ࡱ> CFGHImnopq% & ' ( g `abcdO\^`bdfhjlnpr @ _jbjbqq YljjjjD4 4 4 4 \ 4 E8hEjEjEjEjEjEjE,G IE " E_"jj+8_"_"_" j8hE_"4jjjj hE_"_" # [4 4 !Z2EE 'J_"'J_"Foothill College Educational Master Plan 2005-2015 Draft 2 Revision 2 January 3, 2005 Table of Contents  TOC \o "1-3" I. Plan Overview  PAGEREF _Toc500991979 \h 3 A. Educational Master Plan Overview  PAGEREF _Toc500991980 \h 3 B. Reflecting Over the Last Decade and Into the Next Decade: Foothill College, 1994-2015  PAGEREF _Toc500991981 \h 4 C. Planning Process and Participant List  PAGEREF _Toc500991982 \h 8 1. Planning Process  PAGEREF _Toc500991983 \h 8 2. Educational Master Plan Participants  PAGEREF _Toc500991984 \h 9 II. Key Directions  PAGEREF _Toc500991985 \h 10 A. Foothills Vision, Operational Structure, and Core Learning Outcomes  PAGEREF _Toc500991986 \h 10 1. Vision  PAGEREF _Toc500991987 \h 10 2. Operational Structure  PAGEREF _Toc500991988 \h 10 3. Core Learning Outcomes  PAGEREF _Toc500991989 \h 11 B. Student Access, Equity, and Success Performance Progress Reports: 2005-2015  PAGEREF _Toc500991990 \h 13 1. 2003-2004 State of the College: Institutional Portfolio  PAGEREF _Toc500991991 \h 13 2. 1994-2004 Progress Reports  PAGEREF _Toc500991992 \h 24 C. Quality Indicators and Goals: 2004-2015  PAGEREF _Toc500991993 \h 25 1. Transfer: Meeting the Challenge  PAGEREF _Toc500991994 \h 25 2. Degree and Certificates Awarded  PAGEREF _Toc500991995 \h 27 3. Student Success: Successful Course Completion and Beyond  PAGEREF _Toc500991996 \h 29 4. Basic Skills: Moving Students from Remedial to College Level  PAGEREF _Toc500991997 \h 31 5. Workforce Development: Success After Completion  PAGEREF _Toc500991998 \h 36 6. Enrollment Stability: Access to Learning Opportunities  PAGEREF _Toc500991999 \h 40 7. Fiscal Soundness  PAGEREF _Toc500992000 \h 43 8. Learning Outcomes  PAGEREF _Toc500992001 \h 48 III. Planning Index Plan Overview Educational Master Plan Overview The 2005 Educational Master Plan (2005 EMP) was released in 1999 with core quality indicators that were to be used as measures of achievement in key areas of student success such as enrollment stability and financial soundness. The California Community Colleges Chancellors Office adopted similar measures as part of the Partnership for Excellence (PFE). Performance goals were adopted for: Transfer rates to UC & CSU Degrees and certificates granted Student success and retention rates Basic skills improvement Workforce development Enrollment and fiscal stability Foothill used the States PFE goals as benchmarks and established additional measures that were significantly higher. These goals were based on performance projections intended to stretch the institution and as measures for improving learning outcomes. Program planning decisions and resource allocations have been guided by Foothills commitment to reach the 2005 EMP institutional goals. In the subsequent years: Foothill not only met the annual goals, but exceeded them also in nearly all cases New programs were added in areas that fell below recent expectations Despite recent drastic budget cuts, the programs and services developed to ensure student success have continued to be effective A review of the States referential files for all PFE measures shows that Foothill remains at or near the top when compared to 109 other community colleges Not reflected in the State's files is Foothill's goal of parity in student success for all students. As reported in the Foothills State of the College 2004 report, the gap between student groups is closing Enrollment and productivity targets have been met or exceeded despite major budget cuts Budgets have remained in balance while FTES and productivity goals have been exceeded The 2005 EMP projections and goals were important markers that served Foothill well in promoting student success. For the Educational Master Plan 2005-2015 (2015 EMP), Foothill looks at the trends over the past ten years and builds projections for the next ten years. The 2015 EMP has included projections from the California Post-Secondary Education Commission (CPEC), State Chancellor's Office, Joint Ventures Silicon Valley, and Employment Development Department (EDD) combined with emerging trends in transfer rate, workforce development, and basic skills performance standards. Success indicators and performance goals have been expanded and now include: Transfer rates to UC and CSU, as well as transfer-ready rates Degrees and certificates granted Student success and retention rates, adding emphasis to parity by analyzing data by ethnicity Basic skills improvement, with the addition of goals for performance in advanced courses Workforce development course success, expanded to include performance on the Federal Vocational and Technical Education Act (VTEA) core indicators emphasizing special populations Enrollment stability and access, which has been separated from fiscal stability for this plan, as the planning group sees this as the major problem in the next ten years. The group wants to pay particular attention to the issues of limited access and potential solutions. Demand projections are being compared to actual funded numbers Fiscal soundness, separated for tracking and planning purposes Learning outcomes, newly emphasized with defined measures and performance standards at the institutional, program, course, and individual student levels The Institutional Planning Committee (IPC) intends that the projections established in the 2015 EMP be reviewed and adjusted by the campus community before final plan adoption in Spring 2005. However, considerable time and effort went in to crafting the projections and the IPC is confident that they are sound and should prove to be equally effective in guiding Foothill through the next ten years. The IPC will measure progress towards the stated goals and produce a progress report every two years. These progress reports are intended to guide decision-making and resource allocations in the upcoming years. Reflecting Over the Last Decade and Into the Next Decade: Foothill College, 1994-2015 The span of years covered in this summary of review and projection effectively represents a lifetime to some Foothill students. Where Foothill was ten years ago and where it will be ten years from now is not simply an abstract concept. Foothill's 2003-04 State of the College report offers a reflection of the last ten yearsthe first decade in a new presidencyand a projection for the future of the college. In that report, as in this one, the 1993-94 academic year serves as a benchmark for purposes of comparison. Bernadine Chuck Fong became president in 1994 at a time represented by recovery of both confidence and fiscal stability from a downturn in the state economy compounded by internal budgetary imbalances. The tone for Foothill's future was set in the development of core values geared to restore and maintain trust and integrity through an innovative governance structure emphasizing a mission-based approach and a recognition of the equal importance of instruction and student support services. The 1994-95 academic year began a period of dramatic change for the college and unprecedented and steady growth. Foothill's enrollment has increased nearly 30 percent in the last ten years, surpassing projections for 2005. While enrollment figures are a vital measure of our successful ability to fulfill our stated purpose of providing access to education, this administration has always recognized the student as our most crucial measurement of success; our success as a learning organization depends on the success of our students in their ability to achieve their educational goals. Defining success from the perspective of the student and the institution has been fraught with limitations. Recent years have been punctuated by Foothill's attempt to expand and refine the definition of a successful graduate, to identify expected learning outcomes, and to develop methodology to assess and demonstrate student success beyond the traditional measures of criteria such as GPA, transfer rates, degrees and certificates issued, course completion, and retention. These efforts and related data are summarized in this Educational Master Plan. An important element in the process of defining what skills and attributes a Foothill graduate should possess has been to understand who are the Foothill students. Each of the last ten academic years has begun with a theme that emphasized an aspect of learning about our student population, while acknowledging with appreciation the diversity of our college community in terms of background, starting points, and learning styles. The new century, 2000, began with a commitment to improve student performance and eliminate achievement gaps between the college-wide average and underrepresented student segments. Emphasis on student performance brought us to where we are now, approaching the 2005-06 academic year with a continuing focus on identifying learning outcomes, developing the means for assessing these, and exploring innovative ways such as student portfolios for demonstrating achievement. Additionally, we are restructuring our academic and administrative framework to reflect our students' needs while accommodating a reduction in resources. The need to examine our academic and administrative structure was accelerated by serious budget problems at the State level that began to be manifested by 2002, the implications of which are likely to be felt well into the future by California's community colleges. Student fees were increased by the State, and a differential fee was once again discussed for degree-holding students. As degree-holders make up about 30 percent of Foothill's student population, the differential fee may have a significant impact on our enrollment, as it did the last time the fee was imposed in 1992. Entering the 2003-04 academic year, Foothill was faced with a permanent budget reduction of $4 million. Foothill addressed the problem by applying existing guidelines such as those adopted by the College Roundtable, and by viewing the institution from an academic, student and financial perspective. Additionally, employees were challenged to think creatively about how best to meet the changing needs of our students during a time of fiscal restraint. As a result, Foothill utilized innovative methodology to make its budget reductions with little immediate impact to programs or loss of full-time employees. Entering the 2003-04 academic year, planning centered on meeting the following challenges: Maintain enrollment and WSCH to generate 14,500 FTES Restructure basic skills programs to increase the success of our students Restructure our other programs to address our different student segments Restructure high cost, low productive programs to reflect how we are funded by the State Reduce expenses by $4 million Innovation has not been limited to finding ways to deal with diminishing resources. In spite of our fiscal challenges, Foothill's steady focus on our purpose and mission, and on the process of restructuring the organization has stimulated the college to: Develop new, more powerful learning environment designs. Integrate learning outcomes objectives into our academic and student service programs. Focus on the student as the unit of measurement. Review student performance through student and course portfolios. Restructure academically and administratively to reflect the needs of our students and to bring us in closer alignment with how we are funded by the State. These are some of Foothill's noted accomplishments over the last decade: Foothill remains in the top 5 percent in the State and has often been #1 in transfer, basic skills, and overall successful course completion Workforce development core indicators of success exceed the State's established goals in 20 of 30 categories in 2003-04 The number of degrees awarded over the last ten years has increased 62 percent Overall student retention has increased to 92 percent Minority student retention has increased to 91 percent, comparable to the college average Enrollment has increased 40 percent over the last ten years Productivity has exceeded budgeted targets for each of the last five years Foothill has ended each fiscal year with a healthy ending balance Minority faculty and staff increased to 31% in Fall 2004 from 27% in Fall 1994 Since 2000, online enrollment has increased 84 percent; in Winter 2004, 4,100 students and 70 instructors engaged in online education. Online course offerings have increased from 68 in 2000 to 126 in 2004. Foothill offers eight degrees fully online, and two online bachelor completion programs in conjunction with out-of-state universities Foothill initiated an ETUDES Consortium in 2002 with the support of the State Chancellor's Office; it is now the engine for Web-based courses used by 50 colleges, 670 instructors, and 18,000 students in the California College Community system In 2003, Foothill entered a partnership in the Sakai Project with Stanford, University of Michigan, Indiana, MIT, and the Hewlett Foundation in an open course management project which will increase the capability of ETUDES, our course management system Involvement in the League for Innovation's 21st Century Learning Outcomes Project stimulated focus on student learning outcomes, including a component on learning outcomes in program review, and the formation in 2001 of the Learning Outcomes Assessment Network (LOAN), which continues to research and showcase innovation and best practices in demonstrating student learning Our Measure E projects and planning have been completed within the required timeframes and within or under budget In the past five years, increased research capacity has allowed us a better understanding of who our students are. Having access to such data influences how we can best structure our organization. The most dramatic data presented in 2002 was concerned with the success of students enrolled in basic skills courses. While Foothill ranks number one in the State in student success rates in basic skills, research demonstrated that students who receive a "C" in a basic skills course have only about a 50 percent chance of passing the next course in the sequence, and that only 50-70 percent of the students who place by assessment into a pre-collegiate level of English or mathematics course actually enroll in the course. More complete data on this subject and plans for addressing the issue are examined in the basic skills section of this Educational Master Plan. Currently, Foothill is in the midst of a faculty hiring process and preparing to fill up to 15 full-time faculty positions. Academic year 2004-05 will be a pivotal period when we will be implementing a number of the initiatives developed in 2003-04, including: Academic restructuring and realignment of our courses and class hours Gradual conversion to a block schedule, which we have identified as beneficial to student learning as well as easing parking and commuting problems Orientation for new full-time faculty through our annual September Leadership Retreat Initiation of our re-accreditation self-study in preparation for the accreditation team visit in November 2005 Solutions to issues related to basic skills Strategies to provide better service and incentives to attract and retain students who are degree-holders In the upcoming years, Foothill will focus on continuing to provide access to quality education despite diminishing resources. Among our challenges: Continue to improve student performance, using the student as the measure of our success Increase the number of degrees and certificates awarded Improve tracking of transfer students, particularly to private and out-of-state institutions Increase focus on learning outcomes Continue to reduce the achievement gap Improve employment retention performance for special populations in workforce development Increase successful college-level course completion rates for all ethnic groups by five percent Increase successful credit course completion rates so that all groups are above seventy percent. For example, basic skills math is historically in the 35-50% range Implement our new Basic Skills First Year Experience program, which is made up of learning communities of English, math, and counseling Focus particular attention on the successful completion of mathematics courses for all students Help the architects, contractors, and Foothill personnel focus on maintaining the integrity of the Foothill architecture and ambience in every aspect of Measure E Through the Sakai Project, promote the ETUDES Consortium and open courseware initiative Generation 2.0: from technology to deep learning increase focus on course objectives and learning outcomes beyond the confines of defining a course by 50-minute hours and units Planning Process and Participant List Planning Process The Foothill College Educational Master Plan: 2005-2015 (2015 EMP) was built upon the 2005 Educational Master Plan (2005 EMP) released in Spring 1999. Planning goals set five years ago were reviewed for each of the critical success factors; activities, events, and data spanning the last decade were analyzed; projections were estimated to the year 2015; and new planning agendas were established. Similar to the 2005 EMP, the 2015 EMP represents the convergence of a number of campus-wide planning initiatives incorporating information from student services and instructional program reviews, the president's annual State of the College reports, the Facility Master Plan, the Student Equity Plan, and planning discussions and materials for technology, diversity, staffing, and resource allocation. The 2015 EMP evolved in a collaborative process that included contributions from individuals and committees representing several campus constituent groups, and was guided by the Institutional Planning Committee (IPC). Program review self-studies, findings, and division planning summaries provided the basis for the 2015 EMP. Research data extracted from Foothills Student Information System (SIS) database and state and regional demographic, educational, and workforce resources were used to provide internal and external information critical to the planning process. The entire college community was invited to participate in the review and revision of the draft of the 2015 EMP through discussions that occurred in shared governance groups and campus committees, including the College Roundtable mission-based focus group, the IPC, the College Curriculum Committee, the Learning Outcomes Assessment Network, the Workforce Education Advisory Group, the Resource Allocation Committee, classified and academic senates, Foothill Associated Student Body, and the Administrative Council. Additionally, the draft was posted on the college website with opportunity for feedback. Following input from these sources, the 2015 EMP was revised and then discussed by representatives from the student body, the administration, the faculty, and staff groups. During these discussions, short-term measurable goals were finalized and included in this plan under the heading Planning Goals and Progress Measures, 2000-2015. The plan was then presented to the college community during Spring quarter, and will be submitted to the Foothill-De Anza Community College Board of Trustees for adoption in June 2005. The 2015 EMP is expected to remain a living document that will be reviewed and revised to reflect changes occurring as a result of its implementation, altered circumstances, or additional observations. It is reviewed yearly and updates of critical elements are included in the annual president's State of the College reports. Educational Master Plan Participants The following students, faculty, staff, and administrators contributed to the 2015 Educational Master Plan (2015 EMP) through their participation at College Roundtable, Institutional Planning Committee, Learning Outcomes Assessment Network, or the Fall Leadership Retreats. Thanks, too, to all of the unnamed others who participated in the drafting and review of the 2015 EMP at division meetings, other open forums, or online. The creation of Foothills 2015 EMP was clearly a collaborative process. Foothill is indeed a great place because of the efforts and quality of the people listed here. Karen Alfsen Shirley Barker Bob Barr George Beers Janet Brynjolfsson Jerry Cellilo Hilary Ciment Bernie Day John Dubois Bernadine Chuck Fong Karen Gillette Duncan Graham Gertrude Gregorio Frances Gusman Tess Hansen Alan Harvey Kurt Hueg Warren Hurd Chuck Johnson Penny Johnson Robert Johnstone Chuck Lindauer Rose Myers Cori Nuez Eloise Orrell Bill Patterson Jay Patyk Penny Patz Mary Ann Pavic Denise Perez Lucy Rodriguez Sara Seyedin Virginia Slayton Paul Starer Annette Stenger Lori Thomas Charlotte Thunen Karen Webb Key Directions Foothills Vision, Operational Structure, and Core Learning Outcomes Vision Foothill College continues its distinctive and innovative reputation into the 21st century guided by a vision that encompasses its core values, purpose, and mission. Core Values Honesty, integrity, trust, openness, and forgiveness Purpose To provide educational opportunity for all with innovation and distinction Mission To provide lower division academic instruction, career programs, and continuous workforce improvement to advance California's economic growth and global competitiveness Foothill College provides educational opportunity for all who can benefit from the instruction and support services offered. Foothill College is a multicultural institution committed to meeting the evolving educational, economic, and cultural needs of an increasingly technology-based global community. Foothill fulfills its mission by offering academic courses, programs, and services unique to the Silicon Valley. Courses are scheduled to maximize student accessibility in a variety of settings and modes. Foothill provides the support services required to help students with diverse needs and learning styles succeed in reaching their educational goals. Foothill College offers: Associate in Arts or Science degrees Certificates of Achievement, Completion, and Proficiency Preparation for transfer to another college, university, or postsecondary institution Career education, training, and services Basic skills, English as a Second Language (ESL), leadership skills, and student development Student support services to promote student success Operational Structure Organization Merged academic instruction with student services or development Four vice-presidents all have an instructional and student development or services area Instruction/Research Student Development/Instruction Technology and Instruction/Learning Resources Educational Resources/Instruction Nine academic divisions with 100 departments Four student development program areas supervised by deans Seven other administrative support areas Governance Mission-based Transfer Vocational/Career Education Basic skills Student Development and Retention Student Outreach and Recruitment Foothills Student Learning Outcomes Communication Computation Critical Thinking Community Responsibility Content-Based Knowledge, Skills, and Abilities What is Foothill enrollment segmentation? The Foothill enrollment segmentation is a statistical tree-based methodology of dividing and subdividing the 18,326 students enrolled in credit courses for Fall quarter 2003 by key demographic and behavioral variables. Although the demographic variables of age, gender, ethnicity, education level, district of residence, and Visa status are interesting and useful factors in determining the identity of Foothill students, the more valuable information and better predictor for future behavior comes from the student's actions or behavioral variables. Behavioral variables could include academic division, number of courses taken, off-campus vs. on-campus courses, basic skills vs. non-basic skills courses, online vs. offline courses, and day vs. evening courses. To summarize, after considering a number of potential initial variables, the final segmentation analysis produced the following results from the Fall 2003 data: Segment 1: students taking credit courses exclusively from one or both of the Physical Education (PE) or Fine Arts divisions Segment 2: students taking a single credit course from any division besides PE or Fine Arts Segment 3: students already having an associate degree or higher Segment 4: international students with high school (HS) equivalency taking two or more courses not exclusively in PE/Fine Arts Segment 4A: students on an F1 Student Visa Segment 4B: students with Permanent Resident or other Visa types Segment 5: U.S. students with HS equivalency taking two or more courses not exclusively from PE/Fine Arts Segment 5A: students residing outside of FHDAs district boundaries Segment 5B: students residing inside FHDAs district boundaries  EMBED Excel.Sheet.8  Student Access, Equity, and Success Performance Progress Reports: 2005-2015 2003-2004 State of the College: Institutional Portfolio Student Demographics  EMBED Excel.Sheet.8  YearTotal FTESPercent ChangeFall HeadcountPercent Change1990-91 13,276.4 0.020,2090.01991-9212,315.1 -7.217,439-13.71992-93 10,968.1 -10.915,590-10.61993-94 11,016.9 0.415,073-3.31994-95 10,822.2 -1.813,103-13.11995-96 11,288.4 4.312,579-4.01996-97 12,068.0 6.914,29113.71997-98 12,303.9 2.015,1786.21998-99 12,870.6 4.616,0185.51999-00 13,346.6 3.716,6754.12000-01 13,778.6 3.217,8837.22001-02 14,419.9 4.718,8045.22002-03 15,055.0 4.419,3653.02003-04 14,297.2 -5.018,326-5.4Source: Official CCFS-320 Reports (displayed on the IR&P Web Site which excludes Apprenticeship)MAUI data indicates that the demand for afternoon courses has increased in recent years and is projected to remain strong in the future. However, from Fall 2002 to Fall 2003 enrollment decreased by 5.4% falling 18% below the Educational Master Plan 2005 Projections. This decline was the result of budget concerns forcing a reduction in sections. Foothill has always been over cap, but for the first time in many years, the Fall 2004 enrollment may come in below cap projections. In 2002-03, Foothill was 400 FTES over our funded cap. In 2003-04, Foothill earned 758 fewer FTES than in 2002-03, but still within the District projections and at cap - this decline was included in planning.  EMBED Excel.Sheet.8  Fiscal Year Total FTESDivision1996-971997-981998-991999-002000-012001-022002-03Adaptive Learning/Disabled Services668.0687.7683.9693.2737.6761.9751.4Biological & Health Sciences1,576.91,526.81,614.81,616.21,589.71,665.31,873.8Business & Social Sciences1,452.41,457.41,539.31,584.21,738.82,116.12,386.6Computers, Tech, & Info Systems1,330.41,465.51,730.02,029.62,236.71,937.01,545.1Economic Development386.5255.9190.6167.6184.5189.9177.4Fine Arts & Communication2,144.82,182.62,147.72,176.52,249.72,399.12,446.0Guidance/Counseling118.4172.8161.7151.3126.8126.9127.4Language Arts1,612.91,529.81,557.71,624.11,591.71,724.91,873.9Library44.727.438.581.736.927.534.6Physical Ed & Human Performance1,364.21,501.51,639.41,656.31,756.81,870.21,894.3Physical Sci/Math/Engineering1,440.91,477.61,559.31,585.51,515.41,674.61,823.4Totals12,140.112,285.012,862.913,366.213,764.614,493.414,933.9 Enrollment is up in every division except for Computers, Technology, and Information Systems (CTIS) and Economic Development. Economic Development has remained relatively stable over the years, but CTIS has had sharp growth increases and decreases that closely parallel the economics Californias technology-based industries. Following the dot-com bubble burst which started in Spring of 2000 and continues currently, companies are reacting to economic deficit cycles with consolidations, layoffs, hiring freezes, and austerity plans that considerably reduced education benefits spending. One group that historically utilized company education benefits at Foothill and especially in the CTIS division were the Permanent Resident and H-1 working visa employees and their families in the Silicon Valley. As a result of many of these individuals being laid off, returning to their country of origin, or were no longer being offered an education benefit, the enrollment dropped in the CTIS division. Another contributing factor has been the increased difficulty in obtaining visas after September 11, 2001. Foothill CollegeComparison of Fall Census 2003 and 2004 by Sections, Enrollment, WSCH, and HeadcountSelected CasesSectionsDuplicated EnrollmentEstimated WSCHDivision/DepartmentFall03Fall04%ChangeFall03Fall04%ChangeFall03Fall04%ChangeComputers, Tech, & Info Systems136125-8%2,5962,234-14%17,91915,603-13%Business Office Technology440%3323-30%198112-43%Computer & Software Training2217-23%482406-16%2,6292,360-10%Computer Information Systems5348-9%1,2831,072-16%9,7928,305-15%Computer Networking and Electronics14140%23331535%1,3871,87335%Computers on the Internet2119-10%450358-20%3,3662,737-19%Journeyman Program206 -70%10327-74%535122-77%Learning in New Media Classrooms217750%1233175%1294683%Total Foothill College1,6571,633-1%38,77435,787-8%196,113190,130-3%Unduplicated HeadcountEstimated WSCHVisa CodeFall03Fall04%ChangeFall03Fall04%ChangeNon-resident Fee H11715-12%10584-20%Resident Fee H114478-46%1,250655-48%Total H116193-42%1,355739-45%Non-resident Fee PR3221-34%499322-35%Resident Fee PR1,580930-41%19,49711,723-40%Total PR1,612951-41%19,99612,045-40%Note: WSCH is estimated, i.e., it assumes that all students enrolled in positive attendance classes will attend all class sessions.Source: Year to Year Daily Comparison Reports produced by Andrew LaManque; Extract dates of 10/7/03 and 10/5/04.FHDA - IR&P - RBB 12/1/04(FH CTIS & H1 Census F03 to F04 Comparison.xls) 40% of Foothill students are from within the District 28% from the Foothill area and 12% from the De Anza area. 29% of De Anza students are from within the District 24% from the De Anza area and 5% from the Foothill area. 19% of our students are full-time, attempting 12 units or more 76% of our students are part-time, with 56% attempting fewer than six units Average number of units taken is 6.92 (up from 6.77 in Fall 2002) 79% are day students (up 1% from Fall 2002) 32% hold a BA/BS or higher degree F-1 student enrollment decreased in Fall 2003 by 11.3%, going from 990 unduplicated students to 878. This decline was caused by many external challenges including increased security and visa difficulties after September 11, 2001, increased recruitment travel risks, an uncertain economy, increased competition from colleges and universities in other English speaking countries. Intakes for Winter 2004 and Spring 2005 also declined. Foothill CollegeUnduplicated Count of F-1 Visa StudentsFall Quarters 1995-2003Term Unduplicated F-1 and FX VisasAnnual Percent ChangeFall 19953720.0Fall 199641210.8Fall 199746212.1Fall 199859428.6Fall 19996204.4Fall 200074420.0Fall 200192324.1Fall 20029907.3Fall 2003878-11.3Source: George Beers, International Student Office Fall Census First CountEven with this decline, overall non-resident tuition income for Foothill is up from $5,329,127 in 2002-03 to $5,349,888 in 2003-04. However, increased per unit costs for non-resident students decreases Foothills competitiveness with other colleges and universities. It should also be noted that in 2000-01, as part of our international recruitment effort, Foothill began marketing at De Anza because of its salability. However, enrollment continues to climb slowly at De Anza since its visibility is still new. The age ratio for students remained consistent between Fall 1998 and Fall 2003: Median student age ranged between 2728 Modal student age remained at 19 Average student age ranged between 32.733.1 19.820.6% of our students were under 20 40.941.4% of our students were under 25 55.256.1% of our students were under 30  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Foothill CollegeDistance Learning EnrollmentsYear Enrollment Percent Increase1996-971,7770.01997-983,23181.81998-994,36034.91999-006,00237.72000-017,43123.82001-0211,05148.72002-0314,14728.0Note: This includes both online and TV Classes, but since 1999-00, TV classes have not been taught.ETUDES (Easy to Use Distance Education Software) is a course management system (CMS) developed in the mid-90s by Michael Loceff, Foothill College computer science instructor. ETUDES is currently used by over 750 faculty from 50 institutions mostly community colleges in California. The continued development or next generation of ETUDES (ETUDES-NG) is now part of a larger project called Sakai, a consortium of colleges and universities. Through Foothills leadership and participation in Sakai, ETUDES-NG will benefit from the collective knowledge and experience of the partner institutions. The continued development of ETUDES is now part of a larger project called Sakai, a consortium of colleges and universities. Through Foothill's leadership and participation in Sakai, ETUDES-NG (Easy to Use Distance Education Software Next Generation) will benefit from the collective knowledge and experience of the partner institutions. Foothill could become the major supplier for course management systems in California and beyond. Generated income could underwrite cost of ETUDES-NG and its on-going product development, support, and maintenance. Distance Learning or courses using ETUDES to support student learning has grown dramatically. In 2002-03, there was a duplicated enrollment growth of 28% to 14,147 students, but from 2000-01 to 2002-03, there was a 90.4% enrollment increase. Additionally, not shown below, out of 452 part-time faculty and 191 full-time faculty teaching during Fall 2004, 124 faculty or 19.3% have received training in ETUDES and are currently using it to support student learning one way or another in their courses. Academic and student services need to reflect our students cultures.  EMBED Excel.Sheet.8   EMBED Excel.Sheet.8  Fall Headcount Percentage Distribution by Ethnicity19992000200120022003EthnicityCount%Count%Count%Count%Count%Asian/PI/Filipino3,56621%3,91222%4,20322%4,53723%4,55225%African Am5313%4613%4893%5333%5503%Hispanic1,77011%1,84710%1,88210%1,93210%2,17312%Native Am1111%1091%930%950%941%White7,44445%7,19740%7,02337%7,14637%7,05438%Other/Unkn3,25320%4,35724%5,11427%5,12226%3,90321%Total16,675100%17,883100%18,804100%19,365100%18,326100%Source: FHDA IR&P Web site Demographic Trends, 12/7/04 Faculty and Staff Demographics  EMBED Excel.Sheet.8  FallFallFallFallFallFallFallFallCategory19961997199819992000200120022003Administrator2523242123252322Faculty192185192195200218206198PT Faculty FTE*149170169182179202204205Classified162160159134132143149140Total528538544532534588582565Students14,29115,17816,01816,67517,88318,80419,36518,326Students per Admin572660667794778752842833Students per Faculty7482838689869493Students per Classified8895101124135131130131Students per All Staff2728293133323332Source: For Administrator, Faculty, and Classified headcounts, IR&P Web Site Employee Tables. In Fall 2003, full-time staff decreased by 6%, with an additional 1.5 FTE not being replaced in 2003-04 In Fall 2003 and in Fall 2004, minority staff remained at 36% In Fall 2003, the supervisors and confidential staff numbered 8 In Fall 2004, administrators increased from 22 to 23 at Foothill From 2003 to 2004, minority administrators declined from 36% to 35% In Fall 2003, full-time faculty decreased by 4% from 206 to 198, but remain at the prior seven-year average of 198.3. The 488 part-time faculty (headcount) made up 205 PT FTEF, 14% above the prior seven-year average of 179.3 In Fall 2004, the percentage of female faculty increased slightly from 56% to 58% In Fall 2004, the percentage of minority faculty decreased from 29% to 27% In Fall 2003, 49% of the faculty were full-time (198 FT by headcount and 205 FTE as part-time, PDL replacement, and FT on overload). This is a 3.8% decline from the prior year. Reducing sections to balance the budget and reduce FTES over cap and the elimination of concurrently enrolled course sections played a role as well During 2003-04, 15 new full-time faculty hired, 27% of whom are minority The following table illustrates the WSCH produced by FT and PT through Fall 2003: Foothill College Fall Quarter WSCH by Assignment TypeAssignment TypeFall 96Fall 97Fall 98Fall 99Fall 00Fall 01Fall 02Fall 03FT Faculty73,26071,40078,20480,08787,49885,49586,43087,113PT Faculty74,69983,51583,77090,53787,17594,503100,92589,101Overload9,13110,73910,67610,68614,49915,25015,68717,672Total157,090165,655172,650181,309189,172195,249203,043193,886Source: Query of IR&P AccessDB on 4/7/04.  EMBED Excel.Sheet.8  Fiscal Year Classroom FTEF by Division (Annualized)Division1996-971997-981998-991999-002000-012001-022002-03Adaptive Learning/Disabled Services28.1827.9327.6626.8427.7628.6027.83Biological & Health Sciences47.4557.4656.7942.6443.1644.2546.77Business & Social Sciences40.3540.5543.4046.6148.0254.0957.29Computers, Tech, & Info Systems32.2034.6438.2044.3346.3248.0145.56Economic Development0.352.642.171.211.301.403.29Faculty Release0.810.832.502.133.142.981.85Fine Arts & Communication55.2859.2357.1354.0060.2963.1763.13Guidance/Counseling5.004.984.584.815.525.244.90Language Arts50.9351.1751.0954.5654.8557.2159.35Library2.212.052.342.312.282.232.23Physical Ed & Human Performance34.1035.4135.8636.4037.1241.0538.10Physical Sci/Math/Engineering42.6740.7741.2143.3741.1944.7046.85Total339.5357.7362.9359.2370.9392.9397.2Faculty Reassign 994, 995, 998, or 9993.874.289.415.499.373.4612.43*Total includes campus faculty release time which is not allocated divisions.Source: IR&P Access DB queried on 4/7/04. See Brio query in Enrollment Management folder on the server. Productivity for 2002-03 was 564 WSCH per FTE, exceeding the district goal of 530.  EMBED Excel.Sheet.8  Fiscal Year Teaching Productivity by DivisionDivision1996-971997-981998-991999-002000-012001-022002-03Adaptive Learning/Disabled Services356369371387398399405Biological & Health Sciences498398426568552564601Business & Social Sciences540539532510543587625Computers, Tech, & Info Systems619634679687724605509Economic Developmentna1,453846716757793808Fine Arts & Communication582553564604560570581Guidance/Counseling355520529472345363390Language Arts475448457446435452473Library303201247530243185232Physical Ed & Human Performance600636686682710683745Physical Sci/Math/Engineering506543567548552562584Total*536515530554553550564*Total includes campus faculty release time that is not allocated to divisions.Note: In previous editions of this table contract FTE for Cooperative Workforce Education (CWE) in the Economic Development Division was not included in Productivity calculations which resulted in unrealistic productivity figures. This table includes contract FTEF for CWE. This has only a very small effect on total productivity.Source: IR&P Access DB queried on 4/7/04.  Programs below 530 productivity were put on a watch. While not all programs are able to be at 530 or above because of the nature of a discipline, it is important to maintain a balance of high as well as low productive programs. Change chart. Summary of 5-yr. Averages for Enrollment, WSCH, and ProductivityEnrollmentWSCHProductivityDepartment5-yr. Avg.Decile5-yr. Avg.Decile5-yr Avg.DecileSocial Science62462,51551,3504Performing Arts3,8001013,44491,1942Fine Arts47741,75049861Coop Work Experience Education1,84898,18888453Business Office Technology41120118382Computers on the Internet2,473916,248108184Astronomy94874,06168042Radiation Therapy Technology521340277910Economics1,67299,04097567Humanities29941,14837488Veterinary Technician1,09375,24277344EMT/Paramedic19732,99957312Applied Health Sciences232376537306Phys. Ed/Human Performance15,4711070,684107063Computer Information Systems5,9541047,5611068710Biology2,534917,364106666Computer & Software Training2,451912,07196612Oceanography138259526385Emergency Medical Technician20931,62046384Psychology2,06199,69796253Ornamental Horticulture1,07875,35776259Primary Care Associate48555,61976058Film/Television17732,05446038Spanish1,07477,545859610Physics86167,70385835Mathematics7,3231045,911105776Real Estate47752,01445582French48853,39365473Japanese59253,82365469Italian171366625457Radiologic Technology90376,84885443History2,546912,93295426Anthropology89763,91465429Accounting1,63988,990853810Health79063,04265357Programs above WSCH/FTE 530 = 65% of WSCHPrograms below WSCH/FTE 530 = 35% of WSCH An analysis of 2002-03 courses and enrollment shows 40% of Foothills WSCH is produced by 3.5% of its curriculum, usually general education courses because they satisfy transfer, degree requirements, and vocation education purposes. 2,039 courses approved and in catalog 8,973 courses sections offered annually 658,541 WSCH generated annually 1994-2004 Progress Reports Fall End-of-Term headcount Frequency Distribution by Age Range Fall End-of-Term headcount Frequency Distribution by Attempted Units Fall End-of-Term headcount Frequency Distribution by Day/Evening Status Fall End-of-Term headcount Frequency Distribution by Earned Units Fall End-of-Term headcount Frequency Distribution by Educational Goal Fall End-of-Term headcount Frequency Distribution by Ethnicity Fall End-of-Term headcount Frequency Distribution by Full/Part-time Status Fall End-of-Term headcount Frequency Distribution by Gender Fall End-of-Term headcount Frequency Distribution by Highest Education Level Quality Indicators and Goals: 2004-2015 Transfer: Meeting the Challenge Over a third of Foothills students declare intent to transfer upon entering Foothill College, and we are confident that a significant percentage of our students with undeclared intent are considering transfer as well. When the academic goals of students in segments 4 and 5 (definition on page x) are reviewed, the percentage is even higher. However, for a variety of reasons, the numbers that actually transfer remain lower than what Foothill expects creating a conflict with the institutional commitment to ensure that students are prepared for transferring and can expect to be successful upon transferring. How is Goal 1 measured? The State PFE definition of transfer prepared, which is successful completion of 84 units in transferable courses. The State PFE definition of transfer ready, which is being transfer prepared and successfully completing college-level English and mathematics courses. Where are we relative to our 2005 Goal? Throughout the 2002-03 academic year, Foothill exceeded its goal of getting students transfer prepared or transfer ready, but expected more students to exceed that goal than those that did. The programs and services designed to meet this goal appear to be working and should continue. Interestingly, there was a decline in the combined number of students actually transferring between 1996-97 and 2000-01. A review of the state referential files for all colleges indicates that this was a statewide pattern. It is generally believed that the employment rate and high wage jobs of the dot-com era caused many transfer ready students to enter the job market rather than transfer. The increase in 2001 supports this notion, as 2000 was the high watermark in the local employment rate. How are we doing? Periodic reports from San Jose State University (SJSU) and University of California Santa Cruz show that Foothill transfer students continue to succeed in GPA and degree completion rates that are equal to or better than those of native students (first year begun at the university) and other community college transfer students. SJSU reported a potential problem related to the performance for Foothill transfer students on the junior year writing test. A large percentage of non-native English speakers need to take an additional writing course to meet expected writing proficiencies. What are our plans? Many segment 4 and 5 students enter Foothill with the intent to transfer. Currently, more than 75 percent of these students are assessed as needing developmental course work in mathematics, English, or both. The number of students is expected to increase, as CSU will no longer accept under-prepared freshmen after 2007. Beginning in 2004, students entering Foothill for the first time and needing basic skills will be encouraged to participate in a learning community program designed to address academic preparation prior to enrolling in college-level transfer courses. The Freshman Experience Learning Community Program is described in more detail in Goal 4 on basic skills. As this program evolves, it is expected to increase the number of successful transfer ready and transfer students. Degree and Certificates Awarded Labor market studies comparing earnings for high school graduates, college attendees, and degree completers consistently indicate the advantages for students earning degrees at all levels. Employers report that better jobs go to the most qualified applicant, measured in part by earned degrees. An applicant with an earned degree or certificate has demonstrated the ability to persist in the accomplishment of a goal, and possesses a deeper and broader base of knowledge by having devoted more time to studying a subject than students who complete individual courses without completing the series of courses required for a degree. Community college students do not always see the value in persisting and earning a degree, but it is important for Foothill to offer the programs and services to enable and encourage students to achieve a degree. How is Goal 2 measured? Changes in the data reported in the state referential files for associate degrees granted in an academic year Changes in the data reported in the state referential files for certificates of more than 27 quarter units granted in an academic year Changes in the district data for degrees and certificates independent of the number of units granted in an academic year Where are we relative to our 2005 Goals? Foothill has not kept pace with the goals established for the number of students obtaining an associates degree. Since the release of the 2005 Educational Master Plan, we have met our targets in some years and not in others. For 2001, the goal was to issue 658 associate degrees, but only 608 were granted. Contributing factors might include the lack of an established program geared to assisting students in the acquisition of degrees and certificates, the lack of individuals promoting the value of earning a degree, the reluctance of students to take additional GE units for a degree that are not required at a transfer institution, or other factors. Outside of specific career education programs, community colleges in general tend to be institutions that offer courses as opposed to institutions that offer programs. Institutionally, changing a student's attitude of taking courses to that of completing a program has been a difficult transition. Retention efforts are starting to work as measured by the number of certificates being issued. The goal for 2001 was for 577 certificates and the actual number was 734. This incremental increase in the number of students succeeding in certificate programs has continually increased and is projected to continue in the future. How are we doing? Foothill had based the projections to 2005 on a district-wide project called CATS (Computerized Analysis of Transcripts Systems), a locally developed student advising tool, which includes a degree audit component. For a variety of reasons, including financial limitations, technology glitches, and data entry complications, this project is still in a beta test status at Foothill. Delays in this project have had an impact on Foothills ability to identify and communicate with students about their progress towards a degree or certificate. The district continues to make progress on this project and expects improvement towards meeting established goals. What are our plans? Full implementation of the CATS project will enable programs and service providers to more adequately advise students on progress towards a degree or certificate. Students in progress for a degree may not be aware of their eligibility for a certificate, or transfer students may accumulate enough units to earn a degree, but never realize their qualifications to request a degree. The individual educational planning (IEP) tool, another component of CATS, will enable students to refine their educational objectives and monitor progress towards their goals. The degree audit program is intended to notify students of their eligibility for a degree or certificate. The Office of Outreach and Retention as well as academic counselors and advisors are in place to proactively intervene, but need a systematic method of identifying which students to contact. A combination of implementing CATS and segment concentration will allow for a more accurate response to developing appropriate programs and services for the student population. Instead of a one size fits all approach, we will be able to increase the amount of success by focusing on specific needs in population segments. For example, the segment of Foothill students enrolling in college for the first time has a different set of needs than the segment of students returning for classes after having successfully completed a degree. The basic skills focused Freshman Experience Learning Community Program is an example of a segment-specific program and should play a vital part from student retention to IEP completion in the future. Many students are assessed as academically under-prepared, but choose not to enroll in English or mathematics development courses. Lacking the academic foundation to succeed in college-level courses, they fail to make progress on their IEP, become discouraged, and drop out. This program is designed to address this cycle by ensuring that students understand what it takes to succeed. Student Success: Successful Course Completion and Beyond Academic success begins with students passing courses. Courses have defined learning objectives and students are tested to ensure a sufficient level of mastery over the stated objectives in order to prepare for further study, life skills, and how to make a living after college. Degrees are granted when a student has completed an appropriate mix of courses for breadth and depth. Assisting a students progress on this pathway is important to Foothill and is completed one course at a time. How is Goal 3 measured? Overall survey ratings of Foothill as a friendly place to learn Percent of students finding Foothill to have a positive, friendly, and supporting environment Where are we relative to our 2005 goals? As an expression of Foothills commitment to successfully preparing students for life, the 2005 Educational Master Plan incorporated stretch goals in the area of student success. These goals went well beyond the State's adopted PFE goals. In almost every category, Foothill has met or exceeded these high-reaching goals. The Institutional Planning Committee (IPC) considered increasing the goals for coming years, but held off on that recommendation pending actual results of the 2004-05 academic year. How are we doing? As reported elsewhere in this plan, Foothills standing for success in various categories was compared to other community colleges. Foothill remains in the top percentile statewide from basic skills to workforce education courses. Special commendations are in order for all who worked so hard to reach this goal. An area of concern for Foothill was found in the Campus Climate Survey administered to students, faculty, staff, and administrators in 2003-04. While overall the survey was very positive and highly complimentary of Foothill, two areas from the student survey were outside expectations. As a friendly place to learn, Foothill was rated 1.9 (on a scale of one to five, with one being most positive), and there was only a 70 percent positive response to faculty approachability. As a result, the IPC has added two new goals for these areas and is requesting a campus conversation to develop plans to address students' issues. It is believed that improved institutional performance in these two areas can positively influence student success. What are our plans? In addition to the above-mentioned response to improving campus climate, Foothill is developing a segment-specific approach to programs and services. Resources will focus on the corresponding needs of the student segments and will adjust or re-allocate accordingly. An example of a segment-specific approach is the development of the Freshman Experience Learning Community Program to promote success and retention among targeted groups of students. Described in detail elsewhere in this plan, this project teams counselors with English and mathematics faculty to teach pre-collegiate-level basic skills courses. As this program develops, and if the data warrants, enrollment blocks will be placed on appropriate college-level courses to students assessed as unprepared for college level work. Currently, a large segment of students are entering courses requiring a higher level of reading, writing, or computation beyond what they are capable of doing. Many of these students fail or withdraw, only to repeat courses several times, which, because of enrollment caps, denies access to other students. This cycle often leads to frustrated faculty and discouraged students who ultimately withdraw from school altogether. Basic Skills: Moving Students from Remedial to College Level Moving students from a remedial level to a college level is a primary concern for Foothill College. Success rates in pre-collegiate courses such as mathematics, English, and English as a Second Language (ESL) correlate directly to the overall success rate of a student at the college level. Foothill has identified several facets of this concern that we are ready to address as a college. How is Goal 4 measured? Success and persistence rates in college-level English and mathematics classes Where are we relative to our 2005 goals? Since the preparation of Foothill's 2005 Educational Master Plan (2005 EMP), entering students have continued to show insufficient academic readiness. In 1999, over 70 percent of Foothill students taking the English and mathematics assessment tests scored below the level required for entry into a college-level course. Of the students who took placement exams when entering Foothill in Fall 2001, 80 percent placed at a pre-collegiate level in at least one subject. As cited in the 2002-03 Mathematics Program Review Part A, San Jose State has dropped over 600 students each year for the last two years because students who are not qualified for college-level math courses will be dropped after one year at a California State University school. Predicted in the 2005 EMP, demand for basic skills courses at Foothill has increased and will continue to grow. As of 2007, the CSU system will no longer include basic skills courses in its curriculum, creating an expectation for the next decade that increasing numbers of students will look to community colleges to provide developmental skills coursework. Roundtable discussions contributing to the 2005 EMP made a number of recommendations, including: Increasing course sections for growing numbers of students unprepared for college-level English and mathematics. Exploring the development of discipline-specific study skills courses. Developing a research method to determine the effectiveness of curriculum, student support services, and to improve basic skills. Requiring early remediation of basic skills deficiencies. Offering faculty development on basic skills and learning styles. Improving articulation and communication with high schools. The 2005 EMP established the following goals in basic skills education: By 2001, more than 50 percent of mathematics, English, and ESL students will progress to a higher-level course. By 2005, more than 75 percent of the students entering at the lowest level of basic skills courses will be succeeding in a college-level course. The college has not yet met its 2005 goals; while success rates as of 2002 ranged from 57 percent to 85 percent in basic skills courses, quarter-to-quarter persistence ratesstudents progressing to a higher-level coursevaried from 30 percent in mathematics, 42 percent in English, and 47 percent in ESL. Though discouraging, these figures from the District Institutional Research project have provided us with a much better understanding of the situation. In addition, a Fall 2004 I-Journal article by Foothills institutional researcher Robert Johnstone focused on Basic Skills research across the state and found that these are system-wide issues. Addressing the 2005 EMP recommendations for research in order to improve basic skills outcomes, a comprehensive study was conducted in 2002 by Johnstone. In this study, he examined data extracted from the student information system (SIS) for courses in mathematics, English, and ESL spanning the six years between 1996 and 2002. The results offered some realizations about what Johnstone described as the "extremely predictive relationship between course grades in feeder courses and grades in the subsequent courses" in the mathematics and English sequences. The findings include the following points: When examining the mathematics sequence, MATH 200 to MATH 101 to MATH 105 to any college-level MATH 1A, 10, 49 or 51, Johnstone found that there is a direct correlation between how well students are graded in a lower-level mathematics course to how well they are graded in the next course in the sequence. Students who received an A grade in a prior feeder course were significantly more likely to receive a passing grade in subsequent courses. Students receiving C grades in a course sequence have a relatively high risk of failure in the subsequent courses. For example; students receiving an A grade in MATH 200 had an 81 percent chance of succeeding in MATH 101, compared to a 43 percent chance for students receiving a B grade and an 18 percent chance for students receiving a C grade. Students with no prior attempt at MATH 101 whose assessment scores placed them at that level succeeded at a 65 percent ratehigher than students who received either a B or a C grade in MATH 200. When examining the English sequence, students receiving an A grade in ENGL 100 had an 85 percent chance of succeeding in ENGL 110, compared to a 76 percent chance for students receiving a B and a 50 percent chance for students receiving a C grade. Results for ENGL 1A are more complex since more than one lower-level course feeds into ENGL 1A, but the correlation still exists between success in this course and success in a previous course. Similar to the results for mathematics, students placed directly into ENGL 1A by an assessment score performed at higher levels than students who received a B or C grade in a previous course. How are we doing? Responding to the needs identified in the 2005 EMP, a Basic Skills Task Force was formed to address current concerns and prepare for an anticipated increase in demand for developmental education. As their first act, members of the task force concurred that an institution-wide commitment to remediation exists, an important initial step in addressing issues in basic skills. Foothill is concerned about its students not taking developmental classes based on the enrollment and success patterns from Robert Johnstone's research data and analysis. The enrollment patterns of matriculated students for mathematics, English, and ESL placement show that: The percentage of students taking the recommended courses was slightly higher in mathematics (52-64 percent) and ESL (64-71 percent) than in English (56-58 percent). Only 50-75 percent of students enrolled in the courses suggested by their placement scores. The remaining students enrolled only in courses outside of the placement subject or never enrolled. The students with the lowest placement levels were more likely not to enroll after receiving a placementespecially in ESL. For example, in English, 56-58 percent of the students with pre-collegiate placement enrolled in the suggested course; 21-24 percent took no English courses; 8-10 percent took courses above the recommended placement level; and 8-11 percent chose not to enroll. Another facet of concern is the varying rates of success and persistence among different ethnic groups of students enrolled in pre-collegiate courses in mathematics, English and ESL. Johnstones research shows that the average success rate for all Foothill students in mathematics is 59 percent, a number below Foothill's goal. However, success rates for African-American students are 15 percent below the college average and Hispanic success rates are 10 percent below average. African-AmHispanicOverall AvgMathematicsSuccess44%49%59%Persistence22%27%30%EnglishSuccess57%65%72%Persistence27%36%43% Programs such as Puente, Pass the Torch, Mfumo, and LITES have proven successful in increasing learning outcomes, particularly for underrepresented and at-risk students. The English Department Program Review Part A credits Pass the Torch for having "a dramatic effect on the success of underrepresented minority students, especially in their transfer level English courses." Techniques being employed in these programs may be adapted for broader application with students in basic skills courses. An additional concern, confirmed in Johnstone's research, is the performance of basic skills students in general education courses that do not have language prerequisites or advisories. A study of five core general education courses in the social sciences found that students who placed in developmental English were less likely to succeed in those courses than students who were eligible for freshman composition. The Basic Skills Task Force discussed implications of the research findings and concluded that an increased effort must be made to assess Foothill students early to ensure that students whose placement scores indicate pre-collegiate skill levels have the opportunity to get into basic skills courses at the beginning of their studies. Confirming the 2005 EMP, task force members also identified the need to monitor the progress of students taking basic skills courses, to ascertain appropriate levels of support, and to educate faculty in areas related to the success of these students. What are our plans? A primary goal until the year 2015 must be to restructure our basic skills programs to increase the success of all student groups. The expected increase in demand for basic skills courses presents a particular challenge in accomplishing this goal. Section offerings in basic skills courses may be increased, but limitations exist in funding levels, facilities, and other resources. While assuring adequate access is important, student success, particularly in underrepresented groups, is of equal concern and other solutions will be sought. The planning agenda identified in the 2005 EMP seems to be right on target. Since 1999, research has confirmed the severity of the problem and data analysis has pinpointed some specific areas of focus: There is a strong correlation between grades received in basic skills feeder courses and the chance of success in higher-level courses. The likelihood is greater that students with collegiate-level English skills will succeed in general education courses. Evidence points to improvement in success rates when basic skills courses are paired with another course in a learning community. At-risk and underrepresented students benefit from an experience that integrates instruction and student support. Emphasis should be placed on early assessment and remediation of basic skills. The Basic Skills Task Force is continuing to explore ways to restructure the basic skills programs in an effort to increase student success. Some of the strategies (several of these appear in program review planning agendas) the Basic Skills Task Force recommended that Foothill pursue are to: Increase the percentage of students being assessed upon entry for academic readiness. Determine methods for ensuring early remediation of basic skills for students who place at pre-collegiate levels prior to their entry into higher-level courses, e.g., automatic enrollment into basic skills courses upon placement. Establish clearly specified goals and objectives for basic skills programs. Identify exit standards for remedial courses that are consistent with entry standards for college-level curriculum. Assure coordination among basic skills programs, college-level programs, and the counseling division. Provide faculty development on basic skills, pedagogy, and learning styles. Develop study skills courses for students receiving C grades in feeder courses. Integrate classroom and laboratory activities for basic skills courses. Improve coordination of assessment, counseling and registration processes. Refine and streamline the assessment and placement process, e.g., consider tools such as the electronically scored direct writing assessment included with ACT's COMPASS test battery. Create more learning communities, pairing basic skills courses with those from other disciplines. Explore modularized course offerings. Re-assess prerequisites and strict adherence to registration holds for prerequisites. Continue to utilize research to monitor progress. Additionally, the Mathematics Program Review Part A indicates the following planning agenda for its basic skills courses: Upgrade course outlines Support revisions and additions to existing curricula with manuals written by department faculty Try alternate approaches to a traditional lecture, discussion, and content delivery Investigate the possible addition of a study skills course Seek alternate ways to maintain the Math Centers current level of service to the campus in light of state budget reductions Workforce Development: Success After Completion How is Goal 5 measured? State referential files Locally developed surveys Percentage of students reaching desired levels Where are we relative to our 2005 goals? Foothill's career education programs continue to perform above goals established by the State when the 2005 Educational Master Plan was drafted. The college set the following direction for workforce education to the year 2005: Increase marketing of career education programs Create more school-to-career linkages, business partnerships, and industry-certified curriculum Conduct research on employer satisfaction, student success, job placement rates, and economic impacts Expand student support in job development, job application skills, and job placement. Strengthen the role of advisory boards Implement the OTI CalWorks Plan including curriculum reform in business technology, biotechnology, pharmacy technology, and Transition to Work programs Meet or exceed state goals for successful completion rate for vocational education programs Expand vocational programs at the proposed NASA Research Park through The Collaborative for Higher Education Explore alternative site(s) for off-campus programming Since 1999, Foothill has: Created new marketing brochures for many of its vocational education programs, including all of its allied health career programs, and has developed a brochure that offers a comprehensive overview of most of our career programs. Begun to translate career education brochures into Spanish. Expanded our Outreach Office to include a specialist dedicated to vocational education. Re-established the Pharmacy Technology Associate in Science degree and career certificate program, based at the Middlefield campus. Initiated an Associate in Science degree program in Bioinformatics. Established a Business Technology program that leads to any of several specialized certificates as well as an Associate in Science degree. Initiated the Personal Trainer career certificate program. Developed two new apprenticeship programs: Sheet Metal and Elevator Construction. Created the Learning Information Technology Environments (LITES) program, which coordinates classroom learning with practical hands-on applications in Information Technology programs. Established and implemented the Earn While You Learn Program for K-12 teachers who are interested in integrating technology into their classroom curriculum. Developed and implemented an associate degree program in Special Education. Transferred oversight of Cooperative Work Experience, Apprenticeship, and Grant responsibility from the Office of the Vice President of Institutional Research and Instruction to the Office of Faculty and Staff. Expanded adult education programming and fee-based programs to the Middlefield Campus. Completed Phase I analysis of path of travel and architectural barriers that impede access to campus facilities for disabled students. Implemented a learning community through the Adaptive Learning and Physical Sciences, Mathematics and Engineering divisions that focused on improving math and technology skills of students who may have a learning disability. Implemented campus internships for developmental delayed students enrolled in the Transition to Work Program. Eliminated the Library Technology and Aviation Technology degree and certificate programs due to low demand and budget restrictions. Additionally, the district's expansion of research capabilities promises to yield better information about how well Foothill's career programs succeed in preparing graduates for the workforce. As identified in the 2005 EMP, it is especially important to develop the means for assessing student performance once graduates leave Foothill. The expansion of research capabilities make it much more likely that we will be able to capture information about how successful our graduates are in locating jobs, gauge pay levels, and determine employer satisfaction with Foothill graduates. How are we doing? Foothill's commitment to workforce education is evident in the consistent success rates of our workforce students, the high demand for our career and apprenticeship programs, and in the excellent reputation of our programs. Based on National Board Exam scores, Foothill's Dental Hygiene program ranked second in the U.S. for the past two years out of 236 dental hygiene programs nationwide. Demand in this and other allied health programs is high and has grown in the last two years partly because of the changing economic and employment conditions in Silicon Valley. The year 2001 was a high water mark for the information technology (IT) companies of the Bay Area. Between 1990 and 2001, a total of 138,000 high tech jobs were created, though 120,000 existing jobs declined in the same time frame. The growth came from new and small start-up companies that made up for job losses by creating 258,000 new jobs (San Jose Mercury News, March 17, 2004). By 2001, dotcom and other IT-related industries were expanding and the unemployment rate was below three percent. In response to the workforce development needs of these companies, program enrollment in Foothill's Computers, Technology and Information Systems (CTIS) Division more than doubled between 1990 and 2001. In 2001, however, the steep decline of the dotcom industries was followed by a rapidly rising unemployment rate; within three years, unemployment in Silicon Valley had more than doubled to nearly seven percent, and UC Berkeley economists estimate that fifteen percent of the remaining technology jobs are at risk of being outsourced to foreign countries. As a result, enrollment in the CTIS Division has dropped by more than 50 percent since 2001. While enrollment for computer education has plummeted, demand for courses in the biological and health sciences has skyrocketed. Enrollment in biology courses increased by 13 percent between 2001 and 2002, and demand has continued to rise. Student access to allied health programs and prerequisite courses in the biological sciences is limited by availability of resources, including faculty and support staff, equipment and materials, and especially suitable facilities, i.e., large lecture rooms and adequate laboratory space. In a follow-up to the finding of the 2003 Office of Civil Rights site visit, the actions outlined below were taken: Updated notices of nondiscrimination in the District Policies on Sexual Harassment and Discrimination, all publications such as the Schedule of Classes, Catalog, and Student Handbook, and in contracts or agreements for programs requiring a practicum or internship. Provided notice to disabled students that information in college publications are available in an alternate format, e.g., Braille, large type, etc. Re-designed vocational program and apprenticeship brochures to be less stereotypical and more reflective of underrepresented groups. Began a process to develop a self-study evaluation process for Title IX, ADA and Section 504. What are our plans? Foothill assumes that enrollment increases will occur in areas of high job demand requiring some level of higher education. As illustrated, between 1990 and 2001, the economy affects individual program enrollment, and planning for the future of workforce education requires flexibility and a degree of prognostication. Job demand will remain dependent on the economy, and enrollment demands will follow. According to a 2003 communication from Scott Lay, Director of State Budget Issues for the Community College League of California (CCLC), the Bay Area economy is expected to recover slowly to the year 2010, when income levels are projected to return to those of 2000. Lay forecasts a flat economy through 2007, and then a more rapid expansion. The enrollment projections for most workforce development programs follow this curve. What types of academic programs will be needed to prepare the workforce for the next economy? Job growth is projected to be in several areas: Emerging fields, such as informatics, nanotechnologies, biotechnologies, and other start-ups serving these fields. Expanding needs in existing fields, such as health care, pharmaceuticals, and related services in response to the needs of the aging baby-boomers, as well as evolving IT-related jobs that cannot be outsourced. Retraining the workforce for vacancies created by the large number of baby-boomers retiring between 2005 and 2015 in traditional retail, service sector, and manufacturing jobs. Further, employer surveys and feedback from advisory groups repeatedly indicate a continuing interest in making sure that students possess knowledge, skills and abilities beyond those that are discipline-specific. Learning outcomes defined in Foothill's four core competencies (4Cs) address this need, and increasingly, curriculum for all programs will need to incorporate aspects of learning outcomes. Enrollment Stability: Access to Learning Opportunities The State uses measures to cap enrollment that have never matched Foothills enrollment demand. Changes in the high school graduation rates and adult population determine a colleges funded growth allowance. Missing from this determination are factors such as changes in the employment rate, local workforce development needs, college transfer rates, and what is occurring at those transfer campuses. The later factors appear to be major forces accounting for Foothills enrollment demand in excess of the States cap allowances. In every year between 1999 and 2003, Foothill enrolled 100 to 1,500 FTES over cap despite major class section reductions imposed to balance the budget. Retraining demand for the unemployed or underemployed, emerging technologies, and changes in the academic standards, tuition costs, and enrollment caps at transfer universities are predicted to increase enrollment demand at community colleges. In light of these issues, the Institutional Planning Committee sees the maintenance of access for students traditionally served by Foothill as one of the most significant problems between now and 2015. By 2008, all Measure E building projects are scheduled to be completed, but Foothill will only have 85 percent of the teaching space needed to serve its students at a growth rate of only 1.76 percent. How is Goal 6 measured? State Adopted Standards to Determine Local Funding Cap Growth Rate Changes in the Adult Population June High School Graduates Rates Foothill Adopted Criteria Meeting or Exceeding Established Enrollment Goals of 2 percent each year Student Access by Gender and Ethnicity Demand vs. Actual Enrollment Why is this important? The 2005 Educational Master Plan (2005 EMP) emphasized Foothill's role in providing a well-prepared workforce for the long-term economic vitality of the Silicon Valley and the State. Since 2000, the local economic climate has dramatically changed in ways that accentuate the need for educational institutions that can keep pace with rapid shifts in the needs of the community and workforce. The stated purpose of Foothill College is "to provide educational opportunity to all with innovation and distinction." Unless we can address the growing issue of demand versus capacity, we will limit our ability to fulfill our purpose of providing educational opportunity to all. Our ability to provide access to educational opportunities equates to more than meeting our students needs, it effects our ability to provide and maintain adequate resources: teaching faculty; administrative, program, and maintenance personnel; program, overhead, and discretionary funding; and especially facilities, including classroom and laboratory space, offices, lecture and performance halls, physical education facilities, dining spaces, and activity areas. Where are we relative to our 2005 goals? Participation Rate of Adult Population in Primary Service Area: Foothill's student population continues to be derived primarily from northern Santa Clara and southern San Mateo counties. The 2005 EMP established a goal to increase the adult participation rate to 40 persons per 1,000 by 2005, and 50 by 2010. By Fall 2004, the adult participation rate was >>insert Bob Barrs October 2004 data<<. However, the 2005 EMP noted a significant decline in the adult participation rate between 1990 and 1995, attributing much of the decline to the differential tuition fees for degree-holding students and the high level of education attainment of our service area. In light of the States serious budget deficit, the college may once again be faced with the challenge of attracting degree-holding students. As of January 2004, the State of California proposed a $50 per unit fee for baccalaureate-holders. This fee increase will not take place in 2004, but if it eventually does, it could adversely impact re-entry students in work-force programs as it did in the early 1990s. June High School Graduates Entering Foothill: Foothill's goal was a 3 percent annual increase in the number of area high school graduates enrolling in the Fall; this represents 1,200 graduates entering in Fall 2005, and 1,380 by 2010. Student Access by Gender and Ethnicity: In the 2005 EMP, Foothill committed to a goal of increasing the participation rates from all groups to be equal to or exceed the diversity of the population served, and to increase the Latino/Hispanic, African-American, and Pacific Rim enrollments by 10 percent. By Fall 2004, Foothill >>insert Bob Barrs October 2004 data<<. How are we doing? Enrollment demand is projected by the State to go up 25-28 percent statewide by 2010 but only projected to go up 17.6 percent at Foothill. However, due to State budget deficits, which are in the billions, funded growth will not keep pace with the demand. Foothill continues to have unfunded FTES over the States enrollment cap. Even with the passage of Measure E yielding a $250,000,000 bond for campus renovation and new construction, by 2008, the demand may exceed capacity by as much as 15-20 percent. Between 2001 and 2003, the Foothill-De Anza Community College District had exceeded its funded enrollment level by 800 to 1,500 FTES. In response to this growing trend, Chancellor Kanter directed campuses to develop master plans that will maintain or increase student learning and access while reducing spending. What are our plans? In response to need and in anticipation of the temporary disruption of on-campus facilities, Foothill began developing ways to allow for expanded enrollment that would not further impact facilities approaching capacity. The college's well-developed and successful Foothill Global Access (FGA) distance learning program, which has continued to expand, offers courses via ETUDES online course delivery software, as well as other Web-enhanced hybrid courses. The number of students learning partially or wholly in this mode has grown to approximately 4,000 in any one term, representing over 20 percent of Foothill's enrollment. The number of degrees available through online coursework has also expanded to now offer eight online Associate of Arts degrees. In addition, our students can earn a baccalaureate degree online through a partnership with Franklin University in Ohio or with the University of Illinois at Springfield. Through curriculum and delivery adjustments, online and hybrid courses that utilize Web-supported methods, faculty and students have developed alternative learning strategies that are less place- and time-constrained. FGA is playing a key role in easing the demand-to-access ratio imbalance. Moving workforce development programs such as Pharmacy Technology to an off-campus site has placed courses in the community and expanded access for students. In this way, Foothill has been able to respond to the recent increased community demand for skilled health care workers. Block schedulingmoving course meeting times from a configuration of five days a week to a longer duration two or three days each weekis another strategy Foothill is using to expand access. Many block-scheduled courses utilize Web-enhanced aspects of the hybrid courses to facilitate learning. By reworking the curriculum and exploring block scheduling, Foothill has created increased capacity for an additional 450 FTES in 2004 depending on funded cap limits. Clearly, providing opportunities to learning will be one of the largest problems faced by the District's colleges. The College Roundtable group reviewed two facility master plan proposals for post 2008. After reviewing the implications of building on-campus or off-campus to accommodate the demand, the group recommended that Foothill pursue limits to on-campus building and parking space and move the balance to an off-campus site. Foothill is working with the districts facilities planning group on how to best accomplish this and the academic plans for what would be moved to an off-campus site.  EMBED Excel.Sheet.8  >>Bill Patterson comments here<< Fiscal Soundness Along with disciplined expense management, enrollment and productivity are two critical elements in maintaining fiscal soundness. The majority of Foothills income is generated by enrollment expressed as full-time equivalent students (FTES). FTES is calculated by weekly student contact hours (WSCH), which are determined by course enrollment. The cost of a full-time equivalent (FTE) faculty member in a course represents the primary cost associated with producing FTES. Productivity is expressed as WSCH/FTE. As long as the funding formula is enrollment driven, maintaining a proper balance between WSCH and all other institutional operational expenses is vital in all resource allocation models. How is Goal 7 measured? Positive year-ending cash balances for all departmental account codes Total FTES enrollment equal to or greater than the established FTES goal for the college Productivity of program, division, and all-college enrollment for WSCH/FTE goals as established in the adopted budget for each academic year Where are we relative to our 2005 goals? While FTES increased from 11,500 in 1994 to 14,493 by 2003 (26 percent) the campus budget increased from $26,130,797 to $42,981,648 (64 percent). Most of the budget gains were for COLA adjustments; restoration of massive district budget cuts in 1991-1993, and other fixed costs. Between 2001 and 2003, campus budgets for materials, supplies, equipment, and other classroom operational expenses declined 38 percent leading to severely restricted programs and servicesplacing necessary future growth at risk. Relative to the 2005 Educational Master Plans (2005 EMP) goals: Through fiscal year 2003, thanks to disciplined budget management, Foothill has continued to have positive year-ending balances despite major budget reductions in all campus account codes. FTES enrollment has been on or above target by two to three percent each year. For example, the district was 1,400 FTES over its allotted cap in 2001 and 800 FTES over in 2002. Base budget goals were established at 530 WSCH/FTE prior to 2003 with increases to 565 WSCH/FTE through 2004. To date, Foothill has met or exceeded all productivity goals. Additionally, Foothill made a commitment in the 2005 EMP to link resource allocation to the program review and planning process and we has done so through the joint efforts of the college community led by the Institutional Planning Committee, the College Roundtable, and the Educational Resources Committee. An important income streamnot dependent on the states economic conditionis the nonresident tuition paid by F1 Visa students; this money remains within the district and amounts to nearly six million dollars each year. We planned a 10 percent increase in nonresident student enrollment by the year 2005 and will reassess the global economic perspective to the maximum growth possible in subsequent years, but for the first time in a number of years, the Fall 2003 nonresident student enrollment declined by 11 percent. Prior to 2003, F1 Visa student enrollment was on target and meeting established goals. How are we doing? About 65 percent of the states income is derived from personal income tax. In 2000, at the height of the dotcom era, the taxable income level in the state was reported to be around $200 billion. By 2003, taxable income had quickly dropped to less than $100 billion. This downturn in the economy has placed all tax-supported institutions in a very difficult position and has altered the basic assumptions used in Foothills forecasts. The 2005 EMP challenged us to increase FTES growth to the maximum allowable by the state, which would put us to over 15,888 FTES by 2005 if we were able to sustain an annual growth of three percent between our base year of 1997 and 2005. At three percent per year, enrollment would have increased to over 22,500 by 2005. We committed to maintaining an instructional program mix to sustain a WSCH/FTE ratio of greater than 525 or find alternative funding for those programs that are by nature inherently low-producing but essential to promoting measurable student success outcomes. However, when the 2005 EMP was developed, planners took into consideration the possibility that the state might not continue to fund growth above cap, and the probability that between 2001 and 2003, Foothill would reach capacity. So, the 2005 EMP included a qualification that placed a more realistic growth rate at three percent to 2001, and then at 1.5 percent each year after until 2005. In fact, by the 2001-02 academic year, fiscal conditions at the local and state levels began a dramatic descent. Educational institutions statewide began to experience sudden decreased funding and perilous budget uncertainty with climbing estimates of the state budget deficit, which at one point was projected to be as high as $34 billion. Foothill College alone faced mid-year budget reductions of $4 million in 2002-03, and the anticipation of an even larger cut the following year. With the sudden decline in state funding, combined with a slumping local and national economy, the Foothill-De Anza District entered the 2003-04 year with a $12 million operating deficit gap, independent of the state budget. By January 2004, California's new governor proposed a budget for community colleges that would yield $6 million in new income for Foothill and De Anza, much of which would be for growth, meaning that in order to receive these funds, enrollment would have to grow three percent. The proposed budget also called for an increase in enrollment fees of 44 percent, representing a rise from $12 to $17 per unit, and a new differential fee that would result in an enrollment fee of $50 per unit for Foothill students who already hold a baccalaureate degree. What are our plans? Foothill's approach to the budget deficits of 2002-03 and 2003-04 was to view the institution from three perspectivesacademic, student, and financialand to examine each college program to see how it fit into these three models. Programs and services continue to be reviewed on the basis of their effectiveness in contributing to our academic mission (transfer, degrees and certificates), their ability to serve students effectively and efficiently (student success, persistence, and retention), and their cost-effectiveness (productivity and WSCH generation). A formulaic process was developed and first applied in 2003-04 to rank WSCH-generating programs according to enrollment/headcount, WSCH, and productivity. These data are reviewed in a five-year average and a more recent three-year average in order to capture historical trends and recent enrollment patterns related to the changing economy. The process was designed not to generate a program elimination list, but rather to highlight programs requiring more scrutiny. Combined with narrative information from faculty, division deans, and program review documents, the program rankings offer a better understanding of what factors might be contributing to program status. Programs that rank low on the list might be asked to increase enrollment or productivity, or consider repositioning the program to become fee-based and self-supporting. The goal of these processes is to re-examine the institution and its individual programs, and to find ways of restructuring to prevent unwarranted program elimination. Recognizing that our approach to teaching and learning has changed considerably over the last decade, we continue to search for ways of structuring our curricula to better reflect the current educational processes. For example, we are utilizing more group work and collaborative learning strategies and integrating more Web and online experiences into instruction than we were ten years ago. The result is that we are engaging our students in more active, hands-on activities that might be better defined as laboratory experiences than lecture. One way of academic restructuring might be to organize course hours differently to recognize and foster the more active engagement of our students in their own learning by utilizing more laboratory hours. Roundtable Guidelines for elimination of programs and funding continue to be followed throughout the process of academic restructuring. Short-term plans: Beginning with implementation in 2004-05 and continuing through the 2005-06 academic year, some of Foothill's plans to reduce expenses by $4 million would include an academic, student, and fiscal restructuring with the following outcomes: Maintain enrollment and WSCH to generate FTES based on state funding allocations at the district-established goal level. Restructure basic skills programs to increase the success of our students in all academic programs. Restructure our other programs to address our different student segments. Restructure high cost, low productive programs to reflect how we are funded by the state. The strategy for achieving these outcomes involves six steps: Step 1: The Basic Skills Task Force will continue to frame recommendations for ways to help students achieve a greater degree of success. Recommendations include: a) Requiring students who test into a basic skills class to take that class the first quarter the student is enrolled b) Providing focused counseling and learning assistance for these students c) Providing alternative paths for C students or those who repeat a course Step 2: Curricula in some departments that have gravitated towards collaborative learning, group work, and use of Web-enhanced or hybrid approaches will be redesigned so that the lecture and laboratory hours better reflect the activities of the student. These changes will be effective in 2004-05 and will yield between 304 to 625 new FTES that will compensate for the FTES we will lose when we reduce the low enrolled/low productive areas. Step 3: As described above, all WSCH-generating programs will be evaluated based on a formula that ranked the programs according to their five-year average and current enrollment, productivity, and FT/PT faculty ratios. Step 4: Programs with lower rankings will be scrutinized and evaluated for their potential to increase enrollment or productivity, or to be converted to fee-based, self-supporting programs. There is an estimated reduction of 34.5 FTE in part-time faculty if these lower ranked programs were suspended or eliminated. Steps 2-4 could yield between $1.6 to 2.8 million. Step 5: All vacant positions were frozen. As of January 2004, these positions included six classified positions and three management positions. If the positions remain unfilled, the savings in salary is close to $800,000. Step 6: Unless mandated by program accreditation, all release/reassigned time will be drastically reduced or eliminated. Long-term plans: The emphasis in planning and resource allocation for the academic years from 2006-07 to 2009-10 and beyond will be on access, resource capacity, student learning outcomes, and outcomes assessment. Budget analysts around the state believe an economic rebound to the level experienced in 2000-01 is unlikely to occur before 2010. Experts predict a flat economy through 2007 before gradually rising. Budgetary goals should be similar to these economic trends in the state. Careful enrollment management guided by maximizing our funding potential will be critical as the states economic conditions improve. Alternative funding streams such as F1 Visa student tuition, fee-based programs, and grants should be pursued as well. Learning Outcomes Student progress on learning objectives is central to the mission of  CONTACT _Con-45DB55E81 \c \s \l Foothill College. Content-specific expected outcomes are clearly defined in the approved course outline of record for each course taught at Foothill. Foothill has also identified core competencies or critical life skills we believe are required of everyone in the 21st century. How is Goal 8 measured? Institutionally, measured by standards of success as identified in the Educational Master Plan goals for: transfer, degrees and certificates awarded, successful course completion, basic skills improvement, workforce development, enrollment stability, fiscal soundness, and in the four core competencies (4-Cs): communication; computation; creative, critical and analytical thinking; and community and global consciousness and responsibility. Programmatically, measured by standards of learning within one's field of study and on the 4-Cs as defined by each program in Part B of the program review self-study. At the course level, measured by standards established for successfully meeting the expected course outcomes adopted for the course. Why is this important? Learning outcomes encompass the whole student experience. The term "learning outcomes" includes aspects of student success as measured by course completion, grades, program persistence, degrees and certificates, and transfer rate, but it also defines success for students after they have left Foothill. Foothill recognizes that students will be expected by transfer universities and employers to demonstrate knowledge and skills beyond those of a specific discipline. These skills include written and oral communication in English, mathematics, critical and analytical thinking, creativity, computer ability, teamwork, responsibility, and other proficiencies. In recognition of the increasing importance of learning outcomes in defining student success, the accrediting agency for community colleges in California has placed a strong emphasis on defining and assessing learning outcomes. This emphasis is ubiquitous in the accreditation standards that will direct our 2005 re-accreditation self-study. How are we doing? Between 2000 and 2003, Foothill was one of fifteen colleges nationwide to participate in the 21st Century Learning Outcomes project funded by the League for Innovation and a grant from the Pew Charitable Trust to develop a process to define and document a students acquisition of critical competencies necessary for success in transfer education, the workplace, and todays society. As a part of this project, Foothill developed a set of core competencies expected of all graduates. Referred to as the "4-Cs," these four critical life skill areas are imbedded in all curriculum and extra-curricular activities. The 4-Cs combined with discipline specific content make up Foothills student learning outcomes (SLOs). In 2002, a new committee was formed to carry forward to the larger college community the work started in the 21st Century Learning Outcomes project. The Learning Outcomes Assessment Network (LOAN) was created with several main functions including: review and modification of the SLOs expected of all Foothill graduates SLO documentation via e-Portfolios and other program innovations ensure integration of the 4-Cs while improving instruction ensure visibility of SLOs at the course, program, and institutional levels develop meaningful SLO assessment methods The LOAN group provided an open series of workshops that featured faculty best practices on documentation of learning, electronic portfolios, testing and assessment, and concept mapping to ensure linkages of expected outcomes to activities and assessment. Members of the LOAN group continue to take responsibility for researching current methodology and products related to learning outcomes, and to act as a reference for other faculty and staff. The structure and support provided by the LOAN group has been very effective in finding resources and developing and showcasing pilot studies in selected areas. Examples of their efforts include utilizing Open Source Web-based electronic portfolios, exploring ETUDES-based portfolios, determining suitability of Educational Testing Service (ETS) standardized tests for general education, experimenting with ETS-developed subject-specific testing as a pre- and post-test in selected disciplines, and fielding a similar test with Noel-Levitz assessment products. There is regular contact between the LOAN group and the Institutional Planning Committee (IPC), which is responsible for academic program review. Guided by efforts of the 21st Century Learning Outcomes project and the LOAN group, the IPC integrated student learning outcomes assessment into the program review process by developing a second part to the regular program evaluation update. Part B of program review is a program portfolio worksheet that documents outcomes and measures for discipline-specific and core competencies. Responding to a board of trustees request, in Fall 2003 the effort was begun to record the work being done by Foothill's faculty to improve teaching and student learning. Charts were developed to document strategies being used for improving teaching and for assessing and demonstrating student learning. These charts begin to demonstrate the commitment of faculty, staff, and administrators to student learning outcomes. Foothill and De Anza are active in the Regional Learning Communities Consortium supported in part by a Packard Foundation grant. Learning communities connect two or more different courses enrolling the same students. Faculty members from different disciplines coordinate instruction, often including a counselor as part of the project. The goal of a learning community is to promote deep learning by connecting disciplines through coordinated assignments, connections among peers and faculty, and integration of ideas. The consortium supports faculty development and is a resource for faculty sharing best practices related to these issues. The Foothill faculty is active in various learning community approaches: linked courses, team teaching, and coordinated studies. Examples include: Pass the Torch, a multi-year program, focuses on peer calibrated learning in mathematics and English. This program has been highly successful with moving traditionally underrepresented students from developmental courses to transfer level courses. Integrated teams include faculty, counselors, and student leaders. Puente and Mfumo are two programs that emphasize moving Latino/Hispanic and African-American students through basic skills to freshman composition transfer courses by combining the skills of an English composition instructor with those of a counselor. LITES (Learning Information Technology Environments) joins faculty and students in information technology programs and coordinates classroom learning with practical hands-on applications in the computing center. Freshman Experience Learning Community Program combines study skills and college orientation counseling courses with English and mathematics courses for the segment of students who are intending to transfer, but has been assessed as not ready for college-level work. The goal is to improve reading, writing, and mathematics skills prior to enrolling in transfer-level courses. Students also get help with study skills development and how to find resources, and the program fosters increased student engagement through a counseling component. What are our plans? Probably the most important academic challenges facing Foothill in the years between 2005 and 2015 and beyond are maintaining student access, and identifying and assessing learning outcomes. As an institution, we need to identify the depth of knowledge, skills, and attributes we expect Foothill students to possess, and we need to refine our processes of evaluating outcomes in order to assess how well we are achieving our goals. Once we are comfortable with the process of assessment and evaluation, meaningful progress can be made on program transformations to promote deeper learning for all of our students. The next steps for Foothill: 2003 to 2004 Pilot studies on the use of portfolios, student tests on the 4-Cs and general education, student surveys, and focus groups. 2004 to 2005 Create a Center for Learning to be located in the Krause Center for Innovation. Continue to review test methods comparing one-time results to pre- and post-test results. Participate in the Open Source Portfolio Initiative (OSPI) program for faculty interested in electronic portfolios, begin course outline analysis insuring linkages between expected outcomes, course activities, and course assessment, and provide staff development for those interested in advancing the activities of the Learning Center. 2005 to 2007 Evaluate the results of e-portfolios, pre- and post-testing, surveys, focus group discussions, capstone assessment methods, and finalize the research methods to be used for assessment of learning. Develop a method of reporting back the evaluation results to the academic programs for incorporation in the next cycle of program review and planning. Complete course outline review as part of the three-year Title 5 update process. Measure the institutional progress on 2015 goals and adjust planning and resource allocation accordingly. 2007 to 2010 Review the assessment, evaluation, and planning process for potential improvements and refinements. Update program self-studies and program and division plans. 2010 to 2015 Repeat the above cycle.  2>[^pqNOijklmnp./ڿڵګڡڗjqUmHjUmHjwUmHjUmHj}UmHjUmH jUmHmH5OJQJmH OJQJmH jU 5OJQJCJHCJ`CJP;)3456>IJKL^pn34h6 q  $  $  $ $a$)3456>IJKL^pn34h6 q = | P  b ( ? @ O p 5YrJcûm0  0   0 /  /  /  /  ;/   V/    7/012378GHbcdfghj  0 1 2 4 5 6 8 P Q k l m o p q s   7 j_UmHjUmHjeUmHjUmHjkUmHjUmH5OJQJmH OJQJmHmH jUmH?7 8 9 ; < = ? 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  ;0.   ;1.   ;';   ;7Y   ;65   ;4   ;%;$  ;&b  ;$A   ;)C   ;(E   ;#@   ;/q   ;"^   ;2.   ;5,   ;3, aiH(I!      $3  @@   VDegrees Awarded - CountCertificates Awarded - CountDegrees Awarded - Percentage;[\State of College\Charts\Degrees\Degree_eth_gen_95-01.xls]State Retention State SuccessSuccess RetentionD[\State of College\Charts\De Anza\Success_Retention_DA_division.xls]Distance Learning Enrollments3Fiscal Year Classroom FTEF by Division (Annualized)Faculity Release$Faculty Reassign 994,995,998, or 999Chart 9_Source: IR&P Access Database, (end-of-term) Enrollment Table, section numbers ending in D or W.Usomewhat higher as students may withdraw after census but before grades are required.Updated 4/13/04 Chart 32bTotalPercentFallYearFTESChangeHeadcntLabels1990-9190-911991-9291-92Fall Headcount1992-9392-931993-9493-941994-9594-951995-9695-961996-9796-971997-9897-981998-9998-991999-0099-002000-0100-012001-0201-022002-0302-03`Source: Official CCFS-320 Reports (displayed on the IR&P Web Site which excludes Apprenticeship)WhiteHispanicAsian/PIBlack Other/UnknMales SC Females SCTotal SCSanta Clara County Fall 2001w/o Unkn%CountAsianFilipinoNative AmericanPacific IslanderOther UnrecordedCountyMalesFemales4Fall Headcount (same as Web site Demographic Trends) Ethnicity Native AmAsian/PI/FilipinoTotalsFH % Unkn distributed>Source: College data from Demographic Trends on IR&P Web Site.FoothillFoothill MalesFoothill Females Foothill UnknFoothill TotalFoothill CollegeAnnualUnduplicated CountTermF1FX Fall 1995 Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000GenderMaleFemale 19 or less20 - 2425 - 2930 - 3435 - 3940 - 4950 +AgeFiscal Year Total FTESDivisionBiological & Health Sciences Language ArtsLibraryNote: Data for Fiscal YearsGuidance/CounselingEconomic Development-Fiscal Year Teaching Productivity by Division EnrollmentUCCSUAssociate Degree CertificaterSource: For Administrator, Faculty, and Classified headcounts, IR&P Web Site Employee Tables. For PT Faculty FTE:rfor 1996 to 2001 Employee table of the AccessDB queried on 4//9/04; for 2002 & 2003, HRS system queried on 4/9/04.8Similarly for Overload FTE and Article 19 faculty count.Analysis notes:IncreaseFull-Year Transfers!Certificates Awarded - PercentageFoothill RetentionFoothill SuccessMSuccess = Percent of grades A, B, C, Cr of all grades including official W's.DSPSEOPS Matriculation All College199619971998199920002001 Administrator ClassifiedFacultyCategorynaChart 7bChart 7Chart 12UnknChart 13Fall term only availableuSource: All figures from State Chancellor's Office Data Mart, Program Retention/Success Rates for Credit Enrollments.H Go to: http://www.cccco.edu/divisions/tris/mis/reports.htmChart 14Chart 10rSource: CCCCO PfE reports except 2000-01 & 2001-02 CPEC reports. (for 2001-02 CPEC Draft "Student Profiles" 4/03).J See also www.cpec.ca.gov/OnLineData/TransferPathwayChart.asp.Chart 11Nat Am Other/Unk&Full-Year Transfers to UC by Ethnicity'Full-Year Transfers to CSU by Ethnicity Chart 11bDSanta Clara County 2003 Projected Population (as of January 1, 2003) Fall 2002Chart 3Chart 3aChart 3b7Note: Other and Unknowns removed from Foothill figures.=Note: Small number of unknowns removed from Foothill figures.Chart 8#Adaptive Learning/Disabled ServicesBusiness & Social SciencesComputers, Tech, & Info SystemsFine Arts & CommunicationPhysical Ed & Human PerformancePhysical Sci/Math/EngineeringhSource: IR&P Access DB queried on 3/6/03. See Brio query in Enrollment Management folder on the server.FDefinitions: Same are for Program Review; see WSCH Productivity TablesChart 8bTotal*Chart 8cASource: IR&P Access DB queried 4/16/03; Fall 2003 data on 4/13/04*2002-03 Update AccessDB queried on 4/7/04.Updated 4/7/04Foothill Fall 2003$FHDA IR&P - 4/18/03; Updated 4/14/035Note: Prior Years are in hidden columns back to 1996.Updated 4/14/04XNote: Prior Years are in hidden columns back to 1996 for the shaded tabled left of this.Chart 15PNote: Success rate is grade of A, B, C, or P divided by all grades including Ws. Chart 15b Chart 15aChart 16Chart 230Source: IR&P Access Database queried on 4/12/03.Chart 27Gain/ CalworksNote: Gain/Calworks student flags not available for Fall 1998 and 1999; Matriculation student flags not available for Fall 1998.Chart 42002&Note: This includes both online and TV Graph LabelsOutcomeM*Total includes campus faculty release time which is not allocated divisions.Item Asian/PI/UnknownOther/Total Santa Clara PopulationSanta Clara County Percentage"Foothill Percentage w/o Other/Unkn%This table is for both Chart 3 and 3aUnduplicated Count by VisaInternational Students' Chart 2International Students' Chart 1Graphing tableStudentsStudents per AdminStudents per FacultyStudents per ClassifiedStudents per All Staff3Updated: 10/31/03 with CPEC data from Patrick Perry.Updated: 10/31/03 with data from CSU web site.CSource: IR&P Access Database Degree Demog Table queried on 11/5/03.'classes but no TV for last three years.BIR&P - RBB - Updated and revised 10/22/02; 2002-03 updated 1/30/04Updated 1/30/04Note: There are end-of-term figures, i.e., only students with non-null grades at the end of the term. Census day numbers may beUpdated 10/31/03Updated 3/9/04PT Faculty FTE*P* PT Faculty FTE includes FTE overload of FT faculty but not Article 19 faculty.Count of Art 19 FacultyTransferable English courses were those with a Transfer Status (CB05) of "A" or "B" and a Course Program Code (CB03) that started withGvalue of "1501" or "1503"or "1504" or 1507 in the first four positions.Transferable Mathematics courses were those with a Transfer Status (CB05) of "A" or "B" and a Course Program Code (CB03) that startedySee PT, Overload, and Article 19 worksheet tables for details of methods and selection criteria. In brief, the databasesnand selection criteria are as follows. The IR&P AccessDB Employee table was used for 1996 to 2001 because itspsnapshot was frozen farther back in time. The "live" HRS system database provided 2002 and 2003 data which willpbe added to the AccessDB Employee table later. To check validity, the HRS database was queried back to 1995 andxthe overlapping years with the AccessDB table compared. District totals for each year in each of these three categoriest(PT FTE, Overload FTE, and Article 19 count) nearly identical. Campus locations varied some between to two sources.vThis is due to overwriting of historical locations in the HRS system with current locations making accurate historicaludata by campus impossible. Counts and FTE are for active assignments on Oct 1 of each fall term. Selection criteriaofor PT FTE: EEO Occupaton = H21 (part-time faculty) and Assignment Code (aks Job Code) = D (teaching), 9 (non-.xteaching). Selection criteria for Overload FTE: EEO Occ = H20 (FT teaching faculty), H22 (FT non-teaching faculty) and tAssignment Code = D, 9. Selection criteria for Art 19 count: Assignment Code = E and Assignment FTE > 0. Note thatNthe assignmetn FTE for all Art 19 assignments is 1.00 whatever the assignment.wUpdated 4/13/04 with 2003. PT Faculty FTE revised for all years. Overload FTE and Art 19 counts provided below table. Overload FTE^X^Count was 4 for 1995; Overload FTE includes both teaching and non-teaching assignments. Fall 2003zSource: State of California, Department of Finance, Race/Ethnic Population with Age and Sex Detail, 2000-2040. Sacramento,7Updated 4/14/04; updated with May 2004 forecast 5/20/04_CA, May 2004. The data was downloaded May 20, 2004 from the DOF web site www.dof.ca.gov/newdr/hSource: IR&P Access DB queried on 4/7/04. See Brio query in Enrollment Management fol<k der on the server.{Note: In previous editions of this table contract FTE for Cooperative Workforce Education (CWE) in the Economic DevelopmentDivision was not included in Productivity calculations which resulted in unrealistic productivity figures. This table includes contractGFTEF for CWE. This has only a very small effect on total productivity.yThis table required in horizonal bar graphs to keep the scale at the bottom. Reversing the axis in the charts propertiesputs the scale at the top.Updated 4/15/04Updated 9/23/03Updated 11/5/03College+2002-03 Success Retention Rates by DivisionUpdated 4/16/04cSource: IR&P Access DB, queried on 4/9/03. See Brio "FH 02-03 Success Rates by Div on 4_16_04.bqy"gUpdated with query of SIS-RMS on 4/19/04. See "FH Fall Success in Categorial Programs RMS 4-19-04.bqy"Updated 4/19/04Ofrom CCCCO MISWeb download by Rob Johnstone which matches all years to 2002-03.yUpdated 9/23/03 with Patrick Perry data spreadsheet "Full-Year Transfers to UC by CCC for 2002-03.xls"; 1993-94 & 1994-95 Chart 13aChart 4aUpdated 4/23/04PfE 13DirectedReadyPrepared Directed Rate Ready Rate8Number & Percent of Transfer Directed, Ready, & Prepared1997-98 to 2002-03 VariablesTotal Credit StudentsTotal Transfer DirectedModel Transfer ReadyTotal Transfer PreparedModel Transfer Ready Rateatransferable English course sometime between the Summer term of 1997 and the Spring term of 2003.the Spring term, 2003{For population projections, see Brio "DOF May 2004 Pop Santa Clara Cty 2000-2040.bqy" in c:\Research\Statistics\Population. (&Multirace)Foothill Fall 2003 HeadcountFoothill Fall 2003 Percentage Foothill Fall 2003 (End-of-term)2with the value of "17" in the first two positions.sWork done at all schools attended by a student was taken into consideration if an SSN was reported for the student.If a student was counted as being either Transfer Directed or Transfer Ready in a prior year, they are not counted in this report.LOnly those students who attain a particular status in this year are counted.-Source: CCCCO PfE reports. (Reviewed 4/23/04)Total Credit Students: Count of all the students who had a Headcount Status (STD7) of A,B,C,D or E at sometime during the 02/03 academic year.Total Transfer Directed: Students who enrolled in and earned a grade of "A","B","C" or "CR" in a transferable Mathematics course and a?Directed Rate: Total Transfer Directed / Total Credit Students. Model Transfer Ready: Students who were Transfer Directed and had earned 56+ transferable units with a minimum 2.00 G.P.A. as of .AModel Ready Rate: Model Transfer Ready / Total Transfer Directed.Total Transfer Prepared: All students who had earned 56+ transferable units with a minimum G.P.A of 2.00 as of the Spring term, 2003.Fall 96Fall 97Fall 98Fall 99Fall 00Fall 01 % Successful2Percent Successful in Vocational Education CoursesSource: CCCCO PfE reports.Fall 02PfE 71995-96 to 2002-035Foothill College Fall Quarter WSCH by Assignment TypeAssignment TypeFall 03 FT Faculty PT FacultyOverloadCreated 4/26/04Chart 34)Source: Query of IR&P AccessDB on 4/7/04.PfE 6*Percent Successful in Basic Skills Courses&Updated 4/13/04; Fall 03 added 5/17/04Total FTES 2003-0403-04RJ) *!+u,!S,,],-G-@..}/?/-00GD12d x3: 3 c4 $5 e6' \789r:;<^F=H>~F9@CyG;IKCM?NN{}PS ,U HUt  VV [E8]BԿ\A^HkxQl@Z\G`AFAF7pGHF9hH@!d@p) E8PԿpJ  [E8]BA)  pP(0J  3yD"@A@_[E8]^X Xp,(E8BԿ\A^) p@(0x) F4X3d)$0!3(r0AF4XXpX x) B\3EBA ^3HkYZXE [E8]BԿ\A^HkYZ3|A 3H"DAEFAEFBAHgdE   &.@"1X=??3` %` ` ` 1Q` 1L ` (Xh@P( ̙̙3f   <djH @?"]Hdj) <Differential Fee implemented<B  <D@?"R.hv]`)0R3d23 M NM4 3Q:$ FTESQ ;$1Q ;$1Q3_ O 3f  MM<4E4 3Q:% Fall HeadcountQ ;$1Q ;$1Q3_ O   MM<4E4D$% M@3O&Q4$% M@3O&Q4FA 3OiC= 3 b#M&43*|@@@N#M&! M4523 M  43" + 3Ow% M3O& Q423 M NM4444% LM3O(&Q PLFoothill College Total Fiscal Year FTES & Fall Enrollment 1990-91 to 2003-04'44e90-9190-9191-9291-9292-9392-9393-9493-9494-9594-9595-9695-9696-9796-9797-9897-9898-9998-99 99-00 99-00 00-01 00-01 01-02 01-02 02-03 02-03 03-04 03-04e33333@@@̌ @@ l@s@3333s@p@#@@33333 @@@@3333@@L#@I@ L@ H@ L@ v@ 3333)@ @]@ g@ @@ @ @e>  &.@  dMbP?_*+%"LXX??U } } } }  }  } U } * } U } } *} 6Ppp/&Updated 4/13/04; Fall 03 added 5/17/04 Chart 32b <3"P#p$,p@%,@&,@',@ (,@P),@*,в@+,@@,,@-,@.,@P/, @e0,@1,@@25pP""Total "Percent "Fall"Percent"  #Year#FTES #Change#Headcnt#Change#  #Labels#$1990-91~ $ B4A$~ $@@$ $90-91$ $FTES$!%1991-92~ % [*K-%!q$D%D$D$d~ %@-%! i+0D%D$D$d%  %91-92%%Fall Headcount%!&1992-93~ & B-&!?&%%D&D%D%d~ &s@-&!J3fr4%%D&D%D%d&  &92-93&!'1993-94~ ' =C-'!Zy?&D'D&D&d~ 'p@-'!_V޺ &D'D&D&d'  '93-94'(1994-95~ ( m0A-(!}iIoF'D(D'D'd~ (@-(!MGL#*'D(D'D'd(  (94-95()1995-96~ ) 91A-)!2;@(D)D(D(d~ )@-)!Ĝ(D)D(D(d)  )95-96)*1996-97~ * @-*!j7@)D*D)D)d~ *@-*!vB*@)D*D)D)d*  *96-97*!+1997-98~ + K-+!_F?*D+D*D*d~ +@-+!P}@*D+D*D*d+  +97-98+!,1998-99~ , 3A-,!@-D.D-D-d.  .00-01./2001-02~ / X-/!f$@.D/D.D.d~ /@]@-/!n$x@.D/D.D.d/  /"01-02/ 002002-03~ 0 g@-0!@/D0D/D/d~ 0@@,0!kϲ@1D0D/D/d0  0"02-03 11"2003-04~ 1n5A-1!AEY"/D1D0D0d~ 1@,1!Ev0D1D0D0d1  1"03-04 2#####i5`Source: Official CCFS-320 Reports (displayed on the IR&P Web Site which excludes Apprenticeship)5(BTy$(  |  BNMM?? ]`)&  &.@"d??3h % h  h  h 1Q h 1L h (Xh P(    < @?""])T* <Differential Fee implemented<B  <D@?"Q:g]`)+`UU83d23 M NM4 3Q:$ FTESQ ;$1Q ;$1Q3_ O 3f  MM<4E4 3Q:% Fall HeadcountQ ;$1Q ;$1Q3_ O   MM<4E4D$% M@3O& Q4$% M@3O& Q4FASht 3OC 3 b#M& 43*|@@@N#M&! M4523 M  43" )3Ow% M3O& Q423 M NM4444% #@mM3ObH& Q PLFoothill College Total Fiscal Year FTES & Fall Enrollment 1990-91 to 2003-04'44eee PQg^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg ^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg ^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]CountQg ^HD:State of College:2003:State of College:Charts:Employees:[Employee_State_Coll_2002.xls]Count>@<K###7 &.@  dMbP?_*+%0 &?'?"VXX??U } }  } }  }  }  Term_     FOUpdated 4/13/04(International Students' Chart 1$ %Annual & <,  !  " # FO$ % & ' ( ) 8* Ȗ+  , -- h9 / 0   oUnduplicated Count oo 'Percent & ! !Term !(F1 !(FX!(Total!(Change! & "" Fall 1995")@[@)p@)v@&" & ## Fall 1996#)_@)i@##)t@$ %##o9(#&'^O$D#D"D## & $$ Fall 1997$)[@)p@#$)w@# %$$o9($& L?%D$D#D$$ & %% Fall 1998%)`@)t@#%)|@$ %%%o9(%&r.|?&D%D$D%%  && Fall 1999&) n@)x@#&)@% %&&o9(&&%?'D&D%D&&  '' Fall 2000')|@)t@#')Ј@& %''o9('&g &?(D'D&D''  (( Fall 2001()@)f@#()0@) %((o9((&e޵M?#D(D'D((  )) Fall 2002))8@)`e@#))H@* %))o9()&h *3?'D)D(D))  ** Fall 2003*)H@)R@#*)@) %**o9(*&TݿZD*D)D** +& ,& J-ASource: IR&P Access DB queried 4/16/03; Fall 2003 data on 4/13/04-& /Updated 4/13/04/ (0International Students' Chart 2$',]nRh6K O P Q FOR ,@S ,@T ,@U ,@V ,@W ,@8X ,Ȗ@Y ,@ Z ,-@[ h9 ^ K$OOAnnualP#PpUnduplicated Count by Visa PppPPercent Q QTerm QF1 QFXQTotalQChange RR Fall 1995R)@[@)p@)v@& SS Fall 1996S)_@)i@#S)t@T %SSo9(S&'^O(DSDRDS TT Fall 1997T)[@)p@#T)w@U %TTo9(T& L?SDTDSDT UU Fall 1998U)`@)t@#U)|@V %UUo9(U&r.|?SDUDTDU VV Fall 1999V) n@)x@#V)@W %VVo9(V&%?TDVDUDV WW Fall 2000W)|@)t@#W)Ј@X %WWo9(W&g &?UDWDVDW XX Fall 2001X)@)f@#X)0@Y %XXo9(X&e޵M?VDXDWDX YY Fall 2002Y)8@)`e@#Y)H@Z %YYo9(Y&h *3?WDYDXDY ZZ Fall 2003Z)H@)R@#Z)@Y %ZZo9(Z&TݿXDZDYDZ[+++++J^ASource: IR&P Access DB queried 4/16/03; Fall 2003 data on 4/13/04^"p+[dH>0 &(   p  6NMM? ]`)-  &.@"dXX??3h h  h  h {(h (P Ua83d23 M NM4 3QQ ;!#*Q ;!#*Q3_ O 3f  MM<4E4D$% M@3O&Q4$% M@3O&Q4FA O` 3O2$# 3 b#M&43*@Y@N#M&! M4523 M  43" 44% 5M 3O~$&Q ZVFoothill College Unduplicated Count of International Students Fall Quarters 1996- 2003'44e Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003et@w@|@@Ј@0@H@@e ~v  <NMM?1 K]`)`.  &.@"dXX??3h (Ph  h  h (h (P_83dwt23 M NM4 3QQ ; SZQ ; SZQ3_ O 3f  MM<4E4D$% M@3O&Q4$% M@3O&Q4FA <3 3O5 3 b#M&43*??N #M&! M4523 M  43" 44% <X0 M3O&Q {Foothill College Percent Increase/Decrease of International Students by Fall Quarter Over Previous Fall Quarter 1996 - 2003'44e Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003e'^O L?r.|?%?g &?e޵M?h *3?Tݿe >@<K PP7 &.@  dMbP?_*+%&?'?"UXX??U } } *} U }  } U} Column DX?    ,Updated 1/30/04Chart 9$$ (" # $ % FO& ' ( ) * + 8, -  . -0 h9 1 2 3 4 5 6 7 8 9 i : @; г< г= > "qFoothill College"qqqq&#qDistance Learning Enrollments#qqqq$. %%Percent%& &Year& Enrollment&Increase&''1996-97~ ')ě@ '((1997-98~ ()>@-(!ZLtT@neeD(D'D'd())1998-99~ ))@-)!QƫxA@(D)D(D(d)**1999-00~ *)r@-*!IB@)D*D)D)d*++2000-01~ +)@-+!7@*D+D*D*d+,,2001-02~ ,)@-,!$"[H@+D,D+D+d,--2002-03~ -)@--!<@,D-D,D,d-.///0/0&Note: This includes both online and TV 0)101'classes but no TV for last three years. 12)3)4)!5)6)7)8Note: There are end-of-term figures, i.e., only students with non-null grades at the end of the term. Census day numbers may be8)^9Usomewhat higher as students may withdraw after census but before grades are required.9):)h;_Source: IR&P Access Database, (end-of-term) Enrollment Table, section numbers ending in D or W.;)<)K=BIR&P - RBB - Updated and revised 10/22/02; 2002-03 updated 1/30/04=)>)<g /<.Q:ggggggSTxe@(  v  <NMM?? ]`)0  &.@"dXX??3h (Ph Lh Lh /))& UU83d]23 M NM4 3Q:&  EnrollmentQ ;'-Q ;'-Q3_ O 3f  MM<4E4D$% M@3O&Q4$% M@3O&Q4FAO y 3O (Ox 3 b#M&43*@@@@N#M&! M4523 M  43" 44% F> M 3O&Q EAFoothill College Distance Learning Enrollments 1996-97 to 2002-03'44eee >@<K""##7 &.@  dMbP?_*+%&?'?"PXX??U } } U} }  } U} } U} Column SXMFO  8 X   -h9 Updated 4/7/04, Graphing tableChart 8, 0Fiscal Year Total FTES000000 0Division11996-9711997-9811998-9911999-0012000-0112001-0212002-03 ~  &@&Physical Sci/Math/Engineering02іA2 A2A2Ƙ@2A2!qA2!BA ~  $@(Physical Ed & Human Performance02!A2v@2!A27A2rA2aA2A ~  "@Library02v@2h@2@C@2@2Ԭ@2;@2@  ~  @  Language Arts0 2QA2A2A2QA2nA2QA2A  ~ @ Guidance/Counseling0 2 @2@2@2@2@2@2@  ~ @" Fine Arts & Communication0 2. A2 A27 A2@2Qv A21I A2@  ~ @ Economic Development0 2(x@2@2@2^@2g@2@2S@  ~ @( Computers, Tech, & Info Systems0 2=A2@2@2A2M A2D@2qA ~  @#Business & Social Sciences02A2aA2QA2VA29A2 A2!" A ~  @%Biological & Health Sciences02?A2AA2AA2A2gA2TA2A~  ?,#Adaptive Learning/Disabled Services02@2!@2a@2@2@2@2AX@ 3Totals#4 @ %#4@ %#42333s@ %#4@ %#4L@ %#43333N@ %~ 4;&[& @KUD]v|r()*+FO,-.,@/,@0,@1,@82,X@3,@ 4,-@5,h9@ 6,@7,@8,@;<>?($ )$$ *$$ +Fiscal Year Total FTES+ ,Division,1996-97,1997-98,1998-99,1999-00,2000-01, 2001-02, 2002-03 ,  ,-#Adaptive Learning/Disabled Services0-2@2!@2a@2@2@2@2AX@ - % %.Biological & Health Sciences0.2?A2AA2AA2A2gA2TA2A .  #/Business & Social Sciences0/2A2aA2QA2VA29A2 A2!" A /  0(0Computers, Tech, & Info Systems002=A2@2@2A2M A2D@2qA 0 11Economic Development012(x@2@2@2^@2g@2@2S@ 1 2"2Fine Arts & Communication022. A2 A27 A2@2Qv A21I A2@ 2 33Guidance/Counseling032 @2@2@2@2@2@2@ 3 44 Language Arts042QA2A2A2QA2nA2QA2A 4 55Library052v@2h@2@C@2@2Ԭ@2;@2@ 5 6(6Physical Ed & Human Performance062!A2v@2!A27A2rA2aA2A 6 7&7Physical Sci/Math/Engineering072іA2 A2A2Ƙ@2A2!qA2!BA 7 88#Totals085J5@5KN5-e4A55A5}6A5;&[ 8 6";222222"<222222O>FDefinitions: Same are for Program Review; see WSCH Productivity Tables >"?%%%%%%.' ?rki~sxrlf~|e&&w@ABCFODEFGHI8JXK L-q@hSource: IR&P Access DB queried on 3/6/03. See Brio query in Enrollment Management folder on the server.@222222 3A*2002-03 Update AccessDB queried on 4/7/04.A222222 B222222 C222222 D222222 E222222 F222222 G222222 H222222 I222222 J222222 K222222 L222222 OP(  v  <NMM? (]`)3  &.@"dXX??3h +L h >!h >"h 0*#PH`0(  3dk23 M NM4  3Q:  2002-03Q ;Q ;Q3_ O $  MM<4E4  3Q:  2001-02Q ;Q ;Q3_ O   MM<4E4  3Q:  2000-01Q ;Q ;Q3_ O   MM<4E4  3Q:  1999-00Q ;Q ;Q3_ O   MM<4E4  3Q:  1998-99Q ;Q ;Q3_ O 3f  MM<4E4D$% M@3O&"Q4$% M@3O&!Q4FAlJ 3O1 3 b#M&#43*@o@N#M&#! M4523 M  43"  J}3OPA_% M3O& Q423 M NM4444% &M3O$& Q EAFoothill College FTES by Division Fiscal Years 1998-99 to 2002-03'44 ee          e >@<K7 &.@  dMbP?_*+%=&?'?M com.apple.print.PageFormat.PMHorizontalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMHorizontalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMOrientation com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMOrientation 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalRes com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalRes 300 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMVerticalScaling com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMVerticalScaling 1 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.subTicket.paper_info_ticket com.apple.print.PageFormat.PMAdjustedPageRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPageRect 0.0 0.0 3058.3333333333335 2400 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PageFormat.PMAdjustedPaperRect com.apple.print.ticket.creator com.apple.printingmanager com.apple.print.ticket.itemArray com.apple.print.PageFormat.PMAdjustedPaperRect -75 -75 3225.0000000000005 2475 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMPaperName na-letter com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.PaperInfo.PMUnadjustedPageRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPageRect 0.0 0.0 734 576 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.PMUnadjustedPaperRect com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.PMUnadjustedPaperRect -18 -18 774 594 com.apple.print.ticket.client com.apple.printingmanager com.apple.print.ticket.modDate 2004-05-21T22:15:17Z com.apple.print.ticket.stateFlag 0 com.apple.print.PaperInfo.ppd.PMPaperName com.apple.print.ticket.creator com.apple.print.pm.PostScript com.apple.print.ticket.itemArray com.apple.print.PaperInfo.ppd.PMPaperName US Letter com.apple.print.ticket.client com.apple.print.pm.PostScript com.apple.print.ticket.modDate 2003-07-01T17:49:36Z com.apple.print.ticket.stateFlag 1 com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PaperInfoTicket com.apple.print.ticket.APIVersion 00.20 com.apple.print.ticket.privateLock com.apple.print.ticket.type com.apple.print.PageFormatTicket Mz,, ` g(HH(dh "UXX??U } U} U } } *}  } }  } Z.ml@ p, @Eв@@   E  8 @@l@eg,`@8,@8,@,@ ,@8г  !`8 @@pt  zSource: State of California, Department of Finance, Race/Ethnic Population with Age and Sex Detail, 2000-2040. Sacramento, @ 7Updated 4/14/04; updated with May 2004 forecast 5/20/04, h_CA, May 2004. The data was downloaded May 20, 2004 from the DOF web site www.dof.ca.gov/newdr/@  Chart 3, B7777777777{For population projections, see Brio "DOF May 2004 Pop Santa Clara Cty 2000-2040.bqy" in c:\Research\Statistics\Population.@rrrrrrrrrrB7777777777B%7777777777MDSanta Clara County 2003 Projected Population (as of January 1, 2003)@%7777777777 (&Multirace)27777777777  (Total (White (Hispanic (Asian/PI (Black ( Native Am ( Other/Unkn2 7777777777 Males SC )D*A)yA)H A# )H- A, `A  )@)@)@c@2 7777777777 ! 8Rm>N?7 D D ! 8E1?  D D ! 8K#0%?  D D ! 8s?  D D ! 8f@j?  D D $ 87777777777. %This table is for both Chart 3 and 3a B 7777777777  Females SC )&3)A)A# )8A  ~A  )k@)@)8@2 7777777777 !8F?  D D !8W 4? D D !8s? D D !8Ԍ? D D !8}΢Fk? D D ,87777777777 Asian/PI/ Other/27777777777 ItemTotalWhiteHispanicFilipinoBlack Native AmUnknown297777777777%Total Santa Clara Population0)6i)$D(A)A)@A)@:@)H@)M@297777777777%Foothill Fall 2003 Headcount)@)~@)Ԡ@!)@  |)@)@W@)@Total SC!)M:A D D !)$D(A D D !)A D D !)@A D D !)@:@ D D !)H@ D D !)M@4 D D "97777777777&Santa Clara County Percentage~ 9?9!Do?9?9P@?9,]?9|ek?9?R3?Santa Clara County!8`c?$ DD!8K^y? DD!8%f? DD!8_}y? DD!8t cUk? DD!8S'|?7 DD"97777777777&Foothill Fall 2003 Percentage~ 9?9A|?9E?98\­?9dE`/H?9\gt?9#?9Foothill Fall 2003 8A|? D d 8E? Dd-:8\­?DDDd 8dE`/H?  Dd 8\gt? Dd&8#?D!D"d"97777777777+"Foothill Percentage w/o Other/Unkn~ 9?9;N\?9ua,2?9EA6?9x+R?9=vz?~ 9FH % Unkn distributed 8;N\?$ D d 8ua,2?  Dd-8EA6?DDDd 8x+R? Dd 8=vz? Dd68777777777755555555D8888887777777777% Fall 2003% Fall 200387777777777 %% Fall 2003% Fall 2003%w/o Unkn%w/o Unkn87777777777Foothill( (%(Count;Count (%87777777777Asian<&!75@DD$@d)@)@&!zQ;@DD$d87777777777Black<&!6e@DD$@d)@)@&!sHM0@DD$d87777777777Filipino<&!6LB.@DD$@d)w@)w@&!8]*@DD$d8!7777777777Hispanic<&!H'@DD$@d)Ԡ@)Ԡ@&!ٸGXe-@DD$d87777777777Native American<&!t ?  White <& !U!;3C@D D$@d )~@)~@& !/H@D D$d   Chart 3a 777777777!Other!<&!!&i!K ?"D!D$@d~ !)@n@&!!" Unrecorded"<&"!YV,P4@D"D$@d~ ")@&"!.#<)!7777777777 $<#$!Y@ %# #$)@! %##$) @ %# #$!Y@ %#"$rrrrrrrrrr.%7777777777.&7777777777M'DSanta Clara County 2003 Projected Population (as of January 1, 2003),'7777777777.(7777777777)County)(Count )(%()%7777777777*Males SC~ *)D*A&*!fDfI@$D*D,d**Males$*7777777777+ Females SC~ +)&3&+!U;껙H@*D+D,d++Females$+7777777777,Total SC",)M:A D*D+&,!Y@+D,D,d(,7777777777.-)!7777777777..)!7777777777./)!7777777777)0 Foothill Fall 2003 (End-of-term),0)!7777777777 11% Fall 20031% Fall 2003$1777777777722% Fall 20032% Fall 20032%w/o Unkn2%w/o Unkn$2777777777733(Count 3(%3;Count 3(%$377777777774Foothill Males~ 4)J@&4!a&H@$D4D7@d4)J@5D4&4!$LhUH@7D4D7@d$477777777775Foothill Females~ 5)<@&5!xI@4D5D7@d5)<@7D5&5!ݳ&JI@,D5D7@d$577777777776 Foothill Unkn~ 6)@a@&6!^"?5D6D7@d(6)77777777777Foothill Total#7)@7 %46&7!Y@6D7D7@d#7)@4 %46 &7!Y@5D7D7@d$77777777777.87777777777.97777777777.:7777777777G;>Source: College data from Demographic Trends on IR&P Web Site.,;$777777777-<$FHDA IR&P - 4/18/03; Updated 4/14/03,<777777777.=777777777> > Chart 3b> 777777777.?7777777777Dl~2222_222]dr~222{a2O@.ml@Y p@ $$FY $=Note: Small number of unknowns removed from Foothill figures.p(  v  <NMM? ]`)7  &.@")??3` (` ` (` ` ($` (`JW3d-23 M NM4 3Q:: Santa Clara CountyQ ;:Q ;: Q3_ O 3f  MM< 4E4 3Q:: Foothill Fall 2003Q ;:Q ;: Q3_ O   MM< 4E4D$% M@3O&Q4$% M@3O&Q4FA,pi 3O82 3 b#M&43*?#M&! M4523 M  43" 3O0% M3O&%Q423 M NM4444% 4OC M3O&Q UQFoothill College Santa Clara County Population and Foothill Students by Ethnicity'4% M3O&Q'4% M3O&Q'44eWhiteWhiteHispanicHispanicAsian/PIAsian/PIBlackBlack Native Am Native Ame`c?;N\?K^y?ua,2?%f?EA6?_}y?x+R?t cUk?=vz?e ~v  <NMM? ?Y]`)8  &.@"dXX??3` (` ` )` ` )L@U93dDUe23 M NM4 3Q:9 Santa Clara CountyQ ;9*+Q ;9*+Q3_ O 3f  MM< 4E4 3Q:9 Foothill Fall 2003Q ;945Q ;9*+Q3_ O   MM< 4E4D$% M@3O&Q4$% M@3O&Q4FA 3O4P 3 b#M&43*N@@@N#M&! M4523   43" 3O% M3O&&Q423 M NM4444% FM3O&Q RNFoothill College Santa Clara County Population and Foothill Students by Gender'4% M3O&Q'4% M3O&Q'44eMalesMalesFemalesFemalesefDfI@$LhUH@U;껙H@ݳ&JI@e ~v  <NMM? !;]`)D9  &.@"dXX??3` (` (` ` (` ` (L UA3d23 M NM4 3Q:8 Santa Clara CountyQ ;8Q ;8 Q3_ O 3f  MM< 4E4 3Q:8 Foothill Fall 2003Q ;8Q ;8 Q3_ O   MM< 4E4D$% M@3O&Q4$% M@3O&Q4FA 3O3Jb 3 b#M&43*#M&! M4523 M  43" 3O% M3O& Q423 M NM4444%  M 3O&PWQ Foothill College Santa Clara County Population and Foothill Students by Ethnicity 2003 Percent of total populations. Unknown & Other not available for County'4% M 3O&Q'4% M3O&Q'44eWhiteWhiteHispanicHispanicAsian/PIAsian/PIBlackBlack Native Am Native Am Other/Unkn Other/Unkne`c?A|?K^y?E?%f?8\­?_}y?dE`/H?t cUk?\gt?S'|?#?e > @<K $$ 7 &.@  dMbP?_*+%&?'?"WXX??U } }  } } U} } U} } U} } U} } U} } U} Column AX<FO    8   -h9 6Updated 3/9/04.Foothill College6.....=.4Fall Headcount (same as Web site Demographic Trends)4.....Chart 47L@7L@7H@7H@77D@7D@ 7 7@@7@@  7 7<@7<@778@78@774@74@770@70@  Ethnicity(Count (%(Count (%((Count (% ( (Count  (% ( (Count (%((Count (%((Count (%((Count (%  Other/Unkn@96@@9=@9Dz@9:@ 9 L@9?  9 X@96@9X@93@9D@90@9@9.@ White~@9C@H@9B@9@9C@ 9 @9D@  9 5@9E@9"@9G@9m@9?9@9I@   Native Am @W@9?@U@9 9 W@9? 9 @[@9?  9 @[@9? 9 _@9? 9 ]@9? 9 X@9?  Hispanic Ԡ@9(@@9$@ 9 ܝ@9$@ 9 @9$@  9 @9$@ 9 ș@9$@ 9 t@9$@ 9 @9$@  Black @9@(@9@ 9 0@9@ 9 |@9@  9 @9@ 9 ~@9@ 9 P@9@ 9 }@9@  Asian/PI/Filipino @9?@97@ 9 @97@ 9 0@96@  9 @95@ 9 @95@ 9 @94@ 9 b@94@  Total @9?@9? 9 @:@9? 9 @q@9?  9 @C@9? 9 <@9? 9 @9? 9 @9? 8......8......8$6Chart 4a$ ,UW`<<<"#$,@%,FO@&,@',@(,@),@*;8 "~ "p4@ "p~ "p8@ "p ~ " p<@ " p ~ " p@@ "p~ "pD@ "p~ "pH@ "p*~ "pL@"p# Ethnicity ##Count #%##Count #%# # Count # %# # Count #%##Count #%##Count #%##Count #%$Asian/PI/Filipino $$)@94@$9$)@95@$ 9$ )@95@ $ 9$ )0@96@$9$)@97@$9$)@97@$9~ $)@"$98\­?$ D$D*@%Black %%)P@9@%9%)~@9@% 9% )@9@ % 9% )|@9@%9%)0@9@%9%)(@9@%9~ %)@"%9dE`/H?$ D%D*@&Hispanic &&)t@9$@&9&)ș@9$@& 9& )@9$@ & 9& )@9$@&9&)ܝ@9$@&9&)@9$@&9~ &)Ԡ@"&9E?% D&D*@' Native Am '')]@9?'9')_@9?' 9' )@[@9? ' 9' )@[@9?'9')W@9?'9')@U@9'9~ ')@W@"'9\gt?& D'D*@(White (()m@9?(9()"@9G@( 9( )5@9E@ ( 9( )@9D@(9()@9C@(9()H@9B@(9~ ()~@"(9A|?' D(D*@) Other/Unkn )))D@90@)9))X@93@) 9) )X@96@ ) 9) )L@9?)9))Dz@9:@)9))@9=@)9))@*")9$?( D)D*@*#Total *##*=@>?*?*=<@>?* ?* =@C@>? * ?* =@q@>?*?*=@:@>?*?*=@>?*>#*=@* %$)"*>?) D*D*@;$ @ ,-J 2(   v  <NMM?$]`)>  &.@"dXX??3h (m'h ?(h ?)h (X*h (+LG3d23 M NM4 3Q: 2003Q ; Q ; Q3_4E4 3Q: 2002Q ; Q ; Q3_ O   MM<4E4 3Q: 2001Q ; Q ; Q3_ O $  MM<4E4 3Q: 2000Q ; Q ; Q3_ O   MM<4E4 3Q: 1999Q ; Q ; Q3_ O   MM<4E4 3Q: 1998Q ; Q ; Q3_ O   MM<4E4 3Q: 1997Q ; Q ; Q3_ O 3f  MM<4E4D$% M@3O&)Q4$% M@3O&(Q4FAe 3O0R 3 b#M&*43*N#M&+! M4523 M  43" ^Bm3O/Z% M3O& Q423 M NM4444% FSM3O&'Q TPFoothill College Fall Headcount Frequency Distribution by Ethnicity 1997 to 2003'44eee |  BNMM?? $:]`)d?  &.@")??3h (m,h ?-h ?.h (/h (0@UMJ3dd23 M NM4 3Q: 2003Q ; Q ; Q3_4E4 3Q: 2002Q ; Q ; Q3_ O   MM<4E4 3Q: 2001Q ; Q ; Q3_ O $  MM<4E4 3Q: 2000Q ; Q ; Q3_ O   MM<4E4 3Q: 1999Q ; Q ; Q3_ O   MM<4E4 3Q: 1998Q ; Q ; Q3_ O   MM<4E4 3Q: 1997Q ; Q ; Q3_ O 3f  MM<4E4D$% M@3O&.Q4$% M@3O&-Q4FAnC ] 3O0<<6 3 b#M&/43*?#M&0! M4523 M  43" _A3Oo/_% M3O& Q423 M NM4444% SdM3O$&,Q UQFoothill College Fall Headcount Percentage Distribution by Ethnicity 1997 to 2003'44eee >@<K:"""""""""""" "" 7 &.@  dMbP?_*+%2&?'?"NXX??U } }  } } U} } U}  } U} } U} } U} } U} } * } } U} } U} } U} !"} ##U} $%} &&U} '(} ))U} * Column AQg+++++FO+++++ +8 + +  +- +h9 +++++++++i +@+ ++`8+ @++@p+t Updated 4/14/04P* Chart 7P*Chart 7V*21~ s8@ s1~ s<@ s1~ s@@ s1 ~ !sD@ "s1#~ $sH@ %s@&~ 'sL@ (s*0 0Age1Count 1%11Count 1%11Count 1% 1!1Count "1%#1$1Count %1%&1'1Count (1% )*0 UnrecordedN@99K@99I@9 9!J@9"#9$7@9%&9~ ')$@(9A? )A*0 50 +)@9.@9)@9.@9)@9.@ 9!)@9.@"#9$)@90@%&9~ ')@(9;? )A*040 - 49)Ě@9&@9)@9&@9) @9$@ 9!)@9$@"#9$)@9&@%&9~ '),@(9#fݻ? )A*035 - 39)@9 @9)4@9 @9) @9 @ 9!)@9 @"#9$)|@9@%&9~ ')@(91jcl? )A*0  30 - 34 )̙@9$@ 9 )@9$@ 9 )L@9$@ 9 !)d@9&@" #9 $)@9&@% &9~ ')@ (9L!R? )A*0  25 - 29 )@@9.@ 9 )T@9.@ 9 )@9.@ 9 !)J@9.@" #9 $)̥@9,@% &9~ ')B@ (9Uv? )A*0  20 - 24 )ª@95@ 9 )@95@ 9 )*@95@ 9 !)Ԯ@95@" #9 $)@94@% &9~ ')N@ (9&i!? )A*0   19 or less )@94@ 9 )@94@ 9 )@@94@ 9 !)­@94@" #9 $) @95@% &9~ 'H@ (9JZH? )A*0  3Total B<@C? C B@C@C? C B@q@C? C !B@:@C?" #C $B@C?% &C 'B@C?( )*21~ s4@ s~ s0@$s*0)99)99)99)99)99) 0Age1Count 1%1Count 1%0)99)99)99)99)99) UnrecordedV@9?~ )@^@9#[?0)99)99)99)99)99) 50 +)@91@~ )ƣ@9ŕXt?0)99)99)99)99)99)40 - 49)P@9$@~ )@9'G ?0)99)99)99)99)99)35 - 39)@9 @~ )D@9г?0)99)99)99)99)99)30 - 34)@9&@~ )4@9!S?0)99)99)99)99)99)999925 - 29)ġ@9.@~ )@9!.M?0)99)99)99)99)99)999920 - 24)@94@~ )@9JH?0)99)99)99)99)99)9999 19 or less)@92@~ )@9["1?0)99)99)99)99)99)9999TotalB@C?)@9?<)99)99)99)99)99)9999<)99)99)99)99)99)99990)99)99)99)99)99)9999aDXNote: Prior Years are in hidden columns back to 1996 for the shaded tabled left of this.<)99)99)99)99)99)9999<$99)99)99)99)99)9999<)99)99)99)99)99)9999BuXxnD |@@@@ +!+"+#+FO%+&+'+(+)+*+8++,+ -+-.+h9 /+1+2+3+4+5+0 )99)99)99)99)99)99990!)99)99)99)99)99)9999".Foothill College."=#.4Fall Headcount (same as Web site Demographic Trends).#%~ %p4@ %p~ %p8@ %p~ %p<@ % p ~ % p@@ % p ~ %pD@ %p~ %pH@ %pE~ %pL@%p &Age&Count &%&&Count &%&&Count & %& & Count & %& &Count &%&&Count &%&&Count &%' 19 or less')@92@'')@94@'9')@94@ ' 9' )@@94@ ' 9')­@94@'9') @95@'9~ ')H@"'9JZH?' D'D/@(20 - 24()@94@(()ª@95@(9()@95@ ( 9( )*@95@ ( 9()Ԯ@95@(9()@94@(9~ ()N@"(9&i!?' D(D/@)25 - 29))ġ@9.@)))@@9.@)9))T@9.@ ) 9) )@9.@ ) 9))J@9.@)9))̥@9,@)9~ ))B@")9Uv?( D)D/@*30 - 34*)@9&@**)̙@9$@*9*)@9$@ * 9* )L@9$@ * 9*)d@9&@*9*)@9&@*9~ *)@"*9L!R?) D*D/@+35 - 39+)@9 @++)@9 @+9+)4@9 @ + 9+ ) @9 @ + 9+)@9 @+9+)|@9@+9~ +)@"+91jcl?* D+D/@,40 - 49,)P@9$@,,)Ě@9&@,9,)@9&@ , 9, ) @9$@ , 9,)@9$@,9,)@9&@,9~ ,),@",9#fݻ?+ D,D/@ -50 +-)@91@--)@9.@-9-)@9.@ - 9- )@9.@ - 9-)@9.@-9-)@90@-9-)@-"-9;?, D-D/@. Unrecorded.V@9?..N@9.9.K@9 . 9. I@9 . 9.J@9.9.7@9.9~ .$@".9A?- D.D/@/#Total/=@>?/?/=<@>?/?/=@C@>? / ?/ =@q@>? / ?/=@:@>?/?/=@>?/>~ /=@"/>?. D/D/@.1)9999)99)99)99)99992Chart 7b 2992Chart 7&299)99)99)99)9999.3)99)99)99)99)99)9999.4)99)99)99)99)99)9999.5)99)99)99)99)99)9999,5|44Os,  2a22N+O+P+R+FOS+U+V+W+X+Y+8Z+[+ \+-]+h9 ^+_+N$O$0P$R.Foothill College.R=S.4Fall Headcount (same as Web site Demographic Trends).SU~ Up4@ Up~ Up8@ Up~ Up<@ U p ~ U p@@ U p ~ UpD@ Up~ UpH@ UpE~ UpL@Up VAgeVCount V%VVCount V%VVCount V %V V Count V %V VCount V%VVCount V%VVCount V%W 19 or lessW)@92@WW)@94@W9W)@94@ W 9W )@@94@ W 9W)­@94@W9W) @95@W9~ W)H@"W9JZH?/ DWD_@X20 - 24X)@94@XX)ª@95@X9X)@95@ X 9X )*@95@ X 9X)Ԯ@95@X9X)@94@X9~ X)N@"X9&i!?W DXD_@Y25 - 29Y)ġ@9.@YY)@@9.@Y9Y)T@9.@ Y 9Y )@9.@ Y 9Y)J@9.@Y9Y)̥@9,@Y9~ Y)B@"Y9Uv?X DYD_@Z30 - 34Z)@9&@ZZ)̙@9$@Z9Z)@9$@ Z 9Z )L@9$@ Z 9Z)d@9&@Z9Z)@9&@Z9~ Z)@"Z9L!R?Y DZD_@[35 - 39[)@9 @[[)@9 @[9[)4@9 @ [ 9[ ) @9 @ [ 9[)@9 @[9[)|@9@[9~ [)@"[91jcl?Z D[D_@\40 - 49\)P@9$@\\)Ě@9&@\9\)@9&@ \ 9\ ) @9$@ \ 9\)@9$@\9\)@9&@\9~ \),@"\9#fݻ?[ D\D_@ ]50 +])@91@]])@9.@]9])@9.@ ] 9] )@9.@ ] 9])@9.@]9])@90@]9])@]"]9;?\ D]D_@^ Unrecorded^V@9?^^N@9^9^K@9 ^ 9^ I@9 ^ 9^J@9^9^7@9^9~ ^$@"^9A?] D^D_@_/Total_F@G?_H_F<@G?_H_F@C@G? _ H_ F@q@G? _ H_F@:@G?_H_F@G?_G~ _=@"_G?^ D_D_@$ , 4Os,  f+>fI5Note: Prior Years are in hidden columns back to 1996.VP$8(  $| $ BNMM?? +]`)B  &.@"d??3h (3h ?4h ?5h (7PH(0(  (SG3d23 M NM4 3Q ;'( 2003Q ; ''Q ; Q3_ O   MM<4E4 3Q ;$% 2002Q ; $$Q ; Q3_ O $  MM<4E4 3Q ;!" 2001Q ; !!Q ; Q3_ O   MM<4E4 3Q ; 2000Q ; Q ; Q3_ O   MM<4E4 3Q ; 1999Q ; Q ; Q3_ O   MM<4E4 3Q ; 1998Q ; Q ; Q3_ O 3f  MM<4E4D$% M@3O&5Q4$% M@3O&4Q4FAm o 3O5 3 b#M&743*N#M&7! M4523 M  43" P2P3OU-1_% M3O&6Q423 M NM4444% %SVM3O&3Q UQFoothill College Fall Headcount Frequency Distribution by Age Group 1998 to 2003'44eee | $ BNMM?? 3N+]`)E  &.@")??3h (8h ?9h ?:h (;PH,0(  ,RG3d23 M NM4 3Q ;'( 2003Q ; ((Q ; Q3_ O   MM<4E4 3Q ;$% 2002Q ; %%Q ; Q3_ O $  MM<4E4 3Q ;UU 2001Q ; ""Q ; Q3_ O   MM<4E4 3Q ; 2000Q ; Q ; Q3_ O   MM<4E4 3Q ; 1999Q ; Q ; Q3_ O   MM<4E4 3Q ; 1998Q ; Q ; Q3_ O 3f  MM<4E4D$% M@3O&:Q4$% M@3O&9Q4FAl _ 3O6 3 b#M&;43*Q?{Gz?N #M&;! M4523 M  43" =Pm3O=1Z% M3O& Q423 M NM4444% SuM3O&8Q VRFoothill College Fall Headcount Percentage Distribution by Age Group 1998 to 2003'44eee >@<K%%%%%% %% UUUU%%%%UUUUUU UU '(UU!"$%%%7 &.@  dMbP?_*+%&?'?"WXX??U } } } *}  } } LwUpdated 4/13/04 with 2003. PT Faculty FTE revised for all years. Overload FTE and Art 19 counts provided below table.Chart 27!"#$,FO@%,@&,@',@(,@),@*,@8+,@,,@ -,-@.,h9@ /24,@5,@79:;?i !. " "Fall "Fall "Fall "Fall "Fall "Fall " Fall " Fall " J #Category #1996 #1997 #1998 #1999 #2000 #2001 # 2002~ # L@ # J $ Administrator6$9@7@8@5@7@9@7@6@ $  %Faculty6%h@ g@h@`h@i@@k@i@h@ % A &PT Faculty FTE*&Ab@( z&A@e@&&A e@&&Af@& &A`f@&"&A@i@&!& Ai@& & Ai@& " & I ' Classified6'@d@d@c@`@`@a@b@a@ '  (Total#(A@. %$'#(AЀ@. %$'#(A@. %$'#(A@. %$'#(A@. %$'#(A`@. %$'#( A0@. %$' #( A@. %$'  (  )######### *Students6*@@<@@C@@q@@:@@@ *  +Students per Admin"+AzGف@ se D*@D$"+AB@+ D*@D$"+Aӄ@+ D*@D$"+AȈ@+ D*@D$"+ACD@+ D*@D$"+AT@+ D*@D$"+ A YBR@, D* @D$ "+ A颋.@+ D* @D$  +  ,Students per Faculty",AR@+ D*@D%",AϺyT@, D*@D%",AT@, D*@D%",AYU@, D*@D%",AQSV@, D*@D%",Az|gU@, D*@D%", AE|W@- D* @D% ", Aϐ3$W@+ D* @D%  ,   -Students per Classified"-A<ݚ V@- D*@D'"-AW@- D*@D'"-A:&o%Y@- D*@D'"-A*g_@- D*@D'"-A|`@- D*@D'"-A%P`@- D*@D'"- Aim@`@( D* @D' "- AAA]`@, D* @D'  -  .Students per All Staff".Al& ;@( D*@D(".AU(<@( D*@D(".Af=@( D*@D(".AP^CyM?@( D*@D(".AP'I@@( D*@D(".AfG-B?@( D*@D(". Ax(3@@, D* @D( ". AC/8@@- D* @D(  .  /######### 2Y2P* PT Faculty FTE includes FTE overload of FT faculty but not Article 19 faculty.2 44 Overload FTE^64;@<@<@@@A@@@@@A@ 5 5Count of Art 19 Faculty65@@@@@$@$@@ 7a7X^Count was 4 for 1995; Overload FTE includes both teaching and non-teaching assignments.7 {9rSource: For Administrator, Faculty, and Classified headcounts, IR&P Web Site Employee Tables. For PT Faculty FTE:9 {:rfor 1996 to 2001 Employee table of the AccessDB queried on 4//9/04; for 2002 & 2003, HRS system queried on 4/9/04.: A;8Similarly for Overload FTE and Article 19 faculty count.; ?Analysis notes:? 2"d^4aZ"__adc"^ha@ABCFODEFGHI8JK @ySee PT, Overload, and Article 19 worksheet tables for details of methods and selection criteria. In brief, the databaseswAnand selection criteria are as follows. The IR&P AccessDB Employee table was used for 1996 to 2001 because itsyBpsnapshot was frozen farther back in time. The "live" HRS system database provided 2002 and 2003 data which willyCpbe added to the AccessDB Employee table later. To check validity, the HRS database was queried back to 1995 andDxthe overlapping years with the AccessDB table compared. District totals for each year in each of these three categories}Et(PT FTE, Overload FTE, and Article 19 count) nearly identical. Campus locations varied some between to two sources.FvThis is due to overwriting of historical locations in the HRS system with current locations making accurate historical~Gudata by campus impossible. Counts and FTE are for active assignments on Oct 1 of each fall term. Selection criteriaxHofor PT FTE: EEO Occupaton = H21 (part-time faculty) and Assignment Code (aks Job Code) = D (teaching), 9 (non-.Ixteaching). Selection criteria for Overload FTE: EEO Occ = H20 (FT teaching faculty), H22 (FT non-teaching faculty) and }JtAssignment Code = D, 9. Selection criteria for Art 19 count: Assignment Code = E and Assignment FTE > 0. Note thatWKNthe assignmetn FTE for all Art 19 assignments is 1.00 whatever the assignment.{}}|0(  0| 0 BNMM?? ]`)(I  &.@"dXX??3h %<h =h >h (?O83d23 M NM4 3Q:# 1996Q ;$'Q ;$'Q3_ O 3f  MM<4E4 3Q:# 1997Q ;$'Q ;$'Q3_ O   MM<4E4 3Q:# 1998Q ;$'Q ;$'Q3_4E4 3Q:# 1999Q ;$'Q ;$'Q3_4E4 3Q:# 2000Q ;$'Q ;$'Q3_ O $  MM<4E4 3Q:# 2001Q ;$'Q ;$'Q3_4E4 3Q:# 2002Q ;$' Q ;$'Q3_4E4 3Q:# 2003Q ;$' Q ;$'Q3_4E4D$% M3O&>Q4$% M3O&=Q4FAxi 3OH  3 b#M&?43*n@4@#M&?! M4523 M  43" | 3O% M3O&%Q423 M NM4444% F5M 3O$&<Q TPFoothill College Employees by Occupational Categories Fall Quarters 1996 to 2003'44eee PQVMHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQVMHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQVMHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQVMHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQV MHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQV MHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]CountQV MHD:State of College:2003:Charts:Employees:[Employee_State_Coll_2002.xls]Count>@<d7 &.@  dMbP?_*+%&?'?"KXX??U } } }  } *} } } Column MXF(( FOP     8 ph9 Updated 4/14/04.Chart 8c.  .Foothill College  < 03Fiscal Year Classroom FTEF by Division (Annualized) 0000000   0Division 1 11996-97 11997-98 11998-99 11999-00 12000-01 12001-02 12002-03  & Physical Sci/Math/Engineering 0 <@<گ@<@<@<@<v@M@  ( Physical Ed & Human Performance 0 <@<@<@<p@<@< @ĭ@   Library 0 <k@<i@<@m@<l@<l@<k@k@   Language Arts0<@<@<@<P@<m@<Y@/@  Guidance/Counseling0<@< @<|@<~@<@@<`@~@" Fine Arts & Communication0<@<#@<Q@<K@<@<@@ Faculity Release0<@T@<T@<@<j@<s@<r@ g@ Economic Development0<A@<p@< k@<@^@<@`@<a@t@( Computers, Tech, & Info Systems0<(@<@<ح@<Q@<@<@̱@# Business & Social Sciences0<@<@<@<5@<²@<!@a@% Biological & Health Sciences0<@<r@</@<@<ܰ@< F@E@, #Adaptive Learning/Disabled Services0<@<ҥ@<@<@<@<X@@ 3Total404!@4v@4@4!@4@4/@d@(5 TNGY|tzd[_jegn()*((+FOP, -.,@/,@0,@1,@82,@3,@ 4,p@5,h9@ 6,@7,@8,@9,@:=$($Note: Data for Fiscal Years (")$$"*$$+.Foothill College +<,3Fiscal Year Classroom FTEF by Division (Annualized) ,-Division--K1996-97-K1997-98-K1998-99-K1999-00-K2000-01-K2001-02- K2002-03- %%%%%,.#Adaptive Learning/Disabled Services.0.<@<ҥ@<@<@<@<X@<@ . %/Biological & Health Sciences/0/<@<r@</@<@<ܰ@< F@<E@ / #0Business & Social Sciences000<@<@<@<5@<²@<!@<a@ (1Computers, Tech, & Info Systems101<(@<@<ح@<Q@<@<@<̱@ 2Economic Development202<A@<p@< k@<@^@<@`@<a@<t@ 3Faculity Release303<@T@<T@<@<j@<s@<r@< g@ "4Fine Arts & Communication404<@<#@<Q@<K@<@<@<@ 5Guidance/Counseling505<@< @<|@<~@<@@<`@<~@ 6 Language Arts606<@<@<@<P@<m@<Y@</@ 7Library707<k@<i@<@m@<l@<l@<k@<k@ (8Physical Ed & Human Performance808<@<@<@<p@<@< @<ĭ@ &9Physical Sci/Math/Engineering909<@<گ@<@<@<@<v@<M@ :#Total:50:5!@5v@5@5!@5@5/@5d@ -=$Faculty Reassign 994,995,998, or 999=0=<0x@<z@<h@<(@<H@<u@<l@ , |L&&Ad{ej_[d^XRjhP@CE((V@M*Total includes campus faculty release time which is not allocated divisions.OCFDefinitions: Same are for Program Review; see WSCH Productivity TablesqEhSource: IR&P Access DB queried on 4/7/04. See Brio query in Enrollment Management folder on the server. ^(ZS4(  4v 4 <NMM? +']`)J  &.@"dXX??3h +L@h >Ah >Bh t,#CPH80(  8`3d23 M NM4  3Q:   2002-03Q ; Q ;  Q3_ O $  MM<4E4  3Q:   2001-02Q ; Q ;  Q3_ O   MM<4E4  3Q:   2000-01Q ; Q ;  Q3_ O   MM<4E4  3Q:   1999-00Q ; Q ;  Q3_ O   MM<4E4  3Q:   1998-99Q ; Q ;  Q3_ O 3f  MM<4E4D$% M@3O&BQ4$% M@3O&AQ4FA\h 3O+ 3 b#M&C43*T@$@N#M&C! M4523 M  43"  3O Ah% M3O& Q423 M NM4444% K%M3O}$&@Q ?;Foothill College Classroom FTEF by Division 1998 to 2002-03'44 ee               e >@<K7 &.@  dMbP?_*+%&?'?"NXX??U } } }  } *} } &} Column NXQFO 8 L   - h9 Updated 4/15/04.  IyThis table required in horizonal bar graphs to keep the scale at the bottom. Reversing the axis in the charts properties  #Iputs the scale at the top.Chart 8b.  60-Fiscal Year Teaching Productivity by Division000000  0Division11996-9711997-9811998-9911999-0012000-0112001-0212002-03  &Physical Sci/Math/Engineering0)@)@)@) @)@@)@)@@  (Physical Ed & Human Performance0)@)@)p@)P@)0@)X@)H@  Library0)r@) i@)n@)@)`n@) g@)m@    Language Arts0 )}@)|@)|@){@)0{@)@|@)}@   Guidance/Counseling0 )0v@)@@)@)}@)u@)v@)`x@  " Fine Arts & Communication0 )0@)H@)@)@)@)Ё@)(@   Economic Development Lna* )@)p@)`@)@)Ȉ@)@@  ( Computers, Tech, & Info Systems0 )X@)Ѓ@)8@)x@)@)@)@  #Business & Social Sciences0)@)؀@)@)@)@)X@)@  %Biological & Health Sciences0) @)x@)z@)@)@@)@)Ȃ@,#Adaptive Learning/Disabled Services0)@v@)w@)0w@)0x@)x@)x@)Py@3Total*0B@B@B@BP@BH@B0@B@( TNcGvlrx~d()*+FO,-.,@/,@0,@1,@82,L@3,@ 4,-@5,h9@ 6,@7,@8,@9:=>?$($Note: Data for Fiscal Years (")$$"*$$+.Foothill College +6,-Fiscal Year Teaching Productivity by Division ,-Division-1996-97-1997-98-1998-99-1999-00-2000-01-2001-02-2002-03- %%%%%,.#Adaptive Learning/Disabled Services0.)@v@)w@)0w@)0x@)x@)x@)Py@. %/Biological & Health Sciences0/) @)x@)z@)@)@@)@)Ȃ@/ #0Business & Social Sciences00)@)؀@)@)@)@)X@)@(1Computers, Tech, & Info Systems01)X@)Ѓ@)8@)x@)@)@)@2Economic Development 2Lna*2)@)p@)`@)@)Ȉ@)@@"3Fine Arts & Communication03)0@)H@)@)@)@)Ё@)(@4Guidance/Counseling04)0v@)@@)@)}@)u@)v@)`x@5 Language Arts05)}@)|@)|@){@)0{@)@|@)}@6Library06)r@) i@)n@)@)`n@) g@)m@(7Physical Ed & Human Performance07)@)@)p@)P@)0@)X@)H@&8Physical Sci/Math/Engineering08)@)@)@) @)@@)@)@@9#Total*09=@=@=@=P@=H@=0@=@V:M*Total includes campus faculty release time which is not allocated divisions.:={Note: In previous editions of this table contract FTE for Cooperative Workforce Education (CWE) in the Economic Development=<<<<<>Division was not included in Productivity calculations which resulted in unrealistic productivity figures. This table includes contract><<<<<P?GFTEF for CWE. This has only a very small effect on total productivity.?<<<<<0 L&&A^zs[`^ZTNH`^Gr@ABCFODEFGHI8JLK L-Mh9 NOP@<<<<<OAFDefinitions: Same are for Program Review; see WSCH Productivity TablesA<<<<<B<<<<<qChSource: IR&P Access DB queried on 4/7/04. See Brio query in Enrollment Management folder on the server.C<<<<<D))))))E))))))F))))))G))))))H))))))I))))))J))))))K))))))L))))))M))))))N))))))O))))))P))))))&@i<(  <p < 6NMM? +']`)xQ  &.@"dXX??3h +LDh >Eh >Fh ,$GPH@0(  @`3d23 M NM4  3Q:  2002-03Q ;Q ;Q3_ O $  MM<4E4  3Q:  2001-02Q ;Q ;Q3_ O   MM<4E4  3Q:  2000-01Q ;Q ;Q3_ O   MM<4E4  3Q:  1999-00Q ;Q ;Q3_ O   MM<4E4  3Q:  1998-99Q ;Q ;Q3_ O 3f  MM<4E4D$% M@3O&FQ4$% M@3O&EQ4FA 3O1 3 b#M&G43*@@Y@N#M&G! M4523 M  43"  J3O HAi% M3O& Q423 M NM4444% &~M 3Oj$&DQ @<Foothill College Productivity by Division 1998-99 to 2002-03'44 ee          e >@<K7 &.@  dMbP?_*+%&?'?"WXX??U } =FOUpdated 9/23/03Chart 10 M N $P !"$FO%,@&,@',@(,@),@*,@8+,_@,,@ -,-@.,h9@ /2356< ONNNNNNNN !!qFoothill College!qq ""qFull-Year Transfers"qq $ $Year $UC $CSU$  %%1993-94%`c@`y@%  &&1994-95&@f@z@&  ''1995-96'@g@`y@'  ((1996-97(@f@z@(  ))1997-98)f@x@)  **1998-99*@g@ v@*  ++1999-00+f@v@+  ,,2000-01,n@ v@,  --2001-02-@j@v@-  ..2002-03.o@px@.  /### {2rSource: CCCCO PfE reports except 2000-01 & 2001-02 CPEC reports. (for 2001-02 CPEC Draft "Student Profiles" 4/03).S3J See also www.cpec.ca.gov/OnLineData/TransferPathwayChart.asp.5yUpdated 9/23/03 with Patrick Perry data spreadsheet "Full-Year Transfers to UC by CCC for 2002-03.xls"; 1993-94 & 1994-95X6Ofrom CCCCO MISWeb download by Rob Johnstone which matches all years to 2002-03.<$,|"GJVPPPPPPPPPP"W\D(  Dv D <NMM?? ']`)U  &.@")??3h (Ih Jh Kh (PM@UM83d723 M NM4  3Q:$ UCQ ;&.Q ;&.Q3_ O 3f  MM<4E4  3Q:$ CSUQ ;&.Q ;&.Q3_ O   MM<4E4D$% M@3O&KQ4$% M@3O&JQ4FAT 3O68 3 b#M&M43*#M&M! M4523 M  43" a3Ocg% M3O&LQ423 M NM4444% # M 3O&IQ QMFoothill College Full-Year Transfer Students to UC and CSU 1993-94 to 2002-03'44 eee >@<K!!""7 &.@  dMbP?_*+%1 &?'?"WXX??U } }  } } U } } U } } } `     FO Updated 10/31/03Chart 11$$$P   ! " # ,FO@$ ,@% ,@& ,@' ,@( ,@) ,@8* ,r@+  , -- h9 . / 1 5  $ .Foothill College  !$/!.&Full-Year Transfers to UC by Ethnicity! "$ "Year"Asian/PI"Black"Hispanic"Nat Am"White"  Other/Unk" Total #$#1995-96$#H@@5@@V@# 5@(  ## @g@( %##  $$$1996-97$$R@@"@?R@$ 1@#  #$ @f@# %$$  %$%1997-98$%Q@?1@@T@% ,@$ #% f@$ %%%  &$&1998-99$&K@$@?R@& H@% )#& @g@% %&&  '$'1999-00$'O@@@@S@' ?@&  #' f@& %''  ($(2000-01$(V@ @0@?X@( @@' #( n@' %((  )$)2001-02$)T@@(@?@U@) 9@) #) @j@( %))  *$*2002-031*@\@*M  ~ *@*.@*  *T@!* C@* #* o@X %** +$######## ,$ -{-PrSource: CCCCO PfE reports except 2000-01 & 2001-02 CPEC reports. (for 2001-02 CPEC Draft "Student Profiles" 4/03).- .S.PJ See also www.cpec.ca.gov/OnLineData/TransferPathwayChart.asp.. /</3Updated: 10/31/03 with CPEC data from Patrick Perry/ 1 Chart 11b 1 5S5J See also www.cpec.ca.gov/OnLineData/TransferPathwayChart.asp.( TCY{d&L O P Q FOR ,@S ,@T ,@U ,@V ,@W ,@8X ,r@Y ,@ Z -] h9 ^ _  L$ OO.Foothill CollegeP0P.'Full-Year Transfers to CSU by EthnicityP Q QYearQAsian/PIQBlackQHispanicQNat AmQWhiteQ  Other/UnkQ TotalRR1995-96*RV@2@C@@ c@Y@ #R `y@) %RR SS1996-97*SU@2@E@@e@@Z@ #S z@R %SS TT1997-98*TT@.@G@?b@V@ #T x@S %TT UU1998-99*UO@(@A@@a@X@ #U  v@T %UU VV1999-00*VO@*@G@@@a@Y@ #V v@U %VV WW2000-01*WI@$@B@@^@@`@ #W  v@V %WW XX2001-02*XP@*@@@_@_@ #X v@W %XX YY2002-03!YO@Y 1 ~ Y@YJ@Y Y``@Y a@Y 9S#Y px@* %YY Z######## {]PrSource: CCCCO PfE reports except 2000-01 & 2001-02 CPEC reports. (for 2001-02 CPEC Draft "Student Profiles" 4/03).] S^PJ See also www.cpec.ca.gov/OnLineData/TransferPathwayChart.asp.^ 7_.Updated: 10/31/03 with data from CSU web site._ $,+Vsssssssq4 H(  Hp H 6NMM? ]`)`X  &.@")??3h Oh Ph Q@U3d23 M NM4 3Q<  #REF!Q =Q =Q3_43_43_4E4 3Q<  #REF!Q =Q =Q3_43_43_4E4 3Q<  #REF!Q =Q =Q3_43_43_4E4 3Q<  #REF!Q =Q =Q3_43_43_4E4 3Q<  #REF!Q =Q =Q3_43_43_4E4 3Q<  #REF!Q =Q =Q3_43_43_4E4D $% M3O&QQ4$% M3O&PQ4FAx3OT+J3 b#M43*#M! 4523   43" N ?x3ON % M3OQ423 M NM4444% iHJM3OD&OQ lhFoothill College Full-Year Student Transfers to University of California Fiscal Years 1995-96 to 2000-01'44eee xp H 6NMM? ]`)Y  &.@")??3h Rh Sh T@U3d23 M NM4 3Q<#  #REF!Q =##Q =""Q3_43_43_4E4 3Q<$  #REF!Q =$$Q =""Q3_43_43_4E4 3Q<%  #REF!Q =%%Q =""Q3_43_43_4E4 3Q<&  #REF!Q =&&Q =""Q3_43_43_4E4 3Q<'  #REF!Q =''Q =""Q3_43_43_4E4 3Q<(  #REF!Q =((Q =""Q3_43_43_4E4D $% M3O&TQ4$% M3O&SQ4FAx3OT+J3 b#M43*#M! 4523   43" N ?x3ON % M3OQ423 M NM4444% imJM3OG&RQ okFoothill College Full-Year Student Transfers to California State University Fiscal Years 1995-96 to 2000-01'44eee | H BNMM?? ]`)Y  &.@"dXX??3h (Uh Vh Wh (X UU83dW23 M NM4 3Q:#  1995-96Q ;## Q ;"" Q3_ O 3f  MM<4E4 3Q:$  1996-97Q ;$$ Q ;"" Q3_ O   MM<4E4 3Q:%  1997-98Q ;%% Q ;"" Q3_4E4 3Q:&  1998-99Q ;&& Q ;"" Q3_4E4 3Q:'  1999-00Q ;'' Q ;"" Q3_4E4 3Q:(  2000-01Q ;(( Q ;"" Q3_4E4 3Q:)  2001-02Q ;)) Q ;"" Q3_4E4 3Q:*  2002-03Q ;** Q ;"" Q3_4E4D$% M3O&WQ4$% M3O&VQ4FA 3O53 3 b#M&X43*^@$@#M&X! M4523 M  43" U 3OX% M3O& Q423 M NM4444% SX M3O&UQ yuFoothill College Full-Year Student Transfers to University of California by Ethnicity Fiscal Years 1995-96 to 2002-03'44eee xp H 6NMM?2 K]`)[  &.@")??3h Yh Zh [h (\ UU`63d"23 M NM4 3Q:R  1995-96Q ;RR Q ;QQ Q3_ O 3f  MM<43_4E4 3Q:S  1996-97Q ;SS Q ;QQ Q3_ O   MM<43_4E4 3Q:T  1997-98Q ;TT Q ;QQ Q3_43_4E4 3Q:U  1998-99Q ;UU Q ;QQ Q3_43_4E4 3Q:V  1999-00Q ;VV Q ;QQ Q3_43_4E4 3Q:W  2000-01Q ;WW Q ;QQ Q3_43_4E4 3Q:X  2001-02Q ;XX Q ;QQ Q3_4E4 3Q:Y  2002-03Q ;YY Q ;QQ Q3_4E4D$% M3O&[Q4$% M3O&ZQ4FAz 3O5: 3 b#M&\43*#M&\! M4523 M  43" U 3OR% M3O& Q423 M NM4444% 5 M 3O&-$&YQ |xFoothill College Full-Year Student Transfers to California State University by Ethnicity Fiscal Years 1995-96 to 2002-03'44eee >@<K7 &.@  dMbP?_*+%&?'?"WXX??U } WFOUpdated 11/5/03Chart 12$$$",.,,,,,,,-ASn0S@0D$ D$D$d 0Degrees Awarded - Count"^P(W !"#FO$% &'()8*+ ,--h9 ./0123456i 7@8 9:`8;^<=0p>t  Gender 1993-94 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03  !QUnknB!RR @R @R@R?R@R?RR@R@ ! ",FemaleB", n@,l@,l@,u@,Pu@,t@,w@,@x@, w@,0z@ "  #,MaleB#, `@, b@, b@,`d@,`h@,d@,g@,k@,k@,l@ # $/Total#$F w@ %!##$Fx@2 %!##$Fx@/ %!##$F@/ %!##$FȀ@/ %!##$F~@/ %!##$ FЁ@/ %!# #$ F@/ %!# #$ F@2 %!# #$ Fp@$ %!# $ "%,,,,,,,,,,,% Graph Labels%%&0Certificates Awarded - Count &&,Associate Degree&'Gender'1993-94'1994-95'1995-96'1996-97'1997-98'1998-99' 1999-00' 2000-01' 2001-02' 2002-03 ' ', Certificate' (QUnknB(R@R@R@R?R@R@R@R$@R@R@ ( ),FemaleB),a@,d@,d@,@k@,i@, o@,j@,`k@, o@,p@ )  *,MaleB*,W@,a@,a@,@f@,a@,p@,v@,@,@,x@ * +/Total#+Fn@9 %(*#+Fps@9 %(*#+Fps@6 %(*#+Fx@6 %(*#+Fu@6 %(*#+F(@6 %(*#+ F@6 %(* #+ F@6 %(* #+ F@9 %(* #+ F@9 %(* + &,,,,,,,,,,,,%-0Degrees Awarded - Percentage$-.Gender.1993-94.1994-95.1995-96.1996-97.1997-98.1998-99. 1999-00. 2000-01. 2001-02. 2002-03.  /QUnkn"/S/ D!D$@"/SUUUUUU?+ D!D$@"/SUUUUUU?7 D!D$@"/Sp?$ D!D$@"/S 9^?$ D!D$@"/S`۝p?$ D!D$@"/ Sm\?$ D! D$ @"/ S$ D! D$ @"/ Sкk?+ D! D$ @"/ S,Mɂ?+ D! D$ @/ 0,Female"0S~M?+ D"D$@"0S@?/ D"D$@"0S@?9 D"D$@"0S?9 D"D$@"0S3 Q?2 D"D$@"0S|?0 D"D$@"0 SUUUUUU?0 D" D$ @"0 Sk?0 D" D$ @"0 S?/ D" D$ @"0 SH<5d?+ D" D$ @ 0  1,Male"1SekBP?/ D#D$@"1S*?0 D#D$@"1S*?0 D#D$@"1Stttttt?0 D#D$@"1SDH=?1 D#D$@"1S8d[R?1 D#D$@"1 SS8?1 D# D$ @"1 Sk(?1 D# D$ @"1 S| ?0 D# D$ @"1 Sfh?0 D# D$ @ 1 2/Total"2T?1 D$D$@"2T?1 D$D$@"2T?1 D$D$@"2T?1 D$D$@"2T?2 D$D$@"2T?2 D$D$@"2 T?2 D$ D$ @"2 T?2 D$ D$ @"2 T?1 D$ D$ @"2 T?1 D$ D$ @ 2  3,,,,,,,,,,,*40!Certificates Awarded - Percentage45Gender51993-9451994-9551995-9651996-9751997-9851998-995 1999-005 2000-015 2001-025 2002-03 5  6QUnkn"6S}K`?2 D(D+@"6Sgp?$ D(D+@"6Sgp?$ D(D+@"6SJvd?+ D(D+@"6S?+ D(D+@"6S9ư?+ D(D+@"6 SjEa L|?+ D( D+ @"6 SLf?+ D( D+ @"6 S&0o?$ D( D+ @"6 Sg1~?2 D( D+ @ 6 7,Female"7Suy?6 D)D+@"7S62k.?6 D)D+@"7S62k.?1 D)D+@"7S}`?2 D)D+@"7Sr-$?7 D)D+@"7S`?7 D)D+@"7 Sf?8 D) D+ @"7 Sڸj?7 D) D+ @"7 Ss{-9?6 D) D+ @"7 Sq%?6 D) D+ @ 7  8,Male"8SS\2?7 D*D+@"8SV()?7 D*D+@"8SV()?0 D*D+@"8S8?7 D*D+@"8Sn)'?8 D*D+@"8SAL &W?8 D*D+@"8 SA߂H?8 D* D+ @"8 Sn/?8 D* D+ @"8 Ss{-9?7 D* D+ @"8 SJ?7 D* D+ @ 8 9/Total"9T?8 D+D+@"9T?8 D+D+@"9T?7 D+D+@"9T?8 D+D+@"9T?9 D+D+@"9T?9 D+D+@"9 T?9 D+ D+ @"9 T?9 D+ D+ @"9 T?8 D+ D+ @"9 T?8 D+ D+ @ 9  :,,,,,,,,,,$L;CSource: IR&P Access Database Degree Demog Table queried on 11/5/03.;,,,,,,,,, <,,,,,,,,,,, =,,,,,,,,,,, >,,,,,,,,,,,BXkmkIt kmk*Q$P$r$$VDV$;[\State of College\Charts\Degrees\Degree_eth_gen_95-01.xls]\0L(  Lp L 6NMM?a]`)`]  &.@")??3h T]h T^h T_8@U3d23 M NM4 3Q<  #REF!Q =Q =Q3_4E4 3Q<  #REF!Q =Q =Q3_4E4D $% M3O&_Q4$% M3O&^Q4FAxS3O{+J3 b#M43*#M! 4523   43" ! x3O! % M3OQ423 M NM4444% GiM3OR&]Q UQFoothill Associate Degrees Awarded to Students by Fiscal Years 1995-96 to 2000-01'44eee xp L 6NMM?e]`)^  &.@")??3h c`h Tah Tb@U9@U3d23 M NM4 3Q<   #REF!Q = Q = Q3_4E4 3Q<   #REF!Q = Q = Q3_4E4D $% M3O&bQ4$% M3O&aQ4FAxT3Oz+J3 b#M43*#M! 4523   43" * x3O* % M3OQ423 M NM4444% uiM3OL&`Q PLFoothill Certificates Awarded to Students by Fiscal Years 1995-96 to 2000-01'44eee ~v L <NMM? ]`)^  &.@"dXX??3h (ch Tdh Teh (fh (g`J83d23 M NM4  3Q:& Associate DegreeQ ;$$ Q ;'' Q3_ O 3f  MM<43_4E4  3Q:'  CertificateQ ;++ Q ;'' Q3_ O   MM<43_4E4D$% M@3O&eQ4$% M@3O&dQ4FAC 3O82 3 b#M&f43*N#M&g! M4523 M  43" 13O% M3O&%Q423 M NM4444% f5 M3O&cQ UQFoothill College Degrees and Certificates Awarded Fiscal Years 1993-94 to 2002-03'44 ee  e >@<d7 &.@  dMbP?_*+%&?'?"WXX??U } U }  } :     FO      8    - h9          i  @    `8 ^  0p t Updated 4/15/04  Updated 4/15/04Chart 13,,,,,,,,  Chart 13.Foothill College..,,,,,,,, ...,,,,,,,, ,,,,,,,,  0Degrees Awarded - Count0000000000  Ethnicity1993-941994-951995-961996-971997-981998-991999-002000-01 2001-02 2002-03   UAsian/PIBUQ@US@UV@U`@Ub@U_@Ub@Uc@Ua@Ug@    UBlackB U&@U&@U1@U0@U0@U8@U4@U*@U1@U3@   UHispanicB U<@U?@U;@UL@UF@UA@UH@UN@UJ@UP@   U Native AmB UU"@U?U?U@U@U?U@U?U@   UWhiteB Ui@Ug@Uh@Un@U`o@Um@Un@Uo@Ug@Uh@   U Other/UnknB UJ@UF@UK@UM@US@UR@U@Z@U`@Ug@Uf@  /Total#F w@" % #Fv@" % #Fx@, % #F@ % #FȀ@ % #F~@ % #FЁ@ % #F@ % # F@ % # Fp@" %    UUUUUUUUUUU %0Certificates Awarded - Count0000000000  Ethnicity1993-941994-951995-961996-971997-981998-991999-002000-01 2001-02 2002-03   UAsian/PIBUA@U>@UJ@UR@U@W@UX@UW@U``@U`@U@`@   UBlackBU@U@U @U(@U$@U5@U6@U:@U;@U;@   UHispanicBUB@U;@UH@UJ@U@@U@S@UQ@U@\@U\@U@\@   U Native AmBU@U@U@U@U?U@U @U @U@U@   UWhiteBU`e@Uc@U`e@Uk@U`e@U`n@Ur@Ut@UPv@U@v@   U Other/UnknBUO@U<@U<@UA@UC@U@R@UV@U_@U c@U`c@   /Total#Fs@, %#Fn@, %#Fps@ %#Fx@ %#Fu@ %#F(@ %#F@ %#F@ %# F@ % # F@, %    UUUUUUUUUUU %0Degrees Awarded - Percentage0000000000  Ethnicity1993-941994-951995-961996-971997-981998-991999-002000-01 2001-02 2002-03   UAsian/PI"V? DD@"VjV? DD@"VUUUUUU?) DD@"V?" DD@"Viry)?" DD@"VS8d[?" DD@"VE{R?" DD@"V?" DD@" Vn0E>? D D @" V Ԑ? D D @   UBlack"Vcxq? D D@"V|? D D@"V? D D@"V? D D@"V 9? D D@"VEz? D D@"Vp}? D D@"VQ^Cy ? D D@" V} g? D D @" VaͿ? D D @  $ UHispanic"V5!({_? D D@"V:ܵ? D D@"V? D D@"V? D D@"VvHw? D D@"V{a? D D@"VX0Ҏ? D D@"Vk(? D D@" Vg`|? D D @" V\չ? D D @   Chart 13aU Native Am"V D D@"V!pc? D D@"VUUUUUUe? D D@"V`? D D@"V 9~? D D@"V`۝p? D D@"Vm\? D D@"V(j? D D@" Vк[? D D @" V,Mr? D D @   B;XXJ?$$Fifijfk$Kifijfk$K ! " # FO$ % & ' ( ) 8* +  , -- h9 . / 0 9  UWhite" Vq:? D D@" Vqҿ?  D D@" VUUUUUU? D D@" V? D D@" V@? D D@" V? D D@" V$>? D D@" V? D D@" Vg`? D D @" V7vXy? D D @!U Other/Unkn"!V]%jU?  D D@"!V|?! D D@"!VUUUUUU?  D D@"!V?  D D@"!VR&?  D D@"!VUgx?  D D@"!VCy 5?  D D@"!V?  D D@"! VSn? D D @"! V߅? D D @"/Total""T?! DD@""T? DD@""T?! DD@""T?! DD@""T?! DD@""T?! DD@""T?! DD@""T?! DD@"" T?! D D @"" T?! D D @#UUUUUUUUUUU *$0!Certificates Awarded - Percentage$0000000000 % Ethnicity%1993-94%1994-95%1995-96%1996-97%1997-98%1998-99%1999-00%2000-01% 2001-02% 2002-03&UAsian/PI"&Vqq? DD@"&V.uy?& DD@"&V"A?" DD@"&V~q?, DD@"&Vls3?& DD@"&Vbr1?& DD@"&VAn?& DD@"&VcZb=?& DD@"& V^Kq?" D D @"& V,FBi? D D @'UBlack"'Vll?& DD@"'V;ڼOqɐ?' DD@"'VJhAW?& DD@"'V1?& DD@"'V'j?' DD@"'V a ̤?' DD@"'VB߂Ht?' DD@"'V,@"?' DD@"' V ?& D D @"' V ?& D D @(UHispanic"(VAA?' DD@"(VC6S?( DD@"(V *?' DD@"(V ?' DD@"(V)'j?( DD@"(VL &W?( DD@"(V6]d?( DD@"(VW3?( DD@"( V@va1?' D D @"( VDOZ?' D D @)U Native Am")V88?( DD@")VXG).?) DD@")VJhAWz?( DD@")VӘˉ?( DD@")V"g?) DD@")V9ư?) DD@")VjEa L?) DD@")VJ;OR?, DD@") V@va1?( D D @") V@va1?( D D @*UWhite"*V__?) DD@"*V&C6?* DD@"*V_oH?) DD@"*Vi?) DD@"*VM|wK?* DD@"*Va ?* DD@"*V!<([?* DD@"*V ?* DD@"* VwT?) D D @"* Vg?) D D @+U Other/Unkn"+V?* DD@"+V}K`?+ DD@"+Vy{X ?* DD@"+V_aM?* DD@"+V(j?+ DD@"+V?+ DD@"+VB߂Ht?+ DD@"+VNp ?+ DD@"+ V P?* D D @"+ Vps{-?* D D @,/Total",T?+ DD@",T? DD@",T?+ DD@",T?+ DD@",T?, DD@",T?, DD@",T?, DD@",T?, DD@", T?+ D D @", T?+ D D @-,,,,,,,,,,, .,,,,,,,,,,, L/UCSource: IR&P Access Database Degree Demog Table queried on 11/5/03./UU,,,,,,,, 0,,,,,,,,,,, 9$ (HT L n$4@P(  Pp P 6NMM? ]`)\a  &.@")??3h Ahh Aih Aj3d23 M NM4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<  #REF!Q = Q = Q3_43_4E4 3Q<  #REF!Q = Q = Q3_43_4E4D $% M3O&jQ4$% M3O&iQ4FA3O J3 b#M43*#M! 4523   43" u 3Ou % M3OQ423 M NM4444% iV M3O &hQ c_Foothill Associate Degrees Awarded to Students by Ethnicity and Fiscal Years 1995-96 to 2000-01'44eee xp P 6NMM? ]`)b  &.@")??3h Akh Alh Am3d23 M NM4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4 3Q<   #REF!Q = Q = Q3_43_4E4D$% M3O&mQ4$% M3O&lQ4FAu 3On 3 b#M43*#M! 4523   43"  3O% M3OQ423 M NM4444% iV M3O &kQ ^ZFoothill Certificates Awarded to Students by Ethnicity and Fiscal Years 1995-96 to 2000-01'44eee ~v P <NMM? ]`)b  &.@"dXX??3h Anh Aoh Aph (qL@U93d@23 M NM4 3Q:   1998-99Q ; !Q ; !Q3_ O 3f  MM<4E4 3Q:   1999-00Q ; !Q ; !Q3_ O   MM<4E4 3Q:   2000-01Q ; !Q ; !Q3_4E4 3Q:   2001-02Q ; ! Q ; !Q3_4E4 3Q:   2002-03Q ; ! Q ; !Q3_4E4D$% M3O&pQ4$% M3O&oQ4FAcq 3O61 3 b#M&q43*??#M&q! M4523 M  43"  3O% M3O&%Q423 M NM4444% 4 M3O.%$&nQ vrFoothill College Percentage Distribution of Associate Degrees Awarded by Ethnicity Fiscal Years 1998-99 to 2002-03'44eee ~v P <NMM? 8]`)xc  &.@")??3h Arh Ash Ath (uh (0vL83d1 23 M NM4 3Q: %  1998-99Q ; &+Q ; &+Q3_ O 3f  MM<4E4 3Q: %  1999-00Q ; &+Q ; &+Q3_ O   MM<4E4 3Q: %  2000-01Q ; &+Q ; &+Q3_4E4 3Q: %  2001-02Q ; &+ Q ; &+Q3_4E4 3Q: %  2002-03Q ; &+ Q ; &+Q3_4E4D$% M3O&tQ4$% M3O&sQ4FAfU 3O69 3 b#M&u43*?#M&v! M4523 M  43"  3O % M3O&%Q423 M NM4444% `#r M3OM$&rQ qmFoothill College Percentage Distribution of Certificates Awarded by Ethnicity Fiscal Years 1995-96 to 2001-02'44eee >@<d  7 &.@  dMbP?_*+%&?'?"WXX??U } } }  } } Column BX.    Updated 4/16/04Chart 14$ w(  ! " ,@# ,FO@$ ,@% ,@& ( * + 8-   Fall Fall Fall Fall Fall Fall Fall Fall!!Outcome!6!0@4@8@<@@@D@H@L@ ""7Foothill Retention""JbX9?"J~jt?"J`V@J@V@"J r?" JE?~ " JV@" JMbX?##7State Retention##J( ?#J( ?#J??#J@5^I ?#Jjt?# JtV?~ # JT@# W6;Nё?$$7Foothill Success$$JLJ?$J7A`?~ $JT@$JCl?$J T@JT@ $ JM?$ J-?%%7 State Success%%Jz6>?%J_I +?%J&S?%J镲 ?%JZӼ?% JZd;O?% JK7?% W2ı.n?&XXXXXXXXXX (V(MSuccess = Percent of grades A, B, C, Cr of all grades including official W's.( ~*uSource: All figures from State Chancellor's Office Data Mart, Program Retention/Success Rates for Credit Enrollments.* Q+H Go to: http://www.cccco.edu/divisions/tris/mis/reports.htm+ -!-Fall term only available- b sPT(  Tv T <NMM??% ]`) f  &.@"dXX??3h (wh ?xh ?yh a*z@UM@U93d 823 M NM4 3Q ; "" Foothill RetentionQ ; "" Q ; !! Q3_ 3f NM  3f3f<4E4 3Q ; ## State RetentionQ ; ## Q ; !! Q3_ ! NM  $$x43_ ! NM  !!x4E4 3Q ; $$ Foothill SuccessQ ; $$ Q ; !! Q3_ ff6 NM  ffff66x4E4 3Q ; %%  State SuccessQ ; %% Q ; !! Q3_ ( NM  ((x43_ ( NM  ((x4E4D$% M@3O&yQ4$% M@3O&xQ4FA@A  3O6% 3 b#M&z43*N #M&z! M4523 M  43" y  3Oz % M3O& Q4444% 4 M 3O%&wQ lhFoothill College Course Success and Retention Rates Compared to Statewide Average Fall 1996 to Fall 2003'44eee >@<K7 &.@  dMbP?_*+%&?'?)?"VXX??U } } } } *}  }  }  } } } !} Column CXmFO   8   -h9 Updated 4/16/04 Chart 15 "999"99)9"999"999"999" 9)9)9" 999" 999" 9)9)9" 9)9)9"999"YZZ Y@9&&&&&&&&&&&!"#$FO%&'()+8,. /,-@0,h9@ 1,@2,@3,@4,@5,@6,@7,@8,@9,i@ :@; =>`8?^ξ$!)99$")9)9$#)99$$)99$%)99$&)9)9$'99$()99$)$)9)9 ++qFoothill College+qq,4,q+2002-03 Success Retention Rates by Division ,qqqq ..Division.Success. Retention. /,/#Adaptive Learning/Disabled Services/9@X@9?/9999 0%0Biological & Health Sciences09V@9W@09999 1#1Business & Social Sciences19S@9V@19999 2(2Computers, Tech, & Info Systems29S@9U@29999 33Economic Development39@W@9W@39999 4"4Fine Arts & Communication49@V@9W@49999 55Guidance/Counseling59V@9X@59999 66 Language Arts69@T@9@V@69999 77Library79U@9W@79999 8(8Physical Ed & Human Performance89@W@9@X@89999 9&9Physical Sci/Math/Engineering99Q@9U@99999 ::[College:GU@GW@:999&;99Y=PNote: Success rate is grade of A, B, C, or P divided by all grades including Ws.$=&>$l?cSource: IR&P Access DB, queried on 4/9/03. See Brio "FH 02-03 Success Rates by Div on 4_16_04.bqy"$?< (((((((((Mfkrmkpejd^XpnX**lMl$D[\State of College\Charts\De Anza\Success_Retention_DA_division.xls]e`X(  X| X BNMM??Z )]`)h  &.@"d??3h (4&{h (|h (}h (:&~PHp\0(  \X@U3d423 M NM4  3Q:.  SuccessQ ;/9Q ;/9Q3_ O 3f  MM<4E4  3Q:.  RetentionQ ;/9Q ;/9Q3_ O   MM<4E4D$% M@3O&}Q4$% M@3O&|Q4FA5 r 3O61 O3 b#M&~43*?#M&~! M4523 M  43"  p3O ;)% M3O& Q423 M NM4444% ;M3O&{Q KGFoothill College 2002-03 Course Success and Retention Rates by Division'44 ee