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)
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.
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’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.
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: