Data Team Observations – May 27, 2011
Data were reviewed by volunteers collegewide, comparing data used in 2008 as we
wrote our plan with the most recent data available to us. The data sets are posted to
the Big Meeting web page (both the 2008 data and the 2010-11 updates.)
In some cases, we were not able to obtain updated data.
Also, in some cases, there were no significant changes observed by those who reviewed
the data, so there is no report.
All data files will be available on the Big Meeting 2010-11 web site, both the files from
2008 and the updated files from 2010-11.
The numbers used below refer to the numbers from the 2008 data review. Missing
numbers indicate data sets for which we could not locate a 2010-11 update for
comparison or for which either no report was submitted or no significant changes were
noted by the reviewers.
In all cases, the observations are those of the reviewer, and have not been vetted with
the larger team. In 2011-12, a team will review the data and prepare a new
situational/needs analysis on which the 2013-18 plan will be based. The analysis will
use the taxonomy as amended at the Fall 2010 meeting of the Goal Teams.
Data reviewed were:
1- EAP Success Rates
3- College Budget Data and Tuition
4- International Student Enrollment
6- Competition and Dual Enrollment
8- Campus Growth Data
9- Earnings Data for Graduates
10- Placement Rate Data
11- Student Characteristics Report
12- Resource Development
13- Employee Data
14- Equity Report
15- Career Program Advisors Report
16- Accountability Data
18- National Higher Education Data
19- Construction Cost Data
24- Home Sales and Real Estate data
25- St. Johns Water Mgmt Growth Data
26- Economic Development Council reports
27- Community Conversation/Fall Forum Data
30- High Tech Corridor Reports
31- Regional/National Employment Data
38- Census Data
39- School District data - Orange
39 -School District data - Osceola
46- FACC/State Policy/Political Analysis
49 -Competition/Tech Center Analysis
53- CCSSE
Data 3 – College Budget Data – Lila Rogers
From: Lila Rogers
Sent: Monday, May 23, 2011 9:13 AM
On the revenue side:
Student fees 38.8% - 56.1%
Fed stablztn
0% - 3.3%
State funds
49.3% - 39.6%
Other
3.7% - 1%
My comments –
Does anyone have a feel for the maximum that students will be able to pay through the fee system? At
what point will student no longer be able to afford a community college? I believe that financial aid
restrictions have become tougher – so I think there may be a maximum percentage that students will be
able to pay.
Federal stabilization – How long does this last? Will it be available after the 2010-2011 school year? If
not where will additional/auxiliary funding originate?
State funds – do we know if the state funding will continue to decline at the same rate it has for the last
3 years or will there be a more substantial drop due to the new governor?
Other – it has continued to decline – are there are ideas/plans to increase this category?
On the expense side:
Salaries 75.5% - 77.6%
Expenses 23.6% - 19.1%
Capital outlay 1.2% - 3.3%
My comments –
Salaries have remained flat over the period – is this feasible with the expansion planned at Lake Nona
and Osceola?
Expenses have consistently been reduced – are we are the bottom of our ability to reduce expenses or
are there some pockets that can still be reduced while meeting our strategic goals?
Capital outlay – What are the plans for additional buildings/campuses in the future and how will they be
funded?
These are some of my questions/observations; I’m not sure if someone has already thought of and
answered all of these questions.
Please let me know if I need to expand or explain. Thanks for the opportunity. Lila Rogers
Data 3 – Budget Data – second reviewer – Shannon
Scheidell
For every year except 2010-2011, the estimated revenue matches the expenditures.
The expenditures for 2010-2011 are $915,542 less than the revenue.
Will this be allocated toward building the two new campuses currently listed in the plan? Is the
Lake Nona campus included or is this already figured in somewhere else?
Data 4 – International Student Enrollment – Michal Ewing
From: Michal Ewing
Sent: Tuesday, May 10, 2011 2:49 PM
Susan,
I reviewed the International Student Documents that you provided me last week.
Based on the data you sent me, I noticed the following:
 Statistical History Documents
o International Student Enrollment increased from Fall 2005 to Fall
2007, then gradually tapered off through Fall 2009 (677, 761, 791,
762, 771).
o International Student Countries decreased between Fall 2005 and Fall
2009 (96, 92, 85, 76, 79). These numbers vary slightly from printouts
provided; Alys provided me updated numbers).
 SEVIS/NonSEVIS Data (comparing Summer, Fall, Spring)
o SEVIS Enrollment (F, M, & J Visas) is lowest in Summer Term,
increases in Fall Term, then drops slightly in Spring Term.
o NonSEVIS Enrollment (All other Visas) follows the same trend as
SEVIS enrollment.
o SEVIS + NonSEVIS Enrollment follows the same trend as above.
 SEVIS/NonSEVIS Data (comparing 4 Summer, 4 Fall, & 4 Spring terms)
o Reporting Year 2008, 2009, 2010 (Summer, Fall, Spring) showed a
slight increase each term.
o Reporting Year 2011 (Summer 2010, Fall 2010, Spring 2011) showed
a decrease in International Student Enrollment.
If you have any questions, just let me know.
Data 4 – International Student Enrollment – Nancy Meza
Overall Analysis for International Students:
Most international students at Valencia come from countries identified as emerging
economies. Latino students are coming primarily from South America. Brazil,
Colombia, and Venezuela lead the list. Venezuela has been experiencing political
and economic turmoil for several years. Brazil and Colombia share growing
economies but both suffer from social inequalities and internal displacement of
large numbers of people. Non western students are predominantly from India and
Vietnam which are also emerging economies.
It appears that the mix international students group identified above has remained
constant since 2007. The number of enrolled students from other nations has not
changed.
Fall End of Term: 2005/2006/2007/2008/2009
There is an increase of 11.81% in student enrollment from year 2006 to 2005.
Student attendance was noticeable in Osceola campus and East campus. Osceola
had a substantial increase of 28.94% followed by East Campus with an increase of
16.32%. Osceola campus located in Osceola County has a larger concentration of
Hispanics.
However a slight increase of 3.94% from year 2007 to 2006 was mainly
concentrated in West Campus. Osceola campus decreased students around 8.85%
The number of international students at the Winter Park campus has remained
constant. A negative increase of 3.17% impacts international student enrollment
during Fall 2008. In East and Osceola campuses, the number of students
decreased.
The sharp decline of enrollment in Fall 2008 is of 11.76%
The growth of enrollment in Fall 2009 was insignificant, at 1.18%
Substantial changes in global economy directly impacts international students. Most
of them come to Valencia because their families residing in the U.S.A. can sponsor
them. Due to the dramatic unemployment in this country, students can no longer
receive economic support to pay for their education. Valencia must strive to find
ways to recruit and retain international students interested in Valencia’s careers.
Valencia must have flexible plans for robust and weak economies. It seems to me,
that Valencia was not prepared for the domestic financial crisis facing the nation,
especially impacting Florida.
Sevis (Student and exchange visitor) VS Non-Sevis Student Enrollments:
Reports indicating students with certain visa types are somehow hard to interpret.
The categories of “New” and “Returning Student” need to be clearly defined. Is
Returning Student someone who withdrew classes and returned to finish? Reports
don’t indicate if students graduated. I would assume they did it.
Additionally, the words “Sevis” and “Non-Sevis” do not have clear definition. I
visited the “ice.gov” web page to gain a better understanding.
Overall, Summer 2008 to 2010 students with a “Non-Sevis” status appears to
increase significantly compared to students in a “Sevis” status. “Non-Sevis”
returning students almost doubled for the three consecutive years compared to the
“Sevis” students.
Overall, total enrollment of international students on Spring 2011 experienced a
dramatic decline of 17.48%. Non-Sevis “new students” accounted a negative
growth of 55.00% and Sevis “new students” had a negative growth of 10.00%
I conclude that Valencia has not fully implemented new ways to attract and recruit
new students. Many International Students may experience a language barrier
causing great learning distress. This could be intimidating and may lead to early
drop off in classes. International Students should be able to access mental health
services to ease their emotional distress. Valencia needs to monitor this population
and ensure international students experience an easy transition in the educational
system.
Data 6 – Competition and Dual Enrollment
I reviewed the data (how interesting!) and noticed two trends that caught my eye.
1) Our dual enrollment in Orange County has almost (or fully) doubled since
2007/2008. Particularly, the growth of dual enrollment on a Valencia site has
grown significantly. I imagine part of this is related to the opening of the
Lake Nona site…but not sure. There was not a corresponding growth of dual
enrollment in Osceola County. Are we not targeting growth there? Is that
county’s k-12 administration less interested in partnering for dual
enrollment?
2) While completion rates have moved around just a bit (nothing seemed like a
huge swing), I noticed that placement rates for most of the digital media,
entertainment, graphics degrees and certificates dipped in the 08-09 year.
There was not a corresponding dip in completion so it seems to me that we
graduated more students than were placed in that general area.
Hope this helps – I enjoyed the opportunity!
Amy Bosley
Data 9 – Earnings Data for Graduates – Cathy Campbell
In reviewing the annualized earnings for Valencia College graduates and completers, it is
evident that high school and UCF baccalaureate graduate earnings have remained relatively
static over the past three years with only single digit percentage increases. While Valencia
College graduates and completers have increased their annualized earnings in the double
digit percentage ranges. In the current economy, this is evidence that we are enabling them
to compete successfully in the Central Florida economy. We have built successful pathways
for our graduates and completers.
(On a side note, Technical Certificates should be included in the listing of pathways on page 38
the following statement:
“Build Pathways” has its roots in our “Start Right” goal, originally expressed in 2001,
and in programs such as Student Success, LifeMap, Tech Prep, Dual Enrollment, College
Reach Out (CROP), other College Transition Programs, and our on-going academic
program review.
They are a significant option for students that enable them to compete by giving them shortterm accomplishments to fuel the fire of their degree completion.)
Within the data on completions and program majors, Advanced Technical Certificates and
Career Certificates (CJI) appear to be waning in participation. Is there something about the
design of these programs that could improve or has this decline been due to economic
influences? Most educational programs perform opposite to the economy, why haven’t
these programs followed the trends? Is there something that we can do to improve the
numbers? Wages for these programs have increased over time, so the students in the
programs are still successful. Perhaps, investing in the Faculty and Program Directors of
these programs in a targeted version of the Focus on the Workplace program would be a
way to look into the outcomes and how they relate to guiding the college’s efforts.
The learning environments at Valencia College produced nearly 10,000 graduates and
completers in 2009/2010. This seventeen percent increase in five years is significant of the
workload we are all feeling. We should continue in being empowered with this role of
service (whatever one’s place in the college is) not for our own benefit, but to serve. The
service is evident as our placement rates are on average 96%. That means that roughly
9,600 graduates and completers are placed in their field with an average annualized salary
of $40,000. We are making great contributions to our community and our society as a
whole. We have served and poured into the life of over 16,000 program majors, our fellow
Central Floridians, and with that begins the outward movement of a series of waves. We are
impactful.
Data 10 – Placement rate data – Diane Dalrymple
From: Diane Dalrymple
Sent: Friday, May 20, 2011 10:55 AM
To: Susan Kelley
Subject: RE: Data for Review for College Planning Council
Susan,
After comparing the reports you provided to Valencia’s goals and objectives, I’m
happily optimistic that we, as an institution, are on the right path.
One positive indicator that caught my eye was the 5-year average overall
placement rate at 96% of the Completer Placement Rates for AS/AAS, Technical
Certificates, and Career Certificates.
In fact, I found the overall document, Placement Rates – Summary and 5-Year
Average of Completer Placement Rates to be very useful. This report can help us
focus on both areas of goal confirmation and possible improvement. Such as, the
placement rates in the Medical Information Coder/Biller program do not seem as
consistently high as other programs.
In order to support Valencia’s Goal 4: Partner with the Community, Valencia should
research the potential available to serve both the graduates and the community.
As with this example, Valencia can always continue to target other possible areas
for improvement.
Please let me know if you would like any further comment. I found the reports very
uplifting.
Diane
Data 11 – Student Characteristics Report – Linda
Downing
Student Characteristics Observations
Rate of growth from year to year has slowed somewhat, but we always have
experience growth in cyclical patters.
We are becoming more diverse through enrollment growth in our Latino and African
American populations although there is significant campus to campus difference
that appears related to the communities they serve.
The percentage of students who enter Valencia as transfer students has increased.
The number of students enrolling from outside our service district has decreased
significantly.
Enrollment of recent high school graduates has gone from a 3% annual increase to
a 5.4% DECREASE. This is significant and we need to learn more about why.
We are losing enrollment in recent high school graduates from high schools serving
high percentages of low income and minority students.
Summary:
Goal One, especially objective 1.1, compels us to more fully understand all aspects
of what drives high school graduation and college entrance in our service district.
We need to know more about trends in our high schools to understand what is
behind the changes in the enrollment patterns of the high school graduates. For
example, while high school graduation rates have improved remarkably in both
counties, college enrollment rates have declined as minority membership and
number qualifying for free and reduced lunch has increased. These public school
trends appear to be reflected in our own Student Characteristics data.
Is there a connection to the increase in transfer admission? Are students being
pushed to enroll elsewhere, having a difficult experience, then transferring back to
Valencia? If so, how could we learn more about that? Could we do anything about
it?
What data could we be collecting that would better inform us of what drives an
Orange or Osceola student to not go to college? While we have a variety of studies
to reference, we have little data on our own prospective students. Should we
expand our potential to collect and analyze data on prospective students?
Data 12 – Resource Development – Shelby Fiorentino
Total Award $ dollar wise does not look significant, but funding rate seems
significant with 24% decrease
New grants - while % approved makes it look like a noticeable decrease, when you
look at the numbers it looks good with an increased # approved % low because of
so many more requested.
Continuation grants – significant in that we have none.
Total assets have gone up, but not significantly unless you consider the 2009 $$$.
Data 13 – Employee Data – Damarais Fernandez
Executive/Administrative/Managerial Staff:
College Employment Equity Accountability Plan
When compared to Census - Grad. Deg. and Higher find no significant changes in
total number of employees in each category, except total white females has
increased from 45.0% in 2009-10 to 50.7% in 2010-11 (27 to 34 respectively) for
a 5.7% increased in the last year, placing all other groups in a much lower % Dif
2009-10/2010-2011.
College Instructional Staff:
No significant changes.
Full Time Continuing Contract Instructional Staff:
No significant changes.
Data 18 – National Higher Education Data – Dr. Bob
Gessner
The gist of the articles was that total undergraduate enrollment in degree-granting
postsecondary institutions has generally increased since 1970 and that from 2008 until 2019
(when the projected estimates end) the trend is expected to continue.
-
Both female enrollment and male enrollment are anticipated to rise from 20072019; with female enrollment rising faster than male enrollment.
-
Both full time and part time enrollment are expected to rise from 2007-2019; with
full time enrollment expected to rise more than part time enrollment.
-
Undergraduate enrollment in 2 year institutions is expected to continue to rise, but
not as rapidly as growth is expected at 4 year institutions.
-
Enrollment in public institutions is expected to rise and maintain approximately 78%
of undergraduate enrollments over private institutions (which it is now).
-
The percentage of full time instructional faculty and staff who teach distance
education courses is greater at public institutions offering primarily associate’s
degrees and certificates that at any other types of institutions. (no predications were
made about any trends for the future in this indicator)
Data 19 – Construction Cost Data – Keith Houck
I suggest you stop the sentence (above, from the 2008 report) after
“expected:”. Delete the remainder of the sentence and replace it with, “Now
that the economy is turning around, costs are quickly raising again.”
On the page titled #19 – Construction Costs for College Facilities”, the data
is dated. It either ends at 2004 or 2006. I suggest that we modify the last
paragraph as follows.
. . . existing facilities and, design and construct more economical facilities in
the future. Also, the mode of delivery may need to change to provide more
hybrid and online classes to minimize the need for space.
Data 24 – Home Sales and Real Estate Data – Jessica King
From: Jessica King
Sent: Thursday, May 19, 2011 6:02 PM
To: Susan Kelley
Subject: RE: Data for review for College Planning Council
Hi Susan,
I’m going to start by relaying the significant trends I noticed with the housing data you sent me and then
follow-up with possible implications to the Strategic Goals.
In regards to home sales, the number of units sold each month has remained fairly steady throughout
2010 and remains significantly higher than indicated in the 2007-2008 data with significant growth in
Orange and Osceola Counties.
Median home prices appear to be following the national trends at approximately $50,000 below the
national median price. In 2008, Orlando area median home prices also followed the national trends, but
were only $35,000 lower than the national median price. We are keeping with the national trends, but
are further behind than we were 2 years ago.
In regards to apartment vacancies and rent prices, things appear to have evened out between 2008 and
2010. There has been a light increase in the Percent of vacancies which has resulted in a slight decrease
in rent. The peak of vacancies was in 2009.
Based on the indicated trends, I would anticipate the following in regards to the strategic goals:
1. Goal 1
a. Objective 1.1- an increase in student population- particularly in Osceola County.
Depending on demographics of homeowners, this may be prolonged.
b. Objective 1.3- The sociologist in me sees a red flag in response to the number of
foreclosures in our community. The foreclosures were not in my data pack, the drastic
drop in median and average home prices, along with media coverage shows that many
of the homes being purchased now are “distressed sales.” The message is being VERY
clearly sent that when things get tough (whether with paying a mortgage or passing
algebra) it is OK to walk away.
2. Goal 4
a. Objective 4.1- The “evening out” of the housing market implies a general leveling out of
the economy. As the population becomes more stable, they will begin spending more
money- hopefully on donations to Valencia.
b. Objective 4.2- See above
c. Objective 4.4- If we assume that the indicated leveling out of the housing market
transfers to the business world, we can anticipate that businesses will invest more by
hiring more employees and training. Valencia Enterprises should be increasingly aware
of the demands of the workforce community and be prepared to meet those demands.
Please let me know if you have any questions or need any clarification.
Thank you for the opportunity to help with this project!
Thank You,
Jessica Eson King, MA
Administrative Assistant
SAGE and Assessment
Data 25 – St. John’s Water Management Growth data –
Debi Jakubcin
From: Debi Jakubcin
Sent: Tuesday, May 10, 2011 12:54 PM
To: Susan Kelley
Subject: RE: Data for Review for College Planning Council
Susan,
I reviewed the data from the St. John’s Water Management District and I didn’t see
anything at all that would justify considering any change in our strategic plan. It
was interesting information and I enjoyed the opportunity to contribute.
Thanks.
Debi
Debi Jakubcin, MA
Wellness Programs Collegewide
Data 26 – Economic Development Council Reports –
Donna Kosloski
Good Afternoon Susan,
After reviewing the attached documents, #26-“Economic Development
Commission”, it did jump out that the unemployment rate from 2008 compared to
2009, 2010, and the second quarter of 2011 was much lower. We might want to
take a look at this data in guiding our strategic goals, work, and plan.
Although Metro Orlando’s unemployment rate is declining it is still higher than the
national average and just under the Florida average. This may impact the College’s
strategic plan and goals.
The other documents on average salary and commute time to work did not warrant
a look. Have a great afternoon and weekend.
Donna J. Kosloski, MSL
Technical Director, Information Systems | Institutional Research
Valencia Community College | 1800 S. Kirkman Road, Orlando, FL 32811
dkosloski@valenciacollege.edu | 407-582-1345
Data 30 – High Tech Corridor Reports – Josh Murdock
The number of companies following into the Technology Sectors has grown
tremendously in the 23 County Florida High Tech Corridors from 7,600 Companies
(2007) to 11,588 (2011).
The overall variety of industries seem very similar in the Florida High Tech Corridor
with one new area in 2011 taking a huge leap as part of the industry clusters –
40.22% are Financial Services. This industry wasn’t even mentioned as a part of
the 2007 Facts sheet.
Information Technologies industry had a growth in the percentage of employees in
2011 (21.70%) from 2007 (9.0%) related to Data Processing, Hosting & Related
Services.
Medical Technologies industry had a growth in the percentage of employees in 2011
(26.20%) from 2007 (13.0%) related to Surgical & Medical Instrument
Manufacturing.
A few of the 2011 industries discusses as other technologies categories not
mentioned in 2007 report were Media, Research & Engineering, and Telecom.
Data 38 – Census Data – Noelia Maldonado
2009 Census Data
2006 Census Data
Education:
 Percentage of residents with a high
school graduate or higher by county
o Orange – 86.7%
o Osceola – 84.0%
o Seminole – 90.6%
Education:
 Percentage of residents with a high
school graduate or higher by county
o Orange – 85.8%
o Osceola – 82.4%
o Seminole – 91.9%

Percentage of residents with a
bachelor’s degree or higher by county:
o Orange – 29.6%
o Osceola – 18.5%
o Seminole – 33.2%
Household Income:
 Median household income by county:
o Orange – $57,738
o Osceola – $50,265
o Seminole – $58,313

Mean household income by county:
o Orange – $77,244
o Osceola – $61,973
o Seminole – $76,651

Percentage of residents with a
bachelor’s degree or higher by county:
o Orange – 27.3%
o Osceola – 19.8%
o Seminole – 33.3%
Household Income:
 Median household income by county:
o Orange – $44,236
o Osceola – $41,035
o Seminole – $52,299

Mean household income by county:
o Orange – $59,676
o Osceola – $51,635
o Seminole – $67,899
Comparison 2006 vs. 2009:




Both Orange (+0.9) and Osceola (+1.6) counties saw an increase in percentage points for high school
graduates since 2006. Seminole (-1.3) county had a decrease in high school graduates.
Orange (+2.3) county saw an increase in percentage points for bachelors or higher education since
2006. Both Osceola (-1.3) and Seminole (-0.1) counties decreased.
The median household income increased for all three counties; Orange (+30.52%), Osceola
(+22.49%), Seminole (+11.50%)
The mean household income increased for all three counties; Orange (+29.44%), Osceola (+20.02%),
Seminole (+12.89%)
Data 39 – Orange County School District Data – Lisa
Macon
From: Lisa Macon
Sent: Wednesday, May 18, 2011 2:53 PM
To: Susan Kelley
Subject: RE: Thank you so much
I’ve read the five PDFs for my data study. I don’t think they imply any changes to the current strategic
goals. However, everything within presents a view that performance for OCPS students has been on a
steady rise. If that’s the case, it would seem that we should expect fewer students in the 5-10 year
future that need remediation. Of course, we have not seen evidence of this yet. We are seeing now the
kids who, in large percentage, bombed the FCAT in 3rd grade in 2001. Hopefully, by the time we see the
ones who are succeeding in far greater numbers come 2021 or so, we will need to rethink our prep
programs and perhaps put more energy and resources into college-level course planning for OCPS
graduates.
It’s hard to know, but it is clear from the reports that test scores have risen in the county, so we should
be thinking about what that means for us going forward, 5-10 years down the line.
That’s my over-arching conclusion of the data. If you’re wanting more detail, please let me know. I’m
happy to help in any way!
Lisa
Data 39 – Osceola School District Data – Angie Riquelme
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Although I am not sure whether or not a separate data set exists for home-schooled
students, my first suggestion would be to consider those learners with regards to our
objectives.
I also believe it is important to consider the needs of incoming ESE students. Osceola’s
report indicates that they have 13%, which are approximately 6800 learners. Granted,
only a percentage of those students may attend Valencia, but still, we should consider
ways we can improve upon and/or expand the services OSD offers college-wide.
Given that 50% of the students are Hispanic, I believe planning for their recruitment and
retention should include information about potential careers and available financial aid
options. (Are we able to secure funding that is race/ethnicity specific?)
Is there a way for Valencia to assist in preparing those students who are in ESOL classes
towards a proficiency which enables them to begin courses towards their chosen degree
right from the beginning?
I also noticed that 1219 Osceola teachers have a Master’s Degree or above – some may
be interested in adjunct positions with the college. I also thought a good idea would be to
offer one of our Student Success courses at the High Schools, using those teachers. The
course would help HS students decide upon their degree programs and career paths
before they even got to Valencia, giving them their first 3 college credits in the process.
Also, those same teachers might be able to lead workshops that prepare students for
college, especially in the Mathematics and Science areas. Science seems to be an area
which can be improved upon. Nursing and Allied Health Sciences are programs which
require A&P, etc. – perhaps preparing students to excel in those areas will help us recruit
them for those degrees as well.
Data 42 – Program Review Data – Joyce Romano
SUS Data for 2009-10:
Program Review Data Observations
From Dr. Joyce Romano
May 2011
There were 29 discipline groupings – 4 more (16% increase) from 2004-05.
SUS Native GPAs were higher than Valencia AA grads in 72% of the disciplines. Valencia
AA grads GPAs were higher in architecture, education, engineering technology,
ethnic/cultural studies, foreign language, public affairs and unclassified area of study.
SUS Native grad rates were higher than Valencia AA grads in 86% of the disciplines. This is
11% higher than in 2004-05. Valencia AA grad rates were higher in architecture, criminal
justice, engineering technology, and liberal arts. AA Grad rates were 30% or higher in
agriculture, architecture, criminal justice, and engineering technology. This is a change in
high performing disciplines from 2004-05 (see previous analysis).
The average grad rate of Valencia AA students was 6.5% lower than the average SUS native
student. This is an increase from 2004-05 when the gap was 4%.
The average total credit hours for Valencia AA students was 145 credits (9.1 credits more
than SUS native students). This is one credit hour above the “excess hours” standard of 144
credits (120% of 120 hours) that was in effect until 2011 and 7 credit hours above the new
standard (2011-12) of 138 (115% of 120).
UCF Data for 2007-08:
There were 21 discipline groupings – 3 more (16.7% increase) from 2004-05.
UCF Native GPAs were higher than Valencia AA grads in 90% of the disciplines (19).
Valencia AA grads GPAs were higher in education and law/legal studies. The average GPA
of Valencia AA grads was 2.87, only 0.24 less than UCF natives.
UCF Native grad rates were higher than Valencia AA grads in all but one discipline
(physical sciences). This is a continuing downward trend from 2000-01 when Valencia grad
rates were higher in 61% of the disciplines and in 2004-05 when Valencia grad rates were
higher in 17% of the disciplines. Valencia AA grad rates were 30% or higher in criminal
justice, law/legal studies, physical science and psychology. The average grad rate of
Valencia AA students was 6.5% lower than the average UCF native student. This is an
increase from 2004-05 when the gap was 2%.
The average total credit hours for Valencia AA students was 146.2 credits (13.5 credits
more than UCF native students about the same as in 2004-05). This is 2.2 credit hours
above the “excess hours” standard of 144 credits (120% of 120 hours) that was in effect
until 2011 and 8,2 credits above the new standard (2011-12) of 138 credits (115% of 120).
Observations:
 Majors of Valencia AA grads at the university and UCF are increasing/diversifying.
This has implications for the multiple “pathways” that we must build for students to
follow.

The “gap” between grad rate and average credit hours for Valencia AA grads and
SUS and UCF native students widened since 2004-05. This may be due to the
increase in SUS and UCF selectivity for entering native students.

We can target specific disciplines with relatively lower grad rates at UCF/SUS to
focus on specific articulation and transition issues our graduates are facing. Direct
Connect is the best place to start this analysis and conversation with our university
partner.

On average, Valencia AA grads do not experience “excess hours” penalties at the SUS
or UCF.
Valencia Long Range Trends – 1998 - 2010
Enrollment continued to grow in “double digits” and even more sharply between 20082010.
Students attending full time increased (43%).
Student median age remained about the same (21) as did average credit hour load (9.3).
African- American (16.6%) and Hispanic (27.5%) student populations increased in
proportion to Caucasian students (39.2%).
Proportion of AA program students continued to decline in relation to AS program
students.
Dual enrollment and international students increased.
The overall number of full time faculty and staff increased but the proportion of courses
taught by full time faculty decreased (to 48.3% in 2009-10).
The operating budget increased by 15% from 2008 to 2010.
Financial aid awards (42.5%) and funds (62%) increased dramatically between 2008 and
2010.
High school graduates enrolling at Valencia in the Fall following graduation increased to
34.2% of our service district graduates.
New students requiring developmental education courses decreased to 27.2% (writing),
35.8% (reading), and 38.6% (math). The mix of new students by levels of developmental
education required on entry into Valencia has not changed much (27% college ready, 25%
one discipline, 23% two disciplines, 25% three disciplines).
Student completion of the developmental education sequence in two years increased to
76.1% (reading), 72.7% (writing) and 57.8% (math) from the 40-50% range in 1996.
Fall to Spring and Fall to Fall persistence of new students has continued to increase to 86.2
and 67%, respectively (from 76.9% and 56.8% in 1998).
The number of graduates increased dramatically (6,335 in 2009-10).
Graduation rates increased to 27.8% (from 18.5%).
Observations:
 Our enrollment continues to reflect the diversity and growth of our community.

Enrollment growth has outpaced the growth of college resources; one effect of this
is an increase in proportion of courses taught by part-time faculty and
disproportionate increase of part time staff. This increases the importance of
professional development programs, particularly for part-time faculty and staff, in
order to ensure quality and understanding/support of Valencia’s learning college
culture.

With the increase in tuition as a proportion of college revenue, more students are
using financial aid (and loans) to enroll at Valencia. Financial literacy programs are
critical to ensure that students can support their families and manage their debt
when they complete a Valencia degree.

A greater proportion of students are experiencing success at Valencia as evidenced
by increase in persistence, completion of developmental education, and graduation
rates. While these are on a positive trend, we continue in our commitment to
increasing the proportion of students who experience success.
Data 46 – State of Florida Policy Analysis – Brad Honious
I have reviewed the reports and did not see anything significant that changed. I do
want to make a few points concerning aid programs which I think will be helpful:
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There has been a significant decrease in Bright Futures funding ($77 per
credit hour in 2010-2011 to $62 in 2011-2012 for the FMS our largest
program)
2 Pell grants in an award year is eliminated with the 2011-2012 academic
years
o There are proposals in the US House to decrease the maximum Pell
grant for 2012-2013
o This may have a significant impact on summer enrollment in 2012 and
beyond
Academic Competitiveness Grants are eliminated with the 2011-2012
academic years
SEOG has been decreased with a loss of $45,000 in supplemental grants for
Valencia students
Students will be required to pay more for college with less financial aid
opportunities. This may require students to borrow more student loans.
o Default rates are going to be measured in 3-year periods instead of 2year periods. Sanctions will be applied in the 2014-2015 academic
year
o This, I believe makes financial literacy very important on college
campuses
o These are access, retention (progression), and completion issues
which we must address
There seems to be a significant shift nationally and in the state from
postsecondary education being a public good to a private good. Thus student
will need to pick up more of the cost.
I have attached two documents which you might want to add to our
documentation.
 Federal Student Financial Aid: 2011 National Profile of Programs in
Title IV of the Higher Education Act
 Memo from Florida Department of Education: 2011 Florida Legislative
Session Update for State Scholarships and Grant Programs
Data 49 – Tech Center Reports - Jeannie Rodriguez
Based on the data I briefly reviewed, there are significant changes that deserve our
attention as they should impact our thinking about our Strategic plan. Below I’ve listed
changes that I felt are significant and as such have categorized them as being either
negative or positive.
Negative Changes:
The negative implications of the things listed below are that prospective students will be
drawn to other institutions because they offer programs that we do not provide.
Prospective students will be drawn to these programs instead of Valencia as a starting
point in pursuing any higher educational goals which is contrary to our BHAG #3. We are
not effectively building pathways in regards to these areas.

Westside Tech now offers programs that involve the growing fields of alternative energy
(e.g. Solar Energy Technology, Solar Thermal System Design). The need for
sustainability is ever present in our community, and has been growing on our own
campus since 2005 helping us “Partner with the Community.”

Orlando Tech now offers a 3-D Animation program. Valencia offers one class on
Gaming Programming (CAP 2023). Also, since UCF offers a couple of BFA’s in
Animation some prospective students that: are interested in that field/have taken the
Orlando Tech program/are already in the field, may be inclined to completely bypass
Valencia.
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WP Tech-Avalon Park now offers a program on SMART Home/Mobile Technology.
Positive Changes:
The positive implications of the things listed below are that prospective students do not
have as many institutions to choose from if they are looking for these particular fields.
However, Valencia can meet the needs of these people with articulation agreements with
other institutions or with our own programs.
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Administrative Assistant programs were dropped at Mid-Florida Tech and Westside Tech.
Legal Administrative Specialist programs were dropped at Lake Technical Center and
Winter Park Tech.
Cosmetology programs were dropped at Lake Technical Center and Winter Park Tech.
Business Computer Programming (Computer Programming) programs were dropped at
Mid-Florida Tech and Winter Park Tech.
Network Support Services program was dropped at Winter Park Tech.
Other Info Presented

The fact that Sumter County does not have a Tech Center or any Tech Center programs at
this time means that there is a population of people that have a need that can only be met
by traveling to neighboring counties, like Lake. Valencia could serve some of this
population if there was a campus toward the western part of Lake County which would
also be convenient for Lake County residents that cannot commute to the Lake Technical
Center because of its distance.