By Lisa Wang
Not to a deluxe apartment in the sky, but to a 4-year institution when students transfer from ECC. According to students’ ECC application, nearly one-third of ECC students have an educational goal to transfer. In recent years, however, students are taking longer to transfer as a result of reduced sections offered at ECC and enrollment restrictions at four-year institutions. Despite these obstacles, students continue to pursue their educational goals. So the question is—how many ECC students transfer?
The table below outlines UC and CSU transfer numbers collected using National Student Clearinghouse (NSC). The counts are grouped by campus location and academic year. ECC and Compton Center counts are duplicated since students can enroll in both locations. These numbers may not match previous transfer counts published by IRP, but this reflects a shift in data source as a result of the defunding of the California Postsecondary Education Commission (CPEC).
ECC transfer counts steadily increased over the last five years, growing by approximately 42% during this time period. In the last academic year alone, transfer counts increased by nearly 10%. As for the Compton Center, transfer counts have increased dramatically over the years. Counts reached an all-time high of 381 transfers in 2011-12, a 338% increase from five years ago. One contributing factor may be increased cross-enrollment between ECC and the Compton Center as well as the Compton Commitment. The Compton Commitment is a collaborative effort with CSU Dominguez Hills aimed to increase transfers from the Compton Center.
Unduplicated counts for both campus locations overall increased by 9% from the previous year, yielding a total of 1,183 transfers. Over the five-year period, transfer counts increased by 33%. Counts are expected to increase in the years to come as the UCs and CSUs relax their enrollment restrictions.
To read the full report, click on the following link:
By Irene Graff
Last weekend, I visited my 13-year-old niece who showed me her latest school project. She is participating in a local version of the Statistical Poster Competition, co-sponsored by the American Statistical Association (ASA) and the National Council of Teachers of Mathematics (NCTM). According to the competition’s website, a statistical poster is “a display containing two or more related graphics that summarize a set of data, look at the data from different points of view, and answer specific questions about the data.” My niece, Emma, conducted a statistical study to determine if there is a correlation (relationship) between the distributions of flavors in bags of jelly beans and people’s flavor preferences. For example, if 10% of the population favors green (lime), do we tend to find about 10% green in each bag?
For her project, Emma selected random bags of different brands of the candy and hand-counted to establish an average distribution. Then, she surveyed adults and children about their preferences. She displayed the percentage distribution of the results of both sets of data individually and then side by side using a Kids’ Zone graphing tool from the National Center for Education Statistics.
So what did she find out? Based on her findings, there is a low correlation between flavors and favorites, with minor favorites, such as grape, grabbing the lion’s share of the bags’ contents. Could this be a marketing ploy that encourages us to buy more bags of jelly beans? Or a plot to keep us from eating too much sugar? More research is required to answer these questions. But at least now I understand why there is never enough of my favorite (white) in the bag.
Post script: Congratulations, Emma, on scoring 94 on your poster!