IIB.110 Draft Enrollment Management Plan March 28_ 2011

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IIB.110 Draft Enrollment Management Plan March 28_ 2011 Powered By Docstoc

Fresno City College is a comprehensive community college offering innovative instructional
programs in anticipation of and responsive to the life-long learning needs of a diverse
population. Serving more than 22,000 students a semester, Fresno City College provides a wide
variety of supportive services to assist students in achieving their educational goals. Moreover,
the college is dedicated to working collaboratively with the community to enhance the
economic and social development of the region.

Fresno City College offers over 250 degrees and certificates. These programs are designed to
meet occupational, as well as transfer goals. Approximately 19 percent of Fresno City College
students have identified their goal as occupational training, 47 percent as transfer to a four-year
college or university, and 17 percent are “undecided.” The college provides support for
undecided students to assist them in identifying their educational goals.

Fresno City College’s programs and services align with its community’s diversity, by offering
instructional programs which study diversity and programs and services which celebrate
diversity. Diversity, of course, is more than race or ethnicity, and Fresno City College is inclusive
in its understanding of and support for wide interpretation. The College also provides
instructional programs and student services to celebrate the ethnic diversity of the college.
There are courses and degrees in African American Studies, Asian American Studies, American
Indian Studies, Chicano-Latino Studies, Women’s Studies and Islamic Studies and American
Pluralism. Each year a group of students visits the Museum of Tolerance in Los Angeles to
further engage the diversity found at Fresno City College. The college also celebrates this
diversity through activities including Asian American Month, Black History Month, Women’s
History Month, and celebrations for Cinco de Mayo, Dia de los Muertos, and Caesar Chavez
celebrations. Student clubs are a plethora of cultural celebrations, with the Pan African Club,
Grupo Folklorico, the Abilities Club, the Diversity Club, and the Veterans Club, to name just a

Additionally, the college offers traditional, online, and blended courses. Counseling services,
tutoring, and student organizations are among many of the available assistance tools to increase
student success.

The purpose of the Fresno City College Enrollment Management Plan is to create a flexible,
educationally sound, research-based protocols for enrollment management which will provide
guidance to the college during times when funding mechanisms and demographic trends
support growth and also when they do not.

The plan is designed to ensure the following:

           Maintenance of the greatest possible student access consistent with educational

           A well-balanced and varied course schedule that meets the needs of the college’s
            students and community

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           Maximization of the resources available to the college

           Coordination and implementation of the college’s Educational Master Plan and
            Strategic Plan

           Collaboration of all constituencies in determining enrollment management priorities
            and strategies.


The enrollment strategies outlined in this document are intended to ensure that Fresno City
College is as effective as possible within the scope of its resources to meet the needs of its
students and community.

The college’s faculty and staff will pursue enrollment management considerations that ensure
an appropriate balance in the curriculum among transfer, vocational and basic skills programs.
In addition, enrollment strategies will be used that support student learning, and success, and
academic standards and quality.


        Enrollment Management Advisory Committee

        The purpose of the Enrollment Management Advisory Committee is to provide guidance
        and coordination through a collaborative approach to establishing priorities and
        determining overall enrollment management strategies. The committee is charged to
        recommend to the College President and the Strategic Planning Council goals,
        objectives, intended outcomes, strategic activities, and assessment and evaluation of
        data that will support campus efforts to facilitate and improve student enrollment,
        retention, persistence, and success. The committee consists of members from the four
        campus constituencies – faculty, staff, administration and students.

        Within the Enrollment Management Advisory Committee several subcommittees are
        used to target specific areas associated with functions of enrollment management.

                       Marketing and Recruitment
                            o The subcommittee promotes coordination of outreach,
                                 recruitment and marketing efforts. The group includes
                                 members from College Relations, and Public Information Office.
                       Instruction and Scheduling
                            o The subcommittee promotes the creation of course schedules
                                 that balance access, demand and fiscal constraints. The group
                                 includes deans of instruction, vice president of instruction, and
                                 department chairs

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                     Student Support
                          o The subcommittee promotes coordination of student success,
                              programs, student retention and persistence and effective
                              communication and information to students. The group
                              includes Student Learning Support Services, Transfer Center,
                              and Student Activities
                     Decision Support
                          o The Office of Institutional Research and Effectiveness provides
                              data, research and analysis to promote informed enrollment
                              management decisions
                     Matriculation
                          o The subcommittee supports the institutional goal of access and
                              completion by promotion the coordination of off-site and on-
                              campus matriculation services and processes (admission,
                              assessment, orientation, counseling and follow-up). Efforts will
                              focus on ensuring that students’ transition to college is
                              seamless, sequential, purposeful, and supportive. The group
                              includes representatives from College Relations, Counseling,
                              Admissions/Records, Assessment, and instructional faculty.


   Marketing &        Instruction &        Student             Decision
   Recruitment         Scheduling          Support             Support

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Fresno City College (FCC) is a public, associate degree granting community college located in the
center of the city of Fresno. Fresno City College serves a very diverse population. As of the
census of 2000, there were 427,652 people, 140,079 households, and 97,915 families residing in
the city of Fresno. The population density was 4,097.9 people per square mile. There were
149,025 housing units at an average density of 1,427.9 square miles. The racial makeup of the
city was 50% White, 8% Black or African American, 2% Native American, 11% Asian, 0.1% Pacific
Islander, 23% from other races, and 5% from two or more races. Hispanic or Latino of any race
were 40% of the population.

                              Figure 1: 2000 Fresno City Census Data

          Hispanic/Latino                                     40%

     Asian/Pacific Islander               11%

 Black or African American           8%

                    White                                             50%

                              0%    10%         20%   30%   40%     50%     60%

Source: U.S. Census Bureau

The city of Fresno’s ag4e distribution indicated a population with 33% under the age of 18, 12%
from 18 to 24, 29% from 25 to 44, 17% from 45 to 64, and 9% who were 65 years of age or
older. The median age was 29 years, which was younger than median age of 35 in the U.S. For
every 100 people, there were 49 males and 51 females.

Fresno City College also serves a large number of low-income populations. The median income
for a household in the city was $32,236. About 21% of families and 26% of the population were
below the poverty line (poverty line varies based on family size), including 37% of those under
age 18 and 11% of those age 65 or over.

The city of Fresno is becoming increasingly diversified due to an ever-changing demographic
population. The current population was estimated to be 472,179 by the US Census Bureau's
2006-08 American Community Survey. It was projected that Hispanics/Latinos would constitute
45% of the population of Fresno city.

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An ethnic breakdown comparison between Fresno City College student body and its current
service area population projections from U.S. Census Bureau showed in the following chart:

                                           Figure 2: FCC Students vs. Fresno City

                 Asian/Pacific Islander

             Black or African American


                                          0%      10%         20%             30%       40%       50%         60%

                                    FCC Students FA09         Fresno City Projected Population

                               Source: U.S. Census Bureau & SCCCD Institutional Research

Data indicated that White and Hispanic student populations (26% and 39%, respectively) were
underrepresented compared to the White and Hispanic general populations within Fresno City
(53% and 45% respectively). Conversely, Asian student population at Fresno City College (16%)
was overrepresented relative to the Asian general population in the city (12%).

Student Profile

Overall, Fresno City College is experiencing enrollment growth in last five years, as
demonstrated by increases in both headcount and FTES. Unduplicated student headcount for
Fresno City College showed a 16% increase from fall 2005 to fall 2009 and a 14% increase from
spring 2006 to spring 2010. Student FTES has also been increased by 11% from fall 2005 to fall
2009 and 13% from spring 2006 to spring 2010 (see Table 1).

        Table 1: FCC Fall and Spring Enrollment – Headcount and FTES

               FCC                 Fall 05        Fall 06           Fall 07         Fall 08       Fall 09         % Change

     Headcount                       22,700        23,421            23,326          25,622        26,237            +16%

      FTES                                7,949     7,765             8,053           8,657         8,790            +11%

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     FCC                      Spring 06       Spring 07      Spring 08     Spring 09      Spring 10    % Change

     Headcount                  21,281            21,000      22,415        24,587           24,185          +14%

      FTES                          7,292          7,304        7,779         8,376           8,254          +13%

       Source: SCCCD Institutional Research

On average, the female student headcount was higher than the male student headcount. This
trend has been consistent from fall 2005 to fall 2009. In fall 2009, male and female ratio
became slightly more balanced (female 51% vs. male 49%). See Figure 3.

                                                  Figure 3: Gender

               55%                          52%               51%             51%                51%
                                                   48%              48%                                49%
               50%                                                                     47%

                          Fall 05             Fall 06          Fall 07          Fall 08           Fall 09

                                                           Female   Male

                                            Source: SCCCD Institutional Research

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The ethnic groups with the largest headcounts between fall 2005 to fall 2009 comprised Asian
students, Hispanic students, and White students. At Fresno City College, Hispanic student
population increased by 5% from fall 2005 (34%) to fall 2009 (39%). In contrast, White student
population declined by 3% between fall 2005 (29%) to fall 2009 (26%). Asian/Pacific Islander
and African American students remained steady in the past five years.

                                                          Figure 4: Ethnicity
                          African-American       American            Asian/Pacific            Hispanic            White
                                              Indian/Alaskan           Islander

                                         Fall 05         Fall 06      Fall 07        Fall 08      Fall 09

                                                     Source: SCCCD Institutional Research

          Ethnicity                 Fall 05               Fall 06               Fall 07             Fall 08          Fall 09

 African-American                8%          1,725       8%        1,812    8%        1,824        8%    2,121       8%   2,161

 American Ind/Alaskan
 Native                          1%           251        1%         259     1%         291         1%    323         1%   197

 Asian/Pacific Islander         15%          3,378      15%        3,482   15%        3,390       15%    3,810      16%   4,193

 Hispanic                       34%          7,707      35%        8,181   36%        8,496       38%    9,626      39%   10,160

 Race/ethnicity unknown         13%          3,019      12%        2,834   12%        2,817       12%    3,030      11%   2,823

 White/Non-Hispanic             29%          6,620      29%        6,853   28%        6,508       26%    6,712      26%   6,703

 Totals                        100%      22,700       100%      23,421     100%      23,326      100%    25,622    100%   26,237

Source: SCCCD Institutional Research

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Students who were under age 24 constituted more than half of the Fresno City College student
population (59% in fall 2009). Of the total student population, students between ages 18-24
declined slightly in the past five years. Students in other age cohorts exhibited a steady trend
from fall 2005 to fall 2009.

                                                   Figure 5: Age


                19 or Less      20-24         25-29          30-34             35-39          40-49         50+

                              Fall 05       Fall 06        Fall 07         Fall 08         Fall 09

                Source: SCCCD Institutional Research


Over 60% of Fresno City College students were part-time students who took less than 12 units of
classes per semester. Nearly 40% of students enrolled full-time. This trend remained consistent
in the past five years.

                                         Figure 6: Part-time vs. Full-time

                                   62%              64%                  64%                62%             62%

                             38%             36%                36%                  38%              38%

                              Fall 05          Fall 06               Fall 07           Fall 08         Fall 09

                                                         Full-time       Part-time

Student Success


Student cumulative GPA was calculated by ethnicity and gender (see following tables). Data
showed that African American students had the lowest GPA in the past five years, followed by

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Hispanic students. White students earned higher GPA than other groups. In terms of gender,
females earned slightly higher GPA than males.

             GPA by Ethnicity                   Fall 05             Fall 06          Fall 07      Fall 08    Fall 09
             (College Mean)

  African American/non-Hispanic                           1.91                1.96       2.00       1.97       1.90

  American Indian/Alaskan Native                          2.41                2.43       2.36       2.18       2.25

  Asian/Pacific Islander                                  2.28                2.35       2.35       2.34       2.34

  Hispanic                                                2.11                2.08       2.07       2.10       2.10

  Race/ethnicity unknown                                  2.39                2.42       2.46       2.46       2.36

  White/non-Hispanic                                      2.62                2.64       2.59       2.63       2.62

               GPA by Gender                         Fall 05           Fall 06        Fall 07    Fall 08    Fall 09
               (College Mean)

  Female                                                    2.36              2.36       2.37       2.35       2.34

  Male                                                      2.24              2.26        2.2       2.23       2.21

         Source: SCCCD Institutional Research

Term Retention
Term retention is defined as the percent of students who completed a term. Term retention
rates for Fresno City College students have been increased in the past five years for all student
groups. In comparison with other ethnic groups, African American and American Indian/Alaskan
Native students had relatively lower retention rates. Females and males demonstrated nearly
no difference in their retention rates in the past five years.

         Term Retention by Ethnicity
              (College Mean)                              Fall 05        Fall 06       Fall 07    Fall 08    Fall 09

  African-American/non-Hispanic                           78.7%          79.9%         79.9%      80.8%      83.2%

  American Indian/Alaskan Native                          80.1%          83.3%         82.4%      83.8%      84.9%

  Asian/Pacific Islander                                  85.5%          86.4%         87.2%      88.5%      89.6%

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  Hispanic                                        84.0%       84.3%     84.9%      86.6%      88.1%

  Race/ethnicity unknown                          85.3%       87.1%     87.5%      88.4%      89.9%

  White/non-Hispanic                              86.3%       87.8%     88.1%      89.0%      90.1%

         Term Retention by Gender               Fall 05     Fall 06    Fall 07    Fall 08    Fall 09

  Female                                          84.9%       84.9%     86.1%      87.0%      88.5%

  Male                                            84.1%       86.3%     85.8%      87.1%      88.7%

         Source: SCCCD Institutional Research

Successful Course Completion Rate*
Successful course completion rates were broken down by ethnicity and gender. African
American students had the lowest successful course completion rates than other ethnic groups.
American Indian/Alaskan Native and Hispanic students also had relatively low course successful
completion rates. White students performed the best in course completion rates. There was
not much difference in females and males in their course completion.

*Successful course completion is defined as a student receiving a C grade or better in the course.

         Course Success by Ethnicity              Fall 05    Fall 06    Fall 07    Fall 08    Fall 09

  African American/non-Hispanic                   49.0%       51.2%     52.1%      51.0%      52.6%

  American Indian/Alaskan Native                  59.3%       63.2%     60.1%      58.0%      60.0%

  Asian/Pacific Islander                          62.5%       65.2%     65.5%      66.3%      67.9%

  Hispanic                                        58.1%       57.8%     57.5%      59.4%      61.2%

  Race/ethnicity unknown                          65.3%       68.2%     69.2%      70.5%      70.1%

  White/non-Hispanic                              69.8%       72.1%     70.3%      72.6%      73.8%

         Course Success by Gender               Fall 05     Fall 06    Fall 07    Fall 08    Fall 09

  Female                                          63.0%       63.3%     64.2%      64.6%      66.1%

  Male                                            61.1%       64.0%     61.7%      63.2%      64.8%

         Source: SCCCD Institutional Research

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Degree/Certificate Awards

Fresno City College awarded more than 2,000 degrees/certificates every year. The highest
number of degrees and certificates was awarded in 2007-08 (total 2,326 awards). However, the
number of awards has been declined slightly in last two years (2,141 awards in 2008-09 and
1,972 awards in 2009-10).

                                     Figure 7: Degree/Certificates Awards
                               -                              164
               2,000                         179                                171
                              667                             776                                174
                                             725                                528              427
                             1,500                           1,386             1,442            1,371
                 500                        1,203

                           2005-06        2006-07           2007-08           2008-09          2009-10

                            Associate Degree        Certificate        Non-Credit Certificate

                        Source: California Community Colleges Chancellor’s Office Data Mart

Basic Skills Students

Basic skills course enrollment has been increased in last three years for all English, ESL, and
Math courses. In comparison with Fresno City College’s overall successful course completion
rate, basic skill courses demonstrated higher success rates for last five years. ESL basic skills
courses had the highest successful course completion rates. See tables below.

     Basic Skills Course Enrollment            Fall 05            Fall 06        Fall 07          Fall 08       Fall 09

  English                                            970              1,046            1,158            1,314     1,413

  ESL                                                632               641              663              684        700

  Math                                              1,460             1,333            1,374            1,632     1,741

  Total                                             3,062             3,020            3,195            3,630     3,854

  Total FCC Course Enrollment                   111,087           112,786        106,676          128,068       122,190

            Basic Skills Course                Fall 05            Fall 06        Fall 07          Fall 08       Fall 09

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          Successful Completion*

  English                                           59.7%         58.5%         56.3%        64.5%     68.2%

  ESL                                               75.5%         69.4%         68.3%        67.4%     76.9%

  Math                                              59.6%         53.0%         55.6%        62.4%     67.9%

  Total                                             62.7%         58.4%         58.5%        64.1%     69.6%

  Total FCC Course Success Rate                     56.6%         56.2%         60.9%        56.8%     62.8%

          Source: FCC Institutional Research
          *Duplicated enrollment

When compared to transfer level English, basic skills English had lower course success rates.
However, the gap is becoming increasingly small in recent years. In contrast, course success
rates for basic skill math performed better than transfer level math. See table below.

        Course Success Rate               Fall 05       Fall 06           Fall 07       Fall 08      Fall 09

 Basic Skills English                          59.7%        58.5%           56.3%          64.5%        68.2%

 Transfer Level English                        63.7%        66.1%           64.2%          66.1%        69.6%

 Basic Skills Math                             59.6%        53.0%           55.6%          62.4%        67.9%

 Transfer Level Math                           56.8%        57.5%           52.6%          60.1%        52.4%

In comparison with Fresno City College’s total student population, Hispanic, Asian/Pacific
Islander students were overrepresented in basic skills student group in fall 2009. African
American students were also slightly overrepresented among basic skills students. White
students were significant underrepresented in basic skills student group.

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                Figure 8: Ethnicity of FCC Students and Basic Skills Students – Fall 2009

                             White/non-Hispanic                          14%

                         Race/ethnicity unknown                  8%

                                         Hispanic                                                         45%

                            Asian/Pacific Islander                                 22%

                  American Indian/Alaskan Native          1%

                                African American                   11%

                                                     0%        10%          20%          30%    40%        50%

                                                 Basic Skills Students      FCC Students

                            Source: FCC Institutional Research & SCCCD Institutional Research

Females were overrepresented in basic skills students for fall 2009 in relative to Fresno City
College’s total student population. See Figure 9.

                Figure 9: Gender of FCC Students and Basic Skills Students – Fall 2009

                      FCC Students                                                Basic Skills Students

                  49%                   Female                                                    Female
                                         51%                                                       56%

                Source: FCC Institutional Research &SCCCD Institutional Research

ARCC Performance Indicators

Fresno City College showed solid performance on most of the accountability indicators relative
to its peers and state average. According to the most recent ARCC report released in March
2010, the college is at or above the peer group average for all measures, with a particularly high
score on the Improvement Rate for Credit ESL Courses. In the past, Fresno City College’s
persistence rate was the one area in which the college average was lower than that of its peers.
However, the most recent data shows a strong improvement in this area. In comparison with its

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peers, Fresno City College also had higher successful course completion rates for its credit
vocational courses and credit basic skills courses. In contrast, Fresno City College needs to
improve its Improvement Rates for Credit Basic Skills Courses (see following charts).

            Student Progress and Achievement Rate
      48%          47%          48%           48%

  2001-02 to    2002-03 to   2003-04 to Peer Group         State
   2006-07       2007-08      2008-09                     Average

 Percent of first-time students who showed intent to complete and         Percent of first-time students who showed intent to complete and
 who achieved transfer, earningwho Earned at Least 30 units,
         Percent of Students AA/AS or certificate of 18+                  who earned at least 30 units while in California Community College
 “Transfer Directed”, or “Transfer Prepared” status within six years.
                                Units                                     System.

      73%          73%
                                            72%          72%

   2001-02 to 2002-03 to 2003-04 to Peer Group           State
    2006-07    2007-08    2008-09                       Average

                             Source: California Community Colleges Chancellor’s Office

                                                        Persistence Rate
                                                                  69%        69%           69%

                               Fall 2005 to Fall 2006 to Fall 2007 to Peer Group State Average
                                Fall 2006      Fall 2007     Fall 2008
                                   Percent of students with a minimum of six units earned at FCC in a fall term and
                                   who returned and enrolled in the subsequent fall term anywhere in the CCC
                             Source: California Community Colleges Chancellor’s Office

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      Annual Successful Course Completion Rate for
               Credit Vocational Courses

                 78%          78%                       78%

   2006-07     2007-08      2008-09     Peer Group     State
  Percent of students who took vocational courses and stayed to        Percent of students enrolled in credit basic skills courses and stayed to
  the end of the term (or end of the course) with a final course       the end of the term (or end of the course) with a final course grade of
        of A, B, Successful Course Completion Rate for
  grade AnnualC, or P.                                                 A, B, C, or P.
                    Credit Basic Skills Courses

      62%                                                     62%

    2006-07      2007-08      2008-09      Peer Group      State

                            Source: California Community Colleges Chancellor’s Office

              Improvement Rate for ESL Courses
     67%          66%          68%
                                            52%          50%

   2004-05 to 2005-06 to 2006-07 to Peer Group           State
    2006-07       2007-08     2008-09                   Average
  Percent of students who successfully completed a higher-level ESL    Percent of students who successfully completed a higher-level course in
  course or college level English course within three academic years   the same discipline with three academic years of successfully
           Improvement Rate for Credit Basic Skills                    completing the first credit basic skills English or Math.
  of successfully completing the first ESL course.

                               51%          59%          53%
     46%          47%

  2004-05 to 2005-06 to 2006-07 to Peer Group            State
   2006-07    2007-08    2008-09                        Average

                            Source: California Community Colleges Chancellor’s Office

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Distance Education Students

Distance education courses comprise between three and four percent of the total sections
taught at the college. Distance education students comprise two to three percent of the
college’s unduplicated enrollment.

SECTIONS            2007FA      2008SP       2008FA       2009SP       2009FA       2010SP

DE*                 65          71           92           100          93           73

Face to Face        2,158       2,083        2,233        2,181        2,144        1,954

TOTAL               2,223       2,154        2,325        2,281        2,237        2,027

% of DE             3%          3%           4%           4%           4%           4%

FTES               2007FA        2008SP      2008FA      2009SP       2009FA        2010SP

DE                 156.16        182.55      236.16      252.01       257.51        208.76

Face to Face       7,494.80      7,596.48    8,420.47    8,123.88     8,532.24      8,045.10

TOTAL              7,650.96      7,779.03    8,656.63    8,375.89     8,789.75      8,253.86

% of DE            2%            2%          3%          3%           3%            3%

*Distance Education is defined as 100% online and hybrid courses. (will insert Title V definition)

A snapshot of the distance education student was taken in the fall 2009 semester and compared
to those students enrolled in face-to-face courses. The data showed a largely female population
over the age of 25 enrolled in distance education courses. In face-to-face courses age and
gender were more evenly distributed.

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        Student demographics–fall09

         50%                        47%




                         FACE TO FACE                              DE

                                        Female       Male

        Student demographics–fall09


                   33%       33%         33%                       33%


                         FACE TO FACE                              DE

                                   19 or younger   20-24     25+

Course success and retention fell below the face-to-face rates, but the GPA was the same.

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                    GPA     RETENTION   SUCCESS

DE                  2.36    81%         58%

FACE TO FACE        2.36    89%         66%

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Fresno City College serves a highly diverse community. Within a five-mile radius of the college,
the population totals over 574,000. By the year 2013, it is projected that the population in this
area will increase to 621, 188 – a growth rate of 1.56% per year. The service area is
characterized by a lower than average median household income and a larger than the State’s
average household size.

Unemployment in Fresno County remains high (17.2% in December 2010). The fastest growing
occupations in the Central Valley are in the field of healthcare. These occupations, such as
nursing and radiologic technician, require associate degrees. Other occupational areas which
show future growth are in the service and retail areas and which generally require a high school
diploma or on the job training.

Federal and state governments have emphasized the community college’s role in workplace
learning and economic development. However, as Fresno City College seeks to fulfill this
expectation, community colleges are under-funded because of the state’s structural problems.
While the state now provides community college growth incentives, funding is likely to
fluctuate. During economic downturns, community college budgets and enrollments will be

In the past, the District Board of Trustees wished its colleges to focus on access to education. As
a result, the College experienced overall enrollment growth of 11% (FTES) since fall 2005. As
state funding declined due to the budget crisis and the recession, approximately 16% of the
students in the district were not funded by the state during 2009-2010. As the California
Community College Chancellor’s Office moves from an access model to a completion model, so
must the college and the district. Managed growth will be important to the overall financial
health of the district and to the individual college.

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Although limiting courses and capping enrollment may serve as one source of managing
enrollment, there exists a need for students to complete their educational objectives in a timely
manner. We anticipate that future legislation will mandate student completion and determine
funding. (Chris will frame assumptions mention of state/budget;.)The following is a list of
enrollment management considerations which should be addressed by the subcommittees of
the Enrollment Management Committee and/or referred to the Enrollment Management
District-Wide Committee:

Overall Considerations/Recommendations

       Adjust enrollment targets in response to the cyclical nature of state funding, student
        demand, and the economy
       Regularly review and revise FTES projection model for college based enrollment targets
        and course offerings that is data driven and uses technology (rewrite “uses tech.”)
       Align resources with adjusted enrollment targets (needs more specificity)
       Continue to review enrollment trend data to develop schedules to maximize access and
        course and program completion and maximize room use through effective course
        scheduling (We develop priority groups; not scheduling. We may assist constituents in
        effective scheduling reflecting needs of students. May have need for classes yet lacking
        instructors willing to teach such.)

Instruction and Scheduling Considerations

   Courses that are central to the college mission (transfer, occupational and
    developmental) will be retained to the extent possible. Classes that are less central (e.g.
    “stand-alone” classes or experimental courses that are not closely connected to planned
    program development) will be considered for cancellation.

   Courses that promote transfer and degree or certificate completion should be first
    priority in scheduling.

        o The following questions will be applied when the Office of Instruction works
          with the division deans and the department chairs to accomplish needed
          reductions in class offerings:

                   Is the section part of a degree, certificate or “transfer path”
                    requirement? If not, is it a key course in a developmental sequence?

                   How many students have actually completed the degree/certificate in
                    recent years?

                   Has the same section been offered within the year with a low

               Is the section scheduled to be offered again in the near future?
March 23, 2011 – Draft #3
   Cuts on curriculum balance in the areas of transfer, occupational, developmental and
    lifelong learning will be monitored.

    Evaluate learning communities and cohort groups for the purpose of providing students
    enhanced student learning opportunities and intentional services (Where did this come
    from? Perhaps place this under a different category. Finds less expensive ways to serve
    learning cohorts.)

Technology-driven Considerations

       Systematically track and report information on student performance in order to
        monitor connections between performance and enrollment trends or scheduling
       Systematically track and report information regarding follow up of occupational
        program completers
       train designated faculty and staff to be able to organize data queries for data mining
       Implement the “matriculation model” for student access to the college website
       Update and implement software to optimize placement of classes into rooms
       Implement and/or expand software management in admissions/records, financial
        aid, and business office (i.e. Hershey)
       Enhance software management in the Counseling Department (i.e. SARS Grid)

Marketing and Recruitment Considerations

       Revise and implement a marketing and student recruitment plan for current budget
       Review and enhance the branding of the college
       Evaluate the college website as the college’s primary marketing publication
       Develop a new welcome center designed to assist prospective and new students and
        their parents and families with the provision of information leading to student
       Initiate a new student ambassador program designed to assist with providing
        prospective students and their parents with campus tours and support for special
       Evaluate and revise the Registration To Go program at local high schools to meet the
        current budget environment
       Re-vitalize the college Honors Program
       Facilitate the enrollment of incoming students to special programs such as Puente,
        USEAA, SYMBAA, and IDILE
       Recruitment events will be evaluated prior to the beginning of planning for each

March 23, 2011 – Draft #3
Matriculation Considerations

      Develop and implement a matriculation service plan so that students transitioning
       from high schools and the community are served effectively
      Promote transfer and work with other offices to enhance the pool of transfer ready
       and transfer prepared students
      Conduct ongoing and systematic research and evaluation of matriculation efforts
       that focus on prospective students (i.e. Registration to Go) that support and
       facilitate student transition from high school or the community into the college
      Conduct ongoing and systematic research and evaluation of matriculation and
       student success programs that focus on student retention and success.

Student Support Considerations

      Continue to regularly and systematically assess the educational needs of students,
       business and the community in order to design programs, schedules, and services
       responsive to their needs
      Continue to support the expansion of student self-service efforts such as degree
       audit, on-line application, registration and payment of fees and financial aid direct
      Focus on potential certificate/degree completers for advising

      Develop effective and measurable student learning outcomes that enhance student
       retention and persistence to meet the student’s educational and career goals
      Continue to develop and support programming and intervention methods (i.e.
       Puente and directed learning activities) that increase student success
      Develop a system that will include updating of student education plans, a degree
       audit program, and an effective early alert warning system to help student
      Continue to enhance and improve policies and processes that enable students in
       academic difficulty to successfully improve their academic status
      Facilitate the review of best practices and development of intervention strategies
       for low retention and low success disciplines

Decision Support Considerations

      Schedule on a calendar institutional surveys that focus on a student profile of the
       college, student engagement, and student satisfaction and use the results of the
       survey data to plan accordingly

Suggested Considerations for District-wide Enrollment Management Committee:

      Evaluate the enrollment information system for access to comprehensive, accurate,
       and user-friendly information about enrollment trends and projections

March 23, 2011 – Draft #3
      Develop regular reports in a standard format to monitor and evaluate enrollment
      Continue to systematically track and report information related to enrollment, K-12
       attendance, high school graduation rates, college participation rates, demographics,
       program completion rates, retention and success rates, and progress through basic
       skills courses
      Develop and implement accurate tracking and reporting of transfer rates and the
       success measures of students who transfer
      Implement the capability of WebAdvisor to provide students access to information
       regarding individual progress and achievement
      Adjust enrollment targets in response to the cyclical nature of state funding, student
       demand, and the economy
      Financial Aid will enforce the 90-unit financial aid stop

      Payment of fees will be required sooner

      Shorten the add period to one week? Two weeks?

      Raise academic probation grade point average to 1.99

March 23, 2011 – Draft #3

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