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					   WASHINGTON STATE
BOARD FOR COMMUNITY AND
   TECHNICAL COLLEGES



          STUDENT LISTENING
             WEB SURVEY



          OCTOBER-DECEMBER, 2007




                    PREPARED FOR:

                   WASHINGTON STATE BOARD
          FOR COMMUNITY AND TECHNICAL COLLEGES
               P.O. Box 42495, 1300 Quince St. SE
                Olympia, Washington 98504-2495
  Contact: Mr. Chris Reykdal, Director of Administrative Services


                     PREPARED BY:

                     JENNIFER K. PURCELL
                 MARKET RESEARCH SERVICES
                         9555 9th Street
                    Bay City, Oregon 97107
          Contact: Ms. Jennifer Purcell, Project Principal
DOCUMENT PREPARED BY:
JENNIFER K. PURCELL, MARKET RESEARCH SERVICES
Any questions or comments concerning this document may be directed to:

JENNIFER K. PURCELL
MARKET RESEARCH SERVICES
Jennifer K. Purcell, Project Principal
9555 9th Street
Bay City, Oregon 97107
Ph. 503-812-8377
jkpurcell@oregoncoast.com


DATA PREPARED BY:
PACIFIC MARKET RESEARCH
Mark Rosenkranz, Project Principal
Natalie Lutz, Project Manager
15 South Grady Way, Suite 620
Renton, Washington 98057
Ph. 425-271-2300
nblutz@pacificmarketresearch.com
www.pacificmarketresearch.com
                        TABLE OF CONTENTS




INTRODUCTION................................................................ 4

   The Introduction presents the project background, states the
   objectives and outlines the methodology.


KEY FINDINGS ................................................................. 8

   The Key Findings section outlines the major conclusions and findings
   from the quantitative survey data.

   I. Student Satisfaction ..................................................................... 8
   II. Attendance and Ambitions ........................................................... 12
   III. College Choice ........................................................................... 23
   IV. Tuition and Financial Aid ............................................................. 30
   V. Technology ................................................................................ 38
   VI. Campus Experience .................................................................... 44


RECOMMENDATIONS ...................................................... 56

   The Recommendations are based on interpretation of the results and
   experience with similar studies.


APPENDICES .................................................................. 59

   A.   Invitation to Participate ............................................................... 60
   B.   Final Questionnaire ..................................................................... 62
   C.   Verbatim Report ......................................................................... 93
   D.   Presentation Slides ................................................................... 119
   E.   Database Reports ..................................(found under separate cover)
                               INTRODUCTION


Project Background

For the purpose of better understanding students’ satisfaction with Washington
State’s community and technical colleges, a web survey was designed and
implemented to:

      Evaluate students’ experiences with community and technical college
       programs, staff, and faculty,
      Recognize institutional strengths and weaknesses and determine opportunities
       for improved delivery,
      Better understand the role community and technical colleges play in meeting
       students’ higher education needs,
      Identify service gaps and discover areas of opportunity in terms of emerging
       programs, student services, and/or technology, and
      Compare students’ responses based on factors such as geographic region,
       purpose for attending community or technical college, and age.

Survey specifications were designed to establish a benchmark for student opinions of
and experiences with the community and technical colleges of Washington. It is -
expected that these data will be used to track students’ opinions over time.

Areas of Investigation

In order to meet the overall research objective, the following major areas of
investigation were put to use:

       I.     Student Satisfaction
              This section evaluates students’ overall experience with the college and their likelihood
              of recommending their current or most recent institution to others.
       II.    Attendance and Ambitions
              This section evaluates respondents’ attendance of Washington State’s community and
              technical colleges, their educational goals, and circumstances that affect one’s ability to
              continue with their education.
       III.   College Choice
              This section identifies factors that influence students’ decisions to attend community and
              technical college in Washington State.
       IV.    Tuition and Financial Aid
              This section examines the role tuition costs and financial aid play in the college decision-
              making process.
       V.     Technology
              This section evaluates registration and learning preferences related to technology, as
              well as interest in technology and technological resources.
       VI.    Campus Experience
              This section examines students’ experiences on campus, including an evaluation of
              student services and extracurricular activities and the role each plays in the educational
              process.




Washington State Board for                                                        Jennifer K. Purcell,
Community and Technical Colleges          Page 4 of 120                     Market Research Services
Methodology

To accomplish    these    major    objectives,   the   following   research   process   was
implemented:

       For the purpose of quantifying students’ opinions and experiences, a web-
       based survey was employed to collect data from a statistically significant
       sampling. A total of 3,419 students statewide participated in the survey
       between October 23 and December 17, 2007.

       A total of 209,795 invitations were made in order to achieve a sample size of
       3,419 statewide; resulting in a 1.6% response rate.         Three phases if
       solicitation were conducted including a test sample and two waves of live
       survey participation.

       Statewide students were contacted one of two ways; via email invitation or
       postcard (see Invitation to Participate, page 60). Initially, a test sample of
       Legislative Academy contacts was provided containing 72 entries. These
       students were contacted via email on October 23, 2007. Following completion
       of the test sample, a first round of invitations was sent to 50,000 contacts. Of
       the 50,000, 26,692 received email invitations on October 30, 2007, and
       23,308 received postcard invitations during the week of November 5, 2007. A
       second set of student contacts was provided containing 159,723 entries. All
       invitations were conducted via email for this phase of the research.
       Invitations were sent between December 5 and 7, 2007. As an incentive to
       participate, the first 4,000 surveys completed were entered into a drawing to
       win one of five Apple iPod Nanos.

       Web hosting, programming and data management was provided by Pacific
       Market Research of Renton, Washington.       Project design, analysis and
       reporting were the responsibility of Jennifer K. Purcell, Market Research
       Services.

Project specifications:

             Sample Size
              Three thousand four hundred nineteen surveys were completed
              statewide. A total sample size of 3,419 yields a margin of error of +/-
              1.67% at the 95 percent confidence level. In other words, statewide
              survey responses are reflective of students’ opinions within 1.67%
              (plus or minus), at the 95 percent confidence level.

             Geographic Distribution
              The state was divided into ten geographic regions. Regional definitions
              primarily considered student population.

              College was used to match respondents to a region. Participants were
              asked which community or technical college they are attending for the
              majority of their coursework or, in the case of students not currently
              attending, which college they most recently attended.

              At the regional level, margin of error considered final sample size and
              regional student population as follows:


Washington State Board for                                               Jennifer K. Purcell,
Community and Technical Colleges      Page 5 of 120                Market Research Services
                                                                                      Margin
                Community & Technical                      Student        Sample
Region                                                                                  of
                Colleges/Districts                        Population       Size
                                                                                       Error
Region 1        Seattle                                     54,049          449        4.61
Region 2        Cascadia, Edmonds, Shoreline                35,378          341        5.28
Region 3        Bellevue, Lake Washington                   41,636          401        4.87
Region 4        Green River, Highline, Renton               56,488          401        4.87
                Bellingham, Everett, Skagit Valley,
Region 5                                                                    377        5.03
                Whatcom                                     49,110
Region 6        Pierce, Tacoma, Bates, Clover Park          74,587          430        4.71
                Grays Harbor, Olympic, Peninsula,
Region 7                                                                    284        5.80
                South Puget Sound                           43,508
Region 8        Centralia, Clark, Lower Columbia            40,672          251        6.17
                Big Bend, Columbia Basin, Walla Walla,
Region 9                                                                    219        6.60
                Wenatchee Valley, Yakima Valley             45,139
Region 10       Spokane                                     39,746          266        5.99

                   Sample Source
                    The survey sample was provided by the State Board for Community
                    and Technical Colleges. These Excel data files contained columnar
                    information including SID, College, Region, First Name, Last Name,
                    Street, City, Zip, Email, Gender, Age Group, Ethnicity.

                    In all, a total of 209,723 current and former community and technical
                    college students were contacted to accomplish 3,419 completed
                    surveys. 186,415 were invited via email and 23,308 received a
                    postcard invitation to participate.       The final 3,419 completed
                    interviews included 3,186 from email and 233 from postcards.

                   Questionnaire
                    Jennifer K. Purcell was responsible for developing the preliminary
                    questionnaire, based on information collected during the planning
                    process. The State Board for Community and Technical Colleges and
                    the Student Listening Taskforce worked collaboratively to approve the
                    final working documents. The final survey consisted of a total of 145
                    questions; including 4 open ends (questions without coded responses).
                    This represents the greatest possible number of questions; based upon
                    skip patterns, each participant’s actual number of questions answered
                    will vary.

                   Demographic Distribution
                    Quotas were employed regarding gender, age, and ethnicity to ensure
                    a representative sampling of students statewide.       Quotas were
                    established based upon current student data maintained by the State
                    Board for Community and Technical Colleges as follows:




   Washington State Board for                                              Jennifer K. Purcell,
   Community and Technical Colleges       Page 6 of 120              Market Research Services
            Gender Quotas                               Age Quotas                                            Ethnicity Quotas



                                                                          Under 20,
                                            35 and                                                People of
Male, 42%                                                                   20%
                                          older, 30%                                             Color, 33%


                            Female,
                                                                              20-24 , 26%                                        White/
                             58%        30-34 , 10%
                                                                                                                               Caucasian ,
                                                       25-29 , 14%                                                                67%




                        Because quotas were established for a statewide sample size of 4,000
                        and this total sample size was not achieved, the final demographic
                        distribution differs slightly from the quotas established.        Actual
                        demographic distribution within the survey results are as follows:

               Gender                                        Age                                                 Ethnicity




                                            35 and                    Under 20,                     People of
Male, 39%                                 older, 29%                    15%                        Color, 25%



                            Female,                                             20-24 , 27%
                             61%        30-34 , 12%
                                                                                                                               White/
                                                            25-29 , 17%
                                                                                                                             Caucasian ,
                                                                                                                                75%




    This report summarizes the key findings of the research process.




    Washington State Board for                                                                      Jennifer K. Purcell,
    Community and Technical Colleges              Page 7 of 120                               Market Research Services
                                    KEY FINDINGS



The following are the key findings of the study by major area of investigation.

I.      STUDENT SATISFACTION

This section evaluates students’ overall experience with the college and their
likelihood of recommending their current or most recent institution to others.

Overall Experience

Q9. Please rate your overall experience with (college
                                                                Percent
currently attending/most recently attended) using a scale of
1 to 10, with 1 being Poor and 10 being Excellent.             (N=3419)

(10) Excellent                                                   19
(7-9) Good                                                       67
(5-6) Neutral                                                    10
(2-4) Fair                                                       3
(1) Poor                                                         1

Average experience                                               8.03

Comments:

Students’ overall experiences with the community and technical colleges of
Washington State are very good. Using a ten-point scale, respondents were asked to
rate their overall experiences with the college they are currently attending or most
recently attended. On average, respondents rate the colleges 8.03 on a ten-point
scale with ten being Excellent. Eighty-six percent of students share a positive
experience (86% rated 7-10).

Current students and those students who successfully completed their educational
goals share more favorable experiences with the community and technical colleges of
Washington than those students who are not currently enrolled in classes for reasons
other than completion. Eighty-eight percent of currently enrolled students rate their
overall experiences positively (88% rated 7-10) as do a similar percentage of those
who have successfully completed, compared to eighty percent of other former
students (80% rated 7-10). Conversely, although a small percentage, former
students are significantly more likely to share less favorable experiences with their
most recently attended community or technical college. Eight percent of students
not currently attending for reasons other than completion rate their experiences as
fair or poor (8% rated 1-4) compared to only three percent of current enrollees and
successful completers (3% rated 1-4).

Students statewide hold favorable impressions of their community and technical
college experiences. According to the most recent Community College Survey of
Student Engagement data, eighty-six percent of students nation-wide consider their


Washington State Board for                                                    Jennifer K. Purcell,
Community and Technical Colleges             Page 8 of 120              Market Research Services
entire educational experience Good or Excellent (86%) and fourteen percent say Fair
or Poor (14%).      Comparatively, statewide, eighty-six percent of Washington’s
community and technical college students say their experience is or was Good or
Excellent (86%), while only four percent consider it Fair or Poor (4%). Additionally,
overall experiences with Washington State’s community and technical colleges do not
vary significantly between geographic regions. Statewide experiences with the
college system are consistently positive for the vast majority.

Experiences do differ significantly, however, by credit load and dependence upon
student support services. Full-time students are significantly more satisfied than
others. Eighty-nine percent of students enrolled in thirteen or more credits consider
their overall experience positively (89% rated 7-10) compared to eighty-five percent
of part-time and eighty percent of non-credit students (85%, 80%). Similarly,
students who rely on student support services are significantly more satisfied with
their overall college experience. Eighty-seven percent of students who utilize at least
two support services regularly say their experience has been positive (87% rated 7-
10), compared to eighty-two percent of independent students, those who do not
regularly utilize services (82%). It appears that student who are engaged in the
campus environment, attending full-time and/or making use of student services, are
more satisfied with their overall community or technical college experience.

Examining this engaged student more closely, it becomes apparent that full-time,
service dependent, academic track students are significantly more satisfied with their
educational experience than their counterparts.       Ninety-two percent of these
engaged students consider their overall education experience positive (92% rated 7-
10), compared to eighty-four percent of their counterparts (84%). Students engaged
in the campus environment develop a different connection with their college
experience; they identify with their community or technical college differently than
those who are attending less than full-time or for non-credit, non-academic reasons.
The challenge becomes increasing the level of engagement or identification with the
college among those who are less connected, or who compartmentalize their
educational experience.




Washington State Board for                                           Jennifer K. Purcell,
Community and Technical Colleges     Page 9 of 120             Market Research Services
Confidence in Community and Technical Colleges

Q27. Using a scale of 1 to 10, how likely are you to
recommend (college currently attending/most recently          Percent
attended) to an associate, family member, friend or other    (N=3419)
acquaintance?


(10) Very Likely                                               39
(7-9) Likely                                                   48
(5-6) Neutral                                                  7
(2-4) Unlikely                                                 4
(1) Not at all Likely                                          2

Average confidence                                             8.27

Promoter                                                       54%
Neutral                                                        33%
Detractor                                                      13%

Comments:

Similar to students’ overall experiences, their confidence in the community and
technical colleges of Washington State is formidable. Using a ten-point scale, with
one being Not at all Likely and ten being Very Likely, respondents were asked how
likely they would be to recommend the college they currently attend or most recently
attended to an associate, family member, friend or other acquaintance. On average,
students rate their confidence in the colleges 8.27. Overall, eighty-seven percent of
students are likely to recommend their alma mater to others (87% rated 7-10).

Compared to national indicators, according to the most recent Community College
Survey of Student Engagement data, in a yes or no format, ninety-four percent of
students nation-wide say they would recommend their college to a friend or family
member (94%). Using a ten-point scale, eighty-seven percent of Washington State
community and technical college students say they are Likely/Very Likely to
recommend their college to others (87%). Statewide data indicates that six percent
are Unlikely/Not at all Likely to recommend the colleges (6%), similar to the national
data which shows that six percent would not recommend their college (6%).
Washington State’s community and technical colleges appear to maintain similar
levels of loyalty as their nation-wide counterparts.

The Net Promoter Score is a management tool developed by Fred Reichheld to gauge
the loyalty of customer relations. While many companies have adopted the method,
it has not been unanimously recognized as the single most reliable indicator.
However, it can serve as a strong indicator of student loyalty. The Net Promoter
moves the focus away from short-term impact and toward the long-term value of
student relationships. When considering whether they would recommend their
community or technical college to an associate, family member, friend or other
acquaintance, using a ten-point scale, a “Promoter” is a nine or ten, a “Neutral” is a
seven or eight, and a “Detractor” is one through six. When considering Washington
state’s community and technical colleges, fifty-four percent of current and former
students are Promoters (54% rated 9-10) and thirteen percent are Detractors (13%
rated 1-6). As in overall satisfaction (see Student Satisfaction, page 8), there are



Washington State Board for                                                  Jennifer K. Purcell,
Community and Technical Colleges            Page 10 of 120            Market Research Services
few significant differences between geographic regions.      Student loyalty does not
appear to vary statewide.

Loyalty does differ significantly, however, by age and reliance upon student services.
Sixty-three percent of students thirty-five and older are Promoters (63%), compared
to forty-seven percent of students under twenty-five years of age (47%) and fifty-
four percent of students between the ages of twenty-five and thirty-four (54%).
Significantly, students under the age of twenty-five are more likely to be Neutral
than all others (37% compared to 30% of others). While this younger age group is
less likely to be promoting the colleges, they appear to neither add to nor detract
from the colleges’ efforts. Age may drive Net Promoter status. Because overall
satisfaction with the college experience does not differ significantly by age, it may be
that students’ loyalty to the colleges grows with age. Students under the age of
twenty-five are not significantly less satisfied with their overall experience; they are
simply less likely to promote the colleges. Students over the age of twenty-five may
be the colleges’ most valuable stakeholder in terms of long-term impact. This cohort
is significantly more likely than their younger counterparts to actively promote the
activities of the community and technical colleges of Washington State.

Engaged students, those described earlier in this report as attending full-time,
relying on support services, and pursuing academic goals (see Student Satisfaction,
page 8), are significantly more likely to be Promoters than other students. Sixty-four
percent of these engaged students are Promoters (64%), compared to only forty-four
percent of part-time, independent, non-academics (44%). Interestingly, these less
engaged students are significantly more likely to be Neutral in regards to the
community and technical colleges; forty percent, in fact, are Neutral (40%), nearly
equal to the number of Promoters. These less connected students are neither
promoting nor undermining the colleges; they have an inconsequential impact.




Washington State Board for                                            Jennifer K. Purcell,
Community and Technical Colleges     Page 11 of 120             Market Research Services
II.     ATTENDANCE AND AMBITIONS

This section evaluates respondents’ attendance of Washington State’s community
and technical colleges, their educational goals, and circumstances that affect one’s
ability to continue with their education.

Attendance of Washington State’s Community and Technical Colleges

QA. Are you currently enrolled in classes at a community     Percent
or technical college in Washington State?                   (N=3419)

Yes                                                           59
No, successful completers                                     24
No, other reason                                              17

                                                                            Currently        Successful
                                                             Percent         Enrolled        Completers
Q12. How many credits are you/were you enrolled in?
                                                            (N=3419)         Percent           Percent
                                                                            (n=2024)          (n=803)

Full-time (more than 12 credits)                              46                47                  59
Half-time (6-12 credits)                                      30                33                  23
Part-time (less than 6 credits)                               19                17                  14
Not attending for credit                                      5                 3                   4

Comments:

Fifty-nine percent of survey participants are currently enrolled in classes at a
community or technical college in Washington State (59%). Of those students
currently enrolled, forty-seven percent are attending full-time (47%). One third are
attending classes half-time (33%), seventeen percent are taking less than six credits
(17%), and three percent are enrolled in non-credit courses (3%).

Forty-one percent of participants are not currently enrolled in classes (41%). Among
those, fifty-eight percent are no longer attending because they transferred or
successfully completed their program (58%). Forty-two percent are no longer
attending for circumstantial reasons (42%) such as a change in employment or
family status, a lack of finances, healthcare concerns, or caring for dependents.
Other reasons for no longer attending include not being ready for school, feeling
unsupported, being under-prepared, or being dissatisfied with the experience.

Successful completers are significantly more likely to have been enrolled full-time as
their currently enrolled counterparts (59%, 47%). In addition, successful completers
are significantly less likely than currently enrolled students to have attended half-
time (23%, 33% respectively). As enrollment status is related to overall satisfaction
(see Student Satisfaction, page 8), it appears enrollment also begets success.
Successful completers and students currently enrolled are significantly more likely to
be attending full-time than those who are not currently enrolled for reasons other
than program completion (50%, 26%). Conversely, students not currently enrolled
for reasons other than completion are significantly more likely than all others to have
been enrolled part-time, taking less than six credits (34%, 16%). Furthermore, full-
time students are significantly less likely to have taken a break in their studies than


Washington State Board for                                                   Jennifer K. Purcell,
Community and Technical Colleges           Page 12 of 120              Market Research Services
those carrying less than a full course load. Sixty-nine percent of part-time students
have taken a break from attending community or technical college classes, compared
to only twenty-six percent of full-time students (69%, 26%).

These part-time or seasonal attenders as noted earlier in this report (see Student
Satisfaction, page 8) are generally less engaged with their community or technical
college. They have a propensity to compartmentalize their educational experience,
not making use of student support services and being less involved in extracurricular
activities. Forty-four percent of part-time students are over the age of thirty-five
(44%); they may not be intentionally disconnected, however they typically have
multiple demands on their time, keeping them from being fully immersed in the
college community.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges   Page 13 of 120             Market Research Services
Educational Goals

                                                                                              Currently
                                                                                                            Not Enrolled
                                                                         Percent               Enrolled
Q10. What is/was your primary educational goal?                                                               Percent
                                                                        (N=3419)               Percent
                                                                                                             (n=1395)
                                                                                              (n=2024)

Transferring to a 4-year college or university                               47                    51               41
Obtaining an Associates degree                                               19                    20               18
Changing career                                                              9                     10               7
Obtaining or updating job related skills                                     8                     6                11
Self improvement or personal enjoyment                                       7                     4                9
Completing a short-term or certificate program                               5                     5                6

                                                                                              Currently
                                                                                                            Not Enrolled
                                                                         Percent              Enrolled
Q11. What types of classes are/were you enrolled in?                                                          Percent
                                                                       (n=3412)*               Percent
                                                                                                            (n=1393)*
                                                                                             (n=2019)*

Academic training                                                            65                    69               60
Job skills training                                                          21                    20               23
Personal enrichment                                                          14                    12               16
Basic skills training                                                        10                    9                11
Running Start                                                                9                     7                11

*Valid responses vary; those participants who indicated no response were excluded from consideration.


Comments:

Students participating in the Student Listening Web Survey represent a wide variety
of educational goals. Overall, forty-seven percent say they are intending to transfer
to a four-year college or university (47%), nineteen percent aspire to obtain an
Associates degree (19%), and seventeen percent are changing careers or seeking
updated job related skills (9%, 8% respectively).

Looking specifically at those students currently enrolled in classes at a community or
technical college in Washington State, slightly over half say they are currently
attending with intentions of transferring to university (51%), significantly more than
students not attending currently (41%). Similar to credit load (see Attendance and
Ambitions, page 12), educational goals appear to play a role in consistency of
attendance. Students with academic-related educational goals, transfer to university
and obtaining an Associates degree, carry a significantly heavier credit load than
other students (55%, 28% full-time respectively). Likewise, these academically
inspired students are significantly more likely to be enrolled at a community or
technical college currently and significantly less likely to have had to take a break in
their studies. Significantly, those students currently enrolled with ambitions of
academic transfer, are less likely than students with other educational goals to have
ever had to take a break from attending (67%, 58% respectively). Students with
academic ambitions, both those goals of obtaining an Associates degree and those
enrolled for academic transfer, are also significantly more likely than students with
other aspirations to currently be enrolled in classes (63%, 51%).




Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 14 of 120                       Market Research Services
College Experience

                                                                                                Currently
                                                                                                                     Not Enrolled
Q1. Did you begin college at (college currently                           Percent                Enrolled
attending/most recently attended)?
                                                                                                                       Percent
                                                                         (N=3419)                Percent
                                                                                                                      (n=1395)
                                                                                                (n=2024)

Yes                                                                            55                    61                    46
No                                                                             45                    39                    54

                                                                                                Currently
                                                                                                                     Not Enrolled
                                                                           Percent              Enrolled
Q4. Where did you begin your college education?                                                                        Percent
                                                                         (n=1541)*               Percent
                                                                                                                      (n=757)
                                                                                                (n=784)

In Washington State                                                            56                    57                    55
  Other community college                                                      57                     66                   48
  Public 4-year university                                                     27                     21                   33
  Private 4-year college or university                                         9                      7                    12


Outside Washington State                                                       44                    43                    45
  Public 4-year university                                                     32                     33                   31
  Public 2-year college                                                        29                     33                   25
  Private 4-year college or university                                         26                     23                   29

*1541 valid responses include respondents who did not begin college at the institution they are currently attending/most
recently attended (Q1).


Comments:

Fifty-five percent of participants began their college education at the community or
technical college they are currently attending or most recently attended (55%).
Significantly, among those who are currently enrolled in classes, sixty-one percent
began their college career at the institution they are currently attending (61%),
compared to forty-six percent of those not currently enrolled (46%). Those not
currently enrolled in classes at a community or technical college are significantly
more likely to have initiated their college experience elsewhere.

It appears that community and technical college education begets a loyalty or
affection for community and technical college education. Those students who began
their college experience at the college they are attending are more likely to be
enrolled in classes currently. Furthermore, among those who are currently enrolled
at a community or technical college, yet did not begin their college education at their
most recent institution, the majority say they began their college education at either
another community college in Washington State or a public two-year college outside
Washington State.        Interestingly, those who are not currently enrolled are
significantly more likely to have begun their college education at four-year college or
university than those currently attending (52%, 40% respectively).

The engaged student described earlier in this report as attending full-time, utilizing
student services, and pursuing academics (see Attendance and Ambitions, page 12)
is significantly more likely than the less engaged student to have started their college
career at the community or technical college they are currently attending (77%
compared to 17% respectively). Students who began their education at community


Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 15 of 120                        Market Research Services
or technical college include young, full-time students with academic ambitions.
These originators also rely on support services and are involved in extracurricular
activities.    The reader may recall, the engaged student is significantly more
satisfied with their overall experiences and more likely to be a Promoter of the
colleges (see Student Satisfaction, page 8); as such, it is reasonable to presume
students who originate their college experience at community or technical college,
sharing qualities with and being themselves engaged students, have a proclivity
towards satisfaction and being Promoters of the community and technical colleges.




Washington State Board for                                        Jennifer K. Purcell,
Community and Technical Colleges   Page 16 of 120           Market Research Services
College Education Continuum

Q2. Have you ever had to take a break from attending                       Percent
(college currently attending)?                                           (n=1240)*

Yes                                                                            37
No                                                                             63

*1240 valid responses include respondents who are currently enrolled in classes at a community or technical college in
Washington State (QA) and began college at the institution they are currently attending (Q1).


                                                                                                Currently
Q3. What was the primary reason you had to take a break                                                             Not Enrolled
                                                                           Percent              Enrolled
from attending (college currently attending/most recently                                                             Percent
attended)?                                                               (n=1858)*               Percent
                                                                                                                     (n=1395)
                                                                                                (n=463)

Transfer to 4-year college or university                                       24                    5                       31
Completed the degree/certificate program                                       21                    5                       26
Working/change in employment                                                   15                    22                      13
Lack of finances                                                               10                    17                      8
Change in family status                                                        5                     12                      3
I wasn’t ready for school                                                      4                     11                      2
Healthcare concerns                                                            4                     9                       2
Caring for dependents                                                          4                     7                       3

*1858 valid responses include respondents who are not currently enrolled in classes at a community or technical college in
Washington State (QA) as well as those who have had to take a break from attending the college they are currently
attending (Q2).


Comments:

Among those currently attending community or technical college, thirty-seven
percent say they have had to take a break from attending the college where they are
currently enrolled (37%; n=1240). Those students who have had to take a break,
along with those who are not currently enrolled, were asked the primary reason for
their break in attendance. Significant differences in reasoning are apparent. Those
students not currently enrolled in classes at community and technical college most
often indicate transfer to a four-year college or university (31%), completion of a
degree or certificate program (26%), or change in employment (13%) as reasons for
taking a break from the community or technical college they most recently attended.
In contrast, those who are currently enrolled in classes, but have had to take a break
in the past, most often cite changes in employment (22%), a lack of finances (17%),
changes in family status (12%), and not being ready for school (11%) as the most
common circumstantial offenders. It appears that community and technical college
students who face circumstantial stumbling blocks find the means to return to school,
while those who are not currently attending are most likely to have completed their
program or achieved their educational goal.

Women and students between the ages of twenty-five and thirty-four are
significantly more likely than their peers to have to take a break from attending.
Forty percent of women, compared to thirty-four percent of men, have had to take a
break from attending community or technical college classes (40%, 34%). Similarly,
students between the ages of twenty-five and thirty-four are significantly more likely
to have taken a break in their studies. Fifty-five percent of twenty-five to thirty-four

Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 17 of 120                        Market Research Services
year olds have taken a break compared to only twenty-seven percent of students
under the age of twenty-five, and forty-four percent of students over the age of
thirty-four (55%, 27%, 44%).        These adult students are more likely to have
completed their degree or certificate program than their younger counterparts (21%,
15% respectively). Furthermore, as mentioned earlier in this report (see Attendance
and Ambitions, page 12), mature students typically have multiple demands on their
time and may find that life’s circumstances cause them to interrupt their studies,
such as changes in employment (16%) and caring for dependents (6%).

Those students attending full-time with academic transfer ambitions are among the
least likely to have to take a break in their studies. Only twenty-six percent of full-
time students have had to take a break, compared to forty-three percent of half-time
and sixty-nine percent of part-time students (26%, 43%, 69%). These students, in
contrast to those mentioned in the preceding paragraph, are typically younger, faced
with fewer circumstantial distractions, and more reliant upon support services, more
fully engaged in the campus community. These are likewise the most satisfied with
their community or technical college experience and most likely to be Promoters of
the community and technical college system.

Reasons for taking a break from attending community or technical college differ by
region. The following table depicts each region’s most frequently mentioned reasons.

Seattle                          Academic transfer (32%*) and degree completion (18%)

North King                       Academic transfer (26%) and degree completion (24%)

                                 Academic transfer (28%), degree completion (19%), and
Eastside
                                 change in employment (15%)

South King                       Degree completion (31%*) and academic transfer (20%)

                                 Academic transfer (23%), degree completion (18%), change
NW Washington
                                 in employment (17%), and lack of finances (15%*)

                                 Degree completion (25%*), change in employment (20%*),
Pierce County
                                 and academic transfer (20%)

Olympic                          Academic transfer (25%), degree completion (16%), change
Peninsula                        in employment (12%), and lack of finances (12%)

                                 Academic transfer (25%), degree completion (18%), change
SE Washington
                                 in employment (14%), and lack of finances (12%)

                                 Degree completion (24%), change in employment (22%*),
SW Washington
                                 academic transfer (20%), and lack of finances (12%)

                                 Academic transfer (24%), degree completion (18%), and
Spokane
                                 change in employment (12%)

*Denotes statistically significant difference in response from other regions.


It is apparent that not only one’s unique circumstances, but also the social and
economic conditions of one’s geography of residence, affect a student’s educational
career.




Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges                     Page 18 of 120             Market Research Services
Deciding to Return to College

Q5. What influenced your decision to return to college at                Percent
(college currently attending)?                                         (n=1174)*

Career change/update job skills/job related
                                                                             18
training
Specific program/field of study (non-nursing)                                15
Location/Proximity to home                                                   15
To finish/complete my degree                                                 9
Change in life circumstances                                                 9
Cost/affordability/financial aid/tuition
                                                                             8
assistance
Quality of instruction/teachers/reputation of
                                                                             7
the school or program
To transfer to a 4-year college or university                                6
Nursing program                                                              6
To obtain a degree                                                           5

*1174 valid responses include respondents who are currently enrolled in classes at a community or technical college in
Washington State (QA), but did not begin their college education at the college they are currently attending (Q1) and
those who had to take a break from attending (Q2). Those 71 participants who indicated no response were not included in
valid responses.


Comments:

For those students who either did not begin their college education at the school they
are currently attending or they have had to take a break from school, students most
often return to school for job-related training (18%). A wide array of factors
influences students to return to college. Many are seeking training in a particular
field; six percent say they intend to pursue nursing (6%) and another fifteen percent
mention other programs by name (15%). Some attend for academic reasons,
whether to complete a degree they had already started (9%), plans to transfer to
university (6%), or obtain a degree for the first time (5%). Several say the college’s
location influenced their decision to return to college at that institution (15%).
Others still say that they had a change in their life circumstances that enabled them
to return to their studies (9%). Some say that the affordability or availability of
financial aid and tuition assistance made it possible for them to return to college
(8%). The quality of instruction and the reputation of the school or its programs are
also mentioned as influential (7%).

Reasons for returning to school are significantly influenced by age. Students age
twenty-five and older are motivated by the availability of a specific program or field
of study and the ambition to update job skills. Twenty-two percent of students over
the age of twenty-five return to community or technical college to update job skills,
compared to only eight percent of younger students (22%, 8% respectively).
Similarly, twenty-three percent of this same age cohort is pursuing a specific
program (includes nursing), compared to eighteen percent of students under the age
of twenty-five (23%, 18% respectively).

Educational goals also appear to influence decision making. Academic transfer
students most often say location (17%), cost/affordability (12%), and quality of
instruction (10%) influence their return to community or technical college. In
contrast, students aspiring towards an Associate’s degree most often say a specific


Washington State Board for                                                                  Jennifer K. Purcell,
Community and Technical Colleges                  Page 19 of 120                      Market Research Services
field of study (24% including nursing) and the desire to finish their degree (14%)
influences their decision. Job skills students, on the other hand, and most often
looking for a particular field of study and are influenced to return to school as such
(33% including nursing).

Just as geographic differences emerged when discovering why students have taken
breaks in attending community or technical college (see Attendance and Ambitions,
page 8), geography also influences why students return to college. The following
table illustrates several of these differences.

                             Regions significantly more
                                                               Regions least likely to
Reason:                      likely to site reason for
                                                               site reason for returning:
                             returning:

                                                               Olympic Peninsula (5%)
                             Seattle (19%), North King
Specific field of study                                        and NW Washington
                             (19%), and Eastside (23%)
                                                               (10%)

                             Seattle (12%), North King         Olympic Peninsula (2%)
Quality of
                             (10%), Eastside (9%), and         and SW Washington
instruction/reputation
                             South King County (8%)            (1%)

Location                     South King County (25%)           Spokane (6%)

Job related training         NW Washington (26%)               All others (18%)

Finances                     Spokane (15%)                     All others (8%)


It is clear that those students in Seattle, North King County and Seattle’s Eastside,
and among those most likely to be shopping for a specific program or field of study
and that the community and technical colleges in these regions boast reputations for
high quality instruction and education. In contrast, students in the more remote,
less academically competitive markets of the Olympic Peninsula, NW and SW
Washington, are least motivated to return to school because of a specific program or
a school’s reputation. Northwest Washington students are significantly influenced by
job related training; whether updating skills or changing careers, twenty-six percent
of students in this region reveal job skills training as their motivation for returning to
community or technical college (26%), significantly more than in any other region
statewide.

Looking at the Eastern part of Washington, it is interesting to note that Spokane
students are significantly more likely than all others statewide (15%, 8%
respectively) to return to community or technical college because of financial
reasons. These may include the availability of financial aid or tuition assistance or
the affordability of the education. Significantly, Spokane students are among the
least likely to contribute personal income or savings to their educational expenses
(see Tuition and Financial Aid, page 30). Forty-seven percent of Spokane students
say they contribute no personal income or savings to their education costs (47%);
their schooling is paid in full by other sources (i.e. financial aid, scholarships, student
loans, and public agency funds). According to these student data, Spokane appears
to be the most tuition sensitive of the state’s regions.




Washington State Board for                                              Jennifer K. Purcell,
Community and Technical Colleges      Page 20 of 120              Market Research Services
Anticipating Future Circumstances

Q25. Are you concerned that any of the following changes
in circumstance might affect your ability to achieve your                  Percent
primary educational goal at (college currently                           (n=2024)*
attending/most recently attended)?


None/I do not anticipate having to take a break                                49

Lack of finances                                                               35
Working/change in employment                                                   23
Caring for dependents                                                          8
Feeling unsupported                                                            8
Change in family status                                                        8
Healthcare concerns                                                            7
Access to adequate transportation                                              6
Under-prepared academically                                                    5

*2024 valid responses include respondents who are currently enrolled in classes at a community or technical college in
Washington State (QA).


Comments:

Half of students enrolled in classes at a community or technical college in
Washington State say they are concerned circumstances might affect their ability to
achieve their educational goals (51%). Lack of finances (35%) and changes in
employment (23%) are most often mentioned as potential reasons for having to take
a break in their studies. Significantly, those students who have had to take a break
from the college they are currently attending are significantly more likely to be
concerned with having to do so again in the future. Sixty-four percent of students
who have had to take a break in the past are concerned that circumstances might
interrupt their education in the future (64%), compared to just forty-three percent of
students who have not had to take a break from attending (43%).

Significantly, students between the ages of twenty-five and thirty-four are more
concerned about an interruption in their studies than other students; fifty-eight
percent of students in this age group suggest some circumstance may affect their
ability to achieve their goals, compared to forty-eight percent of other students
(58%, 48% respectively). These students are markedly concerned about a potential
lack of finances (41%), as well as circumstantial evolution such as a change of
employment (26%), and caring for dependents (13%). As mentioned earlier in this
report regarding the reasons for taking a break in studies, this mature student group
is likely to be juggling multiple responsibilities, of which education is only one (see
Attendance and Ambition, page 12). These data are evidence that twenty-five to
thirty-four year olds are often faced with making difficult decisions regarding
priorities, and demands upon the limited resource of their time.

Students who have taken a break before are significantly more likely to have
concerns about their ability to meet their educational goals. Sixty-four percent of
students who have had to interrupt their studies in the past are concerned that a
change in circumstance might affect their ability to achieve their education goals,
compared to forty-three percent of students who have never taken a break (64%,
43% respectively).



Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 21 of 120                        Market Research Services
Others most concerned about having to take a break from community or technical
college classes include academic transfer students and those dependent upon
student support services. Fifty-five percent of academic transfer students indicate
there may be a reason to take a break in their studies, compared to forty-seven
percent of other students (55%, 47% respectively). Academic transfer students are
most likely to attend community or technical college full-time (see Attendance and
Ambitions, page 12). These students are most burdened by financial anxiety; forty
percent of academic transfer students are concerned that a lack of finances will keep
them from achieving their educational goals, compared to thirty percent of other
students (40%, 30% respectively).

Similarly, students reliant upon support services are significantly more likely than
their independent counterparts to anticipate having to interrupt their studies (53%
compared to 39%, respectively). Thirty-seven percent of service dependent students
are concerned about a potential lack of finances, compared to only twenty-one
percent of students not using support services (37%, 21% respectively). Service
dependent students rely heavily upon financial assistance to pay for their educational
expenses. This likely makes these students less secure about their long-term ability
to pay for school. Students using eight or more student support services regularly
are significantly less likely than other students to depend on personal income for
their education (see Tuition and Financial Aid, page 30); only nine percent of service
dependent students indicate their educational costs are paid for exclusively with
personal income or savings, compared to twenty-three percent of others who say
they pay for their education with personal income or savings alone (9%, 23%
respectively). Full-time, academic transfer, and service dependent students are less
reliant upon personal income and savings and therefore most concerned that a lack
of finances (i.e. financial aid and/or tuition assistance) will keep them from meeting
their educational goals.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges    Page 22 of 120            Market Research Services
III. COLLEGE CHOICE

This section identifies factors that influence students’ decisions to attend community
and technical college in Washington State.

Selection Criteria

Q13. What one reason most influenced your decision to go                    Primary
to (college currently attending/most recently attended)     Overall                        Other Reason
                                                                            Reason
rather than another institution? Q14. What other reasons    Percent                           Percent
influenced your decision to go to (college currently                        Percent
                                                           (N=3419)                         (N=3419)
attending/most recently attended)?                                         (N=3419)

Location/proximity/close to home or work                     66                35                  30
Cost/affordability                                           42                6                   36
To transfer to a 4-year college or university                38                8                   30
Specific field of study/program offered                      33                15                  18
Flexible scheduling/convenient class times                   30                4                   26
To obtain a 2-year Associates degree                         29                4                   25
Quality of education                                         23                3                   20
Reputation of the school                                     20                4                   17
Availability of online or hybrid classes                     17                5                   13

Comments:

When considering what influenced their decision to attend the college they are
currently attending or most recently attended, students most often refer to the
college location or proximity to work or home (66%). Thirty-five percent of students
say that the college’s geographic accessibility was their primary reason for choosing
the institution (35%). Secondly, the affordability of community and technical college
education is mentioned by forty-two percent, overall, as influencing their decision
(42%).

Academic ambitions follow as influential factors. Intentions to transfer to a four-year
college or university (38%), interest in pursuing a specific field of study (33%), and
desire to obtain an Associates degree (29%) are all mentioned frequently as factors
influencing students’ decisions regarding collegiate choice. Community and technical
college students also appreciate flexibility. Flexible scheduling and the convenience
of class times is also a consideration when choosing community and technical college
(30%), as is the availability of online or hybrid classes (17%). Quality is not
overlooked as a selection criteria; quality of the education (23%) and reputation of
the school (20%) influence students to choice as well.

Location is most influential in remote, rural regions of the state as depicted in the
following graph.




Washington State Board for                                                  Jennifer K. Purcell,
Community and Technical Colleges          Page 23 of 120              Market Research Services
            LOCATION AS INFLUENCING COLLEGE CHOICE
                           By region




South King County, Olympic Peninsula, Southeast and Southwest Washington
students are most likely to be influenced by location. These areas of the state are
also among the least competitive markets for higher education; students have fewer
choices for secondary education and are often bound by the proximity of the school.

Quality of education and the reputation of the school play a more significant role in
the North King County and Eastside regions. Thirty-two percent of North King
County and Eastside students are influenced by quality of education and reputation
of the schools as either a primary or secondary reason to attend (32%);
comparatively, twenty percent of all other regions’ students consider quality of
education and seventeen percent consider the reputation of the school (20%, 17%).
The community and technical colleges of these regions, including Lake Washington
Technical and Cascadia, Edmonds, Shoreline, and Bellevue Community Colleges, are
functioning in highly competitive educational markets. Faced with multiple choices,
students are depending upon reputation and quality instruction to determine their
choices. The following graph illustrates these findings.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges   Page 24 of 120             Market Research Services
          REPUTATION AS INFLUENCING COLLEGE CHOICE
                          By region




Furthermore, among those North King County students who chose their school
because of a specific field of study, nearly half (47%) say they did so because of the
quality of instruction and/or the reputation of the school. Once a student has chosen
their particular field, in this competitive marketplace they are seeking quality of
education and instruction overall all other decision-making criteria.

Cost and affordability are another consideration affecting college choice. Tuition
costs do not appear to be a primary influence, with only six percent indicating cost is
the primary reason influencing their college decision (6%). However, greater than
one third of students say the affordability of the education is an “other” reason
influencing their decisions (36%). Interestingly, the influence of affordability as a
primary reason for college choice does not vary by source contributing to education
costs. As a secondary factor of influence, however, students relying on personal
income and savings are significantly more likely to consider cost than those relying
on other sources (41%, 28% respectively). The following graph portrays these
differences.




Washington State Board for                                           Jennifer K. Purcell,
Community and Technical Colleges    Page 25 of 120             Market Research Services
   COST/AFFORDABILITY AS INFLUENCING COLLEGE CHOICE
                       By region




Those students who pay for their education costs through a combination of personal
income and savings and other sources are the most cost sensitive. Fifty-two percent
of these students consider the affordability of the institution (52%). Comparatively
forty-three percent of students who pay for their own educational costs without
assistance and thirty-four percent of students who contribute no personal income to
the costs of their education say they consider cost when making decisions about
college choice (43%, 34%). Cost/affordability is a significantly influential selection
criteria among those students who can afford to contribute some personal income,
while being unable to pay for their education costs without some assistance from
other sources.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges    Page 26 of 120            Market Research Services
Selecting a Field of Study

Q15a. You mentioned that you chose (college currently
                                                                          Percent
attending/most recently attended) because of a specific
field of study or program. What was the field of study?                 (n=1083)*

Nursing                                                                       16
Computer Science/Programming/IT/Web
                                                                               9
Design/Software Engineering
Business                                                                       4
Radiology/Rad Tech/Sonography/Diagnostic
                                                                               3
Ultrasound

*1083 valid responses include respondents who mentioned they chose the college currently attending or most recently
attended because of a specific field of study (Q13/14). Those 38 participants who indicated no response were not included
in valid responses.


Q15b. And how did you choose (college currently                           Percent
attending/most recently attended) for that field of study?              (n=1028)*

Quality of instruction/teachers/reputation of
                                                                              34
school or program
Location/Proximity to home                                                    24
Availability of classes/program                                               16
Only school in my area that offers my field of
                                                                              10
study
Cost/Affordability                                                             8
Able to transfer to another school                                             5
Day and time classes offered                                                   5

*1028 valid responses include respondents who mentioned they chose the college currently attending or most recently
attended because of a specific field of study (Q13/14). Those 93 participants who indicated no response were not included
in valid responses.


Comments:

Thirty-three percent of students say that a specific field of study influenced their
decision to attend their current or most recently attended community or technical
college (33%). Those students who chose the community or technical college they
are currently attending or most recently attended because of a specific field of study
(n=1028) most often say the quality of instruction or reputation of the school
influenced their institutional choice (34%). Location of the school also plays an
important role in selection; twenty four percent say the college is close to their home
(24%) and ten percent say it is the only school in their area that offers the field of
study they have chosen (10%). The availability of classes is also considered when
evaluating schools based upon field of study (16%) as is the flexibility of class times
(5%). Other considerations include cost (8%) and the ability to transfer to another
school (5%).

Significantly, Spokane students are most likely to shop by field of study (41%). In
fact, twenty-five percent of Spokane students cite it as their primary reason for
choosing their college. Comparatively, South King County, Olympic Peninsula,
Southeast and Southwest Washington students are least inclined to be looking for a
specific program. As noted earlier in this report, these regions’ students are
significantly more influenced by location (see College Choice, page 23).


Washington State Board for                                                                    Jennifer K. Purcell,
Community and Technical Colleges                  Page 27 of 120                        Market Research Services
Choosing a College

Q16. Given your primary educational goal of (Insert
                                                                           Percent
response from Q.10), was (college currently
attending/most recently attended) your first choice?                      (N=3419)

Yes                                                                            85
No                                                                             15

                                                                           Percent
Q17. What institution was your first choice?
                                                                          (n=524)*

In Washington State                                                            78
  Other community college                                                      56
  Public 4-year university                                                     26


Outside Washington State                                                       22
  Public 2-year college                                                        33
  Private 4-year college or university                                         28
  Public 4-year university                                                     22

*524 valid responses include respondents who did not indicate the institution they are currently attending/most recently
attended as their first choice (Q16).


Q18b. What influenced your decision to attend (college
                                                                           Percent
currently attending/most recently attended) over that
institution?                                                              (n=486)*

Location/Proximity to home                                                     35
Cost/Affordability                                                             21
Availability of classes/program                                                19
Entrance requirements/not accepted at other
                                                                                9
school/not accepted as fast
Day and time classes offered                                                    8
Quality of instruction/teachers/reputation of
                                                                                7
school or program
Classes offered online/distance learning                                        5

*486 valid responses include respondents who did not indicate the institution they are currently attending/most recently
attended as their first choice (Q16). Those 38 participants who indicated no response were not included in valid
responses.


Comments:

The vast majority of students attending community and technical college choose
them over other institutions. Given their primary educational goal, eighty-five
percent of participants say that the college they are currently attending or most
recently attended was their first choice (85%). Importantly, this statistic does not
differ significantly between those who are currently attending and those who are not
currently enrolled.

Significantly, ninety percent of Promoters, those who rated their likelihood to
recommend their community or technical college to others a nine or ten on a ten-
point scale (see Student Satisfaction, page 8), say their community or technical
college was their first choice, compared to eighty-three percent of Neutrals and sixty-


Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 28 of 120                        Market Research Services
eight percent of Detractors (90%, 83%, 68% respectively).           Those attending
community or technical college as a secondary choice of institution appear to be the
least loyal.

Those students who indicate the community or technical college they are attending
or most recently attended was not their first choice (n=524) are most likely to
indicate another two-year college was their first choice. Fifty-six percent of those
who say their first choice was an institution in Washington State (56%) and thirty-
three percent of those indicating a college outside of Washington State (33%) say a
community college or public two-year college was their first choice.

When considering their choice for secondary education, students who chose the
community or technical college attended over their first choice institution most often
say they did so because of the location and its proximity to work or home (35%), the
affordability of the institution (21%), and the availability of the classes and/or
program the student was looking for (19%).              Nine percent say the entrance
requirements affected their choice or they were accepted by the community and
technical college first (9%). Others say that the flexibility of the day and time
classes are offered (8%) and the availability of online and distance learning options
(5%) influenced their decisions. Another seven percent say that the quality of
instruction and reputation of the school or program influenced their decision to
attend the community or technical college they are currently attended or most
recently attended over their institution of first choice (7%).

The importance of location understandably influences some over others. As noted
earlier in this report (see College Choice, page 23), geography significantly impacts
the influence of location. Northwest Washington, Olympic Peninsula, Southeast and
Southwest Washington students who chose their current or most recently attended
community or technical college over their first choice are significantly more likely to
have done so because of location. Fifty percent of students in these regions indicate
location influenced their decision, compared to twenty-eight percent of all others
statewide (50%, 28% respectively).

In addition, service dependent students are significantly more concerned with
location and affordability, while service independent students look for the availability
of classes, the day and time classes are offered, and access to online learning. Forty
percent of students using two or more services regularly are influenced by location
and twenty-six percent are influenced by cost (40%, 26%). Comparatively, only
twenty-two percent of service independent students are influenced by location and
nine percent by cost (22%, 9%). In contrast, twenty-nine percent of independent
students are influenced by the availability of classes, seventeen percent are
influenced by the flexibility of scheduling, and twelve percent look for online learning
(29%, 17%, 12%). Those students who function independent of support services
appear to be more flexible in their decision making, looking for convenience over
practicalities; while student who rely on support services are restricted by the
fundamentals of accessibility and affordability, leaving them little room to consider
other variables.




Washington State Board for                                            Jennifer K. Purcell,
Community and Technical Colleges     Page 29 of 120             Market Research Services
IV.       TUITION AND FINANCIAL AID

This section examines the role tuition costs and financial aid play in the college
decision-making process.

Financial considerations

Q19-21. Using a five-point scale, with 1 being Not at all
Important and 5 being Very Important, to what degree did                                    Availability of   Availability of
each of the following influence your decisions about college
                                                                      Tuition costs
                                                                                             financial aid    scholarships
before enrolling?
                                                                       Percentage            Percentage        Percentage
                                                                       (n=3223)*             (n=3174)*         (n=3111)*

Important (4-5)                                                              56                    44               25
Neutral (3)                                                                  16                    10               14
Unimportant (1-2)                                                            28                    46               61

Average (mean) rating                                                       3.48                  2.93              2.31

*Valid responses vary; those participants who indicated no response were excluded from consideration.


Comments:

Over half of students say that tuition costs play an important role in college choice
(56%).     This is not surprising with forty-two percent of students saying that
affordability influenced their decision to attend the community or technical college
where they are currently enrolled or most recently attended (42%; see College
Choice, page 23). Additionally, twenty-one percent of students who say their current
or most recent institution was not their first choice say their decision to choose the
community or technical college was influenced by cost (21%).

When considering the role of financial aid, however, positions are polarized. Equal
amounts of students say that the availability of financial aid is important (44%) as
unimportant (46%). In contrast, while one fourth say the availability of scholarships
is important (25%), the majority of students consider it unimportant to their college
decisions (61%).

On average, financial considerations are most important to students currently
attending than they are for those not currently enrolled. Those students who are
currently enrolled in classes at a community or technical college in Washington State
are significantly more influenced by tuition costs (3.53, average “mean” rating,
compared to 3.40 for those not enrolled), the availability of financial aid (3.09,
compared to 2.68), and the availability of scholarships (2.45, compared to 2.09)
than those who are no long attending.

The importance of tuition costs, financial aid and scholarships differs significantly by
how students are paying for their education. As mentioned earlier in this report (see
College Choice, page 23), those students who are paying for a portion of their
education costs are generally the most cost sensitive. However, as the following
graphs illustrate, the importance of tuition assistance via financial aid and
scholarships significantly varies by funding source as well.




Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 30 of 120                       Market Research Services
                       Tuition Costs                               Tuition costs are most
    100%                                                           important to those who rely
                                                                   on personal income/savings
    80%
                                                                   for a portion of their
    60%                                                            educational costs.     Sixty
                                         Important                 percent say tuition costs
    40%                                  Neutral                   are     Important      when
    20%
                                         Unimportant               considering colleges (60%),
                                                                   while fifty-three percent of
     0%                                                            students who are financially
           Inc/Sav    Inc +     Other                              independent and fifty-four
             Only     Other    Sources
                     Sources    Only                               percent of students who
                                                                   rely   solely    on   tuition
                                                                   assistance say tuition costs
                                                                   are Important in decision-
                                                                   making (53%, 54%).




                       Financial Aid                               When evaluating the role of
    100%
                                                                   financial     aid    in    the
    80%                                                            decision-making       process,
                                                                   one can see in the figure to
    60%                                                            the left that financial aid
                                         Important
                                                                   plays a limited role among
    40%                                  Neutral
                                                                   those who pay for their own
                                         Unimportant
    20%                                                            education      costs    (14%
                                                                   Important).       In contrast,
     0%                                                            however, those students
           Inc/Sav
             Only
                      Inc +
                      Other
                                Other
                               Sources
                                                                   who rely on sources other
                     Sources    Only                               than their own income,
                                                                   whether in part or in full,
                                                                   consider the availability of
                                                                   financial aid significantly
                                                                   influential to their decisions
                                                                   about college (51%, 52%
                                                                   Important, respectively).




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges             Page 31 of 120   Market Research Services
                       Scholarships
                                                                       The        availability     of
    100%
                                                                       scholarships is significantly
     80%                                                               more     important      among
     60%                                                               those relying upon tuition
                                                                       assistance, however, less
     40%                                 Important
                                                                       influential      than      the
                                         Neutral
     20%                                                               availability of financial aid.
                                         Unimportant
     0%                                                                Twenty-eight percent of
           Inc/Sav    Inc +     Other                                  financially         dependent
                                                                       students say the availability
             Only     Other    Sources
                     Sources    Only
                                                                       of scholarships influences
                                                                       college     decision-making,
                                                                       while the same is true for
                                                                       only twelve percent of
                                                                       those paying for their own
                                                                       education      (28%,      12%
                                                                       Important, respectively).




In addition to considering students’ sources contributing to their education costs, a
student’s level of engagement appears to influence sensitivity to tuition as well.
Sixty-five percent of full-time, service dependent, academic-minded students say
that tuition costs are an Important consideration when making decisions about
college (65%). In contrast, only thirty-nine percent of part-time, independent, non-
academic students consider tuition costs Important (39%). Even more significantly,
sixty-two percent of engaged students say the availability of financial aid is
Important, compared to only six percent of less engaged students (62%, 6%
respectively); similarly, thirty-seven percent consider scholarships Important,
compared to four percent of less engaged students (37%, 4% respectively).

Full-time, academic transfer and degree-minded students, service dependent and
financially dependent students are among the most price sensitive of community and
technical college students. These students are significantly more likely than their
counterparts to consider tuition costs and the availability of tuition assistance,
whether as financial aid or scholarships, when making decisions about college.
These students are also significantly more likely to include costs other than tuition
when evaluating the costs of their education before enrolling in college (see Tuition
and Financial Aid, page 30). Interestingly, however, this group of engaged students
is not significantly more likely to consider cost as a primary factor influencing their
decision to go to community or technical college (see College Choice, page 23). It
appears that while the full-time academic is influenced by price and is well aware of
costs other than tuition, affordability is not the driving force in their decision-making
process.




Washington State Board for                                             Jennifer K. Purcell,
Community and Technical Colleges             Page 32 of 120      Market Research Services
Considering Education Costs

Q22. When considering education costs before enrolling in
                                                            Percentage
college, which of the following expenses did you consider
in addition to tuition?                                     (N=3419)

I only included tuition when considering costs                 16

Books                                                          69
Classes and course fees                                        55
Transportation                                                 37
Tools and supplies                                             32
Parking                                                        23
Housing                                                        19
Childcare                                                      7

Comments:

The vast majority of students consider costs other than just tuition when enrolling in
college. Only sixteen percent say they only include tuition when considering costs
(16%). Among other expenses, books is mentioned most often as a consideration
(69%), followed by class and course fees (55%). Slightly greater than one third of
students include transportation costs in their calculations (37%). Others consider
tools and supplies (32%). Nearly one in four students say that parking fees are
included in their education costs before enrolling in college (23%). Least likely to be
considered are housing (19%) and childcare (7%),

Significantly, those students who rely solely on personal income and savings for their
education costs are more likely to only consider tuition when looking at education
costs before enrolling in college. Twenty-seven percent say they only include tuition,
compared to nine percent of those who also rely on other sources and seventeen
percent of those who do not use personal income at all (27%, 9%, 17%
respectively).

Students who rely on personal income along with other sources of tuition assistance
to pay for their education costs are significantly more likely to consider additional
expenses than all other students; ninety-one percent indicate as such (91%).
Among these most tuition sensitive students, eighty-three percent include books
when considering costs (83%), sixty-seven percent include class and course fees
(67%), forty-eight percent include transportation costs (48%), forty-four percent
tools and supplies (44%), twenty-nine percent parking (29%), and twenty-eight
percent housing (28%).

The engaged student, attending full-time, with academic aspirations, and utilizing
student support services, is significantly more concerned with overall educational
costs; eighty-eight percent of engaged students say they include costs other than
tuition, compared to sixty-seven percent of part-time, non-academic, service
independent students (88%, 67% respectively). The reader may recall the engaged
student was identified earlier in this report as price sensitive (see College Choice,
page 23). It is important to note that these students include expenses other than
tuition when evaluating the affordability of an institution.




Washington State Board for                                                     Jennifer K. Purcell,
Community and Technical Colleges           Page 33 of 120                Market Research Services
Financial Sources

Q23. Which of the following sources contribute to your
                                                                       Percentage
education costs at (college currently attending/most
recently attended)?                                                    (N=3395)*

Personal income or savings                                                   58
Financial aid                                                                32
Family contributions                                                         29
Student loans (bank, etc.)                                                   18
Employer contributions                                                       13
Scholarships                                                                 12
Other public agency funds                                                    8
*Valid responses vary; those participants who indicated no response were excluded from consideration.


Comments:

Fifty-eight percent of students indicate that personal income or savings contribute to
their education costs (58%). This remains consistent whether a student is currently
enrolled in classes at a community or technical college or not. Family contributions
to educational costs are also similar between those currently attending and those
formerly so; overall, twenty-nine percent of students refer to student loans as a
financial source (29%).

Interestingly, while one third overall say financial aid contributes to the costs of their
education (32%), those who are currently attending are significantly more likely to
indicate financial aid as a source than their former peers (37%, 25% respectively).
The same is true regarding student loans. Significantly, twenty-one percent of those
currently enrolled say that student loans contribute to their education compared to
only fourteen percent of those no longer taking classes (21%, 14%).

In contrast, those not currently enrolled in classes at a community or technical
college in Washington State are significantly more likely to rely on employer
contributions. Sixteen percent of former attendees say their employer contributed to
their educational costs compared to only eleven percent of current students (16%,
11%). Other financial sources include scholarships (12%) and public agency funds
(8%).

As noted earlier in this report (see Tuition and Financial Aid, page 30), full-time,
academic, and service dependent students, also known as engage students, are
significantly more price sensitive than other students. It is important to note that
these engaged students are also significantly more reliant upon sources other than
personal income. Ninety-three percent of engaged students include sources other
than personal income and savings when contributing to the costs of their education
(93%). Furthermore, nearly half say they rely solely upon sources (49%).

Age also affects how students pay for their education; understandably, younger
students, typically less financially independent, are more reliant upon tuition
assistance than their older counterparts. Eighty-seven percent of students under the
age of twenty-five incorporate sources outside of personal income when paying for
their education (87%). Comparatively, seventy-four percent of those ages twenty-
five and older rely upon other sources (74%).



Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 34 of 120                       Market Research Services
Financial sources differ significantly by region. The following graph depicts these
regional differences, identifying Pierce County as the most reliant upon tuition
assistance, with over half of Pierce County students relying solely upon other sources
to pay for their education costs (55%). Conversely, Seattle and Eastside students
are among the most reliant upon personal income and savings, with twenty-nine
percent saying they pay for their education costs exclusively (29%).



                              FINANCIAL SOURCES
                                   By region



   60%

   50%

   40%
                                                            Personal Inc/Sav Only
   30%
                                                            Personal Inc w/ Other
   20%

   10%                                                      Other Sources Only

    0%




Other notable regional differences include the following:

        Seattle, North King County, Eastside, and Northwest Washington students are
         those most likely to rely on personal income/savings for their education costs
         (63% compared to 53%).
        North and South King County and Eastside students are significantly more
         reliant upon family contributions than others statewide (34% compared to
         26%).
        Pierce County and Olympic Peninsula students being significantly more likely
         than all others statewide to be utilizing military contributions towards their
         education costs (7% compared to 1%).
        Pierce County students are also significantly more likely than all others to
         include employer contributions towards their education costs (18% compared
         to 12%).
        Eastern Washington students, including those from both the Spokane and
         Southeast Washington regions, are among the most likely to rely upon
         financial aid (50% compared to 29%) and student loans (28% compared to
         16%).




Washington State Board for                                              Jennifer K. Purcell,
Community and Technical Colleges     Page 35 of 120               Market Research Services
Adequacy of Financial Aid

Q24. Using a five-point scale, how adequate is financial
                                                             Percentage
aid when it comes to covering the costs of your education
at (college currently attending/most recently attended)?     (N=3419)

Adequate (4-5)                                                  40
Neutral (3)                                                     25
Inadequate (1-2)                                                35

Average                                                        3.04

Comments:

Overall, four in ten students consider the availability of financial aid when it comes to
covering the costs of their education to be adequate (40%). On the other hand,
greater than one third of students say that financial aid availability is inadequate
(35%). On average, students feelings are neutral (3.04 average “mean” rating).
Students currently enrolled in classes at a community or technical college are
significantly more satisfied with the availability of financial aid than former students.
Forty-two percent of current students say financial aid is adequate compared to
thirty-seven percent of those not currently enrolled (42%, 37%).

As mentioned earlier in this report (see Tuition and Financial Aid, page 30), service
dependent, full-time, academic-minded students are significantly more concerned
with tuition costs and the availability of tuition assistance than their counterparts. In
complement, these same students are most satisfied with the adequacy of financial
aid. Fifty-five percent of students who regularly utilize eight or more support
services consider financial aid Adequate, compared to only twenty-six percent of
independent students (55%, 26% respectively). Similarly, forty-six percent of full-
time students consider financial aid Adequate when it comes to covering the costs of
education, compared to only thirty percent of part-time and thirty-seven percent of
half-time students (46%, 30%, 37% respectively). Degree-track and academic
transfer students are also significantly more likely to consider financial aid Adequate;
forty-nine percent and forty percent respectively, compared to only thirty-one
percent of job training students (31%). These engaged students are among those
most price sensitive and cost savvy, however they also appear to be the most
satisfied by the tuition assistance and support provided by the community and
technical colleges.

Interestingly, Seattle (32%), North King County (35%), and Eastside (31%) students
are least likely to consider financial aid to be Adequate, compared to forty-four
percent of all other students statewide who consider financial aid Adequate when it
comes to covering the costs of their education (44%). The reader may recall that
this less satisfied students are also among those most likely to pay for their
education costs with personal income and savings (see Tuition and Financial Aid,
page 30). It may be that their impressions of the adequacy of financial aid are not
first hand, but rather perception.

In contrast, students who rely solely on sources of income other than their own are
significantly more satisfied with financial aid. Fifty-three percent say financial aid is
Adequate to cover the costs of their education at community or technical college,
compared to only sixteen percent who rely solely upon personal income and savings
and thirty-eight percent who pay for a portion of their education costs (53%, 16%,

Washington State Board for                                                      Jennifer K. Purcell,
Community and Technical Colleges            Page 36 of 120                Market Research Services
38% respectively). It appears that students who have personal experience with
tuition assistance are more satisfied with the adequacy of financial aid available.
Those who are less reliant upon tuition support maintain perceptions of the adequacy
of the aid. Keeping in mind these are the students who are not receiving financial
support, these findings may suggest that many feel they should be receiving financial
aid, but are not.

Of further consideration, nearly half of Promoters consider financial aid Adequate
(48%), compared to only twenty-one percent of Detractors (21%). It appears that
satisfaction with the community and technical colleges also relates to one’s
impressions of the adequacy of financial aid.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges   Page 37 of 120             Market Research Services
V.      TECHNOLOGY

This section evaluates registration and learning preferences related to technology, as
well as interest in technology and technological resources.

Registration and Learning Preferences

Q35. When registering for classes, do you prefer to do      Percentage
so…?                                                        (N=3419)

Online                                                         84
In person                                                      14
By telephone                                                   1

                                                            Percentage
Q40. How would you most prefer to learn?
                                                            (N=3419)

Classroom/Lecture environment                                  38
Web-based, classroom, and site-based                           18
Web-based and Classroom                                        14
Classroom and Site-based                                       13
Web-based courses                                              11
Internship, site-based or clinical work
                                                                5
experience
Site-based and Web-based                                        1

                                                            Percentage
Q39. When would you most prefer to take classes?
                                                            (N=3419)

During the work day                                            47
At night or in the evening                                     31
24/7                                                           19
On weekends                                                    3

Comments:

The vast majority of Washington State community and technical college students
prefer to register for classes online. Eighty-four percent indicate online registration
as their preference, regardless of current enrollment status (84%). Fourteen percent
prefer to register in person (14%), while only one percent say they would rather do
so over the telephone (1%). Overwhelmingly, online registration is the preference of
the majority, regardless of demographic or other criteria.

As online registration dominates other options, web-based learning is making its
move as a preferred learning option. Forty-four percent of students say they would
most prefer to incorporate web-based courses in their learning (44%). Thirty-eight
percent of students most prefer the classroom/lecture environment (38%) and
eleven percent say they prefer strictly online learning (11%), however most students
prefer some combination of web-based courses, classroom lecture, and site-based
work experience (46%).



Washington State Board for                                                     Jennifer K. Purcell,
Community and Technical Colleges           Page 38 of 120                Market Research Services
As the following pie chart represents, a total of forty-four percent of students want to
incorporate web-based learning in their collegiate experience (44%)



                              Learning Preference




Further considering their learning styles, nearly half of students say they prefer to
take classes during the work day (47%). Thirty-one percent say they prefer to take
classes at night or in the evening (31%). Nineteen percent prefer to take classes
24/7 (19%), while only three percent say they want to attend on weekends (3%).
Significantly, students currently enrolled in classes at a community or technical
college in Washington State are significantly more likely to prefer to take classes
during the work day than those not currently attending (53%, 39% respectively). In
contrast, former students are significantly more likely than current students to prefer
to take classes at night or in the evening (37%, 27%).




Washington State Board for                                            Jennifer K. Purcell,
Community and Technical Colleges     Page 39 of 120             Market Research Services
Online Learning

                                                                         Percentage
Q36. Are you currently enrolled in online learning?
                                                                         (N=3419)

Yes                                                                            27
No                                                                             73

Q37. Is that with (college currently attending/most                      Percentage
recently attended)?                                                       (n=924)*

Yes                                                                            86
No                                                                             14

*924 valid responses include respondents who are currently enrolled in online learning (Q36).


                                                                           Percent
Q38. With whom are you enrolled for online learning?
                                                                          (n=132)*

In Washington State                                                            55
  Public 4-year university                                                      50
  Other community college                                                       25
  Private 4-year college or university                                          14


Outside Washington State                                                       47
  Public 4-year university                                                      37
  Private 4-year college or university                                          34
  Public 2-year college                                                         16

*132 valid responses include respondents who are currently enrolled in online learning (Q36) with an institution other than
the college currently attending or most recently attended (Q37).


Comments:

Overall, one in four students is currently enrolled in online learning (27%). For the
vast majority of students, enrollment is with the college they are currently attending
or most recently attended (86%). Of significant consideration, forty percent of
students currently taking classes at a community or technical college in Washington
State say they are enrolled in online learning (40%) compared to only nine percent
of former students (9%). Furthermore, ninety-seven percent of current students
who indicate they are taking classes online are enrolled online with the same college
they are currently attending (97%). In contrast, former students who are enrolled in
online learning are significantly more likely to be taking those web-based courses
through a college other than the community or technical college most recently
attended (87%).

Most students who are taking online courses with colleges other than the community
or technical college they are currently attending or most recently attended are
enrolled with four-year university. Fifty percent of students enrolled in online
learning in Washington State have done so with a public four-year university (50%).
Similarly, among those who are enrolled in online learning with institutions outside
Washington State, thirty-seven percent are enrolled with public four-year universities
(37%) and thirty-four percent are enrolled with private four-year college or
university (34%). Enrollment in online learning differs significantly between current


Washington State Board for                                                                      Jennifer K. Purcell,
Community and Technical Colleges                   Page 40 of 120                         Market Research Services
and former students. Former community and technical college students who are
enrolled in online learning inside Washington State but not with the community or
technical college they most recently attended are significantly more likely to be
taking online coursework with public four-year university (63%). On the other hand,
current community and technical college students who are enrolled in online learning
inside Washington State but not with the community or technical college they are
currently attending are most likely to be enrolled in online learning with another
community college (90%), while only fifteen percent are studying online with a
public four-year university (15%).

Enrollment in online learning differs regionally. Those students most likely to be
enrolled in online learning include North King County (36%) and Pierce County
(34%) students. Curiously, Seattle’s students are least likely to be enrolled in online
learning, with only eighteen percent currently enrolled (18%).

Online enrollment also varies by educational goal and course load. Students with
academic aspirations (30%) and those attending half-time (34%) are most likely to
be enrolled online. Also among those most likely to take online classes are students
with children at home. Thirty-two percent of students with children in the household
are currently enrolled in online learning, compared to only twenty-four percent of
those without children in the home (32%, 24% respectively). As a convenience,
online learning expands access to those who are working towards certain objectives
with time and/or circumstantial constraints. For instance, the student who is striving
to meet the requirements of obtaining their degree, while working full-time and
raising children; these students reap great rewards from the convenience,
accessibility and flexibility, of online learning.

Students who have not taken a break in their studies are more likely to be taking
online courses than those who have had an interruption. Thirty-nine percent of
students who have not had to take a break from attending community or technical
college are currently enrolled in online learning, compared to only sixteen percent of
those who have had to interrupt their studies (39%, 16% respectively).
Overwhelmingly, ninety-nine percent of students currently enrolled in online learning
who have not interrupted their studies are taking their web-based courses with the
college they are currently attending or most recently attended (99%). These
findings not only indicate institutional loyalty, they may also suggest that students
who take advantage of online learning are less likely to have to interrupt their
studies because the learning forum allows for increased flexibility.




Washington State Board for                                           Jennifer K. Purcell,
Community and Technical Colleges    Page 41 of 120             Market Research Services
Interest in Technology

                                                                         Average               Percent         Percent
                                                                         (Mean)                 “Very         “Not At All
Q41. How interested would you be in the following?
                                                                          Rating             Interested”     Interested”
                                                                       (n=varies)*           (n=varies)*     (n=varies)*

Wireless Internet access throughout campus                                  2.69                   76               8
Ability to submit information once and have it
populate all of your college forms                                          2.55                   66               10
Online payment options                                                      2.48                   62               14
Better online communication with my instructor                              2.48                   59               11
Ability to have someone answer your questions
about college online                                                        2.47                   58               12
Online financial aid applications and tracking                              2.46                   63               17
Online graduation planning                                                  2.33                   54               20
Online advising                                                             2.29                   51               22
Online tuition estimators                                                   2.29                   49               20
Technical Help Desk                                                         2.29                   44               15
Student-based customized portal                                             2.16                   40               25
More computers on campus                                                    2.15                   41               26
Ability to check out laptops                                                2.12                   43               31
Online tutoring                                                             2.12                   40               28
Ability to get class information on my cell
phone or PDA                                                                1.97                   37               40
Better access to computers closer to my home                                1.95                   34               40

*Valid responses vary; those participants who indicated no response were excluded from consideration.


Comments:

Respondents were asked to evaluate their interest in a variety of technology options.
Of most interest was access to wireless Internet throughout campus; seventy-three
percent of students say they are Very Interested in wireless Internet access (73%).
Also very popular is the ability to submit information once and have it populate all
college forms; sixty-one percent of students say they are Very Interested in this
capability (61%). Students hold similar interest in online payment options (62%
Very Interested), better online communication with their instructors (59% Very
Interested), the ability to have someone answer questions about college online (58%
Very Interested), and online financial aid applications and tracking (63% Very
Interested).

While students show interest, several technology options do not generate as much
enthusiasm. Slightly greater than half of students are Very Interested in online
graduation planning (54%) and online advising (51%). Slightly less than half are
Very Interested in online tuition estimators (49%) and a technical help desk (44%).
Furthermore, forty percent say they are Very Interested in a student-based
customized portal (40%), forty-one percent are Very Interested in having more
computers on campus (41%), forty-three percent are Very Interested in the ability to
check out laptops (43%), and forty percent are Very Interested in online tutoring
(40%).



Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 42 of 120                       Market Research Services
Of least interest, the ability to get class information on their cell phone or PDA is of
no interest to forty percent of students (40%). Similarly, forty percent say they are
not at all interested in having better access to computers closer to home (40%).

Overall, a simple majority of students are at least Somewhat Interested in all of the
technology applications introduced.      On average, the engaged students, those
enrolled full-time for academic pursuits who are utilizing student support services,
are significantly more interested in technology accessibility than part-time, non-
academic, independent students. A significant majority of these engaged students
are Very Interested in wireless internet access throughout campus (83%) and online
financial aid applications and tracking (72%). While wireless internet access is of
interest to most students, it is understandable that the engaged student would be
more desirous given they are inherently spending more time on campus. In addition,
access to online financial aid materials is understandably of significant interest as
these students are generally the ones making use of those services.

It is apparent that increased access to technology provides a degree of convenience.
For instance, not having to leave campus for wireless internet access, or expedited
processes for registration and applications. Better understanding why access to
technology is important to students may help prioritize implementation.




Washington State Board for                                            Jennifer K. Purcell,
Community and Technical Colleges     Page 43 of 120             Market Research Services
VI.       CAMPUS EXPERIENCE

This section examines students’ experiences on campus, including an evaluation of
student services and extracurricular activities and the role each plays in the
educational process.

Campus Climate

                                                                         Average
Q26. How would you describe the campus climate at the                                          Percent        Percent
                                                                         (Mean)
college you are currently attending/most recently                                             Yes/Very      No/Not At All
attended?                                                                 Rating
                                                                                             (n=varies)*    (n=varies)*
                                                                       (n=varies)*

Accepted for who you are                                                    4.35                   85               4
Feel safe and secure on campus                                              4.30                   84               5
Treated with dignity                                                        4.24                   82               4
Feel respected                                                              4.16                   79               6
Made to feel welcome                                                        4.12                   77               6
Feel encouraged                                                             4.02                   72               9
Feel supported                                                              3.98                   71               9
Feel challenged academically                                                3.91                   71               12
Feel cared for                                                              3.89                   67               11
Able to express student concerns or complaints                              3.88                   67               12
Kept informed                                                               3.81                   65               12
Feel a sense of belonging                                                   3.79                   64               15

*Valid responses vary; those participants who indicated no response were excluded from consideration.


Comments:

Respondents were asked a series of questions to reveal students’ perceptions and
experiences of their campus climate related to respect, support, and assimilation.
On the whole, a majority of students reflect positively on all environmental
conditions. The vast majority say they are accepted for who they are (85%) and that
they are treated with dignity (82%), however a smaller majority relate to feeling a
sense of belonging on campus (64%). Greater than three-fourths of students say
they feel respected (79%) and are made to feel welcome on campus (77%). A
majority also feel encouraged (72%), supported (71%), and cared for (67%).

Regarding personal safety, eighty-four percent say they feel safe and secure on their
campuses (84%). Academically, seventy-one percent of students feel challenged in
their coursework (71%). And communication appears effective with sixty-seven
percent saying they are able to express student concerns or complaints (67%) and
sixty-five percent feel they are kept informed (65%).

Satisfaction with the campus climate varies by current enrollment status, whether
students have taken a break in their studies, age, and dependency on student
services. Currently enrolled students are more satisfied, on average, as are students
who have not interrupted their studies. Similarly, older students and students
dependent upon student support services are more satisfied with their campus
experience.



Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 44 of 120                       Market Research Services
Students currently enrolled in classes at community or technical college are generally
more positive about the campus climate than their former peers. In nearly all
categories, current students are significantly more likely to agree with the
statements than those not currently enrolled in classes. Most significantly, however,
regarding academics, seventy-five percent of those currently attending say they are
challenged academically compared to sixty-six percent of those who were formerly
enrolled (75%, 66%). Interestingly, there is no significant difference regarding
satisfaction with communication. Current and former students are equally likely to
consider themselves informed and able to express concerns.

The following chart looks more closely at the relationship between service
dependency and satisfaction with the campus environment.


                         CAMPUS CLIMATE
                By dependency on support services
      (1 to 5 scale, with 1 being Not at all and 5 being Very)




The graph reveals a direct relationship between students’ dependency upon support
services and their level of satisfaction with their community or technical college
campus environment.       Most notably, a student’s sense of belonging varies
significantly by how engaged with student services they are. Twenty-five percent of
service independent students say they do not feel a sense of belonging at the college
they are currently attending or most recently attended (25%), compared to thirteen
percent of all others (13%). In contrast, seventy-three percent of students who are
heavily dependent upon student services say they have a strong sense of belonging
(73%). Students’ use of support services appears to engage them in their campus
environment, creating a heightened sense of belonging.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges    Page 45 of 120            Market Research Services
When evaluating a student’s Net Promoter status (see Student Satisfaction, page 8),
it is evident that satisfaction with campus climate is relative. As the following
graphic details, Promoters are significantly more satisfied with their campus
experience, overall, than those who are Neutral or Detractors. Most significantly,
less than one in four Detractors say they feel encouraged (24% Yes/Very), supported
(22% Yes/Very), and cared for (20% Yes/Very); and only eighteen percent say they
feel a sense of belonging (18%).



                              CAMPUS CLIMATE
                           By Net Promoter Status




Washington State Board for                                        Jennifer K. Purcell,
Community and Technical Colleges   Page 46 of 120           Market Research Services
Student Service Usage

                                                                Percent
Q28. On average, how often do you utilize each of the                             Percent
                                                                “Often/
following services at the college you attend/most recently                     “Rarely/Never”
                                                              Sometimes”
attended?                                                                        (N=3419)
                                                               (N=3419)


Library services                                                 57                 42
Computer labs                                                    56                 44
Academic advising/planning                                       50                 49
Financial aid advising                                           29                 70
Skills labs (writing, math, etc.)                                25                 74
Tutoring                                                         21                 78
Career counseling                                                19                 80
Personal counseling services                                     13                 86
Job placement services                                           9                  90
Multicultural student services                                   8                  91
Services to students with disabilities                           6                  93
Childcare                                                        3                  94

Comments:

Overall, students currently enrolled in classes at a community or technical college are
more likely to use student services than former students of the college. Significantly,
seventeen percent of students not currently enrolled say they used no student
services while at the college most recently attended compared to only six percent of
current students (17%, 6%). Furthermore, twenty percent of former students relied
on one or two services while enrolled in classes at the college most recently attended
compared to fourteen percent of those currently enrolled (20%, 14%). In contrast,
eighteen percent of students currently enrolled are heavily dependent upon student
services, utilizing eight or more services at least sometimes, compared to only twelve
percent of former students (18%, 12%). The majority of currently enrolled students
utilize between three and seven student services sometimes or often (61%),
compared to half of former students who relied on the same level of student support
(50%).

Not surprisingly, library services (57%) and computer labs (56%) are among the
services most often used by students at least sometimes. Regarding advisory
services, academic advising and planning is also used at least sometimes by many
students (50%). In contrast, only twenty-nine percent of students suggest they rely
on financial aid advising (29%). Looking at academic support, twenty-five percent
say they utilize the skills lab at least sometimes (25%) and twenty-one percent take
advantage of tutoring services (21%). Considering counseling services, nineteen
percent make use of career counseling (19%) and thirteen percent take advantage of
personal counseling services on campus (13%).

Understandably, those services that provide for specific populations are utilized less
often than other student support services. As a percentage, very few students rely
on job placement services (9%), multicultural student services (8%), services to
students with disabilities (6%), and childcare (3%).

Usage of student support services varies by current enrollment status, whether
students have taken a break in their studies, educational goals, and course load.


Washington State Board for                                                       Jennifer K. Purcell,
Community and Technical Colleges             Page 47 of 120                Market Research Services
Currently enrolled students are more dependent upon student services than former
students were; ninety-four percent of students who are currently enrolled utilize at
least one support service, compare to eighty-three percent of former students (94%,
83% respectively). Significantly, ninety-eight percent of students who have not
interrupted their studies utilize at least one support service, compared to eighty-six
percent of those who have had to take a break (98%, 86% respectively). The
following pie charts show the correlation between service usage and consistency of
attendance.



                   USE OF SUPPORT SERVICES
       By whether student has had to interrupt their studies




Students who use four or fewer student support services on a regular basis are
significantly more likely to have taken a break in their studies than not (57%, 36%
respectively). Comparatively, students who utilize five or more support services are
significantly more likely to be those who have not had to interrupt their studies; fifty-
five percent compared to forty-three percent of those who have taken a break (55%,
43% respectively).

Also more heavily dependent upon student services are those with academic goals.
Students with academic educational goals are more dependent upon student services
than job training and other students. Ninety-five percent of degree-track and
academic transfer students utilize at least one service often or sometimes, compared
to eighty-five percent of job training and seventy-two percent of other students
(95%, 85%, 72% respectively). These students pursuing academics are among
those most likely to attend full-time. Students attending half-time and full-time are
significantly more dependent upon student services as well. Ninety-six percent of
half-time and full-time students utilize at least one support service, compared to
seventy-three percent of part-time students and only fifty-six percent of non-credit
students (96%, 73%, 56% respectively).          The following graph illustrates this
relationship between course load and service dependency; the heavier the course
load, the more dependent upon support services a student is.


Washington State Board for                                            Jennifer K. Purcell,
Community and Technical Colleges     Page 48 of 120             Market Research Services
                        USE OF SUPPORT SERVICES
                             By course load




Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 49 of 120   Market Research Services
Student Service Satisfaction

                                                                       Responsive?           Respectful?           Effective?
Q29. In general, do you find the personnel to be
                                                                      Percent “Very”        Percent “Very”       Percent “Very”
responsive, respectful, and effective?
                                                                       (n=varies)*           (n=varies)*          (n=varies)*


Library services                                                            78                    79                     78
Computer labs                                                               65                    69                     67
Academic advising/planning                                                  64                    74                     59
Financial aid advising                                                      61                    64                     63
Skills labs (writing, math, etc.)                                           63                    70                     62
Tutoring                                                                    68                    75                     66
Career counseling                                                           60                    68                     54
Personal counseling services                                                60                    71                     60
Job placement services                                                      50                    60                     49
Multicultural student services                                              67                    72                     65
Services to students with disabilities                                      64                    68                     65
Childcare                                                                   63                    66                     61

*Valid responses vary based upon the number of respondents who utilize each of the student services Sometimes or Often
(Q28).


Comments:

Those students who use services at least sometimes were asked to evaluate the
quality of service provided by department personnel. Overall, experiences are
favorable. Those services relied upon most heavily by students, library services and
computer labs, receive the highest customer service ratings. The vast majority of
students feel library services personnel are very responsive (78%), respectful (79%),
and effective (78%). Similarly, the majority of students fee the computer lab
personnel are very responsive (65%), respectful (69%), and effective (67%).

When evaluating academic advisors, students feel personnel are more respectful than
responsive or effective; nearly three-fourths consider the academic advisors
respectful (74%), while sixty-four percent consider them responsive (64%) and fifty-
nine percent say they are effective (59%). Skills lab personnel, tutors, career and
personal counselors appear to reflect the same opinions. All are described as
respectful by a significantly larger majority than would say they are responsive or
effective in their services.

Specialized services personnel are considered responsive, respectful, and effective by
a majority of students, however, many of their satisfaction ratings are lower than
other student support services. Most significantly, job placement services, utilized by
nine percent of the student population, is rated the lowest among its counterparts.
Fifty percent of students who utilize job placement services consider the personnel to
be responsive (50%), sixty percent say they are respectful (60%), and forty-nine
percent call the services effective (49%).       Overall, career counseling and job
placement services are deemed the least effective of the student services evaluated,
considered very effective by fifty-four and forty-nine percent of users, respectively
(54%, 49%).

Multicultural student services personnel are widely regarded as respectful (72%). A
majority also consider them to be responsive (67%) and effective (65%). Similarly,
personnel meeting the needs of students with disabilities are described as responsive

Washington State Board for                                                                  Jennifer K. Purcell,
Community and Technical Colleges                 Page 50 of 120                       Market Research Services
(64%), respectful (68%), and effective (65%) by a majority of students served.
Childcare personnel are also regarded as responsive (63%), respectful (66%) and
effective (61%) by a majority of the students they serve.

The following chart illustrates overall satisfaction with the         responsiveness,
respectfulness, and effectiveness of support services personnel.



             Satisfaction with Support Services Personnel




Library services, the most widely used of support services, maintain the highest level
of overall student satisfaction.       Inconsistent in student satisfaction, academic
advising, career and personal counseling, and job placement services are seen as
respectful, however students are less satisfied with personnel’s’ responsiveness and
effectiveness. Overall, job placement and career counseling services are considered
to be the least effective of all student support services.




Washington State Board for                                          Jennifer K. Purcell,
Community and Technical Colleges    Page 51 of 120            Market Research Services
Involvement in Extracurricular Activities

Q30. Using a five-point scale, with 1 being Not at all
Important and 5 being Very Important, what role do
                                                                      Percentage
extracurricular activities play in your educational
experience at the college you currently attend/most                   (n=3255)*
recently attended?


Important (4-5)                                                              15
Neutral (3)                                                                  10
Unimportant (1-2)                                                            75

Average (mean) rating                                                        1.86
*3255 valid responses exclude those participants who responded Don’t Know.


                                                                                             Percent
                                                                         Percent
Q31. What is your involvement in the following                                               “Do not
                                                                    “Participate in or
extracurricular activities at the college you currently                                  participate in or
                                                                         attend”
attend/most recently attended?                                                               attend”
                                                                       (N=3419)
                                                                                            (N=3419)


Clubs and organizations                                                      15                83
Artist and lecture series                                                    14                83
Performing arts                                                              10                86
Phi Theta Kappa                                                              10                86
Visual arts                                                                  9                 88
Social activities                                                            9                 87
Athletics                                                                    5                 91
Student government                                                           5                 93
Student newspaper                                                            5                 92

Comments:

The majority of students consider extracurricular activities unimportant to their
educational experience at the community or technical college they are currently
attending or most recently attended. Sixty-two percent say extracurricular activities
are Not at all Important (62%).              Overall, only fifteen percent consider
extracurriculars important to their educational experience (15%). Interestingly,
students currently enrolled in classes at a community or technical college are
significantly more likely to incorporate extracurricular activities than former students
were when attending college.           Seventeen percent of current students say
extracurricular involvement is important (17%) compared to only twelve percent of
former students (12%). Furthermore, fifty-five percent of current students say that
extracurricular activities are Not at all Important (55%) while seventy-one percent of
students not currently enrolled in classes say that extracurricular activities were Not
at all Important to their educational experience (71%).

Reflective of the role extracurricular activities play in the educational experience of
the majority of community and technical college students, sixty-three percent of
students say they participate in or attend no extracurricular activities on campus
(63%). Among those students who are involved in at least one extracurricular
activity, clubs and organizations are most popular (15% participating or attending).
Ten percent of students are specifically involved in Phi Theta Kappa (10%). Artist


Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                 Page 52 of 120                     Market Research Services
and lecture series are also among the more popular activities (14% participating or
attending). The arts fare well also, with ten percent of students saying they
participate in or are involved in the performing arts (10%) and nine percent saying
the same of the visual arts (9%). Social activities are popular with nine percent of
the student population as well (9%), while athletics, student government, and the
student newspaper include limited number of participants (5% each).

Different from reliance upon student services (see Campus Experience, page 44),
extracurricular involvement does not appear to differ consistently based upon current
enrollment status. Many of the extracurricular activities boast no difference in
participation or attendance. One exception reveals current students are significantly
more likely to be involved in clubs and organizations than former students (17%,
13% respectively).

Age and level of engagement do, however, influence how involved students are in
extracurricular activities. Younger, full-time students participate more often than
their counterparts. Students under the age of twenty-five are most involved and
value extracurricular activities. Nineteen percent of students under the age of
twenty-five say extracurricular activities play an Important role in their educational
experience, compared to twelve percent of their older peers (19%, 12%
respectively). Furthermore, forty-two percent of students under the age of twenty-
five participate in or attend at least one extracurricular activity, compared to only
thirty-three percent of students over the age of twenty-five (42%, 33%).

Engaged students, those attending full-time, pursuing academic ambitions, and
dependent upon support services, are the most participatory. Significantly, nearly
half of full-time students participate in or attend at least one extracurricular activity,
and eighteen percent consider extracurriculars Important to their educational
experience (49%, 18%). Comparatively, only twenty percent of part-time students
participate and eleven percent consider these activities Important (20%, 11%).

Those students attending for degree or transfer purposes are also most involved.
Understandably so, because these students tend to be younger and attending full-
time, forty-four percent of academic transfer students participate in or attend at least
one extracurricular activity on campus (44%). Comparatively, only twenty-nine
percent of job training students participate (29%).

Overwhelmingly, forty percent of students who are heavily dependent upon student
services (those using eight or more services regularly) say that extracurricular
activities are Important to their educational experience, compared to only ten
percent of students less dependent on student services (40%, 10% respectively).
Their level of participation demonstrates their belief. Fifty-seven percent of heavily
service dependent students participate in or attend at least one extracurricular
activity on campus (57%) and forty-eight percent of dependent students (those
using between five and seven services) participate (48%). Comparatively, only ten
percent of service independent students participate in extracurricular (10%).

Students involved in extracurricular activities are most likely the community and
technical colleges’ youngest most engaged students. When evaluating the engaged
student further, it is evident that extracurricular activities play an important role in
connecting the student to their campus community.




Washington State Board for                                             Jennifer K. Purcell,
Community and Technical Colleges     Page 53 of 120              Market Research Services
Opinion of Extracurricular Activities

Q32. Is there value in offering the following                              Percent
extracurricular activities at the college you currently                     “Yes”
attend/most recently attended?                                           (n=varies)*


Visual arts                                                                   90
Performing arts                                                               89
Clubs and organizations                                                       89
Student newspaper                                                             88
Artist and lecture series                                                     88
Student government                                                            86
Athletics                                                                     84
Social activities                                                             79
Phi Theta Kappa                                                               75

*Valid responses vary based upon the number of respondents who said they do not participate in or attend each
extracurricular activity at the college they currently attend or most recently attended (Q31).


Q33. Should the following extracurricular activities be                    Percent
offered at the college you currently attend/most recently                   “Yes”
attended?                                                                (n=varies)*


Student newspaper                                                             63
Artist and lecture series                                                     60
Visual arts                                                                   55
Clubs and organizations                                                       53
Performing arts                                                               53
Social activities                                                             52
Athletics                                                                     45
Student government                                                            44
Phi Theta Kappa                                                               33

*Valid responses vary based upon the number of respondents who said the extracurricular activity was not available at the
college they currently attend or most recently attended (Q31).


Comments:

Those participants who indicated no participation or attendance in an extracurricular
activity were asked whether there was value in offering each activity at the
community or technical college they are currently attending or most recently
attended.     Overwhelmingly, the vast majority of students, even though not
participating in or attending the activity, see the value in offering each of the
activities as part of the educational experience.

Students who indicated the college they are currently attending or most recently
attended does/did not offer a particular extracurricular activity were asked whether
that activity should be offered on their campus. Most popular is the student
newspaper; sixty-three percent of students who say their school does not have a
student paper indicate they would like to have this on their campus (63%). Also
popular is artist and lecture series, requested by sixty percent of students who do not
have them on their campus (60%). The visual (55%) and performing arts (53%),
clubs and organizations (53%), and social activities (52%) are also requested by a
majority of students. However, athletics (45%), student government (44%), and Phi
Theta Kappa (33%) are not requested as often.

Washington State Board for                                                                    Jennifer K. Purcell,
Community and Technical Colleges                   Page 54 of 120                       Market Research Services
Interestingly, the visual and performing arts are significantly of more interest to
former students than those currently enrolled. Sixty-five percent of students not
currently enrolled request visual arts be offered at their former alma mater (65%)
and sixty-three percent want performing arts offered (63%), compared to only forty-
six and forty-four percent of current students who request the same activities (46%,
44%). The visual and performing arts may present themselves as an opportunity for
the community and technical colleges to attract attention from alumni.




Washington State Board for                                         Jennifer K. Purcell,
Community and Technical Colleges   Page 55 of 120            Market Research Services
                        RECOMMENDATIONS



The following recommendations are made to the State Board for Community and
Technical Colleges by Jennifer K. Purcell, Market Research Services, based on:

          Monitoring the actual interviews,
          Detailed analysis of the database reports, and
          Experience in interpreting the results of similar studies.



Celebrate student satisfaction.

Statewide, students overall satisfaction with their community and technical college
experiences is favorable. Eighty-six percent of students share a positive experience
(86% rate 7-10 on a ten-point scale).           Overall satisfaction does not vary
geographically and is consistent with nationwide data provided by the Community
College Survey of Student Engagement. The community and technical colleges
should celebrate this achievement.

Capitalize on the loyalty of older students and alumni.

Net Promoter status relates to age. Because overall satisfaction with the college
experience does not differ significantly by age, it may be that students’ loyalty to the
community or technical college attending grows with age. Students under the age of
twenty-five are not significantly less satisfied with their overall experience; however,
they are less likely to Promote the colleges. Students over the age of twenty-five
may be the colleges’ most valuable stakeholder in terms of long-term impact. This
cohort is significantly more likely than their younger counterparts to actively promote
the activities of the community and technical colleges of Washington State.

Better understand Detractors and their campus experience.

Detractors, those unlikely to recommend their community or technical college to
others, are the least satisfied with their overall community or technical college
experience. Only thirty-eight percent relate a positive overall experience (38% rate
7-10 on a ten-point scale). These students are least likely to feel encouraged,
supported, or cared for. When describing their campus climate they are also least
likely to feel a sense of belonging.

Detractors are typically the disengaged student; those who are attending part-time,
for non-academic pursuits, not making use of student support services or
participating in extracurricular activities.  In many ways these students are
inherently predisposed to missing out on a sense of belonging. However, their
dissatisfaction with their overall campus experience indicates that they are not
content as such. The community and technical colleges must discover ways to reach
out to these disengaged Detractors, drawing them into a sense of belonging, a
community of support and encouragement.


Washington State Board for                                             Jennifer K. Purcell,
Community and Technical Colleges     Page 56 of 120              Market Research Services
Recognize the unique needs and expectations of two distinct student
groups.

The community and technical colleges of Washington State are serving two very
distinct student groups: the young, service dependent, academic transfer students
and the mature, independent, less engaged students. These distinctly different
student populations bring unique perspectives and needs to the institution.

The colleges must be equipped to serve these separate cohorts, essentially operating
two schools. One which caters to the engaged student, attending full-time, typically
for academic pursuits; the other which must be more flexible in order to meet the
sundry of needs of the mature student, who brings many demands upon their time
and attention, attending classes part-time, and likely disconnected from their
campus community. The community and technical colleges must be prepared to
meet their expectations, however diverse they may be.

Better understand the engaged student.

The engaged student is:
    Seeking a degree or academic transfer,
    Younger, typically under the age of twenty-five,
    Reliant upon student support services,
    Enrolled full-time,
    Significantly more reliant upon sources other than personal income for their
      educational expenses; therefore, more concerned with tuition assistance,
    Satisfied with their overall community or technical college experience,
    Likely to have started their education at the community or technical college
      they are currently attending, and
    Unlikely to have had to interrupt their studies.

Engage the casual attender.

Students engaged in the campus environment develop a unique connection with their
college experience; they identify with their community or technical college differently
than those who are attending less than full-time or for non-credit, non-academic
reasons. The challenge becomes increasing the level of engagement or identification
with the college among those who are disconnected, or who compartmentalize their
educational experience.

These students are looking for convenience over practicalities when choosing a
college; looking for the availability of classes, the day and time classes are offered,
and access to online learning over affordability and location. The casual attender
does not utilize support services and does not typically participate in or attend
extracurricular activities. They have multiple demands on their time, keeping them
from being fully immersed in the college community.

Engaged students, those described in this report as attending full-time, relying on
support services, and pursuing academic goals are significantly more likely to be
Promoters than other students. Sixty-four percent of these engaged students are
Promoters (64%), compared to only forty-four percent of part-time, independent,
non-academics (44%). Interestingly, these less engaged students are significantly
more likely to be Neutral in regards to the community and technical colleges; forty
percent, in fact, are Neutral (40%), nearly equal to the number of Promoters. While


Washington State Board for                                           Jennifer K. Purcell,
Community and Technical Colleges    Page 57 of 120             Market Research Services
these less connected students are not    actively promoting the colleges, they are not
undermining the colleges either; they    have a neutral impact. The community and
technical colleges of Washington State   may look at addressing this constituent group
and finding ways to evolve them into     Promoters, developing long-term relationship
assets.

Evaluate factors influencing college choice and identify unique selling
features in competitive markets.

While students in rural parts of the state are most influenced by a school’s proximity
to home, students in more competitive educational environments indicate other
decision-making criteria.    In the North King County and Eastside regions, for
example, quality of education and a school’s reputation play a significant role in
college selection. Operating in a market where students have a plethora of choices,
Lake Washington Technical and Cascadia, Edmonds, Shoreline, and Bellevue
Community Colleges must communicate messages of instructional and educational
quality in order to penetrate media saturation and influence consumer behavior.
Spokane students, on the other hand, are most likely to shop by field of study.
Marketing communications in this region must reflect these selection criteria,
informing potential students of their options.

Integrate trends in technology in student support services.

The vast majority of community and technical college students prefer to register for
classes online (84%). Overwhelmingly, online registration is the preference of the
majority, regardless of demographic or other criteria. Furthermore, a majority of
students say they would like to take advantage of the convenience technology offers
by being able to submit their information once and having it populate all of their
college forms. Also of interest, online payment options, online communications with
instructors and support personnel, and online financial aid applications and tracking
are support services popularly recognized as technology friendly.

Identify opportunities to incorporate web-based/online learning as
an essential component of education.

Forty-four percent of students say they would prefer to incorporate web-based
courses in their learning (44%). Students reap great rewards from the convenience,
accessibility and flexibility, of online learning. Specifically, service independent
students are looking for the availability of classes, the day and time classes are
offered, and access to online learning when choosing a college.

Currently, students with academic aspirations and those attending half-time are most
likely to be enrolled online. Also among those most likely to take online classes are
students with children at home. Online learning expands access to those who are
working towards certain objectives with time and/or circumstantial constraints.
Furthermore, the data suggest that students who take advantage of online learning
are less likely to have to interrupt their studies. This is possibly because the learning
forum allows for increased flexibility and adaptability to unanticipated changes in
circumstance.




Washington State Board for                                             Jennifer K. Purcell,
Community and Technical Colleges     Page 58 of 120              Market Research Services
                               APPENDICES




Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 59 of 120   Market Research Services
             A.     INVITATION TO PARTICIPATE




Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 60 of 120   Market Research Services
Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 61 of 120   Market Research Services
                   B.     FINAL QUESTIONNAIRE




Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 62 of 120   Market Research Services
 i1 - Welcome!      You have been selected to participate in a Student Listening Survey sponsored by the Washington
 State Board for Community and Technical Colleges. This is a statewide effort to better understand students’
 satisfaction with the community and technical colleges of Washington State. Your responses will help the colleges
 better serve you, the student.      You can expect the survey will take 20-30 minutes. You may leave the survey at
 any time and return to complete it later by clicking your browser's Close (X) button.   As a thank you for
 participating, the first 4,000 surveys completed on or before December 15, 2007 will be entered into a drawing to win
 one of five Apple iPod Nanos. Watch for final steps at the end of this survey to ensure your entry has been received.




 i2 - To select responses in questions with buttons just click on the button beside or underneath your response. If a
 question requires a text response just click on the box and begin typing.


 <li>Please use the buttons provided at the bottom of the page to move forward as you are taking the study, but
 please DO NOT use your browser's "Forward" and "Back" buttons.


 <li>A progress bar will appear at the bottom of your screen to indicate your progress through the survey. As
 question sequencing is based upon your responses to particular questions, you may notice your progress advancing
 at an inconsistent pace.


 <li>You can close the survey anytime by clicking browser’s Close button (X). When you return to the survey, you
 will be able to continue taking the survey where you left off.


 <li>If you are still having problems completing the survey please send an e-mail to <a
 href="mailto:support@pacificmarketresearch.com">support@pacificmarketresearch.com</a>.



 qd1 - Have you or anyone in your household ever been employed by a community or technical college in
 Washington State?
 (Check one)
 Yes
 No
 I prefer not to answer




Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 63 of 120                        Market Research Services
 qd2 - To ensure the survey results are representative of students statewide, please indicate the following
 before beginning the survey. Your responses will remain confidential and are for classification purposes
 only.
    <br/>What is your gender?
 (Check one)

 Male
 Female

 qd3 - Into which of the following categories does your age fall?
 (Check one)

 Under 20,
 20-24,
 25-29,
 30-34,
 35-39,
 40-49,
 50-59, or
 60 and above?


 qd4 - Which of the following best describes your race or ethnic origin?
 (Check one)
 White/Caucasian,
 Black/African American,
 Asian/Pacific Islander,
 American Indian,
 Alaskan Native,
 Spanish/Hispanic,
 Some combination of the above, or
 Some other ethnic origin?


 qprefer -
 (Check all that apply)
 I prefer not to answer


 sqa - Are you currently enrolled in classes at a community or technical college in Washington State?
 (Check one)
 Yes
 No




Washington State Board for                                                               Jennifer K. Purcell,
Community and Technical Colleges               Page 64 of 120                      Market Research Services
 sqba - Which one of Washington’s community and technical colleges are you currently attending for the
 majority of your coursework?  Please select one response only.
 (Check one)

 Bates Technical
 Bellevue CC
 Bellingham Technical
 Big Bend CC
 Cascadia CC
 Centralia CC
 Clark College
 Clover Park Technical
 Columbia Basin CC
 Edmonds CC
 Everett CC
 Grays Harbor College
 Green River CC
 Highline CC
 Lake Washington Technical
 Lower Columbia CC
 North Seattle CC
 Olympic College
 Peninsula College
 Pierce College, Fort Steilacoom
 Pierce College, Puyallup
 Renton Technical
 Seattle Central CC
 Shoreline CC
 Skagit Valley CC
 South Puget Sound CC
 South Seattle CC
 Spokane CC
 Spokane Falls CC
 Tacoma CC
 Walla Walla CC
 Wenatchee Valley CC
 Whatcom CC
 Yakima Valley CC




Washington State Board for                                                           Jennifer K. Purcell,
Community and Technical Colleges             Page 65 of 120                    Market Research Services
 sqbb - Which one of Washington’s community and technical colleges did you most recently
 attend? Please select one response only.
 (Check one)

 Bates Technical
 Bellevue CC
 Bellingham Technical
 Big Bend CC
 Cascadia CC
 Centralia CC
 Clark College
 Clover Park Technical
 Columbia Basin CC
 Edmonds CC
 Everett CC
 Grays Harbor College
 Green River CC
 Highline CC
 Lake Washington Technical
 Lower Columbia CC
 North Seattle CC
 Olympic College
 Peninsula College
 Pierce College, Fort Steilacoom
 Pierce College, Puyallup
 Renton Technical
 Seattle Central CC
 Shoreline CC
 Skagit Valley CC
 South Puget Sound CC
 South Seattle CC
 Spokane CC
 Spokane Falls CC
 Tacoma CC
 Walla Walla CC
 Wenatchee Valley CC
 Whatcom CC
 Yakima Valley CC




Washington State Board for                                                         Jennifer K. Purcell,
Community and Technical Colleges            Page 66 of 120                   Market Research Services
 sqahid - Hidden Question for Region.
 (Check one)
 Seattle
 Cascadia, Edmonds, Shoreline
 Bellevue, Lake Washington
 Green River, Highline, Renton
 Bellingham, Everett, Skagit Valley, Whatcom
 Pierce, Tacoma
 Bates, Clover Park
 Grays Harbor, Olympic, Peninsula, South Puget Sound
 Centralia, Clark, Lower Columbia
 Big Bend, Columbia Basin, Walla Walla, Wenatchee Valley, Yakima Valley
 Spokane


 region67combine - Punch for quota check for combine region 6 and 7.
 (Check one)
 Region 6 and 7


 qd3hid - Hidden question for qd3
 (Check one)
 Under 20
 20-24,
 25-29,
 30-34,
 35-39,40-49,50-59, or60 and above?


 qd4hid - Which of the following best describes your race or ethnic origin?
 (Check one)
 White/Caucasian,
 Black/African American,Asian/Pacific Islander,American Indian,Alaskan Native,Spanish/Hispanic,Some
     combination of the above, or Some other ethnic origin?


 q1 - Did you begin college at ^pipeb()^?
 (Check one)

 Yes
 No


 q2 - Have you ever had to take a break from attending ^pipeb()^?
 (Check one)

 Yes
 No



Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges                Page 67 of 120                   Market Research Services
 q3 - What was the primary reason you had to take a break from attending ^pipeb()^?    Please select one
 response only.
 (Check one)

 Working /change in employment
 Caring for dependents
 Under-prepared academically
 Lack of finances
 Transfer to four-year college or university
 Healthcare concerns
 Change in family status
 Completed the degree/certificate program
 Felt unsupported
 I wasn’t ready for school
 I was dissatisfied with the experience
 Other (Please specify):


 q4 - You mentioned that you did not begin college at ^pipeb()^. Where did you begin your college
 education? Please select one response only.
 (Check one)
 In Washington State
 Outside Washington State


 q4a - Where did you begin your college education in Washington State?     Please select one response only.
 (Check one)

 Other community college
 Other technical college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):


 q4b - Where did you begin your college education outside Washington State?     Please select one response
 only.
 (Check one)

 Public two-year college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):




Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges                 Page 68 of 120                  Market Research Services
 o5 - What influenced your decision to return to college at ^pipeb()^?

 (Type text)




 o5D - o5D
 (Check all that apply)

 Don't Know


 q9 - Please rate your overall experience with ^pipeb()^ using a scale of 1 to 10, with 1 being Poor and 10
 being Excellent.
 (Check one alternative per row)

                               Poor<br        2        3    4       5       6          7     8      9   Excellen
                                 />1                                                                     t 10
                                                                                        


 q10 - What is your primary educational goal?       Please select one response only.
 (Check one)

 Completing a short-term or certificate program
 Obtaining an Associates degree
 Transferring to a four-year college or university
 Obtaining or updating job related skills
 Changing career
 Self improvement or personal enjoyment
 Basic literacy and language skills
 High school completion/GED
 Other (Please specify):




Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                  Page 69 of 120                       Market Research Services
 q11 - What type(s) of classes are you currently enrolled in?   Please select all that apply.
 (Check all that apply)
 Job skills training
 Academic training/transfer to 4 year college/university
 Basic skills training/reading, writing and math
 Personal enrichment
 High school completion/GED
 English as a second language
 Running Start
 Other (Please specify):


 q12 - How many credits are you currently enrolled in?
 (Check one)
 Less than 6 credits
 6-12 credits
 More than 12 credits
 Not attending for credit


 q13 - What one reason most influenced your decision to go to ^pipeb()^ rather than another
 institution? Please select one response only.
 (Check one)
 Location/proximity/close to home or work
 Cost/affordability
 Specific field of study/program offered
 Quality of education
 Flexible scheduling/classes held at convenient times
 Job skill enhancement
 Academic accessibility/able to get in
 To obtain a 2-year/associates degree
 To transfer to a 4-year college or university
 Running Start
 Reputation of the school
 Family and/or friends are attending
 Availability of financial aid
 Availability of online or hybrid classes
 Athletics
 Extracurricular activities, including clubs/associations
 Other (Please specify):




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                   Page 70 of 120                   Market Research Services
 q14 - What other reasons influenced your decision to go to ^pipeb()^?   Please select all that apply.
 (Check all that apply)
 Location/proximity/close to home or work
 Cost/affordability
 Specific field of study/program offered
 Quality of education
 Flexible scheduling/classes held at convenient times
 Job skill enhancement
 Academic accessibility/able to get in
 To obtain a 2-year/associates degree
 To transfer to a 4-year college or university
 Running Start
 Reputation of the school
 Family and/or friends are attending
 Availability of financial aid
 Availability of online or hybrid classes
 Athletics
 Extracurricular activities, including clubs/associations
 Other (Please specify):


 o15a - You mentioned that you chose ^pipeb()^ because of a specific field of study or program. What was
 the field of study?
 (Check all that apply)

 



 o15b - And why did you choose ^pipeb()^ for that field of study?

 (Type text)




 o15bD - o15bD
 (Check all that apply)

 Don't Know




Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges                   Page 71 of 120                Market Research Services
 q16 - Given your primary educational goal of ^q10pipe('q10')^, was ^pipeb()^ your first choice?
 (Check one)
 Yes
 No


 q17 - What institution was your first choice?   Please select one response only.
 (Check one)

 An institution in Washington State
 An institution outside Washington State


 q17a - What institution was your first choice in Washington State?   Please select one response only.
 (Check one)

 Other community college
 Other technical college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):


 q17b - What institution was your first choice outside Washington State?    Please select one response only.
 (Check one)

 Public two-year college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):



 o18a - Why was that institution your first choice?

 (Type text)




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                 Page 72 of 120                     Market Research Services
 o18aD - o18aD
 (Check all that apply)
 Don't Know



 o18b - What influenced your decision to attend ^pipeb()^ over that institution?

 (Type text)




 o18bD - o18bD
 (Check all that apply)
 Don't Know


 q19 - Considering your decision to attend ^pipeb()^...



 To what degree did tuition costs influence your decisions about college before enrolling?
 (Check one alternative per row)

                                               Not at        2           3          4    Very Impo Don't Kno
                                            all<br/>Imp                                   rtant 5    w X
                                            ortant<br/>
                                                 1
                                                                                                  

 q20 - To what degree did the availability of financial aid influence your decisions about college before
 enrolling?
 (Check one alternative per row)

                                               Not at        2           3          4    Very Impo Don't Kno
                                            all<br/>Imp                                   rtant 5    w X
                                            ortant<br/>
                                                 1
                                                                                                  


 q21 - To what degree did the availability of scholarships influence your decisions about college before
 enrolling?
 (Check one alternative per row)

                                               Not at        2           3          4    Very Impo Don't Kno
                                            all<br/>Imp                                   rtant 5    w X
                                            ortant<br/>
                                                 1
                                                                                                  




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                Page 73 of 120                      Market Research Services
 q22 - When considering education costs before enrolling in college, which of the following expenses did
 you consider in addition to tuition? Please select all that apply.
 (Check all that apply)

 I only included tuition when considering costs
 Books
 Class and course fees
 Tools and supplies
 Transportation
 Parking
 Child care
 Housing
 Other (Please specify):


 q23 - Which of the following sources contribute to your education costs at ^pipeb()^?    Please select all
 that apply.
 (Check all that apply)

 Personal income or savings
 Family contributions
 Employer contributions
 Scholarships
 Student loans (bank, etc.)
 Financial aid
 Other public agency funds, such as WorkSource, WorkFirst, Worker Retraining, Div. of Vocational Rehab
 Other (Please specify):


 q24 - Using a five-point scale, how adequate is financial aid when it comes to covering the costs of your
 education at ^pipeb()^?
 (Check one alternative per row)

                                                        Not at     2            3            4    Very Adequ
                                                    all<br/>Adeq                                     ate 5
                                                     uate<br/>1
                                                                                               




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                Page 74 of 120                      Market Research Services
 q25 - Are you concerned that any of the following changes in circumstance might affect your ability to
 achieve your primary educational goal of ^q10pipe('q10')^ at ^pipeb()^?  Please select all that apply.
 (Check all that apply)

 No, I do not anticipate having to take a break from attending ^pipeb()^
 Working /change in employment
 Caring for dependents
 Change in family status
 Under-prepared academically
 Lack of finances
 Healthcare concerns
 Access to adequate transportation
 Access to adequate childcare
 Feeling unsupported
 Other (Please specify):


 q26 - How would you describe the campus climate at ^pipeb()^?            Please select one response per item.
 (Check one alternative per row)

                                             Not<br/>at         2            3          4      Very 5 Don't kno
                                              all<br/>1                                                 w X
 Do you feel respected?                                                                          
 Do you feel cared for?                                                                          
 Do you feel supported?                                                                          
 Do you feel encouraged?                                                                         
 Are you challenged academically?                                                                
 Are you treated with dignity?                                                                   
 Are you accepted for who you are?                                                               
 Do you feel a sense of belonging?                                                               
 Do you feel safe and secure on campus?                                                          
 Are you made to feel welcome?                                                                   
 Are you able to express student concerns                                                        
 or complaints?
 Are you kept informed?                                                                          

 q27 - Using a scale of 1 to 10, how likely are you to recommend ^pipeb()^ to an associate, family member,
 friend or other acquaintance?
 (Check one alternative per row)

                                  Not at     2       3     Some       5          6     Some    8       9 Very Li
                                 all<br/>                  what                       what               kely 10
                                 Likely<b                 Unlikely                   Likely
                                   r/>1                       4                         7
                                                                                           




Washington State Board for                                                                    Jennifer K. Purcell,
Community and Technical Colleges                 Page 75 of 120                         Market Research Services
 q28 - On average, how often do you utilize each of the following services at ^pipeb()^?            Please select one
 response per item.
 (Check one alternative per row)

                                                    Often 1    Sometimes        Rarely 3       Never 4    This service
                                                                   2                                         is not
                                                                                                          available at
                                                                                                           ^pipeb()^
 Academic advising/planning                                                                            
 Personal counseling services                                                                          
 Career counseling                                                                                     
 Job placement services                                                                                
 Tutoring                                                                                              
 Skill labs (writing, math, etc.)                                                                      
 Child care                                                                                            
 Financial aid advising                                                                                
 Computer labs                                                                                         
 Library services                                                                                      
 Services to students with disabilities                                                                
 Multicultural student services                                                                        

 q29 - In general, do you find the ^f('l1').valueLabel()^ personnel to be...?    Please select one response per
 item.
 (Check one alternative per row)

                                                                   Not at All<br/>1   Somewhat 2           Very 3
 <div>Responsive? (Did they respond to your request in a                                                 
 timely manner?)</div>
 <div>Respectful? (Did you feel respected?)</div>                                                        
 <div>Effective? (Was the response accurate and                                                          
 helpful?)</div>


 q30 - Using a five-point scale, with 1 being Not at all Important and 5 being Very Important, what role do
 extracurricular activities play in your educational experience at ^pipeb()^?
 (Check one alternative per row)

                                                Not at         2            3              4    Very Impo Don't Kno
                                             all<br/>Imp                                         rtant 5    w X
                                             ortant<br/>
                                                  1
                                                                                                     




Washington State Board for                                                                    Jennifer K. Purcell,
Community and Technical Colleges                 Page 76 of 120                         Market Research Services
 q31 - What is your involvement in the following extracurricular activities at ^pipeb()^?      Please select one
 response only.
 (Check one alternative per row)

                                                                  I participate in       I do       This activity is
                                                                   or attend this not participate   not offered at
                                                                       activity       or attend       ^pipeb()^
 Athletics                                                                                           
 Visual arts                                                                                         
 Performing arts                                                                                     
 Student government                                                                                  
 Student newspaper                                                                                   
 Artist and lecture series                                                                           
 Social activities (dances, etc.)                                                                    
 Clubs and organizations                                                                             
 Phi Theta Kappa                                                                                     

 q32 - Is there value in offering the following activities at ^pipeb()^?
 (Check one alternative per row)

                                                                                    Yes                 No
 Athletics                                                                                            
 Visual arts                                                                                          
 Performing arts                                                                                      
 Student government                                                                                   
 Student newspaper                                                                                    
 Artist and lecture series                                                                            
 Social activities (dances, etc.)                                                                     
 Clubs and organizations                                                                              
 Phi Theta Kappa                                                                                      

 q33 - You identified the following activities as not offered at ^pipeb()^. Should the following activities be
 offered at ^pipeb()^?
 (Check one alternative per row)

                                                                                    Yes                 No
 Athletics                                                                                            
 Visual arts                                                                                          
 Performing arts                                                                                      
 Student government                                                                                   
 Student newspaper                                                                                    
 Artist and lecture series                                                                            
 Social activities (dances, etc.)                                                                     
 Clubs and organizations                                                                              
 Phi Theta Kappa                                                                                      




Washington State Board for                                                                  Jennifer K. Purcell,
Community and Technical Colleges                 Page 77 of 120                       Market Research Services
 q3z - What Is the primary reason you had to take a break from attending ^pipeb()^?   Please select one
 response only.
 (Check one)

 Working /change in employment
 Caring for dependents
 Under-prepared academically
 Lack of finances
 Transfer to four-year college or university
 Healthcare concerns
 Change in family status
 Completed the degree/certificate program
 Felt unsupported
 I wasn’t ready for school
 I was dissatisfied with the experience
 Other (Please specify):


 q1z - Did you begin college at ^pipeb()^?
 (Check one)
 Yes
 No


 q4z - You mentioned that you did not begin college at ^pipeb()^. Where did you begin your college
 education? Please select one response only.
 (Check one)

 In Washington State
 Outside Washington State


 q4za - Where did you begin your college education in Washington State?     Please select one response
 only.
 (Check one)

 Other community college
 Other technical college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):




Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges                 Page 78 of 120                  Market Research Services
 q4zb - Where did you begin your college education outside Washington State?             Please select one
 response only.
 (Check one)

 Public two-year college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):



 iInfoExperience - For the following series of questions, please consider your most recent experience with ^pipeb()^.

    <center>Please click on the [>>] button to continue.</center>



 q9z - Please rate your overall experience with ^pipeb()^ using a scale of 1 to 10, with 1 being Poor and 10
 being Excellent.
 (Check one alternative per row)

                                 Poor<br      2        3        4       5       6       7        8       9    Excellen
                                   />1                                                                         t 10
                                                                                               

 q10z - What was your primary educational goal?            Please select one response only.
 (Check one)

 Completing a short-term or certificate program
 Obtaining an Associates degree
 Transferring to a four-year college or university
 Obtaining or updating job related skills
 Changing career
 Self improvement or personal enjoyment
 Basic literacy and language skills
 High school completion/GED
 Other (Please specify):




Washington State Board for                                                                    Jennifer K. Purcell,
Community and Technical Colleges                  Page 79 of 120                        Market Research Services
 q11z - What type(s) of classes were you enrolled in?         Please select all that apply.
 (Check all that apply)
 Job skills training
 Academic training/transfer to 4 year college/university
 Basic skills training/reading, writing and math
 Personal enrichment
 High school completion/GED
 English as a second language
 Running Start
 Other (Please specify):


 q12z - How many credits were you enrolled in?
 (Check one)
 Less than 6 credits
 6-12 credits
 More than 12 credits
 Not attending for credit


 q13z - What one reason most influenced your decision to go to ^pipeb()^ rather than another
 institution? Please select one response only.
 (Check one)
 Location/proximity/close to home or work
 Cost/affordability
 Specific field of study/program offered
 Quality of education
 Flexible scheduling/classes held at convenient times
 Job skill enhancement
 Academic accessibility/able to get in
 To obtain a 2-year/associates degree
 To transfer to a 4-year college or university
 Running Start
 Reputation of the school
 Family and/or friends are attending
 Availability of financial aid
 Availability of online or hybrid classes
 Athletics
 Extracurricular activities, including clubs/associations
 Other (Please specify):




Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                   Page 80 of 120                        Market Research Services
 q14z - What other reasons influenced your decision to go to ^pipeb()^?   Please select all that apply.
 (Check all that apply)
 Location/proximity/close to home or work
 Cost/affordability
 Specific field of study/program offered
 Quality of education
 Flexible scheduling/classes held at convenient times
 Job skill enhancement
 Academic accessibility/able to get in
 To obtain a 2-year/associates degree
 To transfer to a 4-year college or university
 Running Start
 Reputation of the school
 Family and/or friends are attending
 Availability of financial aid
 Availability of online or hybrid classes
 Athletics
 Extracurricular activities, including clubs/associations
 Other (Please specify):


 o15az - You mentioned that you chose ^pipeb()^ because of a specific field of study or program. What was
 the field of study?
 (Check all that apply)

 



 o15bz - And why did you choose ^pipeb()^ for that field of study?

 (Type text)




 o15bzD - o15bzD
 (Check all that apply)

 Don't Know




Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges                   Page 81 of 120                Market Research Services
 q16z - Given your primary educational goal of ^q10pipe('q10z')^, was ^pipeb()^ your first choice?
 (Check one)
 Yes
 No


 q17z - What institution was your first choice?    Please select one response only.
 (Check one)

 An institution in Washington State
 An institution outside Washington State


 q17za - What institution was your first choice in Washington State?    Please select one response only.
 (Check one)

 Other community college
 Other technical college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):


 q17zb - What institution was your first choice outside Washington State?     Please select one response
 only.
 (Check one)

 Public two-year college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):




Washington State Board for                                                              Jennifer K. Purcell,
Community and Technical Colleges                  Page 82 of 120                  Market Research Services
 q17az - Which ^f('q17z').get()=='1'?"community college":"technical college"^ was your first choice?
 (Check one)
 Bates Technical
 Bellevue CC
 Bellingham Technical
 Big Bend CC
 Cascadia CC
 Centralia CC
 Clark College
 Clover Park Technical
 Columbia Basin CC
 Edmonds CC
 Everett CC
 Grays Harbor College
 Green River CC
 Highline CC
 Lake Washington Technical
 Lower Columbia CC
 North Seattle CC
 Olympic College
 Peninsula College
 Pierce College, Fort Steilacoom
 Pierce College, Puyallup
 Renton Technical
 Seattle Central CC
 Shoreline CC
 Skagit Valley CC
 South Puget Sound CC
 South Seattle CC
 Spokane CC
 Spokane Falls CC
 Tacoma CC
 Walla Walla CC
 Wenatchee Valley CC
 Whatcom CC
 Yakima Valley CC




Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges              Page 83 of 120                     Market Research Services
 o18az - Why was that institution your first choice?

 (Type text)




 o18azD - o18azD
 (Check all that apply)

 Don't Know



 o18bz - What influenced your decision to attend ^pipeb()^ over that institution?

 (Type text)




 o18bzD - o18bzD
 (Check all that apply)
 Don't Know


 q19z - Again, for the following series of questions, please consider your most recent experience with
 ^pipeb()^.



 To what degree did tuition costs influence your decisions about college before enrolling?
 (Check one alternative per row)

                                              Not at        2           3           4    Very Impo Don't Kno
                                           all<br/>Imp                                    rtant 5    w X
                                           ortant<br/>
                                                1
                                                                                               




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges               Page 84 of 120                       Market Research Services
 q20z - To what degree did the availability of financial aid influence your decisions about college before
 enrolling?
 (Check one alternative per row)

                                               Not at        2           3          4    Very Impo Don't Kno
                                            all<br/>Imp                                   rtant 5    w X
                                            ortant<br/>
                                                 1
                                                                                               

 q21z - To what degree did the availability of scholarships influence your decisions about college before
 enrolling?
 (Check one alternative per row)

                                               Not at        2           3          4    Very Impo Don't Kno
                                            all<br/>Imp                                   rtant 5    w X
                                            ortant<br/>
                                                 1
                                                                                               

 q22z - When considering education costs before enrolling in college, which of the following expenses did
 you consider in addition to tuition? Please select all that apply.
 (Check all that apply)

 I only included tuition when considering costs
 Books
 Class and course fees
 Tools and supplies
 Transportation
 Parking
 Child care
 Housing
 Other (Please specify):


 q23z - Which of the following sources contributed to your education costs at ^pipeb()^?      Please select all
 that apply.
 (Check all that apply)

 Personal income or savings
 Family contributions
 Employer contributions
 Scholarships
 Student loans (bank, etc.)
 Financial aid
 Other public agency funds, such as WorkSource, WorkFirst, Worker Retraining, Div. of Vocational Rehab
 Other (Please specify):




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                Page 85 of 120                      Market Research Services
 q24z - Using a five-point scale, how adequate was financial aid when it comes to covering the costs of your
 education at ^pipeb()^?
 (Check one alternative per row)

                                                     Not at           2              3              4   Very Adequ
                                                 all<br/>Adeq                                              ate 5
                                                  uate<br/>1
                                                                                                     

 q26z - How would you describe the campus climate at ^pipeb()^?           Please select one response per item.
 (Check one alternative per row)

                                             Not<br/>at         2           3            4     Very 5 Don't kno
                                              all<br/>1                                                 w X
 Do you feel respected?                                                                            
 Do you feel cared for?                                                                            
 Do you feel supported?                                                                            
 Do you feel encouraged?                                                                           
 Are you challenged academically?                                                                  
 Are you treated with dignity?                                                                     
 Are you accepted for who you are?                                                                 
 Do you feel a sense of belonging?                                                                 
 Do you feel safe and secure on campus?                                                            
 Are you made to feel welcome?                                                                     
 Are you able to express student concerns                                                          
 or complaints?
 Are you kept informed?                                                                            


 q27z - Using a scale of 1 to 10, how likely are you to recommend ^pipeb()^ to an associate, family member,
 friend or other acquaintance?
 (Check one alternative per row)

                                  Not at    2       3      Some      5          6     Some      8       9 Very Li
                                 all<br/>                  what                      what                 kely 10
                                 Likely<b                 Unlikely                  Likely
                                   r/>1                       4                        7
                                                                                           




Washington State Board for                                                                     Jennifer K. Purcell,
Community and Technical Colleges                 Page 86 of 120                          Market Research Services
 q28z - On average, how often did you utilize each of the following services at ^pipeb()^?           Please select
 one response per item.
 (Check one alternative per row)

                                                    Often 1    Sometimes         Rarely 3       Never 4   This service
                                                                   2                                         is not
                                                                                                          available at
                                                                                                           ^pipeb()^
 Academic advising/planning                                                                           
 Personal counseling services                                                                         
 Career counseling                                                                                    
 Job placement services                                                                               
 Tutoring                                                                                             
 Skill labs (writing, math, etc.)                                                                     
 Child care                                                                                           
 Financial aid advising                                                                               
 Computer labs                                                                                        
 Library services                                                                                     
 Services to students with disabilities                                                               
 Multicultural student services                                                                       

 q29z - In general, did you find the ^f('l2').valueLabel()^ personnel to be...?        Please select one response per
 item.
 (Check one alternative per row)

                                                                    Not at All<br/>1    Somewhat 2        Very 3
 <div>Responsive? (Did they respond to your request in a                                                 
 timely manner?)</div>
 <div>Respectful? (Did you feel respected?)</div>                                                        
 <div>Effective? (Was the response accurate and                                                          
 helpful?)</div>


 q30z - Using a five-point scale, with 1 being Not at all Important and 5 being Very Important, what role did
 extracurricular activities play in your educational experience at ^pipeb()^?
 (Check one alternative per row)

                                                Not at          2            3              4    Very Impo Don't Kno
                                             all<br/>Imp                                          rtant 5    w X
                                             ortant<br/>
                                                  1
                                                                                                     




Washington State Board for                                                                       Jennifer K. Purcell,
Community and Technical Colleges                 Page 87 of 120                            Market Research Services
 q31z - What was your involvement in the following extracurricular activities at ^pipeb()^?
 (Check one alternative per row)

                                                                          I              I did             This
                                                                 participated in/a not participate    activity was
                                                                   ttended this        or attend     not offered at
                                                                       activity                        ^pipeb()^
 Athletics                                                                                            
 Visual arts                                                                                          
 Performing arts                                                                                      
 Student government                                                                                   
 Student newspaper                                                                                    
 Artist and lecture series                                                                            
 Social activities (dances, etc.)                                                                     
 Clubs and organizations                                                                              
 Phi Theta Kappa                                                                                      


 q32z - Is there value in offering the following activities at ^pipeb()^?
 (Check one alternative per row)

                                                                                    Yes                  No
 Athletics                                                                                             
 Visual arts                                                                                           
 Performing arts                                                                                       
 Student government                                                                                    
 Student newspaper                                                                                     
 Artist and lecture series                                                                             
 Social activities (dances, etc.)                                                                      
 Clubs and organizations                                                                               
 Phi Theta Kappa                                                                                       

 q33z - You identified the following activities as not offered at ^pipeb()^. Should the following activities be
 offered at ^pipeb()^?
 (Check one alternative per row)

                                                                                    Yes                  No
 Athletics                                                                                             
 Visual arts                                                                                           
 Performing arts                                                                                       
 Student government                                                                                    
 Student newspaper                                                                                     
 Artist and lecture series                                                                             
 Social activities (dances, etc.)                                                                      
 Clubs and organizations                                                                               
 Phi Theta Kappa                                                                                       




Washington State Board for                                                                   Jennifer K. Purcell,
Community and Technical Colleges                 Page 88 of 120                        Market Research Services
 q35 - When registering for classes, would you prefer to do so...   Please select one response only.
 (Check one)
 Online
 In person
 By telephone
 Other (Please specify):


 q36 - Are you currently enrolled in online learning?
 (Check one)

 Yes
 No


 q37 - Is that with ^pipeb()^?
 (Check one)
 Yes
 No


 q38 - With whom are you enrolled for online learning?     Please select all that apply.
 (Check all that apply)

 An institution in Washington State
 An institution outside Washington State


 q38a - With whom are you enrolled for online learning in Washington State?       Please select all that apply.
 (Check all that apply)
 Other community college
 Other technical college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):


 q38b - With whom are you enrolled for online learning outside Washington State?           Please select all that
 apply.
 (Check all that apply)
 Public two-year college
 Private career or technical training school
 Public four-year university
 Private four-year college or university
 United States military
 Other (Please specify):




Washington State Board for                                                                Jennifer K. Purcell,
Community and Technical Colleges                 Page 89 of 120                     Market Research Services
 q39 - When would you most prefer to take classes?
 (Check one)
 24/7
 During the work day
 At night or in the evening
 On weekends


 q40 - How would you most prefer to learn?        Please select one response only.
 (Check one)

 Web-based courses
 Classroom/Lecture environment
 Internship, site-based or clinical work experience
 Some combination of the above


 q40a - q40a
 (Check one)

 Web-based and Classroom
 Classroom and Site-based
 Site-based and Web-based
 Web-based, classroom, and site-based


 q41 - How interested would you be in the following?      Please select one response per item.
 (Check one alternative per row)

                                                            Not at    Somewhat Int Very Interest Don't Know
                                                        All Interested erested 2       ed 3            X
                                                               1
 Online financial aid applications and tracking                                                
 Online advising                                                                               
 Online graduation planning                                                                    
 Online tutoring                                                                               
 Student-based customized portal (like Amazon.com for                                          
 college)
 Better access to computers closer to my home                                                  
 More computers on campus                                                                      
 Online tuition estimators                                                                     
 Online payment options                                                                        




Washington State Board for                                                                 Jennifer K. Purcell,
Community and Technical Colleges                  Page 90 of 120                     Market Research Services
 q41a - And how interested would you be in the following?         Please select one response per item.
 (Check one alternative per row)

                                                               Not at    Somewhat Int Very Interest Don't Know
                                                           All Interested erested 2       ed 3            X
                                                                  1
 Better online communication with my instructor                                                    
 Ability to get class information on my cell phone or                                              
 PDA
 Ability to check out laptops                                                                      
 Ability to submit information once and have it populate                                           
 all of your college forms
 Technical Help Desk                                                                               
 Wireless internet access throughout campus                                                        
 Ability to have someone answer your questions about                                               
 college online


 qd5 - Now I have a few questions for classification purposes only...


 Including yourself, how many people currently live in your household?
 (Check one)

 One
 Two
 Three
 Four
 Five or more
 I prefer not to answer


 qd6 - How many children under the age of 18 currently live in your household?
 (Check one)
 None
 One
 Two
 Three or more
 I prefer not to answer


 qd7 - And how many children are of pre-school age, 5 years old or younger?
 (Check one)

 None
 One
 Two
 Three or more
 I prefer not to answer




Washington State Board for                                                                 Jennifer K. Purcell,
Community and Technical Colleges                    Page 91 of 120                   Market Research Services
 qd8 - Do you have primary responsibility for caring for an adult family member?
 (Check one)
 Yes, in my home
 Yes, not in my home
 No
 I prefer not to answer


 fn - Thank you for your participation!



 Just one more step to enter to win one of five Apple iPod Nanos.



 Please tell us your first name only and indicate how you would prefer to be contacted if you are selected as
 a winner.
 (Check all that apply)

 First Name:


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 (Check all that apply)
 Email
 Phone
 Mail


 ma – ma
 (Check all that apply)

 Enter Street address:
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Washington State Board for                                                               Jennifer K. Purcell,
Community and Technical Colleges               Page 92 of 120                      Market Research Services
                      C.     VERBATIM REPORT




Washington State Board for                                Jennifer K. Purcell,
Community and Technical Colleges   Page 93 of 120   Market Research Services
Q5 - What influenced your decision to return to college at the
college you are currently attending?

<p>Better teachers and staff and more organized administratively.<p>
A career change from the legal industry to wood working.
Able to get tuition assistance there, close location to home and work. Like that they offered distance
learning courses.
Aditional Courses and i moved closer to south seattle than grcc
ADN program proximity to home
An interest in learning how to make wine
Attaining a degree
Availability, affordability
because i love come here to learn so i could get mine ged and get a job
because i need more education, for find another job better
Being trained in only one specific job was severely limiting me in being able to obtain employment. For
some reason no one thinks a pharmacy technician is qualified for anything besides counting pills.. which
is ludicrous. I would be great in a 100 different jobs, if I would be given the chance, but since no one
will.. I had no choice but to go back to school again. In my 30s at that.
career change
Career change
Career Change
change careers
change of career
Closer to home
Closer to home
Columbia Basin CC is an afforadble school for anyone looking for a basic two year degree.
complete undergraduate studies to further attend post graduate program to increase opportunity of
gaining successful career
Completing prerequisites for nursing school (second career).
continued once I was healthy
continued to finish the transfer degree
continueing education
continuing ed classes
Convenience and nursing program opportunity in spring quarter.
Co-op for child
Cooperative preschool and parent education classes through preschool - personal enrichment
cost length of program
cost time reputation
Cost, location, class offerings
cost, location, programs offered
Current job
Decision to get a degree due to financial concerns
Degrre
Dental Assisting program
Dental Hygiene program
Desire for knowledge
Desire to complete AA degree.
Determination
Determination to not be another statistic of a young girl with kids, a boyfriend, and still living with
parents. I wanted a degree and to buy my own house by the age of 25.
Distance learning is convenient for me.

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Community and Technical Colleges            Page 94 of 120                   Market Research Services
distance learning program
divorce...needed a job since I am on my own now
Easier to get into the program of graphic design than Seattle Central
ECE Program
enrolled in time.
ESL classes, to learn English
Excellent ADN program
family still in Spokane, and hadn't been in school in 10 yrs
Financial aid, proximity to my house
financial need to enter work force after mid-life divorce
Free college credits before I graduated high school with the Running Start program
Friends had an open room, wanted to transfer to WWU
GED
Getting more necessary credits for high school graduation
GI Bill about to expire.
good automotive program
good continuing ed opportunities
Got a job,saved some money and was able to resume college without financial burden.
got acceptance to the nursing program
graduate program pre-requisites
Great nursing program
Great school and professors.
Great school. good class offerings, flexible schedules, etc.
Had great luck with professors. Had good relationships and learned a lot.
Had the classes that I wanted at the lowest price.
HAD THE SHORTEST WAITING LIST FOR AN ARCHITECTURAL ENGINEERING PROGRAM
Having found more of what I actually wanted to do, I then continued my education right after I
completed my Bellevue Community College education.
I already had credit there, and WWU gave me conditional admissions, so I decided to go back.
I am an international student from Japan. I heard that GRCC has a good education for international
students.
I am enrolled at Edmonds CC because my daughter was in a Co-op preschool that is part of Edmonds
CC, and now my son is also in the same Co-op.
I am excited about completing my education, and Spokane Falls CC is a great place to get that started
since it is so nice and cheap! :)
I am in the continuing education program, not working on an additional college degree.
I chose BCC because of their transfer agreement with the UW.
I decided to go back to school to pursue a career in nursing.
I desired more career opportunities.
I did not like Everett Community College that much and I thought I would be able to focus a lot better
and get a higher quality education at cascadia.
I dropped out of university years ago, and am returning to college to finish getting a degree to help
advance my career.
i enjoy studing.
I enrolled in the nursing program in 1995 and have enjoyed many non credit and a FEW FOR CREDIT
CLASSES that were for my enjoyment such as art classes
I go for exercise classes, they are cost effective and at a convenient time
I GOT INTO THE NURSING PROGRAM THERE
I had delayed long enough and knew I could handle it again. What was to be a one-year break turned into
a five-year break unintentionally.
I had not finished my degree, and wanted the additional opportnities available with a degree.
I have a bachelors degree in History, but have always intended to return to school in the sciences. Seattle

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Community and Technical Colleges             Page 95 of 120                    Market Research Services
Central CC has an excellent science program and a supportive learning environment which was
particularly important to me since I had a very sporatic education in the math and sciences throughout my
life and had very little confidence in math particularly.
I have a family and don't want to flip burgers for the rest of my life.
I have always wanted to get my degree I have had to take a couple of breaks but I keep on going back
because I refuse to quit on my dreams
I have been a drafter for a number of years and thought it was time to go back to school for a mechanical
engineering degree.
I have been wanting to find a better job, but I realized that I can not find one without a better education
I have major that I want to do at Bellevue cc.
I heard very good review from friends about the education provided by Clark college.
I knew that I had to finish what I had started to begin with at Edmonds CC. I guess what influenced me
the most was the desire to accomplish my educational goal.
I like .the college more than the others
I liked the campus and the atmosphere and they have the course i wished to take.
I lived in the area
I needed prerequisite classes for medical school, and NSCC had everything that I needed.
i needed to do something more with my life, i felt depressed rotting away at a dead end job and iknew
that staying there would ruin things for me
i really like the school and the staff and it is a cool school
I really want to complete my degree
I returned to Tacoma CC after working a lot of jobs I was not happy with. I could not find a job doing
anything besides customer service. I decided it would be best for me to return to school and finish my
degree so that I could find a job doing something I enjoyed.
I saved enough money to finish my last 3 quarters of community college.
I want better opportunities and income for my newly started family.
I want to complete my 2 year transfer. I am a very determined person. :)
I want to finish my dergree
I want to get a degree
I wanted to be in a smallar school and be closer to home
I wanted to continue with my goals
I wanted to finish my degree so I will have the option to support my family in the future if need be.
I wanted to finish my degree, I am so close.
I wanted to pursue apparel design
I was finally excepted to receive financial aid, since I am 24 now
I was in the military and upon finishing my enlistment I decided to return to school
I was interested in becoming a counselor and after doing some research chose Skagit Valley College.
I was looking for work in the IT environment and found that my skills were substantially outdated. I
returned to update past skills and gain new ones.
I WILL BE RETURNING AFTER MY ASSOCIATES PROGRAM AT ITT-TECHNICAL
INSTITUTE.
I work at St. Peters Hospital. The Hospital has been working with this college in an effort to produce new
R.N.'s
I work in Mortgage and my industry is currently in turmoil. I don't have a degree and if I lose my job I
want to be able to make the same amount of money or more.
I-Best LPN program :)
I'm ready for school now. I can focus and do the work.
Interest in trades
It had the Programming Degree I was looking for. None of the others I'd looked into did.
It has the classes I wanted, and it is close to home.
It is a new school and close to my house
It is the closest Community College to my house.


Washington State Board for                                                           Jennifer K. Purcell,
Community and Technical Colleges             Page 96 of 120                    Market Research Services
It was close to home
It was close to home and they had a program that interested me.
It was just a one quarter break, not a stop
It was the closest and most accessible college that offered the degree in my field of study.
It's cloes by and offered what I wanted
It's closer to my house and i don't have a car
it's the only community college in my town, I didn't have much choice in where to go.
JOB
just moved and wanted to continue education, no break between colleges
Just taking some continuing educaiton classes at BCC
lack of leadership at Shoreline CC
Lack of skills and eager to make a decent living since I am the only person in my family ever go to
school. But still due to lack of fees, chances are that i may not finish
Live on Whidbey Island. Wanted to take some enrichment courses
LOCATION
location
Location
Location
Location and degree offerings.
location and diversity
Location, cost, need, reputation of the institution, and importantly their colocation and affiliation with the
University of Washington.
Location, My wife is stillinthe military and stationed at Whidbey Island
location. wanted to experince a college town. and freinds
love the instructors they really care
Loved the cost, location, flexibility.
medical concerns
medical reasons
Military PCS and did not want to tend a four year till I recieved my associates
Money
Money invested and wanted to finish!
mostly I would like to get a degree. Whatcom has a beautiful campus great staff and good students, so I
am happy to return to school there.
moved back to the area
Moved to Olympia
Moving back to Washington, and wanting to find a suitable community college from which i could
transfer to a four year university with an associates degree.
My influence was that I need to impruve my English grammar and get started in my carrer and become
like many hispanics that make their dream come true.
My mother died from pancreatic cancer, and following a year-long depression, I knew I had to do
something. After trying to work full-time, I looked into going back to school to become a nurse.
My son, a terrible boss, the knowledge I was close to completion, my parents and familial pressure, my
significant other
My step mother had gone to Everett CC and told me it was a good school to attend, it was between
Everett CC and Edmonds CC.
near famiy and wide anthro classes
near my home
Need for specific classes for career
Needed a degree for career advancement
needed to finish
new job training
Nursing Program

Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges              Page 97 of 120                     Market Research Services
Nursing Program
nursing program
Nursing program offered.
Obtain my AA degree
Offered programs
Online Hybrid PTA Program
only place were International Political Economy class was taught which was a requirement. I attended 3
comm colleges in WA state
parent education classes which provided and opportunity for both me and my kids
Passion for the environment
Personal development.
pre reqs for a second bachelor's degree
program and location
program offered, location
programs that weren't offer at the previous CC and a for new start
proximity to home
Proximity, cost, instructors
pursuing associates degree at pierce.
pursuing my degree
Quality of curriculum within a specific program being offered.
Ready to restart
Reputation of Nursing program
SCC was the only college to accept me as a resident of WA after I met all the requirements to be
considered a resident.
Stady
State tuition reimbursement program.
The Biological Sciences Department courses.
The classes I have to take were actually available this quarter for someone like myself who works a 95 or
10-6 schedule (as opposed to other times, where certain classes are scheduled only during the day like
GENETICS)
The college that I was attending did not offer the classes I needed to work toward my major. I have
family in Bothell, and Cascadia offered those classes.
The convenience/type of the Paraeducator Classes offered by Bates were what I needed for the next step
in completing the courses I am taking right now.
the desire to pursue my degree and transfer to a 4 year college
The Electronics program
The fact that I was attending there before and since it is the closest college for me.
The Nursing Program at Pierce. Mary Bath-Balough, an instrustor at Pierce Ft. Steilacoom, was a huge
advocate for the program and a mentor for myself and many other students.
The offering of a full Fitness Training degree program
The old school was to concerned with money and not students succeeding.
The teacher that i had, Ray Lindqist, as well as the rest of the staff in the automotive building
The wine program and the proximity to my home.
The Wood Construction Center program
Their aviation program
They accepted Federal Student Loans, liked their on line class selection
They allow my books to be combined in the tuition price so my military Tuition Assistance can pay for it
all. Also, I have taken many classes from them and I have had great teachers with great results.
They are offering the program I want close to home.
They didnt tell me that i couldnt transfer my degree anywhere so i was stuck there
They have the LPN nursing program.
They offer a degree complition program to get your BS through Eastern Washington University

Washington State Board for                                                         Jennifer K. Purcell,
Community and Technical Colleges            Page 98 of 120                   Market Research Services
to continue my education
To finish degree
to finish my degree
to finish working toward my degree
to further my chance for promotion at work
To get a paralegal certificate, and to gain career skills.
To Get higher education. No family member has been to school
To improve my grade on my transcript.
To learn Spanish
To obtain a bachelor's degree in my career field, Human Resources
To obtain a different degree from the one I already have.
To provide direction in work-related skills that are currently in need around the Spokane area.
train for a new career
Variety of Continuing Education currently offered
Visited office on Ft. Lewis.
Wanted a better more secure career
Wanted to brush up on database design and programming skills
Wanted to change career, and they had a program I was interested in and are close to home.
Wanted to continue my education
Wanted to earn a degree, and be able to start a career/family/own a house.
Wanted to finish my degree
Wanted to take more classes, finish degree.
wanted to transfer into a university to get a degree in niomedical engineering or biochemistry
Wanting to be a positive role model for my children
Wanting to finish my degree.
Wenatchee had the program available that I was interested in, without having to move out of state to get
into it. I am also very thankful for the laboratory technologies and faculty in the chemistry/biology
section of the college.
when I realized that degree is a basic need of life in U.S.A
Worker retraining program




Washington State Board for                                                          Jennifer K. Purcell,
Community and Technical Colleges            Page 99 of 120                    Market Research Services
Q15a - You mentioned that you chose the college you are
currently attending/most recently attended because of a
specific field of study or program. What was the field of study?

AA Administrative Assistant
AA Transfer to CWU BAS in IT and Admin Mgmt
Accounting
Accounting Specialist
adictions counseling
Alcohol/Drug Counseling
ALDAC - Alcohol and Drug Addiction Counseling
Anthropology
architectural woodworking
art history
at first, ata as chem lab tech/and AS, but then decided I also wanted a cert in medical billing and coding.
Automotive
automotive technology
Automotive Technology
Automotive Technology
Aviation
Aviation Maintenance
Biological Sciences
Buisness.
Business
Business Administration
Business administration direct transfer agreement
Business Associate Degree
Cabinetry and Carpentry
Carpentry
Carpentry & Cabinetry
Caseworker
Chemistry
Computer Forensics
Computer graphics
Computer Information Systems
Computer IT
Computer Science
CONSTRCUTION MANAGEMENT
Construction Management
Construction Management
Construction Project Management
Cosmetology
Criminal Justice
Culinary Arts
dental hygiene
Dental Hygiene
Denturist
Diagnostic Ultrasound
Don't know
ESL


Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges            Page 100 of 120                     Market Research Services
Early Childhood Education
Early Childhood Education
ECE
education
electrical
Electronics
Elementary Education
Engineering
Engineering
Engineering
Engineering Graphics - Mechanical Design
Enology & Viticulture
exercise class
Fashion construction
Fitness Training AAS
Forensic Technology
geology
graphic design
Health Information Technology
Hearing Instrument program
Human Services- counseling
Information Technology
Information Technology
Information Techology
interior design
Interior Design
interpreter
Interpreter Training for the Deaf
Int'l Political Economy class
IT Certificate Program (Database Administration and Development)
IT Programming
Italian
Landscape Design
massage studies
Mathematics
Mechanical Design
medical
Medical Assisting
Medical Diagnostic Sonography
Medical Laboratory Technologies
Music
Nanotechnology
Natural Rescources
Network Administration
nursing
Nursing
Nursing
nursing
NURSING
Nursing


Washington State Board for                                               Jennifer K. Purcell,
Community and Technical Colleges         Page 101 of 120           Market Research Services
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing
Nursing – RN
Paraeducator
Paraeducator training/sign Language Class
Paralegal
paralegal studies
Pharmacy
Practical Nursing
pre med
Pre-Education Major/Theater
Pre-nursing
prenursing prerequisites
prenursing/ Occupational therapy
preschool co-operative
PTA program
Radiology
Radiology
Radiology tech.
Radiology Technology
RN
Sociology
Software Development
Software Engineering/ Computer programming
Speech-Language Pathology Assistant
Surgical Technology
The music program
transfer degree
Transfer Degree of Arts of Science
Web Design
Welding
Wine Technology
Wood Construction-Cabinetmaking
AA in Accounting
accounting
Administrative Law
Advanced Manufacturing Technology-CAD
Anatomy and Physiology
ASL Interpreter Training Program
Audio Engineering and Video Production
Auto CAD Certificate


Washington State Board for                                    Jennifer K. Purcell,
Community and Technical Colleges      Page 102 of 120   Market Research Services
Auto Collision Repair Tech
AutoBody Rebuild and Refinishing
AutoCAD
Automotive tecnology
beginning Spanish language
Behavioral
Biology
Biology
biology
Biology
Business
Business Administration
C# PROGRAMMING
C# Programming; Higher math (105)
case management
CERTIFIED NURSING ASSISTANT
child care
child development/parenting
Communications
Communications
Computer science
Computer technician
construction management
Conversational Spanish
cooking thai food
co-op preschool
Cosmetology
Criminal Justice
CSTOP
Culinary Arts
diagnostic ultrasound
Digital Media
Drafting/design
Drama
Early Childhood Ed
Economics
Education
Electrical Construction
Electrician
Electronic Engineering Technology
electronics
EMT-Basic
ENGL
Esthetician course
fashion design
Film
Fire Prevention Specialist
French
french classes
g.e.d.


Washington State Board for                                  Jennifer K. Purcell,
Community and Technical Colleges    Page 103 of 120   Market Research Services
GED
GED
General
GMAT Test Prep
Graphic Design
Healthcare information Technology
HIS
horticulture
Horticulture
Human Resources
Human Resources
Human Services
HYPNOSIS
Information Technology
LPN
master advising
Math
Mechanics
Medical Coding
Medical Coding
Medical Informatics
Medical Paralegal
Medical Transcription
Medicine
MIS
Montessori preschool teaching
Music
Music
Music
music & art programs
Network Technologies
Nursing
nursing
nursing
Nursing
nursing
nursing
nursing prerequisites
Paralegal
Paralegal ATA Certification
Paralegal Certification
Paramedic
Patient Account Specialist
Photography
pilates
Practical Nursing
Pre engineering
Project Management
psychology
Psychology


Washington State Board for                                  Jennifer K. Purcell,
Community and Technical Colleges    Page 104 of 120   Market Research Services
Rad Tech
Radiation Therapy - Prereqs
Radiology
real estate
Real Estate
required class to obtain insurance license
rn
Social Serive, Mental Health
Sociology, American Ethnic and Gender Studies
sorry, not field - just had a random set of classes that I needed
Spanish
Surveying and Mapping
Technical IT Cisco
Tele-communications
Visual Communications
Website design
welding
welding




Washington State Board for                                                Jennifer K. Purcell,
Community and Technical Colleges             Page 105 of 120        Market Research Services
Q15b – And how did you choose the college you are currently
attending/most recently attended for that field of study?

A class was available
A Visual Basic class was offered
Advance courses were offered, and instructors seem to love the subject.
Advertised it's Business Adminisration as transferrable to WSU or UW.
Affortability and Location.
availability and location
Availability and proximity
Because Bellevue CC has a reputation as as the best in Information Technology
Because I felt like it would be a good fit for me and it would fit in with my finances.
because I live here
Because I was recommended by a company that I wanted to work for to attend. It also happens to have
the best drafting program in the nation.
Because it is close and easily accessible
Because it offered a good program and it is close to my house.
Because it was close to my house and had decent cost.
because it was nearby. i actually was interested in radiology, but it isnt offered at a college close enough
to me.
Because it was that or evertt cc and i like north seattle much more.
Because it will leae me with an A.A. degree and 1 year of experience tword my ASE certification
Because it's close to home, I already have a degree from there and they offer the courses I need online.
Because my son attended that program and thinks it's a good program.
Because of its comprehensive and high quality curriculum compared to other schools offering similar
programs in the Puget Sound area.
Because of the shorter waiting list for the program.
Because someone recommanded.
Because they offered a course of classes that fit in with my other classes and allowed me to meet the
goals I was already working on. The other college I have been atttending didn't offer these classes online
and online classes are the only classes I can take at this time.
Close by, good scheduling and after attending, i realized there were great instructors!
Close to home, wanted to improve is my current work.
Close to home. I don't feel like traveling to Olympia to go to school.
Convenience
convenient time and place, cost was right
Dislocated Worker Program only allowed a few schools and SPSCC offered an excellent automotive
technology program
distance learning
EDCC has the best program
Entry based on grades rather than first-come like many other schools that in turn have a 2 year + wait list.
friend of instructor, convenient location
GHC is close to where I live and offers ECE courses, which is what I need for what I eventually want to
do....teach young children.
Good local recommendations on the instructors of the ADMJ classes.
good reputation of the program
good selection of classes for it
Has the best reputation in the field
Have heard many great things from former students
I am interested in molecular biology/technical skills.
i cant finish up my high school and at the same time learn a trade and the auto program is better than u.t.i

Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges            Page 106 of 120                     Market Research Services
and wyotech
I chose Clark because it is nearby.
I felt that I would receive the quality of education I desired with the special attention of small classes and
close work with instructors.
I had heard in the past that Shoreline had a strong engineering program compared to other local
community colleges in my area.
i have taken classes for a certificate there and plan to apply to wsu for Bachelor degree when I'm done
I hd heard good things about their program and it is close to home.
I heard good things about the college from my father, who had apparently known some people that had
attended GRCC in the past.
I just found it by accident. I met a mom whose child was enrolled at an Edmonds CC sponsored co-op
and she was very enthusiastic about the program. I applied and I absolutely LOVE the preschool.
I like to help others.
I really like working with children!
I want to be a programmer.
I was accepted quickly, I wasn't able to get into a nursing program where I lived before
I was considering going to another school (South Puget Sound Community College) through a fast paced
program when I first decided to go back to school. They canceled the program 3 times. That is when I
looked into Centralia's programs and found out about their short course programs ICP
In my local area
in order to get into a 4-year college
Instructor is recognized World Wide as the leader in computer forensics
iT HAS A GOOD REPUTATION
It has a program and I need a degree for the job I am getting. THis was a better option than Centrals or
the Uw's programs for me.
It has a very good reputation and it was they only CC with that program, near where I lived.
It has an excellent reputation. They actually go out and build a house during the second year. This alone
provides a wealth of information for new carpenters entering the job field to not just experience the
classroom environment, but also an on-the-job experience which can't be replicated in the classroom.
It is affordable and offering great classes
It is close to where I live and the program has a good reputation.
It is one of the best cc's, based on what i have heard.
It is the only college in Walla Walla that has such a program
It is the only school in the area with that field of study.
It offers the AST transfer degree for engineering students
It seems to have the best educational plan in relation to where I live.
It was a new program offered at clark and I thought I might have a better chance getting in.
It was affordable and the classes were smaller than a four year Private College. Also I had heard that the
teachers were very helpful esp. when there is tutoring center.
it was close to home and not many colleges offer the apropriate courses
it was convienent and easy, and close to my home
it was easier o get in to, and heard it was better than other community colleges surrounding other than
Seattle Central
It was one of the schools that was considered creditable in that program.
It was the next closest school from home
it was the program I was accepted into - it is a competitive field
It's close to home so I don't have to pay for room & board at a university. In addition Clark has a
reputation of having a great nursing program.
It's close to my home and they have evening classes.
Its close to my house.
It's close to where I live, and I have a better chance of getting accepted into the nursing program here
than at other schools. It's also more affordable than a private school or university.


Washington State Board for                                                             Jennifer K. Purcell,
Community and Technical Colleges             Page 107 of 120                     Market Research Services
It's the only all-inclusive program like this around. Other colleges offer certificates or less specific
degrees, but I felt that Clark offered the best academic program available for physical training.
Length of program Cost Reputation
Location
Location
LOCATION
Location and ability to compelte nursing program in two years and test for RN. NOTE: I have since
switched my major due ot the prerequisites (math)
location, work with others students that attend LWTC so we could study together and car pool
Looking for short-term program that would allow me to work in the field of Speech-Language Pathology.
This is a second career for me in mid-life. I am wanting to be hands-on and not need 6 yrs of university
to get there.
Moody Aviation has contracted SCC for its maintenance education. I being a student in the Moody
program am enrolled at SCC in order to achieve my B.S. from Moody.
Most other massage programs are both very expensive as well as very... metaphysical. I wanted down-to-
earth clinical massage, not hippy stuff
My father works in the IT department at the college and I enjoy programming and web development.
N/A I've changed my mind too many times and don't know right now.
next closest school is in Bellevue
Not only is it close to home, but I heard good things about the CIS staff, and the have a good transfer
program to CWU for a BA.
only cc offering program in area
Only college in United States teaching Denturist!
Only community college which offered Italian as a continuing education class
only place of availibility
Only Program in the area
Only reputable program available in this area.
Only school that offers a program this side of the mountains in Washington
Paul Weatherly, the program director
Program has good reputation, and I want to get an RN license not just an LVN
Reputation
Reputation
Reputation and cost
Requirement to transfer to UW
SCCC was close to my home and work
School has good standing in the aviation community
seattle central has excellent teachers in this program, even if some of their classes get cut for no reason
so i can learn to read to do math and learn other study to
SVC has an incredible Music department. The Head of the Department, Diane Johnson, is one of the
most amazing, talented women I've ever met. The rest of the teachers in the Music Department are also
talented and are very good teachers. I owe so much to them!
The college is close to home.
The instructor, Ryliss Bod, is well educated and knowledgable in all aspects of sewing and textiles. She
has a great reputation and is recognized as an excellent instructor among her students and other
professionals in her career field.
The J.A.T.C. uses pierce for credits
The nursing program accepts students on a 'first come, first serve' basis, as opposed to other schools.
Also, I like the fact that Anatomy & Physiology are combined into A&P 1 and 2. The idea of learning
body and what they do at the same time seems a little easier than learning them seperately.
The only other college that I was interested in that had that program was in Oregon and I didnt want to
move out of state.
The program has a great reputation with agencies that hire people in that field


Washington State Board for                                                           Jennifer K. Purcell,
Community and Technical Colleges            Page 108 of 120                    Market Research Services
The program select students based on their performance and not by lottery system. Clark College also
has one of the best reputation for nursing around this area.
The PTA program is only offered in Bellingham and Auburn. In 2007 LWT started this program and I
was very excited to be able to stay close to home
The reputation in this area is that CPTC is the gold standard for the quality of surgical technologists that
they graduate into the field.
The staff was VERY helpful and went out of their way to help me complete all required paperwork in
time.
The Wood Construction Center has a very good reputation for being one of the best woodworking
schools in the country.
Their classes are more specific and involved than those at South Seattle Community College; they also
offer a 2-year degree which offers more learning of the subject
They are ABA certified
they are fider accredited and one of the best schools in the state
They are the only ones in western Washington with the program.
They have a degree completion program
They offer a nursing program
They offered it localy
This course is affiliated with my local union.
To gaurantee my confidence and enhance my skills to put my trust and accoutability with everyday I
attend and work towards achieving my personal and professional goals
to take my classes i need before transfering into the pharmacy program at W State
Want to get an AA, the Admin. Assistant programs offer clases that interest me and i can use in my
current job as i learn.
AAS Degree
Accounting is my passion, and EDCC has awesome instructors that help you even after you're out of
school:)
Agreement w/WSU for transfer into 4 year degree program
American Bar Assoc approved
approved by WA state L&I
Availability, affordable, appropriate for my purpose
Because EVCC is the closest school that offers courses in CAD.
Because I live around there.
Because it offer education through the military.
Because it offered a 2 year ADN program
Because it was not offered at Spokane CC
Because Kaleen Cottingham was teaching the course.
Because they offered the courses I needed to take.
BTC allowed me an entry level position in medicine. With that position, an NAC, I decided nursing was
a smart career choice for myself.
Classes were available at times I could go
Close to home
close to home and my job. Heard that it was a good college of nursing.
Close to work/home
closes to home
Closest comm college to offer that program
closest to home, good reputation
Community Support and Ligitimacy
Connected with many Co-op Preschools througout the county
Convenience: Class times and location were compatible with my needs.
CONVENIENT LOCATION, GOOD PRICE THE INSTRUCTOR WAS AWESOME SO I TOOK
ADVANCED CLASS NEXT TERM


Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges             Page 109 of 120                    Market Research Services
Cost
Cost and length of program
Cost, availability, and schedule
Courses were available online.
Edmonds CC had a good reputation in the area and was close to where i worked.
enjoyment
EvCC offered the courses in a format and timeline that worked with my schedule and the professors very
very accomadating of my request for waiver of prerequisites.
Excellent programs.
feel it offered a very good education in this field, transfered into Social Work program at 4 year
For all the other aforementioned reasons.
Found it in the course schedule mailed to me.
friend's recommendation
Good classes
Good courses offered (speficially biopsychology and medical terminology).
Good teachers
Had been attending SCCC for general education, met some of the physics faculty (esp. Rebecca Hartzler)
and was really wowed. Continued on to be full time, had Hartzler for Physics 101, 102, 201, 202, 203,
and Engr Statics and loved it.
I am Firefighter/ EMT that was sponsored by my employer, and Federal grant that paid for my education,
to provide Advance medical care to my community.
I applied to all of the community colleges in the Portland metro area because that's what I could afford.
Clark accepted me.
I chose Edmonds CC for that field of study because it was the only school offering the one year
certificate that L&I would pay for.
I enjoy working on cars
I felt confident to go to LWTC rather than any other community college
I got credit from it from my high school
I like the emphasis on Pacific Rim cooking rather than just French cooking. Also I enjoyed the way that
the instructors interacted with the students.
I loved learning about different people groups and behaviors, plus it is a social science that is very
intriguing. I can use the skills and tools I learned from these classes in every field of endeavor I chose to
take. Especially since I chose a field of teaching, you have to be able to relate to people.
I needed a criminal investigation credit to complete my degree (from another Community College) -
EvCC's class was closer to home and at a time more convenient to my schedule.
I talked with several people in the horticulture industry and they all said that Edmonds CC had the best
program.
I was interested in the area for my children and to know more about the type of education my daughter
was receiving at her Montessori school.
I was studying music to become a professional musician, and chose Pierce College, For Steilacoom
because it had the best offerings for that field, and a good reputation in that field.
I went to a technical writer orientation program where I learned all about BCCs webdesign programs.
I work at LWTC and the course enhanced my training for my job.
IT GOES ALONG WITH MY AVAILABILITY WHEN IT COMES TO DAYS AND TIME OF
CLASSSES. I ALSO HEARD THAT CLOVER PARK IS ALSO ONE OF THE TOP TECHNICAL
COLLEGE IN THE AREA NEAR MY LOCATION.
It had the best program out of all the surrounding community colleges
It has a great reputation in the community for quality of instruction in Paralegal field. It is impressive
that all classes are taught by attorneys, and the breadth of course offerings.
It is an excellent program
It is the only college in the area that offers Visual Communications
It is the only Community College close that has that program
It offered a 12 month program that I thought would be efficient. I planned to then attend a four-year

Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges             Page 110 of 120                    Market Research Services
university.
it offered the class I needed
It was actually just that they were offering Animal Biology during the summer, which I needed to take as
a prerequisite for a class I was enrolling in at a 4 year university.
It was approved by the VA so I was able to use my GI Bill to pay for the classes. Also, medical
transcription program I was enrolled in was very good and prepared me well for finding a job.
It was available
It was cheaper than taking the same class at Western Washington University.
it was close to home and offered the classes I needed to take
It was closest to where I lived
It was the only class offered in an on line format.
It was the only place north of Bellevue that offered it.
It's reputation for quality education
It's the only school around, and it offered exactly what I needed.
Lack of other locations offering the program
Less stringent qualifications / selection requirement process while providing a quality education
Location
LOCATION
Location for the most part
Mainly The Location And Availability Of The Classes
My dad wanted to go there for it, and my cousin did go there, but the program fell apart after I started
going for it.
near home
Needed to complete anatomy/physiology I and II, as well as microbiology, over the summer.
No other community colleges that were close by offered such a program
One of only 3 schools (at the time) in the state that offered that field of study. I live in Bellingham.
One of the only CCs that offered that field.
Online class available and accessiblilty to public transit. Had taken personal enrichment classes
previously, so I already had a student file open there--convenience in registering. The curriculum also
interested me.
Only area school that had the program
only college offering program that I knew of.
Only location for a hybrid online course.
only respectable school to offer the program in the seattle area.
Only two year college close to home
Only WA postsecondary institution that offered it in the area.
Price and location
Program offered there at closest location to me.
Program w/ my employer paid for the classes and a co-worker was impressed w/ the instructor.
Rec'd AA degree in 1963.
Renton Tech is the only college that offers certified AutoCAD classes.
Reputation, location, affordability compared to 4 year schools
Shoreline nurse graduates are held in high esteem in local hospitals
small classes, friends' recommendation
So I could attend preschool with my children.
So I could complete my GED and then start going to college.
The class times worked with my schedule
The class was available at a convenient time for me.
The length of the program and the reputation of the school.
The program was comprehensive, and I really liked the head of the department. Also, it wasn't like at
Seattle Central Community College; at Seattle Central, if you were enrolled in the photography program,


Washington State Board for                                                         Jennifer K. Purcell,
Community and Technical Colleges           Page 111 of 120                   Market Research Services
you were enrolled ONLY in photography classes, and you could only enroll in photography if you joined
the program. I liked that Shoreline's photography classes were open to all students.
The school was close to home
The technical Print Production program worked well with my work schedule and lifestyle at the time and
exposed me to Graphic Design which I later chose as my area of study. I finished my certificate and then
took a few courses before transfer to a 4 year school. It also allowed me to get my GPA up from High
school.
Their class listing appealed to me
Their nursing program has a really good reputation.
THey had classes that I could take that would further my understanding in that field that were not
available at other colleges.
They had the right kind of classes
They have a good program.
They offerred this program online and also are closeby in case i needed to go on campus, also heard
about the program
They were willing to do what they could to work with me.
time and location
To Achieve My Career Goals
To get my certificate of completion for a human resources today, course.
To work within the telephone industry as a technician
was able to get in with two others to study with




Washington State Board for                                                         Jennifer K. Purcell,
Community and Technical Colleges           Page 112 of 120                   Market Research Services
Q18a – Why was that institution your first choice?

4-6 hours a day
Although my primary goal is to obtain an AA degree, it wouldn't have been only that had either of my
parents completed a college degree. An AA degree is my minimum goal. I think I want to be a teacher,
but I'm not sure. Northwest University and Seattle Pacific University are my top two choices. I hope to
transfer to one of those schools.
Antioch University
Because I hope to get a 4year degree at University Of Washington, and pursue an education in business
Bellevue CC (only because they offer radiologic tech ata)
Bellevue Community College
Better quality
Centralia College
Clark Community College
close to home.
closer to home, better reputation
Cover Park
different field of study
Edmonds Community College
From friends, I heard that Shoreline CC was a great school to do nursing prequisties at, but I unfornatly
did not like their science division.
George Fox University
grays harbor
GRCC
HAD THE BEST REPUTATION FOR EDUCATION TO ME
I attended South Puget Sound in the past and had a better experience there. It is too far for me to
commute there now, though.
I did not have a first choice
I first chose NSCC because it was more convenient to where I lived.
I had attened a class there once and found the campus nice; wasn't aware of the nursing programs offered
at the community/technical college level
I initially did not wish to have to transfer between schools. With my prior educational record, however, it
was the only way to reestablish myself as a good student. It turned out to be an excellent choice and I'm
quite pleased with the result.
I liked the small campus and the selection of degrees. I also liked that it was close to my family.
I live closer to that campus then any other.
I really wanted to go to the UW for nursing, but I couldn't afford it.
I started at Bellevue Community College. They too are top rate, easy to work with and extremely
supportive! I just moved to the Tacoma area and found it easier to transfer to Pierce.
I want to get a Bachelors degree.
I wanted to attend a university.
I was in running start at that CC
I would like to attend the University of Washington to get a doctorate in Psychology. It just made more
sense to get my associates degree first and save time and money.
I would much rather have been enrolled in a high school that could provide me with the challenging
academic work that a student of my abilities needs and deserves. It is a failure of our public school
system that I have to look outside of my high school to obtain a decent education.
It offered the course of classes I wanted to take which had to do with Foster Parenting. It was the only
school offering these classes on line and I can only take online classes,
It was closer, but then I realized the classes were not flexible for a working person's schedule (9-5 or 10-
6)
it was ITT Tech and i felt that it would be able to get me where i needed to go

Washington State Board for                                                            Jennifer K. Purcell,
Community and Technical Colleges            Page 113 of 120                     Market Research Services
It was the closed radiology program to vancouver, washington.
Location and affordability, and the ability to work as a TA at the college.
Location. That's it really...
My girlfriend lives by and attends that school
North Seattle
North Seattle CC
NSCC (north seattle
Offered the major I was considering at the time
Pierce College
Portland Community College
Proximity
Proximity to high school I attended. I was part of a running start program.
Reputation, more rigorous couse work
Requires less prereqs. to get in the RN program.
Seattle Central
Shoreline CC
South Puget Sound Community College
That was the only university I applied to.
To receive a BSN
Whatcom.... only because they offered the program and LWT did not at that time. Once again, I am
THRILLED they have the program I want now
When I lived in Shoreline, it was Shoreline Community College. Now that I live in Marysville, my
choice was Everett Community College.
Wsu
accessible, affordable.......offered the classes I wanted at the time I could take them.
Again. Any school holding a class on washington online would have been fine.
Athletics
BCC
Because I was in the military.
because it is more known. UW
because it offered me the opportunity to reach my goals
Because of the reputation and excellence in instruction.
Bellevue Community College
Bellevue Community College for supplementary courses, and Chapman University (Orange, CA) for
regular college courses.
better education and would have been able to go to the next level easy
Better program.
better science program
Cascadia
Cascadia Community College
Central Texas college
Closer Location
Closer to my house, but they didn't have the same type of class at that time
Devry
Edmonds CC is closer to my home, and I like the way the campus is set up better than Shoreline
I had just graduated from the UW, and since I lived in the University District, the UW would be most
readily accessible. Moreover, the continuing edu program had a high reputation in flexiblity of times and
online options.
I had not heard of Renton Techincal at the time.
I HATE SEATTLE
I have a scholarship to BYU and that is where I currently attend.


Washington State Board for                                                          Jennifer K. Purcell,
Community and Technical Colleges           Page 114 of 120                    Market Research Services
I live in Portland, it seemed easier to go to school here, although it worked out just fine to go to school
over there.
I wanted to go to a 4 year college for my degree. I wanted to stay in Washington but be closer to Seattle.
I wanted to go to University of Washington and now I am in University of Washington student
I was going to BCC for my foreign language classes. It would have been nice to go to Cascadia because
it would have been closer. Now I attend a private liberal arts college in NYC.
I was taking a first aid cpr refresher course. duh!
In my home town and new the reputation
It had the degree I wanted
It is where I graduated from
It provided the 4 year degree program I wanted.
It's an academic institution, which is taken more seriously in my profession.
Location
Location of Olympic CC in Kisap where I lived.
Location to home and work
Personal reasons
pierce community college
Prior experience.
Program Scholarships, friends, good reputation
Salon Academy
Santa Clara University
Seattle Central
Shoreline Community College
They are closer
They teach exactly what I want to learn.
University of Washington
Upper level and post-graduate course availability
wanted to go thru a graphic design program, but my portfolio wasnt good enough so they turned me
down. not enought electives courses available there without going thru the entire program of classes.
Washington State - Vancouver. But only because it was closer to my house.




Washington State Board for                                                           Jennifer K. Purcell,
Community and Technical Colleges            Page 115 of 120                    Market Research Services
Q18b - What influenced your decision to attend the college you are
currently attending/most recently attended over that institution?

   A friend attended LWTC, and recommended to me
   able to go with public tranport, bus
   again, i know other students who are attending LWTC so it is helpful to study together as well as
   environmentaly friendly to carpool
   Atmosphere
   availability of a certain class
   because I am still in highschool, so i needed to do running start in order to attend college
   Being dropped out and not notified, after not getting into the class needed to continue.
   change to more desirable field of study
   Changed my mind about what AA i want to get.
   Closer to home and evening classes.
   cost
   Cost, availability
   cost, location
   easier to get in to
   Edmonds was able to apply more of my credits, so I could complete the degree with one less class.
   Finance
   Financial aid options
   Firstly, location made it easier to attend EvCC before I went to UW and also I was a former Running
   Start student, I was already progressing on my Associates and it made sense to finish it before I moved
   on to a 4 year college.
   General Studies program
   Green River CC was more affordable than a $30,000 a year university. And at the time my family
   decided to move closer the GRCC.
   Green River is 5 miles from my home. Also, it is WAY more affordable than private 4-year colleges.
   Had a class that I needed before I started. Stuck with peninsula because I was offered a discount on
   tuition
   I already answered this.
   I already had credit at Edmonds and wanted to continue there.
   I attended the required classes, then changed my career plan.
   I believe it is a good experience. Taking everything slowly, one campus at a time. When I finally reach
   the one I want to go than I would get use to the size and how colleges work, etc.
   I had no alternative.
   I want to get into a nursing program and since it is so competitive, I thought that I would have a better
   chance at getting in North Seattle CC. From there, I can apply to the LPN bridge program and then apply
   to university for bachelors in Nursing.
   I was accepted but couldn't afford the UW and I feel that the education I receive at GRCC is comparable
   to the UW, and the classes are much smaller, which is a VERY good thing.
   I was not accepted in the program at Pierce College
   int'l political economy class
   It is just blocks from my house, so it is very convenient.
   it was a horrible, overcrowded school.
   It would save me money and I could get more teacher interaction here. It also gave me more time to
   decide if I really wanted to go into that field
   job program
   Leadership at Shoreline CC decided not to start program
   Location
   location and affordability


  Washington State Board for                                                          Jennifer K. Purcell,
  Community and Technical Colleges            Page 116 of 120                   Market Research Services
location and availability
Location, Affordability, and the ability to work at the college.
Location, availability and flexibility of classes and works well with my Tuition Assistance from the Air
Force.
Mom made me. and No money!
Money
Money
more classes offered at more flexible times for a 9-5 or 10a-6p worker
More financial aid, and closer to home.
My grade on my transcript.
New change and program
once more, location, location, location. Its less than a mile from my home. So I can take a bus there in
less than five minutes or even walk if I choose to.
Online transfer degree program
Our hospital has working relationship with this college.
Program begins each quarter, not just in Fall
SCC accepted me as a WA resident whereas NSCC didn't.
The fact that entrance into the nursing program isn't based on a points scale. Plus, the traffic is a lot better
up north compared to down south!
The fact that they offered aN ASL class online that I coulnot find at any other community college.
The new program offered at clark.
The other institution informed me that I would not be accepted with my current transcript, and that I
needed recent coursework elsewhere to reestablish myself as a good student before applying.
THE WAITING LIST WAS THE SHORTEST
They started offering the program I was working towards
Unfortuantly, I did not get an offer to attend George Fox University. Instead they recomended taking a
minimum of 12 credits and applying for readmission.
Availability of classes
Available class, one that was needed tohelp me
because I used to live in Lynden and Whatcom CC was close to both University of Washington and
Lynden
class availabilty
Class Schedule
closest to home, scheduling issues
Convience
Cost and availability of program. My family lives close to Edmonds CC, and it is relatively accessible to
public transit, unline Shoreline, Northgate and Everett CCs. Plus, my family and friends highly
recommended Edmonds CC.
course availability
Days of class and hours offered
Didn't have to go back and forth between a regular high school and college.
Edmonds cc doesn't offer an RN program
Funding.
got in faster
Grades, and core class credits
I found the staff helpful and the atmosphere positive. I heard many great things from people I know
regarding the quality of training.
I got credit while in high school.
I had medical issues that made it necessary for me to stay in Washington
I live here unfortunately
I moved.
I only was taking a yoga class at SCC. There isn't a choosing taking place.

Washington State Board for                                                              Jennifer K. Purcell,
Community and Technical Colleges              Page 117 of 120                     Market Research Services
I went to them both at the same time.
interesting non-credit classes from their Institute for Extended Learning (IEL)
Internet classes
it was closer
It was the only accessible option while enrolled in high school
Lack of finances
Location and class availability.
Location and work
Location, U of W was to far of a drive
Location/proximity to work.
lower cost
Moved to the Tri Cities
My location
My sister goes there
price and proximity
Running Start, affordability, location
Scheduling
See previous answer.
The application process was easier, especially since I was only attending for a summer. Also, you were
offering the classes that I needed, and during the evening as well so that I could continue to work.
The class I needed at BCC kept getting cancelled for low enrollment (I had to wait THREE quarters to
get it and then graduate)
The tele-communications offer at CPT was more advanced and close to home.
They accepted me.
They are the only one with this particular program
They didn't offer the PM program, and BTC did.
They had a beginning class during the spring
They were the only community college offering the course I needed over the summer.
this school had more electives i could do in a quarter for experience/fun with no pre reqs and not having
to make this class my career and spend 2 years doing it
Timing
Type of classes
Unit decided which program to attend




Washington State Board for                                                          Jennifer K. Purcell,
Community and Technical Colleges            Page 118 of 120                   Market Research Services
                 D. PRESENTATION SLIDES




Washington State Board for                                 Jennifer K. Purcell,
Community and Technical Colleges   Page 119 of 120   Market Research Services
                    E.      DATABASE REPORTS
                           (Under separate cover)




Washington State Board for                                 Jennifer K. Purcell,
Community and Technical Colleges   Page 120 of 120   Market Research Services

				
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