key components of the planning model at de anza college: an update to the 2010-2015 educational...
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Key Components of the Planning Model at De Anza College:
An Update to the 2010-2015 Educational Master Plan
Presented to Academic SenateMay 23, 2011
Overview
The document serves as an annual update to the Educational Master Plan 2010-2015
The document updates the following items: • Key Student Characteristics• Key Indicators • Key Institutional Metrics• Key Components of the Planning Cycle
The fall-to-fall persistence of full-time students (ARCC indicator) will increase from 71% to 75% by 2015. Fall-to-fall persistence decreased from 70.9% in 2007-08 to 63.6% in 2008-09.
70.1% 70.9% 63.6%
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100%
2006-2007 2007-2008 2008-2009
De Anza CollegeFall to Fall Persistence
First-time Students Earning 6 Units
Percentage of f irst-time students with a minimum of six units earned in a fall term and whoreturned and enrolled in the subsequent fall term anywhere in the system.
Source: 2011 ARCC Report
By 2015, underserved groups will persist from fall-to-fall at a rate at least as high as all other groups (ARCC Cohort). Hispanic, Filipino and Pacific Islander students have exhibited the same persistence rate as White students; the persistence rate for African American students is 4 percentage points below that of White students.
Source: 2011 ARCC Report
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African-American Asian Filipino and P.I. Hispanic White
De Anza CollegeFall-to-Fall Persistence by EthnicityFirst-time Students Earning 6 Units
2005 to 2006 2006 to 2007 2007 to 2008 2008 to 2009 2009 to 2010
Job Corps students not included. All other groups, Decline to State, Native Americans, Other, not graphed.
By 2015, the basic skills course success rate will achieve 85% or the highest score within the peer group. The college’s current basic skills course success rate is 77.2%.
81.6% 82.4%78.6% 77.8% 77.2%
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2005-06 2006-07 2007-08 2008-09 2009-10
De Anza CollegePercent Successful in Basic Skills Courses
Source: 2011 ARCC Report
By 2015, the college will achieve a rate of 75%, or the highest score within the peer group, on the ARCC Achievement Rate, which measures attainment of different outcomes in six years. The college has achieved this goal and established the highest score within the peer group.
67.5% 66.6% 70.4% 70.8% 72.8%
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100%
2000-01 to 2005-06
2001-02 to 2006-07
2002-03 to 2007-08
2003-04 to 2008-09
2004-05 to 2009-10
ARCC Student Progress and Achievement RateCohorts Tracked for Six Years
Students who showed intent to complete and achieved the following within 6 years: transferred toa four-year college; earned an AA/AS or certificate (18 or more units); or achieved "Transfer Directed" or "Transfer Prepared" status.
Source: ARCC 2011 Report
By 2015, the college will achieve a less than 5 percentage-point difference between the annual Course Success Rate for historically underserved groups and all other groups. As of 2009-10, the difference between the course success rates of all other groups and Filipino/Pacific Islander students is 10%, African American is 11%, and Hispanic is 7%.
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Asian Black Filipino/PI Hispanic Native American
White Other/Unknw
De Anza CollegeCourse Success Rates by Ethnicity
2005-06 2006-07 2007-08 2008-09 2009-10
Source: FHDA IR&P
Key Components of the Planning Model
• Revisions to the 6-year Planning Cycle• Program Level Outcomes• Planning Committee• Outcomes and Planning Activities • SSLOAC/AUO• Integrated Planning and Budgeting• Additional Supporting Activities• Updated 6-year Planning Cycle Graphic
Key Components of the Planning Model at De Anza College: An Update to the 2010-2015 Educational Master Plan will be available at:
www.deanza.edu/ir
On-campus FTES enrollment will increase 5 percentage points by fall 2015. FTES decreased from 22,350 in 2008-09 to 21,146 in 2009-10, and is forecast to decrease further to 19,374 in 2010-11.
Source: FHDA IR&P
0
4,000
8,000
12,000
16,000
20,000
24,000
2006-07 2007-08 2008-09 2009-10 2010-11 (Estimated)
De Anza CollegeTotal Fiscal Year Full-time Equivalent Students (FTES)
By 2015, 10% of students with a goal of transfer, with or without a degree, will have enrolled in at least one course having a community/civic engagement component. Currently, 3% of students with a goal of transfer, with or without a degree, have enrolled in at least one such course.
Enrolled Community /
Civic Engagement
Course, 415, 3%Not Enrolled, 16,005, 97%
De Anza College, Fall 2010Percent of Students with a Goal of Transfer or
Degree that Enrolled in a Section with a Community / Civic Engagement Component
Includes students with an education goal of transfer with or without a degree enrolled in fall 2010.
Source: FHDA IR&P
The percentage of June Santa Clara County High School Graduates attending De Anza will increase from 16% to 20% by fall 2015. The percentage of Santa Clara County public high school graduates enrolling at De Anza College is currently at 15%.
2%
4%
6%
8%
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12%
14%
16%
18%
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2,000
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2005 2006 2007 2008 2009
Per
cent
Enr
olle
d in
Fal
l
Num
ber H
S G
rads
De Anza CollegeSanta Clara County Public High School June Graduates
Enrolled the Following Fall
June HS Graduates Percent Enrolled
Source: FHDA IR&P and CA Department of Education
By 2015, the college will achieve a 90% course success rate or the highest score within the peer group for vocational courses (ARCC). The college’s current vocational course success rate is 76.8%.
85% 85% 83%82%
77%
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2005-06 2006-07 2007-08 2008-09 2009-10
De Anza CollegePercent Successful in Vocational Education Courses
Source: ARCC 2011 Report