% 57.2% 62.7% 58.4%

25 to 39 years old 63.6% 63.2% 58.7% 61.6% 59.5% 61.9%

40 or more years old 75.0%* 59.3% 62.2% 65.6% 64.4% 64.9%

Ethnicity



Asian 87.3% 78.9% 81.6% 79.6% 83.9% 79.3%

Filipino 84.8% 83.2% 78.7% 73.6% 80.3% 76.1%

Hispanic 77.1% 75.4% 72.4% 65.8% 72.9% 67.4%


White 82.7% 76.9% 72.9% 68.9% 75.5% 71.7%



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Degree & Transfer Completion The Scorecard defines completion as the percentage of first-time students who earned a minimum of 6 units, attempted any mathematics or English course within three years, and achieved one of three outcomes within six years of entry to a California community college:

Earned an associate degree or Chancellor’s Office approved certificate

Transferred to a four-year institution

Achieved “transfer prepared” status by successfully completing 60 UC/CSU transferable units with a GPA >= 2.0

Overall, Cypress College completion rates were slightly higher than the statewide rates; however, some differences did emerge when comparing students by preparation status, age, and ethnicity. More specifically, nearly all groups of prepared students by ethnicity at Cypress College displayed lower degree and transfer completion rates, compared to students statewide. Additionally, unprepared Cypress College students aged 20 or older also displayed lower degree and transfer completion rates, compared to students statewide (see Table 5). Table 5. Degree & Transfer Completion Rates: Disaggregated by Gender, Age, and Ethnicity



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n =

465

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= 4

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58

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= 1

42,3

58

Cyp

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n =

2,1

23

Sta

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N =

188,5

97

Cohort 72.3% 70.4% 44.4% 41.0% 50.5% 48.2%

Gender

Female 74.1% 73.9% 46.9% 43.0% 52.3% 50.0%

Male 70.8% 67.1% 40.9% 38.8% 48.3% 46.3%

Age

Under 20 years old 73.5% 72.5% 47.4% 43.5% 53.2% 51.2%

20 to 24 years old 73.9% 56.6% 27.2% 32.0% 37.7% 36.2%

25 to 39 years old 36.4% 51.4% 31.7% 32.7% 32.4% 35.2%

40 or more years old 50.0%* 48.4% 27.0% 30.4% 31.1% 32.3%

Ethnicity



Asian 79.1% 81.2% 63.8% 57.0% 70.0% 65.2%

Filipino 72.7% 76.9% 53.9% 59.4% 59.0% 56.5%

Hispanic 62.5% 64.3% 37.7% 37.0% 40.6% 41.6%


White 70.9% 71.5% 46.2% 44.4% 52.8% 53.9%



12

Career Technical Education (CTE) CTE data within the Scorecard is divided into two areas: completers and skills builders. CTE completion is defined as the percentage of students who completed more than eight units in a single CTE discipline for the first time in 2011-12 and went on to complete a degree, certificate, apprenticeship, or transfer-related outcome:

Earned any AA/AS or credit Certificate (Chancellor’s Office approved)

Transferred to a four-year institution (students shown to have enrolled at any four-year higher education institution after enrolling at a California community college)

Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA > = 2.0).

All sub-groups of students examined at Cypress College displayed higher CTE completion rates compared to CTE students, statewide (see Table 6). Table 6. CTE Progress Rate: Disaggregated by Gender, Age, and Ethnicity


Cyp

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Co

lleg

e

n =

1,3

13

Sta

tew

ide

N =

124,6

91

Cohort 60.9% 55.1%

Gender

Female 68.7% 58.6%

Male 52.7% 52.0%

Age

Under 20 years old 68.2% 66.8%

20 to 24 years old 64.0% 57.9%

25 to 39 years old 52.9% 46.6%

40 or more years old 47.5% 42.6%

Ethnicity

African-American 55.6% 47.0%

American Indian/Alaskan Native 100.0%* 52.0%

Asian 71.0% 61.9%

Filipino 71.4% 62.6%

Hispanic 57.0% 54.6%

Pacific Islander 77.8%* 55.6%

White 57.2% 54.5%



13

Skills Builders The term “Skills Builders” refers to students who completed higher level CTE coursework in 2014-15 and left the system without failing any CTE coursework or receiving a traditional outcome including transfer, degree completion, or certificate completion. CTE Skills Builders from Cypress College displayed a median percentage change in wages greater than all students statewide (see Tables 7 - 8). The greatest changes were observed with regard to the commercial music, automotive technology, and human services areas. Table 7. CTE Skills Builders: Median Percentage Wage Change by Program

Cohort tracked from 2014-15 N = 690

Median % Change in

Wages

Total Students

Overall 37.4% 690

Program

Accounting 34.1% 65

Applied Photography 38.6% 43

Automotive Technology 61.0% 36

Commercial Music 81.4% 29

Computer Information Systems 48.1% 85

Computer Programming 14.0% 28

Health Occupations, General 41.6% 88

Human Services 54.9% 50

Management Development and Supervision 30.7% 31

Radiologic Technology 19.6% 32

*cohort fewer than 10 students Source: California Community Colleges Chancellor’s Office Student Success Scorecard

14

Overall, Cypress College students displayed a median percentage change in wages greater than all students statewide. However, students aged 24 and younger displayed a lower percentage of changes in wages compared to all other students, statewide. Rates for all other groups were comparable or higher than the statewide average (see Table 8). Table 8. CTE Skills Builders: Disaggregated by Gender, Age, and Ethnicity

Cohort tracked from 2014-15

Cyp

ress

Co

lleg

e

n =

690

Sta

tew

ide

N =

84,7

68

Cohort 37.4% 28.2%

Gender

Female 30.8% 29.2%

Male 44.4% 27.7%

Age

Under 20 years old 118.7% 170.2%

20 to 24 years old 56.0% 77.4%

25 to 39 years old 27.6% 25.0%

40 or more years old 11.3% 11.9%

Ethnicity

African-American 46.2% 28.3%

American Indian/Alaskan Native 124.1%* 22.2%

Asian 47.8% 31.6%

Filipino 27.8% 28.4%

Hispanic 40.9% 34.4%

Pacific Islander 88.7%* 29.3%

White 31.6% 24.0%

Source: California Community Colleges Chancellor’s Office Student Success Scorecard *cohort fewer than 10 students; Green = Cypress above statewide average; Black = Cypress within one percentage point of statewide average; Red = Cypress below statewide average

15

Chapter Two: Demographics Student Demographics As showcased by Figure 1, Cypress College enrollments for the previous 10 fall semesters indicate a fairly stable trend with approximately between 15,500 and 16,500 students enrolled in each fall term. Fall 2009 marked the college’s highest enrollment by semester. Subsequently, enrollments decreased through 2012; however, enrollments increased by nearly 1,000 students from 2012 to 2015. Fall 2016 and 2017 enrollments marked an additional turning point where enrollment began to decline. However, in 2018, enrollments increased similar to 2014 levels.

Figure 1. Fall enrollment trend at census from 2009 to 2018 Figure 2 showcases the distribution of the student population by gender and semester at Cypress College. Historically, female students at the college have outnumbered male students; this has continued as a steady trend through the previous five fall semesters. Approximately 1% of students did not report their gender in Fall 2018.

Figure 2. Proportion of students by gender

16,670 16,44415,889 15,541

16,129 16,071 16,532 16,214 15,924 16,045

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

55% 54% 54% 55% 56%

45% 44% 44% 44% 43%

0%

20%

40%

60%

80%

100%

Fall 14 Fall 15 Fall 16 Fall 17 Fall 18

Female Male

16

Figure 3 showcases enrollment trends for the previous fall terms, disaggregated by ethnicity. Slight changes have been observed when examining trends in ethnicity. More specifically, the amount of Hispanic students at Cypress College has increased by three percentage points over the five-year period. This mirrors the decline in the percentage of white students enrolled by five percentage points. The percentages of all other ethnicities have remained consistent.

Figure 3. Proportion of students by ethnicity The figure below outlines the proportion of Cypress College students by age for the five most recent fall terms. Overall, students did not display much variation for the five terms examined until Fall 2018. In Fall 2018, with the expansion of the dual enrollment program, the percentage of students aged 19 or less increased, mirrored by a decline in the percentage of students aged 20 through 24 who enrolled at the college. Cypress College students’ average age in Fall 2018 was 24 (see Figure 4).

Figure 4. Proportion of students by age

46%48% 48%

50% 49%

21% 20%

18% 17% 16%

19%19%

20% 19% 20%

7%7% 7% 7% 8%5%

5% 5% 5% 5%2% 1% 2% 2% 2%

0%

10%

20%

30%

40%

50%


Hispanic White Asian / Pacific Islander

Filipino African American Other

28% 28% 28% 28%32%

42% 42% 42% 41%38%

23%23% 24%

25% 24%

7% 6% 7% 6% 6%

0%

10%

20%

30%

40%

50%


19 or less 20 - 24 25 - 39 40+

17

The percentage of first generation students at Cypress College has historically been near 45% (see Table 9). In Fall 2018, the percentage of first-generation students enrolled was consistent with the historical trend at 45.3%. Thus, the percentage of first-generation students at Cypress College has remained consistently near half. Table 9. Educational Background of Parents

Fall 2016 Fall 2017 Fall 2018

n % n % n %

No High School Diploma1 2,946 18.2% 2,811 17.7% 2,873 17.9%

High School Diploma1 4,637 28.6% 4,434 27.9% 4,400 27.4%

Some College/No Degree 3,574 22.1% 3,470 21.8% 3,398 21.2%

Associate Degree 1,349 8.3% 1,278 8.0% 1,256 7.8%

Bachelor’s Degree 2,497 15.4% 2,571 16.2% 2,649 16.5%

Graduate Degree 1,015 6.3% 955 6.0% 1,124 7.0%

Not Reported 189 1.2% 377 2.4% 342 2.1%

Total 16,207 100.0% 15,896 100.0% 16,042 100.0%

*Note. 1refers to first-time students

Figure 5 below represents students’ unit load for the most recent five fall terms. The percentage of students enrolling full-time has increased by two percentage points. In contrast, the percentage of students enrolled less than full time has remained fairly stable.

Figure 5. Proportion of students by unit load Figure 6 on the following page represents students’ self-reported educational goals at their time of admission. In Fall 2018, over half of all students reported that they aimed to complete an associate degree and transfer to a 4-year college. Students less frequently aimed to transfer only, obtain an associate degree only, or have a different educational goal related to personal or career enrichment and advancement.

38%36% 36% 37% 38%

30% 31% 31% 30% 29%

32% 33% 33% 34% 34%

0%

10%

20%

30%

40%

50%


Less than 7 7 to 11.5 12 or more

18

Figure 6. Proportion of students by educational goal

The Cypress College service area includes eight primary cities: Anaheim, Buena Park, Cypress, Garden Grove, La Palma, Los Alamitos, Rossmoor/Seal Beach, and Stanton. A large amount of students come from outside of the primary service area from additional cities within Los Angeles County, Orange County, and beyond. The table below illustrates the top 10 feeder high schools and the number of directly matriculating students at Cypress College in Fall 2017 and 2018. Kennedy High School remained the top feeder high school for Fall 2018. Of the top 10 feeder high schools, 90% are within the college’s service area (see Table 10). These trends related to increased students were expected based upon the establishment of the Anaheim Pledge. Table 10. Top 10 Feeder High Schools for Directly Matriculating First-Time Students

High School Name Fall 2017 Fall 2018 % Change

Kennedy (John F.) High1 127 181 42.5%

Western High1 105 150 42.9%

Cypress High1 101 145 43.6%

Savanna High1 50 89 78.0%

Magnolia High1 45 76 68.9%

Los Alamitos High1 64 75 17.2%

Cerritos High 56 68 21.4%

Pacifica High1 38 58 52.6%

Katella High1 24 57 137.5%

Garden Grove High1 17 51 200.0%

Note. A 1 symbol next to a high school denotes that the high school is within the service area

When further examining data for all Cypress College students in Fall 2018, students’ zip codes were compiled to determine the top zip codes of Cypress College students. Of the top 10 zip codes in which students most commonly resided in, 70% were from feeder cities, while an additional 30% of the top 10 zip codes were from cities outside of the service area. Zip codes outside of the service area were within Norwalk, Cerritos, and La Mirada (see Table 11 on the following page).

50% 51% 52% 52% 51%

11% 10% 10% 10% 10%

16% 17% 16% 16% 15%

24% 22% 22% 23% 25%

0%

10%

20%

30%

40%

50%

60%


Associate Degree and Transfer Associate Degree Only

Transfer Only Other

https://www.nocccd.edu/anaheim-pledge

19

Table 11. Top 10 Zip Codes of Residence for all Cypress College Students

Zip Code and City Fall 2013 Fall 2018 Fall 2013 to Fall 2018

n % n % # Change % Change

92804 1 Anaheim 1,550 9.6% 1,750 10.9% 200 12.9%

90630 1 Cypress 1,263 7.8% 1,243 7.7% -20 -1.6%

90620 1 Buena Park 1,186 7.4% 1,181 7.4% -5 -0.4%

92801 1 Anaheim 706 4.4% 834 5.2% 128 18.1%

90680 1 Stanton 500 3.1% 555 3.5% 55 11.0%

90650 Norwalk 466 2.9% 501 3.1% 35 7.5%

92805 1 Anaheim 341 2.1% 449 2.8% 108 31.7%

90703 Cerritos 485 3.0% 445 2.8% -40 -8.2%

90621 1 Buena Park 439 2.7% 405 2.5% -34 -7.7%

90638 La Mirada 451 2.8% 384 2.4% -67 -14.9%

Note. A 1 symbol next to a zip code denotes that the zip code is within the service area

In Fall 2016, the college became part of the Multiple Measures Assessment Project (MMAP) pilot. As part of MMAP, Cypress College began utilizing the statewide model to help more accurately and successfully place students in mathematics and English. The statewide model recommends using disjunctive placement, where a student receives the higher of the two placements suggested by high school data and a placement test. Data on these students were submitted to Cal-PASS Plus to obtain a match with high school data and recommended placements for English and math. In Fall 2018, these efforts were expanded to all incoming students. Due to the adoption of multiple measures, placement trends have changed over time. The largest change emerged when comparing placements prior to Fall 2017 with the more recent semesters, due to the expansion of the multiple measures. In Fall 2018, nearly half of the incoming directly matriculating students were placed into transfer-level English. These trends were similar to those established in Fall 2017; however, a smaller number of incoming students took the CTEP for Fall 2018. In Fall 2018, 58.2% of incoming students placed into basic skills English including ENGL 057, 058, and 060, similar to Fall 2017 (see Table 12). Table 12. English Placements of Directly Matriculating First-Time Students


n % n % n % n % n %

ENGL 100 244 17.7% 269 19.0% 222 16.7% 597 41.9% 478 41.8%

ENGL 060 395 28.6% 372 26.2% 376 28.2% 357 25.1% 270 23.6%

ENGL 058 528 38.2% 535 37.7% 507 38.0% 349 24.5% 285 24.9%

ENGL 057 175 12.7% 202 14.2% 200 15.0% 104 7.3% 97 8.5%

Refer to Counselor

40 2.9% 40 2.8% 28 2.1% 17 1.2% 14 1.2%

Total 1,382 100.0% 1,418 100.0% 1,333 100.0% 1,424 100.0% 1,144 100.0%

Trends for math placement displayed more subtle changes due to the adoption of multiple measures. The primary difference emerged when comparing MATH 15 placements from Fall 2016 to 2018. Thus, as less students placed into MATH 10 and 15, more placed into MATH 20, college-level math, and MATH 150A. In Fall 2018, 50.1% of incoming students placed into basic

20

skills math (including MATH 10, 15, and 20). This did not change significantly compared to Fall 2017. The number of placements into college-level math and calculus increased by 32.3%, or by 95 students, from Fall 2016 to 2018. Thus, while the trend has not yet drastically changed, a greater number of students are placing into transfer-level math (see Table 13). Table 13. Math Placements of Directly Matriculating First-Time Students


n % n % n % n % n %

MATH 150A 53 4.4% 42 3.2% 39 3.3% 57 4.2% 64 5.2%

MATH 100-142 282 23.3% 256 19.4% 255 21.3% 349 25.8% 325 26.6%

MATH 040 211 17.5% 236 17.9% 198 16.6% 205 15.1% 144 11.8%

MATH 020 114 9.4% 101 7.6% 90 7.5% 246 18.2% 204 16.7%

MATH 015 461 38.2% 565 42.8% 486 40.7% 392 28.9% 327 26.8%

MATH 010 87 7.2% 121 9.2% 127 10.6% 106 7.8% 81 6.6%

Total 1,208 100% 1,321 100% 1,195 100% 1,355 100% 1,221 100%

Faculty and Staff Demographics The following section presents data which compares Cypress College staffing with all California Community Colleges in Fall 2017 (see Figure 7). Cypress College’s employee composition differed slightly from statewide trends. The largest difference between the state and Cypress College was regarding the number of classified employees, where Cypress College employed a lower percentage of classified employees compared to the state. In contrast, Cypress College had the highest percentages of employment for academic tenured and temporary faculty, compared to the State and NOCCCD averages.

Figure 7. Employees by Classification: California, NOCCCD, and Cypress College

Source: California Community Colleges Chancellor’s Office Data Mart

In Fall 2017, the equal distribution of male and female employees at the College was similar across the different employee classifications. The largest difference was among female fulltime faculty whom outnumbered the male full time faculty by approximately 12 percentage points.

2.4%

21.0%

45.5%

31.1%

1.7%

22.9%

49.3%

26.0%

1.3%

24.9%

50.1%

23.8%

0%

10%

20%

30%

40%

50%

60%

Administrators Academic, Tenured Academic, Temporary Classified

California NOCCCD Cypress College

21

Otherwise, employee groups were similar when examining trends by gender (see Table 14 below). Table 14. Cypress College Employees by Gender, Fall 2017

Gender Administrator Classified FT Faculty PT Faculty Overall

n % n % n % n % n %

Female 6 50.0% 111 52.1% 124 55.6% 228 50.8% 469 52.3%

Male 6 50.0% 102 47.9% 99 44.4% 221 49.2% 428 47.7%

Total 12 100.0% 213 100.0% 223 100.0% 449 100.0% 897 100.0%


Focusing the ethnic disaggregation of employees at the college, White employees represented nearly half of all Cypress College employees. Classified staff represented one of the most diverse employee groups, with African American, Asian, and Hispanic employees making up approximately 50% of classified staff. In contrast, administrators represented the least diverse employee group with nearly all employees reported as being White or Asian (see Table 15). Table 15. Cypress College Employees by Ethnicity, Fall 2017

Ethnicity Administrator Classified FT Faculty PT Faculty Overall

n % n % n % n % % n

African-American 0 0.0% 12 5.6% 8 3.6% 20 4.5% 40 4.5%

Am. Indian/Alaskan 0 0.0% 1 0.5% 0 0.0% 0 0.0% 1 0.1%

Asian 3 25.0% 35 16.4% 33 14.8% 85 18.9% 156 17.4%

Hispanic 0 0.0% 60 28.2% 42 18.8% 80 17.8% 182 20.3%

Pacific Islander 0 0.0% 2 0.9% 1 0.4% 1 0.2% 4 0.4%

White 8 66.7% 74 34.7% 112 50.2% 208 46.3% 402 44.8%

Multi-Ethnic 0 0.0% 5 2.3% 9 4.0% 15 3.3% 29 3.2%

Not Reported 1 8.3% 24 11.3% 18 8.1% 40 8.9% 83 9.3%

Total 12 100.0% 213 100.0% 223 100.0% 449 100.0% 897 100.0%


Almost half of the College’s total employees were between the ages of 40 to 59 in Fall 2017 (see Table 16). Approximately two thirds of all administrators at the college were 50 or older. Additionally, 42.2% of classified staff and 54.7% of full time faculty were over the age of 50, while over a quarter of part time faculty were ages 18 – 34. Table 16. Cypress College Employees by Age, Fall 2017

Age Administrator Classified FT Faculty PT Faculty Overall

n % n % n % n % n %

18 to 34 0 0.0% 34 16.0% 21 9.4% 120 26.7% 175 19.5%

35 to 39 2 16.7% 29 13.6% 19 8.5% 80 17.8% 130 14.5%

40 to 49 2 16.7% 60 28.2% 61 27.4% 91 20.3% 214 23.9%

50 to 59 5 41.7% 64 30.0% 71 31.8% 71 15.8% 211 23.5%

60 and older 3 25.0% 26 12.2% 51 22.9% 87 19.4% 167 18.6%

Total 12 100.0% 213 100.0% 223 100.0% 449 100.0% 897 100.0%


22

Chapter Three: Measures of Institutional Effectiveness Success and Retention Success and retention rates serve as two long-standing and significant indicators of student performance. The ACCJC institution set standard for successful course completion is 72.1%. The figures below showcase the success and retention rates over the last 5 years for the College. Historically, success rates in fall have exceeded those in spring. This trend was generally persistent through 2014-15; however, in the 2015-16 and 2016-17 academic years, students overall spring success rates were higher than those during the previous fall semesters. Student retention has remained consistent over the last several years, with a small increase observed during spring 2017. While Cypress College did not meet the ACCJC ISS for successful course completion during the Fall 2017 or Spring 2018; however, success rates were slightly raised compared to the previous year (see Figures 8 – 9). The College has set aside $100,000 per academic year in the Strategic Plan/Institution Set Standards Fund to allow for proposals to address deficiencies in performance.

Figure 8. Fall success and retention

Figure 9. Spring success and retention

Success and retention rates vary by division and between fall and spring semesters due to differences in course offerings. Divisions that are smaller, have selective programs, and have career or technical education programs have historically had higher success and retention rates compared to other divisions. In contrast, divisions which have general level coursework, higher enrollments, more rigorous coursework, and have STEM-related programs have historically had lower success and retention rates. The figures on the following page present Spring 2018 success and retention rates, disaggregated by division (see Figures 10 – 11 on the following page).

71.1% 70.2% 70.4% 70.7% 71.5%

84.1% 84.2% 84.4% 84.9% 84.7%

Fall2013

Fall2014

Fall2015

Fall2016

Fall2017

Success Rates

Retention Rates

69.9% 69.5% 70.5% 71.5% 71.7%

83.4% 83.2% 83.7% 84.5% 84.1%

Spring2014

Spring2015

Spring2016

Spring2017

Spring2018

Success Rates

Retention Rates

Calculation of Success and Retention Success Rate= A, B, C, P, CR x 100 All grades Retention Rate= All grades other than W x 100 All grades

23

Overall, seven divisions had success rates higher than the college average, while only three had success rates below the average. Specifically, the health science, kinesiology/athletics, and CTE divisions had the highest success rates. In contrast, the language arts, social science, and SEM divisions had the lowest success rates (see Figure 10).

Figure 10. Spring 2018 success rates by division Focusing on retention rates, the trends were similar to success rates where seven divisions were above the college average, while three were lower than the average. Specifically, the health science, kinesiology/athletics, and counselling divisions had the highest retention rates for Spring 2018. In contrast, the Business/CIS, library science, and the SEM divisions had the lowest retention rates (see Figure 11).

Figure 11. Spring 2018 retention rates by division

86.1%

85.7%

79.3%

78.6%

77.3%

76.8%

75.8%

71.7%

71.0%

70.0%

59.0%

Health Science

Kinesiology/Athletics

CTE

Fine Arts

Library Science

Business/CIS

Counseling

College Average

Language Arts

Social Science

SEM

91.3%

90.9%

87.4%

88.4%

86.6%

85.6%

84.6%

84.1%

83.2%

79.5%

75.5%

Health Science

Kinesiology/Athletics

Counseling

CTE

Fine Arts

Social Science

Language Arts

College Average

Business/CIS

Library Science

SEM

24

Success rates also vary based upon the method of instruction. In Fall 2017 and Spring 2018, students enrolled in field experience courses displayed the highest success rates alongside those students enrolled in work experience, independent study, and lab courses. In contrast, success rates for lecture and online instruction overall, alongside success rates for hybrid instruction in Fall 2017, were all very slightly below the college averages (see Figures 12 – 13).

Figure 12. Fall 2017 success rates by method of instruction

Figure 13. Spring 2018 success rates by method of instruction Awards: Degrees and Certificates Cypress College has two ACCJC institution set standards for award completion. These ISS include having students complete 1,134 degrees and 916 certificates per academic year. In 2017 – 2018, the College successfully met both institution set standards for associate degree and certificate completion, with students earning a total of 2,496 awards, an overall increase of 15.9% from 2016 – 2017. The amount of associate degrees and certificates awarded both increased compared to the previous year. Additionally, the first four Funeral Services bachelor degree students graduated in 2017-18 (see Figure 14 on the following page).

100.0%

95.7%

90.2%

84.2%

71.5%

71.3%

68.5%

67.7%

Field Experience

Work Experience

Independent Study

Lab

Overall

Lecture

Online

Hybrid

100.0%

93.5%

93.0%

75.0%

72.9%

71.7%

71.5%

69.0%

Field Experience

Work Experience

Independent Study

Lab

Hybrid

Overall

Lecture

Online

25

Figure 14. Degrees and certificates awarded by academic year All awards earned were disaggregated by student demographic information to determine trends in award attainment. Trends did not drastically change when examining award earners by gender, age, disability status, veteran status, and foster youth status. However, the average age of Cypress College graduates decreased from 29 in 2013-14 to 27 in 2017-18. Additionally, Hispanic students began earning a higher percentage of awards over time, proportional to Hispanic enrollment increasing at Cypress College. In contrast, white students earned a smaller proportion of all awards in 2017-18 compared to 2013-14 (see Table 17). Table 17. Awards Earned, 2013-14 to 2017-18: Disaggregated by Demographic Information

Awards 2013-14 2014-15 2015-16 2016-17 2017-18

Gender

Female 51.3% 50.9% 54.4% 48.1% 52.2%

Male 47.5% 48.1% 44.8% 49.9% 46.4%

Unknown 1.2% 1.0% 0.8% 2.0% 1.4%

Age

19 or less 2.8% 3.0% 2.4% 4.2% 4.1%

20-24 45.7% 46.5% 49.3% 50.3% 52.4%

25-39 36.5% 35.8% 39.3% 36.0% 35.4%

40+ 15.0% 14.7% 9.0% 9.5% 8.1%

Ethnicity

Am. Indian 0.9% 0.8% 0.3% 0.8% 0.4%

Asian or PI 24.4% 24.2% 26.0% 28.0% 29.7%

Black 3.5% 4.1% 4.6% 3.6% 4.4%

Hispanic 35.6% 38.2% 43.1% 45.1% 42.3%

White 32.9% 30.9% 24.6% 21.6% 22.0%

Unreported 2.7% 1.8% 1.4% 0.9% 1.2%

Disability Status

No 92.2% 91.6% 92.4% 92.6% 94.4%

975 9521,202 1,145

1,387

0 0

0 0

4928 819678

1,008

1,1051,903

1,7711,880

2,153

2,496

2013-14 2014-15 2015-16 2016-17 2017-18

Associate Degrees Bachelor Degrees Certificates Total

26

Awards 2013-14 2014-15 2015-16 2016-17 2017-18

Yes 7.8% 8.4% 7.6% 7.4% 5.6%

Veteran Status

No 96.8% 96.3% 97.0% 97.0% 96.5%

Yes 3.2% 3.7% 3.0% 3.0% 3.5%

Foster Youth Status

No 99.9% 99.8% 100.0% 99.9% 99.9%

Yes 0.1% 0.2% 0.0% 0.1% 0.1%

TOTAL 1,903 1,771 1,880 2,153 2,496

Degrees Awarded Cypress College awarded 1,387 degrees during the 2017 – 2018 school year, surpassing the ACCJC ISS for degree completion. The most commonly awarded degree areas for 2017 – 2018 included liberal arts, business, and psychology which contributed to 50.8% of the total number of degrees awarded. Areas that displayed the most growth in 2017 – 2018 included liberal arts, psychology, kinesiology, and hotel, restaurant, and culinary arts. Areas that had slight declines in degrees awarded included theater arts and history. Over the last five years the College has awarded the most degrees in liberal arts, business, and nursing areas (see Table 18). Table 18. Degrees Earned, 2013-14 through 2017-18

Department 2013-14 2014-15 2015-16 2016-17 2017-18 Total

Accounting 8 4 9 4 4 29

Air Conditioning & Refrigeration 5 1 6 6 4 22

Anthropology 1 4 8 10 7 30

Art 13 15 21 20 35 104

Automotive Collision Repair 1 1 0 0 1 3

Automotive Technology 4 4 6 11 8 33

Aviation & Travel Careers 18 15 18 17 28 96

Business 111 131 156 203 214 815

Chemistry 0 0 0 1 2 3

Communication Studies 20 26 27 30 45 148

Computer Information Systems 10 13 12 13 21 69

Court Reporting 1 0 3 0 1 5

Dance 1 4 1 2 2 10

Dental Assisting 6 10 11 5 3 35

Dental Hygiene 14 12 13 10 11 60

Diagnostic Medical Sonography 6 8 9 8 13 44

Economics 0 0 0 0 1 1

Education 0 1 6 3 12 22

English 0 1 11 22 20 54

Ethnic Studies 1 1 1 1 0 4

Foreign Languages 0 0 0 0 1 1

27


General Studies 12 12 1 0 1 26

Geography 3 1 2 4 11 21

Geology 0 0 1 1 2 4

Health Information Technology 24 12 9 17 15 77

History 3 9 17 16 11 56

Hotel, Restaurant & Culinary Arts 39 33 46 22 38 178

Human Services 14 10 6 14 13 57

Interdisciplinary Studies 0 0 0 0 1 1

Kinesiology 16 16 28 35 52 147

Liberal Arts 385 329 417 340 389 1,860

Management 3 10 5 3 6 27

Marketing 0 2 1 0 2 5

Mathematics 2 7 24 26 30 89

Mortuary Science 37 34 35 25 37 168

Music 0 7 3 1 2 13

Nursing 72 72 86 81 91 402

Philosophy 2 2 2 0 10 16

Photography 2 3 1 3 1 10

Physics 6 6 16 16 14 58

Political Science 1 7 16 12 13 49

Psychiatric Technology 31 7 12 15 24 89

Psychology 53 63 81 73 101 371

Radiologic Technology 27 31 27 25 33 143

Sociology 20 22 43 40 53 178

Theater Arts 3 6 5 10 4 28

Total 975 952 1,202 1,145 1,387 5,661

Female students continue to earn more than half of the degrees awarded annually, similar to enrollment trends by gender. The proportion of students from each age group earning degrees has not displayed much annual variation over time. When examining students by ethnicity, Hispanic students started earning a higher percentage of degrees awarded annually, and this was proportional to a decline in the percentage of degrees earned by White students. The percentage of degrees earned by special populations has remained consistent (see Table 19). Table 19. Degrees Earned, 2013-14 to 2017-18: Disaggregated by Demographic Information

Degrees Awarded 2013-14 2014-15 2015-16 2016-17 2017-18

Gender

Female 63.4% 64.8% 62.0% 57.0% 61.8%

Male 35.9% 34.4% 37.4% 41.4% 37.4%

Unknown 0.7% 0.8% 0.6% 1.6% 0.8%

Age

19 or less 1.1% 1.7% 1.6% 3.1% 2.2%

20-24 55.6% 57.5% 58.3% 55.3% 56.9%

28

Degrees Awarded 2013-14 2014-15 2015-16 2016-17 2017-18

25-39 34.7% 33.1% 35.0% 35.5% 35.7%

40+ 8.6% 7.7% 5.1% 6.1% 5.2%

Ethnicity

Am. Indian 0.4% 0.8% 0.2% 0.4% 0.5%

Asian or PI 28.5% 27.8% 27.6% 30.1% 30.6%

Black 3.2% 4.7% 4.9% 3.5% 4.7%

Hispanic 34.7% 36.1% 41.4% 42.5% 42.8%

White 29.3% 28.2% 24.6% 22.3% 20.1%

Unreported 3.9% 2.4% 1.3% 1.2% 1.3%

Disability Status

No 93.7% 93.2% 93.3% 92.9% 93.8%

Yes 6.3% 6.8% 6.7% 7.1% 6.2%

Veteran Status

No 97.2% 96.4% 97.8% 97.1% 97.0%

Yes 2.8% 3.6% 2.2% 2.9% 3.0%

Foster Youth Status

No 99.9% 99.7% 100.0% 99.9% 99.9%

Yes 0.1% 0.3% 0.0% 0.1% 0.1%

TOTAL 975 952 1,202 1,145 1,387

Certificates Awarded Cypress College awarded 928 certificates during 2017-2018 school year, surpassing the ACCJC institution-set standard for certificate completion. The areas that awarded the most certificates in 2017 – 2018 included the IGETC certificate; hotel, restaurant, and culinary arts; automotive technology; air conditioning and refrigeration; and aviation and travel careers. These areas comprised 76.0% of all certificates awarded. In contrast, the areas that awarded the least certificates included dental hygiene, accounting, and dance. Areas that displayed the largest growth in certificates awarded in 2017 – 2018 fell primarily within CTE areas including hotel, restaurant, and culinary arts; air conditioning and refrigeration; aviation and travel careers; and geography, along with the IGETC certificate; all of these programs awarded at least ten or more additional certificates compared to the previous year. In contrast, other areas saw a decrease in the number of certificates awarded. Automotive technology, human services, photography, media arts design, and court reporting all awarded at least 10 fewer certificates compared to 2016-2017 (see Table 20). Table 20. Certificates Earned, 2013-14 through 2017-18


Accounting 3 3 5 0 1 12

Air Conditioning & Refrigeration 98 110 38 100 131 477

Automotive Collision Repair 34 19 20 25 21 119

Automotive Technology 194 195 120 216 166 891

Aviation & Travel Careers 121 86 91 95 112 505

Computer Information Systems 70 64 72 62 60 328

29


Court Reporting 11 17 5 15 5 53

Dance 1 1 4 2 1 9

Dental Assisting 20 22 19 13 17 91

Dental Hygiene 15 11 7 0 0 33

Diagnostic Medical Sonography 15 15 17 18 16 81

Geography 0 1 7 1 12 21

Health Information Technology 11 6 9 4 5 35

Hotel, Restaurant & Culinary Arts 109 90 115 100 167 581

Human Services 62 56 38 56 19 231

IGETC 0 0 1 151 264 416

Kinesiology 1 1 4 3 3 12

Management 9 8 8 4 2 31

Marketing 14 8 13 5 2 42

Media Arts Design 34 13 6 23 6 82

Music 9 9 13 15 15 61

Photography 21 21 9 31 10 92

Psychiatric Technology 32 15 28 31 33 139

Radiologic Technology 37 35 26 31 34 163

Theater Arts 7 13 3 7 3 33

TOTAL 928 819 678 1,008 1,105 4,538

Some differences in demographics emerged when examining certificate graduates over time. Male students have both historically and currently earned a higher percentage of the certificates awarded throughout the previous five academic years. This is in contrast to the Cypress College population which has historically served a higher percentage of female students. The percentage of certificates earned by students aged 20 to 24 has increased by 12 percentage points throughout the five year period, while the percentage of certificates earned by students aged 40 and older has decreased by 10 percentage points. Additionally, Asian and Hispanic students began earning a higher proportion of certificates in line with the college population, while the percentage of certificates earned by white students has decreased by approximately 13 percentage points compared to 2013-14 (see Table 21). Table 21. Certificates Earned, 2013-14 to 2017-18: Disaggregated by Demographic Information

Certificates Awarded 2013-14 2014-15 2015-16 2016-17 2017-18

Gender

Female 38.6% 34.7% 41.0% 37.9% 40.0%

Male 59.7% 64.0% 57.8% 59.6% 57.8%

Unknown 1.7% 1.3% 1.2% 2.5% 2.2%

Age

19 or less 4.6% 4.5% 4.0% 5.6% 6.5%

20-24 35.2% 33.6% 33.2% 44.5% 47.0%

25-39 38.4% 38.9% 46.9% 36.5% 34.8%

40+ 21.8% 23.0% 15.9% 13.4% 11.7%

30

Certificates Awarded 2013-14 2014-15 2015-16 2016-17 2017-18

Ethnicity

Am. Indian 1.4% 0.9% 0.6% 1.4% 0.3%

Asian or PI 20.1% 20.0% 23.0% 25.6% 28.7%

Black 3.8% 3.3% 4.1% 3.7% 3.9%

Hispanic 36.6% 40.7% 46.2% 48.0% 41.8%

White 36.6% 34.1% 24.5% 20.7% 24.3%

Unreported 1.5% 1.0% 1.6% 0.6% 1.0%

Disability Status

No 90.6% 89.7% 90.9% 92.3% 95.0%

Yes 9.4% 10.3% 9.1% 7.7% 5.0%

Veteran Status

No 96.4% 96.1% 95.4% 96.9% 95.9%

Yes 3.6% 3.9% 4.6% 3.1% 4.1%

Foster Youth Status

No 100.0% 100.0% 100.0% 99.9% 99.9%

Yes 0.0% 0.0% 0.0% 0.1% 0.1%

TOTAL 928 819 678 1,008 1,105

Transfer Transfer patterns have indicated a slightly declining trend. Data is currently not available for in-state-private schools or out-of-state schools for 2017-18, but information is included for UC and CSU transfers. The number of transfers to both the CSU and UC systems slightly decreased compared to 2016-17. The college established an institution set standard to have at least 916 students transfer each year. At this point, it is unknown if the college met the standard or not, as the numbers related to transfers to in-state-private and out-of-state institutions have not yet been released for 2017-18 (see Figure 15).

Figure 15. Transfer volume, 2013-14 through 2017-18

Sources: California State University Analytic Studies, and University of California Infocenter *Note. Data on in-state private and out-of-state transfers has not yet been made available for 2017-18

through the California Community College’s Chancellor’s Office Data Mart

772 730 782 800 751

163 180 106 81

176 171 158 151

154 167112 119

117

1,265 1,2481,158 1,151

868

2013-14 2014-15 2015-16 2016-17 2017-18

CSU In-State-Private* Out-of-State* UC Total*

31

Full-Time Equivalent Students (FTES) FTES serves as a significant measure of productivity for Cypress College. One FTES refers to the equivalent of 525 hours of instruction per each FTES. As the basis for state funding, FTES represent the income associated with instruction. By comparing FTES by year, efficiency can be tracked and examined longitudinally for trends (see Figure 16). The 2017 – 2018 academic year saw a slight increase in the total FTES produced compared to the previous year, indicating that the college was more efficient with regard to scheduling and enrollments.

Figure 16. Trends in resident FTES

Source: NOCCCD 5-year Trend Report & Cypress College Tableau 5-year Trend Report *Note. Numbers for Fall 2017 and Spring 2018 are an approximation based on the Tableau Report

FTES can also be disaggregated by division to compare productivity between the different academic areas at the College. For the three most recent academic years, the social science, SEM, and language arts divisions generated the greatest number of FTES, while the library science, counseling, and kinesiology divisions had produced the least FTES. These trends for each division were consistent with the most recent 2017 – 2018 academic year (see Table 22). Table 22. Division trends in Resident FTES, 2015-16 through 2017-18

Division 2015-16 2016-17 2017-18

Summer Fall Spring Summer Fall Spring Summer Fall Spring

Business/CIS 28.0 307.0 281.7 44.9 300.3 261.4 30.7 325.0 314.7

Counseling 2.0 84.7 59.4 4.1 98.4 47.1 16.4 89.1 44.8

CTE 30.3 373.8 369.1 37.3 328.7 323.2 29.9 368.1 384.0

Fine Arts 52.9 522.9 465.5 53.7 510.7 491.6 60.4 531.8 465.5

Health Science 84.0 442.8 452.3 75.8 432.8 449.7 73.7 449.2 517.0

Language Arts 142.1 1,003.0 941.9 125.8 1,006.8 935.5 133.4 1,017.2 890.7

Library Science 0.5 0.6 0.7 0.0 0.7 2.6 0.0 0.8 1.3

PE 36.8 216.5 172.7 35.3 248.0 226.3 38.6 230.1 256.4

SEM 219.3 1,468.1 1,401.8 222.7 1,459.0 1,399.4 205.2 1,489.3 1,414.1

Social Sciences 256.5 1,069.9 1,060.0 231.0 1,034.6 983.2 239.0 1,042.4 993.3

Total 852 5,489 5,205 831 5,420 5,120 827 5,543 5,303

Source: NOCCCD 5-year Trend Report & Cypress College Tableau 5-year Trend Report Note. Numbers for Fall 2017 and Spring 2018 are an approximation based on the Tableau Report

617.7 629.1 852.3 830.6 827.2

5,294.1 5,327.9 5,504.6 5,419.9 5,543.2

5,154.7 5,235.7 5,205.0 5,119.9 5,302.5

11,066.4 11,192.7 11,561.9 11,370.4 11,672.9

2013-14 2014-15 2015-16 2016-17 2017-18*

Summer Fall Spring Total FTES

32

Weekly Student Contact Hours (WSCH) per Full Time Equivalent Faculty (FTEF) FTEF refers to full time equivalent faculty. FTEF signifies the most significant cost to the College. The productivity measure for determining cost effectiveness consists of the ratio of weekly student contact hours (WSCH) per FTEF. Most California community colleges have historically aimed to have a WSCH per FTEF of 525:1, offering an average class size of 35. However, many Cypress College programs, specifically health science and CTE programs, have limitations on enrollment based on external accreditation requirements; thus, it has been previously noted that this is an unattainable ratio to strive for. Instead, the College has tracked enrollment ratios to help with enrollment management and reduce enrollment related spending. In 2017-18, the college was most productive in Fall 2017. This marks the first time in the five-year trend in which a fall term was more productive than a summer term. Throughout the last five years, summer terms have been becoming increasingly less productive, with a decrease of 13.3% when comparing productivity levels from Summer 2013 to Summer 2017. While Fall productivity also decreased from Fall 2013 to Fall 2016, a slight increase of 2.2% was observed when comparing Fall 2017 to Fall 2016.

Figure 17. Trends in WSCH per FTEF, 2013-14 through 2017-18

Source: NOCCCD 5-year Trend Report & Cypress College Tableau 5-year Trend Report Note. Numbers for Fall 2017 and Spring 2018 are an approximation based on the Tableau Report

478.1 477.2 436.2 431.0 414.7

439.9 430.4 419.9 406.5 415.3

432.1 412.8394.4 387.7 407.5

1,350.1 1,320.41,250.5 1,225.1 1,237.5

2013-14 2014-15 2015-16 2016-17 2017-18

Summer Fall Spring Total WSCH per FTEF

33

Chapter Four: Program Review Program review at Cypress College comprises three primary areas: 1) Instructional Program Review, 2) Student Services Program Review, and 3) Administrative Services Program Review. In 2017-18, 12 instructional departments went through the program review process, while the student services program review and campus services program review processes were in the process of being restructured. The instructional program review process did not change in 2017-18. The cycle remained a four-year cycle, and no further changes to the form were made based on evaluation results. At the close of 2017-18, the committee decided to make some changes with regard to the more prominent inclusion and pre-population of Course Student Learning Outcomes (CSLOs) for 2018-19. PSLOs and ISLOs will also be included in future program review cycles, after mapping has been completed in eLumen. Student Services Program Review, formerly referred to as Student Services Quality Review, was restructured in 2017-18 with regard to both the cycle and the form. After the last round of review in 2016, the cycle was restructured to align with the 4-year instructional program review process, and the form was revised to more prominently include links to SLOs, PSLOs, and ISLOs. In 2017-18, the Cypress College Institutional Learning Outcomes (ILOs) were revised and finalized in May 2018 to include an ISLO related to college support programs, services and competencies and the various breadth of knowledge, competencies, and skills; communication; critical thinking, problem-solving, and information competency; and personal, academic and professional development related to the various student services and administrative services areas. In 2018-19, student services and administrative services will be mapping their learning outcomes to the College Outcomes Assessment (COA) model as described above, and the use of eLumen with regard to reporting learning outcomes will also be explored. Administrative Services Program Review, formerly referred to as Campus Services Quality Review, was similarly restructured in 2017-18. The last round of review for these areas was also in 2016. Like the various student services areas, the administrative services areas will also be linking to the ISLO IV related to competencies for College Support Programs and Services in 2018-19. The use of eLumen with regard to reporting learning outcomes will be examined, similar to student services. Please refer to the 2017 IER for summaries on the last round of Campus Services Quality Review and the 2016 IER for summaries related to Student Services Quality Review. Full versions of the forms are also posted on the college’s Institutional Research and Planning webpage. Summaries are presented for the 2017-18 instructional program review areas on the following pages.

http://news.cypresscollege.edu/Documents/ir/IER2017.pdf

http://news.cypresscollege.edu/Documents/ir/institutional-effectiveness/IER-2015-2016.pdf

34

Anthropology

Program: Anthropology

Presenter: Becky Floyd

Date: November 20, 2017

The goal of the Program Review Committee is to help faculty accentuate the most positive aspects of

their programs, meet instructional requirements, communicate challenges, share useful practices,

and substantiate the need for resources to continue supporting student success.

Program Review Committee Summary:

Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates

and people responsible for achieving stated actions/goals? Yes XX No____ Other____

Was the TracDat SLO summary report included? Yes XX No____ Other____

Comments:

• Need to hire two additional full-time faculty, one for bio, bio lab, and cultural; another for general

anthropology and applied anthropologist

• Additional faculty could support dual enrollment opportunities

Commendations: What is the department/program doing successfully that should be

encouraged, emphasized, continued, praised?

• SLOs consistently met @ 74%

• Kudos to Becky for reviving and expanding a program that almost retired with the former faculty

member

• Increase in AA-T awards have doubled in the last two years.

• Anthropology has shown good success rates in their Distance education courses.

• The anthropology department has no significant achievement gaps

• Great section on Distance Education (page 7), with the section explaining surveying students,

using technology (including failures) and the solutions described

• Pending archaeology technician certificate

• Total degree over past 5 years = 25

• Transfer rate = 60%

Recommendations: What areas does the action plan need to address? What details need to be

provided?

• Revise SLO schedules to assess all courses every semester/year with a complete assessment

loop of 3 years

• Outline specific methodologies used for basic skills students

• Possibly reword the objective at the top of page 16 to include hiring of faculty as a resource

rather than a goal (?)

• Department students struggle with success rates and DE students’ needs additional support that

could be provided if a qualified tutor was provided for supplemental instruction

• Revisit possibility of offering supplemental instruction and tutoring with the LLRC

• Basic skills (page 12-13): although library and research skills are not basic skills, there is value to

bringing students to the library for research sessions (could help to support student success

rates)

• Opportunities for collaboration with library seem apparent.

35

Biology

Program: Biology

Presenter: Stephanie Spooner






Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and

people responsible for achieving stated actions/goals? YesXXX No____ Other____

Was the TracDat SLO summary report included? Yes_ _ No_XXX_ Other____

Comments:

• SLOs have been analyzed but are not attached.

Commendations: What is the department/program doing successfully that should be

encouraged, emphasized, continued, praised?

• Equally successful with on site as well as distance education courses

• More activities have been integrated into lecture to increase engagement, i.e., PBL, Directive

learning activities (math lab), hands on activities, demos, etc.

• Free Biology book for BIO 101

• Excellent job identifying all of the needs for the new building

• Updating non-majors Biol – 100 lab

• Excellent job with the program review, especially with articulating the department needs

• The department did a great job writing the report; they provided a vast amount of details in

regards to student success, distance education, and strategies.


provided?

• They have a demonstrated need for additional funding. The department has increased the

number of sections offered by 43% with no budget increase in over 10 years.

• Due to lack of funding increases for lab, has there even been a cost analysis done to see exactly

what one semester lab costs are per student? And then applying a materials fee to the course

based on the per student cost?

• Work on success rates below 60%

• Has the students that drop, specifically due to the Health Sciences ever been tracked, since

those specific students skew the data for success rates? Or can they be?

• There is an opportunity to use library for research instruction, especially considering the number

of resources for many of the courses where research is involved.

36

ESL

Program: ESL

Presenter: Allison Robertson, Jill Bauer, Kathy Wada







people responsible for achieving stated actions/goals? YesXXX No____ Other____ Was the TracDat SLO summary report included? Yes_ No_ XXX _ Other____ Comments:

• SLOs were included and analyzed by the summary report was not attached • No degree awards, no certificates, and no transfer rates. ESL supports all students in achieving these

measures under other majors/disciplines • No online/hybrid instruction offered at this time Commendations: What is the department/program doing successfully that should be encouraged,

emphasized, continued, praised? • Pot luck celebration – students are formally invited to create a sense of community, scholarships are

awarded, retention awards are recognized, raffle of books • Advocating for academic ESL at the statewide level – students are engaged in academic foreign

language learning rather than retention learning • 5 courses are available for transfer-level applicability • To build community within their department through events like the potluck. • Honoring their scholarship recipients, recognizing retention, completion and perseverance • ESL faculty are commended for their level of involvement in campus committees, organizations, and

related activities • Need for dedicated Language Arts Division Administrative Assistant II position • Need for full-time faculty in English Success Center as part of load and need for additional full-time

faculty member Recommendations: What areas does the action plan need to address? What details need to be

provided? • Revisit possible strategies with DSS for non-native speakers with disabilities. It was noted that it has

been a number of years since the last conversation was had. • Touch base with research to help track transfer & degrees awarded among ESL students • Continue to pursue all funding sources to continue conference and professional development

opportunities • Page 14 – first bullet point – students being placed 3 to 6 levels above their abilities seems peculiar.

Did this happen to a lot of students? Further investigation of the issue seems important • Is there a way to track those that have completed with ESL to degree or transfer? • How does ESL faculty continue with professional development when conferences funding has been

cut? • Need for DSS students to be evaluated in their native language to determine appropriate learning

supports.

37

English

Program: English

Presenter: Linda Borla and Christie Diep


The goal of the Program Review Committee is to help faculty accentuate the most positive aspects of their

programs, meet instructional requirements, communicate challenges, share useful practices, and substantiate the

need for resources to continue supporting student success.


Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people responsible for achieving stated actions/goals? YesXXX No____ Other____ Was the TracDat SLO summary report included? Yes_ No_ XXX _ Other____ Comments:

• Currently, the English Department’s 2018-2019 course offerings are not AB705 compliant because of

unnecessary the curriculum hurdles. This situation is a loss for all but especially our students. Need to respond

to AB705 mandates--may impact enrollment in the future, noting that AB705 was still in committee at the time

the English Department’s Program Review was written. For many years, the English Department has been

attempting to prepare for and address the enrollment changes and other issues the new law now mandates in

the following ways:

• Embracing and advocating for multiple measures on campus;

• Participating in Common Assessment Initiative/AB705 campus workgroup;

• Attending statewide meetings on CAI and AB705;

• Having insights from two department members who serve on the CCA Legislative and Policy

Committee, a group involved with the AB705 legislation (These two department members were

featured speakers on AB705 at the February 2018 CCA conference);

• Sending department members to the California Acceleration Project (CAP) conferences;

• Offering accelerated, hybrid composition courses;

• Attempting to implement new curriculum and offer new composition courses that, if they had not

blocked by administration and two outside departments, would have had us already in

compliance with the law. English 99 has been blocked for nearly 5 years and the other, English

101, for over 1 year now.

• Scheduling more sections of English 100C and hiring more adjunct to teach them since data

from other campuses suggests we can now expect 80 percent of our students to place into

English 100 per multiple measures;

• Decreasing the number of English 60C courses scheduled as the demand declines

• Need for more full-time English faculty. The English Department has always been understaffed. With several

positions vacated due to retirements remaining unfilled and more faculty needed due to the changes in

enrollment patterns brought by multiple measures and AB705, the department absolutely needs more full -time

faculty. The Language Arts dean plans to ask for at least one more full-time hire next year.

Commendations: What is the department/program doing successfully that should be encouraged, emphasized,

continued, praised?

• Excellent job of communicating the need for technology. This should be 100% supported

• The Associates in Arts Transfer degrees continues to increase

• English Department developed upper-division course in support of the baccalaureate degree and offered it

with 100% success in Fall 2017.

• Department faculty are involved in multiple measures and the Common Assessment Initiative

• Proactive advertising promoting online, hybrid, and accelerated format for class offerings

• Updated 6 classrooms with Chromebooks (laptop carts), though there is a need for all classrooms to have

computers

Recommendations: What areas does the action plan need to address? What details need to be provided?

• The library classroom can be used for Summer Boost. Previously, they have unsuccessfully attempted to

schedule meetings and workshops several times in the library classroom and have found it is usually

unavailable to faculty

38

• The English Department is in need of updating the classroom tools. The department is lacking resources to

provide computers/laptops/Chromebooks to the students during class instruction in majority of their classroom.

However, funding has been secured to equip all English Department classrooms with Chromebooks and

upgrade the Humanities building’s WiFi.

• ENG 135 (Fall) has seen a steady decrease over the last 4 years in the success rate, what is behind the

decline in that course? The success rates declined for a few semesters but have been on a steady rise as the

department addressed this trend and made modifications to course delivery and pedagogy. The success rates

have moved from 75 percent in Fall 2013 to 100 percent in Fall 2017--as the following chart from the Cypress

College Institutional Research Office illustrates:

In addition, the sample size for English 135C is small (16-27 students per class) and, thus, not sufficient

to draw firm conclusions as to the course’s success or failure. According to the researchers, the class sizes

must be 30 or more. With this limitation in mind, the researchers still found that the percentage changes

from Fall 2013 through Spring 2017 were not statistically significant to declare success was on “a steady

decline.” The numbers from Spring 2017 to Fall 2017 are, however, significant as the success rate moved

from 73.1 percent to 100 percent. As of May 4, 2018, the Spring 2018 English 135C class currently has 100

percent of the students poised for success.

Other variables that affect English 135C’s success rates are not included or readily apparent in a mere

scan of the raw data. For example, besides the various course formats--traditional, hybrid, and online--three

different instructors have taught the course and used a variety of approaches. In addition, counselors from

different areas have referred unsuccessful students to this class for remediation; however, this is an

advanced class in grammar and usage and, thus, geared towards English majors, students in teaching

credential programs, future journalists, and other disciplines and CTE programs that require strong writing

skills, such as Court Reporting. In addition, the English Department questions the wisdom of equating a W

with failure when calculating success rates. There are many reasons students withdraw from a course, and

these are beyond the control of the instructor, such as changes in work schedules, health problems, and

family issues. These all are important variables that when ignored, skew the data and lead to fallacious

interpretations.

English 135C: Grammar and Usage is important to the breadth and depth of our English Department

course offerings. Despite the unreliability of drawing conclusions from the raw data, we will continue to

monitor the success rates for this and all English classes and make adjustments in pedagogy as warranted.

The current 12-week, online format has resulted in a great improvement in success rates for English 135C

that we expect to continue.

39

English/Reading

Program: English/Reading

Presenter: Keith Vescial






Findings: Findings: Does the self-study adequately cover the topics and provide a detailed plan with

dates and people responsible for achieving stated actions/goals? YesXXX No____ Other____ Was the TracDat SLO summary report included? Yes_ XXX No_ _ Other____ Comments:

• Department courses support degrees, certificates, and transfer for students in other disciplines. There are no specific awards for degrees/certificates

• Dual enrollment opportunities exist • Developing curriculum with contextualized learning components for CTE, STEAM, and Health Science

programs • Need for dedicated Language Arts Division Administrative Assistant II position Commendations: What is the department/program doing successfully that should be encouraged,

emphasized, continued, praised? • No achievement gaps for the reporting period; great job with underrepresented students • Integration of reading and writing in their courses • High success rates with online and hybrid instruction • Fall success rates higher than division and college averages. • Strong success rate for on campus instruction and distance education • Department is taking an active role in strategies to improve student success with all student populations • Number of leadership positions occupied on campus with department faculty Recommendations: What areas does the action plan need to address? What details need to be

provided? • English 58 success rates, which appear consistently lower in the spring semesters, should be investigated.

40

Ethnic Studies

Program: Ethnic Studies

Presenter: Daniel Lind and Stephen Estrada





Program Review Committee Summary: Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates



Comments:

• Participating in dual enrollment (2-4 classes at the high schools)

• Interested in developing Social Justice ADT, and Chicano Studies, and American Families

• Total degree awards = 6

• Transfer rate = 83.3%

• Need for two full-time faculty (will support dual enrollment opportunities) and dedicated

counseling/outreach staff (help inform students of correct sequencing of courses to enroll in)

Commendations: What is the department/program doing successfully that should be encouraged,

emphasized, continued, praised?

• The department is comprised of almost all full time faculty – Yay!

• Participates in dual enrollment with Kennedy and Western High Schools with possible expansion

to Magnolia and Cypress High Schools.

• Steady number of AA degrees and transfers awarded

• Looking to increase the number of pathways available to students.

• Great job describing vision for the department

• Dual enrollment.


provided?

• May want to include a goal or objective to increase the number of sections offered by the

department before hiring of new faculty

• Need to work on success rates: Consider supplement instruction, tutoring, hybrid classes, and

DLAs

• To assist in addressing the under-represented populations, consider developing a relationship with

Puente and legacy to enhance student success?

• Collaboration with library staff regarding database/online ideas, and areas of research is a

possibility. The library orientation was lost with the change to compressed calendar.

• Currently there are no online offerings. In order to meet the community college student demands

of offering diverse educational delivery methods, will this or could this change in the future?

41

Foreign Languages

Program: Foreign Language

Presenter: Alex Herrera








Was the TracDat SLO summary report included? Yes No XX Other____

Comments:

• SLOs have not been inputted since 2011. Alex Herrera will be passing along the SLO results for

recent years to a Christie Diep who will assist in inputting the results to TracDat.

• Need for two full-time faculty

• Degree awards and transfer rates cannot be calculated—none currently offered

• Need to promote ADT for Spanish

• No more hybrid courses offered—limited transferability

• Need for dedicated Language Arts Division Administrative Assistant II position



• SLO pass rates are consistently high

• The implementation of Spanish courses for native speakers under the guidance of Jessica Puma

continues to grow and draw in more students

• The Japanese club has been revived and continues to promote traditional Japanese culture and

writing techniques

• Overall, the SLO rates for this department are consistent; while slightly lower than the college

average.

• The Foreign language department is functioning while operating at a deficiency in faculty

members--this speaks to the work ethic of the current faculty members.


provided?

• Address the reason for no certificates or degrees awarded

• Continue to request new positions for Spanish and/or French instructors in order to facilitate

program updates and SLO tracking on a more consistent level

• Correct the typographical error in SLO question 6E in which it lists lower SLO results for Spanish

203 when it should refer to Spanish 201

• What is the department going to do to address/ help the achievement gaps with the African

American students?

• Are there any plans to offer Distant Education course in foreign language in the future?

42

History

Program: History

Presenter: David Halahmy and Bryan Seiling


The goal of the Program Review Committee is to help faculty accentuate the most positive aspects of their

programs, meet instructional requirements, communicate challenges, share useful practices, and substantiate the

need for resources to continue supporting student success.


Findings: Does the self-study adequately cover the topics and provide a detailed plan with dates and people

responsible for achieving stated actions/goals? Yes XX No____ Other____


Comments:

• Major producer of campus FTEs

• Exploring dual enrollment opportunities

• Identified need to develop pathways and implement high school outreach

• Degree awards = 52; transfer rate 59.6%

• Department has pedagogical concerns regarding DE offerings

• Need for dedicated Social Science Administrative Assistant I position

• Good presentation of their program-- informative



• The department produces a high number of FTES with a good fill rate fairly cheaply

• They are able to assist students in fulfilling their general education requirements regardless if they are history

majors or not

• Strong involvement in the campus with a variety of activities held campus wide and members of the division

on committees throughout the school. In particular, the Program Review Committee was impressed with the

involvement of department faculty in the annual Yom HaShoah event, the level of faculty participation in

campus Academic Senate, Program review, and accreditation committees, as well as outreach to the local

Senior center

• Overall, the SLO rates for this department are high.

Recommendations: What areas does the action plan need to address? What details need to be provided?

• Investigate and attempt to improve the low success rates evident in History 112C and 113 C as well their

online course (Hist 170C and 171 C)

• Address disproportionate impact related to black and Hispanic students on campus in order to reduce the gap

present. It is noted that some members of the department find that measuring an "achievement gap" based

on race does not help students. Instead they suggest that the focus should be on finding other core issues

which cause all students to struggle such as the number of hours students work, and study habits. This also

applies with the issue of the lower success rates in history 112/113 listed above.

• Include missing SLO information listed in Course Student Learning Outcomes Question 6C. It is noted that

the department is working diligently with the new eLumen system to make sure one SLO of each section

taught is measured each semester.

• Address how students with basic skills needs are assisted within the courses to ensure success.

• While it is understandable that the departmental has concerns about the pedagogy of distance education, the

success of the DE is fairly low. Is there any full time faculty that could “own” the distance education in your

program? Is there someone who could revamp what distance education is to your department so that

disconnects between student success and faculty is not so large? The History Department mentioned that only

one member teaches DE while most of the department faculty does not see it as sound pedagogy. Therefore, the

department’s recommendation at this time is to limit the number of DE classes taught in our department.

43

Library

Program: Library

Presenter: Billy Pashaie








Was the TracDat SLO summary report included? Yes XX No ____ Other____

Comments:

• SLOs have been included but due to small sampling sizes, their effect/meaning may not have

been as effective as other departments

• Maybe a restructure of the program review form, may highlight and collect different information

about the library.

• Participates in dual enrollment

• No degree or certificate awards; transfer rates cannot be calculated

• Developed support (databases, research, collections) in support of baccalaureate degree

• Need to place annual databases in ongoing budget allocation (not advance funding request

submitted annually)



• Kudos to Library for asking to be included in the program review process!!

• Utilizing concurrent enrollment with English 101 courses continues to provide much needed

services to students in the area of research

• Regularly involved with dual enrollment courses at Kennedy High School

• Overall, the SLO rates for this department are high. The Library has many great qualities to offer

other departments.


provided?

• Continue to reach out to other departments/divisions who also require research as a part of their

courses to enlist enrollment of students who may be in need of assistance with these different

styles of research papers.

• Development of future courses was discussed during presentation. It would be nice to provide

what we might see in terms of that course and which departments might benefit from the

development of another course.

44

Music

Program: Music

Presenter: Gary Gopar








Was the TracDat SLO summary report included? Yes XX No ____ Other____

Comments:

• SLOs have been included but due to small sampling sizes, their effect/meaning may not have

been as effective as other departments

• Impressed by the energy and commitment from the faculty in the presentation of their program

• Great team and espirit de corps among the faculty (including 21 adjunct)

• Need two full-time faculty positions (one to focus on composition courses and another for distance

education offerings)

• Significant need for classified support personnel (marketing and community outreach, commercial

music accompanist, technician/maintenance, and increase percent employed for existing support

staff)

• Significant need for maintenance and technology updates

• Regularly perform at college events (16 performances in the past year)

• Total degrees = 13; Certificate awards = 66; transfer rate = 61.5%



• Involvement in campus and community wide activities in which the music department performs

has be phenomenal in recent years

• Success rates in the majority of courses are above division and college averages and shows good

reason why students would want to take courses offered by the department leading to certification

or transfer despite the disproportionately high number of adjunct faculty relative to full time faculty

teaching the courses

• Overall, the SLO rates for this department are high. The music department has worked on

updating and improving the quality of their program. Faculty are committed to growth of the

department and success of their students. The department went through tremendous changes

within the last 5 years. The faculty made changes that needed to be made to stay current with

trends.


provided?

• Investigate and attempt to improve upon the success rates in courses: MUS 282C, MUSA 112C,

MUS 152C, online course MUS 212C

• Continue to pursue new courses (i.e. ethno musicological and Ethnic hip-hop courses) that will

assist in closing the disproportionate game for Black students

• Continue working on updating SLO goals for courses in which the SLOs may be outdated

• Include SLO success rate on page 14 question 6C

• Change goals to increase # of general education courses offered with the needed resources to

include the hiring of additional full time faculty.

45

Philosophy & Religious Studies

Program: Philosophy & Religious Studies

Presenter: Will Heusser

Date: 11/27/2017

Historically, the goal of the Program Review Committee has been to help programs accentuate the

most positive aspects of their work and aid them in substantiating a need for resources to continue

supporting student success.



people responsible for achieving stated actions/goals? YesXXX No____ Other____

Was the TracDat SLO summary report included? Yes_XXX_ No____ Other____

Comments:

• Need for designated Religious Studies faculty member

• Degree awards = 9

• Transfer rate = 66.7%



• Equally successful with on site as well as distance education courses

• Strong distance education within this department. They are using online strategies to increase their

success rate.

• Faculty blog, philosophy club, and speaker series, and World Philosophy Day

• Developed upper division general education Business Ethics course to support the Baccalaureate

degree


provided?

• Specify how the department can help close the gap on disproportionate populations (i.e. create

partnerships with Legacy, Puente and/or guest speakers, etc.)

• Spring enrollment is declining, and needs to be addressed.

• Continue to work on classes with success rates below 60%

• Please clarify, what your approach will be to address those students identified in the achievement

gap.

• Is there a timeline in place to assess all active course SLOs? Faculty staffing levels cited as

obstacle to SLO assessments completion?

46

Physical Science

Program: Physical Science

Presenter: Ron Armale


Historically, the goal of the Program Review Committee has been to help programs accentuate the

most positive aspects of their work and aid them in substantiating a need for resources to continue

supporting student success.




Was the TracDat SLO summary report included? Yes____ NoXX Other____

Comments:

• Data was appropriately analyzed but the summary report was missing.

• Department operates with 7 full-time faculty, 14 adjunct faculty, and 1 lab technician, and includes

60 CRNs and 30 lab sections

• Physical Science includes: Astronomy, Geology, Physics, Engineering, and Computer Science

• Total degree awards = 45; transfer rate = 64.4%

• Course offerings constrained by current facilities

• Need to hire full-time faculty for Computer Science/Math

• Need dedicated 50% lab tech for Physical Science

• Greatest challenge is inadequate supply/equipment budget and the need to rely on one-time

funding process



• Success rates above division and college averages

• Incredibly diverse set of classes offered by this single department in order to meet the needs of

students

• Offers 2 AS-T degrees with high (possibly underestimated) transfer rates

• The program review document is so well-written that it was honestly a pleasure to read.

• Content came from several different areas, though well-written and cohesive

• Overwhelming faculty support for the new SEM building (bond project)


provided?

• Make mention of the AS-T in physics (pending)

• Possibly re-write a few of the goals/objectives so that the hiring of needed personal is not a goal,

rather a needed resource to meet the goal?

• Page 7 mentioned the need for a FT engineering faculty by 2020 (should add this item to page 38

“Needed Resources”

• Distance education needs to be addressed, including plans for the future

• Currently there are no online offerings. In order to meet the community college student demands

of offering diverse educational delivery methods, will this or could this change in the future?

• On page 13, Astronomy 116 attracts many of our “weaker students”, How do you help the

underprepared to students to be more successful?

• In spring of 2017 PHYS 201 C dropped to a 28.6% success rate that is a dramatic drop. Was there

a reason why the success rate dropped so low for this course?

47

Chapter Five: Strategic Planning The 2017-18 school year marked the first year of the 2017-20 Cypress College Strategic Plan. The 2017-20 strategic plan development process was similar to the process used to develop the 2014-17 plan. Faculty, staff, administrators, and students participated in a two-day convening of college representatives to provide input and help develop the 2017-20 plan in April 2017. Approximately 60 college representatives participated in this strategic planning colloquium. The ideas, notes, discussions, maps, and documents generated through the two-day strategic planning colloquium were used as the framework for the 2017-20 plan. The 2017-20 Cypress College strategic plan maintains alignment with the 2018-20 NOCCCD strategic plan. NOCCCD’s first three district directions refer to improving overall student outcomes, making progress towards eliminating the achieving gap, and improving success rates for basic skills and ESL students. Within the 2017-20 Cypress College strategic plan, these elements have all been encapsulated under Direction A related to student success. NOCCCD strategic direction four refers to implementing best practices for planning and decision-making. This maintains alignment with the college’s Direction B related to organizational effectiveness and excellence. The final NOCCCD strategic direction refers to developing and sustaining collaborative partnerships which relates to Cypress College’s Direction C for strong community connections. The strategic plan draft was first developed in Spring 2017 following the colloquium and shared with the campus community to allow individuals time to provide feedback The plan was finalized and approved in Fall 2017. The summer term was used for the development of short-term or one year action plans for each objective as well as developing broader action plans for years two and three. The 2017-18 year marked the first year of the 2017-20 Strategic Plan’s implementation. Moderate progress was made with regard to achieving the goals and objectives specified in the plan. The most substantial progress was made with regard to improving processes, activities, and outcomes related to Direction A for student success. The comprehensive 2017-18 evaluation is available here on the Institutional Research and Planning website. The 2017-20 Cypress College strategic plan will continue to serve as the primary basis for decision-making and resource allocation, alongside use of the institution set standards for achievement related to success rates, degree and certificate completion, and transfer volume. This is done through two primary means including the annual strategic plan and institution set standards fund, aimed at funding proposals that will help achieve strategic plan and institution set goals and objectives, as well as the annual one-time-funding process.

http://news.cypresscollege.edu/Documents/ir/planning-documents/Cypress-College-Strategic-Plan-2017-2020.pdf

https://www.nocccd.edu/files/nocccd-strategic-plan-2018-20-web_30674.pdf

https://www.nocccd.edu/files/nocccd-strategic-plan-2018-20-web_30674.pdf

http://news.cypresscollege.edu/Documents/ir/2017-18-CC-Strageic-Plan-Eval-Final.pdf

http://news.cypresscollege.edu/Documents/ir/2017-18-CC-Strageic-Plan-Eval-Final.pdf

48

Chapter Six: Tableau Dashboards In 2017-18, the Institutional Research and Planning office began utilizing Tableau to help better share and visualize data. This chapter details four specific dashboards that the office has created or adapted in relation to Cypress College students. All of the dashboards noted within this chapter require a valid Tableau login to view the reports. If you would like to obtain a login to view these dashboards through the Tableau Server, please contact the Cypress College Institutional Research and Planning Office. 5-Year Trend & Unmet Demand Dashboard The 5-year trend report was previously housed within MyGateway. It provided information on section counts, enrollments, seat counts, fill rates, FTES, FTEF, and WSCH per FTEF. After doing some preliminary examinations, it was realized that the report was not accurately accounting for crosslisted courses. Thus, this workaround was developed and has been in use since Fall 2016. The 2017-18 school year marked the first time this information was inputted into Tableau. Additional filters were also added for users to be able to filter by course.

https://tableau.nocccd.edu/t/FC/views/CypressCollegeUnmetDemandand5yrTrendasofSpring2018/5-yrTrendandUnmetDemandWorkbookthroughSpring2018?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no

49

The four quadrant model has been in limited use since Fall 2015 related to assessing unmet demand. Unmet Demand refers to the number of registration attempts in closed classes where students were not able to enroll in any section of the course that they initially attempted to enroll in, within the same term. This portion of the dashboard provides users with details regarding the course name and title, maximum enrollment, number of sections offered, and unmet demand. Those involved with enrollment management efforts were asked to offer additional classes noted in Quadrant I with high maximum enrollment and high unmet demand. The main dashboard has been updated through Spring 2018 and an additional dashboard for Fall 2018 has also been created.



https://tableau.nocccd.edu/t/FC/views/CypressCollegeUnmetDemand/UnmetDemandFall2017-2018?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no

50

Dual Enrollment Dashboard The dual enrollment dashboard is updated through 2017-18 and includes information on enrollments, demographics, and success rates with a variety of different filters and parameters. This dashboard was developed to help visualize and showcase dual enrollment data outside of a traditional report and was adapted from Fullerton College’s initial dual enrollment dashboard created by Megan Tagely.

https://tableau.nocccd.edu/t/FC/views/CypressCollegeDualEnrollmentDashboard/CypressCollegeDEDashboard?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no

51

Guided Pathways Dashboard The guided pathways dashboard details counts and outcomes for students within the various division based pathways at Cypress College. The dashboard is able to be filtered related to departments, programs, first-time students, educational goals, and ethnicity. The various outcomes that the dashboard showcases include students attempting and earning 15 or more units within the first term, attempting and earning 30 or more units within the first year, and completing transfer-level English and/or math in the first year.

https://tableau.nocccd.edu/t/FC/views/CCGuidedPathwaysDashboard/CCGuidedPathways?iframeSizedToWindow=true&:embed=y&:showAppBanner=false&:display_count=no&:showVizHome=no

52

Chapter Seven: Guided Pathways Background Guided Pathways is a nationwide movement and framework for supporting student outcomes. There are four pillars to this framework: clarify the path, enter the path, stay on the path, and ensure learning. The aim of the framework is to create a highly structured approach to student success which would provide students with a clear set of course taking patterns that would promote better enrollment decisions and prepare students for future success as well as to integrate support services to make it easier for students to get help when needed. By clarifying the path, degree and certificate pathways can be organized into more general interest areas, be more clearly mapped, and display a clearer connection to career areas and pathways. By helping students stay on the path, onboarding can be utilized from K-12 alignments, classes can be scheduled to help meet student needs, and acceleration can be used to help basic skills students get to college level courses. By keeping students on the path, core English, math, and general education courses can be contextualized to specific areas, educational and career paths can be monitored, and early alert can serve as a powerful tool to prompt students to see counselors. Lastly, to ensure student achievement, program outcomes are tracked including graduation, transfer, and employment. College-wide Guided Pathways Research At Cypress College, the campus community has been engaged with guided pathways through the formation of a core committee, attending IEPI workshops, conducting research, and forming sub-committees for the creation and implementation of different guided pathways areas, such as meta-majors. Research was also done to calculate time to award for students and the ratios of units attempted and obtained for Cypress College students. This is presented in the “Why do We Need Guided Pathways?” research brief, and is included below related to three main areas. The first area relates to the idea that it is taking students too long to complete their degrees or certificates at Cypress College. Research conducted found that on average, it takes five years for students to earn a degree, and over one third of students take longer than 6 years to earn a degree (see Figure 18).

Figure 18. Time to degree for all degrees awarded, 2013-14 through 2017-18

10.5%

57.5%

25.0%

7.0%

2 Years or Less 3 - 5 Years 6 - 9 Years 10 Years or More

53

Additionally, students are taking more units than necessary to complete their degree pathways. On average, students have historically enrolled in 89 units and earned 79 units to complete 60 unit degrees. These excess units, on average, cost approximately $1,334 per student (see Figures 19 - 20).

Figure 19. Units to degree completion by degree pathway, 2013-14 through 2017-18

Figure 20. Extra tuition cost per student from excess units attempted

7

6

4

5

6

85

78

85

82

83

6

6

4

4

5

74

69

78

74

74

Associate in Arts

Associate in Arts Transfer

Associate in Science

Associate in Science Transfer

Average

Basic Skills Units Attempted Degree Applicable Units Attempted

Basic Skills Units Earned Degree Applicable Units Earned

9180

8474

8982

8778

8979

$1,426

$1,104

$1,334

$1,242

$1,334

Associate in Arts

Associate in Arts Transfer

Associate in Science

Associate in Science Transfer

Average

31 excess units x $46 per unit





54

Lastly, many students who aim to complete degrees are not completing their educational goals. Among first-time students in Fall 2013, 2014, and 2015 who had an educational goal of earning a degree, only 6.4% went on to earn a degree within three years (see Figure 21).

Figure 21. Percentage of degree seekers who earned a degree Among first-time degree, certificate, or transfer-seeking students in 2011-12 who attempted a minimum of six units and attempted any math or English course within their first three years, 85.7% persisted through three consecutive terms. Additionally, 76.3% earned 30 units. However, only 50.5% completed a degree, certificate, or achieved transfer-prepared status by 2016-17 (see Figure 22). Figure 22. Pathway of completion oriented students to any completion outcome within six years

Complete a

degree,

certificate,

transfer, or

achieve

transfer-

prepared

status by

2016-17

Earn 30

units

Enter

college

in 2011-

12

Persist

through 3

consecutive

terms

1,819 85.7%

%

2,123

Students 76.3% 50.5%

1,620 1,072

55

Conclusion

Student success has continually served as the core of the Cypress College mission, vision, and values. The college set standards to help ensure successful course completion, degree, completion, certificate completion and transfer volume. The college met nearly most of these standards in 2017-18, and despite the success rate increasing in comparison to 2016-17, the overall success rate was slightly lower in comparison to the standard. In contrast, the amount of degrees and certificates awarded to students drastically increased from the previous academic year. Scorecard data indicated that Cypress College students outperformed the statewide averages for nearly all measures aside from transfer level achievement. Thus, outperforming statewide rates for persistence, 30 unit completion, awards, transfer, basic skills progress, and the CTE metrics. Looking forward to 2018-19, the college will continue with guided pathways efforts to help students be successful at Cypress College and beyond. These efforts will help with student engagement, and in turn, persistence and completion of educational goals. Longitudinal trends related to guided pathways data will be analyzed, and additional dashboards will be created to help visualize and share relevant data. The College will be looking towards maximizing the percentage of students beginning their core course sequences in transfer-level English and math, as per AB 705 guidance. The campus will be exploring the creation of a guided self-placement tool to help students become more informed regarding their class choices and be able to enroll in courses that correspond with their educational pathways. The creation of courses with additional support components in 2018-19 will ultimately help students complete the courses that they need, to go on and complete their educational goals. The college’s strategic plan and integrated plan showcase efforts related to planning and establishing effective activities for improving the success of all students. Enrollment management efforts will continue to ensure that students are able to obtain and complete the classes that they need to graduate. Overall, the college will continue to holistically serve the surrounding community and beyond through planning and setting forth structures to ensure the success of our students.

BOARD OF TRUSTEES NORTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT

Jeffery P. Brown, President Ryan Bent, Vice President

Barbara Dunsheath, Secretary

Stephen T. Blount, Member Ed Lopez, Member

Molly McClanahan, Member Jacqueline Rodarte, Member

Vacant, Student Trustee, Cypress College Pascual Castillo, Student Trustee, Fullerton College

Dr. Cheryl Marshall, Chancellor & Executive Secretary to the Board