Financial Aid Focus Groups

El Camino College is extending an invitation to all students who are interested in sharing their experience with Financial Aid. The focus groups are scheduled from 12:30-2pm in Administration 131 on Tuesday–March 31, Thursday–April 2nd or Tuesday–April 7th.Participants will receive food and a special gift bag for their time and effort. Space is limited, so please register by emailing eccresearch@elcamino.edu or by calling 1 (310) 660-3593 ext. 6402.

financialaidfocusgroup_final

 

Student Inequity at the CCC’s

By Joshua Rosales

An infographic produced by the Minority Male Community College Collaborative (M2C3) out of San Diego State University illustrates one of the problems community colleges must tackle. Looking at data from the CCCCO Datamart, most likely using data from the http://scorecard.cccco.edu/scorecard.aspx, the researchers at M2C3 show how well males of different ethnic/racial groups are doing when starting at remedial, defined as below transfer level, math and English courses. The outcome desired is successful completion of a college level course in the same subject within six years. The graphics clearly show African-American, Latino, and Native American students complete the college level course at lower rates than the State average and lower than White or Asian students and the authors claim this shows the community colleges need to revamp the remediation approach.
One issue with the infographic is that it does not take into account starting level. There is some evidence to suggest African-American, Latino, and Native American students are disproportionately placed into remedial courses 3 or more levels below transfer. This means they have an increased number of courses, an increased amount of time required, and increased opportunities to create stopping points in their paths the reach the transfer/college level course compared to the average White or Asian student starting in remedial/pre-collegiate courses. It would be interesting to see the disaggregated results when looking at students starting at the same level.

These types of issues are what the Student Equity Plan (SEP) all California Community Colleges are required to submit are trying to address. El Camino College’s SEP was presented to the District Board December 16 and will now be submitted to the CCCCO. This plan provides the framework for actions that will be taken over the next three years with the goal of decreasing outcomes gaps for target groups.

To see the infographic, click here:
http://interwork.sdsu.edu/sp/m2c3/files/2014/12/WOOD-HARRIS-AND-MAZYCK-1-1-151.pdf

Middle-Skill Occupations Part II: Information Technology

By Tanysha Q. Laney

The Health Care industry is not the only industry destined for solid job growth as Information Technology has a promising outlook as well. Similar to Health Care, Information Technology is a high-demand field that provides numerous opportunities for community college students. However, unlike Health Care occupations, Information Technology jobs are found in nearly all industries and enjoy on average, higher wages. In fact, the number of job postings for Information Technology jobs in 2013 (649) exceeded the number of completions within the local area (202). Hence, the supply/demand ratio is favorable. The second installment of the four-part middle-skill occupations blog features opportunities in Information Technology (IT).

Over the next five years (2013 to 2018), middle-skill IT occupations within the local region expect to increase by 4.9% while IT jobs will grow by 3.9%. Middle-skill jobs fueling the growth include Computer User Support Specialists and Web Developers.

IT Chart 6

 

Chart 3 IT Blog

To access the report completed by EMSI Inc., please select the link below.

http://www.economicmodeling.com/cc-report2014/ (PDF)

 

Middle-Skill Occupations: Opportunities for Community College Students

By Tanysha Q. Laney

Middle-skill occupations or jobs that require some college and/or specialized training are often hard-to-fill and pay better than most think. Economic Modeling Specialists Intl. (EMSI), a job market and economic analysis firm, developed a report highlighting middle-skill jobs that require only an associate’s or certificate that are predominately found in high-demand fields such as advanced manufacturing, health care, information technology, sales & marketing, transportation and energy. Community colleges have traditionally been the training ground for such occupations. As such, Institutional Research & Planning decided to conduct a four-part analysis profiling the high-growth sectors that need middle-skill workers. The industries include Health Care, Information Technology, Skilled Trades (Production and Energy) and Business & Finance. The first blog post will focus on Health Care emphasizing job growth within the local area (7.5 mile radius surrounding El Camino College).

Health Care encompasses 78 occupations, including 29 middle-skill jobs that require only an associate’s degree or postsecondary non-degree award (certificate). Health care occupations within the local area are expected to grow 11.0% over the next five years (2013 to 2018), yet middle-skill health care occupations are projected to grow 12.2%. In fact, middle-skill health care occupations are expected to exceed growth rates for health care occupations at the state and county levels over the next five years.

Middle-skill jobs slated to experience the most growth over the next five years include Nursing Assistants, Medical Assistants, Licensed Vocational Nurses (LVN), Emergency Medical Technicians (EMT) and Pharmacy Technicians.  The industries employing the majority of middle-skill health care occupations include Ambulance Services, Nursing Care Facilities, Offices of Dentists, Offices of Physicians and General Medical & Surgical Hospitals (Private).

 

Middle Skill Graph 1

Chart 3

To access the report completed by EMSI Inc., please select the link below.

http://www.economicmodeling.com/cc-report2014/ (PDF)

 

 

2014 Student Success Scorecard

By Marci Myers

It is that time of year again. The 2014 Student Success Scorecard is here!

Released in April 2014, the Student Success Scorecard is annually reported by the Chancellor’s Office. The Scorecard data is available for each of the 112 community colleges to inform how well colleges are doing in remedial instruction, job training programs, retention of students and graduation and completion rates.

Here are some system-wide highlights from 2013:

  • 167,946 certificates/degrees system-wide
  • Effects of budget constraints: Enrolled students dropped 22% in 5 years and CSU transfers declined by 20%
  • 77% of students are unprepared for college
  • College readiness linked to completion: 71% of prepared students complete, while only 41% of unprepared students do.

72% of El Camino College students and 90% of Compton Center students from the most recent Scorecard cohort were unprepared for college.

ECCCCCheck out these 2014 Scorecard Summaries for each campus:

2014 Scorecard Summary Page – Compton Center

2014 Scorecard Summary Page – ECC

Or explore the Scorecard on the CCCCO website.

 

El Camino College Assessment Test Results by Gender and Ethnicity: Fall 2009 – Fall 2013

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ECC Transfer-level placements by ethnicity

Earlier this month, we released reports examining the placement scores of recent high school graduate students (“El Camino College Assessment Test Results Fall 2009-Fall 2013”). Recently, we took a closer look at student placements in reading, writing, and math classes separated out by gender and ethnicity at both ECC and ECC Compton Center.

The class in which a student is placed can be very important; a student placed into a transfer-level course is beginning begins several semesters closer to a degree or transfer than a student placed into a basic skills course. For example, a student who places into the most remedial math class offered at ECC (basic arithmetic) is three levels below degree credit and four levels before transfer credit courses. This translates to at least three terms of math before a student can take a course to satisfy the math requirement for a degree and four terms of math before the student can take transfer-level math.

There are several interesting findings at ECC. First, men were more likely than women to place into transfer-level math (and conversely, women were more likely than men to place into basic skills math). Second, both African American and Latino students were less likely than White students to be placed into transfer-level and more likely to be placed into basic skills reading, writing, and math. African American and Latino students were also less likely than White students to be placed into English 1A.

There are also several interesting findings from Compton Center. Similar to ECC, both African American and Latino students were less likely to be placed into transfer-level and more likely to be placed into basic skills reading, writing, and math than White students. African American and Latino students were also less likely than White students to be placed into English 1A. Second, men were more likely than women to place into transfer-level reading and math.

These placement figures should be considered when planning interventions to encourage student success at ECC. It should also be noted that assessment placements are only one of the multiple measures that can be used by counselors to determine the appropriate class placement for a student. Counselors may also consider high school grades and GPA, high school courses taken, AP test scores, faculty assessment, and Early Assessment Program (EAP) test results.

To read the full reports, as well as many other student outcome reports, click here.

 

By Preston Reed, PhD

El Camino College Assessment Test Results Fall 2009 – Fall 2013

5-year_placements

ECC Placement Rates Fall 2009 – 2013

As we progress through summer break, a whole new cohort of recent high school graduates are preparing to start at El Camino College (ECC) in the fall. After applying, one of the first steps that incoming students complete is to take placement tests for reading, writing, math, English as a Second Language (ESL), or chemistry. We recently released reports examining 5-year placement trends for incoming high school students at both ECC and ECC Compton Center.

 

The reading, writing, and math tests place students in a variety of levels depending on test performance. For this report, placements are grouped into categories of similarly-leveled courses. These groups are 1) transfer-level—courses that are equivalent to courses at a 4-year institution, 2) college-preparatory—courses that immediately precede transfer-level courses, and 3) basic skills—courses defined by ECC as basic skills courses (in most cases, more than one level below transfer).

 

The class in which a student is placed can be very important; a student placed into a transfer-level course is beginning begins several semesters closer to a degree or transfer than a student placed into a basic skills course. For example, a student who places into the most remedial math class offered at ECC (basic arithmetic) is three levels below degree credit and four levels before transfer credit courses. This translates to at least three terms of math before a student can take a course to satisfy the math requirement for a degree and four terms of math before the student can take transfer-level math.

 

At ECC, there are several interesting findings. First, despite a decrease in the number of students taking placement tests, there was an increase in the number of students who took a placement test and subsequently enrolled at ECC. Second, this report illustrates the disparate levels of college preparation that incoming students possess. Over the last five years, transfer-level placement rates remained relatively stable within assessment, but varied widely between Reading (45%), Writing (40%), and Math (10%).

There are also several interesting findings from Compton Center. First, a large percentage of younger students entering Compton Center demonstrated a need for courses at the basic skills level. More than half of tested students placed into basic skills reading and math. Second, overall basic skills placements have decreased over the past five years.

 

These findings underscore the fact that ECC and Compton Center serve a student body with varied levels of college preparation. To read the full reports, as well as many other student outcome reports, click here.

 

 

By Preston Reed, PhD

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