CHABOT COLLEGE
Office of Institutional Research
Institutional Research Presentation to IPBC
Background Data for Strategic Planning
October 2008
1. The Big (Statewide) Picture
Population
Growth in population, especially immigrants, Latinos and Asians
Growth in percentage of Latinos -> 40% by 2020 and 50% by 2040
Growth in older citizens (baby boomers) who plan to work when retired
Educational Level and College preparation
Latinos currently have lowest education/income levels
Raising education levels necessary to make living wages and sustain the state economy
Over half of new CCC students need basic skills math and English
2. The Local Picture: East Bay and Chabot echo state trends
Population, Educational Level, College Preparation
Growth in population, Latinos and Asians, Pct Latino, immigrants, and older ages
Chabot area residents have lower income and lower education than county overall
More than half of Chabot students are low income, 40% are first generation in college
Almost all new Chabot students (92%) need basic skills math or English
Workforce and Economy and Technology
Bay area is a diversified economy; predicted growth in jobs between now and 2015.
Of new jobs: Half need HS or less; 15% need Voc Cert or AA; 39% need BA or higher.
New & emerging jobs – see if Biotech/Nanotech/Energy provide high-paying jobs
3. At Chabot: how are we doing on this Chabot Master Plan Theme?
”Continue to improve the institution’s response to students through programs that
support student access, development, equity, and success”
Student access, success and equity: where we are and aren’t making progress
Percentage Latino (from 19% in 2000 to 24% in 2008)
Success in basic skills and persistence compared to peer colleges in state
Basic skills success rates: trends in English and Math courses
Success and persistence from English basic skills to College English, by ethnicity
Success and persistence from Math basic skills to College Math, by ethnicity
Degrees and certificates, by ethnicity
Transfer to UC, CSU, and private colleges
Becoming transfer-directed and transfer-ready, by ethnicity
Chabot graduates entering workforce, in new careers or as upgrades
Student development/support services
Persistence of students w/ Orientation, Assessment, Counseling, EOPS
Educational programs
Growth of Distance Education
Chabot workforce programs: where they do and don’t match projected workforce needs
Updated 10/8/08
Chabot College ARCC 2008 Report
Basic Skills Course Success rate
100%
80%
Peer Grp High
60%
Chabot rate
Peer Grp Avg
40%
Peer Grp Low
20%
0%
2003-2004
2004-2005
2005-2006
2006-2007
Peer Grp High
69%
69%
69%
74%
Chabot rate
58%
53%
52%
59%
Peer Grp Avg
61%
61%
61%
63%
Peer Grp Low
52%
52%
52%
51%
Cohort years
Chabot College ARCC 2008 Report
Fall to Fall persistence rate of new students
100%
80%
Peer Grp High
60%
Chabot rate
Peer Grp Avg
40%
Peer Grp Low
20%
0%
Fall 2002-Fall
2003
Fall 2003-Fall
2004
Fall 2004-Fall
2005
Fall 2005-Fall
2006
Peer Grp High
79%
79%
79%
76%
Chabot rate
69%
74%
75%
74%
Peer Grp Avg
69%
69%
69%
69%
Peer Grp Low
58%
58%
58%
62%
Cohort years
Chabot College Office of Institutional Research
Chabot College
English Basic Skills Courses (English 101A, 101B, 102)
Success Rates by Course
Fall 1995 to Fall 2007
1
0.9
English 101
0.8
0.7
0.6
English 101A
English 101B
English 102
0.5
0.4
English 101
0.3
English 102
F
0.2
0.1
0
F95
F96
F97
F98
F99
F00
F01
F02
F03
F04
F05
F06
F07
Chabot College
Math Basic Skills Courses (Math 105, 65, 55)
Success Rates
Fall 1995 to Fall 2007
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
Math 105
Math 55
Math 65
0%
F95
F96
F97
F98
F99
F00
F01
F02
F03
F04
F05
Chabot College Office of Institutional Research
F06
F07
Updated 10.8.08
Chabot College
Success Rates in ENGL 101A
Fall 2000 to Fall 2007
1
0.8
0.6
Total students
African American students
0.4
Latino students
0.2
0
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Persistence Rates within 2 years
from English 101A to English 1A
Fall 2000 to Fall 2006 Cohorts
100%
80%
60%
Total Students
African American students
Latino Students
40%
20%
0%
F00 to
Sum02
F01 to
Sum03
F02to
Sum04
F03 to
Sum05
F04 to
Sum06
F05 to
Sum07
F06 to
Sum08
Chabot College Office of Institutional Research
Updated 10.6.08
Chabot College
Success Rates in ENGL 102
Fall 2000 to 2007
1
0.8
0.6
Total students
0.4
African American
students
Latino students
0.2
0
Fall 2000
100%
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Persistence Rates within 2 years
from English 102 to English 1A
Fall 2000 to Fall 2006 Cohorts
80%
60%
40%
Total Students
African American students
Latino Students
20%
0%
F00 to Sum02 F01 to Sum03 F02to Sum04 F03 to Sum05 F04 to Sum06 F05 to Sum07 F06 to Sum08
Chabot College Office of Institutional Research
Updated 10.6.08
Success Rates in MATH 55/55A (Intermediate Algebra)
Fall 2000 to Fall 2007
100%
80%
Total Students
African American Students
Latino Students
60%
40%
20%
0%
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Persistence Rates within 2 years
from Math 55/55A to College-level Math
Fall 2000 to Fall 2006 Cohorts
100%
80%
Total Students
African American Students
Latino Students
60%
40%
20%
0%
F00 to
Sum02
F01 to
Sum03
F02 to
Sum05
F03 to
Sum05
F04 to
Sum06
F05 to
Sum07
F06 to
Sum08
Chabot College Office of Institutional Research
Updated 10.6.08
Chabot College
AA/AS degrees and Certificates Earned by Ethnicity, 2000-2008
Trends in Number of AA/AS Degrees,
by Ethnicity
900
800
700
600
767
762
721
701
706
745
African
American
Asian
632
589
Filipino
500
Latino
400
White
300
200
100
206
110
79
68
242
100
91
83
66
239
126
116
87
62
Total
271
145
122
80
68
205
221
223
146
114
93
68
141
114
85
72
155
145
86
77
187
139
128
109
87
0
00-01
01-02
02-03
03-04
04-05
05-06
06-07
07-08
Trends in Number of Certificates,
by Ethnicity
350
314
322
309
300
284
250
200
278
African
American
Asian
247
Filipino
196
180
150
Latino
White
Total
100
75
74
89
78
72
35
34
23
19
29
14
81
56
48
54
52
50
89
32
16
22
88
87
69
65
54
81
73
68
66
47
41
12
28
18
12
41
40
38
25
15
0
00-01
01-02
02-03
03-04
04-05
05-06
06-07
Chabot College Office of Institutional Research
07-08
Updated: 10 /7/2008
Chabot College
Number of Full Year Transfers to CSU, UC, In-state Privates, and Out-of-state Colleges
1993-2007
1,400
CSU
UC
Total CSU/UC
Out-of-state
In-State Private
1,200
1,000
800
600
400
200
0
93/94
95/96
97/98
99/00
01/02
03/04
05/06
93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07
CSU
974 1,058 831 747 709 623 654 628 613 660 564 636 580
556
UC
144 161 135 117 131 111 120 127 132 120 140 149 153
135
In-State Private
159 156
Out-of-state
110 105
Total CSU/UC
1,118 1,219 966 864 840 734 774 755 745 780 704 785 733
691
Sources: California Postsecondary Education Commission, California Community Colleges' System Office
Chabot College Office of Institutional Research
Chabot College
Percent Transfer-Directed after 4 years
(12 earned units, attempted College English OR Math)
New Student Cohorts: Fall 1999 through Fall 2004
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
All new students
African American students
Latino students
Fall 99 to Fall 00 to Fall 01 to Fall 02 to Fall 03 to Fall 04 to
Sp 03
Sp 04
Sp 05
Sp 06
Sp 07
Sp 08
Chabot College
Transfer-Ready Rate after 4 years
Percentage of Transfer-Ready (56+ transferable units, success in College
English AND Math)
out of Transfer-Directed
New Student Cohorts: Fall 1999 through Fall 2004
100%
90%
80%
70%
60%
All new students
African American students
Latino students
50%
40%
30%
20%
10%
0%
Fall 99 to Sp Fall 00 to Sp Fall 01 to Sp Fall 02 to Sp Fall 03 to Sp Fall 04 to Sp
03
04
05
06
07
08
Chabot College Office of Institutional Research
Updated 10.3.08
Chabot College
Degree and Certificate Graduates
Workforce Trends from 1999 to 2007
Percentage of Graduates Planning to Work
100%
80%
65%
60%
53%
53%
48%
40%
20%
44%
45%
32%
32%
12%
13%
41%
37%
16%
17%
Total
planning to
work
Have a job
Looking for
work
12%
0%
1999
2000
2004
2005
2007
Of graduates planning to work,
percentage using degree/certificate
in new or same career or job
100%
80%
New career
60%
Same career;
new job
40%
39%
32%
29%
40%
39%
33%
28%
31%
29%
39%
34%
27%
20%
43%
38%
19%
0%
1999
2000
2004
2005
Source: Chabot College Graduation Surveys 1999-2007
Chabot College Office of Institutional Research
2007
Same job/career;
new knowledge
Chabot College
Persistence rates of new students
by Student Services
Fall 2001 to Spring 2002 through Fall 2007 to Spring 2008
Persistence rates measure the proportion of students in one term who continue to enroll in college from one term to the next.
Term to term persistence rates are defined as the percentage of students enrolled as of Census Day in the first term who are
subsequently enrolled as of Census Day in the following term.
On average, almost two thirds of new students enrolled in the Fall continued enrolling in the Spring semester. However, the
persistence rates of new students who received the Matriculation services of orientation, assessment, counseling, or participated
in Extended Opportunity Programs and Services (EOPS) had higher persistence rates than new students without those services.
Persistence rates of new students
All
New
Stds.
Fall enrollments
Matriculation Services
Orientation Assessment Counseling
Yes
No Yes
No Yes
No
Fall 01 2,505
577 1,928
Fall 02 2,499
891 1,608
Fall 03 2,333 1,286 1,047
Fall 04 2,767 1,439 1,328
Fall 05 2,862 1,406 1,456
Fall 06 2,650 1,376 1,274
Fall to Spring persistence rates
Fall01/S02
Fall02/S03
Fall03/S04
Fall04/S05
Fall05/S06
Fall06/S07
Fall07/S08
64%
63%
68%
64%
65%
64%
65%
73%
74%
73%
70%
69%
70%
61%
57%
64%
58%
62%
58%
1,167
1,349
1,378
1,720
1,796
1,548
73%
73%
76%
72%
73%
74%
1,338
752 1,753
1,150 1,112 1,387
955
639 1,694
1,047
753 2,014
1,066
910 1,952
1,102
835 1,815
56%
52%
58%
52%
53%
51%
78%
76%
85%
81%
79%
79%
58%
53%
62%
58%
59%
57%
EOPS
Yes
No
85
98
97
116
117
56
2,420
2,401
2,236
2,651
2,745
2,594
88%
83%
84%
85%
77%
80%
63%
62%
68%
63%
65%
63%
NOTE: Does not include some matriculation services given to DSPS and CalWorks students separately.
Chabot College
Persistence rates of new students by Student Services
Fall 2006 to Spring 2007
100%
80%
70%
63%
58%
60%
80%
79%
74%
57%
51%
40%
20%
0%
Orientation
Assessment
Counseling
Chabot College Office of Institutional Research
EOPS
Chabot College
Enrollments in Online Classes
Fall 2004 to Spring 2008
4,500
4,161
4,000
3,500
3,444
3,000
2,743
2,500
2,000
1,935
1,500
1,000
1,306
1,293
1,414
1,577
500
Fall 2004
Spring
2005
Fall 2005
Spring
2006
Fall 2006
Spring
2007
Fall 2007
Spring
2008
Semester
Chabot College
Success Rates in Online vs. Face-to-Face Classes
Fall 2004 to Spring 2008
Online
Face-to-Face
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Fall 2004
Spring
2005
Fall 2005
Spring
2006
Fall 2006
Spring
2007
Fall 2007
Semester
Chabot College Office of Institutional Research
Spring
2008
Highest Projected Job Openings vs. Chabot College Career-Technical Ed (CTE) Programs
Occupations with the highest projected job openings in Alameda County: 2008 to 2015
Jobs requiring AA/AS degree or certificate
Number Job Openings
Real estate sales agents
Registered nurses
Computer support specialists
Nursing aides, orderlies, and attendants
Appraisers and assessors of real estate
Computer specialists, all other
Automotive service technicians and mechanics
Licensed practical and licensed vocational nurses
Dental hygienists
Fitness trainers and aerobics instructors
Preschool teachers, except special education
Medical secretaries
Electrical and electronic engineering technicians
Bus and truck mechanics and diesel engine specialists
Biological technicians
Semiconductor processors
Library technicians
Legal secretaries
Emergency medical technicians and paramedics
Median
Wage
3,548
3,071
1,132
811
808
689
582
564
353
347
318
302
264
241
238
208
CTE program(s) at Chabot
208
$15.17
$43.31
$26.11
$13.80
$20.84
$38.08
$28.21
$28.12
$41.36
$16.52
$13.19
$18.65
$27.94
$24.65
$22.32
$15.44
$17.15
Real Estate
Nursing
Computer Science; Electronics
Nursing
Real Estate
Computer Science
Automotive
Nursing
Dental Hygiene
Fitness Instructor
Early Childhood Development
Medical Assisting
Engineering; Electronics
Automotive Technology
Biology
Electronics
176
175
$26.77
$10.59
Office Technology
EMT certification
Paralegals and legal assistants
Computer, automated teller, and office machine repairers
170
162
Mobile heavy equipment mechanics, except engines
Engineering technicians, except drafters, all other
Architectural and civil drafters
Medical records and health information technicians (HIT)
Chemical technicians
Veterinary technologists and technicians
Life, physical, and social science technicians, all other
150
144
135
134
125
120
111
$26.52
$23.98
$28.32
Automotive Technology
$30.50
Engineering
$26.93
Architecture
$20.25 Medical Assisting; HIT prog suspended
$17.53
Chemistry
$17.79
Biology
$23.33 Biology, Chemistry, Geology, Social Sciences
Respiratory therapists
111
$31.42
Healthcare practitioners and technical workers, all other
Civil engineering technicians
103
102
$24.65
$27.64
Health, Biology, Chemistry, etc.
Engineering
Occupations with the highest projected job openings that Chabot College is NOT providing training for:
Jobs requiring a BA/BS degree
Secondary school teachers, except special and vocational education
Teachers and instructors, all other
Middle school teachers, except special and vocational education
1,126
750
600
$37.65
$25.16
$36.60
1,292
1,004
582
288
273
197
196
160
152
146
132
110
$31.90
$11.59
$29.02
$27.92
$34.05
$25.04
$18.85
$21.38
$24.37
$24.18
$18.35
$24.72
Jobs requiring long term OJT training
Carpenters
Cooks, restaurant
Plumbers, pipefitters, and steamfitters
Heating, air conditioning, and refrigeration mechanics and installers
Electricians
Cabinetmakers and bench carpenters
Butchers and meat cutters
Bakers
Plasterers and stucco masons
Tile and marble setters
Opticians, dispensing
Painters, transportation equipment
Source: CCBenefits Strategic Advantage Tool; Economic Modeling Specialists, Inc. Spring 2008 Release v. 2
Chabot College Office of Institutional Research