Mendocino Coast Educational Master Plan
Mendocino Coast Education Center
College of the Redwoods
Table of Contents
Executive Summary ....................................................................................................................... 1
Background ..................................................................................................................................... 2
Response to the Community College Advocacy Group ............................................................... 3
Myths and Reality......................................................................................................................... 5
Mendocino Coast Educational Master Plan Process ................................................................... 6
Assessment of Current Environment: External Scan ................................................................ 7
Regional Demographics ............................................................................................................... 7
Labor Market Trends .................................................................................................................... 8
Political, Economic, Sociocultural, and Technological Factors ................................................... 8
Assessment of Current Environment: Internal Scan ................................................................. 9
College Demographics ................................................................................................................. 9
Institutional Performance Trends ............................................................................................... 10
College Budget ........................................................................................................................... 11
College Facilities ........................................................................................................................ 11
Analysis of Mendocino Coast Education Center’s Programs................................................... 11
Plans and Projections ................................................................................................................... 13
Monitoring the Educational Master Plan................................................................................... 17
Appendices .................................................................................................................................... 18
Appendix A: CRMC Educational Master Plan Advisory Committee ........................................ 18
Appendix B: Marine Science Technology and MST Summary Report ..................................... 19
Appendix C: Multiyear Projected Budget .................................................................................. 22
References ..................................................................................................................................... 23
Executive Summary
The Mendocino Coast Education Center at College of the Redwoods has weathered many
challenges since its inception in 1975. During this 35-year relationship between the college and
the community, the Redwoods Community College District fulfilled many commitments to the
community it serves. Support for the Mendocino Coast Education Center has included the
provision of fiscal and administrative oversight for the center, the coordination of instructional
offerings, and capital infrastructure planning and development. The center has struggled to
manage a deficit budget, and as a result the center has been regularly subsidized by the District.
The center has recently begun to reverse declining enrollments, but declining graduation rates
and other imbalances such as low male student participation rates remain. The purpose of this
study was to assess and evaluate the current reality facing the center as a means to determine
how best to increase enrollment, graduation rates and student success while working towards
closing the deficit budget associated with this center.
In general, the Mendocino Coast area does not have a historically strong college-going culture
and/or mindset. For generations local residents have been able to find work in the region‟s
natural resource extraction industries (i.e., timber and fishing) and have been able to maintain a
livelihood working in the mills and/or in the fishing industry. Given the large number of jobs
available to previous generations in the timber and fishing industries, higher education was not
perceived as a requisite after graduating from high school. Over time this notion led to a deemphasis on the importance of early academic preparation for college. The College of the
Redwoods has seen this manifested by the number of students that are arriving underprepared for
college-level work and are unsuccessful as a result. One of the critical challenges, therefore, is to
better prepare a diverse group of students to be more college-ready and to help them achieve
their educational goals.
The Mendocino Coast Education Center has not effectively met the needs of the local
population, as evidenced by:
A small number of career and technical education programs leading to regional
employment;
Low participation rates among male students;
A dearth of programs to assist underprepared and first-generation students to
successfully navigate the college environment; and
Low transfer and graduation rates.
While recent efforts and new initiatives have begun to slowly reverse these trends, College of the
Redwoods remains committed to developing an educational master plan to ensure sustainability
of the center‟s budget as well as the effective delivery of relevant programs and services to meet
the needs of Fort Bragg, Mendocino, and the surrounding community. The ongoing commitment
to the success of the Mendocino Coast Education Center is evidenced in this educational master
plan.
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A summary of concerns regarding the Mendocino Coast Education Center and actions taken to
address these concerns follows.
Marine Science Technology, a unique program at the center, is a blend of transferoriented and hands-on technical training curriculum which does not meet the needs of
either transfer-directed or career and technical education students. This program needs to
be converted into an appropriate transfer program, and a technical training program
relating to the environmental sciences needs to be developed.
Program improvements, including offering classes at local high schools, course
scheduling improvements, and associated cohort registration, will be initiated to improve
the college-going rate among traditional college-age students and ensure their ability to
complete their educational goal in a timely manner.
Implementation of non-traditional course delivery methods in health occupations
programs, including distance education, cohort registration, and industry collaboration, to
ensure career and technical training as well as appropriate licensing and certification are
available in the allied health professions for local students.
Improve collaborative efforts with Mendocino College, particularly for providing courses
and programs (e.g., ESL) that would not require duplicate efforts for inadequately funded
programs.
The need to create a separate taxing district for Mendocino County to provide local
taxpayer funding for college facilities upgrades. This may include residence facilities, a
conference center with a culinary arts component, relocation of the college‟s acclaimed
woodworking program onto the main campus, and a phase out of temporary buildings.
Background
In 2008-09, Redwoods Community College District developed a comprehensive educational
master plan for the college entitled “Educational Master Plan: 2009-2020”. This master plan
included a description of the college‟s planning methodology, an environmental scan, and a
discussion of initiatives designed to accomplish the goals and objectives in the Strategic Plan.
The Educational Master Plan draws on the strategic plan goals and initiatives to direct future
student access and success. Upon completion of the district-wide Educational Master Plan, the
college embarked on a process of developing individual educational master plan supplements for
the Eureka campus, each of the centers, and other educational delivery sites and modes including
the Klamath-Trinity Instructional Site, the sites along the Hwy. 101 corridor, Southern
Humboldt, and the virtual campus.
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Response to the Community College Advocacy Group
The Mendocino Coast Educational Master Plan Advisory Committee participated in the
development of the first local community-based educational master plan. In Spring 2009,
college administration became concerned about the small number of students and the low
graduation rate at the center‟s Marine Science Technology (MST) program. Following an April
2009 meeting of the College of the Redwoods Board of Trustees, the Mendocino Coast
community determined an interest in reviving the MST program. The Fort Bragg mayor
convened a community interest group, which called itself the Community College Advocacy
Group (CCAG). The CCAG expressed concern about the direction the Mendocino Coast
Education Center was headed and requested a response from the college. The major suggestions
proposed by the CCAG and the initial responses from the college are summarized below.
Community College Advocacy
Group Suggestions
Response from College of the Redwoods
Commit to work directly with
community members, faculty, and
staff to revive the Mendocino Coast
campus and help it grow.
Upgrade the science lab facilities
Formation of the Mendocino Coast Education Master Plan
Advisory Committee in November 2009
Curriculum – Provide English as a
Second Language (ESL) education
Curriculum – Marine Science
Technology: develop a program
marketing plan to recruit students
locally and nationally
Measure Q Local Bond funds were made available, an
architectural design firm was hired to manage the project,
and plans are being developed for a summer 2011
construction project.
ESL courses are currently offered through the Adult
School (operated by the Fort Bragg Unified School
District). Community education courses were offered
Spring 2010 and Fall 2010 semesters at CRMC to gauge
interest in ESL coursework. Enrollment was low (13 and 7
students, respectively). The English language proficiency
among the students was well below that of the beginning
level ESL class that CR offers for credit. ESL classes at
the pre-GED level are in the K-12 mission (not the
community college mission).
CR‟s Communications and Marketing Department
partnered with staff and faculty to:
Announce four $2,500 scholarships through regional
press releases
Update program brochures and posters (1,000
brochures, 500 posters)
Produce a program DVD for distribution, outreach,
and placement on the college‟s website
Conduct a nationwide Google Ad Words campaign
(3,975 clicks were registered in a two-month period)
Deliver approximately 150 informational packets
(including the program DVD) to high school teachers
and other institutions
As a result of the above marketing, individual course
enrollments have risen, but program graduation rates are
not expected to rise significantly.
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Community College Advocacy
Group Suggestions, continued:
Response from College of the Redwoods,
continued:
Curriculum – Determine level of
interest in offering a home healthcare
certificate
The “Targets of Opportunity” data are currently being
updated. When revised, this information will be
reviewed to determine the level of need for home
healthcare certificates.
New initiatives include redirecting MST program
offerings towards transfer to HSU‟s natural resources
and environmental science programs as well as
developing technology-based certificates offering GIS,
GPS, spatial data analysis, and surveying skills, and
implementing new programs such as water/wastewater
and solar technology at the Mendocino Coast Education
Center.
Recent changes in statewide funding for art and other
recreational/avocational courses threaten the ability of the
college to replace art faculty. Without increasing the
funding deficit at the center, math and English faculty
may be hired, especially to ensure delivery of needed
basic skills instruction. Non-college transferable art and
humanities courses that may not be eligible for future
state funding will be provided through community
education and non-credit curriculum on a “pay-as-yougo” basis.
As the educational master plan is completed, the target
market as well as messages will become evident and
enable the development of a comprehensive marketing
plan.
In September, 2009 information was provided publicly in
a presentation to CR‟s Board of Trustees on the assessed
valuation from each portion of CR‟s district and
expenditures associated with monies received. Public
access of monthly updated Measure Q financials for each
location is placed on the district web-site (available at
www.redwoods.edu) monthly and presented to the Board
of Trustees at their monthly meetings.
Develop and Promote Ecosystem
Restoration and Green Technology
Programs
Hire replacement faculty for Math,
English, and Art at the Mendocino
Coast Education Center
Develop a comprehensive marketing
plan for the Mendocino Coast
Education Center
Provide a public accounting of
Measure Q expenditures vis-à-vis
assessed valuation and monies
received from the Mendocino Coast.
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Myths and Reality
Several assumptions persist in the Mendocino Coast community that likely provided a
foundation for the suggestions made by the Community College Advocacy Group. These myths
and related realities are described below:
Myth
The Mendocino Coast Education
Center can function as a strong
community program
Mendocino College is gaining
students from CR‟s District
High school students are prepared
for college and motivated to attend
CR is providing degreetransferrable curriculum
Reality
Although CRMC has experienced significant
enrollment increases in the last two years, a
significant (several hundred thousand dollars)
budget deficit remains. Furthermore, nontransferable avocational, recreational, and personal
development (repeatable) courses are being
reconsidered in the community college system and
may not be funded in the future.
Only 39 students from the Mendocino Coast were
enrolled at Mendocino College in the 2008-09
academic year; the majority of these students were
part-time students, and about half were undeclared
majors.
Approximately 80% of high school students are not
college-ready in either math or English, and
approximately 65% are not college-ready in both
areas. Also, fewer than 30% of local high school
students are taking college prep classes. Moreover,
the North Coast region ranks lowest in math
readiness among 14 regions in California. In fact,
the percentage of high school students (22%) that
have attended CR is one of the lowest attending
populations in the district.
A number of Mendocino Coast Education Center
course offerings, while providing appropriate
college-level rigor, do not transfer in the lowerdivision core for required majors. For example,
CR‟s courses in marine biology, marine and
anadromous fishes, and marine and coastal field
biology do not transfer to HSU as fulfillment of
major requirements for marine biology,
oceanography, or fisheries biology majors.
Furthermore, many of the classes that are required
for major core transfer are not offered at the
Mendocino Coast Education Center and, if offered,
would not likely fill because many students are
unable to complete the needed prerequisites.
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Myth
Online education is an inferior
form of education
The Mendocino Coast Education
Center has the ability to provide a
greater variety of
courses/programs for students in
the population than it is currently
offering
The Center could become its own
college or realign with another
college district.
Reality
Online education is a preference among the
“Millennia” generation students and is viewed as
more convenient for working adults. Online
education provides a viable educational path for
programs that do not have enough demand at small
sites to fill classes. Furthermore, online classes,
when implemented well, force a higher level of
participation than traditional brick-and-mortar
classes. Finally, research and meta-analyses of
multiple studies have indicated there is no
significant difference between outcomes in
traditional classes and those in online classes.
The Mendocino Coast Education Center can only
offer classes that will achieve reasonable fill rates
and qualify for state apportionment (i.e., basic
skills, workforce training, and transfer education).
The successful future for small rural centers in the
district will require the acceptance of a strategy that
includes distance education courses in the
curriculum offerings. Only through a multi-site
linkage of programs will the critical enrollment
mass required to offer a wide array of classes be
possible.
The Mendocino Coast Education Center does not
have the requisite minimum enrollments, required
services, or depth of programs to meet the
accreditation requirements needed to qualify for
regional accreditation. Accreditation is a
requirement to qualify for federal (Department of
Education) financial aid. The college district most
likely to consider possible realignment is
Mendocino College. At this time, with the longterm and continuing annual deficit, Mendocino
College is not willing or able to assume the
financial drain on its current operating resources.
Mendocino Coast Educational Master Plan Process
In November 2009, the President/Superintendent convened the College of the Redwoods
Mendocino Coast Educational Master Plan Advisory Committee to develop an educational
master plan for the center. The committee included CR staff and faculty, public officials,
business and industry leaders, community members, and students. Committee meetings were
held on November 19, 2009, February 6, 2010, March 20, 2010, and October 1, 2010. A list of
committee members is available in Appendix A.
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At the initial meeting of the Mendocino Coast Educational Master Plan Advisory Committee, CR
staff prepared and presented data and analysis related to college and community demographics as
well as workforce and economic development needs and trends. Information related to
suggestions put forward by the external Community College Advocacy Group was also
provided. Subsequent meetings included discussions about various myths and realities regarding
the Mendocino Coast Education Center as well as the development of educational themes and
initiatives designed to better meet the workforce and economic development needs of the
community, provide programs that preserve the unique heritage of the region, and improve
college transfer opportunities for students. The resulting report provides a summary of the
environmental scan and related analysis as well as plans and projections developed in response to
this analysis.
Assessment of Current Environment: External Scan
Regional Demographics
Population Size: CR‟s educational master plan indicates that in 2007-08, the estimated size of
the adult population in the region served by the Mendocino Coast Education Center was 15,928.
Ethnicity: According to countywide population projections, Mendocino County is
approximately 69% Caucasian, 21% Hispanic, 6% Native American, a little over 1%
Asian/Pacific Islander, and a little under 1% African American, with about 2% being of
unknown ethnicity.
Percentage of Hispanics: While it is difficult to determine the ethnic composition on the
Mendocino Coast without recent zipcode-level census data, school accountability report cards for
the local school systems (Fort Bragg Unified School District and Mendocino Unified School
District) indicate the following. In the community of Fort Bragg, approximately one-third of the
population is Hispanic (32.9% of students at Fort Bragg High School are Hispanic, 37.4% of
students at Fort Bragg Middle School are Hispanic, and 34.25% of students at Redwood
Elementary School are Hispanic) and, based on statewide statistics, approximately half of these
are Spanish-dominant, preferring to speak Spanish rather than English. In contrast, only 1-2% of
students in the Mendocino Unified School District are Hispanic.
Poverty and Unemployment Rates: In 2007, the poverty rate in Mendocino County was 15.4%,
higher than the nation‟s poverty rate (13%) and almost 25% higher than the statewide California
poverty rate (12.4%). Preliminary labor force data for California indicate that the statewide
average unemployment rate in June 2010 was 12.2%; the unemployment rate in Mendocino
County is only 10.8% by comparison. While the statewide average of persons lacking basic
literacy skills is 23%, Mendocino County compares favorably, with only 10-15% of residents
lacking basic literacy skills (2003 National Assessment of Adult Literacy).
Educational Attainment: Approximately 43% of Mendocino County and California residents 25
years and older never went to college (achieved high school diplomas or less), compared with
48% nationwide (U.S. Census Bureau). A higher percentage of residents in Mendocino county
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either went to college but did not get a degree (27%) or earned an associates degree (7.4%)
compared to California residents (23% and 7.1%, respectively) and U.S. residents over age 25
(27% in total). Conversely, both U.S. and California residents attained bachelor‟s or graduate
degrees at higher levels than Mendocino County residents (only 20% in Mendocino, compared to
almost 27% in California and over 24% nationwide).
Labor Market Trends
In 2007, through a WIA Rapid Response Special Project Grant, the Humboldt County Workforce
Investment Board identified six fast-growing industries for the region in a report entitled,
“Targets of Opportunity.” The region in this industry cluster analysis included Del Norte,
Humboldt, Mendocino, Siskiyou, and Trinity counties. In Mendocino County, three of these six
industry clusters are identified as particularly strong (providing expanding job and/or firm
growth, increasing wages, strong and/or growing specialization, etc.); these are diversified health
care, building and systems construction and maintenance, and specialty agriculture, food and
beverages (including food preparation and service occupations for the tourism industry).
Allied Health Careers: In 2008-09, the Center of Excellence conducted an environmental scan,
“Careers in Allied Health: Northern California Region” based upon a survey of health care
organizations. In the Northern Coastal Region, 64 health care organizations completed the
occupation survey questions and indicated expected job growth in 9 of 10 occupations surveyed.
The three occupations with the largest job growth expected on the North Coast are medical
assistants (140 annual openings), registered nurses (110 annual openings), and pharmacy
technicians (40 annual openings). Health care organizations struggle to recruit qualified
employees in allied health occupations, often hiring employees from outside the area, which is
associated with high turnover rates and increased recruitment expenses.
Political, Economic, Sociocultural, and Technological Factors
College Readiness: The Mendocino Coast does not historically have a strong college-going
culture. For many generations high school graduates had been able to find work in the region‟s
natural resource extraction industries such as timber and fishing. With the decline of these
industries (the last of three major lumber mills closed in 2001), students are struggling to find
alternative career choices. While College of the Redwoods is a logical choice for young adults,
many first-generation college students are finding themselves to be underprepared for higher
education. Approximately 80% of entering students are not college-ready in either math or
English, and over 60% of entering students test at below college-level in both math and English.
In the two local high schools (i.e., Fort Bragg and Mendocino), fewer than 30% of students
complete the 15 courses (known as “A-to-G”) students must pass to be eligible for admission to
four-year colleges in California.
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Mathematics Preparation: According to performance results on the California Standards Test,
the North Coast region scores the lowest in the state with respect to grade-level proficiency in
math in the 8th grade (Moore and Shulock, 2009). The extent to which students are able to meet
grade-level requirements in mathematics is a key indicator of college preparedness and college
success. Research presented in the College Board report, Equity 2000, indicates that students
who fall behind in math are unlikely to catch up and are less likely to succeed in college. Course
taking patterns and placement, particularly math placement in the eighth grade, are related to
later academic performance and career aspirations; mistakes in course placement lead to fewer
postsecondary opportunities (Stevenson, Schiller & Schneider, 1994). College of the Redwoods
is collaborating with area high schools, superintendents, and governing boards to establish a
stronger college advising component, earlier (i.e., during the sophomore year) skills testing, and
a willingness to provide supplemental education to students needing assistance.
Assessment of Current Environment: Internal Scan
College Demographics
Age: District-wide, the average student age is 27.5 years; Mendocino Coast students are, on
average, 37 years old. The age difference at the Mendocino Coast Education Center is an
indication that the center serves lifelong learners who take personal enrichment classes as well as
a large percentage of returning adult students. The Mendocino Coast Education Center is
serving fewer traditional-age college students (those between ages 18-24) than other centers and
sites in the district. There is a disproportionately large aging population taking classes at CRMC.
The largely retiree student population reflects a community interest in taking repeatable, nondegree applicable courses at the college. The state has indicated that future funding for
nontransferable and highly repeatable or “recreational” courses is at risk (e.g., art, crafts, and
ceramics). The state‟s priority is to fund college transferable, career/technical, and
developmental courses.
Gender: The Mendocino Coast Education Center is serving a disproportionate number of female
students. In 2008-09, for example, the center served 754 women and only 340 men, which
exceeds a 2-to-1 ratio. This very low male participation rate (31% of students) signifies that
program offerings are not attracting and retaining male students. Although it rose to 34% in
2009-10, the male participation rate has not exceeded 35% in the last five years. Clearly
programs must be developed to serve the education and training needs for male students.
Ethnicity: Countywide, Mendocino County is 20.6% Hispanic. At the Mendocino Coast
Education Center, 9.6% of students self-identify as Hispanic, but as mentioned in the previous
external scan, zip code-level ethnicity for the North Coast is inaccurate so it is difficult to
determine the extent to which the Hispanic population on the North Coast is participating in
equal numbers on the North Coast. Similarly, while countywide data indicate that over 6% of
the population is Native American, only 3% of CRMC‟s students self-identify as Native
American.
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Institutional Performance Trends
High School Yield Rate: The number of traditional-age college students on the Mendocino
Coast is declining. For example, Fort Bragg Unified School District has seen a 25% enrollment
decline in recent years, and Mendocino Unified School District has seen a 45% decline.
Regardless of this overall decline in the number of young students who may go to college after
high school, CR is seeking to improve the high school yield rate in the community. Whereas
statewide almost 30% of high school graduates enroll in community college upon graduation,
and in some portions of CR‟s district (i.e., Eureka High School) the high school yield rate is
approximately 48%, only 17% of Fort Bragg and Mendocino High School graduates in 2009
have enrolled at CR.
Participation Rates: According to the Accountability Report for Community Colleges, over 85
California adults per 1,000 aged 18-64 are enrolled in community college in any given year.
Participation rates at CR have been rising from 61 per 1,000 in 2006 to 84 per 1,000 in 2009, but
these rates vary widely across various zones or regions within CR‟s district. At the Mendocino
Coast Education Center, participation rates were as low as 67 adults per 1,000 in 2006, and in
2009 approximately 76 per 1,000.
Student Enrollment Trends: The number of students taking classes at the Mendocino Coast
Education Center rose from 890 students in 2006-07 to 1,094 in 2008-09 and fell a bit in the last
year (2009-10) to 988 students. Community college enrollments, and related funding from the
State of California, is measured in full-time equivalent students (FTES). A full-time equivalent
student is roughly calculated to be 30 units of coursework (one full-time student for two
semesters). Not counting FTES generated by Mendocino Coast students taking online
coursework, the number of FTES at CRMC has risen steadily from 2007-08 (approximately 341
FTES) to 2009-10 (approximately 391 FTES).
Student Load: A majority of students (approximately 85% in any given semester) at the
Mendocino Coast Education Center are part-time students, and most of these students enroll in
fewer than 5.5 units per semester. This large part-time student body makes long-term scheduling
difficult and creates challenges for forming cohorts of students who can progress through
educational programs together.
Efficiency: Class scheduling is generally considered to be efficient when fill rates (percentage of
classroom seats occupied) reaches 80% or higher. The efficiency of course offerings at the
Mendocino Coast Education Center has risen from an average of 38% from 2004-2007 to 48% in
the 2008-09 year, 56% in Fall 2009, and over 80% in Fall 2010. Continuing to improve
efficiency is an essential component of ensuring the college‟s budget is stable and that program
costs are minimized. Although course section fill rates at the Mendocino Coast Education
Center have improved dramatically, they remain less efficient than course sections at other sites
and centers. The average number of FTES at the Mendocino Coast Education Center is
approximately 2.3 per section, compared to approximately 4.2 FTES per section at the Del Norte
Education Center.
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Academic Awards: The Mendocino Coast Education Center awarded 35 degrees in 2008-09,
down from an average of 50 degrees per year in each of the three prior years. In 2009-10, this
increased to 46 degrees and certificates. These academic awards include 23 Fine Woodworking
certificates annually. The college must continue to identify and remove barriers to completion
for students at the center.
College Budget
Going back to 2002, the Mendocino Coast Education Center has been operating with a deficit
budget. In 2002-03 direct expenditures (e.g., supplies, operating expenses, and supplies)
exceeded revenue by over $486,000. During the intervening period from 2002-03 to 2008-09,
the annual shortfall ranged from just under $317,000 to almost $653,000. By delaying the
replacement of full-time faculty positions and improving enrollments, the budget deficit in 200910 was reduced to $294,000.
College Facilities
The CRMC Master Plan that was developed in 2004 for implementation of local bond funds
(Measure Q) has been completed, with the exception of science lab upgrades that are anticipated
to be complete in the next year. This current build-out exceeds state matching fund allocations
for square footage based on the number of full-time equivalent students (FTES) generated at the
education center. With the modernization of the science labs, the core of the capital expansion
plan at the Mendocino Coast Education Center will be complete.
The following observations were made in the 2009 Facilities Master Plan:
The college‟s woodworking program is currently located off site.
There is substantial land available for expansion, and new uses could be considered (e.g.,
residential facilities).
The initial ten acres were provided through state funding. Additional ten adjoining acres were
purchased by College of the Redwoods through certificates of participation--general fund
obligation, not local taxes. The undeveloped ten acres provides sweeping vistas of the Pacific
Ocean and would have commercial value if not used for the campus programs.
Analysis of Mendocino Coast Education Center’s Programs
The Mendocino Coast Education Center is part of a small, isolated economy. In order to
increase the number of students to sustain the center financially, the college must attract students
from outside the area through unique programs that will then either direct graduates back into
their communities or provide transfer to attractive four-year colleges and universities. As a
result, the Mendocino Coast Education Center offers several programs that honor the local artist
community and reflect the regional heritage in natural resources. These include:
Fine Woodworking
Marine Science Technology
Natural History
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The Fine Woodworking program is a destination program that attracts talented woodworking
students from all over the world. Founded by acclaimed woodworker, James Krenov, this
program is strong and is expected to continue to attract students well into the future.
The Marine Science Technology (MST) program offers an Associates of Science degree, and
both the MST and Natural History programs offer a Certificate of Recognition. The A.S. degree,
however, does not fulfill the lower division core requirements allowing for junior-level status for
students transferring in oceanography, marine biology, forestry, or environmental studies
programs in either the UC or CSU system. The Certificates of Recognition, while offering
significant hands on experience, may be overly comprehensive for many occupations and do not
provide training required for specific technical occupations for which there is job market
demand. A summary of concerns regarding this program follows:
The current program offerings do not transfer to university equivalent degree programs
Thus, students frequently use financial aid to take coursework that does not count and has
to be taken again at the transfer institution. For example, the program‟s marine biology
course, while providing college-level rigor and learning outcomes, is typically an upper
division course at most colleges in the CSU system and therefore only transfers as a
general elective (does not count towards the major core).
The MST certificate does not provide training that leads to employment in an occupation
for which there is significant labor market demand. Specifically, data provided by the
Labor Market Information Division for the North Coast Region for ocean and marine
technologists indicate that while statewide jobs are available (e.g. 520 annual openings
for environmental scientists and specialists, 680 annual openings for biological
technicians, and 360 annual openings for natural sciences managers through 2016), the
majority require bachelor‟s degrees or higher levels of education. Positions requiring
minimal education are generally either in low demand or are so specialized that on-thejob training rather than formal education provides the needed skills.
The financial resources required to support the current MST program are high given the
small number of students (1-2 graduates per year).
Low program enrollments are hampering the ability to balance the budget for the center.
Allied Health: Until approximately 1998, the Mendocino Coast Education Center delivered an
LVN program, partially funded by supplemental grants. In 2005, through a workforce grant,
Mendocino College supported CRMC student travel for their RN and an LVN to RN program.
Nursing prerequisite coursework at the Mendocino Coast Education Center was also supported
through this grant. Grant and private source funding has since become unavailable. The State
Board of Nursing has also enacted more stringent requirements regarding the clinical experience
that the Mendocino Coast health care community is unable to meet, making locally-based
nursing training infeasible. The region‟s health care organizations do not provide the full range
of comprehensive health care services needed to meet the requirements for adequate clinical
training. There is a need in the community, however, for rural nursing programs that support a
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 12
permanent residential workforce. College of the Redwoods is currently investigating changes in
teaching pedagogy to better meet the training needs of rural hospitals. LVN and RN training for
Mendocino Coast residents will likely only occur through collaborations with other programs
(e.g. Mendocino College), the inclusion of distance education courses, or a non-traditional
program model (e.g. compressed calendar programs to allow Mendocino Coast residents to
acquire the courses at CR‟s main campus along with a combined clinical placements that include
experience through a consortium of regional health care organizations).
The Mendocino Coast Education Center has offered a Certificate of Achievement in Medical
Office Business Skills. However, this program has only provided „front office‟ training and has
not included the „back office‟ skills required in medical assisting occupations. Through a grant
to Humboldt County and the College of the Redwoods funded by the Department of Labor, the
college is revitalizing the medical assisting program and developing an online delivery method
for instruction, and it is anticipated that Mendocino Coast residents will be able to participate in
this program when it is implemented.
Transfer Programming: The Mendocino Coast Education Center offers a number of two-year
degrees that meet the educational requirements of transfer-directed students, but course offerings
that meet general education requirements are not always offered in a reliable pattern. Current
curriculum lacks an appropriate orientation towards cohort enrollments, thereby minimizing the
ability of the center to adequately plan for degree-seeking or transfer-directed students to
complete their programs in a two-to-three year period. This is further hampered by the
preponderance of part-time students. Improved course sequencing and scheduling, along with
communication with prospective students about the availability of courses for transfer should
increase the number of full-time, transfer-directed students at the center.
Housing for Out-of-Area Students: The lack of adequate, low-cost residential facilities regularly
impacts the center‟s ability to offer programs for out-of-area students and summer or short-term
special interest programs such as culinary arts, tide-pool/marine ecology, natural history, or other
environmental science courses.
Plans and Projections
I.
Provide Courses for Transfer in Oceanography, Marine Biology, Fisheries Biology,
and Environmental Science Majors: As the analysis of the Mendocino Coast
Education Center‟s programs indicates, the Marine Science Technology program is
currently a blend of coursework intended for transfer as well as hands-on technical
training. However, the program does not effectively meet either of these two
program goals. Therefore, the Marine Science Technology program needs to be
converted into an appropriate transfer program with curriculum in place that ensures
students are able to transfer to four-year colleges such as Chico State University or
Humboldt State University with specific majors such as oceanography, marine
biology, and fisheries biology. (Note: There is currently no intention to terminate the
Marine Science Technology program).
College of the Redwoods is also currently co-developing with Humboldt State
University a comprehensive Environmental Science degree that, if offered at the
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 13
Mendocino Coast Education Center, will utilize the academic skills of the center‟s
faculty for on-site courses while also providing HSU freshman/sophomore distance
education instruction. This approach will allow graduating CR students with an A.A.
degree in Environmental Science to transfer to HSU or most other CSU
environmental programs with full-junior status.
II.
Offer Career and Technical Education in Environmental and Natural Resources
Industries: A technology-oriented career training program that builds upon the
hands-on skills training of the current Marine Science Technology program and
provides skills applicable to a wider range of industries needs to be pursued. A
program in field studies and research technology, for example, may provide spatial
data collection and analysis training including GPS and GIS as well as training in
measurement, calculation, and environmental assessment and/or restoration. A 16unit Certificate of Recognition is currently available at the main Eureka campus. This
program will likely be expanded to a 30-unit Certificate of Achievement and will be
offered either in an online format or through a hybrid of traditional classroom and
online instruction for CRMC students.
III.
Encourage Concurrent Enrollment for High School Students: Improvement in the
high school yield rate (i.e., percentage of high school graduates who continue to
college) is an important component of improving the college-going rate in the
community at-large as well as improving the college success rate among those who
come to college. CR‟s plan to improve the high school yield rate is focused on an
initiative to integrate CR into the high school curriculum and encourage students to
take CR courses concurrent with the high school program. This is being
accomplished by offering courses for high school students on the campuses of
regional high schools as well as encouraging high school students to attend courses at
CR. This initiative will both provide college credit to high school students and
encourage further higher education studies. Exploring partnerships with local high
schools to utilize existing and future labs (e.g. culinary kitchens) may both provide a
smooth educational pathway for high school students (through formal program
articulation agreements) and provide meaningful career and technical education for
adult students. Increasing high school yield by approximately 3% per year is an
ambitious but achievable goal.
IV.
Improve College Readiness of Incoming Students: The improvement of academic
basic skills (i.e., math and English) in preparation for higher education is critical to
the establishment of a new “college ready” high school population. As noted
previously, the northwest California coast region‟s K-12 math readiness scores rank
lowest (30% at eight grade math level) of the 14 regions. While there has been
marked improvement in the percentage (30%) of students taking the A-to-G college
preparation curriculum at Fort Bragg High School, the need to continue collaborative
work towards improved basic skills at the high school level continues to be critical.
College of the Redwoods has begun a new basic skills initiative to provide early (high
school) math assessment testing with follow-up supplemental instruction to be
provided to interested students. In an effort to better orient the high school
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 14
population towards college, CR is beginning a basic skills effort with Fort Bragg HS
and is prepared to expand this initiative with Mendocino HS. This basic skills
improvement will be a component of the initiative to increase the high school yield
and will not independently factor into increased FTES or revenue for the Mendocino
Coast Education Center.
V.
Provide a Guaranteed Transfer Program: As the analysis of the number of degrees
and certificates awarded at the Mendocino Coast Education Center suggests, the
center must take steps to ensure that degree-seeking students are able to complete
their degrees and certificates in a timely manner. To address this need, CRMC will
provide appropriate course scheduling and associated cohort registration and cohort
support programs to ensure students are able to receive an Associate‟s Degree with all
general education requirements met on a two-year cycle of courses through regular
instruction and distance education as well as through both regular instruction during
the day and during evenings and weekends. This initiative will be advertized and
promoted through outreach to local high schools in an attempt to attract collegebound students into the programs offered by the college. If successful, this initiative
will result in increased enrollments, a higher program completion rate, and improved
transfer rates.
VI.
Develop Non-Traditional Delivery Methods for Training in Allied Health
Professions. The analysis of the unmet training needs in allied health professions on
the Mendocino Coast indicate the need to develop and implement a non-traditional
model of instructional delivery in health occupations. Programs being pursued for
delivery at the Mendocino Coast Education Center or online include Medical Office
Management, Health Information Technology Systems, and Medical Assisting. To
address the need for these and other health occupations programs on the Mendocino
Coast, CR will embark on the following initiatives:
a. Non-traditional course scheduling will be pursued. This may include the
development of cohort programs for groups of Mendocino Coast students to
ensure adequate program enrollments and program completion in a specified time
frame, as well as a compressed calendar to provide weekend training on Eureka‟s
main campus when required.
b. Examine existing networks of small rural communities and health care
organizations and pursue collaboration to increase the efficiency and effectiveness
of education and job placement. Partnerships such as this may create an increased
ability to apply for and manage grants for training programs, coordinate clinical
experience for students, and subsidize training to support local staffing needs.
Expenses that health care organizations currently incur for replacing workers who
leave and recruiting from outside the region would therefore be redirected
towards increasing the number of local residents who are qualified for allied
health occupation jobs in the community.
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 15
VII.
Support Distance Education Programs for Mendocino Coast Students: As the college
updates the Medical Assisting certificate and creates a Health Information
Technology Systems program with grant funding provided by the Department of
Labor, the majority or all of this coursework will be developed for delivery via
distance education and/or hybrid methodology (mixed traditional classroom and
online education) to ensure access to this program for Mendocino Coast students.
Other career and technical education programs that are anticipated to be available
online include Hospitality Management, Restaurant Management, Water Treatment
and Distribution, Wastewater Collections and Treatment, Early Childhood Education,
Digital Media, and Management and Supervision. As the virtual campus at College
of the Redwoods continues to grow, it is anticipated that students will be able to
complete the majority if not all of their lower-division coursework online prior to
transferring to a four-year college or university. In order for distance education to be
a realistic option for Mendocino Coast residents, the college must implement
appropriate technology and support for online students.
VIII.
Collaborate with Mendocino College to Provide Educational Programs: Establish a
collaborative relationship with Mendocino College to incorporate ESL and pre-nursing
courses to facilitate RN enrollments at Mendocino College or CR-Eureka utilizing fasttrack, weekend, summer, or other cohort programming. The Vice President for
Instruction/Student Services at Mendocino College as well as the Dean of Instruction
and the ESL program coordinator have participated in discussions with the dean at
CRMC to develop plans to offer ESL courses on the Mendocino Coast.
IX.
Consider Creation of a School Facilities Improvement District: Creation of a separate
facilities improvement tax district (SFID) for future capital construction projects will
ensure local control over capital improvements through local bond measures. Options
available for funding under a SFID may include a student residence/conference center
(40-60 beds) for an estimated $5.5 million. Providing residential facilities for students
would encourage out-of-area students to attend CRMC during the academic year as
well as provide a conference center that will allow for a different curriculum during
the summer. The benefit of building a conference center is that culinary arts and
other hospitality programs can be offered to support the center and provide hospitality
training for the region‟s tourist industry. Creating a separate facilities taxing district
would provide the community greater control over the development of the center
while eliminating the perception that debt service is not being equitably distributed.
X.
Offer Instruction in Remote Areas of the District: The Mendocino Coast Education
Center can improve its budget and better serve the greater community by improving
access to education for residents who live in remote areas of the district. Increased
FTES generated by offering classes at the newly acquired school building in
Garberville will be part of the Mendocino Coast Education Center‟s revenue (at
approximately $4,564 per FTES). If the Mendocino Coast Education Center
(including the additional instructional site in Garberville) is able to generate 500
FTES per year, an additional $250,000 in base funding from the state will be
allocated to the college.
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 16
Monitoring the Education Master Plan
In order to ensure the ongoing sustainability of the plans described in this report and to monitor
institutional effectiveness related to implementation, this plan will be evaluated systematically.
The following assessment indicators will be tracked on a regular basis:
Participation rates (number of adults per 1,000 residents between the ages of 18 and 65
who attend the college)
High school yield rate (percentage of high school graduates who attend the college)
Male student participation rate
Number of degrees and certificates awarded
Number of transfers to four-year institutions
Enrollments (measured in FTES, or full-time equivalent students)
Mendocino Coast Education Center budget (and amount of deficit carried by the district)
Class fill rates (>75%)
Average FTES/section
Components of the above indicators that will also be tracked at the operational level may
include:
o The number of concurrent high school enrollments
o The amount of money spent by regional health care organizations on out-of-area
recruiting
o Number of graduates employed in their field of choice upon completion of a
career and technical education program
The educational master plan is intended to serve as a living document to guide educational
programs and service delivery at the center. As such, the above indicators will be evaluated on a
regular basis, and based on the evidence gathered the educational master plan will be modified.
Data regarding the assessment indicators, and revisions to the plan, will be shared with the
institution and related constituents, including the Board of Trustees, on a regular basis.
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 17
Appendix A
CRMC Education Master Plan Advisory Committee Members
Don Armstrong, Superintendent, Fort Bragg Unified School District
Colleen Cross, Superintendent, Point Arena School District
Debra De Graw, CEO, Mendocino Coast Chamber of Commerce
Heidi Dickerson, District Representative for Congressman Mike Thompson
Bruce Emad, Board of Trustee Chair, CR
Peggy Ericson, CTAP 1 Director, Mendocino County Office of Education
Ahn Fielding, Executive Director, Career and Economic Development, CR
Nancy Gardner, Jewelry Artist/Business Owner
Pat Girczyc, Interim Dean, Health Occupations and Public Services
David Gonsalves, faculty member, Mendocino Coast Education Center, CR
Doug Hammerstrom, Mayor of Fort Bragg
Ray Hino, CEO, Mendocino Coast District Hospital
Steve Lund, Former Superintendent, Fort Bragg Unified School District
Geisce Ly, Dean, Mendocino Coast Education Center, CR
Maggie McVay Lynch, Dean, Information Technology and Distance Education, CR
Jeff Marsee, President/Superintendent, CR
Michael McAllister, Superintendent, Southern Humboldt Unified School District
Roxanne Metz, Director of Special Projects, CR
Barbara Rice, Trustee, Area 8, CR
Kendall Smith, Supervisor, Fourth District, Mendocino County
Will Smith, Former Trustee, Area 8, CR
Keith Snow-Flamer, Vice President for Student Services, CR
Martha Racine Taylor, faculty member, Mendocino Coast Education Center, CR
Paul Tichinin, Superintendent, Mendocino County Office of Education
George Truett, Trustee, Area 1, CR
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 18
Appendix B
Marine Science Technology and MST Summary Report
(Summary excerpt of reports presented on February 6, 2010 and March 20, 2010)
Executive Summary
Background and Introduction: College of the Redwoods Mendocino Coast Education Center‟s
Marine Science Technology (MST) program has historically been a blended program in which
graduates receive both general science coursework and hands-on experience with technical
application. However, questions have arisen regarding whether the MST program effectively
meets the needs of transfer-directed students and career-oriented students. Investigation was
undertaken to determine the extent to which the MST program could or should be refocused to
better serve student needs. Analysis was conducted and recommendations developed for career
and technical education in marine technology and for marine biology science transfer education.
Career and Technical Education Analysis
Method: CR staff reviewed program offerings by other California community colleges to
determine the extent to which CR‟s MST program is similar to (best practices) or different than
(possible niche) other programs as well as the extent to which the program meets the workforce
development needs in related industries and occupations. Programs reviewed included Monterey
Bay Peninsula College, San Diego Community College, and Santa Barbara City College, among
others.
CR staff reviewed the Marine Advanced Technology Education (MATE) Center website
(http://www.marinetech.org/education/index.php) as well as the website for the Center for Ocean
Sciences Education Excellence (COSEE), located at www.oceancareers.com. CR Staff also
reviewed the labor market information available from the California Employment Development
Department at http://www.labormarketinfo.edd.ca.gov/. Finally, CR staff conducted a survey of
CR‟s MST program graduates (40 graduates from 1992-2009 were surveyed, 10 responded) to
gather information about what jobs/positions graduates held after completing the MST program,
on-the job training that was obtained through these jobs, the required skills for these jobs, and
impressions of program relevancy to educational or occupational endeavors.
Analysis – Other Institutions: For the most part, marine technology programs at the community
college level offer programs specific to local/regional marine industries. For example,
Saddleback College in Orange County specializes in aquaculture and aquarium systems, and
Monterey Peninsula College specializes in research diving, submersibles, and remote operated
vehicles. The curriculum offered by the Marine Technology Department at Santa Barbara City
College includes almost 60 courses offering a wide range of training including diving,
navigation, rigging, seamanship, undersea vehicle operations, etc.
Analysis – Labor Market: Labor market projections in “ocean technology” (TOP Code 1920)
show three annual openings (2 for environmental science and protection technicians and 1 for
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 19
life, physicians, and social science technicians) on the North Coast (includes Del Norte,
Humboldt, Lake, and Mendocino Counties). The Mendocino Coast does not have either
extensive research activities or major aquariums that regularly employ technicians who possess
specific ocean technology skills.
Analysis – CR Survey: Of 40 graduates, eight since 1993 responded to a recent survey and
reported they have held a job that was in some way related to their studies in the MST program
at CR (this includes seasonal jobs). Some graduates of the program obtained jobs as fisheries
technicians and indicated that the education received at the Mendocino Coast Education Center
provided a solid foundation in marine biology and field methods with a high level of academic
rigor. Some students noted that computer courses (e.g. for scientific data gathering, navigation,
GIS/GPS) would strengthen the program.
Conclusion: Few regional jobs exist for marine technicians. Considering a wider geography
(e.g. California) more jobs do exist, but they typically require specialized training that the
Mendocino Coast Education Center does not provide (e.g. geospatial technology, diving,
swiftwater rescue, ship maintenance, or training on specialized equipment).
The center may consider offering some of the courses that are part of CR‟s Geomatics Certificate
(a 16-unit program consisting of courses in surveying, aerial photogrammetry and remote
sensing, GIS, spatial analysis, GPS, and engineering graphics). Geomatics (geospatial
technology) training is applicable in several industries, including ocean sciences, fisheries, and
forestry, and some of the courses in this program may be developed in a distance education
format.
Career and Technical Education Recommendation: Consider discontinuing the MST program as
it currently exists at the Mendocino Coast Education Center. Work with CR faculty to develop
and offer the geospatial technology program to students interested in ocean technology
occupations.
Transfer Options Analysis
Method: Given that Humboldt State University is the institution with the largest number of
transfers from CR, articulation agreements with HSU were reviewed, along with the lower
division core requirements, for Marine Biology, Oceanography, and Fisheries Biology.
Analysis: Investigation was undertaken to compare the curriculum in the Marine Science
Technology (MST) program to the transfer requirements for Marine Biology, Oceanography, and
Fisheries Biology majors at Humboldt State University. It was determined that although College
of the Redwoods offers all but a 1-unit introductory-level course for each of these majors, a
number of these required transfer courses are not part of the MST program and are not regularly
offered at the Mendocino Coast Education Center. Specifically, the Mendocino Coast Education
Center schedule typically lacks:
Six courses that are required for Fisheries Biology majors
Nine courses that are required for Oceanography majors
Seven courses that are required for Marine Biology majors
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 20
While several of these courses are available online, these online courses are not part of the MST
program. Among the required courses in CR‟s MST program, 20 units do not meet the lower
division core requirements at Humboldt State University in Marine Biology, Oceanography, or
Fisheries Biology. These 20 units are as follows:
BIOL 1 (General Biology, 4 units)
BIOL 15 (Marine Biology, 4 units)
BIOL 24 (Intro to Marine and Anadromous Fishes, 3 units)
BIOL 25 (Marine & Coastal Field Ecology, 3 units)
BIOL 40 or OCEAN 40 (Independent Study, 2 units)
CIS 1 (College Computer Literacy, 4 units)
CR‟s Associate Degree in Liberal Arts in Science does provide appropriate articulation for
several science programs at Humboldt State University, but not all of the required courses in this
A.A. in Science have been offered at the Mendocino Coast Education Center in the past.
Conclusion: To both enable students to earn the Liberal Arts Science degree and improve
coursework transferability for Mendocino Coast students interested in transferring in Marine
Biology, Oceanography, or Fisheries Biology, the Mendocino Coast Education Center plans to
offer two transferable biology courses and one transferable chemistry course in 2010-11 that
have not historically been offered at that center. Options for offering one remaining biology
course and a physics course are being developed; if these courses cannot be offered at the
Mendocino Coast Education Center, students may take these courses at Mendocino College, at
the main Eureka campus in Summer, or upon transfer to HSU. De-emphasizing the Mendocino
Coast Education Center‟s Marine Science Technology program and re-emphasizing courses
required for the A.A. in Science and for major core transfer will improve the ability of students
at the Mendocino Coast Education Center to transfer to Humboldt State and other colleges at full
junior status with majors in the sciences.
Sciences Transfer Recommendation: Consider discontinuing the MST program as it currently
exists at the Mendocino Coast Education Center. Refocus course offerings to emphasize those
courses that meet general education requirements and meet major core requirements for transferdirected students intending to major in Marine Biology, Oceanography, Natural Resources
Planning and Interpretation, Fisheries Biology, or Forestry and Wildland Resources.
DRAFT Mendocino Educational Master Plan: October 4, 2010
Page 21
DRAFT Mendocino Educational Master Plan: October 4, 2010
$
no additional
no additional
no additional
no additional
no additional
$
10,000
$
25,000
$
35,000
$
(63,257)
$ 2,161,021
$
$
$
$
$
405.8
22.2
25
$4,565
1,852,477
7,170
179,250
101,037
2,132,764
2012-2013 Budget
13
no increase
* Expenditures in 2011-12 and 2012-13 include the ongoing operating expenses associated with growth initiatives
** FTES in 2011-12 assumes a base of 379 FTES (2009-10 actual). FTES related to growth initiatives are shown as 'unfunded'.
4
20
5.2
1.6
13
5
15
5.2
2.0
Additional FTES Growth Additional FTES Growth
Students (@.4/student) Students (@.4/student)
$
5,000
no additional
$
5,000
$
5,000
$
5,000
(grant funded)
$ 100,000
$ 120,000
$ (150,599)
$ 2,041,021
379.0
26.8
25
$4,565
$ 1,730,135
$
7,170
$ 179,250
$ 101,037
$ 2,010,422
2011-12 Budget**
no increase
FTES Growth
(@.4/student)
23,028
(158,419)
$
(106,488) $
2,017,993
10,000
8,028
5,000
(grant funded)
$
$
$
$
2,112,561
25
$4,565
1,602,315
7,170
179,250
101,037
1,882,602
25
$4,565
1,730,135
7,170
179,250
96,688
2,006,073
$
$
$
$
$
351
379
17% (approximately
30 students)
Increase Participation Rates among 13,000 adults age 18-65: 76 per 1,000
76/1000 (988
(988 students) in 2009-10 and 2010-11, 77/1000 in 2011-12, 78/1000 in 2012- students at .4
13)
FTES/student)
Offer courses at Garberville Instructional Site: 10 sections @ 2.0
FTES/section in 2011-12, 15 sections at 2.3 FTES/section in 2012-13
Initiatives & Assumptions
Increase High School "Yield" Rate -- Based on approximately 180 graduates
from FBHS and MHS per year: 17% (30 students) in 2009-10 and 2010-11,
19% (34 students) in 2011-12, and 22% (39 students) in 2012-13
Budget Balance
Initiative Cost Subtotal
$
Expenditures*
Incremental Cost of Initiatives
Geospatial Technology Certificate
Offer courses at the high school campus
Marketing/Outreach of transfer options
Support Medical Assisting Program
Pursue Collaborations for Allied Health Training
Health Info. Technology Systems Program
Offer courses at Garberville Instructional Site
$
$
$
$
$
2009-10 Actual 2010-11 Budget
Funded Resident FTES (includes FTES from online courses by student location)
Unfunded FTES (growth from initiatives, will be funded in subsequent years)
Non-Resident FTES
Apportionment per FTES
State General Apportionment
Non-Resident Tuition (per FTES)
Non-Resident Tuition Revenue
Other (e.g. self-supporting programs)
Total Revenue
Revenues
NOTE: This projected budget is based upon unaudited reports and is subject to change
Appendix C
Mendocino Coast Education Center: DRAFT Multi-Year Projected Budget
Page 22
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Accountability Report Card (SARC) for Fort Bragg Middle School”, and “2008-09 School Accountability
Report Card (SARC) for Redwood Elementary School”, available at http://www.fbusd.us.
“2008-09 School Accountability Report Card (SARC) for Mendocino Unified School District”, “2008-09
School Accountability Report Card (SARC) for Mendocino High School”, and “2008-09 School
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“College of the Redwoods 2009 Facilities Master Plan”. Produced by HMC Architects and available on
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DRAFT Mendocino Educational Master Plan: October 4, 2010
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