rio salado college fact book: 2010-2011 report

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FACTBOOK 2010-2011 REPORT

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Page 1: Rio Salado College Fact Book: 2010-2011 Report

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FACTBOOKFACTBOOKFACTBOOK

2010-2011 REPORT

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INSTITUTIONALRESEARCHDEPARTMENT

2010 - 2011FACTBOOK

JULY 2012

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Rio Salado College Culture ................................................................................6Who We Are & What We Do ..............................................................................7Partnership Locations & Rio Salado Locations ................................... 12Awards/Recognition & Accomplishments ......................................... 14Administration & Faculty Summary ........................................................ 15Fact Book Information Key ........................................................................... 16Where are Rio Salado Students ................................................................. 18Residency Status Summary ......................................................................... 195-Year Trend: Fiscal Year—Residency Status ...................................... 20Student County of Residence Outside Maricopa ........................... 21Students Within Maricopa County .......................................................... 22Distance Student County of Residence ............................................... 23Distance Students by State .......................................................................... 24Enrollment Trends ................................................................................................ 26Enrollment Trends Summary ...................................................................... 275-Year Trend: Fiscal Year—FTSE ................................................................... 285-Year Trend: Fiscal Year—Headcount ................................................... 29Student Demographic Trends ...................................................................... 30Student Demographic Trends Summary ............................................... 315-Year Trend: Fiscal Year—Gender ........................................................... 325-Year Trend: Fiscal Year—Gender by Modality ............................... 335-Year Trend: Fiscal Year—Age Groups ................................................. 365-Year Trend: Fiscal Year—Age Groups by Modality ..................... 375-Year Trend: Fiscal Year—Ethnicity ......................................................... 40

5-Year Trend: Fiscal Year—Ethnicity by Modality ............................ 41Student Status Trends ...................................................................................... 44Student Status Trends Summary .............................................................. 455-Year Trend: Fiscal Year—Admission Status ..................................... 475-Year Trend: Fiscal Year—High School Status ................................... 485-Year Trend: Fiscal Year—Current Intent .............................................. 49ABE/GED Student Information ................................................................... 50ABE/GED Student Summary ....................................................................... 515-Year Trend: Fiscal Year—ABE/GED Headcount ............................. 52Student Assessments & Testing ................................................................. 544-Year Trend: Fiscal Year - Student Assessments Summary ...... 554-Year Trend: Fiscal Year - Student Assessments................................ 56Research Readiness Self-Assessment Report (RRSA) ...................... 573-Year Trend: Spring Terms – ETS Proficiency Profile ...................... 59Student Learning Outcomes FY11 .......................................................... 60Student Retention & Successful Completion ................................... 62Student Retention & Successful Completer Summary ............... 635-Year Trend: Retention by Discipline .................................................... 645-Year Trend: Successful Completers ...................................................... 65University Transfer .............................................................................................. 66University Transfer Summary ...................................................................... 67Transfer Hours: Fall 2009—New Student Transfer .......................... 68Transfer Class Level: Fall 2009—New Student Transfer ............... 69Top 10 Declared Majors .................................................................................. 70

FACTBOOK TABLE OF CONTENTS

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Rio Salado College transforms the learning experience through:

» Choice, Access, and Flexibility» Customized, High Quality Learning Design» Personalized Service and Organizational

Responsiveness

Mission

Serving our local, national, and international communities through online learning and collaborative partnerships, we provide:

» General Education and Courses for University Transfer

» Programs for Workforce Development in Business, Industry and Government

» Adult Basic Education» Comprehensive Student Services» Cultural Enrichment and Community Service» Continuing Education and Lifetime Learning

Opportunities

PurposesWe astonish our customers!

Vision

In the context of our core values, and sustained by disciplined people, thought, and action, our work is focused on the following core organizational practices:

» Learning» Innovating» Partnering

Core Practices

�rough living our values, Rio Salado College creates a climate of high expectations for the success of our current and future students, clients and employees. We are unalterably committed to demonstrating, assessing and being accountable for the following core organizational values:

» Sustainability» Customer Focus» Relentless Improvement

In order to implement our vision, we are committed to the following service standards:

» Accuracy» Consistency» Timeliness

Core Values

Service Standards

» Inclusiveness» Professionalism» Teamwork

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Rio Salado College, headquartered in Tempe, Arizona, is one of 10 colleges of the Maricopa County Community College District and the largest online public community college in the nation.

Established in 1978, the college provides innovative approaches to educational choice, access and fl exibility. Most Rio Salado students take classes online leading to certifi cate and degrees in a variety of subject areas. Rio Salado also partners with local high schools to off er dual enrollment classes, forges partnerships with corporate and government entities to advance workforce development, and creates educational partnerships to off er a variety of programs and resources to the community.

2010-11 Student Headcount: 68,656• 57,746credit• 9,697non-credit• 1,213customizednon-creditworkforcetrainingstudents

The college successfully meets the needs of working adults and other specialized populations who often fi nd it diffi cult to pursue higher education through traditional means. Rio Salado College is up to the challenge of preparing today’s students for the jobs of tomorrow. Aff ordable tuition combined with hundreds of online classes allow students to take classes at their convenience and realize their educational goals.

Rio is also known for providing high quality education through productive and cost-effi cient practices. Nationally, Rio’s cost to educate students is 48 percent less than its peer institutions.

Who We AreThe college takes pride in its national reputation as a leader in higher education. During the 2010-11 academic year, the college was awarded a variety of special recognitions. A few are highlighted below:

• Notedasoneofeight“HighlyProductiveHigher-EducationInstitutions”inWinningby Degrees, a report which profi les cost-eff ective best practices by McKinsey & Company.

• Nameda“MilitaryFriendlySchool”byG.I.JobsMagazine.• Rio’sDualEnrollmentprogramstandsoutastheonlyoneinArizonatoreceive

reaccreditation with the National Alliance of Concurrent Enrollment Partnerships. • Rio’sPeer-to-PeerPlagiarismDetectionSystemreceived

a WCET Outstanding Work Award.• ThePhoenixBusinessJournalnamedthecollegetheValley’s2011Healthiest

Employer in the mid-sized company category.• PhiThetaKappastudentBrendanPiercewasawardedtheCoca-ColaGoldScholar

Award and recognized as one the nation’s top 50 community college students.• AlphaThetaOmicronChapterofPhiThetaKappareceivedFive-StarStatus,

Distinguished Chapter Member and Pinnacle Awards.• KJZZ91.5FMreceivedtheRadioTelevisionDigitalNewAssociationEdwardR.

Murrow award for continuing coverage of Arizona’s immigrations issues.• PhoenixMagazineandtheNewTimesrecognizedKJZZ91.5FMasBestoftheValley.• SunSoundsofArizonareceivedfiveprogramming

awards from the International Association of Audio Information Services. • MCTV,CoxCable115receivedinternationalrecognition;fourbronzeTellyAwards,sevenVideographerAwardsandabronzeSummitAward.

Award-Winning

“Community colleges are the most accessible, � exible and a� ordable means of preparing today’s students for the jobs of tomorrow. Knowledge will help open the doors to a successful future and career. Th at is why it’s never been more important for individuals to pursue a higher education.”

- Dr. Chris Bustamante, President

2010-11 Fact Sheet

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2010-11 Fact Sheet (Continued)

Rio Salado serves our many communities through:

• AdultBasicEducation• Corporate,Government&IndustryPartnerships• DualEnrollment• IncarceratedRe-entry• LifelongLearning• MilitaryandVeteranOpportunities• OnlineLearning• UniversityTransfer

Rio Salado offers a variety of programs and continually seeks new educational opportunities for students. • 34AASDegrees• 67CertificatesofCompletion• 7AcademicCertificates

Program Areas

Additional Learning Opportunities & PathwaysAdult Basic Education, Dual/Concurrent Enrollment, English as a Second Language (ESL) online, English Language Acquisition for Adults (ELAA), General Education Diploma (GED), Incarcerated Re-Entry Workforce Development, International Education, Professional Certification Test-Preparation, RISE Learning for Life and more.

Student & Other ServicesRio Salado has been enhancing the learning experience for students and setting the standard for innovation in higher education since 1978. Rio Salado continually strives to provide excellent student services for continued student success, including:

• 24/7InstructionalHelpdesk • 24/7LibrarianChat• 24/7TechnologyHelpdesk• AcademicAdvising• Admissions&Records• Bookstore• CareerCounseling• Cashier’sOffice• DisabilityResources• ElectronicStudentForm(ESF)• Library&LibrarianChat• Tutoring• FinancialAid&Scholarships• RioLounge-onlinestudentunion

What We Do

*Academic Certificate

• LanguageStudies*• LawEnforcementTechnology• MilitaryLeadership• OrganizationalManagement• Paralegal,PublicAdministration• QualityCustomerService• RetailManagement• SmartBusinessStart-Up• Sustainabilityand EcologicalLiteracy*• SustainableFoodSystems• TeacherEducation

• Accounting• BehavioralHealth/Addictions and Substance Use Disorders• ComputerTechnology• CreativeWriting*• DentalAssisting• DentalHygiene• DentalOfficeManagement• EarlyChildhood& Human Development• eLearningDesign• GeneralBusiness• LanguageandLiterary CultureoftheUSA*

Summer 2011 Recognitions• Featuredin“UsingHighTechToolstoOpenDoors”,

Focus,LuminaFoundation• NamedVisionaryHigherEducationLeader,“MaximizingYourCollegeInvestments”,Forbes

• HighlightedinThe Innovative University: Changing the DNA of Higher Education

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Our StudentsRio Salado College is dedicated to serving our local, national, and international communities through online learning and collaborative partnerships. During the 2010-11 academic year, Rio Salado served 68,656 students.

Demographic/statistical data from the IRIS database & MCCCD Web trends provided by institutional Research (Sept. 2011).

*As of 11/08/11

Headcount• 57,746students(credit)• 9.71%increaseover2009-10headcount• 9,697AdultBasicEducation/GED(noncredit)

Rio SnapshotAmong the 10 Maricopa Community Colleges, Rio Salado is:• Largestintermsofcreditheadcount• Responsiblefor23.89%ofthedistrict’sheadcount

ProgramsOnline Learning Overview:• 647Internetcourses• 43,081distancelearningstudents(unduplicated)Certificates of Completion:• 2,900awardedin2010-2011fiscalyearCustomized Partnerships:• IncarceratedRe-EntryStudents:3,057• Totalnumberofpersonsinoccupationalprograms or training for credit: 6,227• 37GovernmentandBusinesspartnerships

Faculty• PermanentFaculty: 23• AdjunctFaculty: 1,347*

Employees• BoardApproved: 478*• Part-TimeEmployees 200

• Militaryservicemembers, veterans & their families • Highschoolstudents• Lifelonglearners• Internationalstudents

2010-2011 Annual Report: Statistics

• Non-traditionalstudents• Workingadultswithfamilies• Re-entrystudents• Localemployees• Incarceratedpersons

FemaleMale UnknownOther

60.95%36.95%

0.96%1.13%

Gender Age

19 and Under20-2930-3940-4950 and OverUnknown

20.17%39.42%22.07%11.98%6.20%0.16%

White, not of Hispanic OriginHispanicBlack, not of Hispanic OriginOther/Not SpecifiedAsian or Pacific IslanderAmerican Indian/Alaskan Native

59.93%15.09%11.17%7.96%3.94%1.92%

Ethnicity

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Public&CommunityService

Every year Rio Salado provides more than educational opportunities. The college serves the community through participation in annual events and a variety of outreach programs. • OwnsandoperatesSunSoundsofArizona,aradioreadingservicefor people who cannot see, hold or understand print due to a disability.• OwnsandoperatesKJZZ91.5FMandKBAQ89.5FM,accountingfora combined total of more than 450,000 weekly listeners. • OperatestheMaricopaCommunityCollegeDistrict’sstationMCTV,Cox Cable Channel 115, serving more than 300,000 subscribers. • ParticipatesinoutreachprogramssuchasArizonaHeartWalk,LatinosWhoServe,BeaLeaderFoundation,KEZ99.9FMExcellencein Education, KNIX 102.5 Million Can Crusade, Phoenix 10K Corporate Challenge,95.1FMValleyVibe,ValleyoftheSunUnitedWayefforts, and numerous other initiatives.

Who We Serve: Local, National & International Communities

NewLocationsOpened

• EastValleyVeteransEducationCenter(EVVEC)• RioSaladoCollegeNorthern

FutureRioLocations

• RioSaladoCollegeDowntown• RioSaladoCollegeThomas • SPOT127/YouthMediaInitiative• RioSaladoCollegeSouthern• Communiversity@QueenCreek• DentalHygiene

RioSaladoCollege2323 W. 14th StreetTempe,Arizona85281

480-517-8000 / 800-729-1197 www.riosalado.edu

2010-11 Fact Sheet (Continued)

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101

101

101

143

51

202

60

I-10

UnionHillsDr

Peoria Ave

IndianSchoolRd

Bell Rd

Olive Ave

Litc

hfiel

d Rd

DysartR

d

Glendale Ave

ElM

irage

83rd

Ave

59th

Ave

57th

Ave

47th

Ave

CactusRd

DunlapAve

Beardsley Rd

UnionHillsDr

Baseline Rd

Lincoln

McDowellRd

Raintree

Shea Blvd

McKellipsRd

Broadway

Southern Ave

ThunderbirdRd

32nd

St

TatumBlvd

87th

St

Hayde

nRd

Prie

st

7th

St

7th

Ave

12th

Ave

40th

St

Pow

er R

d

BeelineHwy

Grand Ave

10QueenCreekRd

Cou

ntryClubDr

Thomas

I-17

I-17

I-10

College LocationCommuniversityComing Soon

Rio Salado College - RSCAdministrative Headquarters2323 W. 14th Street

Tempe,AZ85281

480-517-8000 or 1-800-729-1197

EastValleyVeteransEducationCenter

RSCDowntown

RSCAvondale

RSCLukeAirForceBase(LAFB)

RSCOrangewood

RSCNorthern

RSCLifelongLearningCenter

RSCThomas

RSCEastValley

SPOT127

RSCSouthern

Communiversity@Surprise

Communiversity@QueenCreek

2

3

4

5

6

7

8

9

10

11

12

13

14

1

Rio Salado College is establishing new locations and improving exisiting facilities to better serve and expand its educational offerings to students and the community. For the most current information, visit www.riosalado.edu/locations.

LOCATIONS14

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Partnership & Rio Salado Locations*

101

17

17

101

101

143

51

202

60

10

10

Rio Salado Locations

Partnership Locations

DualEnrollmentHighSchools

Locations

303

202

*CurrentasofJanuary2012.

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Communiversity @ SurpriseYour Pathway to a Better Future

Rio Salado continues to find and develop innovative ways to make higher education even more accessibletostudents.ThenewestopportunitycanbefoundattheCommuniversity@Surprisewherestudents can earn certificates, associate degrees, bachelor’s degrees and master’s degrees through a unique partnershipbetweenthreecommunitycollegesandthreeuniversities.TheCommuniversity@Surpriseishosted by Rio Salado College in collaboration with the City of Surprise.

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Awards/Recognition & Accomplishments

• Forthesecondyearinarow,thePhoenix Business Journal named Rio as one of the 2012 Valley’s Healthiest Employers in the mid-size business category. The innovative strategies of Rio’s Seven Dimensions of Health and Wellness Model continues to be valued as an outstanding program for employees.

• Riowasselectedasoneofthreeinstitutionstoreceivethe2012 Council for Higher Education Accreditation (CHEA) Award for Outstanding Institutional Practice in Student Learning Outcomes. The CHEA award recognizes Rio’s focus on increasing the number of adult learners who achieve success in higher education and Rio’s strong commitment to innovation, institutional effectiveness, and student success.

• InDecember2011,inaCommunity College Week article, Rio Salado College ranked first in a survey of the Fastest Growing Public Two-Year Colleges with enrollments of 10,000 or more.

• RioSaladoCollegewasoneof26ArizonaorganizationstoberecognizedwithaSloanAwardforExemplaryWorkplacePractices on Nov. 2, 2011. The awards are part of the national When Work Works project, an ongoing initiative of the Families and Work Institute. The project encourages businesses of all sizes and types to become more successful by adopting best practices based on research of workplace effectiveness and flexibility.

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Administration & Faculty Summary

MCCCDGoverningBoardDoyle W. Burke, President Dr. Donald R. Campbell Randolph Lumm Debra Pearson Dana G. Saar, Secretary

CollegeAdministrationChris Bustamante, Ed.D. PresidentJenniferShantz,Ed.D. InterimVicePresident,AcademicAffairsKishiaBrock,M.Ed. VicePresident,StudentAffairsEdwardKelty,M.Ed VicePresident,InformationServicesToddSimmons,M.Ed,C.P.A. VicePresident,AdministrativeServicesNicole Albo, M.H.P.E.. Interim Dean, Academic AffairsRick Kemp, M.Ed. Dean, Instruction and PartnershipsSharon Koberna, Ph.D. Dean, Administrative and Employee ServicesJoJorgenson,Ph.D Dean,InstructionandCommunityDevelopmentJamesPaluzzi,Ph.D. Dean,PublicService(KJZZ/KBAQ,SunSounds&MCTV)Dana Reid, M.Ed. Dean, Instructional Technology & SupportDevi Bala, C.P.A., C.G.F.M. Associate Dean, Finance & BusinessRyan Chase, M.B.A. Associate Dean, Student Finance & ComplianceRachelle Clarke, M.Ed. Associate Dean, Student AffairsEarnestine Harrison, M.Ed. Associate Dean, Instruction and SupportBlair Liddicoat, M.Ed. Associate Dean, Instruction and Community DevelopmentRuby Miller Associate Dean, Student AffairsMichael Pattarozzi, M.Ed. Associate Dean, Instruction and Community Development

FacultyMembersAngela Felix, Ph.D. — Faculty Senate PresidentMelanieAbts,M.Ed. JanineAdkins,Ph.D. AngelaAmbrosia,Ph.D. KirkBowden,Ph.D. PatriciaS.Case,Ph.D.ShannonCorona,Ph.D. HazelM.Davis,M.L.S. KarenDocherty,M.A. KathleenDunley,Ph.D. JenniferFreed,Ph.D.TerriHanger,M.Ed. JanetJohnson,Ph.D. RobertSemmler,M.Ed.,M.S. KerrieSpecker,M.A. WandaTucker,M.Div.,M.A.JanelleUnderhill,M.A. RickVaughn,Ph.D. OtisWhite,M.B.A.

EmeritusFacultyJulieBertch,Ph.D. BeatrizCohen,M.C. LauraHelminski,M.S. ThomasLombardo,Ph.D. WillieMinor,Ed.D.JeanTease,Ed.D. BarryWukasch,Ph.D.

EmeritusAdministrationCarlMatthusen,M.A. KarenMills,Ed.D. CarolScarafiotti,M.A. LindaThor,Ed.D. JimVandyke,Ph.D.

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Fact Book Information Key

A Note on the DataThe information contained herein is derived, unless otherwise stated, from the Institutional Research Information System (IRIS).Most information represented in this Fact Book is arranged by fiscal year. ThefiscalyearbeginsJuly1standendsJune30thofthesubsequent year. The semesters included in Fiscal Year 2011 are Summer II 2010, Fall 2010, Spring 2011, and Summer I 2011.

Definition of TermsSelected information in this Fact Book is broken down by instruction modalities. A modality is the method by which a studentchooses to receive education from Rio Salado College. Therefore, many students may fall into more than one modality. The instructionmodes in this Fact Book are:

Avocational(non-credit)Avocational students take non-credit courses in continuing and community education to include leisure, wellness, and specialized training.

DualEnrollmentDual enrollment students take college-level Rio Salado courses at their respective high schools during regular class time at the schools.

DistanceDistance students take web-based (e.g. RioLearn), print-based, or mixed media courses.

EducationalServicePartnerships(ESP)Customized training partnerships with corporations, government agencies, and industry leaders leading to certificates and degrees. ESP courses are restricted to the employees of the partner organizations.

InPersonIn Person students take courses at Rio Salado College physicallocationsacrosstheValley.

HybridHybrid students take courses in a blended in-person/online format.

IndependentStudyStudents receive credit for work experience in external interships and student teaching opportunities.

Vocational(non-credit)Vocationalstudentstakenon-creditcoursesrelatedtojobtrainingorjob related skills development.

AbbreviationTermsFTSE: Full-Time Student Equivalent (i.e. the basis for funding by the State)FY: Fiscal Year

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Cafe @ Rio Sustainable Food Practices

TheCafé@Rioisasustainableteachingkitchenthatservesstudents,faculty,staffandthelocalcommunity.ThephilosophyoftheCafé@Rioissimple:toservesustainablefoodthatnourishesthebodyandsoulwhilenotcompromisingfuturegenerationsfromdoingthesame.TheCafé@RioisalsoanintegralpartoftheSustainableFoodSystemsprogram.Thecaféstrivesforzerowastegeneration through comprehensive recycling and composting. We feature seasonal menus, locally-produced food, and food that is produced using humane labor practices. Students in Rio Salado’s Sustainable Food Systems program also contribute to our fresh productselection.VegetablesgrownaspartoftheOrganicGardeningclassarepreparedandservedinthecafé.

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WHERE ARE RIO SALADO STUDENTS?

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Residency Status Summary

In StateInFY2011,nearlythreequarters(72.6%)ofRiocreditstudentswereresidentsofMaricopa County. Rio Salado also enrolled students from other Arizona counties. Thepercentageofout-of-countystudentsdippedslightlyby0.4%fromFY2010to FY2011 after a good rise in FY2009 from FY2008 figures. In FY2011, more out-of-countystudentsenrolledatRioSaladofromPinalCounty(N=1,049,29.5%)thanany of the other non-Maricopa counties in Arizona. Since FY2008, Pinal students takingcoursesatRioSaladoCollegeincreased40.4%(FY2008=747students). The state of Arizona requires a student to prove 365 days of permanent residence in Arizona before they can be granted residency status (i.e. in-state tuition). Therefore some Rio students were unable to claim residency status due to state requirements. The percentage of studentswithfewerthan365daysinArizonaincreasedfromFY2007toFY2011.InFY2007,only9.0% ofRiostudentsheldthisstatus;however,byFY2011,morethanone-eighth(13.2%)ofRiostudentslived in Arizona less than the 365 days required to gain residency in the state.

Out of StateRioSaladoCollegealsoprovideseducationtostudentsacrosstheUnitedStatesandabroad.InFY2011,4,541(7.9%)creditstudentsenrolledatRioSaladofromotherstates;thiswasanearlytwopercentincreasefromFY2007.Passedin2007,Proposition300requiredthat state of Arizona higher education institutions could not report students as in-state if they had yet to produce a valid Arizona driver’s license. Therefore, some students in the out-of-state non-resident category may have lived in Arizona but have not produced the required documentation. This new process for reporting residencies was established in the summer of 2007 and impacted the FY2008 residency status figures.

Distance StudentsWithinArizona,morethantwothirds(69.3%,N=29,836)ofDistancestudentsresidedwithinMaricopaCounty.PinalCountyhadthesecond largest number (N = 904) of Distance students. The top 10 states with distance students other than Arizona are (in order): Georgia, California, Mississippi, Texas, Illinois, Michigan, Ohio, Washington, New York, and Florida.

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5-Year Trend: Fiscal Year - Residency Status

5000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

2007 2008 2009 2010 2011

MaricopaCountyResident

Out-of-County

Out-of-State

Out-of-State(NonResident)

Note: Western International Students and Students with Unknown residencies not depicted in the graph.

Residency Status 2007 2008 2009 2010 2011Maricopa County Resident 38,327 37,167 38,547 39,093 41,928

Out-of-County 3,314 2,796 3,431 3,484 3,583

Out-of-State 4,396 6,769 5,925 6,069 7,638

Out-of-State (Non Resident) 2,724 3,068 2,875 3,965 4,541

Unknown 0 6 1 17 30

Western Undergraduate Students 0 0 5 6 26

Total 48,761 49,806 50,784 52,634 57,746

%MaricopaCountyResident 78.6% 74.6% 75.9% 74.3% 72.6%

%Out-of-County 6.8% 5.6% 6.8% 6.6% 6.2%

%Out-of-State 9.0% 13.6% 11.7% 11.5% 13.2%

%Out-of-State(NonResident) 5.6% 6.2% 5.7% 7.5% 7.9%

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Student County of Residence Outside Maricopa

1 - 200201 - 400401 - 600601 - 800801 - 1043

Students(FY2011)

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Students within Maricopa & Surrounding Areas

BUCKEYE LAVEEN

FORT MCDOWELL

MARICOPA

PEORIASCOTTSDALE

QUEEN CREEK

SURPRISE

MESA

SACATON

PHOENIX

WITTMANN

CHANDLER

GOODYEAR

CAVE CREEK

MORRISTOWN

BAPCHULE

COOLIDGEGILA BEND

GLENDALE

WADDELL

TOLLESON

TEMPE

GILBERT

APACHE JUNCTIONLITCHFIELD PARK

FOUNTAIN HILLS

AVONDALE

GOLD CANYON

SUN CITYEL MIRAGE

PARADISE VALLEY

NEW RIVER

SUN CITY WEST

RIO VERDE

FLORENCECASA GRANDE

GLENDALE LUKE AFBYOUNGTOWN

HIGLEY

Students (FY2011)

1 - 105

106 - 303

304 - 518

519 - 776

777 - 1534

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Student County of Residence

1 - 10

11 - 33

34 - 81

82 - 155

156 - 207

208 - 220

221 - 294

295 - 623

624 - 885

28659

DistanceStudents

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Distance Students by State (FY2011)Arizona Excluded

1 - 25

26 - 50

51 - 100

101 - 200

201 - 400

401 - 900

901 - 1168

DistanceStudents

ARIZONA

Notes: Only distance students with mailing addresses within the 49 states were included. Six students listed the District of Columbia (D.C.) as theirhomeaddress.Formappurposesonly,thesesixstudentsweredividedequallybetweenVirginia(N=3)andMaryland(N=3).

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ENROLLMENT TRENDS

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Enrollment Trends Summary (5-Year Analysis)

Full-Time Student Equivalent (FTSE)InFY2011,RioSaladoclaimed15,633FTSE,anincreaseof18%fromFY2010’s FTSE count of 13,226. Additionally, Rio Salado’s open-ended FTSE (whichiscomprisedofmostlyDistancecoursesections)increasedby17.5%from FY2010 (5,929.3) to FY2011 (6,968.2).

Student Unduplicated Headcount The unduplicated headcount is the total number of students enrolled in courses at Rio Salado College. Included in the total headcount are students taking courses for credit, non-credit ABE-GED students, and students taking non-credit courses (either vocational or avocational). In FY2011, Rio Salado’s totalunduplicatedheadcountwas68,656,anincreaseof10.8%overFY2007figuresand10.1%overlastyear(FY2010).Studentstakingcoursesforcreditmake up the majority of Rio Salado’s headcount. More than four-fifths (84.1%)ofRioSaladostudentswereenrolledincreditcoursesinFY2011.RioSalado College’s credit student headcount has increased steadily over the past five years. In FY2007, Rio Salado had 48,761 credit students. In FY2011, Rio Salado had a headcount of 57,746 credit students. During this time pe-riod, Rio Salado experienced an 18.4 percent increase in credit enrollments. Please see the tables below for further details on FY2011.

Rio Salado Students (FY2011)*Total Credit Unduplicated Headcount 57,746

ABE/GED Students 9,697

NonCreditVocationalStudents 101

Non Credit Avocational Students 1,112

TotalUnduplicatedHeadcountofAllRioSaladoStudents

68,656

*962partnershipstudentswerenotincludedintheofficialheadcountforFY2011as these students are not currently recorded in the Student Information System. This would increase our headcount to 69,618.

Rio Salado Credit Student Snapshot (FY2011) by Instruction Mode TotalCreditUnduplicatedHeadcount* 57,746

DistanceStudents** 43,081

Online Students 41,341

In Person Students (Not Dual or Partnership) 1,078

Dual Enrollment Students 8,129

Partnership Students (Distance & In Person) 6,227

HybridStudents*** 240

Independent Study Students 282

*Totalcreditunduplicatedheadcountisnotthesumofallinstructionmodesassome students took courses in more than one mode and would therefore be counted more than once.**Includesstudentswhotookonline,print-based,ormixedmediacourses (includes Distance Dual students)***Includes13dualstudentstakinghybridclasses

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28

5-Year Trend: Fiscal Year -Full-Time Student Equivalent (FTSE)

8,000

9,000

10,000

11,000

12,000

13,000

14,000

15,000

16,000

2007 2008 2009 2010 2011

5 - Year Trend: FY - FTSE

FTSE

2007 2008 2009 2010 2011FTSE 13,703.3 13,283.8 12,859.3 13,225.6 15,633

Note: Fiscal Year FTSE numbers are reported by the college to the District Office after manual adjustments (audited). Information compiled by Eric Wibbing

2007 2008 2009 2010 2011FTSE 13,703.3 13,283.8 12,859.3 13,225.6 15,633

Page 29: Rio Salado College Fact Book: 2010-2011 Report

29

5-Year Trend: Fiscal Year -Headcount (Unduplicated)

2007 2008 2009 2010 2011 All Rio Salado Students 61,955 60,346 61,340 62,337 68,656

Credit Students 48,761 49,806 50,784 52,634 57,746

0

10,000

20,000

30,000

40,000

50,000

60,000

70,000

2007 2008 2009 2010 2011

5 - Year Trend: FY - Headcount (Unduplicated)

All Rio Salado Students Credit Students

Note: Fiscal Year Headcount numbers are reported by the college to the District Office.

2007 2008 2009 2010 2011All Rio Salado Students 61,955 60,346 61,340 62,337 68,656

Credit Students 48,761 49,806 50,784 52,634 57,746

Page 30: Rio Salado College Fact Book: 2010-2011 Report

30

STUDENT DEMOGRAPHIC TRENDS

Page 31: Rio Salado College Fact Book: 2010-2011 Report

31

Student Demographic Trends*

GenderDuringFY2011,three-fifths(61.0%)ofRioSaladostudentswerefemalewhile36.9%weremale.Thegendercategoryof“other”wasaddedinFY2008 to accommodate students who identified with neither female nor male.Onepercentofstudentsidentifiedthemselvesas“other”inFY2011.Afewstudents(1.1%)didnotreportanygender.Theratiooffemaletomalestudents has widened over the past five years at Rio Salado. Known female students outnumber known male students. The percentage of students who are female also tended to be higher in all six delivery modalities. In FY2011,morethanhalf(57.0%)ofDualEnrollmentstudentswerefemale.Likewise,inthesamefiscalyear,63.2%ofDistancestudentsand52.7%ofIn-Person students were female.

Age GroupNearlytwo-fifths(39.5%)ofRioSaladostudentswerebetweentheagesof 20 – 29 during FY2011. In the past five fiscal years, this age group has represented the largest portion of the Rio Salado College student body. Additionally, students aged 30 – 39 comprised the second largest age group at Rio Salado over the same time period by a very slim margin. In FY2011,30to39year-oldsmadeup21.4%ofthestudentpopulationwhilestudents between the ages of 14 and 19 made up the third largest student population(21.2%).Manystudentsinthisagegrouparetakingcoursesthrough dual enrollment programs at local high schools.

*Note:Demographictrenddataincludesonlystudentswhotookcoursesfor credit (Total Credit Unduplicated Headcount)

The largest student age group differed among the six modalities. Almost all reporting dual enrollment students gave an age of between 14 and 19inFY2011(99.9%).Studentsbetweentheagesof20to29comprisedthelargestgroup(46.2%)ofDistance-learningstudentswhilemorethantwo-fifths(42.7%)ofallIn-Personstudentswereinthe20–29agegroup.Additionally,two-fifths(43.9%)ofallPartnershipstudentsindicatedanagebetween20and29.Anequalpercentage(25.8%)ofhybridstudentsfellinto the age categories of 20 – 29 and 30 – 39.

Ethnicity Over the past five fiscal years, the predominate ethnicity of Rio Salado students was White. The percentage of students at Rio Salado College who reported Hispanic/Latino as their ethnicity steadily increased from FY2007 to FY2011. The Hispanic student population increased from 12.8%inFY2007to15.1%inFY2011.InFY2011,White,Non-Hispanicstudentscomprisednearlythree-fifths(59.9%)oftheRioSaladostudentbody. This is down two percent from the previous fiscal year. More than one-tenth(11.2%)ofstudentsinFY2011indicatedanethnicityofBlack/African American. Asian students made up approximately four percent of the student population while American Indian/Alaskan Native students comprised1.9%ofthestudentsatRioSaladoinFY2011.Studentswhoidentifiedas“Other/NotSpecified”remainedsteadyat8.0%oftheoverallpopulation after a steady decrease in the last few fiscal years. Additionally, for FY2011, the previous ethnicity category of Asian or Pacific Islander was split into two new groups (i.e. Asian, Native Hawaiian/Other Pacific Islander).

Page 32: Rio Salado College Fact Book: 2010-2011 Report

32

5-Year Trend: Fiscal Year – Gender

Gender 2007 2008 2009 2010 2011 Male 17,754 17,749 17,970 19,012 ??Female 28,160 29,859 30,884 32,463 ?? Unknown 2,847 1,951 1,452 818 ??Other* - 247 478 341 ??Total 48,761 49,559 50,784 52,634

% Male 36.4% 35.8% 35.4% 36.1% 36.9% % Female 57.8% 60.2% 60.8% 61.7% 61.0%% Unknown 5.8% 3.9% 2.9% 1.6% 1.1% % Other N/A N/A 0.9% 0.6% 1.0%

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

2007 2008 2009 2010 2011

Stud

ents

Fiscal Year

5-Year Trend: FY - Gender

Male Female Unknown Other**Note:TheGendercategoryof“Other”wasaddedinfiscalyear2007-2008.

Gender 2007 2008 2009 2010 2011Female 28,160 29,859 30,884 32,463 35,199

Male 17,754 17,749 17,970 19,012 21,335

Unknown 2,847 1,951 1,452 818 655

Other* 247 478 341 557

Total 48,761 49,559 50,784 52,634 57,746

%Female 57.8% 60.2% 60.8% 61.7% 61.0%

%Male 36.4% 35.8% 35.4% 36.1% 36.9%

%Unknown 5.8% 3.9% 2.9% 1.6% 1.1%

%Other 0.5% 0.9% 0.6% 1.0%

Female

Male

Unknown

Other*

Page 33: Rio Salado College Fact Book: 2010-2011 Report

33

5-Year Trend: Fiscal Year – Gender by ModalityDual Enrollment & Distance

Modality Gender 2007 2008 2009 2010 2011DualEnrollment** Female 58.3% 57.8% 57.5% 58.5% 57.0%

Male 39.4% 40.7% 40.3% 40.1% 40.4%

Other* 0.0% 1.1% 0.7% 2.1%

Unknown 2.3% 1.5% 1.1% 0.7% 0.4%

Distance Female 62.7% 64.2% 63.9% 63.8% 63.2%

Male 32.1% 31.0% 32.6% 34.0% 35.1%

Other* 0.5% 0.9% 0.6% 0.6%

Unknown 5.2% 4.4% 2.6% 1.6% 1.1%

*TheGenderdemographiccategoryof“Other”wasintroducedinFiscalYear2008.**DualEnrollmentisnotaspecificmodality.Forthisreason,dualenrollmentstudentsaredisplayedintotalintheabovechart;however,theyarealsoincluded in the Distance and Hybrid modalities in small numbers.

Female

Male

Other*

Unknown

2011DualEnrollmentGenders 2011DistanceGenders

57%63.2%

40.4%

2.1% 0.6%

0.4% 1.1%

35.1%

Page 34: Rio Salado College Fact Book: 2010-2011 Report

34

5-Year Trend: Fiscal Year – Gender by ModalityIn Person & Partnership

Modality Gender 2007 2008 2009 2010 2011In Person (not ESP or Dual) Female 56.5% 52.2% 54.0% 59.1% 52.7%

Male 35.4% 42.3% 40.4% 37.5% 44.8%

Other* 0.2% 0.9% 1.1% 0.7%

Unknown 8.1% 5.3% 4.7% 2.4% 1.8%

Partnership (ESP) Female 48.6% 52.7% 53.7% 52.6% 52.5%

Male 43.3% 42.9% 40.2% 43.9% 43.1%

Other* 0.7% 1.2% 0.6% 1.9%

Unknown 8.1% 3.8% 4.9% 2.8% 2.5%

*TheGenderdemographiccategoryof“Other”wasintroducedinFiscalYear2008.

Female

Male

Other*

Unknown

2011InPersonGenders 2011 Partnership Genders

52.7% 52.5%

44.8%

1.8% 2.5%0.7% 1.9%

43.1%

Page 35: Rio Salado College Fact Book: 2010-2011 Report

35

5-Year Trend: Fiscal Year – Gender by ModalityHybrid & Independent Studies

Modality Gender 2007 2008 2009 2010 2011Hybrid* Female 44.7% 53.7% 50.2% 77.5%

Male 53.5% 44.3% 46.8% 22.1%

Other** 1.8% 0.3% 1.9% 0.0%

Unknown 1.7% 1.1% 0.4%

IndependentStudies*** Female 83.3% 93.6%

Male 10.4% 3.5%

Other** 0.0% 0.4%

Unknown 6.3% 2.5%

*TheHybridmodalitywasfirstintroducedinFiscalYear2008.**TheGenderdemographiccategoryof“Other”wasintroducedinFiscalYear2008.***TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

Female

Male

Other**

Unknown

2011HybridGenders 2011IndependentStudiesGenders

77.5% 93.6%

22.1%

0.4%

0.4%2.5%

3.5%

Page 36: Rio Salado College Fact Book: 2010-2011 Report

36

5-Year Trend: Fiscal Year – Age Groups

Age Group 2007 2008 2009 2009 2011 19 and Under 10,097 9,890 10,110 10,616 ????20 - 29 18,252 19,180 19,411 20,750 ???? 30 - 39 10,489 10,929 11,507 11,618 ???? 40 - 49 5,905 6,127 6,175 6,304 6,724 50 and Over 3,148 3,364 3,406 3,263 3,536 Unknown 870 316 175 83 ????

Total 48,761 49,806 50,784 52,634

% 19 and Under 20.7% 19.9% 19.9% 20.2% 21.2%% 20 - 29 37.4% 38.5% 38.2% 39.4% 39.5%% 30 - 39 21.5% 21.9% 22.7% 22.1% 21.4% % 40 - 49 12.1% 12.3% 12.2% 12.0% 11.6%% 50 and Over 6.5% 6.8% 6.7% 6.2% 6.1%% Unknown 1.8% 0.6% 0.3% 0.2% 0.1%

02,0004,0006,0008,000

10,00012,00014,00016,00018,00020,00022,000

2007 2008 2009 2010 2011

Stud

ents

Fiscal Year

5-Year Trend: FY - Age Groups

Age Group 2007 2008 2009 2010 201119 and Under 10,097 9,890 10,110 10,616 12,227

20 - 29 18,252 19,180 19,411 20,750 22,818

30 - 39 10,489 10,929 11,507 11,618 12,368

40 - 49 5,905 6,127 6,175 6,304 6,724

50 and Over 3,148 3,364 3,406 3,263 3,536

Unknown 870 316 175 83 73

Total 48,761 49,806 50,784 52,634 57,746

%19andUnder 20.7% 19.9% 19.9% 20.2% 21.2%

%20-29 37.4% 38.5% 38.2% 39.4% 39.5%

%30-39 21.5% 21.9% 22.7% 22.1% 21.4%

%40-49 12.1% 12.3% 12.2% 12.0% 11.6%

%50andOver 6.5% 6.8% 6.7% 6.2% 6.1%

%Unknown 1.8% 0.6% 0.3% 0.2% 0.1%

19andUnder

20 - 29

30 - 39

40 - 49

50 and Over

Unknown

Page 37: Rio Salado College Fact Book: 2010-2011 Report

37

5-Year Trend: Fiscal Year – Age Groups by Dual Enrollment & Distance

Modality Gender 2007 2008 2009 2010 2011DualEnrollment* 19 and Under 98.2% 99.1% 99.9% 99.9% 99.9%

20 - 29 0.1% 0.0% 0.0% 0.0% 0.0%

30 - 39 0.0% 0.0% 0.0% 0.0% 0.0%

40 - 49 0.0% 0.0% 0.0% 0.0% 0.0%

50 and Over 0.0% 0.0% 0.0% 0.0% 0.0%

Unknown 1.7% 0.8% 0.0% 0.1% 0.1%

Distance 19 and Under 8.6% 8.0% 8.5% 9.3% 9.5%

20 - 29 45.4% 45.9% 44.9% 45.7% 46.2%

30 - 39 25.6% 25.5% 26.0% 25.0% 24.3%

40 - 49 13.6% 13.4% 13.4% 13.4% 13.2%

50 and Over 6.3% 6.8% 6.9% 6.6% 6.7%

Unknown 0.7% 0.4% 0.3% 0.1% 0.1%

*DualEnrollmentisnotaspecificmodality.Forthisreason,dualenrollmentstudentsaredisplayedintotalintheabovechart;however,theyarealsoincluded in the Distance and Hybrid modalities in small numbers.

2011DualEnrollmentGenders 2011DistanceGenders

19andUnder

20 - 29

30 - 39

40 - 49

50 and Over

Unknown

19andUnder

Unknown

99.9%46.2%

0.1%

13.2%

6.7%0.1%9.5%

24.3%

Page 38: Rio Salado College Fact Book: 2010-2011 Report

38

5-Year Trend: Fiscal Year – Age Groups by In Person & Partnership

Modality Gender 2007 2008 2009 2010 2011In Person (not ESP or Dual) 19 and Under 5.2% 6.7% 5.6% 5.3% 5.8%

20 - 29 33.4% 30.5% 35.3% 38.6% 42.7%

30 - 39 27.6% 26.3% 26.7% 27.6% 28.2%

40 - 49 16.6% 18.5% 17.2% 17.4% 14.8%

50 and Over 16.0% 17.4% 14.4% 10.4% 8.3%

Unknown 1.2% 0.6% 0.7% 0.6% 0.1%

Partnership (ESP) 19 and Under 9.7% 9.0% 5.3% 2.6% 2.5%

20 - 29 40.5% 41.3% 41.3% 42.6% 43.9%

30 - 39 23.3% 24.6% 26.9% 29.3% 29.1%

40 - 49 14.4% 15.3% 16.4% 15.5% 15.6%

50 and Over 8.1% 8.5% 9.4% 9.7% 8.4%

Unknown 3.9% 1.2% 0.7% 0.4% 0.4%

19andUnder

20 - 29

30 - 39

40 - 49

50 and Over

Unknown

42.7%28.2%

14.8%

43.9%

0.1%8.3% 8.4%

0.4%2.5%

5.8%

29.1%

15.6%

2011InPersonAgeGroups 2011 Partnership Age Groups

Page 39: Rio Salado College Fact Book: 2010-2011 Report

39

5-Year Trend: Fiscal Year – Age Groups by In Person & Partnership

5-Year Trend: Fiscal Year – Age Groups by Hybrid & Independent Studies

Modality Gender 2007 2008 2009 2010 2011Hybrid* 19 and Under 21.1% 21.7% 8.7% 14.6%

20 - 29 43.0% 50.7% 41.5% 25.8%

30 - 39 21.1% 18.0% 28.3% 25.8%

40 - 49 10.5% 8.7% 10.2% 15.8%

50 and Over 3.5% 0.7% 10.9% 17.5%

Unknown 0.9% 0.3% 0.4% 0.4%

IndependentStudies** 19 and Under 0.0% 3.9%

20 - 29 16.7% 28.7%

30 - 39 29.2% 28.4%

40 - 49 35.4% 20.2%

50 and Over 18.8% 18.8%

Unknown 0.0% 0.0%

*TheHybridmodalitywasfirstintroducedinFiscalYear2008.**TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

2011HybridAgeGroups 2011IndependentStudiesAgeGroups

19andUnder

20 - 29

30 - 39

40 - 49

50 and Over

19andUnder

20 - 29

30 - 39

40 - 49

50 and Over

Unknown

25.8%15.8%

25.8%

17.5%14.6%

28.7%

0.4% 3.9%

28.4%

20.2%

18.8%

Page 40: Rio Salado College Fact Book: 2010-2011 Report

40

5-Year Trend: Fiscal Year – Ethnicity

Ethnicity* 2007 2008 2009 2010 2011American Indian / Alaskan Native 875 958 934 978 1,109

Asian 2,004 2,128

Asian or Pacific Islander 1,537 1,802 1,803

Black / African American 3,208 3,822 3,788 5,008 6,448

Hispanic / Latino 6,226 7,100 7,208 7,737 8,712

Native Hawaiian / Other Pacific Islander 33 146

Other / Not Specified 8,518 5,236 5,661 4,232 4,595

White 28,397 30,888 31,390 32,642 34,608

Total 48,761 49,806 50,784 52,634 57,746

%AmericanIndian/AlaskanNative 1.8% 1.9% 1.8% 1.9% 1.9%

%Asian 3.8% 3.7%

%AsianorPacificIslander 3.2% 3.6% 3.6%

%Black/AfricanAmerican 6.6% 7.7% 7.5% 9.5% 11.2%

%Hispanic/Latino 12.8% 14.3% 14.2% 14.7% 15.1%

%NativeHawaiian/OtherPacificIslander 0.8% 0.3%

%Other/NotSpecified 17.5% 10.5% 11.1% 8.0% 8.0%

%White 58.2% 62.0% 61.8% 62.0% 59.9%

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

2007 2008 2009 2010 2011

Stude

nts

Fiscal Year

AmericanIndian/AlaskanNative

Asian

AsianorPacificIslander

Black/African American

Hispanic/Latino

NativeHawaiian/OtherPacificIslander

Other/NotSpecified

White

*ForFiscalYear2010,the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Ha-waiian/Other Pacific Islander).

Page 41: Rio Salado College Fact Book: 2010-2011 Report

41

5-Year Trend: Fiscal Year – Ethnicity by ModalityDual Enrollment & Distance

AmericanIndian/AlaskanNative

Asian

AsianorPacificIslander

Black/African American

Hispanic/Latino

NativeHawaiian/OtherPacificIslander

Other/NotSpecified

White

Modality Ethnicity* 2007 2008 2009 2010 2011Dual Enrollment American Indian / Alaskan Native 0.9% 0.8% 0.7% 0.9% 1.0%

Asian 6.4% 7.1%

Asian or Pacific Islander 5.9% 6.1% 6.1%

Black / African American 2.1% 2.3% 1.9% 2.3% 2.5%

Hispanic / Latino 10.7% 10.4% 11.3% 12.0% 12.2%

Native Hawaiian / Other Pacific Islander 0.0% 0.4%

Other / Not Specified 6.7% 4.4% 6.0% 5.5% 3.7%

White 73.7% 76.0% 74.0% 73.0% 73.1%

Distance American Indian / Alaskan Native 1.8% 2.2% 1.9% 1.9% 1.9%

Asian 3.5% 3.4%

Asian or Pacific Islander 2.8% 3.8% 3.3%

Black / African American 6.6% 8.9% 8.0% 10.7% 12.7%

Hispanic / Latino 10.6% 13.6% 12.5% 13.6% 13.8%

Native Hawaiian / Other Pacific Islander 0.1% 0.2%

Other / Not Specified 17.2% 12.0% 12.8% 8.6% 9.0%

White 61.0% 71.5% 61.6% 61.7% 59.0%

*ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).

2011DualEnrollment 2011Distance

12.2%

13.8%

12.7%

9.0%

0.2%

3.4%1.9%

73.1% 59.0%

7.1%1.0% 2.5%

3.7%

0.4%

Page 42: Rio Salado College Fact Book: 2010-2011 Report

42

5-Year Trend: Fiscal Year – Ethnicity by ModalityIn Person and Partnership

AmericanIndian/AlaskanNative

Asian

AsianorPacificIslander

Black/African American

Hispanic/Latino

NativeHawaiian/OtherPacificIslander

Other/NotSpecified

White

Modality Ethnicity* 2007 2008 2009 2010 2011In Person (not ESP or Dual) American Indian / Alaskan Native 1.6% 1.9% 1.3% 1.3% 3.3%

Asian 5.7% 2.9%

Asian or Pacific Islander 2.5% 3.4% 3.7%

Black / African American 8.6% 8.1% 9.0% 9.7% 11.8%

Hispanic / Latino 14.2% 17.6% 21.1% 25.0% 23.7%

Native Hawaiian / Other Pacific Islander 0.2%

Other / Not Specified 17.9% 9.6% 11.3% 9.2% 8.8%

White 55.1% 59.4% 53.7% 49.1% 49.3%

Partnership (ESP) American Indian / Alaskan Native 2.3% 2.8% 3.4% 3.6% 3.3%

Asian 1.9% 1.4%

Asian or Pacific Islander 2.5% 2.7% 2.1%

Black / African American 8.8% 9.9% 10.3% 10.0% 11.3%

Hispanic / Latino 17.8% 21.6% 24.4% 27.0% 26.0%

Native Hawaiian / Other Pacific Islander 0.1% 0.4%

Other / Not Specified 22.5% 12.9% 6.4% 5.8% 5.5%

White 46.1% 50.0% 53.3% 51.6% 52.0%

*ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).

2011InPersonEthnicity 2011PartnershipEthnicity

11.8%

52.0%

26.0%

3.3%

0.4%

5.5%

1.4%

49.3%11.3%

2.9%3.3%

23.7%8.8%

Page 43: Rio Salado College Fact Book: 2010-2011 Report

43

5-Year Trend: Fiscal Year – Ethnicity by ModalityHybrid and Independent Studies

AmericanIndian/AlaskanNative

Asian

AsianorPacificIslander

Black/African American

Hispanic/Latino

NativeHawaiian/OtherPacificIslander

Other/NotSpecified

White

Modality Ethnicity* 2007 2008 2009 2010 2011Hybrid** American Indian / Alaskan Native 4.7% 0.7% 0.8% 1.25%

Asian 3.4% 4.17%

Asian or Pacific Islander 7.5% 7.7%

Black / African American 6.5% 7.3% 15.8% 5.8%

Hispanic / Latino 33.6% 34.0% 12.1% 18.8%

Native Hawaiian / Other Pacific Islander 0.0%

Other / Not Specified 6.5% 11.3% 14.7% 7.1%

White 47.7% 39.0% 53.2% 62.9%

IndependentStudies*** American Indian / Alaskan Native 1.1%

Asian 0.0% 2.1%

Asian or Pacific Islander

Black / African American 6.3% 8.9%

Hispanic / Latino 20.8% 25.2%

Native Hawaiian / Other Pacific Islander 0.0%

Other / Not Specified 14.6% 10.6%

White 58.3% 52.1%

*ForFiscalYear2010,theethnicityofAsianorPacificIslanderwassplitintotwogroups(i.e.Asian,NativeHawaiian/OtherPacificIslander).**TheHybridmodalitywasfirstintroducedinFiscalYear2008.***TheIndependentStudiesmodalitywasfirstintroducedinFiscalYear2010.

2011HybridEthnicity 2011IndependentStudiesEthnicity

18.8%

5.8%

52.1%

25.2%

2.1%1.1%

10.6%

62.9%

8.9%4.17%1.25%

7.1%

Page 44: Rio Salado College Fact Book: 2010-2011 Report

44

STUDENT STATUS TRENDS

Page 45: Rio Salado College Fact Book: 2010-2011 Report

45

Student Status Trends* Summary

Admission StatusRio Salado College is attracting more students without previous college experience. The proportion of Rio Salado students who entered with no previous college/university increased four and a half percent from FY2007 to FY2011. In FY2011, Rio Salado had the highest percentage (28.1%)ofstudentswithnocollegeoruniversityexperienceinthelastfive fiscal years. Over the past five fiscal years, the largest proportion of students indicated previously attending some college or university but notobtainingadegree.Thetrendhasremainedfairlysteadywith38%to42%ofallRioStudentsindicatingpreviouscollegeattendanceeachyear.InFY2011,two-fifths(40.1%)ofstudentsenteredRiowithsomecollege or university experience, a two percent increase over FY2007. The proportion of students attending Rio Salado College with a previous associate’s degree has increased steadily over the past five fiscal years. The percentage of associate degree holders increased one percent from FY2007(3.8%)toFY2011(4.9%).Studentswithabachelor’sdegreecomprise nearly ten percent of the student body while master’s degree or higher holders make up nearly four percent.

High School StatusIn the past five fiscal years, the majority of Rio students received a high school diploma before attending Rio Salado College. In FY2011, more thantwothirds(69.8%)ofallstudentshadahighschooldiploma.The percentage of students with a GED Certificate has remained fairly steady at approximately ten percent of the student population each year. Moreover, Rio Salado is capturing high school status demographics moreefficiently.InFY2007,15.4%ofRio’sstudenthighschoolstatuswasunknowncomparedtoonly2.0%inFY2011.DuetothePeopleSoftConversion to the New Student Information System, several categories under“HighSchoolStatus”wereeliminated.

*Note:Studentstatustrendsdataincludesonlystudentswhotookcoursesforcredit(TotalCreditUnduplicatedHeadcount).

Page 46: Rio Salado College Fact Book: 2010-2011 Report

46

Current Intent StatusOver the past five fiscal years, the most reported current intent of Rio Salado College students at the time of application was transferring to a university. InFY2007,nearlyonequarter(24.0%)ofRiostudentsintendedtocompletetheir education at a university after attending Rio Salado. In FY2011, a third (32.2%)ofstudentshadthisintent.Someofthisincreasecanbeattributedtothe decrease in the percentage of students where current intention was not captured. Additionally, fewer students are intending to transfer to another community college within Maricopa County. In FY2007, six percent of Rio students indicated an intent to transfer to another community college while only3.8%ofstudentsinFY2010andFY2011hadanintenttodoso. The percentage of students who took courses for personal interest or self improvementincreasedsubstantiallyoverthepastfivefiscalyearsfrom9.2%inFY2007to17.4%inFY2011(+8.2%).

The percentage of students who took courses with the intent to improve new skills at their presentjobdecreasedfromahighinFY2008(19.8%)to18.0%inFY2011.ThispercentageisstilldoublewhatitwasinFY2007(9.8%).

Rather than transfer to a university, many Rio students intended to take courses to advance their careers. Increasingly, more students took courses to prepare for a career change or learn new skills for a better job. In FY2007, only three percent of students took courses to learn new skills for a better job compared to eight percent in FY2011. This percentage increased each year during the past five fiscal years. The proportion of students who prepared for a career change increased by 2.5 percentage points from FY2007 to FY2011. Both of these intents remained fairly steady from FY2010 to FY2011 and could be an indication of the current Arizona economy and unemployment rate. Additionally, the proportion of students intending to prepare for employmentdroppedsignificantlyfromFY2007(16.0%)toFY2011(10.7%).

Student Status Trends Summary (Continued)

Page 47: Rio Salado College Fact Book: 2010-2011 Report

47

5-Year Trend: Fiscal Year – Admission Status

0

5,000

10,000

15,000

20,000

25,000

2007 2008 2009 2010 2011

Stud

ents

Fiscal Year

NoCollegeorUniversity

SomeCollegeorUniversity-NoDegree

AssociateDegree

BachelorDegree

MasterDegreeorHigher

Unknown

Admission Status 2007 2008 2009 2010 2011No College or University 11,505 13,227 12,213 14,156 16,219

Some College or University - No Degree 20,585 19,163 20,409 21,725 23,170

Associate Degree 1,859 2,047 2,370 2,575 2,847

Bachelor Degree 4,397 4,844 5,727 5,662 5,669

Master Degree or Higher 1,825 2,142 2,466 2,293 2,271

Unknown 8,590 8,383 7,599 6,223 7,570

Total 48,761 49,806 50,784 52,634 57,746

%NoCollegeorUniversity 23.6% 26.6% 24.0% 26.9% 28.1%

%SomeCollegeorUniversity-NoDegree 42.2% 38.5% 40.2% 41.3% 40.1%

%AssociateDegree 3.8% 4.1% 4.7% 4.9% 4.9%

%BachelorDegree 9.0% 9.7% 11.3% 10.8% 9.8%

%MasterDegreeorHigher 3.7% 4.3% 4.9% 4.4% 3.9%

%Unknown 17.6% 16.8% 15.0% 11.8% 13.1%

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5-Year Trend: Fiscal Year – High School Status

CurrentlyEnrolledinHighSchool

GEDCertified

HighSchoolDiploma

HomeTaught

NoDiplomaorGED

SpecialTrainingProgram

Admission Status* 2007 2008 2009 2010 2011Currently Enrolled in High School 7,407 15.2% 6,608 13.3% 7,400 14.6% 7,605 14.0% 9,063 16.0%

GED Certified 4,402 9.0% 5,048 10.1% 5,583 11.0% 5,891 11.0% 6,285 11.0%

High School Diploma 28,168 57.8% 35,153 70.6% 35,395 69.7% 37,503 71.0% 40,294 70.0%

Home Taught 33 0.1% 57 0.1% 119 0.2% 157 0.0% 164 0.0%

NoDiplomaorGED** 426 0.9% 588 1.2% 561 1.1% 554 1.0% 762 1.0%

Special Training Program 7 0.0% 2 0.0% 3 0.0% 1 0.0% 1 0.0%

Not Indicated/Unknown 7,502 15.4% 2,350 4.7% 1,723 3.4% 923 2.0% 1,177 2.0%

Concurrent and Dual Enrollment-HS 5 0.0%

Concurrently Enrolled in High School 803 1.6%

ExceptionalJuniorHigh 2 0.0%

Intellectually Gifted 1 0.0%

Special High School, No Permission 5 0.0%

*Note:HighSchoolStatuscategorieswerechangedinFY2008;therefore,severaloldercategoriesarenolongerused(seeshadedportionofchart).**Note:ForFiscalYears2006-2008,“NoDiplomaorGED”wasdividedinto“Age18orOver”and“UnderAge18.”Tocomplywithnewreporting,theyarecombined into one category.

05,000

10,00015,00020,00025,00030,00035,00040,000

Stud

ents

2007 2008 2009 2010 2011

Fiscal Year

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5-Year Trend: Fiscal Year – Current Intent

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,00018,00020,000

2007 2008 2009 2010 2011

Stud

ents

Fiscal Year

ForMyPersonalInterestorSelfImprovement

ImproveMyCareerSkills

LearnNewCareerSkills

PrepareforaCareerChange

PrepareforEmployment

TransfertoaUniversity/College

TransferwithinMCCCD

N/A(from2005-2008categorywas“Unknown”)

Current Intent 2007 2008 2009 2010 2011For My Personal Interest or Self Improvement 4,486 9.2% 4,651 9.3% 7,307 14.4% 7,658 14.5% 10,024 17.4%

Improve My Career Skills 4,779 9.8% 7,214 14.5% 10,056 19.8% 9,846 18.7% 10,374 18.0%

Learn New Career Skills 1,627 3.3% 2,072 4.2% 3,651 7.2% 4,397 8.4% 4,898 8.5%

Prepare for a Career Change 2,618 5.4% 2,473 5.0% 3,793 7.5% 4,416 8.4% 4,581 7.9%

Prepare for Employment 7,802 16.0% 7,585 15.2% 5,166 10.2% 4,993 9.5% 6,171 10.7%

Transfer to a University/College 11,707 24.0% 17,745 35.6% 17,196 33.9% 18,226 34.6% 18,582 32.2%

Transfer within MCCCD 2,907 6.0% 2,406 4.8% 1,994 3.9% 2,024 3.8% 2,218 3.8%

N/A(from2005-2008categorywas“Unknown”) 12,835 26.3% 5,660 11.4% 1,621 3.2% 1,074 2.0% 898 1.6%

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ABE/GED STUDENT INFORMATION

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ABE/GED Student Summary

In FY11 Rio Salado College’s Adult Basic Education (ABE) Program served significantly more students than in the previous year. This was due to a renewed partnership with the Arizona Department of Corrections. Of further note is the fact that the ABE Program increased its students’ average hours of study by a substantial number. Student outcomes for FY11 were mixed relative to FY10, with some categories achieving a higher percentage, and others lower. However, all categories were still higher than in FY09. See the tables below for specific data.

Student Headcount 2009 2010 20117,647 7,609 9,697

Average Hours of Study 2009 2010 201177.1 84.6 92.3

Federal Core Goal 2009 2010 2011Educational Gain 51% 57% 55%

Obtained Employment 39% 52% 44%

Retained Employment 70% 80% 73%

Obtained GED Diploma 70% 71% 72%

Entered Postsecondary Education or Training 62% 64% 73%

The Rio Salado ABE program continues to fulfill a great need in Arizona. According to the 2000 U.S. Census, 825,000 adults in Maricopa County are neither enrolled in school nor have a high school diploma. That number carries even more weight when you take into consideration the fact that the greatest predictor of a child’s success in school is the education level of the parent. Additionally, per the U.S Department of Labor in 2008, having a high school diploma resulted in a median annual earnings increase of $8,580 compared to those without a diploma. It is clear that the ABE program offers adults the opportunity of a better future for themselves and their families.

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5-Year Trend: Fiscal Year - ABE/GED Headcount

Headcount 2007 2008 2009 2010 2011ABE/GED Headcount 10,746 8,644 7,647 7,609 9,697

Note: Official audited ABE/GED headcount as reported by Rio Salado College to Maricopa Community College District Office of Institutional Effectiveness.

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

2007 2008 2009 2010 2011

HEADCOUNT

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STUDENT ASSESSMENTS & TESTING

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4-Year Trend: Fiscal Year - Student Assessments Summary

Summary of Rio Salado’s Assessment EffortsLearningAssessments:CriticalThinking,Writing,Reading,InformationLiteracyThe Institutional Research Department at Rio Salado coordinates college-wide student learning assessments throughout the year. The purpose of each assessment is to determine college-level learning outcomes in reading, writing, critical thinking and information literacy. The Critical Thinking Assessment consists of five skill sets: Analysis, Inference, Evaluation, Deductive Reasoning, and Inductive Reasoning. The Reading Assessment consists of four skill sets: Skill Selection, Identification Skills, Analysis Skills, and Independent Reading Skills. The Writing Assessment consists of five skill sets: Following Directions, Sufficient Content,Organization,SentenceStructureandMechanicalErrors,andfinallyVocabularyChoices.Thescoresoneachofthese sections and the total score for each assessment was converted to a four-point scale to enable comparisons with other assessments. InSpring2011,morethantwo-fifthsofthestudents(44.44%,N=72)scoredatorabovecollegelevelontheCriticalThinkingassessment.*Alargemajorityofstudents(89.05%,N=366)scoredatorabovecollegelevelontheReadingassessment.Additionally,overthree-fifthsofrespondents(69.02%,N=127)scoredatorabovecollegelevelontheWriting assessment. College level learning outcomes and program level outcomes are part of program review and provide the foundation for assessment and increased student learning. This ongoing work is a collaborative, ongoing effort that includes faculty, representatives from Student Services and other co-curricular services, Instructional Design and administration.

A new Information Literacy assessment (RRSA) was piloted in Spring 2010. Information from this pilot assessment and the RRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale.

*Collegelevelisequivalenttoascoreof70.00%orhigher.

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4-Year Trend: Fiscal Year - Student Assessments*

ASSESSMENTS(All)

2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

Critical Thinking 2.60 0.73 537 2.45 0.89 321 2.76 0.83 162

InformationLiteracy** 3.32 0.27 420 3.40 0.22 581

ReadingCompetency*** 3.11 0.28 372 3.04 0.25 414 3.03 0.25 411

WritingCompetency*** 3.10 0.52 377 3.19 0.58 346 3.02 0.00 184

ASSESSMENTS (Distance Only)

2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

CriticalThinking**** 2.73 0.68 357

Information Literacy 3.37 0.28 229 3.43 0.21 321

ReadingCompetency*** 3.08 0.31 170 3.05 0.24 212 3.02 0.25 340

WritingCompetency*** 3.18 0.50 210 3.33 0.54 181 3.02 0.56 181

ASSESSMENTS (Dual Only)

2007 2009 2010 2011Mean StDev N Mean StDev N Mean StDev N Mean StDev N

CriticalThinking**** 2.34 0.74 180

Information Literacy 3.26 0.24 191 3.35 0.23 260

ReadingCompetency*** 3.14 0.24 202 3.03 0.26 202 3.09 0.23 71

WritingCompetency*** 3.01 0.52 167 3.04 0.59 165 3.1 0.37 17

*Note:AssessmentsweregiveninSpring2007,2009and2011.Noassessmentsweregivenin2008or2010.**Note:AnewInformationLiteracyassessment(RRSA)waspilotedinSpring2010.InformationfromthispilotassessmentandtheRRSAs conducted in FY2011 are reported on a separate page as the information is no longer broken down to a four-point scale.***Note:NoReadingorWritingassessmentswereadministeredinFY2010.****Note:DualenrollmentstudentscomprisedoflessthanonepercentoftherespondentstotheCriticalThinkingonlineassessment;therefore,assessmentresultswerenotbrokendownbymodalityforFY2010orFY2011.

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Information Literacy

In Spring 2010, the Information Literacy assessment tool was changed to the Research Readiness Self-Assessment (RRSA) which wasdevelopedbyCentralMichiganUniversity.TheRRSAisanonlineassessmenttoolthatwasdesignedtomeasure“electronicinformation competencies, both general and discipline specific, based on the Information Literacy Competency Standards for Higher EducationdevelopedbytheAssociationofCollegeandResearchLibraries.”1 The RRSA was administered in both the spring and fall semesters of 2010.

The Research Readiness Self-Assessment was administered online during the spring 2010 semester to dual and distance students, andagaintoacohortofdualenrollmentstudentsinfall2010(N=308:Distancestudents:149;Dualstudents:159).

The RRSA examines six skill sets: Obtaining Information, Evaluating Information, Understanding of Plagiarism, Browsing the Internet, Research and Library Experience, and Perceived Research Skills.2 The level of available points varied by skill set and the percentage score was calculated by dividing the average score by the amount of points possible for that skill set.

A total of 308 Rio Salado College students completed the RRSA in 2010. The distance student cohort consisted of 149 students, while 159 students were in the dual enrollment cohort.

The RRSA will be distributed again in the spring of 2013.

RRSA All Rio Salado Students RRSA Scored CategoriesN = 308

Category MinScore MaxScore Average Score Points Possible %

Obtaining Information 9.00 29.00 20.08 30 66.94%

Evaluating Information 1.00 12.00 6.70 12 55.85%

Understanding of Plagiarism 4.00 14.00 11.23 14 80.19%

Overall 16.00 54.00 38.01 56 67.87%

More detailed information can be found at http://rrsa.cmich.edu/twiki/bin/view.cgi/RRSABrowsing the Internet and Perceived Research Skills are self-reported using sliding 0 – 10 scale questions. Research and Library Experience is self-reported using multiple-choice questions. These skills are not recorded in the overall score.

12

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Research Readiness Self-Assessment Report (RRSA)

RRSA All Rio Salado Students Self-Reported CategoriesN = 308

Category MinScore MaxScore Average Score Points Possible Percentage

Browsing the Internet (self-reported) 0.00 48.15 25.99 0 - 50 51.98%

Research and Library Experience(self-reported)

1.00 28.00 13.89 33 42.09%

Perceived Research Skills(self-reported)

0.45 40.00 29.61 40 74.01%

Difference Between Perceived and Actual Research ScoresN = 308

Category Percentage

Perceived Research Score (self-reported) 74.01%

Actual Research Score 67.87%

Difference -6.14%

College Level Status by School

SchoolAboveCollegeLevel BelowCollegeLevel Total

N Percentage N Percentage N Percentage

CentralMichiganUniversity* 160 50.16% 159 49.84% 319 100.00%

Milligan College 230 41.22% 328 58.78% 558 100.00%

North Carolina Wesleyan College 9 6.38% 132 93.62% 141 100.00%

Rio Salado College 129 41.88% 179 58.12% 308 100.00%

WestVirginiaUniversity 155 38.08% 252 61.92% 407 100.00%

Total 687 39.62% 1047 60.38% 1734 100.00%

College level is defined as 70% or better.*Maycontainnon-studentresponses

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3-Year Trend: Spring Terms – ETS Proficiency Profile

Methodology The Educational Testing Service (ETS) Company created the Proficiency Profile (formerly the Measurement of Academic Proficiency and Progress). The Proficiency Profile assessment was completed by 200 students during Spring 2010. The assessment was delivered in an online format. The ETS Proficiency Profile assesses student learning in the following areas: humanities, social sciences, natural sciences, college level reading, college levelwriting,criticalthinking,andmathematics.TheETSProficiencyProfileiscompletedeverytwoyears;therefore,newassessmentresultswillbe posted in the FY2012 Fact Book.

Longitudinal AnalysisStudents had a higher total score in 2010 (454.16, N = 200) than they did in 2008 (450.03, N = 210). Students have consistently performed at a high level over the past three assessment cycles. From Spring 2008 to Spring 2010, student subscore averages have increased in all seven skill and context-based categories.

Rio Salado College Measurement of Academic Proficiency and Progress Longitudinal Comparison Average Academic and Skills Subscores All Students

Spring2006(N=209) Spring2008(N=210) Spring2010(N=200)

Average StDev Average StDev Average StDev

Skills Subscores:

Critical Thinking 114.74 7.06 113.50 6.54 114.94 6.65

Reading 121.38 6.89 119.49 6.98 121.28 6.33

Writing 117.00 4.92 116.03 5.37 116.77 4.35

Mathematics 117.47 6.40 114.62 7.08 114.73 6.39

Context-BasedSubscores:

Humanities 117.62 6.84 116.96 6.65 118.62 6.62

Social Sciences 116.33 6.96 115.63 6.41 116.63 6.46

Natural Sciences 118.65 5.81 116.73 6.43 118.43 5.81

TotalScores 455.79 19.60 450.03 21.49 454.16 19.48

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Student Learning Outcomes FY2011

Summary of Student Learning Outcomes (PDCA Cycles)

Critical Thinking: A total of 11 courses had improvement cycles during Fiscal Year 2011. Sixteen PDCA cycles were completed. Seventeen PDCA cycles are currently in process, carrying over to FY2012. The cycle progress updates, including the number of students impacted, are shown in the table below.

Successful interventions implemented during the Fiscal Year 2011 include links to critical thinking resources online, Flash learning tutorials instructing students on critical thinking strategies, improvements in assignment wording and instructions, and adjunct faculty training in providing appropriate feedback and support to students.

Writing:A total of 10 programs had improvement cycles during Fiscal Year 2011. Four PDCA cycles were completed. Fifteen PDCA cycles are currently in process, carrying over in to FY2012.

Reading:The reading PDCA process began in the spring of 2011. The initial focus was to assess the areas of need in relation to reading skills. Based on the past College-wide assessments, it was determined that the focus would be on reading comprehension skills for the initial PDCA process.

To date, seven cycles have ended because the initial (baseline) data showed that students were already performing at or above the college level. In these cases, faculty within the discipline have started new cycles, either with diff erent assignments or diff erent classes.

The cycle progress updates for each student learning outcome, including the number of students impacted, are shown in the table right.

Cycle Progress for FY2011 by College Learning Outcome

CycleProgressUpdate

CriticalThinking Writing Reading

N N N

Programs that have improvement cycles 11 10 2

PDCA cycles completed 16 4 0

PDCA cycles ended (as baseline students met college level)

11 4 7

PDCA cycles ended (for other reasons) 0 1 0

PDCA cycles in progress 17 15 9

Courses involved 30 21 16

StudentsimpactedduringPDCAcycle* 2,024 726 N/A

Students immediately impacted by "Act" step 2,056 631 N/A

*Numberofstudentsinvolvedincheckphase

Collect & Analyze Data

ACT PLAN

DO

CHECKNO

YES

YESNO

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STUDENT RETENTION & SUCCESSFUL COMPLETION

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Student Retention & Successful Completer Summary

Student Retention by Discipline Area

Student retention for all discipline areas remained high at Rio Salado College for FY2011. The Dental Program once again experienced the highestretentionrate(99.04%)ofallmajorprograms*forFY2011.Fourteen disciplines had retention rates of over ninety percent. These disciplines, other than Dental Hygiene, were as follows: Languages (96.51%),Education(95.61%),AlliedHealth(94.99%),E-LearningDesign(94.74%),LibraryScience(94.74%),Computers(94.29%),SocialSciences(93.19%),PublicSafetyPrograms(92.52%),Humanities,History&Design(92.42%),Corporate&GovernmentPrograms(92.34%),ChemicalDependency(91.97%),Psychology,Philosophy,andReligiousStudies(91.88%),andMathematics(91.02%).Alldisciplineareasmaintainedover an 80 percent retention rate for the year. Disciplines with the largest increases in retention from FY07 to FY11 were Social Sciences (+10%),PhysicalScience(+10%),Computers(+10%),Mathematics(+9%),Humanities,History&Design(+8%),Psychology/Philosophy/Religion(+8%),andAlliedHealth(+8%). Student Successful Completers by College and Discipline Area DentalPrograms**hadthehighestsuccessfulcompletionrateofanydiscipline over the past five fiscal years. The successful completion rate was94.5%inFY2011.PublicSafetyProgramsalsohadahighsuccessfulcompletionrate(91.0%)inFY2011.AlliedHealthsuccessfulcompletionratesincreased15%fromFY2007toFY2011.LibrarySciencesalsosawanalmost twelve percent increase in successful completers and Public Safety Programs saw a seven percent increase over that same time period.

Successful completion rates for the In Person modality has steadily increased over the past five fiscal years. In FY2007, In Person successful completionratewas87.8%comparedto92.2%inFY2011.TheDistancemodality’s successful completion rate remained fairly constant at around three-fifths of the population over this timeframe. Internet students, a subset of the Distance modality, followed the Distance modality trend as the majority of Distance students took online classes over the past five fiscal years. The Hybrid and Independent Study modalities contain a smaller number of students and were able to maintain high successful completionratesforFY2011,89.1%and91.2%respectively.

*TheDigitalMediaContentdisciplineareaisnewforFY2011andhadaverysmallnumberofstudentsinoneprefixarea(i.e.JRN“Journalism”).This discipline area is intended to grow in the next few fiscal years and already includes more course prefixes.

**InFY2011,thetwodisciplineareasofDentalHygieneandDentalAssisting were merged into one discipline (i.e. Dental Programs).

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5-Year Trend: Retention by Discipline

Discipline Area 2007 2008 2009 2010 2011Allied Health 87.20% 84.33% 87.48% 92.17% 94.99%

Biology 84.55% 81.70% 81.02% 81.28% 80.01%

Business/Management 79.39% 75.86% 73.61% 78.91% 84.39%

Chemical Dependency 84.20% 83.23% 86.86% 88.64% 91.97%

Computers 84.65% 82.51% 91.60% 92.50% 94.29%

Corporate & Government Programs 87.73% 90.30% 91.96% 91.15% 92.34%

Counseling/Personal Development 86.35% 80.72% 78.50% 73.78% 83.04%

Dental Programs 96.14% 93.95% 93.53% 96.75% 99.04%

E-Learning Design N/A N/A 92.45% 88.89% 94.74%

Early Childhood Education 85.66% 74.44% 82.38% 82.67% 88.98%

Education 89.91% 90.29% 92.44% 92.77% 95.61%

English/ESL/Creative Writing/Reading 84.45% 82.68% 84.17% 85.56% 87.43%

Humanities, History & Design 84.12% 86.33% 89.13% 91.33% 92.42%

Languages 94.54% 94.12% 95.69% 96.24% 96.51%

Library Science 88.00% 90.91% 92.00% 98.11% 94.74%

Mathematics 81.85% 83.99% 87.53% 90.66% 91.02%

Physical Science 77.25% 82.61% 83.05% 84.20% 87.04%

Psychology, Philosophy, and Religious Studies 83.91% 82.17% 86.41% 88.51% 91.88%

Public Safety Programs 84.89% 84.62% 85.85% 92.38% 92.52%

Social Sciences 82.83% 82.88% 85.44% 86.05% 93.19%

Retention by Discipline - FY2011

60%

50%

70%

80%

90%

100%

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5-Year Trend: Successful Completers

Discipline* 2007 2008 2009 2010 2011Allied Health 66.4% 62.4% 74.1% 78.5% 81.5%

Biology 48.3% 47.2% 48.1% 46.6% 48.5%

Business/Management 73.9% 69.0% 69.3% 63.0% 61.1%

Chemical Dependency 80.0% 72.8% 76.3% 74.3% 73.0%

Computers 74.6% 71.7% 76.5% 74.5% 73.4%

Corporate & Government Programs 86.2% 88.8% 90.0% 88.8% 84.8%

Counseling/Personal Development 74.7% 55.7% 84.1% 67.2% 68.5%

Dental Programs 91.4% 87.7% 82.6% 87.2% 94.5%

E-Learning Design N/A N/A 75.5% 81.0% 85.5%

Early Childhood Education 72.5% 63.7% 63.2% 55.5% 62.0%

Education 83.7% 85.0% 85.8% 85.8% 85.8%

English/ESL/Creative Writing/Reading 74.6% 74.2% 75.8% 74.6% 76.5%

Humanities, History & Design 62.8% 61.7% 62.9% 62.6% 65.1%

Languages 82.7% 82.8% 84.0% 82.8% 84.9%

Library Science 68.0% 69.7% 78.7% 70.8% 79.8%

Mathematics 65.6% 64.4% 65.4% 65.0% 64.1%

Physical Science 64.5% 60.5% 63.3% 60.5% 62.9%

Psychology, Philosophy, and Religious Studies 66.3% 64.8% 68.8% 66.8% 69.7%

Public Safety Programs 83.7% 83.1% 84.1% 89.7% 91.0%

Social Sciences 66.8% 67.8% 72.0% 71.3% 72.3%

TotalSuccessfulCompletionfortheCollege 76.9% 75.4% 75.4% 72.8% 74.1%

*Note:SuccessfulCompleterpercentagesrealignedtomatchprefixescurrentlyundereachdiscipline as of fiscal year 2011.

AsuccessfulcompleterreceivedagradeofA,B,C,orP“Passing.”Studentswhodroppedacoursewerenotincluded.StudentswereconsideredunsuccessfuliftheyreceivedagradeofD,F,I“Incomplete”orZ“Failing”orhadwithdrawnfromthecourse.

Modality* 2008 2009 2010 2011Distance** 62.2% 65.3% 64.6% 65.0%

Internet Only 62.3% 65.3% 64.6% 64.7%

Hybrid 90.9% 85.9% 86.5% 89.4%

Independent Study N/A N/A 87.5% 91.2%

In Person 87.8% 90.9% 93.3% 92.2%

TotalSuccessfulCompletionfortheCollege 75.4% 75.4% 72.8% 74.1%

*ModalityinformationavailableforFY2008forward.**Distancemodalityincludesinternet,mixedmediaandprint-based courses.

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UNIVERSITY TRANSFER

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University Transfer Summary

InFall2009*,2,867RioSaladostudentstransferredtoapublicArizonauniversity.Ofthethreestateuniversities,thelargestproportion(65.2%)ofRioSaladoCollegestudentstransferredtoArizonaStateUniversity(ASU).InformationforFall 2010 new university transfers is not yet available. University transfer data is derived from information provided in the statewide ASSIST (Arizona Statewide System for Information on Student Transfer) data warehouse.

Transfer HoursMorethanhalf(51.0%)ofallnewtransferstudentstransferred1-11credithourstooneofthethreeArizonastateuniversitiesinFall2009.Nearlyone-third(31.3%)ofallstudentstransferred12-23credithours.Recently,MaricopaCounty Community College District (MCCCD) has aligned the definition of a transfer student with what the universities use. Therefore, the District only reports students transferring at least 12 credit hours and coded as New Transfer (NTR) in the ASSIST database. All other students are considered enrolled at the university with MCCCD credits. Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 261 to ASU, 104 to NAU, and 21 to UA. Footnotes on each of the following pages detail this difference in reporting criteria.

Transfer Class LevelInFall2009,half(50.1%)ofRiostudentswhonewlytransferredtooneofthethreestateuniversitiesdidsoattheFreshmanlevel.Slightlylessthanone-quarter(23.5%)transferredattheSophomorelevelandnearlythesameproportion(22.7%)arrivedatoneofthestateuniversitiesattheJuniorclasslevel.TheUniversityofArizona(UA)hadalmostall(93.8%)ofitsnewstudenttransfersadmittedateithertheFreshmanorSophomoreclasslevel.Morethanone-quarter(28.6%)whotransferredtoNorthernArizonaUniversity(NAU)didsoattheJuniorclasslevel.

Top 10 MajorsRio students attending Arizona universities in Fall 2009 declared several diverse majors. The top declared major for Rio students was Business, Management, Marketing, and Related Support Services. Four hundred and two students declared this major in Fall 2009. Many (N = 279) chose Biological and Biomedical Sciences as their major and several (N = 238) declared their major as Education. Additionally, Health Professions and Related Clinical Services interested 223 RiostudentsinFall2009.EngineeringwasthefifthhighestdeclaredmajorforformerRioSaladostudents.VisualandPerforming Arts replaced Multi/Interdisciplinary Studies as a top 10 major.

*Note:Duetoadelayindataloading,Fall2010datanotavailableattimeofpublication.

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Transfer Hours: Fall 2009 AZ University New Student Transfer

ASU NAU UA All AZ UniversitiesTransferHoursOver Students Percent Students Percent Students Percent Students Percent

1-11 hrs 985 52.7% 244 52.5% 232 43.5% 1461 51.0%

12-23 hrs 562 30.1% 152 32.7% 182 34.1% 896 31.3%

24-31 hrs 121 6.5% 36 7.7% 57 10.7% 214 7.5%

32-47 hrs 105 5.6% 24 5.2% 47 8.8% 176 6.1%

48-63 hrs 30 1.6% 4 0.9% 13 2.4% 47 1.6%

64+hrs 5 0.3% 5 1.1% 2 0.4% 12 0.4%

Over&Above* 61 3.3% 61 2.1%

Total 1,869 100.0% 465 100.0% 533 100.0% 2,867 100.0%

*TheOver&Abovecategoryindicatesstudentswhotransferredthemaximumallowedhourstotheuniversityfromother institutions, and therefore transfer credit from Rio Salado College was not accepted.

ASU NAU UA All AZ Universities

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60

0

10

20

30

40

50

0

10

20

30

40

50

60

1-11 hrs

12-23 hrs

24-31 hrs

32-47 hrs

48-63 hrs

64+ hrs

Over & Above*

Fall2009AZUniversityNewStudentTransferHours

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a ‘new transfer’ (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universities in Fall 2009 - 239 transferred 12-23 hours, 61 transferred 24-31 hours, 56 transferred 32-47 hours, 19 transferred 48-63 hours,and11transferred64+hours.

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Transfer Class Level: Fall 2009AZ University New Student Transfer

Freshman

Sophomore

Junior

Senior

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. Only undergraduate students transferring at least 12 credit hours and coded as NTR are reported as a ‘new transfer’ (excludes 1-11 and Over & Above transfer hours and New Freshman Transfer). Using this criteria, Rio Salado had 386 total transfers to Arizona public universitiesinFall2009-10Freshman,103Sophomore,225Junior,and48Seniorclasslevel.

Fall2009AZUniversityNewStudentTransferClassLevel

100

90

80

70

60

50

40

30

20

10

0

ASU NAU UA

ASU NAU UA All AZ UniversitiesTransferHoursOver Students Percent Students Percent Students Percent Students Percent

Freshman 840 44.9% 226 48.6% 370 69.4% 1436 50.1%

Sophomore 467 25.0% 78 16.8% 130 24.4% 675 23.5%

Junior 493 26.4% 133 28.6% 26 4.9% 652 22.7%

Senior 69 3.7% 28 6.0% 7 1.3% 104 3.6%

Total 1,869 100.0% 465 100.0% 533 100.0% 2,867 100.0%

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Top 10 Declared Majors: Fall 2009AZ University New Student Transfer

Declared Major ASU NAU UA AZ Universities1. Business, Management, Marketing, and Related Support Service 288 46 68 402

2. Biological and Biomedical Sciences 189 32 58 279

3. Education 146 78 14 238

4. Health Professions and Related Clinical Sciences 106 67 50 223

5. Engineering 150 12 30 192

6. Psychology 132 15 29 176

7. Parks, Recreation, Leisure and Fitness Studies 61 12 70 143

8. Social Sciences 109 20 12 141

9.VisualandPerformingArts 96 22 9 127

10.Communication,Journalism,andRelatedPrograms 93 15 15 123

Top 10 Majors excludes those students who have declared no major. UA had 73 such students for Fall 2009, ASU had 118 students, and NAU had none.

ASU

NAU

NA

Using District’s new reporting guidelines, the top ten majors for the 386 transfer students are in order as follows: (1) Business, Management, Marketing, & Related Support Service - 52 students, (2) Education - 44 students, (3) Liberal Arts & Sciences, General Studies & Humanities - 37 students, (4) Health Professions & Related Clinical Sciences - 35 students, (5) Social Sciences - 27 students, (6) Biological & Biomedical Sciences AND Mulit/Interdisciplinary Studies - 23 students each, (8) Psychology - 22 students,(9)Visual&PerformingArts-18students,and(10)Communication,Journalism&RelatedPrograms-15students.

Top10DeclaredMajors-NewStudentUniversityTransfer

400

300

200

100

0

1 2 3 4 5 6 7 8 9 10

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FACT BOOK