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LOS ANGELES COMMUNITY COLLEGE DIS
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Steve Veres, President
Tina Park, First Vice President
Nancy Pearlman, Second Vice President
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Miguel Santiago
Scott J. Svonkin
Daniel Campos (Student Trustee)
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Los Angeles Mission College
Los Angeles Valley College
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Los Angeles Trade-Technical College
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Acknowledgements
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District Strategic Planning Committee
Dr. Daniel J. LaVista, Chancellor
Dr. Adriana D. Barrera, Deputy Chancellor
Dr. Yasmin Delahoussaye (Chair), Vice Chancellor of Educational Programs and Institutional Effectiveness
Dr. Sue Carleo, Los Angeles Valley College President
Marvin Martinez, Los Angeles Harbor College President
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Dr. Richard Moyer, East Los Angeles College VP Academic Affairs
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Dr. Lawrence L. Bradford, Los Angeles City College VP Student Services
Joe Ramirez, Los Angeles Mission College VP Student Services
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Naury Pearl, Associate Vice Chancellor of Institutional Effectiveness
Jorge Mata, Chief Information Officer
David Beaulieu, District Academic Senate Vice President
Dr. Angela Echeverri, Los Angeles Mission College Senate President
Tom Rosdahl, Los Angeles Pierce College Senate President
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Don Gauthier, District Academic Senate President
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Dr. Adrienne Foster, West Los Angeles College Senate President
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Joanne Waddell, AFT Guild President
Vetma Butler, AFT Staff Guild President
Joseph Martinez, Local 99
Jeanette Gordon, LACCD Chief Financial Officer
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Michael Shanahan, Senior Associate Vice Chancellor
Tom Hall. Interim Executive Director Facilities Planning
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Dr. Ryan Cornner, East Los Angeles College, Dean of Institutional Effectiveness
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Hahn Tran, Los Angeles Mission College, Interim Dean of Institutional Research and Planning
Dr. Carol Kozeracki. Los Angles Pierce College, Dean of Institutional Research, Planning and Assessment
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Dr. Sarah Master, Senior Research Analyst, District Office
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A special thank you to Aff Management Corporation and The Mind Spa Group for focus group facilitation.
All Management Corporation
Quentin Wilson, President and Chief Executive Officer
The Mind Spa Group
Susanne Medley, Chief Executive Officer
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Table of Contents
^-
STRATEGIC PLAN - OVERVIEW
Message from the Chancellor
Introduction
VISION 2017
2
Process for Developing the Plan .........................................................................................................................3
The Los Angeles Community College District and Its Colleges ........................................................................4
ADVANCING STUDENT
SUCCESS AND COMPLETI
Vision 2017 - Mission, Vision^ and Core Values ..............................................................................................5-6
Strategic Advantages ........................................................................................................................................7-8
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STRATEGIC PLAN - CRITICAL ISSUES AND TRENDS
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Key Trends and Implications for the LACCD.................,,.,.......................................................................,.|0-22
The Decline in Support for Public Higher Education.................................................................................|0-12
Lack of Student Readiness..,,...................,,.,..............,,................................................................. ,.,| 3-14
Accountability Mandates and Low Graduation & Transfer Rates .............................................................15-17
Competitive Pressures from For-Profit Institutions...........................,...........................................................18
Significant Gaps in Student Achievement ..................................................................................................19-20
Low Population Growth in District Service Areas........................................................................................21
CEO Turnover....................,.............................................................................................,,,..............^.,^22
Technology Trends ....................--............................................................r,................................................... 22-23
Economic and Workforce Development Trends........................,.,,............................................................. 23-25
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District-wide Integrated Planning and Plan Implementation............................................................................. 33
Strategic Goals, Performance Measures, Baseline Data and Targets..........................................................34-37
LACCD Strategic Planning Process and Plan Implementation .........................................................................38
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Message from the Chancellor
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The Los Angeles Community College District, like its peer institutions throughout the
state and the nation, faces critical challenges ahead. We have been tasked with preparing
students for skilled and semi-skilled jobs and for transfer to four year colleges and
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universities, at a time when the state no longer provides the fiscal support at levels that
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we were accustomed to receiving in the past. Under these more difficult circumstances,
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we must continue to reduce costs and find alternative means of generating revenue for our
educational programs. Regrettable non-state support will comprise a significantly greater
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percentage of our operating budget.
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Despite these funding constraints. District staff and faculty are faithfully committed to the
District's mission. To that end, we affirm that improving student success and completion
will continue to be our single most important goal over the next five years. As we assess
our progress along the way, we will monitor a number of baseline indicators. By 2017,
the measure of our achievement will be clear. Although our funding impediments may be
substantial, we intend to move the District forward and provide students with the academic
Daniel J. LaVista, Ph.D.
skills and training needed to compete and excel in the twenty-first century marketplace.
This document provides the context for the District's ongoing and planned initiatives.
It figuratively serves as a starting point for a long journey. To be sure, it will inform our
decisions as we approach each guidepost and, ultimately, reach the next milestone in 2017.
Its centrality to our work cannot be overstated and I am truly grateful to the Strategic
Planning Committee for their invaluable effort and thoughtful contribution on behalf of the
District.
Additionally, I would like to thank a number of groups that supported the Strategic Planning
Committee, without whose assistance the Strategic Plan could not have come together,
including: the state Chancellor's Office, the Los Angeles Area Chamber of Commerce, the
LACCD Office of Institutional Research, and the classified staff, faculty, and students who
participated in the 41 district-wide focus groups.
Daniel J. LaVista, Ph.D.
Chancellor
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Introduction
Vision 2017, the Los Angeles Community College District (LACCD) Strategic Plan (2012-2017) details
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the strategic direction the District will pursue to meet the challenges and opportunities it will face
over the next five years. The creation of this new five-year plan began when Chancellor Daniel LaVista
appointed a 20-member District Strategic Planning Committee that included members of the District
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Office Senior staff, college administrators, staff and faculty leaders.
The Strategic Planning Committee was charged with developing a comprehensive plan that would
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articulate a shared mission and vision for the LACCD and establish a clear set of performance measures
to guide local college planning efforts. The Chancellor then requested that a series of planning meetings
take place, with periodic updates to the Board of Trustees during Institutional Effectiveness Committee
meetings. To ensure all stakeholders were kept informed regarding the strategic planning effort and the
progress being made, he also requested that a communications plan be developed and implemented.
At its first meeting, the committee agreed that the revised District Strategic Plan would make student
success and completion the highest strategic priority for the District. It was also apparent at subsequent
meetings that the new plan would have to address the "new normal" (i.e. shrinking state funding,
increased demands for student completion, competition from for-profits, and underprepared student
populations). This "new normal" will challenge the District and its nine colleges for years to come.
Process for Developing the Plan
Vision 2017 was created using a collaborative process that began with a kick-off meeting on May
24, 2011 in the District Office Board Room with Chancellor LaVista. In July, the committee invited
Marlene Garcia, Vice Chancellor of Governmental Relations for the California Community Colleges
State Chancellor's Office, to discuss federal and statewide trends facing the LACCD. The next guest
speaker was David Roth (Chief Policy Advisor for California Competes-Higher Education for a
Strong Economy) who spoke about the needs of the business community and what community colleges
could do to meet those needs. David Rattray, Senior Vice President of Education and Workforce
Development for the Los Angeles Chamber of Commerce was the third guest speaker In October. he
discussed the workforce needs of the Los Angeles business community and shared apprentice models
being used in Europe that he felt strengthened the connections between business and education that
the LACCD might want to consider.
Next, to provide the board members, employees, students, and administrators with an opportunity
to give their input during the development of the plan, 41 focus groups were conducted in fall of 2011.
A professional facilitator trained by the Mind Spa Group, an organizational change consulting firm, led
each session. We conservatively estimate that 600 individuals participated in this effort.
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The Los Angeles Community College District and Its Nine Colleges
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The Los Angeles Community College District (LACCD) had its beginnings in 1929-the year of the
stock market crash and Great Depression-when Los Angeles Junior College (now known as Los
Angeles City College) was approved by the California State legislature. Today, the LACCD is the
second largest multi-college district in the nation offering educational opportunities to students in
more than 40 cities covering an area of more than 882 square miles, serving 10.4 million residents.
The LACCD is composed of nine comprehensive colleges and a District office, which together employ
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approximately 4,087 full-time faculty, academic administrators, and academic supervisors. 1,476 classified
staff and 13,284 part-time staff. An elected seven-member Board of Trustees, serving staggered fouryear terms governs the LACCD. One student trustee, selected by the students, serves a one-year term
beginning on July 1st of every year. Over the past 83 years, the nine colleges combined have served
more three million students, educating 138,652 students in the fall 2011 semester alone.
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Los Atifides City Colleee
18,664
East Los Angeles College
27,770
10,205
10432
Los Angles Harbor College
Los Angeles Mission CoUege
Los Angles Pierce CoUeee
Los Angeles Southwest College
Los Angeles Trade-Technical College
Los Angeles Valley Colleee
West Los Angeles College
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22,453
6,632
14,795
18,569
10,703
Source: LACCD Office of Institutional Effectiveness, 2011
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The Strategic Plan of the Los Angeles Community College District 2012-2017
Mission, Vision, and Core Values
The LACCD's mission, vision, and core values statements convey our purpose (Mission), our aspirations
(Vision), and principles that will guide us in reaching our goals (Core Values).
Mission Statement
Our mission is to provide an excellent educational opportunity that prepares our students for transfer
to four-year institutions, and leads to successful careers in the workplace, lifelong learning, and civic
engagement.
Vision Statement
The LACCD will strive to become a national leader in student success by providing high quality,
accessible, educational opportunities across the greater Los Angeles area that change students' lives,
enrich the area's many diverse cultures, and strengthen the regional economy. The District will do so
continuing to provide a culture of continuous improvement and by closing persistent equity gaps.
Core Values
The Los Angeles Community College District's core values reflect how we will pursue our plan as well
as how we will fulfill our mission and realize our vision. We-the faculty, staff, administrators, and
students of the LACCD-hold the following values essential to achieving our District's mission.
Access and Opportunity
We are committed to maximizing educational opportunity and access to everyone who has the desire
to learn, and we actively engage all students, especially those from communities that have traditionally
been underserved by higher education or who require special accommodation or support.
:.:
.
Vision 2017
Excellence and Innovation
n all of our services and institutional activities, we strive to create a culture of excellence and contin
.
improvement through the use of innovative pedagogy and technologies that challenge our students,
faculty, staff, and administrators to meet the highest educational and professional standards.
.
Student Learning and Success
All of our institutional efforts and resources are dedicated to one central purpose-the support of our
;<
.
students as they work toward the achievement of their academic and career goals.
Free Inquiry
We value the vigorous, critical and free exchange of ideas and opinions, and we work actively to
create communities of mutual respect and shared concern that support and sustain open debate and
constructive, democratic discourse.
;.<
.
The Power of Diversity
As a group of nine urban and suburban colleges situated in the midst of different communities, we draw
upon and embrace diversity as an integral aspect of our civic and institutional identity and as a powerful
element in the education and development of every individual.
Equity
We are committed to eliminating achievement gaps by identifying and removing barriers to student
success.
Community Connection
Our colleges must be rooted in the communities they serve, and we are determined to build and
maintain strong durable, and responsive collaborations with our educational partners across Los
Angeles, and with business, labor, and other organizations that contribute to the fabric of our larger
community.
Public Accountability and Transparency
We are accountable to the public for all aspects of our mission, and we owe the students we serve, the
people of Los Angeles, and the State of California regular and timely assessments of all of our efforts
through shared governance processes that are open and transparent.
.
uous
Vision 2017
*
' Excellence and Innovation
In all of our services and institutional activities, we strive to create a culture of excellence and continuous
improvement through the use of innovative pedagogy and technologies that challenge our students,
faculty, staff, and administrators to meet the highest educational and professional standards.
Student Learning and Success
AH of our institutional efforts and resources are dedicated to one central purpose-the support of our
students as they work toward the achievement of their academic and career goals.
Free Inquiry
We value the vigorous, critical and free exchange of ideas and opinions, and we work actively to
create communities of mutual respect and shared concern that support and sustain open debate and
constructive, democratic discourse.
The Power of Diversity
As a group of nine urban and suburban colleges situated in the midst of different communities, we draw
upon and embrace diversity as an integral aspect of our civic and institutional identity and as a powerful
element in the education and development of every individual.
^
Equity
We are committed to eliminating achievement gaps by identifying and removing barriers to student
success.
Community Connection
Our colleges must be rooted in the communities they serve, and we are determined to build and
maintain strong durable, and responsive collaborations with our educational partners across Los
Angeles, and with business, labor, and other organizations that contribute to the fabric of our larger
community.
Public Accountabitity and Transparency
We are accountable to the public for all aspects of our mission, and we owe the students we serve, the
people of Los Angeles, and the State of California regular and timely assessments of all of our efforts
through shared governance processes that are open and transparent.
Strategic Advantages
As the nation's second largest community college district, the LACCD possesses a rich set of
strategically important internal and external resources that allow us to build on the District's strengths
and opportunities to address the strategic goals and achieve the performance measure targets included
.
1^
in this plan.
These strategic advantages include:
.
Size
^
The large size of the District continues to give the LACCD a number of significant advantages and
opportunities (the ability to leverage resources through economies of scale, the opportunity to impact
statewide and national educational trends, etc.).
Political Influence
The District maintains its political clout in Sacramento due to the large number of assembly (17) and
senate (12) seats held by members of the legislature who represent the City of Los Angeles and usually
the interests of the LACCD (known as the L.A. delegation).
Nine colleges/One application
This District policy allows students to submit one application, yet be registered to take classes at any
college in our district giving students access to thousands of courses and Career-Technical education
programs of study without having to turn in multiple admissions applications or financial aid forms.
Alumni
For more than 83 years, the District has amassed a large number of alumni, including such notable
community leaders as Mayor Antonio Villaraigosa, County Supervisors Gloria Molina and
Mike Antonovich, retired U.S. Representative Diane Watson, L.A. County Sherriff Lee Baca, and L.A.
City Councilman Bernard Parks. This large and talented group of alums grows every year.
Low cost
Despite the recent fee increases, the California Community College system continues to rank at the
top of the list for affordability offering the lowest community college enrollment fees in the nation.
:.:
.
1
Strategic Advantages
Programs
District-wide, students enrolling in any of our campuses have found a wide range of certificate, degree,
.
and transfer programs to choose from and workforce preparation programs that have been developed
to provide responsive curriculum to meet the needs of employers.
:.:
Facilities
With the passage of three bond measures, totaling almost 6 billion dollars, the LACCD has built state'^
.
of-the art facilities that enhance teaching and learning on all nine campuses.
Participatory Governance
The LACCD's history of participatory governance is recognized inside and outside of the District by
faculty, administrative, student and classified groups. LACCD's history of participatory governance is
well documented in the District's Decision Making and Functions Handbook.
:.<
.
Diversity
The District is noted for its diverse population that mirrors the population of the City of Los Angeles
at large. Many of its campuses have been designated Hispanic and Minority-Serving Institutions.
Public Support
A recent study done by the Public Policy Institute continues to show that all community colleges in the
state (including the LACCD) continue to enjoy strong support from the public. The LACCD's strong
public support stems from the important role it plays in the community as a source of hope, as a
pathway to educational and economic opportunity, and as a civic and cultural resource.
.
.
Key Trends and Implications for the LACCD
.
While the Los Angeles Community College District enjoys a number of strategic advantages, it also
has a number of strategic challenges that were identified in the comprehensive internal and external
.
environmental scans. As part of our strategic planning process, the committee felt that it was critical
that we anticipate and plan for the opportunities and challenges the District will face in the future.
.
This Key Trends and implications for the LACCD section of the plan summarizes the major issues and
'.*
trends affecting district-wide planning for the next five years. It also looks at critical issues and trends
which will have both short and long term impacts on our colleges that must be addressed if the District
wants to continue to grow and thrive. While there were many critical challenges identified, the District
Strategic Planning Committee focused on the most important that are essential to our continued
viability, survival and growth.
^
.
Decline in Financial Support for Public Higher Education
Nationally, public higher education has never seen such a tremendous decline in state funding over the
past decade with California leading the nation in budget cuts. The economic recession and ongoing state
budget shortfalls have only exacerbated this trend. Most education experts do not see the restoration
of funding in the near future and believe that cuts to public higher education should be seen as our "new
'-*
.
normal" as described in the introduction.
Meanwhile, as state support for higher education keeps declining^ enrollment fees are rising. Enrollment
fees at community colleges will increase in summer 2012 from $36 a unit to $46 a unit-making it the
largest fee increase in the history of California community colleges. Under the current $36 per unit fee,
full-time students enrolled in 15 units pay approximately $1,080 per academic year. With the $46 per
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.
unit fee, that total jumps to $1,380 a year. The mid-year budget shortfall this year and subsequent hike
to $46 means a 77% increase in student fees within a one year period.
As a result of the budget cuts, colleges were directed by the Systems Office to focus their limited
funding on three key areas of the community college mission-basic skills, career technical education
and transfer. Given our current and future environment, the District must continue to be its own best
advocate and work to develop more third party advocates. The District must also continue to leverage
its size. leadership, and influence in Sacramento.
J
STRATEGIC PLAN - CRITICAL ISSUES AND TRENDS
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Key Trends and Implications for the LACCD
.
Based on enrollment trends and the heavy demand for classes, the District should have added courses;
however, due to the fiscal crisis, our colleges have been forced to cut more than 7,000 sections since
.
.
2007-2008 (see Figure 2 below). In 2007-2008, the District offered 30,930 credit sections. By 20
2012, the number of credit sections offered declined to 23,360. As a result, yearly enrollment data
kept on incoming freshmen indicates that in 2011-2012, we turned away 12,000 students that we could
not serve.
<<
Unfortunately this trend of turning away large numbers of students is expected to continue since
the California State University and University of California systems have signaled that they cannot
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accommodate every entering student who meets their entrance requirements and thus many of these
students will apply to community colleges. The impact of these cuts on students has been devastating
as the number of course sections continues to be reduced, class wait lists double and triple on the first
day of classes, and summer and winter inter-sessions are eliminated, making it harder for students to
graduate and transfer in a timely manner.
.
Figure 2: Credit Section Count, 2007-08 to 2011-12
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^
14,000
.
12,000
^
10,000
L
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-<
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.
4,000
2,000
0
2007-08
2008-09
.
2009-10
2010-11
2011-12
Fall D Spring
Source; LACCO District Attendance and Accounting Office, 20/2
Key Trends and Implications for the LACCD
Lack of Student Readiness
.
The lack of preparation for most students to do college-level work indicates that there will be a
growing need for basic skills courses. This lack of preparation is borne out in the low assessment scores
and number of course repetitions in community colleges throughout the state. Recently the Board of
Governors began to question the wisdom of allowing students to repeat a course-basic skills and
college-level courses-six or more times (no more than 4 withdrawals and 2 repeats for a college to
receive apportionment) in the face of dwindling state revenue. Thus, in October of 2011, the Board of
^
.
»-
Governors implemented a new course repetition policy, following the lead of other states like Florida.
The new course repetition policy disallows state apportionment for a student's fourth attempt at the
same class unless special circumstances exist (i.e., extenuating circumstances, significant lapse of time,
.
etc.). Districts may allow students to petition for a fourth attempt, but cannot count these students in
their attendance accounting report to the state.
^
Our data:
An analysis of our District data shows that students taking math-primarily beginning and intermediate
Algebra-will be the most heavily impacted by this new Title 5 course repetition policy because all
"W" withdrawals ever earned in the student's enrollment history for the same course are counted
as an attempt. Furthermore, the District Office of Institutional Research found that, when "W's"
withdrawals are factored into course repetition, a student has just a 1.7% likelihood of successfully
completing the same math course beyond a third attempt.
>._
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.
»
Key Trends and Implications for the LACCD
A
Digging a little deeper into the data, Figure 3 shows that 53.2% of LACCD students assessed into
three or more levels below transfer-1 eve I math in 2007-2008. By 2010-2011, that percentage increased
to 65.5%. Of those starting at three levels below transfer level math, only 10% will ever'progress to
.
college-level math.
A
This data also shows that the number of students assessing at transfer level math has decreased from
-<
7% in 2008-2009 to just 2.6% in 2010-2011. Therefore, an overwhelming 97% of LACCD students
are assessing at below college-level math upon entering our colleges; whereas 13.3% of students are
assessing into college-level English and 12.9% are assessed into ESL. The District will need to find a
solution to getting students through gatekeeper courses in math and English before they are blocked
from ever repeating them.
;<
Figure 3: Math Placement by Course Level
Los Angeles Community Colleges, 2000-2010
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10.0%
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^-,
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Entering Cohort
Source; LACCD Office of institutional Effectiveness, 2012
'A
Key Trends and Implications for the LACCD
Accountability Mandates and Low Graduation and Transfer Rates
.
There has been a growing chorus of voices at the national, state, and local leadership level calling for
»-.
increased accountability from community colleges. It is fueled by a variety of issues but none more
pressing as the need to increase the number of workers with a college degree. In 2025. the California
economy will demand more highly educated workers.
.
However, two strong forces in California are constraining the future share of graduates in the
workforce-the retirement of large numbers of well-educated baby boomers being replaced with
workers who have less education and demographic shifts toward groups with low rates of college
graduation. Research studies have shown that college education is lowest among Latinos, the state's
fastest growing population. In fact, almost half of the children being born in the state are Latino.
>-
.
As a result, if current trends persist, the Public Policy Institute of California predicts that by 2025, only
35% of adults will have a college degree but 41% of the jobs in our state will require a degree. This will
>.
leave the state with a shortage of approximately I million college graduates causing California's per
capita income to drop. If we do nothing, the economy will simply adjust-the supply of low education
workers will exceed demand, there will be an increase in college wage premiums that will need to be
paid, and employers needing highly skilled workers will simply leave the state.
>-
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.
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Key Trends and Implications for the LACCD
.
Our data:
.
While we are doing well with some of our students, there are large numbers of students who never
a
complete a certificate, degree or transfer, thus confirming this trend. On average, just 17.1% of degreeseeking students complete their Associate's degrees and only 25.3% ever transfer to a four-year college.
The most serious attrition in the District occurs in the first year. Our data shows that approximately
^
24% of all first time students in the District complete "zero" units after their first semester.
Figure 4: Number of Degrees by Student Ethnicity
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STRATEGIC PLAN - CRITICAL ISSUES AND TRENDS
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tt
Our data:
1
Given the reports from our college and data coaches, many believe that a number of our colleges
are well poised to become leader colleges, if sufficiently funded by the state. Thus, building on our
commitment to participate in this initiative, the Achieving the Dream completion agenda is completely
aligned with the state and national movements toward greater accountability in higher education.
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Figure 6: Successful Course Completion Rate by Ethnicity
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ID II
Key Trends and Implications for the LACCD
.
.
A
C EG Turnover
CEO turnover greatly affects a college's ongoing operations and stability. Concerned about CEO
retention and tenure, the Community College League of California has been tracking this issue since
1980. In a recent review of data (January 2007-December 2010), the League found that the median
tenure for College Presidents in multi-campus districts was three years and for Chancellors in a multi-
-<
campus district, just 24 months.
Our data show that, since 2005, there have been a total of 32 Presidents employed across the nine
colleges. This equates to two average years of service for Presidents before they take another job with
another district, retire, or move out of state. According to the American Association of Community
;<
Colleges (AACC), nationally the average years of service for Presidents is five years. However, with
the departure of so many CEOs in such a short period of time in California, the AACC warns that
this trend will create a leadership vacuum because many senior administrators who might have been
.
expected to assume the CEO role will choose instead to conclude their own careers and also retire.
Technology Trends
<<
.
Utilizing and keeping up with the latest changes in technology (e.g., e-readers, social networking,
mobile devices, smart phones, cloud services, mobile apps, etc.) will require the District to invest in
our infrastructure so that these emerging technologies can be utilized for both instructional and noninstructional purposes.
.<
A
Technological change occurs on a daily basis and the District and its colleges must keep up with the
rapid changes. Organizations that fight this change will fail-take for example the newspaper industrybecause students living in this mobile society expect to get access to services and information
24/7 basis. Students also have an expectation that their faculty and the staff will keep up with the last
technological changes and teach them about these changes.
Our data:
Our data shows that both the state and District needs to invest more heavily in employee development,
especially in the area of technology. The District's new technology plan anticipates, plans, and outlines
the implementation of changes to the current infrastructure to maximize teaching and learning. The
plan also includes strategies that will help faculty maintain currency in their subject fields and address
student expectations of learning whenever and wherever
on a
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Economic and Workforce Development Trends
a
Table 2: Employment and Labor Force
(Los Angeles County Industry Employment Projections)
.
2011
4
Goods Producing
.
Manufacturing
Mining, Quarrying, and Oil and Gas Extraction
365,294
-34.853
25,418
6,743
201,728
7,003
8,677
-651
8,026
4,871,707 W 5,273,214 * 401,507
^ 699,969 ^^ 8Q1248 ^ 101,279
542,060
621,775
79,715
157,909
179,473
21,564
Agriculture, Forestry, Fishing and Hunting
Service Providing
Educational and Health Services I
Health Care and Social Assistance
<
Educational Services
358,258
198,123
Arts, Entertainment, and Recreation
Government
State and Local Government
Federal Government
.
j^jg^^jj^jjjy^
'{^M.
5.4%
10.2%
6.0°/c
6.1%
32,376
4.4%
2,111
71,086 ncm 8.2%
612,174
562,034
50,140
363,866
390.653
26,787
7.4%
Professional, Scientific, and Technical Services
451,305
Management of Companies and Enterprises
55,723
234,581
139,537
22,199
7,814
21,528
34,107
9,396
984,926
257,848
213,819
499,734
13,525
^0,308
265,822
274,486
406,961
65,613
78,090
504,371
46,956
23,540
8,232
21,281
31,929
10,578
1,027,885
279,004
220,932
513,187
14,762
595,942
295,163
300,779
54,515
64,583
85,238
53,066
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,174
8,658
1,341
13,453
1,237
55,634
29,341
26,293
47,554
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6.2%
6.0%
5.3%
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8.2%
3.3%
2.7%
9.1%
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11.0%
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11.7%
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9.2%
77,179
78,268
1,089
1.4%
226,426
40,347
az3.< BO
19
Information
Wholesale Trade
rransportation and Warehousing
Retail Trade
Utilities
Financial Activities
Finance and Insurance
Real Estate and Rental and Leasing
Other Services (except Public Administration) j
Repair and Maintenance
Personal and Laundry Services
Religious, Grantmaklng, Civic, Professional,
and Similar Organizations
Private Households
Fatal
'A
577.68 ~f
19,196
20,138
34,487
870,894
[rade, Transportation, and Utilities''W
:.<
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13.7%
Professional and Business Services
relecommunications
Other Information Services
.
^V[4.5%
'0
Administrative and Support and Waste Management
Motion Picture and Sound Recording Industries
Broadcasting (except Internet)
Data Processing, Hosting and Related Sen/ices
Publishing Industries (except Internet)
.
B
377,454
218,261
529,658
48,029
and Remediation Services
-<
-8.7%
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3.6%
-7.5%
8.2%
n
w
Accommodation and Food Services
<<
Change % Change
400,147
18,675
194,725
Construction
?<
2017
UWf'IIt:::a:T;T!IH?^^i-NT"'»l^.i
1
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148,195
186,079
I ft
li
931
^MF
ftl
418
-247
-2,178
1,182
42,959
21,156
7,113
21.7%
pw
Source; Economic Modeling Spedafists International, 2012
LT>
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Student Demography and LACCD Enrollment Projections
A
Student Demography and Enrollments
In terms of district-wide enrollment, there has been an upward trend in fall credit census enrollment
.
since 2006. It has exceeded the previous peak that occurred in 2002. There has also been a leveling off
a'
of enrollment in 2009-2010, most likely due to reduced FTES targets, section reductions, reduced high
school outreach and other budget-driven reductions.
:.<
Figure 8: Enrollment in the Los Angeles Community Colleges
Fall Terms, 1992-2010
160,000
;-<
140.000
Is
.
V
3
s
120,000
100,000
Ss
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z:
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E
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.
40,000
20,000
:<
0
.
\
^\^\^^^^ \^\^\^\^\^\^\^^\^\^ z^\^\^
Year
Census Credit Enrollment
New Students
Source: LACCD Office of fnstitutional Effectiveness, 2012
.
1^
rs
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Student Demography and LACCD Enrollment Projections
.
Enrollment by Age
The proportion of young students (under 20, and 20-24) has increased since 2005. Students under the
.
»
age of 20 declined in numbers most substantially during the 1980s and 1990s but have been increasing
in recent years. This change in age distributions will have implications for FTES generation, program
interest, and student service needs.
;<
Figure 10: Enrollment by Age
Los Angeles Community Colleges, Fall 1992-Fall 2010
50.000
45,000
^
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s
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20-24
25-34
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Concurrent HS
Source; LACCD Office of Institutional Effectiveness, 2012
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Student Demography and LACCD Enrollment Projections
A
The proportion of online enrollments in the LACCD doubled in the last five years (from 4% in 20052006 to 8% in 2010-2011).
.
.
'-<
In fall 2009, 11% of students were enrolled in some online instruction; about 5% of students were
enrolled exclusively in online classes.
Success rates (measured by enrollments with a grade of C or better) in 2010-2011 were significantly
lower for online courses (57%) compared to non-online courses (68%). Course failure and withdrawal
rates in online courses were also higher than in on-online courses.
<<
Success rates in online math and English (40% and 50%, respectively) are lower than in non-online (51%
and 66%, respectively). The proportion of online enrollments in math (3%) and English (7%) is relatively
small even though the absolute number of online enrollments in these disciplines is large district-wide.
Figure 12: Within Class Retention (Online Courses), Fall Terms
.
90%
Asian
85%
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70%
^,^^^^
^7 ^- ^
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t
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Under 25
*
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^
^
^
<
^
60%
v
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Black
*»--
80%
~ . ~ Hispanic
Males Under
25
White
^
55%
-"All
50%
45%
40%
Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fail 2010
Source: LACCD Office of Institutional Effectiveness, 2012
f
Student Demography and LACCD Enrollment Projections
LACCD Enrollment Projections
.
».
Enrollment in California Community Colleges is projected to increase at an average annual rate of 0.5%
between 2011 and 2019. However, due to budget cuts and a state budget that is yet to be resolved, it
is a difficult time to predict enrollments and plan full-time equivalent student targets accurately. These
budget challenges have both short and long term impacts. Short-term budget uncertainties hamper a
college's ability to do educational planning.
.
».
Added to this uncertainty is the longer term impact due to the number of enrollments that will
be affected by the new course repetition policies being imposed on community colleges by Title 5
changes-with even more changes expected this year-and the effects of the District's no penalty
drop date change that moves the last day to drop classes to the day before census.
.
Table 4: Population Trends
>
2006
Estimated
2011
Estimated
2017
2020
Projected
Projected
Population Population Population Population
_\ 2011 to
2020
%A 2011
to 2020
Los Angeles
Community College
5,110,599
5,253,575
5,363,301
5,382,041
128,466
2.45%
(LA Co.)
California (CA»
9,760,604
35,979,051
9,994,634
37,801,004
10,177,641
10,207,332
212,698
2.13%
38,979,441
39,138,311
1,337,307
3.54%
America fUSAl
298.593,217
312,816.057
322,200,698
323.404,631
10,588,574
3.38%
District (LACCD)
Los Angeles County
>-.
United States of
Source; LACCD Office of fnstitutional Effectiveness, 2011
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Strategic Goals, Performance Measures, Baseline Data and Targets
In order to meet our vision and fulfill our mission. the Los Angeles Community College District
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is committed to pursuing four strategic goals. These goals will be addressed through performance
measure with baseline data and targets that will strengthen accountability and produce the successful
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student outcomes we desire. These goals are linked to the California Community College State
Chancellors Strategic Plan and all four goats will be reviewed annually during the Board's Institutional
Effectiveness Committee meetings. Comprehensive updates occur every two years and are completed
by the District's Planning Council.
.
District Goals
Goal I: Access and Preparation for Success
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Improve equitable access; help students attain important early educational momentum points.
Objective I: Ensure equitable access to education.
Measure I: Increase participation rate in underserved areas.
Measure 2: Percentage of eligible students receiving financial aid.
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Objective 2: Increase the percentage of new students who complete the
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matriculation process by the end of their first semester.
Measure I: Number and percentage of new students completing matriculation
disaggregated by age, gender, ethnicity, and low income status:
Number and percentage of new students completing assessment.
Number and percentage of new students completing orientation.
Number and percentage of new students creating an educational plan.
Objective 3s Increase the percentage of new students successfully completing at
least one English and Math class in their first year and persisting to subsequent terms.
Measure I: Percentage of new students successfully completing at least one English and
Math class in their first year.
Measure 2: Persistence (Fall to Spring and Fall to Fall).
'A
Strategic Goals, Performance Measures, Baseline Data and Targets
Goal 2: Teaching and Learning for Success
Strengthen effective teaching and learning by providing a learner-centered educational environment;
9
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help students attain their goals of certificate and degree completion, transfer, and job training and
career placement; increase equity in the achievement of these outcomes.
Objective 1: Provide a learner-centered learning environment that encourages
active learning and student engagement.
Measure I: Measure of active learning/project learning (from student survey).
Measure of student engagement in and out of class (from student survey).
Measure ofself-efficacy/self-directed learning (from student survey).
Measure 2: SLO measures (number and percentage of SLOs, PLOs, and ILOs assessed).
Measure 3: Measure of whether/how technology is being used to improve student
learning and engagement (from student survey and District Employee Survey, which is
.
>.
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to be developed).
Objective 2: Increase the percentage of new students who have reached the
following milestones within three and six years: successfully completing 30 and 60
units; successfully completing English 101 and Math 125; and earning a certificate,
degree, or transferring to a 4-year college or university.
Measure I: Percentage of new student cohort successfully completing 30 and 60 units.
Measure 2: Percentage of new student cohort successfully completing English 101 and
Math 125.
Measure 3: Completion Rate (i.e., certificate, degree, or transfer).
Objective 3: Increase the number of students who complete career-focused
certificates in a timely manner, find employment in high growth/high earning
occupations, or realize higher earnings as a result of their educational experience.
Measure 1: On-time program completion rates.
Measure 2: Program placement rates and earnings of program participants.
Objective 4: Increase equity in successful outcomes by identifying achievement gaps
and increasing performance of under-performing groups.
Measure I: Measures from Objectives 2 and 3 disaggregated by age, gender, ethnicity,
and low-income status.
».
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J
Strategic Goals, Performance Measures, Baseline Data and Targets
Goal 3: Organizational Effectiveness
:.:
Improve organizational effectiveness through data-informed planning and decision-making, process
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assessment, and professional development.
Objective I: Assess and improve district processes and services.
Measure I: Number and percentage of District Customer Service Area Outcomes
assessed and for which improvements are being made based on results (District
Employee Survey).
.
Measure 2: Percentage of program reviews completed and the number of planned
improvements.
.<
Objective 2: Improve communications and governance throughout the district.
Measure I: Committee effectiveness (based on committee evaluations and the District
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Employee Survey).
Measure 2: Effectiveness of District-wide governance (District Employee Survey).
Measure 3: Employee communications (District Employee Survey).
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Objective 3: Improve employee development opportunities.
.
Measure I: Survey questions on professional development opportunities, participation.
and effectiveness (District Employee Survey).
Measure 2: Resources dedicated to employee development (amount & percent of
budget). TBD.
Measure 3: Number of employees participating in employee development or training.
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Strategic Goals, Performance Measures, Baseline Data and Targets
Goal 4: Resources and Collaboration
Increase and diversify sources of revenue in order to achieve and maintain fiscal stability and to support
District initiatives. Enhance, strengthen, and maintain mutually beneficial external partnerships with
business, labor, & industry and other community and civic organizations in the greater Los Angeles
.
^:
area.
Objective I: Develop and diversify sources of revenue.
Measure I: Number and type of revenue sources and amount generated.
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Objective 2: District and college Foundations will significantly increase external
resources in order to support the District and colleges.
Measure I: Funds raised (annual and cumulative).
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Measure 2: Foundation endowment.
Measure 3: Amount of scholarships awarded.
Objective 3: Increase business and community partnerships to support innovation
and student learning.
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Measure I: Number and type of community/business partnerships.
:.:
LACCD Strategic Planning Process and Plan Implementation
Step I
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Establish District Strategic Planning Committee (DSP).
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Agree on vision and timetine.
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Engage stakeholders (focus groups).
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Conduct internal and external environmental scan (issues facing LACCD, data trends, etc.).
Step!
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Identify key issues and trends.
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Gap analysis.
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Revise vision, mission, core values statements.
Step 3
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Establish goals and objectives.
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Establish baseline data.
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DSP creates distnct-wide targets.
Colleges create college targets.
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Step 4
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Present final plan to the Chancellor and Board of Trustees.
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Approve and adopt the final plan.
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Communicate the plan.
Link strategic planning to resource allocation.
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StepS
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Colleges align college goals with district goals and develop action plans.
Accountability through College and District updates.
Colleges make annual progress reports to the Board of Trustees in April, May and June of each year.
District Planning Committee (DPC) reports on progress towards the targets every two years.
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For more information on the District Strategic Plan
and to follow its progress, please go to:
www.laccd.edu