Update on Curriculum
Enrollment, Student
Characteristics & Student Success
LEADERSHIP
COUNCIL
SEPTEMBER 10, 2013
Enrollment as of the Census Point
Headcount
Fall 2013
Assigned Seats
Fall 2012
Fall 2013
Fall 2012
Potential FTE*
Fall 2013
Fall 2012
Central Campus
10,612
9,869
26,987
22,727
2,840.4
Merancas Campus
1,664
1,516
3,991
3,011
425.7
383.2
Cato Campus
2,211
1,968
4,456
3,577
416.3
376.2
Levine Campus
4,315
4,101
11,105
10,051
1,040.4
1,002.3
Harper Campus
1,200
1,118
2,478
2,140
325.9
311.8
Harris Campus
850
765
1,295
1,144
141.5
142.1
City View Center
Off Campus
29
58
2,731.4
25.4
334
321
362
352
Virtual Campus
10,269
10,461
18,469
18,848
1,919.1
1,952.3
All College
(unduplicated)
20,454
19,373
69,201
61,850
7,267.4
7,029.8
Increase
5.6%
12.0%
132.7
3.3%
130.5
Ten Year Fall Curriculum Headcount
Highest
Ever
Fall Curriculum FTE – Ten Years
2013 is estimated FTE, 37% increase in FTE since Fall 2006
Percent of All Seats in Curriculum Courses that
are Filled - Ten Years
Changes in Gender
Changes in Curriculum Numbers by Age
50% increase
Changes in Curriculum Headcount by Race
Assigned Seats Growth by Campus
Virtual Campus – Most Growth in 10 Years
Course Grades in Seated Versus Online Courses (same courses)
Fall 2010
Level
Grade
Seated
N
%
Online
N
%
Fall 2011
Seated
N
%
Online
N
%
Fall 2012
Seated
N
%
Online
N
%
A-C
Develop- or Pass 5,814 67% 406 65% 5,665 68% 358 58% 5,854 73% 407 60%
mental
Total 8662
623
8339
621
8059
677
A-C
100 Level Grades 23971 71% 5795 64% 23945 73% 6390 66% 24258 74% 6614 67%
Courses
Total 33600
9108
32700
9733
32829
9888
A-C
200 Level Grades 6902 77% 1830 69% 6776
Courses
Total 9008
2648
8776
77% 2058 71% 6605 81% 2109 72%
2901
8169
2923
Seated Classes have 2-13% more A-C grades – Greatest Difference in Developmental Courses
Average Class Size by Campus
Measures of Student Behavior
Measures of Student Behavior
Undecided Students
A-C Grades in All Curriculum Courses
Change in
Withdrawal Policy
– Fall 2008
Change in Withdrawal Rates
Change in
Withdrawal
Policy – Fall
2008
Six Year Persistence Rates – 1st Time Degreeseeking Fall Students - Goal is 60% by 2020
North Carolina Colleges with 1,000 or Larger in their Cohort
Transferred – No
Credential
Graduated
Still Enrolled with
36+ hours
Total Persistence
Year
2006
2005 2004
2003
2006 2005 2004 2003 2006 2005 2004 2003 2006 2005 2004 2003
CPCC
16
15
12
18 19
19
17
3
2
2
2
Wake
16
18 18
20 20 16
19
19
3
2
3
2 39 38 40 41
Guilford
24
21 20
18
16
12
16
17
3
2
2
3 42 35 38 37
Fayetteville
18
19
17
19
19
14 18
17
2
3
2
2 38 37 37 38
Cape Fear
30
24 27
26
17
14
11
3
2
2
2 49 40 43 40
15
14
37 36 35 31
Fall to Spring Retention
(69% for all students)
Fall to Fall Retention
(43% for all students)
Tracking the Fall 2010 Cohort (N=4254)
Persistence by Group
Returned
Returned
Returned Completed
Returned
Returned
Spring
Spring
Spring
Transferred
in Three
Fall 2011
Fall 2012
2011
2012
2013
Years
Total (N=4254)
67.4%
43.4%
36.8%
24.6%
20.6%
5.9%
Less than 20 years old
(N=1685)
74.1%
50.9%
43.7%
30.2%
25.3%
4.2%
Females (N=2170)
67.7%
44.1%
37.7%
25.3%
21.6%
6.4%
20.0%
Males (N=2084)
67.0%
42.7%
35.7%
23.8%
19.6%
5.4%
19.6%
White, Non-Hispanic (N=2111)
66.3%
44.9%
37.7%
24.8%
20.7%
7.3%
22.4%
Total Minority (N=2143)
68.5%
42.0%
35.8%
24.5%
20.5%
4.6%
17.3%
Full Time (N=2032)
79.2%
51.9%
43.7%
28.7%
23.0%
8.5%
20.3%
Part Time (N=2222)
56.6%
35.7%
30.5%
20.8%
18.5%
3.6%
19.4%
Received Pell in First Term
(N=1910)
78.1%
45.4%
38.6%
24.7%
21.1%
5.24%
16.1%
Not Received Pell in First Term
(N=2344)
58.7%
41.9%
35.3%
24.6%
20.2%
6.5%
22.9%
19.8%
25.2%
Tracking the Fall 2010 Cohort by
Program of Study
Returned
Returned
Returned Completed
Returned
Returned
Persistence by Program Category Spring
Spring
Spring
in Three Transferred
Fall 2011
Fall 2012
2011
2012
2013
Years
College Transfer Programs
(N=1773)
75.2%
50.1%
42.1%
28.1%
23.7%
6.43%
23.9%
Technical Programs (N=490)
69.2%
44.5%
37.8%
25.3%
20.2%
10.00%
5.7%
Business and Technology
(N=425)
67.1%
37.9%
31.1%
20.2%
16.5%
7.76%
17.6%
Engineering Sciences (N=120)
70.8%
39.2%
36.7%
27.5%
23.3%
4.17%
18.3%
Medical/ Health Programs
(N=44)
86.4%
63.6%
65.9%
15.9%
11.4%
63.64%
6.8%
Protective Sciences (N=135)
55.6%
34.8%
28.9%
21.5%
20.7%
2.96%
17.0%
Education/Human Services
(N=204)
47.1%
31.4%
21.1%
14.7%
14.2%
2.94%
12.7%
Health Holding Codes (N=589)
70.3%
46.3%
41.6%
28.4%
24.3%
0.51%
19.0%
Undeclared (N=468)
42.3%
25.4%
21.2%
15.2%
11.5%
2.14%
27.8%
Total
67.4%
43.5%
36.8%
24.6%
20.6%
5.93%
16.7%
Tracking the Fall 2010 Cohort by
Developmental Needs
Persistence by
Developmental
Placement
Returned Completed
Returned Returned
Returned Returned
Spring
in Three Transferred
Spring 2011 Fall 2011 Spring 2012 Fall 2012
2013
Years
1 Dev Course
(N=921)
74.5%
49.6%
43.5%
30.1%
25.0%
5.9%
18.8%
2 Dev Courses
(N=691)
73.1%
46.9%
40.8%
27.2%
23.6%
2.6%
16.5%
3 Dev Courses
(N=887)
72.3%
44.1%
37.4%
25.0%
22.5%
1.2%
15.9%
All College Level
(N=258)
80.6%
57.0%
46.9%
34.5%
29.1%
8.9%
22.5%
No Scores (n=1497)
55.2%
35.1%
28.6%
18.1%
14.0%
9.8%
23.8%
Numbers in Developmental Pipeline
Huge Issue for CPCC
Combined Placement Test Fall 2008
Fall
Scores (all subjects)
Number 2008 %
Fall 2009
Number
% of those
Fall
Fall
with scores
2010
2009 %
on file Number
Fall 2010
No Scores on File
5557
28.8%
5096
25.7%
4719
23.2%
1+ Remedial Courses
11192
58.1%
12160
61.2%
12925
63.5%
No Remedial Courses
2452
12.7%
2544
12.8%
2656
13.0%
Unknown
75
0.4%
64
0.3%
59
0.3%
Total
19276
19864
20359
Success in
Developmental Modules
All Enrollment for Three Terms
(spring 2012, fall 2012 and spring 2013)
Courses
Totals
A-C
DFW Other
N
N
%
N
%
MAT060
753
61%
488
39%
1241
MAT070
1099
56%
850
44%
1949
MAT080
843
58%
617
42%
1460
Total
2695
58%
1955
42%
4650
Grades in Math Modules for Three Terms (spring 2012, fall 2012 and spring
2013)
Grade
Module
Totals
P
R
W
N
%
N
%
N
%
DMA010
155
85%
25
14%
2
1%
182
DMA020
127
77%
34
20%
5
3%
166
DMA030
105
88%
12
10%
2
2%
119
DMA040
339
73%
115
25%
11
2%
465
DMA050
254
75%
78
23%
8
2%
340
DMA060
415
75%
123
22%
16
3%
554
DMA070
302
80%
64
17%
11
3%
377
DMA080
233
78%
55
18%
11
4%
299
Total
1930
77%
506
20%
66
3%
2502
Student Progression Through Traditional Developmental Math (N=3,940)
Dev MAT Total
Repeated
Stopped
N
N
%
%
Went into Went into
next MAT0
DMA
Went into
Coll Lev
MAT
N
%
N
%
N
%
MAT060 1264 178
14%
466 37%
581
46%
8
1%
31
2%
MAT070 2128 475
22%
737
35%
561
26%
7
0%
348
16%
MAT080 1595 337
21%
579 36%
NA
NA
6
0%
673 42%
20%
1782 36% 1142 23%
21
0% 1052 27%
Total
4987 990
Persistence in
Developmental
Modules
Student Progression Through the Math Modules (N=804 students)
Module
Total
Repeated
Stopped
Went into
next DMA
Went into
MAT0
Went into
Coll Lev MAT
N
%
N
%
N
%
N
%
N
%
DMA010
183
13
7%
17
9%
151
83%
1
1%
1
1%
DMA020
174
24
14%
25
14%
125
72%
0
0%
0
0%
DMA030
139
17
12%
17
12%
96
69%
2
1%
7
5%
DMA040
514
91
18%
55
11%
356 69%
4
1%
8
2%
DMA050
412
76
18%
48
12% 263 64%
5
1%
20
5%
DMA060
665
119
18%
72
11%
438 66%
5
1%
31
5%
DMA070
527
112
21%
33
6%
378 72%
2
0%
2
0%
DMA080
379
121
32%
79
21%
NA
1
0%
178
47%
2993 573
19%
20
1%
247
31%
Total
NA
346 12% 1807 60%
Translation
 Of 19,864 students in one fall term, 5,916 took no/unknown placement






tests in math (30%).
3358 tested into higher level college math (Math 155, 161, 171) (17%).
2997 tested to lower level college math (Math 115, 121, 140) but may
still need highest developmental level (15%).
7593 tested into remedial math (38%).
If 27% of traditional developmental math students currently make it to
college level math, that is 2,959 seats in college level math. If 31% of
students in the modules make it to college level math, that is 3,283
seats (324 more) per year.
We also know that students who complete college math take an average
of 46 credits before they exit the college whereas those who never
complete college level math take 25-30 credits before they exit.
Results will improve with time and experience with the modules.
Final Note
 The College is using data to make decisions and inform






practice.
A-C grades are going up, withdrawals are going down.
Still a difference in grades between seated and online
classes but the gap is closing (except in developmental).
Enrollment is heading back up – highest headcount
number in a fall term this fall.
We are retaining full-time students and students under 20
at higher rates than any other group.
Developmental students are leaving us at the 2nd year
point.
College-ready students graduate and transfer at much
higher rates than students who need remediation.
Final Note
 Class fill rates, average class size, student load and
percent attending full-time increased during the
recession and are all headed back down.
 More minority students than majority students
attend CPCC.
 Average age is going down with a huge growth in
students under 30.
 The virtual campus have grown 343% in nine years
(fastest growing and 2nd largest campus)
Contact
 Presentation by:
 Terri Manning, AVP, Institutional Research
 Bobbie Frye, Director, Institutional Research
 Catherine Kurilla, Senior Research Analyst,
Institutional Research