SPRING 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR
Prepared by Cyndi Gundersen
January 12, 2016
RRN: 1273
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR
Introduction
The Community College Survey of Student Engagement (CCSSE), a product and service of the Center
for Community College Student Engagement, provides information about effective educational
practices in community colleges and assists institutions in using that information to promote
improvements in student learning and persistence. The Center’s goal is to provide member colleges
with results that can be used to inform decision-making and target institutional improvement. Student
engagement or the amount of time and energy students invest in meaningful educational practices,
is the underlying foundation for the Center’s work. The CCSSE survey instrument is designed to
capture student engagement as a measure of institutional quality. This report illustrates the results of
the CCSSE which was administered to students in a random sample at Crafton Hills College (CHC)
classrooms in Spring 2009, 2010, 2011, 2013, and 2015. The CCSSE will be administered next at Crafton
in Spring 2017.
Summary of Results
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Respondent Demographics

The majority of CCSSEE respondents were enrolled full-time students, but the general Crafton
student population is more likely to be enrolled part-time (63.3%).

CCSSE respondents were generally traditional age students (24-years-old or younger).

The percentage of the CCSSE respondents who were female students or male students was
comparable to the general student population at Crafton Hills College.

The majority of CCSSE respondents identified themselves as Hispanic or White, Non-Hispanic
students. This represents 95% of Crafton’s student population.
Respondent Characteristics

In the last two terms (Spring 2013 and 2015) the CCSSE was administered, the results illustrated that
approximately 27% to 30% of CHC students were first-generation students.

35 to 40% of CCSSEE respondents indicated that their mothers’ highest level of education was a
high school diploma (with no college experience) or did not graduate from high school.

45 to 46% of CCSSE respondents indicated that their father’s highest level of education was a high
school diploma (with no college experience) or did not graduate from high school.

The majority of CCSSE respondents indicated having a high school diploma or GED.

10 to 18% of CCSSE respondents indicated being married.

21 to 27% of CCSSE respondents indicated having children living in their household.
1
CCSSE Benchmarks

The Active and Collaborative Learning CCSSE benchmark has been above average and
consistently increasing since 2010.

In Spring 2011, 2013, and 2015, students reported higher than average scores for Student Effort and
Academic Challenge benchmarks.

The Student-Faculty Interaction benchmark score is just above average for 2015.

The Support for Learners benchmark is average for 2015.
Possible Implications
Respondent Demographics: A large majority of respondents who completed the CCSSE were
traditional age students (24-years-old or younger), indicating that Crafton non-traditional students
(25 and older) are not enrolling at the same rate. This suggests that the college may want to market
itself differently to non-traditional students. Additionally, the number of Hispanic students enrolling at
Crafton is increasing. Hispanic students are enrolling at similar rates to that of Caucasian/White,
Non-Hispanic students. The college could take this as an opportunity to lead the conversation
around and ensure that services, support, and information are disseminated according to the
changing demographics of the general student population.
In CCSSE sampling procedures, students are sampled at the classroom level. A random sample of
college classrooms were selected from the general Spring 2015 Crafton Hills College class offerings.
Every weekly census section was eligible for sampling excluding non-credit, dual-enrollment,
distance learning, labs, individual instruction, and individual study of self-paced classes. Previous
CCSSE results including Spring 2009, 2010, 2011 and 2013 were included with the most recent Spring
2015 results and disaggregated. As a result, full-time students, who by definition were enrolled in
more classes than part-time students, were more likely to be sampled. A CCSSE staff member from
the University of Texas at Austin coordinated efforts with the institution’s research office to generate
a sample of sections. A total of 46 CHC sections were selected in the Spring 2015 sample. Course
enrollment numbers selected for the most recent CCSSE were anywhere from 8 to 60 students. It is
important to note that CCSSE conducts an oversampling of sections in the event that some student
sections were not administered the survey. However, if the section sample was met, the
oversampled results were omitted.
The following includes the number of student responses collected each Spring term CCSSE was
administered at Crafton:





Spring 2009:
Spring 2010:
Spring 2011:
Spring 2013:
Spring 2015:
A total of 724 student responded
A total of 954 student responded
A total of 795 student responded
A total of 682 student responded
A total of 526 student responded
Survey exclusions served the purpose of ensuring that all the college reports were based on the
same sampling methods and those results were therefore comparable across institutions.
Respondents were excluded from institutional reports for the following reasons:
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Sample
2





The respondent did not indicate whether he or she was enrolled full-time or part-time at CHC.
The survey was invalid. A survey invalidity was based on whether a student did not answer any
of the 21 sub-items in item 4, answered “very often” to all 21 sub-items, or answered “never” to
all 21 sub-items.
The student reported their age to be under 18.
The student indicated taking the survey in a previous class or did not respond to item 3. “Have
you taken this survey in another class this term?”
Oversample respondents were not included because they were selected outside of CCSSE’s
primary sampling procedures.
Methodology
Respondent Demographics
The respondent demographic section illustrates frequency distributions per CCSSE results in regards
to students’ enrollment status, age, gender, and ethnicity.
Respondent Characteristics
The respondent characteristics section illustrates frequency distributions per CCSSE results in regards
to students’ international of foreign born status, language, first-generation status, parents’
educational level, student highest educational attainment, college credit hours earned, enrollment
in developmental course, and family information.
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Benchmarks
CCSSE benchmarks are groups of conceptually related survey items that address key areas of
student engagement. The benchmarks were grouped by the University of Texas at Austin (i.e.
developers of CCSSE) into five benchmark scores which include active and collaborative learning,
student effort, academic challenge, support for learners, and student-faculty interaction.
Benchmark scores are standardized to have a mean of 50 and a standard deviation of 25 across all
respondents to facilitate a comparison of whether an institution’s performance is higher or lower
than average. For example, benchmark scores of 55 on Student Effort and 45 on Student-Faculty
interaction would indicate to a college that the institution is performing relatively better in regard to
Student Effort than in regard to Student-Faculty Interaction. Further, the benchmark scores allow the
college to understand that the results are above the average for participating institutions on one
benchmark and below average on the other. Thus, the data may be used both to identify relative
strengths and areas for improvement.
Limitations: CCSSE results weights are based on enrollment status (full-time and part-time students).
In the analysis of CCSSE results in this report, it is important to mention that weighs were not
employed.
RESPONDENT DEMOGRAPHICS
Enrollment Status
The majority of CCSSE respondents were enrolled full-time students, but the general Crafton student
population is enrolled part-time. A great percentage of CCSSE respondents indicated being
enrolled full-time (percent range: 62% to 70%; in comparison to respondents reporting being parttime college students (percent range: 31% to 38%) for the terms CCSSE was administered. The
sample was not representative of the general student population, the Crafton Hills College student
enrollment status is generally 35% full-time and 65% part-time students (see College Snapshot).
3
Enrollment Status
80%
60%
40%
69.5%
61.8%
38.2%
35.6%
30.5%
69.0%
67.1%
64.4%
32.9%
31.0%
20%
0%
SP 2009
SP 2010
SP 2011
Part-time
SP 2013
SP 2015
Full-time

In Spring 2009, a total of 83% of CCSSE respondents were between 18 and 29 years old, which
was higher than the Spring 2009 Crafton student population of 76%.

In Spring 2010, a total of 86% of CCSSE respondents were between 18 and 29 years old, which
was similar to the Spring 2010 Crafton student population, which was 82%.

In Spring 2011, a total of 84% of CCSSE respondents were between 18 and 29 years old, which
was similar to the Spring 2011 Crafton student population, which was 82%.

In Spring 2013, a total of 88% of CCSSE respondents were between 18 and 29 years old, which
was similar to the Spring 2013 Crafton student population, which was 84%.

In Spring 2015, a total of 88% of CCSSE respondents were between 18 and 29 years old, which
was similar to the Spring 2015 Crafton student population, which was 83%.
Age
40.0%
20.0%
13.7%
30.4%
26.4%
26.7%
25.0%
0.0%
34.4%
32.8%
32.2%
12.2%
8.9%
5.2%
2.3%
0.4%
SP 2009
18-19
15.1%
10.9%
7.8%
4.6%
1.8%
0.4%
SP 2010
20-21
22-24
30.0% 29.5%
22.8%
14.3% 12.6%
8.7%
5.1%
2.0%
0.4%
SP 2011
25-29
30-39
18.7%
15.9%
12.5%
8.7%
3.7%
1.8%
0.0%
SP 2013
40-49
50-64
11.7%
7.2%
3.7%
1.2%
0.40%
SP 2015
65+
Traditional and Non -Traditional Students
Crafton Hills College respondents who completed the CCSSE were generally traditional age
students. Traditional age students, as stipulated in CCSSE, are students who age is 24-years-old and
younger.
 In Spring 2009, a total of 69% of CCSSE respondents were between 24 years-old or younger,
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Ag e
The age range options respondents were able to select from in the CCSSE included anywhere from
18 to 65+ years-old. The majority of CCSSE respondents indicated being between the ages of 18 and
29 years old.
4
which was similar to the Spring 2009 Crafton student population, which was 64%.


In Spring 2010, a total of 75% of CCSSE respondents were between 24 years-old or younger,
which was similar to the Spring 2010 Crafton student population, which was 69%.
In Spring 2011, a total of 71% of CCSSE respondents were between 24 years-old or younger,
which was similar to the Spring 2011 Crafton student population, which was 69%.

In Spring 2013, a total of 75% of CCSSE respondents were between 24 years-old or younger,
which was similar to the Spring 2013 Crafton student population, which was 73%.

In Spring 2015, a total of 76% of CCSSE respondents were between 24 years-old or younger,
which was similar to the Spring 2015 Crafton student population, which was 70%.
Traditional/Non-traditional Age Students
80%
74.6%
69.4%
75.9%
75.4%
71.1%
60%
40%
30.6%
28.9%
25.4%
24.6%
24.10%
20%
0%
SP 2009
SP 2010
SP 2011
Traditional Age Student (24 and younger)
SP 2013
SP 2015
Nontraditional age student (25 and older)
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Gender
The percentage of the CCSSE respondents who identified as female and male was comparable
to the general student population at Crafton Hills College.

In Spring 2009, a total of 45% of CCSSE respondents were male and 55% were female, which
was similar to the Spring 2009 Crafton student population, which was 48% male and 51% female.

In Spring 2010, a total of 48% of CCSSE respondents were male and 52% were female, which
was similar to the Spring 2010 Crafton student population, which was 49% male and 51% female.

In Spring 2011, a total of 45% of CCSSE respondents were male and 55% were female, which
was similar to the Spring 2011 Crafton student population, which was 49% male and 51% female.

In Spring 2013, a total of 42% of CCSSE respondents were male and 59% were female, which
was similar to the Spring 2013 Crafton student population, which was 48% male and 52% female.

In Spring 2015, a total of 44% of CCSSE respondents were male and 53% were female, which
was similar to the Spring 2015 Crafton student population, which was 47% male and 53% female.
5
Gender
80%
60%
45.1%
54.9%
48.1% 51.9%
45.2%
58.5%
54.8%
41.5%
44.0%
53.0%
40%
20%
0%
SP 2009
SP 2010
SP 2011
Male
SP 2013
SP 2015
Female
Race





In Spring 2009, a total of 57% of CCSSE respondents identified themselves as White, Non-Hispanic
and 26% as Hispanic. The general Crafton Hills College student population was 54% Caucasian
and 29% Hispanic.
In Spring 2010, a total of 57% of CCSSE respondents identified themselves as White, Non-Hispanic
and 26% as Hispanic. The general Crafton Hills College student population was 53% Caucasian
and 32% Hispanic.
In Spring 2011, a total of 53% of CCSSE respondent identified themselves as White, Non-Hispanic
and 26% as Hispanic. The general Crafton Hills College student population was Caucasian 50%
and 34% Hispanic.
In Spring 2013, a total of 43% of CCSSE respondent identified themselves as White, Non-Hispanic
and 30% as Hispanic. The general Crafton Hills College student population was 44% Caucasian
and 40% Hispanic.
In Spring 2015, a total of 44% of CCSSE respondents identified themselves as White, Non-Hispanic
and 34% as Hispanic. The general Crafton Hills College student population was 42% Caucasian
and 43% Hispanic.
Racial Identification
60.0%
57.1%
56.8%
53.1%
40.0%
30.0%
43.5%
43.0%
50.0%
26.0%
26.1%
30.3%
25.9%
34.4%
20.0%
10.0%
0.0%
SP 2009
SP 2010
SP 2011
White, Non-Hispanic
SP 2013
SP 2015
Hispanic
RESPONDENT CHARACTERISTICS
Respondents from Countries Outside of US
There has been a decrease in the percent of international or foreign national students who
completed the CCSSE.
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
The majority of CCSSE respondents identified themselves as Hispanic or White, Non-Hispanic. The
largest shift occurred in Spring 2013. The percent of CCSSE respondents who identified themselves
as White, Non-Hispanic dropped and the percent of students who identified themselves as Hispanic
increased. In 2015 it continues to increase.
6
Are you an internantional student or foreighn national?
96.6%
95.3%
100%
95.8%
97.3%
94.2%
80%
60%
40%
20%
4.7%
5.8%
4.2%
3.4%
2.7%
0%
SP 2009
SP 2010
SP 2011
Yes
SP 2013
SP 2015
No
Non-native English Speakers
The percent of non-native English speaking students has decreased since Spring 2013. The percent
of Crafton non-native English speakers decreased by approximately 2% in Spring 2015 from Spring
2013.
English as native (first) laguage
100.0%
89.5%
87.6%
87.5%
84.4%
82.6%
80.0%
60.0%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
40.0%
20.0%
12.4%
17.4%
12.5%
10.5%
15.6%
0.0%
SP 2009
SP 2010
SP 2011
Yes
SP 2013
SP 2015
No
First-Generation St udents
The CCSSE defines “first-generation students” as students who indicate that neither parent earned a
degree higher than a high school diploma nor had college experience; accordingly, these students
were considered “first-generation.” Approximately 31% of CHC students were first-generation
students.
7
First-Generation/Not First Generation Students
75.5%
73.5%
80%
72.8%
72.6%
69.5%
60%
40%
26.5%
24.5%
27.2%
27.4%
30.5%
20%
0%
SP 2009
SP 2010
First Generation (neither parent attended college)
SP 2011
SP 2013
SP 2015
Not first-generation (at least one parent attended college)
For the terms CCSSE was administered, between 35 to 40% of students indicated their mothers’
highest level of education was a high school diploma (with no college experience) or did not
graduate from high school.
AA Degree
BA Degree
Not a high school graduate
MA/1st professional degree
Unknown
Doctorate
11.3%
13.9%
13.8%
8.7%
SP 2013
3.6%
1.4%
7.3%
3.0%
1.9%
SP 2011
20.8%
21.7%
23.8%
13.5%
15.4%
13.5%
4.3%
2.3%
SP 2010
11.3%
15.0%
12.1%
8.3%
4.4%
1.4%
14.1%
12.6%
10.1%
10.5%
24.5%
21.7%
4.7%
1.5%
SP 2009
26.6%
Some college, did not complete degree
25.9%
21.7%
High school diploma or GED
12.8%
11.6%
11.3%
9.9%
25.3%
23.0%
HIGHEST LEVEL OF ED UCATION: MOTHER
SP 2015
Meanwhile, between 39 to 46% of students indicated that their fathers’ highest level of education
was a high school diploma (with no college experience) or did not graduate from high school.
Some college, did not complete degree
Not a high school graduate
BA Degree
Unknown
AA Degree
SP 2009
SP 2010
SP 2013
Educational Attainment
The majority of students indicated having a high school diploma or GED.
A high school diploma or GED: 77 to 80%
A vocational/technical certificate: 8 to11%
6.2%
9.8%
1.8%
11.3%
19.9%
19.7%
25.7%
7.3%
9.1%
3.0%
SP 2011
5.2%
7.7%
2.0%
19.2%
18.5%
15.1%
26.2%
2.9%
3.0%
7.7%
8.2%
17.2%
15.2%
13.9%
17.4%
12.7%
15.4%
18.5%
13.3%
13.0%
9.1%
8.6%
26.2%
26.5%
Doctorate
27.6%
High school diploma or GED
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
H IGHEST LEVEL OF ED UCATION: FATHER
8
An associate of arts degree: 5 to 7%
A bachelor’s degree: 3 to 4%
An MA, Doctorate, or professional degree: 0.1 to 1%
What is the highest academic credential you have earned?
100%
80%
80.1%
77.2%
79.8%
79.7%
78.6%
60%
40%
20%
0%
10.3%
6.0%
2.0%
3.7%
0.7%
8.0%
1.4%
SP 2009
6.6%
2.6% 1.2% 1.7%
SP 2010
10.6%
4.8%
2.5%
0.7%
0.9%
SP 2011
10.5%
10.4%
5.1%
7.3% 2.5%
2.5% 0.4%
0.1% 1.8%
SP 2013
SP 2015
None
High school diploma or GED
Vocational/technical certificate
AA Degree
BA Degree
MA, Doctorate, or professional degree
Credit Hours Earned
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Generally, the percent of CCSSE respondents who completed less than 0-29 college credit hours
decreased from 72.0% in Spring 2009 to 69% in Spring 2015, while the percent of students who
completed more than 30 college credit hours increased from 28.0% in Spring 2009 to 31% in Spring
2015.
9
Credit Hours Completed
80%
72.0%
69.0%
62.4%
60.1%
60%
52.1%
39.9%
40%
47.9%
37.6%
31.0%
28.0%
20%
0%
SP 2009
SP 2010
Students with 0 - 29 credits
SP 2011
SP 2013
Students with 30 or more credits
SP 2015
Developmental Courses
The percent of students completing the CCSSE who were enrolled in developmental courses ranged
from 24 to 31%.
Developmental/Non-developmental coursework
80%
74.6%
69.4%
75.4%
71.1%
72.0%
60%
40%
30.6%
28.9%
25.4%
28.0%
24.6%
20%
0%
SP 2009
SP 2010
SP 2011
Nondevelopmental
SP 2013
SP 2015
Developmental
Family Information
Approximately, 10 to 18% of students indicated being married. The percent of students indicating
they were married decreased 5% from 18% from Spring 2009 to 13% in Spring 2015.
Are you married?
100%
85.2%
82.4%
89.6%
85.0%
87.0%
80%
40%
20%
17.6%
15.0%
14.8%
13.0%
10.4%
0%
SP 2009
SP 2010
SP 2011
Yes
SP 2013
SP 2015
No
Another, 21 to 27% of CCSSE respondents indicated having children living with them. The % of
students indicating they had children decreased 5% from 27% in Spring 2009 to 22% in Spring 2015.
Do you have children who live with you?
100%
78.8%
73.1%
80%
78.4%
76.8%
74.3%
60%
40%
26.9%
21.2%
25.7%
23.2%
21.6%
20%
0%
SP 2009
SP 2010
SP 2011
Yes
No
SP 2013
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
60%
10
Findings
Spring 2009, 2010, 2011, 2013 and 2015 CCSSE BENCHMARKS
Related survey items that addressed key areas of student engagement were grouped into five
benchmarks including active and collaborative learning, student effort, academic challenge,
student-faculty interaction, and support for learners.
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
The benchmarks were defined as followed:
 Active and Collaborative Learning. Students learn more when they are actively involved in
their education and have opportunities to think about and apply what they are learning in
different settings. Through collaborating with others to solve problems or master challenging
content, students develop valuable skills that prepare them to deal with real-life situations
and problems.
 Student Effort. Student’s own behaviors contribute significantly to their learning and the
likelihood that they will successfully attain their educational goals.
 Academic Challenge. Challenging intellectual and creative work is central to student
learning and collegiate quality. These survey items address the nature and amount of
assigned academic work, the complexity of cognitive tasks presented to students, and the
rigor of examinations used to evaluate student performance.
 Student-Faculty Interaction. In general, the more contact students have with their
instructors, the more likely they are to learn effectively and persist toward achievement of
their educational goals. Through such interactions, faculty members become role models,
mentors, and guides for continuous, lifelong learning.
 Support for Learners. Students perform better and are more satisfied at colleges that provide
important support services, cultivate positive relationships among groups on campus, and
demonstrate commitment to their success.
Benchmark scores were standardized to have a mean of 50 and a standard deviation of 25 across
all respondents to facilitate a comparison of whether an institution’s performance is higher or lower
than average. Benchmark scores that are higher illustrate a college that the institution is performing
relatively better in regard to a specific benchmark.
 The following figure illustrates the Active and Collaborative Learning benchmark has been
above average and consistently increasing since 2010.
 In Spring 2011, 2013, and 2015 students reported higher than average scores for Active and
Collaborative Learning, Student Effort, and Academic Challenge.
 The Support for Learners and Student-Faculty Interaction benchmark increased between Spring
2013 and Spring 2015.
 All five benchmarks are either average or above average for 2015.
11
Crafton Hills College Student Engagement Benchmark Scores
54.8
53.7
53.2
53
51.4
51.6
50.2
50.7
49.5
51
52.2
Academic Challenge
51.1
Support for Learners
50.3
Student-Faculty Interaction
50.4
49.2
48.5
53.1
52.8
52.1
49
Active and Collaborative
Learning
Student Effort
47.9
48.1
48.2
47.5
47.6
46.8
45.9
45
2009
2010
2011
2013
2015
Active and Collaborative Learning Benchmark
Students responded to seven questions on Active and Collaborative Learning at Crafton. In
comparison to other medium colleges comparable to Crafton, students scored higher than
average on this benchmark.
60
53.2
49.9
52.1
52.8
50.0
49.9
53.7
49.7
54.8
50.0
40
20
0
2009
2010
2011
Crafton
2013
2015
Medium Colleges
CCSSE asked respondents to provide feedback on the seven items regarding their Active and
Collaborative Learning experience at the college. Respondents selected the level of frequency
that closely reflected their experience regarding the items. The following statements and tables
illustrate respondent results on each of the seven items.






94% to 97% of respondents indicated that they sometimes, often or very often asked
questions in class or contributed to class discussions.
76% to 79% of respondents indicated that they sometimes, often or very often made a class
presentation.
92% to 94% of respondents indicated that they sometimes, often or very often worked with
others on projects during class.
69% to 74% of respondents indicated that they sometimes, often or very often have worked
with classmates outside of class to prepare assignments.
30% to 33% of respondents indicated that they sometimes, often or very often tutored or
taught other students (paid or voluntary).
23% to 37% of respondents indicated that they sometimes, often or very often participated
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
Comparable Colleges benchmark score comparison
12
in a community-based project as a part of a regular course.
88% to 90% of respondents indicated that they sometimes, often or very often discussed
ideas from their readings or classes with others outside of class (students, family members,
co-workers, etc.)
In your experience at Crafton Hills College during the current school year, about how often have
you done each of the following?

Asked questions in class or contributed to class discussions?
60%
40%
34.0%
36.1%
33.6%
28.9%
35.6%
36.2%
38.4%
26.3%
23.5%
36.5%
32.0%
33.7%
23.9%
30.8%
28.6%
20%
5.7%
4.4%
4.2%
3.6%
4.1%
0%
SP 2009
SP 2010
SP 2011
Sometimes
Often
SP 2013
Very Often
SP 2015
Never
Made a class presentation
60%
44.0%
42.4%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
13
23.1%
20%
27.8%
20.8%
26.0%
22.7%
23.1%
42.1%
40.3%
40%
9.9%
37.3%
27.9%
21.1%
11.1%
8.9%
27.0%
23.7%
12.0%
8.9%
0%
SP 2009
SP 2010
SP 2011
Sometimes
Often
SP 2013
Never
SP 2015
Very Often
Worked with other students on projects during class
60%
40%
20%
41.3%
39.5%
34.2%
36.9% 37.8%
34.2%
20.4%
38.0%
36.5%
31.7%
23.5%
18.6%
5.9%
36.6%
17.9%
17.7%
8.3%
7.7%
7.4%
5.8%
0%
SP 2009
SP 2010
Often
SP 2011
Sometimes
Very Often
SP 2013
Never
SP 2015
Worked with classmates outside of class to prepare assignments?
60%
43.5%
41.9%
40%
30.6%
9.2%
42.0%
37.3%
26.1%
23.0%
27.6%
21.4%
18.3%
20%
42.8%
11.0%
8.1%
7.5%
27.9%
21.3%
26.2% 25.5%
8.8%
0%
SP 2009
SP 2010
SP 2011
Sometimes
Never
SP 2013
Often
SP 2015
Very Often
Tutored or taught other students (paid or voluntary)
80%
70.3%
69.0%
69.9%
70.3%
67.0%
60%
40%
20%
20.4%
20.1%
7.4%
3.5%
21.4%
19.7%
6.7%
2.6%
19.1%
6.8%4.9%
6.2%4.2%
6.0%4.6%
0%
SP 2010
Never
SP 2011
Often
Sometimes
SP 2013
Very Often
SP 2015
Participated in a community-based project as a part of a regular course
100%
80%
77.5%
73.9%
71.4%
71.4%
63.2%
60%
40%
20%
18.2%
5.8%
2.1%
25.6%
20.6%
17.5%
5.9%
3.2% 1.8%
7.9%
2.2%
20.0%
3.2%
5.3% 3.3%
0%
SP 2009
SP 2010
Never
SP 2011
Sometimes
Often
SP 2013
Very Often
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
14
Discussed ideas from your readings or classes with instructors outside of class
60%
53.4%
48.7%
36.4%
40%
50.5%
48.0%
34.7%
32.6%
20%
32.9%
30.6%
15.3%
12.5%
10.1%
3.9%
9.8%
5.1%
46.4%
4.8%
14.0%
6.8%
3.7%
0%
SP 2009
SP 2010
Never
SP 2011
Sometimes
Often
SP 2013
SP 2015
Very Often
Student Effort Benchmark
Students responded to eight questions on Student Effort at Crafton. In comparison to other
comparable medium colleges, student at Crafton generally scored comparable on this benchmark.
Comparable colleges benchmark score comparison
60
50.7
49.9
50.4
48.2
50.4
50.2
51.4
50.0
52.2
50.0
40
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
20
0
2009
2010
2011
Crafton
2013
2015
Medium Colleges
Respondents selected the frequency level that closely reflected their experience on these Student
Effort questions. The following statements and tables illustrate results on each.
15








82% to 87% of respondents indicated that they sometimes, often or very often prepared two
or more drafts of paper or assignment before turning it in.
90% to 94% of respondents indicated that they sometimes, often or very often worked on a
paper or project that required integrating ideas or information from various sources.
71% to 78% of respondents indicated that they sometimes, often or very often went to class
without completing readings or assignments.
72% to 76% of respondents indicated that they read one book or more on their own (not
assigned) for personal enjoyment or academic enrichment.
97% to 99% of respondents indicated that they spent an hour or more preparing for class
(studying, reading, writing, rehearsing, doing homework, or other activities related to their
program in a typical 7-day week.
28% to 44% of respondents indicated they sometimes or often used peer or other tutoring
services.
37% to 42% of respondents indicated they sometimes or often used skill labs (writing, math,
etc.).
49% to 58% of respondents indicated they sometimes or often used computer labs.
In your experiences at Crafton Hills College during the current school year, about how often have
you done each of the following?
Prepared two or more drafts of paper or assignment before turning it in.
40%
30%
28.8%
27.4%
26.0%
31.4%
27.3%
25.3%
17.8%
20%
27.5%
25.7%
23.0%
16.1%
16.0%
33.8%
30.6%
33.5%
30.1%
26.3% 27.5%
13.3%
12.6%
10%
0%
SP 2009
SP 2010
SP 2011
Sometimes
Often
SP 2013
Very Often
SP 2015
Never
Worked on a paper or project that required integrating ideas or
information from various sources.
60%
35.4%
28.5%28.1%
40.2%
39.5%
38.5%
31.2%
29.3%
24.1%
29.7%
24.9%
22.7%
36.8%
32.5%
21.0%
20%
8.0%
9.6%
6.9%
6.6%
6.4%
0%
SP 2009
SP 2010
Often
SP 2011
Very Often
SP 2013
Sometime
SP 2015
Never
Went to class without completing readings or assignments
80%
62.2%
60%
59.9%
56.3%
59.6%
52.9%
40%
26.2%
20%
26.6%
21.8%
12.5%
5.0%
11.3%
4.7%
24.8%
11.1%
4.6%
9.6%
3.9%
29.0%
11.1%
6.9%
0%
SP 2009
SP 2010
Sometimes
SP 2011
Never
Often
SP 2013
Very Often
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
40%
16
During the current school year, about how much reading and writing have you done at this college?
Number of books read on your own (not assigned) for personal enjoyment
or academic enrichment
60%
40%
20%
51.0%
23.9%
13.5%
5.2%
48.8%
47.2%
45.9%
26.6%
25.2%
14.8%
7.7% 5.0%
6.4%
45.7%
25.8%
15.6%
6.2% 5.8%
13.5%
6.2% 5.6%
28.3%
16.0%
6.3% 3.7%
0%
SP 2009
SP 2010
Between 1 and 4
SP 2011
None
SP 2013
Between 5 and 10
More than 20
SP 2015
Between 11 and 20
About how many hours do you spend in a typical 7-day week doing each of the following?
Preparing for class (studying, reading, writing, rehearsing, doing homework,
or other activies related to your program).
60%
40%
38.9%
31.5%
36.8%
30.0%
22.3%
20%
34.8%
7.1%
2.1% 1.7%
20.0%
8.5%
5.8%
1.5%
7.8%
4.0%
0.6%
6.9%
3.4% 0.7%
30.7%
26.6%
22.1%
20.4%
18.7%
37.1%
35.6%
32.3%
5.5%
3.2% 3.5%
0%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
1-5 hours
SP 2010
6-10 hours
SP 2011
11-20 hours
SP 2013
21-30 hours
More than 30 hours
SP 2015
None
How often do you use the following services at this college?
17
Peer or other tutoring
60%
49.9%
47.6%
42.9%
41.7%
40%
27.5%
20%
18.6%
11.0%
38.2%
29.1%
22.0%
19.5%
20.6% 21.1%
10.8%
8.7%
14.0%
15.2%
25.5%
20.5%
15.8%
0%
SP 2009
SP 2010
Rarely/never
SP 2011
Don't know/NA
SP 2013
Sometimes
Often
SP 2015
Skill labs (writing, math, etc.)
60%
40%
20%
41.8%
38.0%
38.3%
22.1% 22.0%
17.9%
37.6%
27.2%
24.4%
24.4%
20.6%
17.4%
23.5%
20.1%18.1%
21.9% 21.2%
15.2%
35.3%
13.1%
0%
SP 2009
SP 2010
SP 2011
Rarely/never
Sometimes
SP 2013
Don't know/NA
SP 2015
Often
Computer lab
40%
31.3%
30%
29.1%
26.5%
28.9%
29.1%
25.6%
20%
30.5%
28.3%
26.2%
28.7% 28.9% 28.4%
31.1%
25.5%
23.8%
19.6%
16.5%
14.9%
13.0%
12.7%
10%
0%
SP 2010
Often
SP 2011
Rarely/never
Sometimes
SP 2013
SP 2015
Don't know/NA
Academic Challenge Benchmark
Students responded to ten questions regarding Academic Challenge at Crafton. In comparison to
other comparable medium colleges, students at Crafton generally scored above average on this
benchmark.
Comparable colleges benchmark score comparison
60
49.5
49.9
49.2
51.6
50.1
49.9
51.0
49.8
53.1
50.1
40
20
0
2009
2010
2011
Crafton
2013
2015
Medium Colleges
Respondents were able to select the frequency level that closely reflected their experience
regarding these Academic Challenge questions. The following statements and tables illustrate
respondent results on each.

88% to 92% of respondents indicated that during the school year they worked harder
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
18








Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016

than they thought they could to meet an instructor’s standards or expectations
sometimes, often, or very often.
95% to 97% of respondents indicated that during the school year their coursework at
Crafton emphasized analyzing the basic elements of an idea, experience, or theory
some, quite a bit, or very much.
91% to 95% of respondents indicated that during the school year their coursework at
Crafton emphasized synthesizing and organizing ideas, information, or experiences in
new ways some, quite a bit, or very much.
88% to 92% of respondents indicated that during the school year their coursework at
Crafton emphasized making judgments about the value or soundness of information,
arguments, or methods some, quite a bit, or very much.
89% to 93% of respondents indicated that during the school year their coursework at
Crafton emphasized applying theories or concepts to practical problems or in new
situations some, quite a bit, or very much.
89% to 92% of respondents indicated that during the school year their coursework at
Crafton emphasized using information they read or heard to perform a new skill some,
quite a bit, or very much.
96% to 99% of respondents indicated that during the school year they read and wrote
one or more assigned textbooks, manuals, books or book-length packs of course
readings.
93% to 95% of respondents indicated that during the school year they read and wrote
one or more written papers or reports of any length.
63% to 69% of respondents selected a 5 to 7 ranking level where 1 is extremely easy and
7 is extremely challenging when asked about the extent by which examinations
challenged them to do their best work at the college during the school year.
94% to 97% of respondents indicated that someone at Crafton encouraged them some,
quite a bit, or very much to spend significant amount of time studying.
In your experience at this college during the current school year, about how often have you done
each of the following?
19
Worked harder than you thought you could to meet an instructor's standards or
expectations
60%
41.3%
40%
20%
35.5% 35.1%
32.9%
34.9% 35.9%
36.7%
20.8%
18.3%
11.0%
33.9%
14.1%
11.8%
34.6%
19.8%
37.1%
19.2%
9.6%
8.4%
9.1%
0%
SP 2009
SP 2010
Sometimes
SP 2011
Often
Very Often
SP 2013
Never
SP 2015
During the current school year, how much has your coursework at this college emphasized the
following activities?
Analyzing the basic elements of an idea, experience, or theory
60%
46.7%
42.5%
45.0%
43.7%
40%
26.6%
25.5%
43.0%
31.3%
26.9%
23.0%
32.6%
30.1%
21.9%
21.3%
21.3%
20%
5.4%
3.8%
3.4%
3.1%
2.9%
0%
SP 2009
SP 2010
SP 2011
Quite a bit
Some
SP 2013
Very much
SP 2015
Very little
Synthesizing and organizing ideas, information, or experiences in new ways
60%
36.6%
28.9%
25.3%
45.0%
40.6%
37.0%
29.8%
27.0%
27.8%
25.6%
21.6%
26.7%
22.4%
20%
9.2%
6.3%
5.3%
6.1%
5.9%
0%
SP 2009
SP 2010
SP 2011
Quite a bit
Some
SP 2013
Very much
SP 2015
Very little
Making judgments about the value or soundness of information, arguments, or
methods?
40%
37.6%
34.4% 33.4%
33.0%
33.5%
38.0%
36.2%
29.3%
24.4%
30%
20%
19.7%
19.8%
19.3%
12.4%
10.5%
10.0%
10%
37.5%
28.6%
24.3%
9.6%
8.2%
0%
SP 2009
SP 2010
Quite a bit
SP 2011
Some
Very much
SP 2013
Very little
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
40%
39.0%
34.1%
20
Applying theories or concepts to practical problems or in new situations
40%
35.6%
39.3%
34.2%
33.1%
34.2%
38.1%
36.5%
31.3%
30.9%
30%
23.4%
21.1%
20.9%
19.9%
29.0%
25.8%
20%
11.4%
10.7%
8.7%
10%
8.7%
7.3%
0%
SP 2009
SP 2010
SP 2011
Quite a bit
Some
SP 2013
Very much
SP 2015
Very little
Using information you have read or heard to perform a new skill
40%
37.3%
30%
36.7%
36.4%
35.9%
29.8%
26.6% 25.5%
29.5%
26.2%
24.8%
34.2%
28.2% 27.6%
30.1%
28.1%
20%
10.6%
10%
8.7%
8.4%
7.9%
7.6%
0%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
SP 2010
SP 2011
Quite a bit
Very much
SP 2013
Some
SP 2015
Very little
During the current school year, about how much reading and writing have you done at the college?
Number of assigned textbooks, manuals, books, or book-length packs of
course readings
40%
35.9%
39.9%
39.8%
38.1%
38.8%
35.9%
34.8%
33.0%
32.9%
31.9%
30%
20%
15.4%
10.7%
10%
21
13.0%
10.7%
3.1%
15.4%
14.8%
10.9%
10.2%
1.6%
1.5%
15.7%
9.3%
4.4%
2.3%
0%
SP 2009
SP 2010
Between 1 and 4
SP 2011
Between 5 and 10
SP 2013
Between 11 and 20
SP 2015
Number of written papers or reports of any length
60%
40%
32.5%
32.1%
28.1%
30.4%
24.3%
20.4%
21.6%
20%
39.7%
38.6%
36.9%
19.6%
13.2%
10.6%
7.5%
28.5%
11.4%
6.1%
5.2%
22.3%
20.5%
15.9%
11.4%
5.6%
11.3%
6.2%
0%
SP 2009
SP 2010
Between 5 and 10
SP 2011
Between 1 and 4
SP 2013
Between 11 and 20
SP 2015
More than 20
None
Mark the box that best represents the extent to which your examinations during the current school
year have challegned you to do your best work at this college
40%
34.7%
34.5%
30%
24.0% 22.8%
23.1%
36.4%
34.1%
25.1%
32.1%
29.2%
23.3% 22.6%
23.0% 22.8%
17.2%
20%
2.5% 5.3%
1.2%
9.6%
1.9% 4.7%
1.0%
12.7%
11.4%
6.7%
1.1%
0.8%
5.8%
1.7%
1.7%
9.8%
5.2%
0.7% 1.4%
0%
SP 2009
SP 2010
1 Extremely easy
2
SP 2011
3
4
SP 2013
5
6
SP 2015
7 Extremely challenging
How much has Crafton emphasized each of the following?
Encouraging you to spend significant amounts of time studying
60%
44.0%
41.2%
40.8%
40%
35.5%
35.8%
31.0%
26.5%
22.1%
43.4%
40.4%
24.9%
21.0%
20%
36.3%
20.6%
15.8%
5.8%
4.6%
4.5%
3.3%
2.7%
0%
SP 2009
SP 2010
Quite a bit
SP 2011
Very much
SP 2013
Some
Very little
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
10%
9.8%
22
Student-Faculty Interaction Benchmark
Respondents responded to six questions on Student-Faculty Interaction at Crafton. In comparison to
other medium colleges, students at Crafton generally scored lower than average on this benchmark
in past years.
Comparable colleges benchmark score comparison
60
50.1
47.5
50.1
45.9
50.1
48.1
50.1
47.6
51.1
50.0
40
20
0
2009
2010
2011
Crafton
2013
2015
Medium Colleges
Respondents selected the level frequency that closely reflected their experience regarding these
Student-Faculty Interaction questions. The following statements and tables illustrate respondent
results on each.



Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016



86% to 95% of respondents indicated that during the school year they sometimes, often or
very often used email to communicate with an instructor.
89% to 92% of respondents indicated that during the school year they sometimes, often or
very often discussed grades or assignments with an instructor.
64% to 72% of respondents indicated that during the school year they sometimes, often or
very often talked about career plans with an instructor or advisor.
47% to 54% of respondents indicated that during the school year they sometimes, often or
very often discussed ideas from their readings or classes with instructors outside of class.
91% to 93% of respondents indicated that during the school year they sometimes, often or
very often received prompt feedback (written or oral) from instructors on their performance.
28% to 35% of respondents indicated that during the school year they sometimes, often or
very often worked with instructors on activities other than coursework.
In your experiences at this college during the current school year, about how often have you done
each of the following?
23
Used email to communicate with an instructor
40%
30%
37.5%
34.7%
29.0%
28.6%
28.6% 28.5%
34.4%
31.3%
29.8%
28.8%
24.2%
23.1%
20%
36.7%
34.8%
23.3%
13.6%
9.3%
10%
11.2%
8.1%
4.6%
0%
SP 2009
SP 2010
Sometimes
SP 2011
Often
Very Often
SP 2013
Never
SP 2015
Discussed grades or assignments with an instructor.
60%
47.5%
45.8%
40%
40.4%
34.7%
39.8%
36.3%
31.4%
33.0%
31.5%
25.8%
20%
15.3%
9.6%
19.0%
14.0%
8.7%
21.8%
16.1%
10.6%
8.2%
10.5%
0%
SP 2009
SP 2010
SP 2011
Sometimes
Often
SP 2013
Very Often
SP 2015
Never
Talked about career plans with an instructor or advisor
60%
46.6%
42.7%
40%
32.4%
30.4%
17.4%
20%
44.3%
41.5%
35.9%
29.8%
28.1%
18.1%
15.8%
7.5%
41.0%
17.0%
12.2%
12.0% 10.6%
9.5%
7.2%
SP 2009
SP 2010
SP 2011
Sometimes
Never
SP 2013
Often
SP 2015
Very Often
Discussed ideas from your readings or classes with instructors outside of class
60%
53.4%
48.7%
40%
20%
36.4%
9.8%
5.1%
50.5%
48.0%
32.6%
34.7%
32.9%
30.6%
15.3%
12.5%
10.1%
3.9%
46.4%
4.8%
14.0%
6.8%
3.7%
0%
SP 2009
SP 2010
Never
SP 2011
Sometimes
Often
SP 2013
Very Often
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
0%
24
Received prompt feedback (written or oral) from instructors on your performance
50%
40.8%
40%
37.2%
33.7%
38.3%
37.4%
37.6%
34.8%
36.7%
34.5%
28.1%
30%
8.0%
10%
19.6%
18.7%
17.6%
20%
18.6%
9.3%
7.3%
6.7%
28.0%
7.2%
0%
SP 2009
SP 2010
SP 2011
Often
Sometimes
SP 2013
Very Often
SP 2015
Never
Worked with instructors on activities other than coursework
80%
72.2%
68.8%
68.4%
66.1%
65.0%
60%
40%
20%
20.4%
23.6%
19.5%
7.5%
3.4%
6.4%
1.9%
21.8%
22.8%
9.8%
3.4%
5.5%2.4%
7.0%4.0%
0%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
SP 2010
Never
SP 2011
Sometimes
Often
SP 2013
SP 2015
Very Often
Support for Learners Benchmark
Students were prompted by seven items on Support for Learners at Crafton. In comparison to other
medium colleges comparable to Crafton, students at Crafton generally scored comparable on this
benchmark.
Comparable colleges benchmark score comparison
60
48.5
49.9
46.8
50.2
50.1
50.0
47.9
50.0
50.3
50.0
40
20
0
2009
2010
2011
Crafton
2013
2015
Medium Colleges
Respondents selected the level of frequency that closely reflected their experience on these
Support for Learners questions. The following statements and tables illustrate respondent results on
each.
25







93% to 96% of respondents indicated that Crafton provided the support they needed to
help them succeed at the college some, quite a bit, or very much.
81% to 89% of respondents indicated that Crafton encouraged contact among students
from different economic, social, and racial or ethnic backgrounds some, quite a bit, or very
much.
58% to 62% of respondents indicated that Crafton helped them cope with non-academic
responsibilities (work, family, etc.) some, quite a bit, or very much.
70% to 76% of respondents indicated that Crafton provided the support they needed to
thrive socially some, quite a bit, or very much.
72% to 75% of respondents indicated that Crafton some, quite a bit, or very much provided
the financial support they needed to afford their education.
51% to 56% of respondents indicated that they used academic advising/planning quite a
bit or very much.
36% to 40% of respondents indicated that they used career counseling sometimes or often.
How much does this college emphasize each of the following?
Providing the support you need to help you succeed at this college
60%
40%
42.0%
38.8%
33.4%
30.7%
25.0%
26.9%
41.2%
40.4%
39.1%
24.0%
33.6%
31.2%
23.0%
21.9%
20.7%
7.1%
5.4%
5.6%
5.3%
4.4%
0%
SP 2009
SP 2010
SP 2011
Quite a bit
Very much
SP 2013
Some
SP 2015
Very little
Encouraging contact among students from different economic, social,
and racial or ethnic backgrounds
40%
30%
20%
30.8% 30.2%
30.5%
29.3%
21.5%
18.7%
29.5%
28.0% 26.3%
20.6%
18.4%
30.6% 31.5%
30.2% 29.9%
23.4%
27.0%
16.5%
16.2%
10.9%
10%
0%
SP 2009
SP 2010
Some
SP 2011
Quite a bit
Very much
SP 2013
Very little
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
20%
26
Helping you cope with your non-academic responsibilities (work, family, etc.)
60%
40%
40.0%
33.5%
38.5%
34.6%
19.0%
17.9%
20%
9.0%
41.8%
39.8%
32.9%
39.9%
17.7%
10.6%
15.6%
11.7%
7.5%
31.0%
29.9%
16.2%
12.9%
0%
SP 2009
SP 2010
SP 2011
Very little
Some
Quite a bit
SP 2013
SP 2015
Very much
Providing the support you need to thrive socially
50%
40%
40.2%
40.9%
39.7%
33.5%
27.8%
23.1%
27.4%
22.8%
30%
24.2%
21.0%
14.0%
20%
9.6%
10%
9.5%
35.5%
29.7%
27.9%
22.3%
20.1%
16.5%
14.5%
0%
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
SP 2009
27
SP 2010
SP 2011
Some
Very little
Quite a bit
SP 2013
SP 2015
Very much
Providing the financial support you need to afford your education
35%
30%
25%
28.3%
25.7%
24.6%
21.4%
28.2%
28.8%
23.1%
20%
20.0%
26.7%
26.1% 25.7%
21.5%
26.6%
25.1%
21.7%
26.5%
25.0%
27.5%
23.2%
15%
10%
5%
0%
SP 2009
SP 2010
Very little
SP 2011
Quite a bit
Some
SP 2013
Very much
SP 2015
24.3%
When do you use the following services at this college?
Academic advising/planning
60%
40%
20%
41.8%
35.8%
40.7%
37.6%
38.0%
36.0%
14.4%
7.4%
13.3%
12.7%
40.5%
37.4%
39.8%
36.6%
16.1%
12.1%
10.3%
13.8%
8.2%
7.5%
0%
SP 2009
SP 2010
SP 2011
Quite a bit
Some
Very little
SP 2013
SP 2015
Very much
Career counseling
60%
47.4%
45.2%
46.3%
43.4%
40%
28.1%
20%
28.3%
28.3%
17.5%
9.1%
16.4%
11.9%
15.2%
9.1%
45.6%
30.6%
13.6%
9.5%
27.7%
18.5%
8.1%
SP 2009
SP 2010
Rarely/never
SP 2011
Sometimes
Don't know/NA
SP 2013
Often
SP 2015
Spring 2009, 2010, 2011, 2013 & 2015 CHC CCSSE RESULTS BY YEAR | 1/12/2016
0%
28