2015 Career and Technical Education Outcomes Survey

by Tanysha Laney-Kirk

Results from the 2015 Career and Technical Education Outcomes Survey (CTEOS) is available for El Camino College, please click here to review the report. The purpose of the survey is to uncover student perceptions of their CTE program, employment outcomes and how their coursework and training relate to their current career. El Caminos’ skill-building students were contacted to participate in the survey if they met one of the following conditions in 2012-13 and did not enroll in 2013-14: completed a certificate of 6 or more units, earned a vocational degree, or completed 9+ CTE units. A total of 2,055 students were contacted in early 2015, with 534 responding for a total response rate of 26%.  The Office of Institutional Research and Planning is developing tactics to increase the response rate for future studies.

Findings indicate that CTE studies and training result in positive employment outcomes as the majority of respondents are employed, working in the same field as their studies or training and working full time.  Moreover, respondents stated that their hourly wage increased 24.6% after completing their studies/training at El Camino College. Below are other noteworthy findings detailed in the report:

  • 70.4% reported finding a job after finishing their studies
  • 78.7% found a job within six months and 61.5% found a job within three months
  •  92.3% were satisfied/very satisfied with the education and training they received at El Camino College
  • Nearly 70% of respondents are employed for pay (Figure 1 shows the results)

Employment Outcomes

Please note that results for the 2015 CTEOS for Compton Center are available here. Findings for the Compton Center are similar to El Camino as completing CTE studies and training related to positive employment outcomes. For instances, the majority of respondents indicated being employed, working in the same field as their studies or training, and working full time. In fact, respondents reported increasing their hourly wage by 50% after completing their studies at Compton Center.

Academic Profiles (a.k.a. Peer Institution Reports) for ECC and Compton Center (2014)

By Joshua Meadors

The 2014 Academic Performance Profiles are now available for both El Camino College (ECC) and ECC Compton Center.  You can find them here and here.  The Academic Performance Profile (a.k.a. Peer Institution Report) provides a sense of how ECC and the Compton Center are performing in comparison to a group of community colleges with similar institutional characteristics. You can also think of it as seeing what the academic trends look like across these peer institution groups. The reports cover the past five years of available data (from 2009-2010 to 2013-2014).

ECC Enrollment

ECC’s peer institutions include: Cerritos College, Long Beach City College (LBCC), Mount San Antonio College (Mt. SAC), Pasadena City College (PCC), and Santa Monica College (SMC). While these schools are unique in many aspects of the data, there appear to be some uniform trends. One example is the declining enrollment seen over the past years, which could be related to the 2007-2012 budget cuts in California higher education that restricted enrollment for each institution.

With the exception of course success and retention rates, ECC tends to perform near the middle of its peer group, rather than at the top or bottom. However, ECC also tends to transfer the highest proportion of its students to schools like California State University and the University of California. Likewise, ECC is the only institution to exhibit continuously improving persistence rates over the five years, and it has some of the most consistent transfer velocity rates.

COM Enrollment

Compton’s peer institutions include: Cerritos College, Los Angeles Southwest College (LASC), Merritt College, and West Los Angeles College (WLAC). More so than ECC’s peer group, there seem to be trends that affected these institutions similarly, such that performance measures tend to move in a consistent direction until the 2012-2013 academic year. For most of these institutions: enrollment gradually declined until Fall 2012, then increased; course success rates gradually increased until Fall 2012, then decreased; and the number of students completing their programs within three years hit its peak during the 2012-2013 academic year. As with ECC’s peer group, these trends may be explained by the previous funding cuts to higher education in California, at least in terms of the declining enrollment.

Compton itself tends to perform near the middle or towards the bottom of its group of peer institutions. But while Compton’s performance is historically the lowest on some of these measures, it typically shows more growth and improvement than any other peer institution. Likewise, Compton’s academic performance rates seem to be continuously improving, rather than the declines or fluctuations seen at other schools. In other words, Compton tends to make progress even when its peer institutions are facing declines.

There are plenty more tables, charts, and graphs than the ones above, so if you’d like to read the reports (or just look at the data), the links are posted below:

El Camino College 2014 Academic Profile

ECC Compton Center 2014 Academic Profile

Degree & Certificate Trends at ECC and Compton Center (2009-2014)

By Joshua Meadors

The new Degrees & Certificates report is here!  It covers the trends in awards received by El Camino College (ECC) and ECC Compton Center students from 2009-10 to 2013-14. Although the number of awards at both locations has decreased compared to the previous year, 2013-14 still yielded the second highest award count in the past five years.

At ECC, the number of degrees decreased by 3% and certificates decreased by 21%.  However, the number of Associate of Arts for Transfer (A.A.-T) degrees grew substantially, with 118 A.A.-T degrees awarded for the 2013-14 academic year.  Each of the three majors awarding A.A.-T degrees (i.e., Psychology, Sociology, and Communication) showed an increase compared to the previous year, even though the previous year (2012-13) was a peak year for awards distributed at ECC.  There were relatively small changes in the number degrees and certificates awarded by any given major, but some of the largest increases occurred among majors offering A.A.-T degrees and STEM-related majors.

At ECC Compton Center, the number of degrees decreased by 7% but there was no change in the number of certificates.  Similarly to ECC, Compton Center also showed an increase in the number of A.A.-T degrees awarded, despite the previous year being a peak year.  Although the number of degrees and certificates awarded by each major in 2013-14 has remained relatively stable compared to the previous year, there has been significant five-year growth in degrees and certificates awarded by virtually every major at the Compton Center.

Overall, ECC is showing a five-year growth of 43% in terms of awards distributed, and ECC Compton Center is showing a five-year growth of 53% in terms of awards distributed.  Combined, both locations show a five-year growth of 52% for degrees awarded and 19% for certificates awarded (44% for all awards distributed), indicating considerable student progress has been made over these past few years.  Only time (and more data) will tell what the future holds for trends in ECC and Compton Center award distributions, but both locations are nevertheless on course to meet their established goals by 2019-20.

Five-year trends for awards at both locations

As you can see from these charts, there’s plenty more data than we could ever fit into a blog post, so be sure to check out the official report!

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)

 

 

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