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FACTBOOK 2010-2011 REPORT

Rio Salado College Fact Book: 2010-2011 Report

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The department is responsible for coordinating college-wide institutional research and effectiveness activities in support of college decision-making, strategic planning and evaluation, and quality enhancement.

Text of Rio Salado College Fact Book: 2010-2011 Report

  • 1FACTBOOKFACTBOOKFACTBOOK

    2010-2011 REPORT

  • 2INSTITUTIONALRESEARCHDEPARTMENT

    2010 - 2011FACTBOOK

    JULY 2012

  • 3

  • 4Rio Salado College Culture ................................................................................6Who We Are & What We Do ..............................................................................7Partnership Locations & Rio Salado Locations ................................... 12Awards/Recognition & Accomplishments ......................................... 14Administration & Faculty Summary ........................................................ 15Fact Book Information Key ........................................................................... 16Where are Rio Salado Students ................................................................. 18Residency Status Summary ......................................................................... 195-Year Trend: Fiscal YearResidency Status ...................................... 20Student County of Residence Outside Maricopa ........................... 21Students Within Maricopa County .......................................................... 22Distance Student County of Residence ............................................... 23Distance Students by State .......................................................................... 24Enrollment Trends ................................................................................................ 26Enrollment Trends Summary ...................................................................... 275-Year Trend: Fiscal YearFTSE ................................................................... 285-Year Trend: Fiscal YearHeadcount ................................................... 29Student Demographic Trends ...................................................................... 30Student Demographic Trends Summary ............................................... 315-Year Trend: Fiscal YearGender ........................................................... 325-Year Trend: Fiscal YearGender by Modality ............................... 335-Year Trend: Fiscal YearAge Groups ................................................. 365-Year Trend: Fiscal YearAge Groups by Modality ..................... 375-Year Trend: Fiscal YearEthnicity ......................................................... 40

    5-Year Trend: Fiscal YearEthnicity by Modality ............................ 41Student Status Trends ...................................................................................... 44Student Status Trends Summary .............................................................. 455-Year Trend: Fiscal YearAdmission Status ..................................... 475-Year Trend: Fiscal YearHigh School Status ................................... 485-Year Trend: Fiscal YearCurrent Intent .............................................. 49ABE/GED Student Information ................................................................... 50ABE/GED Student Summary ....................................................................... 515-Year Trend: Fiscal YearABE/GED Headcount ............................. 52Student Assessments & Testing ................................................................. 544-Year Trend: Fiscal Year - Student Assessments Summary ...... 554-Year Trend: Fiscal Year - Student Assessments................................ 56Research Readiness Self-Assessment Report (RRSA) ...................... 573-Year Trend: Spring Terms ETS Proficiency Profile ...................... 59Student Learning Outcomes FY11 .......................................................... 60Student Retention & Successful Completion ................................... 62Student Retention & Successful Completer Summary ............... 635-Year Trend: Retention by Discipline .................................................... 645-Year Trend: Successful Completers ...................................................... 65University Transfer .............................................................................................. 66University Transfer Summary ...................................................................... 67Transfer Hours: Fall 2009New Student Transfer .......................... 68Transfer Class Level: Fall 2009New Student Transfer ............... 69Top 10 Declared Majors .................................................................................. 70

    FACTBOOK TABLE OF CONTENTS

  • 5

  • 6Rio Salado College transforms the learning experience through:

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

    Responsiveness

    Mission

    Serving our local, national, and international communities through online learning and collaborative partnerships, we provide:

    General Education and Courses for University Transfer

    Programs for Workforce Development in Business, Industry and Government

    Adult Basic Education Comprehensive Student Services Cultural Enrichment and Community Service Continuing Education and Lifetime Learning

    Opportunities

    PurposesWe astonish our customers!

    Vision

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

    Learning Innovating Partnering

    Core Practices

    rough living our values, Rio Salado College creates a climate of high expectations for the success of our current and future students, clients and employees. We are unalterably committed to demonstrating, assessing and being accountable for the following core organizational values:

    Sustainability Customer Focus Relentless Improvement

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

    Core Values

    Service Standards

    Inclusiveness Professionalism Teamwork

  • 7Rio Salado College, headquartered in Tempe, Arizona, is one of 10 colleges of the Maricopa County Community College District and the largest online public community college in the nation.

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

    2010-11 Student Headcount: 68,656 57,746credit 9,697non-credit 1,213customizednon-creditworkforcetrainingstudents

    The college successfully meets the needs of working adults and other specialized populations who often fi nd it diffi cult to pursue higher education through traditional means. Rio Salado College is up to the challenge of preparing todays students for the jobs of tomorrow. Aff ordable tuition combined with hundreds of online classes allow students to take classes at their convenience and realize their educational goals.

    Rio is also known for providing high quality education through productive and cost-effi cient practices. Nationally, Rios cost to educate students is 48 percent less than its peer institutions.

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

    NotedasoneofeightHighlyProductiveHigher-EducationInstitutionsinWinningby Degrees, a report which profi les cost-eff ective best practices by McKinsey & Company.

    NamedaMilitaryFriendlySchoolbyG.I.JobsMagazine. RiosDualEnrollmentprogramstandsoutastheonlyoneinArizonatoreceive

    reaccreditation with the National Alliance of Concurrent Enrollment Partnerships. RiosPeer-to-PeerPlagiarismDetectionSystemreceived

    a WCET Outstanding Work Award. ThePhoenixBusinessJournalnamedthecollegetheValleys2011Healthiest

    Employer in the mid-sized company category. PhiThetaKappastudentBrendanPiercewasawardedtheCoca-ColaGoldScholar

    Award and recognized as one the nations top 50 community college students. AlphaThetaOmicronChapterofPhiThetaKappareceivedFive-StarStatus,

    Distinguished Chapter Member and Pinnacle Awards. KJZZ91.5FMreceivedtheRadioTelevisionDigitalNewAssociationEdwardR.

    Murrow award for continuing coverage of Arizonas immigrations issues. PhoenixMagazineandtheNewTimesrecognizedKJZZ91.5FMasBestoftheValley. SunSoundsofArizonareceivedfiveprogramming

    awards from the International Association of Audio Information Services. MCTV,CoxCable115receivedinternationalrecognition;fourbronzeTellyAwards,

    sevenVideographerAwardsandabronzeSummitAward.

    Award-Winning

    Community colleges are the most accessible, exible and a ordable means of preparing todays students for the jobs of tomorrow. Knowledge will help open the doors to a successful future and career. Th at is why its never been more important for individuals to pursue a higher education.

    - Dr. Chris Bustamante, President

    2010-11 Fact Sheet

  • 82010-11 Fact Sheet (Continued)

    Rio Salado serves our many communities through:

    AdultBasicEducation Corporate,Government&IndustryPartnerships DualEnrollment IncarceratedRe-entry LifelongLearning MilitaryandVeteranOpportunities OnlineLearning UniversityTransfer

    Rio Salado offers a variety of programs and continually seeks new educational opportunities for students. 34AASDegrees 67CertificatesofCompletion 7AcademicCertificates

    Program Areas

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

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

    24/7InstructionalHelpdesk 24/7LibrarianChat 24/7TechnologyHelpdesk AcademicAdvising Admissions&Records Bookstore CareerCounseling CashiersOffice DisabilityResources ElectronicStudentForm(ESF) Library&LibrarianChat Tutoring FinancialAid&Scholarships RioLounge-onlinestudentunion

    What We Do

    *Academic Certificate

    LanguageStudies* LawEnforcementTechnology MilitaryLeadership OrganizationalManagement Paralegal,PublicAdministration QualityCustomerService RetailManagement SmartBusinessStart-Up Sustainabilityand EcologicalLiteracy* SustainableFoodSystems TeacherEducation

    Accounting BehavioralHealth/Addictions and Substance Use Disorders ComputerTechnology CreativeWriting* DentalAssisting DentalHygiene DentalOfficeManagement EarlyChildhood& Human Development eLearningDesign GeneralBusiness LanguageandLiterary CultureoftheUSA*

    Summer 2011 Recognitions FeaturedinUsingHighTechToolstoOpenDoors,

    Focus,LuminaFoundation NamedVisionaryHigherEducationLeader,

    MaximizingYourCollegeInvestments,Forbes HighlightedinThe Innovative University: Changing

    the DNA of Higher Education

  • 9Our StudentsRio Salado College is dedicated to serving our local, national, and international communities through online learning and collaborative partnerships. During the 2010-11 academic year, Rio Salado served 68,656 students.

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

    *As of 11/08/11

    Headcount 57,746students(credit) 9.71%increaseover2009-10headcount 9,697AdultBasicEducation/GED(noncredit)

    Rio SnapshotAmong the 10 Maricopa Community Colleges, Rio Salado is: Largestintermsofcreditheadcount Responsiblefor23.89%ofthedistrictsheadcount

    ProgramsOnline Learning Overview: 647Internetcourses 43,081distancelearningstudents(unduplicated)Certificates of Completion: 2,900awardedin2010-2011fiscalyearCustomized Partnerships: IncarceratedRe-EntryStudents:3,057 Totalnumberofpersonsinoccupationalprograms or training for credit: 6,227 37GovernmentandBusinesspartnerships

    Faculty PermanentFaculty: 23 AdjunctFaculty: 1,347*

    Employees BoardApproved: 478* Part-TimeEmployees 200

    Militaryservicemembers, veterans & their families Highschoolstudents Lifelonglearners Internationalstudents

    2010-2011 Annual Report: Statistics

    Non-traditionalstudents Workingadultswithfamilies Re-entrystudents Localemployees Incarceratedpersons

    FemaleMale UnknownOther

    60.95%36.95%

    0.96%1.13%

    Gender Age

    19 and Under20-2930-3940-4950 and OverUnknown

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

    White, not of Hispanic OriginHispanicBlack, not of Hispanic OriginOther/Not SpecifiedAsian or Pacific IslanderAmerican Indian/Alaskan Native

    59.93%15.09%11.17%7.96%3.94%1.92%

    Ethnicity

  • 10

    Public&CommunityService

    Every year Rio Salado provides more than educational opportunities. The college serves the community through participation in annual events and a variety of outreach programs. OwnsandoperatesSunSoundsofArizona,aradioreadingservicefor people who cannot see, hold or understand print due to a disability. OwnsandoperatesKJZZ91.5FMandKBAQ89.5FM,accountingfora combined total of more than 450,000 weekly listeners. OperatestheMaricopaCommunityCollegeDistrictsstationMCTV,Cox Cable Channel 115, serving more than 300,000 subscribers. ParticipatesinoutreachprogramssuchasArizonaHeartWalk,LatinosWhoServe,BeaLeaderFoundation,KEZ99.9FMExcellencein Education, KNIX 102.5 Million Can Crusade, Phoenix 10K Corporate Challenge,95.1FMValleyVibe,ValleyoftheSunUnitedWayefforts, and numerous other initiatives.

    Who We Serve: Local, National & International Communities

    NewLocationsOpened

    EastValleyVeteransEducationCenter(EVVEC) RioSaladoCollegeNorthern

    FutureRioLocations

    RioSaladoCollegeDowntown RioSaladoCollegeThomas SPOT127/YouthMediaInitiative RioSaladoCollegeSouthern [email protected] DentalHygiene

    RioSaladoCollege2323 W. 14th StreetTempe,Arizona85281

    480-517-8000 / 800-729-1197 www.riosalado.edu

    2010-11 Fact Sheet (Continued)

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    UnionHillsDr

    Peoria Ave

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    College LocationCommuniversityComing Soon

    Rio Salado College - RSCAdministrative Headquarters2323 W. 14th Street

    Tempe,AZ85281

    480-517-8000 or 1-800-729-1197

    EastValleyVeteransEducationCenter

    RSCDowntown

    RSCAvondale

    RSCLukeAirForceBase(LAFB)

    RSCOrangewood

    RSCNorthern

    RSCLifelongLearningCenter

    RSCThomas

    RSCEastValley

    SPOT127

    RSCSouthern

    [email protected]

    [email protected]

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

    LOCATIONS14

  • 12

    Partnership & Rio Salado Locations*

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    Rio Salado Locations

    Partnership Locations

    DualEnrollmentHighSchools

    Locations

    303

    202

    *CurrentasofJanuary2012.

  • 13

    Communiversity @ SurpriseYour Pathway to a Better Future

    Rio Salado continues to find and develop innovative ways to make higher education even more accessi[email protected]Surprisewherestudents can earn certificates, associate degrees, bachelors degrees and masters degrees through a unique partnershipbetw[email protected]Surpriseishosted by Rio Salado College in collaboration with the City of Surprise.

  • 14

    Awards/Recognition & Accomplishments

    Forthesecondyearinarow,thePhoenix Business Journal named Rio as one of the 2012 Valleys Healthiest Employers in the mid-size business category. The innovative strategies of Rios Seven Dimensions of Health and Wellness Model continues to be valued as an outstanding program for employees.

    Riowasselectedasoneofthreeinstitutionstoreceivethe2012 Council for Higher Education Accreditation (CHEA) Award for Outstanding Institutional Practice in Student Learning Outcomes. The CHEA award recognizes Rios focus on increasing the number of adult learners who achieve success in higher education and Rios strong commitment to innovation, institutional effectiveness, and student success.

    InDecember2011,inaCommunity College Week article, Rio Salado College ranked first in a survey of the Fastest Growing Public Two-Year Colleges with enrollments of 10,000 or more.

    RioSaladoCollegewasoneof26ArizonaorganizationstoberecognizedwithaSloanAwardforExemplaryWorkplacePractices on Nov. 2, 2011. The awards are part of the national When Work Works project, an ongoing initiative of the Families and Work Institute. The project encourages businesses of all sizes and types to become more successful by adopting best practices based on research of workplace effectiveness and flexibility.

  • 15

    Administration & Faculty SummaryMCCCDGoverningBoardDoyle W. Burke, President Dr. Donald R. Campbell Randolph Lumm Debra Pearson Dana G. Saar, Secretary

    CollegeAdministrationChris Bustamante, Ed.D. PresidentJenniferShantz,Ed.D. InterimVicePresident,AcademicAffairsKishiaBrock,M.Ed. VicePresident,StudentAffairsEdwardKelty,M.Ed VicePresident,InformationServicesToddSimmons,M.Ed,C.P.A. VicePresident,AdministrativeServicesNicole Albo, M.H.P.E.. Interim Dean, Academic AffairsRick Kemp, M.Ed. Dean, Instruction and PartnershipsSharon Koberna, Ph.D. Dean, Administrative and Employee ServicesJoJorgenson,Ph.D Dean,InstructionandCommunityDevelopmentJamesPaluzzi,Ph.D. Dean,PublicService(KJZZ/KBAQ,SunSounds&MCTV)Dana Reid, M.Ed. Dean, Instructional Technology & SupportDevi Bala, C.P.A., C.G.F.M. Associate Dean, Finance & BusinessRyan Chase, M.B.A. Associate Dean, Student Finance & ComplianceRachelle Clarke, M.Ed. Associate Dean, Student AffairsEarnestine Harrison, M.Ed. Associate Dean, Instruction and SupportBlair Liddicoat, M.Ed. Associate Dean, Instruction and Community DevelopmentRuby Miller Associate Dean, Student AffairsMichael Pattarozzi, M.Ed. Associate Dean, Instruction and Community Development

    FacultyMembersAngela Felix, Ph.D. Faculty Senate PresidentMelanieAbts,M.Ed. JanineAdkins,Ph.D. AngelaAmbrosia,Ph.D. KirkBowden,Ph.D. PatriciaS.Case,Ph.D.ShannonCorona,Ph.D. HazelM.Davis,M.L.S. KarenDocherty,M.A. KathleenDunley,Ph.D. JenniferFreed,Ph.D.TerriHanger,M.Ed. JanetJohnson,Ph.D. RobertSemmler,M.Ed.,M.S. KerrieSpecker,M.A. WandaTucker,M.Div.,M.A.JanelleUnderhill,M.A. RickVaughn,Ph.D. OtisWhite,M.B.A.

    EmeritusFacultyJulieBertch,Ph.D. BeatrizCohen,M.C. LauraHelminski,M.S. ThomasLombardo,Ph.D. WillieMinor,Ed.D.JeanTease,Ed.D. BarryWukasch,Ph.D.

    EmeritusAdministrationCarlMatthusen,M.A. KarenMills,Ed.D. CarolScarafiotti,M.A. LindaThor,Ed.D. JimVandyke,Ph.D.

  • 16

    Fact Book Information Key

    A Note on the DataThe information contained herein is derived, unless otherwise stated, from the Institutional Research Information System (IRIS).Most information represented in this Fact Book is arranged by fiscal year. ThefiscalyearbeginsJuly1standendsJune30thofthesubsequent year. The semesters included in Fiscal Year 2011 are Summer II 2010, Fall 2010, Spring 2011, and Summer I 2011.

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

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

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

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

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

    InPersonIn Person students take courses at Rio Salado College physicallocationsacrosstheValley.

    HybridHybrid students take courses in a blended in-person/online format.

    IndependentStudyStudents receive credit for work experience in external interships and student teaching opportunities.

    Vocational(non-credit)Vocationalstudentstakenon-creditcoursesrelatedtojobtrainingorjob related skills development.

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

  • 17

    Cafe @ Rio Sustainable Food [email protected]ts,faculty,[email protected]:toservesustainablefoodthatnourishesthebodyands[email protected]RioisalsoanintegralpartoftheSustainableFoodSystemsprogram.Thecafstrivesforzerowastegeneration through comprehensive recycling and composting. We feature seasonal menus, locally-produced food, and food that is produced using humane labor practices. Students in Rio Salados Sustainable Food Systems program also contribute to our fresh productselection.VegetablesgrownaspartoftheOrganicGardeningclassarepreparedandservedinthecaf.

  • 18

    WHERE ARE RIO SALADO STUDENTS?

  • 19

    Residency Status Summary

    In StateInFY2011,nearlythreequarters(72.6%)ofRiocreditstudentswereresidentsofMaricopa County. Rio Salado also enrolled students from other Arizona counties. Thepercentageofout-of-countystudentsdippedslightlyby0.4%fromFY2010to FY2011 after a good rise in FY2009 from FY2008 figures. In FY2011, more out-of-countystudentsenrolledatRioSaladofromPinalCounty(N=1,049,29.5%)thanany of the other non-Maricopa counties in Arizona. Since FY2008, Pinal students takingcoursesatRioSaladoCollegeincreased40.4%(FY2008=747students). The state of Arizona requires a student to prove 365 days of permanent residence in Arizona before they can be granted residency status (i.e. in-state tuition). Therefore some Rio students were unable to claim residency status due to state requirements. The percentage of studentswithfewerthan365daysinArizonaincreasedfromFY2007toFY2011.InFY2007,only9.0% ofRiostudentsheldthisstatus;however,byFY2011,morethanone-eighth(13.2%)ofRiostudentslived in Arizona less than the 365 days required to gain residency in the state.

    Out of StateRioSaladoCollegealsoprovideseducationtostudentsacrosstheUnitedStatesandabroad.InFY2011,4,541(7.9%)creditstudentsenrolledatRioSaladofromotherstates;thiswasanearlytwopercentincreasefromFY2007.Passedin2007,Proposition300requiredthat state of Arizona higher education institutions could not report students as in-state if they had yet to produce a valid Arizona drivers license. Therefore, some students in the out-of-state non-resident category may have lived in Arizona but have not produced the required documentation. This new process for reporting residencies was established in the summer of 2007 and impacted the FY2008 residency status figures.

    Distance StudentsWithinArizona,morethantwothirds(69.3%,N=29,836)ofDistancestudentsresidedwithinMaricopaCounty.PinalCountyhadthesecond largest number (N = 904) of Distance students. The top 10 states with distance students other than Arizona are (in order): Georgia, California, Mississippi, Texas, Illinois, Michigan, Ohio, Washington, New York, and Florida.

  • 20

    5-Year Trend: Fiscal Year - Residency Status

    5000

    10,000

    15,000

    20,000

    25,000

    30,000

    35,000

    40,000

    2007 2008 2009 2010 2011

    MaricopaCountyResident

    Out-of-County

    Out-of-State

    Out-of-State(NonResident)

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

    Residency Status 2007 2008 2009 2010 2011Maricopa County Resident 38,327 37,167 38,547 39,093 41,928

    Out-of-County 3,314 2,796 3,431 3,484 3,583

    Out-of-State 4,396 6,769 5,925 6,069 7,638

    Out-of-State (Non Resident) 2,724 3,068 2,875 3,965 4,541

    Unknown 0 6 1 17 30

    Western Undergraduate Students 0 0 5 6 26

    Total 48,761 49,806 50,784 52,634 57,746

    %MaricopaCountyResident 78.6% 74.6% 75.9% 74.3% 72.6%

    %Out-of-County 6.8% 5.6% 6.8% 6.6% 6.2%

    %Out-of-State 9.0% 13.6% 11.7% 11.5% 13.2%

    %Out-of-State(NonResident) 5.6% 6.2% 5.7% 7.5% 7.9%

  • 21

    Student County of Residence Outside Maricopa

    1 - 200201 - 400401 - 600601 - 800801 - 1043

    Students(FY2011)

  • 22

    Students within Maricopa & Surrounding Areas

    BUCKEYE LAVEEN

    FORT MCDOWELL

    MARICOPA

    PEORIASCOTTSDALE

    QUEEN CREEK

    SURPRISE

    MESA

    SACATON

    PHOENIX

    WITTMANN

    CHANDLER

    GOODYEAR

    CAVE CREEK

    MORRISTOWN

    BAPCHULE

    COOLIDGEGILA BEND

    GLENDALE

    WADDELL

    TOLLESON

    TEMPE

    GILBERT

    APACHE JUNCTIONLITCHFIELD PARK

    FOUNTAIN HILLS

    AVONDALE

    GOLD CANYON

    SUN CITYEL MIRAGE

    PARADISE VALLEY

    NEW RIVER

    SUN CITY WEST

    RIO VERDE

    FLORENCECASA GRANDE

    GLENDALE LUKE AFBYOUNGTOWN

    HIGLEY

    Students (FY2011)

    1 - 105

    106 - 303

    304 - 518

    519 - 776

    777 - 1534

  • 23

    Student County of Residence

    1 - 10

    11 - 33

    34 - 81

    82 - 155

    156 - 207

    208 - 220

    221 - 294

    295 - 623

    624 - 885

    28659

    DistanceStudents

  • 24

    Distance Students by State (FY2011)Arizona Excluded

    1 - 25

    26 - 50

    51 - 100

    101 - 200

    201 - 400

    401 - 900

    901 - 1168

    DistanceStudents

    ARIZONA

    Notes: Only distance students with mailing addresses within the 49 states were included. Six students listed the District of Columbia (D.C.) as theirhomeaddress.Formappurposesonly,thesesixstudentsweredividedequallybetweenVirginia(N=3)andMaryland(N=3).

  • 25

  • 26

    ENROLLMENT TRENDS

  • 27

    Enrollment Trends Summary (5-Year Analysis)

    Full-Time Student Equivalent (FTSE)InFY2011,RioSaladoclaimed15,633FTSE,anincreaseof18%fromFY2010s FTSE count of 13,226. Additionally, Rio Salados open-ended FTSE (whichiscomprisedofmostlyDistancecoursesections)increasedby17.5%from FY2010 (5,929.3) to FY2011 (6,968.2).

    Student Unduplicated Headcount The unduplicated headcount is the total number of students enrolled in courses at Rio Salado College. Included in the total headcount are students taking courses for credit, non-credit ABE-GED students, and students taking non-credit courses (either vocational or avocational). In FY2011, Rio Salados totalunduplicatedheadcountwas68,656,anincreaseof10.8%overFY2007figuresand10.1%overlastyear(FY2010).Studentstakingcoursesforcreditmake up the majority of Rio Salados headcount. More than four-fifths (84.1%)ofRioSaladostudentswereenrolledincreditcoursesinFY2011.RioSalado Colleges credit student headcount has increased steadily over the past five years. In FY2007, Rio Salado had 48,761 credit students. In FY2011, Rio Salado had a headcount of 57,746 credit students. During this time pe-riod, Rio Salado experienced an 18.4 percent increase in credit enrollments. Please see the tables below for further details on FY2011.

    Rio Salado Students (FY2011)*Total Credit Unduplicated Headcount 57,746

    ABE/GED Students 9,697

    NonCreditVocationalStudents 101

    Non Credit Avocational Students 1,112

    TotalUnduplicatedHeadcountofAllRioSaladoStudents

    68,656

    *962partnershipstudentswerenotincludedintheofficialheadcountforFY2011as these students are not currently recorded in the Student Information System. This would increase our headcount to 69,618.

    Rio Salado Credit Student Snapshot (FY2011) by Instruction Mode TotalCreditUnduplicatedHeadcount* 57,746

    DistanceStudents** 43,081

    Online Students 41,341

    In Person Students (Not Dual or Partnership) 1,078

    Dual Enrollment Students 8,129

    Partnership Students (Distance & In Person) 6,227

    HybridStudents*** 240

    Independent Study Students 282

    *Totalcreditunduplicatedheadcountisnotthesumofallinstructionmodesassome students took courses in more than one mode and would therefore be counted more than once.**Includesstudentswhotookonline,print-based,ormixedmediacourses (includes Distance Dual students)***Includes13dualstudentstakinghybridclasses

  • 28

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

    8,000

    9,000

    10,000

    11,000

    12,000

    13,000

    14,000

    15,000

    16,000

    2007 2008 2009 2010 2011

    5 - Year Trend: FY - FTSE

    FTSE

    2007 2008 2009 2010 2011FTSE 13,703.3 13,283.8 12,859.3 13,225.6 15,633

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

    2007 2008 2009 2010 2011FTSE 13,703.3 13,283.8 12,859.3 13,225.6 15,633

  • 29

    5-Year Trend: Fiscal Year -Headcount (Unduplicated)

    2007 2008 2009 2010 2011 All Rio Salado Students 61,955 60,346 61,340 62,337 68,656

    Credit Students 48,761 49,806 50,784 52,634 57,746

    0

    10,000

    20,000

    30,000

    40,000

    50,000

    60,000

    70,000

    2007 2008 2009 2010 2011

    5 - Year Trend: FY - Headcount (Unduplicated)

    All Rio Salado Students Credit Students

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

    2007 2008 2009 2010 2011All Rio Salado Students 61,955 60,346 61,340 62,337 68,656

    Credit Students 48,761 49,806 50,784 52,634 57,746

  • 30

    STUDENT DEMOGRAPHIC TRENDS

  • 31

    Student Demographic Trends*

    GenderDuringFY2011,three-fifths(61.0%)ofRioSaladostudentswerefemalewhile36.9%weremale.ThegendercategoryofotherwasaddedinFY2008 to accommodate students who identified with neither female nor male.OnepercentofstudentsidentifiedthemselvesasotherinFY2011.Afewstudents(1.1%)didnotreportanygender.Theratiooffemaletomalestudents has widened over the past five years at Rio Salado. Known female students outnumber known male students. The percentage of students who are female also tended to be higher in all six delivery modalities. In FY2011,morethanhalf(57.0%)ofDualEnrollmentstudentswerefemale.Likewise,inthesamefiscalyear,63.2%ofDistancestudentsand52.7%ofIn-Person students were female.

    Age GroupNearlytwo-fifths(39.5%)ofRioSaladostudentswerebetweentheagesof 20 29 during FY2011. In the past five fiscal years, this age group has represented the largest portion of the Rio Salado College student body. Additionally, students aged 30 39 comprised the second largest age group at Rio Salado over the same time period by a very slim margin. In FY2011,30to39year-oldsmadeup21.4%ofthestudentpopulationwhilestudents between the ages of 14 and 19 made up the third largest student population(21.2%).Manystudentsinthisagegrouparetakingcoursesthrough dual enrollment programs at local high schools.

    *Note:Demographictrenddataincludesonlystudentswhotookcoursesfor credit (Total Credit Unduplicated Headcount)

    The largest student age group differed among the six modalities. Almost all reporting dual enrollment students gave an age of between 14 and 19inFY2011(99.9%).Studentsbetweentheagesof20to29comprisedthelargestgroup(46.2%)ofDistance-learningstudentswhilemorethantwo-fifths(42.7%)ofallIn-Personstudentswereinthe2029agegroup.Additionally,two-fifths(43.9%)ofallPartnershipstudentsindicatedanagebetween20and29.Anequalpercentage(25.8%)ofhybridstudentsfellinto the age categories of 20 29 and 30 39.

    Ethnicity Over the past five fiscal years, the predominate ethnicity of Rio Salado students was White. The percentage of students at Rio Salado College who reported Hispanic/Latino as their ethnicity steadily increased from FY2007 to FY2011. The Hispanic student population increased from 12.8%inFY2007to15.1%inFY2011.InFY2011,White,Non-Hispanicstudentscomprisednearlythree-fifths(59.9%)oftheRioSaladostudentbody. This is down two percent from the previous fiscal year. More than one-tenth(11.2%)ofstudentsinFY2011indicatedanethnicityofBlack/African American. Asian students made up approximately four percent of the student population while American Indian/Alaskan Native students comprised1.9%ofthestudentsatRioSaladoinFY2011.StudentswhoidentifiedasOther/NotSpecifiedremainedsteadyat8.0%oftheoverallpopulation after a steady decrease in the last few fiscal years. Additionally, for FY2011, the previous ethnicity category of Asian or Pacific Islander was split into two new groups (i.e. Asian, Native Hawaiian/Other Pacific Islander).

  • 32

    5-Year Trend: Fiscal Year Gender

    Gender 2007 2008 2009 2010 2011 Male 17,754 17,749 17,970 19,012 ??Female 28,160 29,859 30,884 32,463 ?? Unknown 2,847 1,951 1,452 818 ??Other* - 247 478 341 ??Total 48,761 49,559 50,784 52,634

    % Male 36.4% 35.8% 35.4% 36.1% 36.9% % Female 57.8% 60.2% 60.8% 61.7% 61.0%% Unknown 5.8% 3.9% 2.9% 1.6% 1.1% % Other N/A N/A 0.9% 0.6% 1.0%

    0

    5,000

    10,000

    15,000

    20,000

    25,000

    30,000

    35,000

    2007 2008 2009 2010 2011

    Stud

    ents

    Fiscal Year

    5-Year Trend: FY - Gender

    Male Female Unknown Other**Note:TheGendercategoryofOtherwasaddedinfiscalyear2007-2008.

    Gender 2007 2008 2009 2010 2011Female 28,160 29,859 30,884 32,463 35,199

    Male 17,754 17,749 17,970 19,012 21,335

    Unknown 2,847 1,951 1,452 818 655

    Other* 247 478 341 557

    Total 48,761 49,559 50,784 52,634 57,746

    %Female 57.8% 60.2% 60.8% 61.7% 61.0%

    %Male 36.4% 35.8% 35.4% 36.1% 36.9%

    %Unknown 5.8% 3.9% 2.9% 1.6% 1.1%

    %Other 0.5% 0.9% 0.6% 1.0%

    Female

    Male

    Unknown

    Other*

  • 33

    5-Year Trend: Fiscal Year Gender by ModalityDual Enrollment & Distance

    Modality Gender 2007 2008 2009 2010 2011DualEnrollment** Female 58.3% 57.8% 57.5% 58.5% 57.0%

    Male 39.4% 40.7% 40.3% 40.1% 40.4%

    Other* 0.0% 1.1% 0.7% 2.1%

    Unknown 2.3% 1.5% 1.1% 0.7% 0.4%

    Distance Female 62.7% 64.2% 63.9% 63.8% 63.2%

    Male 32.1% 31.0% 32.6% 34.0% 35.1%

    Other* 0.5% 0.9% 0.6% 0.6%

    Unknown 5.2% 4.4% 2.6% 1.6% 1.1%

    *TheGenderdemographiccategoryofOtherwasintroducedinFiscalYear2008.**DualEnrollmentisnotaspecificmodality.Forthisreason,dualenrollmentstudentsaredisplayedintotalintheabovechart;however,theyarealsoincluded in the Distance and Hybrid modalities in small numbers.

    Female

    Male

    Other*

    Unknown

    2011DualEnrollmentGenders 2011DistanceGenders

    57%63.2%

    40.4%

    2.1% 0.6%

    0.4% 1.1%

    35.1%

  • 34

    5-Year Trend: Fiscal Year Gender by ModalityIn Person & Partnership

    Modality Gender 2007 2008 2009 2010 2011In Person (not ESP or Dual) Female 56.5% 52.2% 54.0% 59.1% 52.7%

    Male 35.4% 42.3% 40.4% 37.5% 44.8%

    Other* 0.2% 0.9% 1.1% 0.7%

    Unknown 8.1% 5.3% 4.7% 2.4% 1.8%

    Partnership (ESP) Female 48.6% 52.7% 53.7% 52.6% 52.5%

    Male 43.3% 42.9% 40.2% 43.9% 43.1%

    Other* 0.7% 1.2% 0.6% 1.9%

    Unknown 8.1% 3.8% 4.9% 2.8% 2.5%

    *TheGenderdemographiccategoryofOtherwasintroducedinFiscalYear2008.

    Female

    Male

    Other*

    Unknown

    2011InPersonGenders 2011 Partnership Genders

    52.7% 52.5%

    44.8%

    1.8% 2.5%0.7% 1.9%

    43.1%

  • 35

    5-Year Trend: Fiscal Year Gender by ModalityHybrid & Independent Studies

    Modality Gender 2007 2008 2009 2010 2011Hybrid* Female 44.7% 53.7% 50.2% 77.5%

    Male 53.5% 44.3% 46.8% 22.1%

    Other** 1.8% 0.3% 1.9% 0.0%

    Unknown 1.7% 1.1% 0.4%

    IndependentStudies*** Female 83.3% 93.6%

    Male 10.4% 3.5%

    Other** 0.0% 0.4%

    Unknown 6.3% 2.5%

    *TheHybridmodalitywasfirstintroducedinFiscalYear2008.**TheGenderdemographiccategoryofOtherwasintroducedinFiscalYear2008.***TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

    Female

    Male

    Other**

    Unknown

    2011HybridGenders 2011IndependentStudiesGenders

    77.5% 93.6%

    22.1%

    0.4%

    0.4%2.5%

    3.5%

  • 36

    5-Year Trend: Fiscal Year Age Groups

    Age Group 2007 2008 2009 2009 2011 19 and Under 10,097 9,890 10,110 10,616 ????20 - 29 18,252 19,180 19,411 20,750 ???? 30 - 39 10,489 10,929 11,507 11,618 ???? 40 - 49 5,905 6,127 6,175 6,304 6,724 50 and Over 3,148 3,364 3,406 3,263 3,536 Unknown 870 316 175 83 ????

    Total 48,761 49,806 50,784 52,634

    % 19 and Under 20.7% 19.9% 19.9% 20.2% 21.2%% 20 - 29 37.4% 38.5% 38.2% 39.4% 39.5%% 30 - 39 21.5% 21.9% 22.7% 22.1% 21.4% % 40 - 49 12.1% 12.3% 12.2% 12.0% 11.6%% 50 and Over 6.5% 6.8% 6.7% 6.2% 6.1%% Unknown 1.8% 0.6% 0.3% 0.2% 0.1%

    02,0004,0006,0008,000

    10,00012,00014,00016,00018,00020,00022,000

    2007 2008 2009 2010 2011

    Stud

    ents

    Fiscal Year

    5-Year Trend: FY - Age Groups

    Age Group 2007 2008 2009 2010 201119 and Under 10,097 9,890 10,110 10,616 12,227

    20 - 29 18,252 19,180 19,411 20,750 22,818

    30 - 39 10,489 10,929 11,507 11,618 12,368

    40 - 49 5,905 6,127 6,175 6,304 6,724

    50 and Over 3,148 3,364 3,406 3,263 3,536

    Unknown 870 316 175 83 73

    Total 48,761 49,806 50,784 52,634 57,746

    %19andUnder 20.7% 19.9% 19.9% 20.2% 21.2%

    %20-29 37.4% 38.5% 38.2% 39.4% 39.5%

    %30-39 21.5% 21.9% 22.7% 22.1% 21.4%

    %40-49 12.1% 12.3% 12.2% 12.0% 11.6%

    %50andOver 6.5% 6.8% 6.7% 6.2% 6.1%

    %Unknown 1.8% 0.6% 0.3% 0.2% 0.1%

    19andUnder

    20 - 29

    30 - 39

    40 - 49

    50 and Over

    Unknown

  • 37

    5-Year Trend: Fiscal Year Age Groups by Dual Enrollment & Distance

    Modality Gender 2007 2008 2009 2010 2011DualEnrollment* 19 and Under 98.2% 99.1% 99.9% 99.9% 99.9%

    20 - 29 0.1% 0.0% 0.0% 0.0% 0.0%

    30 - 39 0.0% 0.0% 0.0% 0.0% 0.0%

    40 - 49 0.0% 0.0% 0.0% 0.0% 0.0%

    50 and Over 0.0% 0.0% 0.0% 0.0% 0.0%

    Unknown 1.7% 0.8% 0.0% 0.1% 0.1%

    Distance 19 and Under 8.6% 8.0% 8.5% 9.3% 9.5%

    20 - 29 45.4% 45.9% 44.9% 45.7% 46.2%

    30 - 39 25.6% 25.5% 26.0% 25.0% 24.3%

    40 - 49 13.6% 13.4% 13.4% 13.4% 13.2%

    50 and Over 6.3% 6.8% 6.9% 6.6% 6.7%

    Unknown 0.7% 0.4% 0.3% 0.1% 0.1%

    *DualEnrollmentisnotaspecificmodality.Forthisreason,dualenrollmentstudentsaredisplayedintotalintheabovechart;however,theyarealsoincluded in the Distance and Hybrid modalities in small numbers.

    2011DualEnrollmentGenders 2011DistanceGenders

    19andUnder

    20 - 29

    30 - 39

    40 - 49

    50 and Over

    Unknown

    19andUnder

    Unknown

    99.9%46.2%

    0.1%

    13.2%

    6.7%0.1%9.5%

    24.3%

  • 38

    5-Year Trend: Fiscal Year Age Groups by In Person & Partnership

    Modality Gender 2007 2008 2009 2010 2011In Person (not ESP or Dual) 19 and Under 5.2% 6.7% 5.6% 5.3% 5.8%

    20 - 29 33.4% 30.5% 35.3% 38.6% 42.7%

    30 - 39 27.6% 26.3% 26.7% 27.6% 28.2%

    40 - 49 16.6% 18.5% 17.2% 17.4% 14.8%

    50 and Over 16.0% 17.4% 14.4% 10.4% 8.3%

    Unknown 1.2% 0.6% 0.7% 0.6% 0.1%

    Partnership (ESP) 19 and Under 9.7% 9.0% 5.3% 2.6% 2.5%

    20 - 29 40.5% 41.3% 41.3% 42.6% 43.9%

    30 - 39 23.3% 24.6% 26.9% 29.3% 29.1%

    40 - 49 14.4% 15.3% 16.4% 15.5% 15.6%

    50 and Over 8.1% 8.5% 9.4% 9.7% 8.4%

    Unknown 3.9% 1.2% 0.7% 0.4% 0.4%

    19andUnder

    20 - 29

    30 - 39

    40 - 49

    50 and Over

    Unknown

    42.7%28.2%

    14.8%

    43.9%

    0.1%8.3% 8.4%

    0.4%2.5%

    5.8%

    29.1%

    15.6%

    2011InPersonAgeGroups 2011 Partnership Age Groups

  • 39

    5-Year Trend: Fiscal Year Age Groups by In Person & Partnership

    5-Year Trend: Fiscal Year Age Groups by Hybrid & Independent Studies

    Modality Gender 2007 2008 2009 2010 2011Hybrid* 19 and Under 21.1% 21.7% 8.7% 14.6%

    20 - 29 43.0% 50.7% 41.5% 25.8%

    30 - 39 21.1% 18.0% 28.3% 25.8%

    40 - 49 10.5% 8.7% 10.2% 15.8%

    50 and Over 3.5% 0.7% 10.9% 17.5%

    Unknown 0.9% 0.3% 0.4% 0.4%

    IndependentStudies** 19 and Under 0.0% 3.9%

    20 - 29 16.7% 28.7%

    30 - 39 29.2% 28.4%

    40 - 49 35.4% 20.2%

    50 and Over 18.8% 18.8%

    Unknown 0.0% 0.0%

    *TheHybridmodalitywasfirstintroducedinFiscalYear2008.**TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

    2011HybridAgeGroups 2011IndependentStudiesAgeGroups

    19andUnder

    20 - 29

    30 - 39

    40 - 49

    50 and Over

    19andUnder

    20 - 29

    30 - 39

    40 - 49

    50 and Over

    Unknown

    25.8%15.8%

    25.8%

    17.5%14.6%

    28.7%

    0.4% 3.9%

    28.4%

    20.2%

    18.8%

  • 40

    5-Year Trend: Fiscal Year Ethnicity

    Ethnicity* 2007 2008 2009 2010 2011American Indian / Alaskan Native 875 958 934 978 1,109

    Asian 2,004 2,128

    Asian or Pacific Islander 1,537 1,802 1,803

    Black / African American 3,208 3,822 3,788 5,008 6,448

    Hispanic / Latino 6,226 7,100 7,208 7,737 8,712

    Native Hawaiian / Other Pacific Islander 33 146

    Other / Not Specified 8,518 5,236 5,661 4,232 4,595

    White 28,397 30,888 31,390 32,642 34,608

    Total 48,761 49,806 50,784 52,634 57,746

    %AmericanIndian/AlaskanNative 1.8% 1.9% 1.8% 1.9% 1.9%

    %Asian 3.8% 3.7%

    %AsianorPacificIslander 3.2% 3.6% 3.6%

    %Black/AfricanAmerican 6.6% 7.7% 7.5% 9.5% 11.2%

    %Hispanic/Latino 12.8% 14.3% 14.2% 14.7% 15.1%

    %NativeHawaiian/OtherPacificIslander 0.8% 0.3%

    %Other/NotSpecified 17.5% 10.5% 11.1% 8.0% 8.0%

    %White 58.2% 62.0% 61.8% 62.0% 59.9%

    0

    5,000

    10,000

    15,000

    20,000

    25,000

    30,000

    35,000

    2007 2008 2009 2010 2011

    Stude

    nts

    Fiscal Year

    AmericanIndian/AlaskanNative

    Asian

    AsianorPacificIslander

    Black/African American

    Hispanic/Latino

    NativeHawaiian/OtherPacificIslander

    Other/NotSpecified

    White

    *ForFiscalYear2010,the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Ha-waiian/Other Pacific Islander).

  • 41

    5-Year Trend: Fiscal Year Ethnicity by ModalityDual Enrollment & Distance

    AmericanIndian/AlaskanNative

    Asian

    AsianorPacificIslander

    Black/African American

    Hispanic/Latino

    NativeHawaiian/OtherPacificIslander

    Other/NotSpecified

    White

    Modality Ethnicity* 2007 2008 2009 2010 2011Dual Enrollment American Indian / Alaskan Native 0.9% 0.8% 0.7% 0.9% 1.0%

    Asian 6.4% 7.1%

    Asian or Pacific Islander 5.9% 6.1% 6.1%

    Black / African American 2.1% 2.3% 1.9% 2.3% 2.5%

    Hispanic / Latino 10.7% 10.4% 11.3% 12.0% 12.2%

    Native Hawaiian / Other Pacific Islander 0.0% 0.4%

    Other / Not Specified 6.7% 4.4% 6.0% 5.5% 3.7%

    White 73.7% 76.0% 74.0% 73.0% 73.1%

    Distance American Indian / Alaskan Native 1.8% 2.2% 1.9% 1.9% 1.9%

    Asian 3.5% 3.4%

    Asian or Pacific Islander 2.8% 3.8% 3.3%

    Black / African American 6.6% 8.9% 8.0% 10.7% 12.7%

    Hispanic / Latino 10.6% 13.6% 12.5% 13.6% 13.8%

    Native Hawaiian / Other Pacific Islander 0.1% 0.2%

    Other / Not Specified 17.2% 12.0% 12.8% 8.6% 9.0%

    White 61.0% 71.5% 61.6% 61.7% 59.0%

    *ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).

    2011DualEnrollment 2011Distance

    12.2%

    13.8%

    12.7%

    9.0%

    0.2%

    3.4%1.9%

    73.1% 59.0%

    7.1%1.0% 2.5%

    3.7%

    0.4%

  • 42

    5-Year Trend: Fiscal Year Ethnicity by ModalityIn Person and Partnership

    AmericanIndian/AlaskanNative

    Asian

    AsianorPacificIslander

    Black/African American

    Hispanic/Latino

    NativeHawaiian/OtherPacificIslander

    Other/NotSpecified

    White

    Modality Ethnicity* 2007 2008 2009 2010 2011In Person (not ESP or Dual) American Indian / Alaskan Native 1.6% 1.9% 1.3% 1.3% 3.3%

    Asian 5.7% 2.9%

    Asian or Pacific Islander 2.5% 3.4% 3.7%

    Black / African American 8.6% 8.1% 9.0% 9.7% 11.8%

    Hispanic / Latino 14.2% 17.6% 21.1% 25.0% 23.7%

    Native Hawaiian / Other Pacific Islander 0.2%

    Other / Not Specified 17.9% 9.6% 11.3% 9.2% 8.8%

    White 55.1% 59.4% 53.7% 49.1% 49.3%

    Partnership (ESP) American Indian / Alaskan Native 2.3% 2.8% 3.4% 3.6% 3.3%

    Asian 1.9% 1.4%

    Asian or Pacific Islander 2.5% 2.7% 2.1%

    Black / African American 8.8% 9.9% 10.3% 10.0% 11.3%

    Hispanic / Latino 17.8% 21.6% 24.4% 27.0% 26.0%

    Native Hawaiian / Other Pacific Islander 0.1% 0.4%

    Other / Not Specified 22.5% 12.9% 6.4% 5.8% 5.5%

    White 46.1% 50.0% 53.3% 51.6% 52.0%

    *ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).

    2011InPersonEthnicity 2011PartnershipEthnicity

    11.8%

    52.0%

    26.0%

    3.3%

    0.4%

    5.5%

    1.4%

    49.3%11.3%

    2.9%3.3%

    23.7%8.8%

  • 43

    5-Year Trend: Fiscal Year Ethnicity by ModalityHybrid and Independent Studies

    AmericanIndian/AlaskanNative

    Asian

    AsianorPacificIslander

    Black/African American

    Hispanic/Latino

    NativeHawaiian/OtherPacificIslander

    Other/NotSpecified

    White

    Modality Ethnicity* 2007 2008 2009 2010 2011Hybrid** American Indian / Alaskan Native 4.7% 0.7% 0.8% 1.25%

    Asian 3.4% 4.17%

    Asian or Pacific Islander 7.5% 7.7%

    Black / African American 6.5% 7.3% 15.8% 5.8%

    Hispanic / Latino 33.6% 34.0% 12.1% 18.8%

    Native Hawaiian / Other Pacific Islander 0.0%

    Other / Not Specified 6.5% 11.3% 14.7% 7.1%

    White 47.7% 39.0% 53.2% 62.9%

    IndependentStudies*** American Indian / Alaskan Native 1.1%

    Asian 0.0% 2.1%

    Asian or Pacific Islander

    Black / African American 6.3% 8.9%

    Hispanic / Latino 20.8% 25.2%

    Native Hawaiian / Other Pacific Islander 0.0%

    Other / Not Specified 14.6% 10.6%

    White 58.3% 52.1%

    *ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).**TheHybridmodalitywasfirstintroducedinFiscalYear2008.***TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

    2011HybridEthnicity 2011IndependentStudiesEthnicity

    18.8%

    5.8%

    52.1%

    25.2%

    2.1%1.1%

    10.6%

    62.9%

    8.9%4.17%1.25%

    7.1%

  • 44

    STUDENT STATUS TRENDS

  • 45

    Student Status Trends* Summary

    Admission StatusRio Salado College is attracting more students without previous college experience. The proportion of Rio Salado students who entered with no previous college/university increased four and a half percent from FY2007 to FY2011. In FY2011, Rio Salado had the highest percentage (28.1%)ofstudentswithnocollegeoruniversityexperienceinthelastfive fiscal years. Over the past five fiscal years, the largest proportion of students indicated previously attending some college or university but notobtainingadegree.Thetrendhasremainedfairlysteadywith38%to42%ofallRioStudentsindicatingpreviouscollegeattendanceeachyear.InFY2011,two-fifths(40.1%)ofstudentsenteredRiowithsomecollege or university experience, a two percent increase over FY2007. The proportion of students attending Rio Salado College with a previous associates degree has increased steadily over the past five fiscal years. The percentage of associate degree holders increased one percent from FY2007(3.8%)toFY2011(4.9%).Studentswithabachelorsdegreecomprise nearly ten percent of the student body while masters degree or higher holders make up nearly four percent.

    High School StatusIn the past five fiscal years, the majority of Rio students received a high school diploma before attending Rio Salado College. In FY2011, more thantwothirds(69.8%)ofallstudentshadahighschooldiploma.The percentage of students with a GED Certificate has remained fairly steady at approximately ten percent of the student population each year. Moreover, Rio Salado is capturing high school status demographics moreefficiently.InFY2007,15.4%ofRiosstudenthighschoolstatuswasunknowncomparedtoonly2.0%inFY2011.DuetothePeopleSoftConversion to the New Student Information System, several categories underHighSchoolStatuswereeliminated.

    *Note:Studentstatustrendsdataincludesonlystudentswhotookcoursesforcredit(TotalCreditUnduplicatedHeadcount).

  • 46

    Current Intent StatusOver the past five fiscal years, the most reported current intent of Rio Salado College students at the time of application was transferring to a university. InFY2007,nearlyonequarter(24.0%)ofRiostudentsintendedtocompletetheir education at a university after attending Rio Salado. In FY2011, a third (32.2%)ofstudentshadthisintent.Someofthisincreasecanbeattributedtothe decrease in the percentage of students where current intention was not captured. Additionally, fewer students are intending to transfer to another community college within Maricopa County. In FY2007, six percent of Rio students indicated an intent to transfer to another community college while only3.8%ofstudentsinFY2010andFY2011hadanintenttodoso. The percentage of students who took courses for personal interest or self improvementincreasedsubstantiallyoverthepastfivefiscalyearsfrom9.2%inFY2007to17.4%inFY2011(+8.2%).

    The percentage of students who took courses with the intent to improve new skills at their presentjobdecreasedfromahighinFY2008(19.8%)to18.0%inFY2011.ThispercentageisstilldoublewhatitwasinFY2007(9.8%).

    Rather than transfer to a university, many Rio students intended to take courses to advance their careers. Increasingly, more students took courses to prepare for a career change or learn new skills for a better job. In FY2007, only three percent of students took courses to learn new skills for a better job compared to eight percent in FY2011. This percentage increased each year during the past five fiscal years. The proportion of students who prepared for a career change increased by 2.5 percentage points from FY2007 to FY2011. Both of these intents remained fairly steady from FY2010 to FY2011 and could be an indication of the current Arizona economy and unemployment rate. Additionally, the proportion of students intending to prepare for employmentdroppedsignificantlyfromFY2007(16.0%)toFY2011(10.7%).

    Student Status Trends Summary (Continued)

  • 47

    5-Year Trend: Fiscal Year Admission Status

    0

    5,000

    10,000

    15,000

    20,000

    25,000

    2007 2008 2009 2010 2011

    Stud

    ents

    Fiscal Year

    NoCollegeorUniversity

    SomeCollegeorUniversity-NoDegree

    AssociateDegree

    BachelorDegree

    MasterDegreeorHigher

    Unknown

    Admission Status 2007 2008 2009 2010 2011No College or University 11,505 13,227 12,213 14,156 16,219

    Some College or University - No Degree 20,585 19,163 20,409 21,725 23,170

    Associate Degree 1,859 2,047 2,370 2,575 2,847

    Bachelor Degree 4,397 4,844 5,727 5,662 5,669

    Master Degree or Higher 1,825 2,142 2,466 2,293 2,271

    Unknown 8,590 8,383 7,599 6,223 7,570

    Total 48,761 49,806 50,784 52,634 57,746

    %NoCollegeorUniversity 23.6% 26.6% 24.0% 26.9% 28.1%

    %SomeCollegeorUniversity-NoDegree 42.2% 38.5% 40.2% 41.3% 40.1%

    %AssociateDegree 3.8% 4.1% 4.7% 4.9% 4.9%

    %BachelorDegree 9.0% 9.7% 11.3% 10.8% 9.8%

    %MasterDegreeorHigher 3.7% 4.3% 4.9% 4.4% 3.9%

    %Unknown 17.6% 16.8% 15.0% 11.8% 13.1%

  • 48

    5-Year Trend: Fiscal Year High School Status

    CurrentlyEnrolledinHighSchool

    GEDCertified

    HighSchoolDiploma

    HomeTaught

    NoDiplomaorGED

    SpecialTrainingProgram

    Admission Status* 2007 2008 2009 2010 2011Currently Enrolled in High School 7,407 15.2% 6,608 13.3% 7,400 14.6% 7,605 14.0% 9,063 16.0%

    GED Certified 4,402 9.0% 5,048 10.1% 5,583 11.0% 5,891 11.0% 6,285 11.0%

    High School Diploma 28,168 57.8% 35,153 70.6% 35,395 69.7% 37,503 71.0% 40,294 70.0%

    Home Taught 33 0.1% 57 0.1% 119 0.2% 157 0.0% 164 0.0%

    NoDiplomaorGED** 426 0.9% 588 1.2% 561 1.1% 554 1.0% 762 1.0%

    Special Training Program 7 0.0% 2 0.0% 3 0.0% 1 0.0% 1 0.0%

    Not Indicated/Unknown 7,502 15.4% 2,350 4.7% 1,723 3.4% 923 2.0% 1,177 2.0%

    Concurrent and Dual Enrollment-HS 5 0.0%

    Concurrently Enrolled in High School 803 1.6%

    ExceptionalJuniorHigh 2 0.0%

    Intellectually Gifted 1 0.0%

    Special High School, No Permission 5 0.0%

    *Note:HighSchoolStatuscategorieswerechangedinFY2008;therefore,severaloldercategoriesarenolongerused(seeshadedportionofchart).**Note:ForFiscalYears2006-2008,NoDiplomaorGEDwasdividedintoAge18orOverandUnderAge18.Tocomplywithnewreporting,theyarecombined into one category.

    05,000

    10,00015,00020,00025,00030,00035,00040,000

    Stud

    ents

    2007 2008 2009 2010 2011

    Fiscal Year

  • 49

    5-Year Trend: Fiscal Year Current Intent

    0

    2,000

    4,000

    6,000

    8,000

    10,000

    12,000

    14,000

    16,00018,00020,000

    2007 2008 2009 2010 2011

    Stud

    ents

    Fiscal Year

    ForMyPersonalInterestorSelfImprovement

    ImproveMyCareerSkills

    LearnNewCareerSkills

    PrepareforaCareerChange

    PrepareforEmployment

    TransfertoaUniversity/College

    TransferwithinMCCCD

    N/A(from2005-2008categorywasUnknown)

    Current Intent 2007 2008 2009 2010 2011For My Personal Interest or Self Improvement 4,486 9.2% 4,651 9.3% 7,307 14.4% 7,658 14.5% 10,024 17.4%

    Improve My Career Skills 4,779 9.8% 7,214 14.5% 10,056 19.8% 9,846 18.7% 10,374 18.0%

    Learn New Career Skills 1,627 3.3% 2,072 4.2% 3,651 7.2% 4,397 8.4% 4,898 8.5%

    Prepare for a Career Change 2,618 5.4% 2,473 5.0% 3,793 7.5% 4,416 8.4% 4,581 7.9%

    Prepare for Employment 7,802 16.0% 7,585 15.2% 5,166 10.2% 4,993 9.5% 6,171 10.7%

    Transfer to a University/College 11,707 24.0% 17,745 35.6% 17,196 33.9% 18,226 34.6% 18,582 32.2%

    Transfer within MCCCD 2,907 6.0% 2,406 4.8% 1,994 3.9% 2,024 3.8% 2,218 3.8%

    N/A(from2005-2008categorywasUnknown) 12,835 26.3% 5,660 11.4% 1,621 3.2% 1,074 2.0% 898 1.6%

  • 50

    ABE/GED STUDENT INFORMATION

  • 51

    ABE/GED Student Summary

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

    Student Headcount 2009 2010 20117,647 7,609 9,697

    Average Hours of Study 2009 2010 201177.1 84.6 92.3

    Federal Core Goal 2009 2010 2011Educational Gain 51% 57% 55%

    Obtained Employment 39% 52% 44%

    Retained Employment 70% 80% 73%

    Obtained GED Diploma 70% 71% 72%

    Entered Postsecondary Education or Training 62% 64% 73%

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

  • 52

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

    Headcount 2007 2008 2009 2010 2011ABE/GED Headcount 10,746 8,644 7,647 7,609 9,697

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

    0

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    HEADCOUNT

  • 53

  • 54

    STUDENT ASSESSMENTS & TESTING

  • 55

    4-Year Trend: Fiscal Year - Student Assessments Summary

    Summary of Rio Salados Assessment EffortsLearningAssessments:CriticalThinking,Writing,Reading,InformationLiteracyThe Institutional Research Department at Rio Salado coordinates college-wide student learning assessments throughout the year. The purpose of each assessment is to determine college-level learning outcomes in reading, writing, critical thinking and information literacy. The Critical Thinking Assessment consists of five skill sets: Analysis, Inference, Evaluation, Deductive Reasoning, and Inductive Reasoning. The Reading Assessment consists of four skill sets: Skill Selection, Identification Skills, Analysis Skills, and Independent Reading Skills. The Writing Assessment consists of five skill sets: Following Directions, Sufficient Content,Organization,SentenceStructureandMechanicalErrors,andfinallyVocabularyChoices.Thescoresoneachofthese sections and the total score for each assessment was converted to a four-point scale to enable comparisons with other assessments. InSpring2011,morethantwo-fifthsofthestudents(44.44%,N=72)scoredatorabovecollegelevelontheCriticalThinkingassessment.*Alargemajorityofstudents(89.05%,N=366)scoredatorabovecollegelevelontheReadingassessment.Additionally,overthree-fifthsofrespondents(69.02%,N=127)scoredatorabovecollegelevelontheWriting assessment. College level learning outcomes and program level outcomes are part of program review and provide the foundation for assessment and increased student learning. This ongoing work is a collaborative, ongoing effort that includes faculty, representatives from Student Services and other co-curricular services, Instructional Design and administration.

    A new Information Literacy assessment (RRSA) was piloted in Spring 2010. Information from this pilot assessment and the RRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale.

    *Collegelevelisequivalenttoascoreof70.00%orhigher.

  • 56

    4-Year Trend: Fiscal Year - Student Assessments*

    ASSESSMENTS(All)

    2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

    Critical Thinking 2.60 0.73 537 2.45 0.89 321 2.76 0.83 162

    InformationLiteracy** 3.32 0.27 420 3.40 0.22 581

    ReadingCompetency*** 3.11 0.28 372 3.04 0.25 414 3.03 0.25 411

    WritingCompetency*** 3.10 0.52 377 3.19 0.58 346 3.02 0.00 184

    ASSESSMENTS (Distance Only)

    2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

    CriticalThinking**** 2.73 0.68 357

    Information Literacy 3.37 0.28 229 3.43 0.21 321

    ReadingCompetency*** 3.08 0.31 170 3.05 0.24 212 3.02 0.25 340

    WritingCompetency*** 3.18 0.50 210 3.33 0.54 181 3.02 0.56 181

    ASSESSMENTS (Dual Only)

    2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

    CriticalThinking**** 2.34 0.74 180

    Information Literacy 3.26 0.24 191 3.35 0.23 260

    ReadingCompetency*** 3.14 0.24 202 3.03 0.26 202 3.09 0.23 71

    WritingCompetency*** 3.01 0.52 167 3.04 0.59 165 3.1 0.37 17

    *Note:AssessmentsweregiveninSpring2007,2009and2011.Noassessmentsweregivenin2008or2010.**Note:AnewInformationLiteracyassessment(RRSA)waspilotedinSpring2010.InformationfromthispilotassessmentandtheRRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale.***Note:NoReadingorWritingassessmentswereadministeredinFY2010.****Note:DualenrollmentstudentscomprisedoflessthanonepercentoftherespondentstotheCriticalThinkingonlineassessment;therefore,assessmentresultswerenotbrokendownbymodalityforFY2010orFY2011.

  • 57

    Information Literacy

    In Spring 2010, the Information Literacy assessment tool was changed to the Research Readiness Self-Assessment (RRSA) which wasdevelopedbyCentralMichiganUniversity.TheRRSAisanonlineassessmenttoolthatwasdesignedtomeasureelectronicinformation competencies, both general and discipline specific, based on the Information Literacy Competency Standards for Higher EducationdevelopedbytheAssociationofCollegeandResearchLibraries.1 The RRSA was administered in both the spring and fall semesters of 2010.

    The Research Readiness Self-Assessment was administered online during the spring 2010 semester to dual and distance students, andagaintoacohortofdualenrollmentstudentsinfall2010(N=308:Distancestudents:149;Dualstudents:159).

    The RRSA examines six skill sets: Obtaining Information, Evaluating Information, Understanding of Plagiarism, Browsing the Internet, Research and Library Experience, and Perceived Research Skills.2 The level of available points varied by skill set and the percentage score was calculated by dividing the average score by the amount of points possible for that skill set.

    A total of 308 Rio Salado College students completed the RRSA in 2010. The distance student cohort consisted of 149 students, while 159 students were in the dual enrollment cohort.

    The RRSA will be distributed again in the spring of 2013.

    RRSA All Rio Salado Students RRSA Scored CategoriesN = 308

    Category MinScore MaxScore Average Score Points Possible %

    Obtaining Information 9.00 29.00 20.08 30 66.94%

    Evaluating Information 1.00 12.00 6.70 12 55.85%

    Understanding of Plagiarism 4.00 14.00 11.23 14 80.19%

    Overall 16.00 54.00 38.01 56 67.87%

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

    12

  • 58

    Research Readiness Self-Assessment Report (RRSA)

    RRSA All Rio Salado Students Self-Reported CategoriesN = 308

    Category MinScore MaxScore Average Score Points Possible Percentage

    Browsing the Internet (self-reported) 0.00 48.15 25.99 0 - 50 51.98%

    Research and Library Experience(self-reported)

    1.00 28.00 13.89 33 42.09%

    Perceived Research Skills(self-reported)

    0.45 40.00 29.61 40 74.01%

    Difference Between Perceived and Actual Research ScoresN = 308

    Category Percentage

    Perceived Research Score (self-reported) 74.01%

    Actual Research Score 67.87%

    Difference -6.14%

    College Level Status by School

    SchoolAboveCollegeLevel BelowCollegeLevel Total

    N Percentage N Percentage N Percentage

    CentralMichiganUniversity* 160 50.16% 159 49.84% 319 100.00%

    Milligan College 230 41.22% 328 58.78% 558 100.00%

    North Carolina Wesleyan College 9 6.38% 132 93.62% 141 100.00%

    Rio Salado College 129 41.88% 179 58.12% 308 100.00%

    WestVirginiaUniversity 155 38.08% 252 61.92% 407 100.00%

    Total 687 39.62% 1047 60.38% 1734 100.00%

    College level is defined as 70% or better.*Maycontainnon-studentresponses

  • 59

    3-Year Trend: Spring Terms ETS Proficiency Profile

    Methodology The Educational Testing Service (ETS) Company created the Proficiency Profile (formerly the Measurement of Academic Proficiency and Progress). The Proficiency Profile assessment was completed by 200 students during Spring 2010. The assessment was delivered in an online format. The ETS Proficiency Profile assesses student learning in the following areas: humanities, social sciences, natural sciences, college level reading, college levelwriting,criticalthinking,andmathematics.TheETSProficiencyProfileiscompletedeverytwoyears;therefore,newassessmentresultswillbe posted in the FY2012 Fact Book.

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

    Rio Salado College Measurement of Academic Proficiency and Progress Longitudinal Comparison Average Academic and Skills Subscores All Students

    Spring2006(N=209) Spring2008(N=210) Spring2010(N=200)

    Average StDev Average StDev Average StDev

    Skills Subscores:

    Critical Thinking 114.74 7.06 113.50 6.54 114.94 6.65

    Reading 121.38 6.89 119.49 6.98 121.28 6.33

    Writing 117.00 4.92 116.03 5.37 116.77 4.35

    Mathematics 117.47 6.40 114.62 7.08 114.73 6.39

    Context-BasedSubscores:

    Humanities 117.62 6.84 116.96 6.65 118.62 6.62

    Social Sciences 116.33 6.96 115.63 6.41 116.63 6.46

    Natural Sciences 118.65 5.81 116.73 6.43 118.43 5.81

    TotalScores 455.79 19.60 450.03 21.49 454.16 19.48

  • 60

    Student Learning Outcomes FY2011

    Summary of Student Learning Outcomes (PDCA Cycles)

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

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

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

    Reading:The reading PDCA process began in the spring of 2011. The initial focus was to assess the areas of need in relation to reading skills. Based on the past College-wide assessments, it was determined that the focus would be on reading comprehension skills for the initial PDCA process.

    To date, seven cycles have ended because the initial (baseline) data showed that students were already performing at or above the college level. In these cases, faculty within the discipline have started new cycles, either with diff erent assignments or diff erent classes.

    The cycle progress updates for each student learning outcome, including the number of students impacted, are shown in the table right.

    Cycle Progress for FY2011 by College Learning Outcome

    CycleProgressUpdate

    CriticalThinking Writing Reading

    N N N

    Programs that have improvement cycles 11 10 2

    PDCA cycles completed 16 4 0

    PDCA cycles ended (as baseline students met college level)

    11 4 7

    PDCA cycles ended (for other reasons) 0 1 0

    PDCA cycles in progress 17 15 9

    Courses involved 30 21 16

    StudentsimpactedduringPDCAcycle* 2,024 726 N/A

    Students immediately impacted by "Act" step 2,056 631 N/A

    *Numberofstudentsinvolvedincheckphase

    Collect & Analyze Data

    ACT PLAN

    DO

    CHECKNO

    YES

    YESNO

  • 61

  • 62

    STUDENT RETENTION & SUCCESSFUL COMPLETION

  • 63

    Student Retention & Successful Completer Summary

    Student Retention by Discipline Area

    Student retention for all discipline areas remained high at Rio Salado College for FY2011. The Dental Program once again experienced the highestretentionrate(99.04%)ofallmajorprograms*forFY2011.Fourteen disciplines had retention rates of over ninety percent. These disciplines, other than Dental Hygiene, were as follows: Languages (96.51%),Education(95.61%),AlliedHealth(94.99%),E-LearningDesign(94.74%),LibraryScience(94.74%),Computers(94.29%),SocialSciences(93.19%),PublicSafetyPrograms(92.52%),Humanities,History&Design(92.42%),Corporate&GovernmentPrograms(92.34%),ChemicalDependency(91.97%),Psychology,Philosophy,andReligiousStudies(91.88%),andMathematics(91.02%).Alldisciplineareasmaintainedover an 80 percent retention rate for the year. Disciplines with the largest increases in retention from FY07 to FY11 were Social Sciences (+10%),PhysicalScience(+10%),Computers(+10%),Mathematics(+9%),Humanities,History&Design(+8%),Psychology/Philosophy/Religion(+8%),andAlliedHealth(+8%). Student Successful Completers by College and Discipline Area DentalPrograms**hadthehighestsuccessfulcompletionrateofanydiscipline over the past five fiscal years. The successful completion rate was94.5%inFY2011.PublicSafetyProgramsalsohadahighsuccessfulcompletionrate(91.0%)inFY2011.AlliedHealthsuccessfulcompletionratesincreased15%fromFY2007toFY2011.LibrarySciencesalsosawanalmost twelve percent increase in successful completers and Public Safety Programs saw a seven percent increase over that same time period.

    Successful completion rates for the In Person modality has steadily increased over the past five fiscal years. In FY2007, In Person successful completionratewas87.8%comparedto92.2%inFY2011.TheDistancemodalitys successful completion rate remained fairly constant at around three-fifths of the population over this timeframe. Internet students, a subset of the Distance modality, followed the Distance modality trend as the majority of Distance students took online classes over the past five fiscal years. The Hybrid and Independent Study modalities contain a smaller number of students and were able to maintain high successful completionratesforFY2011,89.1%and91.2%respectively.

    *TheDigitalMediaContentdisciplineareaisnewforFY2011andhadaverysmallnumberofstudentsinoneprefixarea(i.e.JRNJournalism).This discipline area is intended to grow in the next few fiscal years and already includes more course prefixes.

    **InFY2011,thetwodisciplineareasofDentalHygieneandDentalAssisting were merged into one discipline (i.e. Dental Programs).

  • 64

    5-Year Trend: Retention by Discipline

    Discipline Area 2007 2008 2009 2010 2011Allied Health 87.20% 84.33% 87.48% 92.17% 94.99%

    Biology 84.55% 81.70% 81.02% 81.28% 80.01%

    Business/Management 79.39% 75.86% 73.61% 78.91% 84.39%

    Chemical Dependency 84.20% 83.23% 86.86% 88.64% 91.97%

    Computers 84.65% 82.51% 91.60% 92.50% 94.29%

    Corporate & Government Programs 87.73% 90.30% 91.96% 91.15% 92.34%

    Counseling/Personal Development 86.35% 80.72% 78.50% 73.78% 83.04%

    Dental Programs 96.14% 93.95% 93.53% 96.75% 99.04%

    E-Learning Design N/A N/A 92.45% 88.89% 94.74%

    Early Childhood Education 85.66% 74.44% 82.38% 82.67% 88.98%

    Education 89.91% 90.29% 92.44% 92.77% 95.61%

    English/ESL/Creative Writing/Reading 84.45% 82.68% 84.17% 85.56% 87.43%

    Humanities, History & Design 84.12% 86.33% 89.13% 91.33% 92.42%

    Languages 94.54% 94.12% 95.69% 96.24% 96.51%

    Library Science 88.00% 90.91% 92.00% 98.11% 94.74%

    Mathematics 81.85% 83.99% 87.53% 90.66% 91.02%

    Physical Science 77.25% 82.61% 83.05% 84.20% 87.04%

    Psychology, Philosophy, and Religious Studies 83.91% 82.17% 86.41% 88.51% 91.88%

    Public Safety Programs 84.89% 84.62% 85.85% 92.38% 92.52%

    Social Sciences 82.83% 82.88% 85.44% 86.05% 93.19%

    Retention by Discipline - FY2011

    60%

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    70%

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    100%

  • 65

    5-Year Trend: Successful Completers

    Discipline* 2007 2008 2009 2010 2011Allied Health 66.4% 62.4% 74.1% 78.5% 81.5%

    Biology 48.3% 47.2% 48.1% 46.6% 48.5%

    Business/Management 73.9% 69.0% 69.3% 63.0% 61.1%

    Chemical Dependency 80.0% 72.8% 76.3% 74.3% 73.0%

    Computers 74.6% 71.7% 76.5% 74.5% 73.4%

    Corporate & Government Programs 86.2% 88.8% 90.0% 88.8% 84.8%

    Counseling/Personal Development 74.7% 55.7% 84.1% 67.2% 68.5%

    Dental Programs 91.4% 87.7% 82.6% 87.2% 94.5%

    E-Learning Design N/A N/A 75.5% 81.0% 85.5%

    Early Childhood Education 72.5% 63.7% 63.2% 55.5% 62.0%

    Education 83.7% 85.0% 85.8% 85.8% 85.8%

    English/ESL/Creative Writing/Reading 74.6% 74.2% 75.8% 74.6% 76.5%

    Humanities, History & Design 62.8% 61.7% 62.9% 62.6% 65.1%

    Languages 82.7% 82.8% 84.0% 82.8% 84.9%

    Library Science 68.0% 69.7% 78.7% 70.8% 79.8%

    Mathematics 65.6% 64.4% 65.4% 65.0% 64.1%

    Physical Science 64.5% 60.5% 63.3% 60.5% 62.9%

    Psychology, Philosophy, and Religious Studies 66.3% 64.8% 68.8% 66.8% 69.7%

    Public Safety Programs 83.7% 83.1% 84.1% 89.7% 91.0%

    Social Sciences 66.8% 67.8% 72.0% 71.3% 72.3%

    TotalSuccessfulCompletionfortheCollege 76.9% 75.4% 75.4% 72.8% 74.1%

    *Note:SuccessfulCompleterpercentagesrealignedtomatchprefixescurrentlyundereachdiscipline as of fiscal year 2011.

    AsuccessfulcompleterreceivedagradeofA,B,C,orPPassing.Studentswhodroppedacoursewerenotincluded.StudentswereconsideredunsuccessfuliftheyreceivedagradeofD,F,IIncompleteorZFailingorhadwithdrawnfromthecourse.

    Modality* 2008 2009 2010 2011Distance** 62.2% 65.3% 64.6% 65.0%

    Internet Only 62.3% 65.3% 64.6% 64.7%

    Hybrid 90.9% 85.9% 86.5% 89.4%

    Independent Study N/A N/A 87.5% 91.2%

    In Person 87.8% 90.9% 93.3% 92.2%

    TotalSuccessfulCompletionfortheCollege 75.4% 75.4% 72.8% 74.1%

    *ModalityinformationavailableforFY2008forward.**Distancemodalityincludesinternet,mixedmediaandprint-based courses.

  • 66

    UNIVERSITY TRANSFER

  • 67

    University Transfer Summary

    InFall2009*,2,867RioSaladostudentstransferredtoapublicArizonauniversity.Ofthethreestateuniversities,thelargestproportion(65.2%)ofRioSaladoCollegestudentstransferredtoArizonaStateUniversity(ASU).InformationforFall 2010 new university transfers is not yet available. University transfer data is derived from information provided in the statewide ASSIST (Arizona Statewide System for Information on Student Transfer) data warehouse.

    Transfer HoursMorethanhalf(51.0%)ofallnewtransferstudentstransferred1-11credithourstooneofthethreeArizonastateuniversitiesinFall2009.Nearlyone-third(31.3%)ofallstudentstransferred12-23credithours.Recently,MaricopaCounty Community College District (MCCCD) has aligned the definition of a transfer student with what the universities use. Therefore, the District only reports students transferring at least 12 credit hours and coded as New Transfer (NTR) in the ASSIST database. All other students are considered enrolled at the university with MCCCD credits. Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 261 to ASU, 104 to NAU, and 21 to UA. Footnotes on each of the following pages detail this difference in reporting criteria.

    Transfer Class LevelInFall2009,half(50.1%)ofRiostudentswhonewlytransferredtooneofthethreestateuniversitiesdidsoattheFreshmanlevel.Slightlylessthanone-quarter(23.5%)transferredattheSophomorelevelandnearlythesameproportion(22.7%)arrivedatoneofthestateuniversitiesattheJuniorclasslevel.TheUniversityofArizona(UA)hadalmostall(93.8%)ofitsnewstudenttransfersadmittedateithertheFreshmanorSophomoreclasslevel.Morethanone-quarter(28.6%)whotransferredtoNorthernArizonaUniversity(NAU)didsoattheJuniorclasslevel.

    Top 10 MajorsRio students attending Arizona universities in Fall 2009 declared several diverse majors. The top declared major for Rio students was Business, Management, Marketing, and Related Support Services. Four hundred and two students declared this major in Fall 2009. Many (N = 279) chose Biological and Biomedical Sciences as their major and several (N = 238) declared their major as Education. Additionally, Health Professions and Related Clinical Services interested 223 RiostudentsinFall2009.EngineeringwasthefifthhighestdeclaredmajorforformerRioSaladostudents.VisualandPerforming Arts replaced Multi/Interdisciplinary Studies as a top 10 major.

    *Note:Duetoadelayindataloading,Fall2010datanotavailableattimeofpublication.

  • 68

    Transfer Hours: Fall 2009 AZ University New Student Transfer

    ASU NAU UA All AZ UniversitiesTransferHoursOver Students Percent Students Percent Students Percent Students Percent

    1-11 hrs 985 52.7% 244 52.5% 232 43.5% 1461 51.0%

    12-23 hrs 562 30.1% 152 32.7% 182 34.1% 896 31.3%

    24-31 hrs 121 6.5% 36 7.7% 57 10.7% 214 7.5%

    32-47 hrs 105 5.6% 24 5.2% 47 8.8% 176 6.1%

    48-63 hrs 30 1.6% 4 0.9% 13 2.4% 47 1.6%

    64+hrs 5 0.3% 5 1.1% 2 0.4% 12 0.4%

    Over&Above* 61 3.3% 61 2.1%

    Total 1,869 100.0% 465 100.0% 533 100.0% 2,867 100.0%

    *TheOver&Abovecategoryindicatesstudentswhotransferredthemaximumallowedhourstotheuniversityfromother institutions, and therefore transfer credit from Rio Salado College was not accepted.

    ASU NAU UA All AZ Universities

    0

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    Over & Above*

    Fall2009AZUniversityNewStudentTransferHours

    In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a new transfer (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 239 transferred 12-23 hours, 61 transferred 24-31 hours, 56 transferred 32-47 hours, 19 transferred 48-63 hours,and11transferred64+hours.

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    Transfer Class Level: Fall 2009AZ University New Student Transfer

    Freshman

    Sophomore

    Junior

    Senior

    In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a new transfer (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universitiesinFall2009-10Freshman,103Sophomore,225Junior,and48Seniorclasslevel.

    Fall2009AZUniversityNewStudentTransferClassLevel

    100

    90

    80

    70

    60

    50

    40

    30

    20

    10

    0

    ASU NAU UA

    ASU NAU UA All AZ UniversitiesTransferHoursOver Students Percent Students Percent Students Percent Students Percent

    Freshman 840 44.9% 226 48.6% 370 69.4% 1436 50.1%

    Sophomore 467 25.0% 78 16.8% 130 24.4% 675 23.5%

    Junior 493 26.4% 133 28.6% 26 4.9% 652 22.7%

    Senior 69 3.7% 28 6.0% 7 1.3% 104 3.6%

    Total 1,869 100.0% 465 100.0% 533 100.0% 2,867 100.0%

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    Top 10 Declared Majors: Fall 2009AZ University New Student Transfer

    Declared Major ASU NAU UA AZ Universities1. Business, Management, Marketing, and Related Support Service 288 46 68 402

    2. Biological and Biomedical Sciences 189 32 58 279

    3. Education 146 78 14 238

    4. Health Professions and Related Clinical Sciences 106 67 50 223

    5. Engineering 150 12 30 192

    6. Psychology 132 15 29 176

    7. Parks, Recreation, Leisure and Fitness Studies 61 12 70 143

    8. Social Sciences 109 20 12 141

    9.VisualandPerformingArts 96 22 9 127

    10.Communication,Journalism,andRelatedPrograms 93 15 15 123

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

    ASU

    NAU

    NA

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

    Top10DeclaredMajors-NewStudentUniversityTransfer

    400

    300

    200

    100

    0

    1 2 3 4 5 6 7 8 9 10

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    FACT BOOK