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Monthly Archives: March 2013


IPR in the news!

Check out this article on the El Camino College Union’s website:


Student smartphone owners take part in new EC photo survey

The article discusses IRP’s first photo survey. Photo survey participants are asked to summit photos of things they like and dislike about ECC. The photo survey is currently underway. Findings from the photo survey should be posted by the end of April 2013. Stay tuned…


Tech Tip 2 for Excel 2010

Tech Tip 2 for Excel 2010

There are times when you need to use the auto sum feature for a column of numbers but the auto sum button is not on the particular tab you are working with.  The following keystroke method is quick and easy to use.  The only requirement is that there are no blank cells in the column.

In the example below, you would just need to select cell A19, Hold down the Alt key and then hit the = key.  Now hit Enter and the column will be summed.

Tip 2 Picture

Who are our Students?

By Carolyn Pineda

The 2012 Annual Factbooks for El Camino College and the ECC-Compton Center are now available on the IRP webpage.  The Annual Factbooks are reference sources containing trend data about students, student outcomes, and instructional programs and services.

Here are a few highlights:

A total of 32,910 students attended El Camino College during the 2011-12 academic year, a 7% decrease from the previous year.  Although there has been a steady decrease in enrollment since 2008-09, enrollment is expected to stabilize. In the last five years, there has been steady growth in the Latino student population. Also, traditional-age college students (ages 20-24) grew during this same time period.

The student enrollment at the ECC-Compton Center was 14,603 in the 2011-12 academic year.  Sixty-three percent of the student population at the ECC-Compton Center is female and African-American and Latino students represent the largest ethnic groups on campus.  When looking at where students reside, a greater percentage of ECC-Compton Center students live outside the district service area. Enrollment constraints at the UCs, CSUs, and other community colleges have likely contributed to the increase in out-of-district students.

To learn more about our students, click on the following links:

El Camino College 2012 Annual Factbook

ECC Compton Center 2012 Annual Factbook


They keep on coming; where do we put them?

By Joshua Rosales

The level at which students begin their higher education has been shown to significantly influence the ability to achieve their goals.  Whether it’s due to unpreparedness, length of time to completion, poor placement policies, or some other factor, the outcomes remain the same.  Students who start at pre-collegiate levels in math, English, or ESL are less likely to complete the requirements necessary to graduate.

Most of the California Community Colleges seem to rely on assessment tests to place students into English, math, or ESL courses, but those tests were never designed to be the only means for placement.  Schools like Long Beach CC began experimenting with high school transcript data to see if they could come up with a better means for placement.  Initial results appear positive enough, as students are being placed at higher levels than with assessment alone, that the Research and Planning Group of the California Community College system is expanding Long Beach’s methodology in a wider pilot study.  At the same time, however, the state continues to push for a common assessment instrument.

A recent article in Inside Higher Ed titled College-Ready in California summarizes a study by Kurlander and Larsen (2013) which looked at 11th grade CST scores as indicators of community college success in terms of GPA and course taking patterns.  The study found that students who performed better on the CST’s generally took more CSU transferable courses and less remedial courses and had higher GPA’s in their first year.  But it also found some large gaps in outcomes with Hispanic and African American students showing lower outcomes than White and Asian students.  While the study controlled for demographic indicators like parent college level, the results are not displayed in a way to determine the impact of those variables.  Nevertheless, studies like these highlight the need for colleges to do a better job of using multiple measures in placing students if we want to give them an opportunity to succeed.