LPC Student Demographics and
Outcomes Data
Prepared by the LPC Office of
Institutional Research and Planning
December 2009
Dr. Amber Machamer
LPC Student Demographics and
Outcomes Data

Become statistically familiar with our
students



Sources
Preparation
Demographics/background characteristics
Understanding Data Limitations

Mostly Self-Reported Data


From application or Survey
Fall 2009 Data is not Final or
Census….it’s an “M” run so it’s not a
true comparison to other semesters
Source of First-Time Freshman to Las Positas College
Other California
High Schools,
24%
Other Bay Area
High Schools, 6%
Out of State High
Schools, 4%
High Schools in
Other Countries,
5%
Other Alameda
County High
Schools, 3%
High Schools in
Chabot District,
8%
High Schools in
LPC District,
50%
Enrollment of Feeder High Schools
HS Grad
Year
LPC
Semester
Number of
Grads*
Number New
Enrollments at
LPC Grad year
the previous
Spring**
% of grads
who attended
LPC the Fall
after HS
Graduation
Number of New
Enrollments at
LPC of any
Grad Year**
% of New
LPC
Students
who
graduated
HS any year
Number of All
New Students
to LPC**
1996-1997
Fall 1997
1658
356
21%
494
44%
1112
1997-1998
Fall 1998
1714
391
23%
512
45%
1126
1998-1999
Fall 1999
1869
446
24%
551
49%
1131
1999-2000
Fall 2000
1804
576
32%
709
51%
1403
2000-2001
Fall 2001
1912
588
31%
707
51%
1385
2001-2002
Fall 2002
2048
655
32%
779
54%
1456
2002-2003
Fall 2003
1916
646
34%
785
53%
1470
2003-2004
Fall 2004
2200
698
32%
834
55%
1516
2004-2005
Fall 2005
2293
684
30%
811
52%
1556
2005-2006
Fall 2006
2380
645
27%
907
50%
1606
2006-2007
Fall 2007
2517
767
30%
911
51%
1769
2007-2008
Fall 2008
2637
763
29%
926
52%
1767
Las Positas English Assessment Trends
Fall 1998-Fall 2008
College Level: Engl 1A
Pct. Assessing into
Each Level
1 Below: Engl 101A/104
2 Below: Engl 116-Learning Skills
3 Below: Take ESL Test
100%
80%
60%
40%
20%
0%
1998
1999
2000
2001
2002
2003
Year
2004
2005
2006
2007
2008
Las Positas Math Assessment Trends
Fall 1998-Fall 2008
College Level: Trig or above
1 Below: Math 55/55A Int. Alg.
2 Below: Math 65/65A Elem. Alg.
3 Below: Math 107 Basic Skills
% Assessing into Each Level
50%
40%
30%
20%
10%
0%
1998
1999
2000
2001
2002
2003
Year
2004
2005
2006
2007
2008
LPC Final Headcount Fall 1999-Fall 2009
10000
9000
8000
7000
6000
5000
4000
6951
7413
7857
Fall
2000
Fall
2001
8588
7395
7325
7332
7796
Fall
2003
Fall
2004
Fall
2005
Fall
2006
8451
9100
9517
Fall
2008
Fall
2009
3000
2000
1000
0
Fall
1999
Fall
2002
Fall
2007
LPC Headcounts and Enrollments Fall 1999-Fall 2009
30000
25000
20000
29,235
27,360
25,418
23,182
22,376
20,71020,95120,847
20,223
18,28719,127
15000
Headcount
10000
5000
Enrollments
8588
7796 8451
6951 7413 7857
7395 7325 7332
9100 9517
0
Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall Fall
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009
LPC Number of Units Fall 1999-Fall 2009
100%
47%
48%
47%
46%
39%
38%
36%
36%
35%
34%
32%
90%
80%
70%
27%
26%
26%
26%
29%
28%
29%
27%
28%
29%
29%
60%
up to 5.5 Units
50%
5.6-11.9 Units
12 40%
or more Units
30%
26%
27%
27%
29%
31%
34%
34%
37%
32%
36%
38%
20%
10%
0%
Fall
1999
Fall
2000
Fall
2001
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
LPC Hours Worked 2001-2009
(New and Returning Students Only)
100%
90%
80%
25%
20%
36%
10%
10%
25%
11%
17%
17%
19%
40%
20%
32%
12%
11%
21%
20%
None
29%
32%
10%
12%
12%
Fall 2007
Fall 2008
Fall 2009
26%
20%
21%
30-39 hrs
20 - 29 hours
40%
27%
25%
40 or more
UP TO 19
17%
19%
25%
20%
18%
10%
26%
10%
22%
50%
30%
34%
9%
11%
70%
60%
18%
16%
15%
Fall 2005
Fall 2006
0%
Fall 2001
Fall 2003
Fall 2004
LPC Age Distribution Fall 1999- Fall 2009
100%
90%
80%
70%
12%
12%
12%
12%
16%
16%
12%
12%
10%
50%
40%
23%
24%
27%
27%
12%
16%
14%
10%
9%
60%
10%
13%
23%
24%
26%
28%
11%
11%
11%
10%
10%
10%
10%
11%
11%
10%
10%
10%
9%
9%
11%
11%
10%
11%
10%
14%
12%
9%
10%
10%
9%
11%
9%
9%
50 or older
40-49
30-39
27%
28%
27%
28%
29%
28%
31% 25-29
20-24
19 or younger
30%
20%
10%
28%
30%
31%
31%
32%
31%
31%
0%
Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
LPC Student Type Fall 1999-Fall 2009
100%
90%
80%
3%
11%
13%
4%
6%
21%
5%
5%
21%
5%
5%
1%
4%
4%
4%
1%
2%
1%
2%
2%
1%
19%
22%
22%
22%
21%
21%
20%
21%
Enrolled in
K-12
70%
Returning
Student
60%
50%
40%
56%
52%
51%
52%
56%
53%
54%
55%
56%
56%
57%
30%
Continuing
Student
20%
10%
Transfer-In
Students
16%
18%
17%
17%
19%
21%
21%
20%
21%
20%
21%
0%
Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
New
Student
LPC Student Gender Fall 1999-Fall 2009
100%
90%
80%
42%
42%
43%
42%
42%
43%
44%
45%
45%
44%
44%
70%
60%
MALE
50%
FEMALE
40%
30%
58%
58%
57%
58%
58%
57%
56%
55%
55%
56%
56%
20%
10%
0%
Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
LPC Race/Ethnicity Fall 1999-Fall 2009
100%
90%
3%
6%
3%
7%
3%
8%
3%
8%
3%
8%
3%
9%
4%
9%
3%
10%
3%
11%
4%
11%
4%
11%
11%
12%
12%
12%
13%
13%
14%
15%
16%
16%
17%
80%
70%
African
American
60%
Asian
50%
70%
40%
68%
66%
66%
64%
62%
59%
56%
54%
52%
53%
Hispanic
White
30%
Other
unknown
20%
10%
10%
10%
11%
11%
12%
13%
14%
16%
16%
17%
15%
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
0%
LPC Educational Goal Fall 1999-Fall 2009
100%
90%
24%
23%
23%
24%
22%
21%
9%
8%
22%
21%
21%
9%
8%
8%
80%
70%
60%
9%
9%
17%
17%
50%
10%
40%
10%
9%
10%
10%
18%
9%
10%
11%
16%
15%
9%
10%
11%
12%
9%
10%
15%
15%
15%
9%
8%
12%
13%
15%
8%
12%
19%
18%
6%
6%
15%
16%
Goal undecided
7%
7%
Intellectual/cult
ural dev.
14%
13%
job related goal
Two year assoc
without transfr
30%
20%
30%
32%
30%
30%
34%
34%
33%
35%
36%
39%
40%
10%
0%
Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
BA without
completing AA
BA after
completing AA
LPC Overall Course Success
100%
90%
80%
18%
19%
17%
18%
18%
19%
18%
18%
18%
16%
11%
11%
11%
12%
12%
11%
13%
14%
14%
15%
70%
Withdrew
Non-Success
Success
60%
50%
40%
71%
30%
70%
72%
70%
70%
70%
69%
68%
68%
69%
20%
10%
0%
Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Course Success in Basic Skills English (100A/B, 104)
100%
90%
17%
19%
18%
80%
6%
6%
11%
18%
13%
14%
11%
12%
12%
70%
60%
50%
40%
77%
75%
71%
69%
Fall 2003
Fall 2004
Fall 2005
Fall 2006
30%
74%
77%
Fall 2007
Fall 2008
20%
10%
0%
Withdrew
Non-Success
Success
Course Success in Basic Skills Math (107, 65, 55)
100%
90%
80%
31%
30%
15%
15%
54%
55%
58%
Fall 1999
Fall 2000
Fall 2001
70%
60%
25%
18%
32%
17%
17%
29%
17%
32%
29%
32%
31%
29%
20%
21%
20%
21%
48%
50%
48%
48%
Fall 2004
Fall 2005
Fall 2006
Fall 2007
50%
40%
30%
51%
54%
Fall 2002
Fall 2003
20%
Withdrew
Non-Success
Success
53%
10%
0%
Fall 2008
Number of Awards
700
600
117
500
124
81
400
101
119
115 113 114 133
87
Certificates
Degrees
110
300
62
71
200
100
229 246
299
449 440 435 423
405 366 385 409 395
492
0
19961997
19971998
19981999
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
20082009
Number of Transfers to UC/CSU
600
500
400
300
385
408
CSU
UC
415
331
200
278
231
291
281
213
0
100
66
56
76
80
83
90
100
107
115
100
0
1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-209
Top Six Four-Year Colleges and
Universities Transfers
180
160
UC Berkeley
140
UC Davis
120
CSU East Bay
CSU Sacramento
100
San Francisco State
San Jose State
80
60
40
20
0
19981999
19992000
20002001
20012002
20022003
20032004
20042005
20052006
20062007
20072008
Summary

Student Demographics


LPC has a large proportion of “traditional”
students (young, transfer directed, full-time)
Student Preparation


High school students expect high quality
education for transfer and workforce training
But also need remedial academic and leaning
skills support
Shifting Forces: Nature of Learning

Traditional
Instructor
provides
Information



Student
responsible
for mastery
Instructor as source of
information
Millenial
Students have access
to information
Students expect
instructor to help
them master the
information
Instructor as learning coach
Shifting Forces: Nature of Learning
Instructor is
valued as
source of
information
Instructor
valued as
learning coach
What would this mean for professional development, delivery
methods, curriculum, pedagogy, classroom management?