Valencia College Strategic Indicators Report 2010 Selected Trends and State Comparisons Click on this page to begin to explore this interactive document using dashboard-guided drill-down navigation. Click on the “Previous View” buttons to retrace your steps back up the navigational hierarchy. Institutional Research Department May 6, 2011 The PDF version of this report is posted online at: http://valenciacollege.edu/IR/StrategicIndicatorReport.cfm
Transcript
Valencia College
Strategic Indicators Report 2010
Selected Trends and State Comparisons
Click on this page to begin to explore this interactive document using dashboard-guided drill-down navigation. Click on the “Previous View” buttons to retrace your steps back up the navigational hierarchy.
Institutional Research Department May 6, 2011
The PDF version of this report is posted online at:
Build Pathways Student Growth 7 Funded FTE Enrollment by Year 9 Total Students Collegewide 11 New Student Share of Total Credit FTE 13 % Share of Public High School Graduates 15 Student Count by Campus 17 Enrollment Patterns 19 Fall Cohort Persistence Rates 21 Persistence of AA Degree Seekers over 4 Years 23 Percent of Students Enrolled Full-Time 25 Fall Student Mix by Goal and Course Load 27 Average Age of Degree Seekers and Certificate Seekers 29 Diversity and Equity 31 % Share of Public High School Graduates by Ethnicity 33 New Fall Credit Students by Ethnic Mix 35 Success Rates by Ethnicity for 6 Gateway Courses 37 Ethnic Success Rate Gaps 39 Targeted Initiatives 41 Growth in Supplemental Learning Sections 43 Growth in Learning in Community (LinC) Section Pairs 45
Page 2 of 121
Growth in Bridges to Success Program 47 Student Success Course Participation Rates by Prep Level 49 Student Success Course Enrollment Mix by Prep Level 51 Learning Assured College Prep Completion 5 Student Mix by College Prep Level 55 Total FTE and College Prep FTE over Valencia’s Entire History 57 Successful Completion of College Prep: Reading 59 Successful Completion of College Prep: Writing 61 Successful Completion of College Prep: Math 63 Graduation Rates 65 Cohort Analysis: Fall FTIC Degree-Seekers Tracked over 4 Years 67 Certificates Earned by Year 69 Graduation Rates for College-Ready Students by Ethnicity 71 Graduation Rates for College-Prep Students by Ethnicity 73 IPEDS Fall Cohort Graduation Rates 75 Graduation Rate Cohort Comparisons 77 College-Ready: 4-Year Graduation Rates 79 College-Ready: 6-Year Graduation Rates 81 College-Ready: 7-Year Graduation Rates 83 College-Prep: 4-Year Graduation Rates 85 College-Prep: 6-Year Graduation Rates 87 College-Prep: 8-Year Graduation Rates 89
Page 3 of 121
Partner with the Community AA Degree Transfers 91 Valencia Transfer Students Attending FL Public Universities 93 Community College Transfer Students Attending UCF 95 GPA of AA Degree Graduates at UCF 97 GPA Performance of AA Degree Transfers to FL Public Universities 99 Efficient Learning Environment 101 Utilization of Scheduled Capacity 103 Alternative Delivery Enrollment Trends (FTE) 105 Flex Start Sections per Year 107 % of Students Taking Classes on More than One Campus 109 Operating Budget per Funded FTE 111 Faculty Instructional Mix Weighted by Class Enrollment 113 Glossary of Terms Used in Institutional Research 115
Page 4 of 121
Introduction
The Strategic Indicators Report displays 45 graphs and supporting tables that summarize key
indicators and historical trends in support of Valencia’s culture of evidence and inquiry. This information
assists in operational and strategic planning throughout Valencia.
The graphs are organized into nine dashboard themes that provide evidence in support of the first
three goals of Valencia’s Strategic Plan:
Build Pathways:
1. Student Growth: Double-digit growth each of the last three years.
Student GrowthFor the third consecutive year, we have experienced double digit enrollment growth.
From 2009 to 2010, the number of students grew 7.8% while FTE grew 10.8%. Growth is a combination of adding new students plus continuing students increasing course load and persistence.
Based on our First Year Experience study, "new" students can be thought of as anyone who has not yet completed 15 college credit hours at Valencia. New students represent roughly half of all FTE.
Valencia's Fall 2008 market share of recent public H.S. graduates was 34.2%. This is close to the Florida State average of 34.6%.
Enrollment has grown on all campuses, but has grown the fastest at Osceola where it has nearly doubled over the last 4 years.
Categories and MeasuresValencia Funded FTE per Year% Change% Change over 3 Years
FTE means Full Time Equivalent enrollment.This adjusts for part time students to convert them to their fractional equivalent of a full time t d t ith l d f 30 dit h
Funded FTE Excludes: College Preparatory or College Credit courses in which the student enrolled in the same course more than two times, College Credit courses previously taken by the student for which grade forgiveness cannot be granted, enrollments granted Unauthorized Fee Waivers, enrollments for which refunds were granted
d Lif l l i dit hi h k t dd it i l d i i l t d tstudent with a course load of 30 credit hours per year.
and Lifelong learning noncredit courses which seek to address community social and economic issues related to health and human relations, government, parenting, consumer economics, and senior citizens.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsx TIME_Data
Page 10 of 121
46,889 46,838 48,00651,598
55,32759,661
40,000
50,000
60,000
70,000
ted
Stu
dent
s
Total Students CollegewideCredit and Non-Credit Students Unduplicated
Does not include roughly 6,000 individuals served by Valencia Enterprises or who attend Valencia conferences and seminars
7.8%Valencia 2009-2010 Increase =
Goal One: Build Pathways
Source: IR DWHAA
Valencia Institutional ResearchPrinted: 7/1/2010
File: TIME_over_Time_20100710.xlsxEnrollment
0
10,000
20,000
30,000
2005 2006 2007 2008 2009 2010
Und
uplic
at
Reporting Year
Page 11 of 121
Categories and MeasuresTotal Individuals ServedPercent Change in Total Unduplicated StudentsTotal Unduplicated StudentsValencia EnterprisesConferences and SeminarsTotal Individuals ServedPercent Change in Total Individuals Served
The Total Unduplicated Students category reports each student only once. Unduplicated means students are counted only once and independent of course load.Valencia Enterprises data includes only their open enrollment courses primarily held at the Sand Lake Center.
The Total Unduplicated Students category reports each student only once. Other individuals are served by Valencia Enterprises and through Valencia conferences and seminars,
but it is unavoidable to have duplications within and across these categories. Therefore, Total Individuals Served includes duplications.
Nevertheless, this is our best representation of the total number of individuals served by Valencia.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713-ME.xlsx TIME_Data
Page 12 of 121
100%
New Student Share of Total Credit FTEWhat portion of instructional workload is with new students?
Goal One: Build Pathways
Objective 1.1 – Transition to College
80%
90%
100%
Less than 15 College Credit Hours at Valencia
Within their First Year at Valencia
60%
70%
80%Within their First Term at Valencia
49.3% 49.0% 48.9% 50.1% 50.6% 49.9% 49.3%50%
60%
40.2% 40.3% 41.2% 43.0% 44.3% 43.8% 43.5%
19.8% 19.9% 20.6% 21.6% 21.9% 21.2% 20.9%30%
40%
10%
20%
S IR DWH V l i I tit ti l R h Fil TIME Ti 20100706 l
0%2004 2005 2006 2007 2008 2009 2010
Reporting YearSource: IR DWHDD
Valencia Institutional ResearchPrinted: 7/6/2010
File: TIME_over_Time_20100706.xlsxNew Student
Page 13 of 121
Categories and MeasuresFirst Year StudentsTotal FTEFTAV FTEWithin their First Term at ValenciaFirst Year at Valencia FTEWithin their First Year at ValenciaFirst 15 College Credit Hours at Valencia FTELess than 15 College Credit Hours at Valencia
Valencia's First Year Experience study concluded that students who have not yet completed 15 college credit FTAV means transfer students who are in their First Term at Valencia.
Valencia s First Year Experience study concluded that students who have not yet completed 15 college credit hours at Valencia should continue to be thought of as "new students" in many respects.
By weighting the mix of students by FTE, it shows the proportion of Valencia's total instructional workload according to the various different ways of categorizing new students. In effect, FTE weights students by the
number of seats they occupy in their various classes, thus showing the average overall mix of students found in Valencia classrooms.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/12/2010
File: TIME_over_Time_20100712.xlsx TIME_Data
Page 14 of 121
% Share of Public High School Graduates(Orange and Osceola Graduates Only)
FL System Valencia
Goal One: Build Pathways
Objective 1.1 – Transition to College
31 3%
35.9%34.2% 34.6%
31 4% 31.8% 32.5% 33.1%34.4% 34.2%
35%
40%FL System Valencia
31.3%
29.0%
26 6%
29.1% 29.6%31.4% 31.8%
30.5%
25%
30%
26.6%
20%
25%
10%
15%
0%
5%
S FL DOE A t bilit M 1 P t 1 V l i I tit ti l R h Fil TIME Ti 20100710 l
0%FA
1994FA
1995FA
1996FA
1997FA
1998FA
1999FA
2000FA
2001FA
2002FA
2003FA
2004FA
2005FA
2006FA
2007FA
2008Fall Valencia Students who were Local Public H.S. Graduates in the Previous Year
Source: FL DOE Accountability Measure 1 Part 1State Report: M11Y200x
Valencia Institutional ResearchPrinted: 7/1/2010
File: TIME_over_Time_20100710.xlsxPHS Share
Page 15 of 121
Categories and Measures% Share of Public High School GraduatesRecent High School GraduatesTotal Orange and Osceola County
Recent HS Grads at ValenciaTotal at Valencia
% Share of Recent HS Grads at ValenciaTotal at Valencia (n=4111)
This measure for Valencia considers only public high school graduates in Orange and Osceola counties.The percentage numerator represents students who graduated from high school in the Spring and attended
Valencia the following Fall. The denominator represents all high school graduates regardless of whether or not they actually attended any college the following Fall.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/29/2010
File: TIME_over_Time_20100729.xlsx TIME_Data
Page 16 of 121
21,798 21,794 22,40424,514
26,800
30,281
21,366 20,751 21,44123,435
25,538
28,270
15,876
15 000
20,000
25,000
30,000
35,000
dent
Cou
nt
Student Count by CampusCredit Students Only - with Duplication across Campuses
East CampusWest CampusOsceola CampusWinter Park
Goal One: Build Pathways
Source: IR DWHAA
Valencia Institutional ResearchPrinted: 7/2/2010
File: TIME_over_Time_20100702.xlsxCampuses
4,400 4,103 3,9744,879 5,444
6,8058,065 8,220 8,903
10,583
12,832
0
5,000
10,000
15,000
2005 2006 2007 2008 2009 2010
Stud
Reporting Year
Page 17 of 121
Categories and MeasuresStudents by Campus (credit only)East CampusOsceola CampusWinter ParkWest Campus
"Retention" and "Persistence" mean the same thing, but represent different points of view.Fall cohort means a group of students who started in the Fall and whose statistics are tracked over subsequent terms.
Retention and Persistence mean the same thing, but represent different points of view.Retention is what the college does -- retaining students from term to term.
Persistence is what the student does -- persisting in their education from term to term.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsx TIME_Data
Page 22 of 121
62.7% 61.7%64.2% 63.6% 63.1% 62.8% 63.0% 65.1%
64.3%61.8% 62.8% 61.4%
68.8% 69.5% 68.6% 66.5%
50%
60%
70%
80%
90%
100%
Coh
ort R
etai
ned
Retention of AA Degree Seekers over 4 Years% Who Completed Their Degree or are Still Enrolled
From Among Those in Cohort Who Completed 18+ HoursFL System AA 4-Year RetentionValencia AA 4-Year Retention
Goal One: Build Pathways
Source: FL DOE Accountability Measure 1 Part 2 Valencia Institutional ResearchPrinted: 7/15/2010
FL DOE Accountability Measure 1 Part 2This data is reported by the State and lags by a year before they can report it.
The State limits the starting cohort to FTIC degree-seeking students, and who persist long enough to complete 18 credit hours (else are excluded from the starting cohort).
Included in the 4-year retention rate are students who graduate as well as those who are still enrolled at the college.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/31/2010
File: TIME_over_Time_20100831.xlsx TIME_Data
Page 24 of 121
100%
Percent of Students Enrolled Full-TimeFall Term Only
Categories and MeasuresStudent Mix Trends (Fall Term)CountsFull Time, Degree-SeekingFull Time, Non-Degree-SeekingTotal Full TimePart Time, Degree-SeekingPart Time, Non-Degree-SeekingTotal Part TimeGrand Total
PercentsFull Time, Degree-SeekingPart Time Degree-Seeking
Over time, students may change the goal they are seeking. The IR SAS warehouse freezes data for each Fall.Therefore, the student goal status is accurate as of each term in which it is reported.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
S IR SAS V l i I tit ti l R h Fil TIME Ti 20100713 l
0%Fall-1999
81.2%Fall-2000
80.3%Fall-2001
81.2%Fall-2002
77.5%Fall-2003
78.2%Fall-2004
79.4%Fall-2005
80.7%Fall-2006
79.7%Fall-2007
81.5%Fall-2008
81.7%Fall-2009
83.3%
Term and Total Percent Degree-SeekingSource: IR SAS(DD)
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsxStudent Mix
Page 27 of 121
Categories and MeasuresOverall Percent Degree-SeekingOverall Percent Full Time
Degree-Seeking, Full-TimeDegree-Seeking, Part-TimeNon-Degree-Seeking, Full-TimeNon-Degree-Seeking, Part-TimeGrand Total
CountsFull Time, Degree-SeekingFull Time, Non-Degree-SeekingTotal Full TimePart Time, Degree-SeekingPart Time, Non-Degree-SeekingTotal Part TimeGrand Total
Over time, students may change the goal they are seeking. The IR SAS warehouse freezes data for each Fall.Therefore, the student goal status is accurate as of each term in which it is reported.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsx TIME_Data
Page 28 of 121
30.129.6
28.428.9
28.3 28.2
29.229.9 29.9
30.429.8
28.8
26.627.4
26.7
27.8
29.530.1
31.4
24.424.9 25.1 25.3 25.3 25.0 24.8
24.1 23 9 23 8 24 0 23 8
26
28
30
32
34
Average Age of Degree and Certificate SeekersCertificate Seekers
FA 2000 FA 2001 FA 2002 FA 2003 FA 2004 FA 2005 FA 2006 FA 2007 FA 2008 FA 200923.7 23.7 23.8 24.0 23.8 23.5 23.2 22.9 23.0 23.430.4 29.8 28.8 26.6 27.4 26.7 27.8 29.5 30.1 31.4
Data is as of the Fall term for each academic year.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/12/2010
File: TIME_over_Time_20100712.xlsx TIME_Data
Page 30 of 121
Diversity and Equity
32.3%30.4%
38.8%35.7%
43.3%
32.5%34.2%33.7%
31.5%
40.2%
32.2%
36.7%
32.3%34.6%
0%
10%
20%
30%
40%
50%
Caucasian (n=1553)
African American (n=792)
Hispanic (n=1453)
Asian / Pacific Isl (n=223)
Native American
(n=26)
Other (n=64)
Total (n=4111)
Ethnicity (n = # of Valencia students)
% Share of Public High School Graduatesby Ethnicity
Valencia FL System Spring 2008 HS GradsAttending College Fall 2008
Goal One: Build Pathways
55.6% 55.4% 52.8% 50.4%45.1% 44.0% 42.5% 41.5%
12.6% 12.4% 14.1%14.0%
14.4% 14.0% 14.3% 14.8%
19.4% 19.9% 21.3% 23.1%23.9% 24.1% 25.4% 27.1%
5.4% 4.4% 4.5% 4.5%4.7% 4.9% 4.4% 4.0%
7.0% 7.9% 7.2% 8.1% 11.8% 12.9% 13.4% 12.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FA 2002 FA 2003 FA 2004 FA 2005 FA 2006 FA 2007 FA 2008 FA 2009Fall Term Only
Diversity and EquityValencia's share of recent public high school graduates is very close but slightly below the State average for most ethnicities.
Valencia is becoming increasingly diverse. The Caucasian percent of new Fall enrollments has shifted from 55.6% in Fall of 2002 to 41.5% in Fall of 2009.
Si 2005 th t f 6 t hSince 2005, the average success rate for 6 gateway courses has increased for all ethnicities. However, the last 2 years has shown a decline in the African American success rate from 2 years ago.
The average success rate ethnicity gap for these 6 courses has widened over the last 2 years, although these gaps are still much narrower than in 2003.
% Share of Public High School Graduatesby Ethnicity
Valencia FL System Spring 2008 HS GradsAttending College Fall 2008
Goal One: Build Pathways
Source: FL DOE Accountability Measure 1 Part 1State Report: M11Y200x
Valencia Institutional ResearchPrinted: 7/2/2010
File: TIME_over_Time_20100702.xlsxEthnic HS Share
0%
10%
Caucasian (n=1553)
African American (n=792)
Hispanic (n=1453)
Asian / Pacific Isl (n=223)
Native American
(n=26)
Other (n=64)
Total (n=4111)
Ethnicity (n = # of Valencia students)
Page 33 of 121
Categories and Measures% Share of Public High School GraduatesRecent High School GraduatesCaucasianAfrican AmericanHispanicAsian / Pacific IslNative AmericanOther Total
Recent HS Grads at ValenciaCaucasianAfrican AmericanHispanicAsian / Pacific IslNative AmericanOther Total
% Share of Recent HS Grads at ValenciaCaucasian (n=1553)African American (n=792)Hispanic (n=1453)Asian / Pacific Isl (n=223)Native American (n=26)Other (n=64)Total (n=4111)
FL DOE Accountability Measure 1 Part 1This data is reported by the State and lags by a year before they can report it.
FA 2000 FA 2001 FA 2002 FA 2003 FA 2004 FA 2005 FA 2006 FA 2007 FA 2008 FA 200931.1% 31.0% 31.7% 29.0% 30.4% 32.4% 32.3%28.0% 26.8% 27.6% 27.4% 29.6% 32.4% 30.4%34.2% 36.4% 36.5% 34.4% 39.4% 37.7% 38.8%35.4% 37.0% 39.0% 35.5% 36.1% 40.9% 35.7%31.4% 41.4% 30.6% 46.2% 33.3% 39.5% 43.3%30.2% 28.6% 31.3% 27.2% 42.3% 35.1% 32.5%
This measure for Valencia considers only public high school graduates in Orange and Osceola counties.The percentage numerator represents students who graduated from high school in the Spring and attended
Valencia the following Fall. The denominator represents all high school graduates regardless of whether or not they actually attended any college the following Fall.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Credit Enrollments by Ethnic MixCaucasianHispanicAfrican Amer.Asian / Pac IslOtherTotal
For this report, new Fall enrollments are limited to students who both applied for and enrolled in credit courses that Fall term. This does not include students who applied for a previous term, but delayed their enrollment to this Fall term.
Student applicants are not required to reveal their ethniciy or gender.The "other" ethnicities category includes students who chose not to reveal their ethnicity.
It also may include students who are of multiple ethnicities and did not know how to respond.Federal regulations are changing to allow persons to identify themselves under multiple ethnicities.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/12/2010
File: TIME_over_Time_20100712.xlsx TIME_Data
Page 36 of 121
100%
Success Rates by Ethnicityfor 6 Gateway Courses (Straight Average)
80%
90%
100%CaucasiansHispanicsAfrican-Americans
68.3%64.4%
61.4% 61.6%66.0% 65.1% 68.4% 69.3%69.0% 70.0%
67.9%
70%
80% African-Americans
64.1% 62.6%59.1% 60.1%
65.2%67.9%
50.7% 50.9% 49.3%52.1%
56.4%
62.1% 61.5%57.4%
50%
60%
30%
40%
10%
20%
S IR DWH (DD) V l i I tit ti l R h Fil TIME Ti 20100824 l
0%2003 2004 2005 2006 2007 2008 2009 2010
Academic YearSource: IR DWH (DD)Gateway Gap Model FTIC Students
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsxGW Success
Page 37 of 121
Categories and MeasuresGateway Course Gap AnalysisAfrican‐AmericanStraight Average (SA)Success RatesStraight Avg ‐ African AmericanStraight Avg ‐ Caucasian
Success GapsAfrican‐American to Caucasian Gap
HispanicStraight Average (SA)Success RatesStraight Avg ‐ HispanicStraight Avg ‐ Caucasian
Course success rate data is for the academic year which starts in Fall and runs through the end of Summer.
This data is for FTIC students only and who took these courses during their first term at Valencia.
Successful course completion is defined here as completing the course and achieving a grade of A, B or C. All withdrawals including WP are treated as unsuccessful completions.
Six courses are included in this analysis: English Comp 1 (ENC1101), US Government (POS2041), and four math courses (MAC1105, MAT0012C, MAT0024C, and MAT1033).
These 6 courses are "gateway" in that they are high enrollment courses taken by many of our new students. These 6 courses were specifically targeted for improvement by our Achieving the Dream initiative.
The average success rates for these individual courses varies significantly, and so does the mix of students by ethnicity. Therefore, a "straight average" of the success rates across courses is used to compare success rates by ethnicity. This counts each course equally, and effectively adjusts for the different ethnic mix of students by
course.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsx TIME_Data
Page 38 of 121
10%
Ethnic Success Rate Gaps (6 Course Straight Average)Negative values means the minority success rate is lower than for Caucasians
3.9%
%
5%
Hispanic to Caucasian Gap
African-American to Caucasian Gap
0 8%
1.7%
0%
-4.2%
-1.8% -2.3%-1.5% -0.8% -1.4%
-3.0%-5%
12 0%
-9.5% -9.6%
-6.8%
11 8%
-10%
17 6%
-13.4%-12.0% -11.8%
-15%
S IR DWH (DD) V l i I tit ti l R h Fil TIME Ti 20100824 l
-17.6%-20%
2003 2004 2005 2006 2007 2008 2009 2010Academic Year
Source: IR DWH (DD)Gateway Gap Model FTIC Students
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsxGW Gaps
Page 39 of 121
Categories and MeasuresGateway Course Gap AnalysisAfrican‐AmericanStraight Average (SA)Success RatesStraight Avg ‐ African AmericanStraight Avg ‐ Caucasian
Success GapsAfrican‐American to Caucasian Gap
HispanicStraight Average (SA)Success RatesStraight Avg ‐ HispanicStraight Avg ‐ Caucasian
Course success rate data is for the academic year which starts in Fall and runs through the end of Summer.
This data is for FTIC students only and who took these courses during their first term at Valencia.
Successful course completion is defined here as completing the course and achieving a grade of A, B or C. All withdrawals including WP are treated as unsuccessful completions.
Six courses are included in this analysis: English Comp 1 (ENC1101), US Government (POS2041), and four math courses (MAC1105, MAT0012C, MAT0024C, and MAT1033).
These 6 courses are "gateway" in that they are high enrollment courses taken by many of our new students. These 6 courses were specifically targeted for improvement by our Achieving the Dream initiative.
The average success rates for these individual courses varies significantly, and so does the mix of students by ethnicity. Therefore, a "straight average" of the success rates across courses is used to compare success rates by ethnicity. This counts each course equally, and effectively adjusts for the different ethnic mix of students by
course.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsx TIME_Data
Page 40 of 121
Targeted Initiatives
42
177
226250
320
240
280
332
0
50
100
150
200
250
300
350
400
450
500
2005 2006 2007 2008 2009 2010 2011 2012Reporting Year
Growth in Supplemental Learning Sections
SL SectionsSL Section DEI Target
0
18
3735
40
34
40
52
0
10
20
30
40
50
60
2005 2006 2007 2008 2009 2010 2011 2012Reporting Year
Growth in Learning in Community (LinC)LinC Pairs
LinC Pairs
LinC Pairs DEI Target
16% 16%22% 21%
14% 12% 14% 11%
30% 30%25% 26%
19%14% 15% 16%
26% 26% 24% 27%
20%21% 21% 17%
28% 29% 29% 26%
47%53% 50% 55%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2003 2004 2005 2006 2007 2008 2009 2010Academic Year
Targeted InitiativesAchieving the Dream and the Developmental Education Initiatives increased the volume of SL (Supplemental Learning) and LinC (Learning in Community) course schedules.
The number of new students in our Bridges to Success Program has also increased rapidly since 2002.
Beginning in 2007, new students mandated into all 3 college prep subjects are required to take the Student Success Course. 3-prep students taking Student Success has risen from 32% in 2006 to 90%students taking Student Success has risen from 32% in 2006 to 90% in 2010.
Since 2003, the percent of all FTIC students taking Student Success has risen from 30% to 39%, although there have been declines in the participation rates among non 3-prep students.
In 2006, 26% of all students taking Student Success were 3-prep students. In 2010, 55% of all students taking Student Success were 3-prep students.
S IR D t W h V l i I tit ti l R h Fil TIME Ti 20100830 l
0
2005 2006 2007 2008 2009 2010 2011 2012Reporting Year
Source: IR Data Warehouse(DD)
Valencia Institutional ResearchPrinted: 8/30/2010
File: TIME_over_Time_20100830.xlsxSL Sections
Page 43 of 121
Categories and MeasuresSupplemental Learning (Reporting Year)SL Student DEI TargetAverage Students per SL SectionSL Section DEI TargetSL SectionsSL Sections % of All Sections
SL d Li C t i iti ti th t t t d f th b th ll ' A hi i th D (AtD) i iti tiSL stands for Supplemental Learning where a former student leads a learning community experience as a supplement to the class.
SL and LinC are two initiatives that were targeted for growth by the college's Achieving the Dream (AtD) initiative. They continue to be targeted for larger scale roll-out by the Development Education Initiative (DEI).
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/30/2010
File: TIME_over_Time_20100830.xlsx TIME_Data
Page 44 of 121
60
Growth in Learning in Community (LinC)LinC Pairs
52
50
60
LinC Pairs
LinC Pairs DEI Target
3735
40
34
4040
g
34
30
1820
0
10
S IR D t W h V l i I tit ti l R h Fil TIME Ti 20100830 l
0
2005 2006 2007 2008 2009 2010 2011 2012Reporting Year
Source: IR Data Warehouse(DD)
Valencia Institutional ResearchPrinted: 8/30/2010
File: TIME_over_Time_20100830.xlsxLinC Pairs
Page 45 of 121
Categories and MeasuresLearning in Community (Reporting Year)LinC Student DEI TargetAverage Students per LinC PairLinC Pairs DEI TargetLinC PairsLinC Sections % of All Sections
LinC stands for Learning in Community for which pairs of classes are taught to the same group of students.
SL and LinC are two initiatives that were targeted for growth by the college's Achieving the Dream (AtD) initiative. They continue to be targeted for larger scale roll-out by the Development Education Initiative (DEI).
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/30/2010
File: TIME_over_Time_20100830.xlsx TIME_Data
Page 46 of 121
500
Growth in Bridges to Success Program
400400
450
500
New FTIC Bridges Students
Bridges Plan
300
350
400
300
350
400 Bridges Plan
200
250
300
207226 227
262 263 261
200
250
300
100
150
200
104 105 106
151
135100
150
200
100
7087
135
50
100
S IR D t W h V l i I tit ti l R h Fil TIME Ti 20100824 l
Summer/Fall of this YearSource: IR Data Warehouse(DD)
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsxBridges
Page 47 of 121
Categories and MeasuresBridges to Success ProgramNew FTIC Bridges StudentsBridges Plan
Counts shown are for the new students admitted to the Bridges to Success Summer Program. A few additional students may be admitted in the Fall. Therefore, counts for Summer 2010 do not yet include Fall 2010 d i i
The Bridges To Success Program is designed to enhance skills needed for academic success. The program provides an academic, cultural, and social road map that has proven successful in graduating our
ethnically diverse student population. The Bridges To Success Program begins with a six-week summer program (Bridges To Success Summer Program), after which successful students are invited to participate in the Bridges
To Success Achievers Program (full scholarship-31 credit hours each year – up to three years).admissions.
The count for Summer 2009 is inaccurate in Banner, and will be corrected as soon as possible.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/24/2010
File: TIME_over_Time_20100824.xlsx TIME_Data
Page 48 of 121
100%
SLS Participation Rates by Prep Level(FTIC only)
75%
85% 85%90%
80%
90%3-Prep
2-Prep5%
60%
70%
80%1-Prep
No Prep
36% 35% 36% 39%40%
50%
60%Total
36% 35% 36%32%36%
30%29% 26%20%
30%
39%
20%
30%
40%
20%15%
0%
10%
20%
S IR D t W h V l i I tit ti l R h Fil TIME Ti 20100825 l
0%
2003 2004 2005 2006 2007 2008 2009 2010
Academic YearSource: IR Data WarehouseDD
Valencia Institutional ResearchPrinted: 8/25/2010
File: TIME_over_Time_20100825.xlsxSLS Rates
Page 49 of 121
Categories and MeasuresTotal FTIC Enrollment by Prep-Level3-Prep2-Prep1-PrepNo-PrepTotal
The college placement test (CPT) is used to determine whether students have the necessary Reading, Writing and Math skills to take college-level courses.
Prep-Level refers to the number of types of college-prep courses a student is required to take before they are ready for college-level courses. For example, a 3-Prep student is required to take
at least one prep course in each of the three disciplines (Reading, Writing and Math). Depending on CPT results, prep students may be required to take more than one course in a required disipline.
Beginning in Fall 2007, students testing into all 3 prep disciplines are "mandated" by academic policy to also take the Student Success course (SLS 1122).
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
S IR D t W h V l i I tit ti l R h Fil TIME Ti 20100705
0%2003 2004 2005 2006 2007 2008 2009 2010
Academic YearSource: IR Data WarehouseDD
Valencia Institutional ResearchPrinted: 7/5/2010
File: TIME_over_Time_20100705SLS Mix
Page 51 of 121
Categories and MeasuresTotal FTIC Enrollment by Prep-Level3-Prep2-Prep1-PrepNo-PrepTotal
The college placement test (CPT) is used to determine whether students have the necessary Reading, Writing and Math skills to take college-level courses.
SLS Enrollment by Prep-Level3-Prep2-Prep1-PrepNo-PrepTotal SLS Participation Rates by Prep-Level3-Prep2 P
Prep-Level refers to the number of types of college-prep courses a student is required to take before they are ready for college-level courses. For example, a 3-Prep student is required to take
at least one prep course in each of the three disciplines (Reading, Writing and Math). Depending on CPT results, prep students may be required to take more than one course in a required disipline.
Beginning in Fall 2007, students testing into all 3 prep disciplines are "mandated" by academic policy to also take the Student Success course (SLS 1122).
Participation Rate refers to the % of students in that prep-level that actually took the student success course.SLS Mix refers to the % of students in that prep-level out of all students who took the student success course.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsx TIME_Data
Page 52 of 121
College Prep Completion
26.0% 26.3% 26.8% 26.9% 28.2% 26.6%
26.6% 26.4% 26.4% 23.8% 23.5% 25.1%
24.9% 25.6% 24.2% 24.5% 24.2% 23.0%
22.5% 21.8% 22.6% 24.9% 24.1% 25.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10Academic Year
Student Mix by College Prep LevelFTIC Degree-Seeking Students
3 Prep
2 Prep
1 Prep
No Prep
29,175.6
2,728.6
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Reporting Year
Total Credit FTE and College Prep FTEover Valencia's Entire History
Total Credit FTE
College Prep
In 2010, College Prep Instruction was 9.4% of Total Credit FTE.
76.2% 78.8%76.1% 74.6% 76.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FA02-SU04 FA03-SU05 FA04-SU06 FA05-SU07 FA06-SU08
% o
f Coh
ort R
etai
ned
Fall Cohort over 2 Years
Successful Completion of College Prep: Reading% Who Completed Their Preparatory Program
Within 2 Full Academic YearsReading: Valencia
Reading: FL System
Goal Two: Learning Assured
70.7% 73.3% 71.4% 71.4% 72.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FA02-SU04 FA03-SU05 FA04-SU06 FA05-SU07 FA06-SU08
% o
f Coh
ort R
etai
ned
Fall Cohort over 2 Years
Successful Completion of College Prep: Writing% Who Completed Their Preparatory Program
Within 2 Full Academic YearsWriting: Valencia
Writing: FL System
Goal Two: Learning Assured
53.7% 52.4% 52.5% 51.5%57.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FA02-SU04 FA03-SU05 FA04-SU06 FA05-SU07 FA06-SU08
% o
f Coh
ort R
etai
ned
Fall Cohort over 2 Years
Successful Completion of College Prep: Math% Who Completed Their Preparatory Program
Within 2 Full Academic YearsMath: Valencia
Math: FL System
Goal Two: Learning Assured
26.0% 26.3% 26.8% 26.9% 28.2% 26.6%
26.6% 26.4% 26.4% 23.8% 23.5% 25.1%
24.9% 25.6% 24.2% 24.5% 24.2% 23.0%
22.5% 21.8% 22.6% 24.9% 24.1% 25.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10Academic Year
Student Mix by College Prep LevelFTIC Degree-Seeking Students
3 Prep
2 Prep
1 Prep
No Prep
29,175.6
2,728.6
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Reporting Year
Total Credit FTE and College Prep FTEover Valencia's Entire History
Total Credit FTE
College Prep
In 2010, College Prep Instruction was 9.4% of Total Credit FTE.
College Prep Dashboard Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsxPrep
Page 53 of 121
College Prep CompletionThe mix of 0, 1, 2, and 3 prep students is fairly evenly distributed, although the proportion of 3-prep students has risen over the last 5 years from 22.5% to 25.4% of all FTIC degree-seeking students.
In the 2010 academic year, 73.4% of all new FTIC degree-seeking students were mandated to take at least one college prep course.
O th l t 5 th l ti t h i t tl
College prep FTE amounts to 9.4% of all credit enrollment.
Over the last 5 years, the prep completion rates have consistently exceeded the State average for Reading and Writing.
The Math prep completion rates have hovered right at the State average for several years. However, Valencia's most recent 4-year cohort has exceeded the State average.
For the most recent cohort, Valencia's prep math completion rate rose from 51.5% to 57.8% successfully completed.
College Prep Dashboard Valencia Institutional ResearchPrinted: 8/25/2010
File: TIME_over_Time_20100825.xlsxPrep
Page 54 of 121
24.9% 25.6% 24.2% 24.5% 24.2% 23.0%
22.5% 21.8% 22.6% 24.9% 24.1% 25.4%
50%
60%
70%
80%
90%
100%
Student Mix by College Prep LevelFTIC Degree-Seeking Students
3 Prep
2 Prep
Source: IR SAS Warehouse(DD)
Valencia Institutional ResearchPrinted: 7/4/2010
File: TIME_over_Time_20100702Prep Mix
26.0% 26.3% 26.8% 26.9% 28.2% 26.6%
26.6% 26.4% 26.4% 23.8% 23.5% 25.1%
0%
10%
20%
30%
40%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10Academic Year
1 Prep
No Prep
Page 55 of 121
Categories and MeasuresStudent Mix by College Prep LevelFTIC Degree-Seekings Students OnlyNo-Prep1-Prep2-Prep3-PrepTotal
The college placement test (CPT) is used to determine whether students have the necessary Reading, Writing and Math skills to take college-level courses.
1.41 1.39 1.48 1.57 1.44 1.43 1.43 1.47 1.44 1.47
Prep-Level refers to the number of types of college-prep courses a student is required to take before they are ready for college-level courses. For example, a 3-Prep student is required to take
at least one prep course in each of the three disciplines (Reading, Writing and Math). Depending on CPT results, prep students may be required to take more than one course in a required disipline.
College prep statistics included in this report do not include EAP (English for Academic Purposes) students.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 8/25/2010
File: TIME_over_Time_20100825.xlsx TIME_Data
Page 56 of 121
29,175.6
15,000
20,000
25,000
30,000
35,000
Total Credit FTE and College Prep FTEover Valencia's Entire History
Total Credit FTE
In 2010, College Prep Instruction was 9.4% of Total Credit FTE.
Source: Banner History andIR Enrollment Bulletin (AA)
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsxPrep Share
2,728.6
0
5,000
10,000
1968
1969
1970
1971
1972
1973
1974
1975
1976
1977
1978
1979
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
Reporting Year
College Prep
Page 57 of 121
Categories and MeasuresCredit FTE Long Term HistoryCollege Credit - Advanced and ProfessionalCollege Credit - Post Secondary VocationalCollege PrepEPI (Educator Preparation Institute)Total Credit FTECollege Prep % of Total Credit FTE
FL DOE Accountability Measure 4 Part 1This data is reported by the State and lags by 2 years before they can report it.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/13/2010
File: TIME_over_Time_20100713.xlsx TIME_Data
Page 62 of 121
53.7% 52.4% 52.5% 51.5%57.8%
50%
60%
70%
80%
90%
100%
Coh
ort R
etai
ned
Successful Completion of College Prep: Math% Who Completed Their Preparatory Program
Within 2 Full Academic YearsMath: Valencia
Math: FL System
Goal Two: Learning Assured
Source: FL DOE Accountability Measure 4 Part 1 Valencia Institutional ResearchPrinted: 7/2/2010
File: TIME_over_Time_20100702.xlsxMath
0%
10%
20%
30%
40%
FA02-SU04 FA03-SU05 FA04-SU06 FA05-SU07 FA06-SU08
% o
f C
Fall Cohort over 2 Years
Page 63 of 121
Categories and MeasuresComplete Math Prep in 2 YearsMathematics: Enrolled Any LvlMathematics: Passed HighestValencia Mathematics: Pct Passed HighestFL System Mathematics: Pct Passed HighestDifference
Graduation RatesThe accumulation of credits over 3 and 4 years, and the graduation rates over 4 years have steadily risen in recent years.
The 4-year graduation rate for the cohort of FTIC degree-seekers has jumped from 22.8% to 27.8% in just the last year.
The volume of certificates earned has increased dramatically over the last decade. This has benefited from Valencia's auto-award program of certicates to all who complete the requirements. 80% of certificates awarded are earned by degree-seeking students.
For the most recent 4-year FTIC cohort ending in 2010, 42.8% of college-ready students completed their degrees, over twice the rate, 21.1% for college-prep students.
The Federal IPEDS survey shows an increase in Valencia completion rates (degrees and certificates) from 34% to 41% over the last two years (4-year cohorts ending in 2007 and 2009).
Categories and MeasuresCompletionsCompletions: AACompletions: ASCompletions: AASCompletions: PSV CertificatesCompletions: PSAV CertificatesCompletions: ATC + ATDCompletions: EPITotal CompletionsCompletions: AS + AASC l ti D
14% 14% 13% 13% 13% 13% 13%13% 14% 13% 13% 13% 13% 13%4 Yr average for the above
"Normal Time" is 2 years for degree-seekers
13% 14% 13% 13% 13% 13% 13%
IPEDS graduation rates includes both degrees and certificates completed.Certificates earned by degree seekers are also included in IPEDS graduation rates.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Graduation Rates for College-Prep StudentsFall Cohorts over 8 Years for FTIC Degree-Seekers
College Prep - All Ethnicities
College Prep - Caucasian
College Prep - Hispanic
College Prep - African American
Goal One: Build Pathways
Objective 1.2 –Persistence
Grad Cohorts Dashboard Valencia Institutional ResearchPrinted: 8/13/2010
File: TIME_over_Time_20100813.xlsxGrads 4,6,8
Page 77 of 121
Graduation Rates over 4, 6 and 8 YearsGraduation rates are higher when cohorts are studied over longer periods of time, although this reduces the data points available.
For example, the Fall 2002 college-ready cohort shows graduation rates of 35.0%, 41.7%, and 45.0% over 4, 6 and 8 years respectively. Similarly, the Fall 2002 college-prep cohort shows graduation rates of 16.2%, 21.9%, and 24.4% over 4, 6 and 8 years respectively.
African-American graduation rates have risen in recent years The 4-African-American graduation rates have risen in recent years. The 4-year college-ready graduation rate for African-Americans has risen from 15.4% to 33.8% in the last decade.
Meanwhile, the college-ready graduation gap between African-Americans and Caucasians has narrowed from 22.5% to 9.7%.
Also, the college-ready graduation gap between Hispanics and Caucasians has shifted from 4.2% lower to 0.9% higher.
Grad Cohorts Dashboard Valencia Institutional ResearchPrinted: 8/13/2010
File: TIME_over_Time_20100813.xlsxGrads 4,6,8
Page 78 of 121
35.9% 35.0% 35.9%
42.8%
37.9%
39.1%
34.1%
43.5%
33.7%
23.2%
38.5%
44.4%
25 3%
33.8%
30%
40%
50%
Star
ting
Coh
ort
Graduation Rates for College-Ready StudentsFall Cohorts over 4 Years for FTIC Degree-Seekers
Tracking Inst Meas of Effectiveness over TimeValencia Transfers at FL Public UniversitiesUCFUSFFSUUFUNFFAUFIUFAMUUWFFGCUNCFTotal CC-FL Univ TransfersUCF % of Valencia Transfers
CC Transfers at UCFValenciaSeminoleBrevardLake-SumterDaytona Beach
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10FA 2005 FA 2006 FA 2007 FA 2008
Students are counted for the Fall in which they are found at the State University.Only students at a State University are reported. Excludes private & out of state students.
http://fldoehub.org/CCTCMIS/c/Articulation/2006-08/table7.htmlTracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 11/2/2010
File: TIME_over_Time_20101102.xlsx TIME_Data
Page 94 of 121
What % of UCF CC transfers come from Valencia?
Community College Transfer StudentsCommunity College Transfer StudentsAttending UCF in Fall 2008
ValenciaAll Other FL CCs35 2% Valencia
33.2%35.2%
Daytona
BrevardLake-
Daytona Beach6.4%
S FL CC S t A ti l ti R t T bl 7 V l i I tit ti l R h Fil TIME Ti 20101102 l
Brevard13.2%Seminole
9.6%
LakeSumter
2.4%Source: FL CC System Articulation Report, Table 7http://www.fldoe.org/arm/cctcmis/pubs/articulation/...
Valencia Transfers attending FL Public Universities(includes Valencia graduates and non-graduate transfers)% from Valencia to Various Univ: Fall 2008Florida SUS School 2006 2007 2008 CountUCF 77.0% 78.1% 80.0% 7,184 USF 7.6% 679 FSU 4.4% 395 UF 3.2% 284 UNF 1.4% 130 FAU 1.2% 106 FIU 1.1% 103 FAMU 0.4% 38 UWF 0.3% 28 FGCU 0.3% 27 NCF 0.1% 6 Total Found in the SUS 77.0% 78.1% 100.0% 8,980
% Transfer Concentration to UCF:Community College 2006 2007 2008 CountValencia 77.0% 78.1% 80.0% 8,980 Brevard 65.7% 4,341 Seminole 84.5% 2,463 Lake-Sumter 61.4% 854 Daytona Beach 64.8% 2,124 All Other FL CCs 9.2% 83,118 Total CC Transfers 21.2% 101,880
% Mix of All CC Transfers to UCF:Community College 2006 2007 2008 CountValencia 32.6% 32.4% 33.2% 7,184 Brevard 13.2% 2,851 Seminole 9.6% 2,082 Lake-Sumter 2.4% 524 Daytona Beach 6.4% 1,376 All Other FL CCs 35.2% 7,629 Total CC Transfers 100.0% 21,646
Fall 2008
Fall 2008
UCF80.0%
USF7.6%
FSU4.4%
UF3.2%
Valencia Transfer Students AttendingFlorida Public Universities in Fall 2008
Valencia33.2%
Brevard13.2%Seminole
9.6%
Lake-Sumter
2.4%
Daytona Beach6.4%
All Other FL CCs
35.2%
Community College Transfer StudentsAttending UCF in Fall 2008
Goal Four: Partner with the Community
Source: FL CC System Articulation Report, Table 7http://www.fldoe.org/arm/cctcmis/pubs/articulation/...
State University Academic Year for which GPA is Reported
Source: FL DOE Accountability Measure 2and ART LEVI.CCUVGPA.UCF
Valencia Institutional ResearchPrinted: 7/1/2010
File: TIME_over_Time_20100710.xlsxUCF GPA
Page 97 of 121
Categories and MeasuresGPA of AA Degree Graduates at UCFGPA of Valencia Grads at UCF - College PrepGPA of Valencia Grads at UCF - College ReadyGPA of Valencia Grads at UCF - CombinedGPA of Native UCF Students
This measure is the percent of transfers from Valencia that earned a GPA of at least 2.50 at their new university.This data is reported by the State and lags by 2 years before they can report it.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/14/2010
File: TIME_over_Time_20100714.xlsx TIME_Data
Page 100 of 121
Efficient Learning Environment
3,7333,583
1,818
3,688 3,593
1,916
3,981 3,897
2,049
4,243 4,154
2,262
4,571 4,436
2,441
4,884 4,860
2,812
89.9%86.1%
76.2%
90.0%
84.9%
71.2%
84.9%82.3%
71.8%
88.7%86.6%
75.2%
91.1% 90.6%
79.7%
93.5% 92.2%
84.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
5,500
6,000
6,500
7,000
7,500
2004 FA
2005 SP
2005 SU
2005 FA
2006 SP
2006 SU
2006 FA
2007 SP
2007 SU
2007 FA
2008 SP
2008 SU
2008 FA
2009 SP
2009 SU
2009 FA
2010 SP
2010 SU *
Utilization of Scheduled CapacityHow well did student demand fill the seat capacity offered?
Sections Scheduled% of Seats Occupied
* As of 5/24/2010
5.2%
8.0%
10.5%
11.6%12.0%
0%
2%
4%
6%
8%
10%
12%
14%
2006 (505) 2007 (826) 2008 (1157) 2009 (1386) 2010 (1521)Reporting Year (in parentheses: Flex Start Section Count)
Flex Start Sections per Yearas a Percent of All Course Sections
Goal One: Build Pathways
344306
215307
390316
427
555502
787
953
719
1,195
1,328
890
1,5111,582
1,019
1,8761,941
1,425
12 58
81 107 102 73 112 12665
113179
88
234 222135
282325
160
331411
281
135200 198
120181 163
98138 120
76119 92
50 75 58 220
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
2,200
2001 SU
2001 FA
2002 SP
2002 SU
2002 FA
2003 SP
2003 SU
2003 FA
2004 SP
2004 SU
2004 FA
2005 SP
2005 SU
2005 FA
2006 SP
2006 SU
2006 FA
2007 SP
2007 SU
2007 FA
2008 SP
2008 SU
2008 FA
2009 SP
2009 SU
2009 FA
2010 SP
2010 SU
Alternative Delivery Enrollment Trends (FTE)OnlineHybridTelecourses
3,7333,583
1,818
3,688 3,593
1,916
3,981 3,897
2,049
4,243 4,154
2,262
4,571 4,436
2,441
4,884 4,860
2,812
89.9%86.1%
76.2%
90.0%
84.9%
71.2%
84.9%82.3%
71.8%
88.7%86.6%
75.2%
91.1% 90.6%
79.7%
93.5% 92.2%
84.4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
5,500
6,000
6,500
7,000
7,500
2004 FA
2005 SP
2005 SU
2005 FA
2006 SP
2006 SU
2006 FA
2007 SP
2007 SU
2007 FA
2008 SP
2008 SU
2008 FA
2009 SP
2009 SU
2009 FA
2010 SP
2010 SU *
Utilization of Scheduled CapacityHow well did student demand fill the seat capacity offered?
Sections Scheduled% of Seats Occupied
* As of 5/24/2010
5.2%
8.0%
10.5%
11.6%12.0%
0%
2%
4%
6%
8%
10%
12%
14%
2006 (505) 2007 (826) 2008 (1157) 2009 (1386) 2010 (1521)Reporting Year (in parentheses: Flex Start Section Count)
Flex Start Sections per Yearas a Percent of All Course Sections
Efficient Learning EnvironmentThe number of course sections scheduled has risen from year to year for each term. The most recent Spring term had almost as many sections scheduled as Fall (4,860 vs. 4,884 respectively). Each term has shown record highs for the % of seats occupied.
Over the last 5 years, the number of course sections taught online has risen 5-fold.
Over the last 4 years, the number of flex start sections has tripled. 12% f ll ti h d l d t t ft th l t t d t f th12% of all sections scheduled start after the normal start date for the term.
More students (24.3% of all students) are taking courses on more than 1 campus within the same year (up from 21.5% last year).
The percent of instruction received from adjunct faculty (weighted by student seats) has risen from 40.7% to 51.7%.
Operating budget has decreased from $5,403 to $4,824 per FTE.
Categories and MeasuresStudents with Classes on Multiple CampusesStudents with Classes on Multiple CampusesStudents with Classes on All 4 CampusesDeg-Seek Students in Non-Online Credit Course% with Classes on Multiple Campuses% with Classes on All 4 Campuses
M lti l i tiMultiple campuses is per reporting year. It includes any student who took a course on a least 2 different campuses within the same reporting year.
This does not necessarily mean 2 courses on different campuses within the same term.
Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/14/2010
File: TIME_over_Time_20100714.xlsx TIME_Data
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$3,875$4,182
$4,591
$4,187$4,502 $4,537 $4,603 $4,555
$4,924$5,190
$5,403$5,098 $4,998
$4,824
$3,000
$4,000
$5,000
$6,000
Operating Budget per Funded FTE(Dollars are not adjusted for inflation)
Faculty Instructional MixWeighted by Class Enrollment
This is not the mix of courses taught but rather the mix of faculty as experienced from a student perspective.
10 Month
8 Month
Summer
4 Month
FacultyContract Type
Source: IR datamart tables, Banner tables.DK
Valencia Institutional ResearchPrinted: 7/5/2010
File: TIME_over_Time_20100705Faculty Mix by Enrollment
40.7% 43.2% 45.8% 47.6% 51.7%
0%
10%
20%
30%
40%
2006 2007 2008 2009 2010Reporting Year
Overload
Adjunct
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Categories and MeasuresSection Count by Faculty Type10 Month8 Month4 MonthOverloadSummerAdjunctMissingTotal Sections% Faculty Mix by Count of Sections10 Month8 Month4 MonthOverloadSummerAdjunctMissingEnrollment (Seats Filled) by Faculty type10 Month8 Month4 MonthO l d
Mix based on faculty counts captures a teaching perspective on the proportion of courses taught.Mix based on enrollment (seats filled) more precisely captures the student experience. This shows the
proportion of faculty by instructional type that students actually see teaching their classes.Tracking Institutional Measures of Effectiveness over TimeValues in blue are derived from other data in TIME/Time
Valencia Institutional ResearchPrinted: 7/15/2010
File: TIME_over_Time_20100715.xlsx TIME_Data
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Glossary of Terms Used in Institutional Research Reports
ACCOUNTABILITY REPORT – a process where data‐based measures are used to provide information on institutional performance. Accountability Reports, published by the Florida Community College Technical Center and Management Information System (CCTCMIS), contain fall cohort benchmark measures calculated from data submitted by Florida State Colleges. These reports include prior year high school graduate enrollments, student retention and success, performance indicators for degree graduates who transfer to state universities by college prep and non‐college prep, vocational program placement, and CLAS performance measures.
AGE
Mean Age – the age obtained by computing the arithmetic average of all the Valencia students' ages.
Median Age – the 50th percentile, obtained by creating a list of the ages of all the students in numerical order. The total number of students is divided by 2. The resulting quantity (rounded up to the next integer value if necessary) will be called position X. Starting from either end of the list and counting up or down to X, the middle age is found, corresponding to position X. That is the MEDIAN. For example, if there were 7 students and the list of their ages looked like this: 17 17 18 18 18 19 19, the median would be 18 (the second of the three 18s, in the fourth, or middle, position).
ALTERNATIVE DELIVERY
Hybrid/Blended Course – a course that blends online and face‐to‐face delivery. A certain percentage of course instruction is delivered via electronic means and a certain percentage of instruction is conducted face‐to‐face.
Online Course – a course in which 80% of the content is delivered online using the college‐approved course management system (WebCT and BBLearn). All course content is delivered online, but onsite course orientation and proctored testing may be required.
APPLICATION and ADMISSION – the process of completing and submitting an application to attend Valencia. Specific criteria must be met before an applicant is admitted to Valencia (see page 20 & 21 of Valencia Catalog).
Applied Student – one who completed Valencia’s application.
Admitted Student – a student whose application has been reviewed and accepted but may not have already registered for classes at Valencia.
Active Student – a student who has enrolled in credit courses at Valencia within the past 24 months.
Enrolled Student – a student who registered for one or more courses.
ARTICULATION – a State Board of Education rule that establishes provisions to facilitate the smooth transition of students through the various levels of Florida’s educational system. An agreement between Florida’s public state colleges and universities assures junior‐level status to students who complete the state college general education and graduation requirements in university‐parallel (AA degree) programs.
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CAMPUS LOCATIONS and OFFERINGS (* Associate in Applied Science (AAS) and Associate in Science (AS) Degree programs are composed of general and specialized courses. General education courses are taught at all college locations. Due to the need for equipment, some specialized courses may need to be taken at a specific campus.)
Criminal Justice Institute (CJI) – located at 8600 Valencia College Lane, Orlando, Florida. Career Certificate Programs in Criminal Justice are offered at this location. Valencia’s Human Resources office is also located at this site.
Downtown Center (DTC) – located at 190 South Orange Avenue, Orlando, Florida. College Administration and Valencia Foundation are located at the DTC.
East Campus – located at 701 North Econlockhatchee Trail, Orlando, Florida. This campus houses the Performing Arts Center/Black Box Theater and Alumni Association Office. In addition, the following programs are offered on East Campus: AA, AAS*, and AS* Degree Programs, Applied Technology Diploma, and Certificate Programs, and Honors Program. Students who apply and maintain their home records on this campus are considered East Campus enrollees.
Osceola Campus – located at 1800 Denn John Lane, Kissimmee, Florida. The following programs are offered on Osceola Campus: AA, AAS*, and AS* Degree Programs, Applied Technology Diploma, Certificate Programs, Corporate and Continuing Education, and Honors Program.
Sand Lake Center – 2411 Sand Lake Road, Orlando, Florida. This Center houses Valencia Enterprises which includes Corporate Training and Continuing Education, Center for Global Languages, Learning Scenarios, and Performance Consulting.
West Campus – located at 1800 South Kirkman Road, Orlando, Florida. The following programs are offered on West Campus: AA, AAS*, and AS* Degree Programs, Applied Technology Diploma, Certificate Programs, and Honors Program. Students who apply and maintain their home records on this campus are considered West Campus enrollees.
Winter Park Campus – located 850 West Morse Boulevard, Winter Park, Florida. The following programs are offered on Winter Park Campus: Honors Program, Corporate and Continuing Education, AA Degree Programs, Certificate Programs, Teacher Recertification, Weekend College, and Career Assessment & Employability Skills.
COURSE CLASSIFICATION
Advanced & Professional (A & P) – college credit courses and instructional programs designed to provide the first two years of course work for transfer to an upper‐division institution. This includes all courses and disciplines in the Associate in Arts degree program.
College Preparatory – courses intended to bridge the gap between secondary school and college for students with specifically identified deficiencies. The courses are credit earning but may not be applied toward a degree or certificate. These courses are designed to meet the academic needs of educationally disadvantaged students.
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Continuing Workforce Education (CWE) – noncredit courses designed for students who are already employed when they enroll at Valencia and whose primary objective is to enhance specific vocational abilities. CWE courses do not earn college credit or postsecondary adult vocational credit. CWE courses are offered at Valencia’s Criminal Justice Institute and Valencia Enterprises.
Educator Preparation Institute (EPI) – Educator Preparation Institute prepares students with a bachelor’s degree in a discipline other than education to become classroom teachers in Florida.
Lifelong Learning – noncredit courses that are not in the workforce arena. These courses are not funded by the State, do not belong to a program, and have an ICS code of 13300 (CLAST preparatory courses, study skills, and senior citizen physical education courses are lifelong learning courses). These courses are designed to review and improve a student's competencies. Students do not earn college credit for these courses.
Lifelong Learning (College Credit LLL) – a student enrolled in a non‐repeatable college credit course in which the student previously received a grade of A, B, or C. Grade forgiveness may not be used after the second enrollment. Enrollments are not funded by the State of Florida.
Post Secondary Adult Vocational (PSAV) – certificate career education, job preparatory courses and programs through which a student receives an adult vocational certificate upon completion of instruction. Students earn vocational credit but not college credit for completion of these courses. PSAV credit does not apply to college credit programs.
Post Secondary Vocational (PSV) – college credit, job preparatory programs through which a student receives an Associate in Science (AS) or Associate in Applied Science Degree (AAS), college credit certificate, Applied Technology Diploma (ATD), or an Advanced Technical Certificate (ATC) upon completion of instruction. PSV programs and related courses are designed to prepare students for employment at the technical level.
Post Secondary Vocational Certificate (PSVC) – programs of study and related courses designed to prepare persons for employment at the technical level. To earn a vocational certificate, students may choose to complete only the core technical courses for specific Associate in Science or Associate in Applied Science degree programs.
CERTIFICATE‐SEEKING STUDENT – a student who fulfilled Valencia’s application and admission requirements and is pursuing programs to prepare him/her for immediate entry into a career in the workforce. Valencia offers an Advanced Technical Certificate (ATC), an Applied Technology Diploma (ATD), Career Certificates, and Technical Certificates.
Advanced Technical Certificate (ATC) – an extension of a specific AS degree program that consists of at least nine (9) but less than 45 credits of college‐level course work. Students who have already received an AS degree and are seeking a specialized program of study to supplement their associate degree may seek an ATC. Students receive a certificate upon completion of the program
Applied Technology Diploma (ATD) – a program prepares students for immediate entry in to a career in the workforce. ATD programs require prescribed technical courses and a minimum of 11 college credits. These credits are applicable towards a related AAS or AS degree if the student meets degree‐seeking requirements. The EMT Applied Technology Diploma is the only ATD offered at Valencia and the courses can be applied toward the AS Degree in Emergency Medical Services Technology. ATD students receive a diploma upon completion of the diploma program.
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Post Secondary Adult Vocational Certificate (PSAV) – programs that prepare students for careers directly in the workforce. The programs require prescribed technical credit courses and basic skills proficiency achieved through college‐preparatory courses. The only Career Certificate program offered at Valencia is offered through the Criminal Justice Institute.
Technical Vocational Certificate – programs that prepare students for immediate entry into a career in the workforce. Technical Certificate programs require prescribed technical courses, and may require general education courses, for a minimum of 12 college credits. These credits are applicable towards a related AAS or AS degree if the student meets degree‐seeking requirements.
COHORT – a group followed through time, whose members share a significant experience or have one or more similar characteristics (e. g. ALL Valencia FTIC (first time in college) students, ages 20 through 29, who began Valencia during Fall 2009).
DEGREE‐SEEKING STUDENT – a student who fulfilled Valencia’s application and admission requirements and is pursuing an associate degree program (AA, AAS, or AS) at Valencia.
Associate in Applied Science (AAS) – a two‐year technical degree program that indicates a student has trained in a particular field and is prepared for employment (degree designated for job entry).
Associate in Arts (AA) – a two‐year degree program designed to provide the freshman and sophomore levels of education to students intending to transfer to an upper‐division institution.
Associate in Science (AS) – a two‐year technical degree program that contains 15‐18 credit hours of transferable general education courses. This program is designed to prepare students for employment in a vocational technical career without subsequent upper‐division training.
DAY or EVENING STUDENT
Day Student – a student enrolled in courses that meet during the day (prior to 5:00 p.m.). Counts are unduplicated during the day; however, students may also be counted as an evening student if they are also enrolled in night courses.
Evening Student – a student enrolled in courses that meet during evening hours (after 5:00 p.m.). Counts are unduplicated for the evenings; however, students may also be counted as day students if they are also enrolled in day courses.
DUAL ENROLLMENT – an acceleration mechanism by which high school students may simultaneously earn credit toward high school completion and a college degree. Dual enrollment students pay no tuition. Dual enrolled students may attend courses on a Valencia campus or on a high school campus.
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ENTRY LEVEL TESTING
CPT (Computerized Placement Test) – the primary entry testing used for placement in English, reading, and mathematics. Subtests include CPT Reading Skills (R), CPT Sentence Skills (W), CPT Arithmetic (M), and CPT Elementary Algebra (A). CPT College Level Math (I) is optional. Appropriate ACT or SAT scores may exempt a student from taking the CPT.
FETPIP (Florida Education and Training Placement Information Program) – this program obtains follow‐up data by matching the social security numbers of former students with information housed in various state and federal agencies. The 1989 Florida Legislature established this program as the primary resource for all public education agencies for the collection of graduate and leaver follow‐up information.
Placement – graduates of an AA degree program are considered placed if they are continuing their education in an upper‐division institution or serving in the military. Graduates of AAS and AS degree programs are placed if they are employed in a related field, are continuing their education, or are serving in the military. Certificate completers are placed if they are employed in a related field or serving in the military.
FTE (Full‐Time Equivalent)
Credit FTE – equals weekly course credit hours multiplied by course total enrollments divided by 30; one course credit hour is defined as 50 minutes of instruction per week. This is a method of funding defined by the State Department of Education.
Noncredit FTE – equals term total course contact hours multiplied by total course enrollments divided by 900; one contact hour is defined as 60 minutes of instruction. This is a method of funding defined by the State Department of Education.
FULL‐TIME/PART‐TIME STUDENT
Full‐Time Student – a student enrolled in 12 or more credit hours in Fall, Spring, or Summer terms.
Part‐Time Student – a student enrolled in fewer than 12 credit hours in Fall, Spring, or Summer terms.
GATEWAY COURSES – high‐enrolled courses that are taken by students early in their education at Valencia; six courses were targeted by the AtD (Achieving the Dream) Initiative. These courses included MAT0012C (Pre‐Algebra), MAT0024C (Beginning Algebra), MAT1033C (Intermediate Algebra), MAC1105 (College Algebra), ENC1101 (English Composition I), and POS2041 (U. S. Government I).
GPA (Grade Point Average) – obtained by dividing quality points earned (based on grades) by credits. GPAs range from 0.0 to 4.0. The following GPA types are calculated at Valencia: Institutional GPA (all course work at Valencia), Overall GPA (all course work, including transfer and college preparatory), Term GPA (all course
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Glossary of Terms Used in Institutional Research Reports
work attempted and earned for a given term), and Transfer GPA (all course work from other institutions). For certain reports, the Institutional Research Office also groups GPAs by course, department, college credit, college prep, etc.
Quality Points – the value, ranging from 0 to 4, for grades from A to F for all courses completed, used in determining a grade point average (GPA).
NTERNATIONAL STUDENT – a student who enters the United States on a nonimmigrant visa. Immigrants, refugees, and asylees ARE NOT international students. At Valencia, International students are referred to as SEVIS and non‐SEVIS students depending on Department of Homeland Security reporting requirements.
SEVIS (Student and Exchange Visitor Information System) – is a web‐accessible database used by the Department of Homeland Security to collect, track, and monitor information regarding exchange visitors, international students and scholars who enter the United States on F, M or J visa types. SEVIS is managed by the Student and Exchange Visitor Program (SEVP) within U. S. Immigration and Customs Enforcement.
LEVEL (Discipline) – a Banner term used to categorize courses and programs—credit, continuing workforce education, educator preparation institute, or post secondary adult vocational.
MSA (OR Orlando MSA) ‐ Orlando Metropolitan Statistical Area includes Orange, Osceola, Seminole, and Lake counties. Florida is divided into twenty MSAs. Metropolitan and micropolitan statistical areas (metro and micro areas) are geographic entities defined by the U. S. Office of Management and Budget (OMB) for use by Federal statistical agencies in collecting, tabulating, and publishing Federal statistics.
PERSONNEL CLASSIFICATION
Administrative/Executive/Management (EAM) ‐ a personnel category defined by the Florida Accounting Manual which includes persons whose assignments are planning, organizing, and managing the institution or a subdivision within the institution. Officers holding such titles as President, Vice President, Provost, or Department Deans are reported here.
Faculty – a personnel category defined by the Florida College System that includes persons whose assignments are for the purpose of conducting instruction.
Noninstructional Professional – a personnel category defined by the Florida College System which includes staff members with assignments requiring professional training and are not reported under administrative or faculty. Such titles as Counselor, Coordinator, and Director are reported here.
Secretarial/Clerical – a personnel category defined by the Florida College System that includes persons whose assignments are associated with clerical activities or is specifically of a secretarial nature.
Service/Management – a personnel category defined by the Florida College System which includes persons whose assignments require the performance of duties which provide comfort, convenience, and hygiene to personnel and students or the upkeep and care of buildings, facilities, or grounds. Examples include custodians, groundskeepers, and security personnel.
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Glossary of Terms Used in Institutional Research Reports
Teaching/Laboratory Assistants – a personnel category defined by the Florida College System that include persons whose assignments require the development of teaching materials (syllabi and visual aids) and the supervision of laboratories.
Technical/Paraprofessional/Skilled Craft – a personnel category defined by the Florida College System that includes persons whose assignments require special manual or technical skills and a thorough knowledge of the processes involved in specific trades. Such positions as computer operator, graphic artist, electricians, carpenters, and typesetters are included here.
TERM ‐ the period of time identifying when a course is conducted. One academic year includes three terms—Fall, Spring, and Summer.
Fall Term – August to December.
Spring Term – January to May.
Summer Term – May to August.
Flex Start – schedule of all classes that start on a day other than the official first day of classes for any Fall, Spring, or Summer Full Term.
VOCATIONAL CREDIT – a type of credit assigned to courses or course equivalent learning that is part of an organized and specified vocational degree or certificate program.
YEAR
Academic Year – the sequence of three terms—Fall, Spring, and Summer.
Calendar Year – January through December.
Financial Aid Year – October 1 through September 30 (Federal Fiscal Year).
Fiscal Year – July 1 through June 30.
Foundation Year – April 1 through March 31.
Reporting Year – the sequence of three terms—Summer, Fall, and Spring. State of Florida reporting falls in this category.
