table of contents - mjc · 5 | p a g e [to top] highlights enrollment trends student headcount,...

1 | P a g e [To Top]

Table of Contents Highlights ........................................................................................................................................ 5

Enrollment Trends ....................................................................................................................... 5

Student Headcount, Credit-Course Enrollment, Full-time Proportions .................................. 5

Enrollment Status and Primary Time of Attendance (pp. 9-10) .............................................. 5

Distance Education Enrollment ............................................................................................... 5

Demographic Data....................................................................................................................... 5

Student Diversity ..................................................................................................................... 5

Financial Aid Status (pp. 14-15) ................................................................................................. 6

Student Achievement .................................................................................................................. 6

Student Success and Retention (pp. 17-22) ............................................................................. 6

Basic Skills (pages 23-26) ....................................................................................................... 6

Persistence (pp. 27-29) ............................................................................................................ 7

Degree and Certificate Completion (pp. 31-32) ...................................................................... 7

Transfer Trends (pp. 33-38) ..................................................................................................... 7

CCSSE Community College Survey of Student Engagement (CCSSE) ........................................ 8

History of CCSSE at MJC 2006-2017 (p. 41) ............................................................................. 8

Key Findings from 2015 CCSSE (pp. 42-51) ............................................................................. 8

Long-Term Trends in CCSSE Benchmark Scores 2006-15 (pp. 49-51)..................................... 9

I. Student Enrollment Trends ........................................................................................................ 10

Headcount and Enrollment ........................................................................................................ 10

Courses, Sections, Credits/Unit Load ....................................................................................... 12

II. Student Demographic Data ...................................................................................................... 14

Race/Ethnicity, Gender, and Age of Students ........................................................................... 14

Background, Educational Objectives ........................................................................................ 16

Financial Aid ............................................................................................................................. 16

Status: Disability, EOP&S, Veterans, Foster Youth, Out-of-State/International ...................... 17

III. Student Achievement Data ..................................................................................................... 18

Success and Retention Trends ................................................................................................... 18

Basic Skills Trends .................................................................................................................... 24


Persistence Trends ..................................................................................................................... 27

30-Credit Attainment Trends .................................................................................................... 29

Degree/Certificate Completion ................................................................................................. 30

Transfer Trends ......................................................................................................................... 33

Progress on IEPI Goals Update for 2015-16 ............................................................................. 38

IV. Community College Survey of Student Engagement (CCSSE) Trends ................................. 40

CCSSE at MJC Overview ......................................................................................................... 40

Results from 2015 CCSSE Survey ............................................................................................ 41

Notable General Findings ...................................................................................................... 41

Educational Effectiveness Findings ....................................................................................... 42

Perceptions of Support for Students at MJC Compared with Other CCSSE Colleges ......... 42

Findings Pertaining to Educational Planning, Access to Support Services ........................... 42

Usage and Satisfaction with Advising (Counseling)/Planning, Career Counseling .............. 43

Equity Gaps and Findings...................................................................................................... 43

Primary Sources Used to Pay for College ............................................................................. 43

Profile of Students Participating in 2015 CCSSE at MJC ........................................................ 44

Demographics ........................................................................................................................ 44

Educational Activities and Student Needs............................................................................. 44

Prior Educational Experience ................................................................................................ 45

Factors Which Could Cause Students to Withdraw from MJC ............................................. 45

CCSSE 2015 Survey at MJC: First-Generation Student Responses ......................................... 47

Responses by First-Generation Students at MJC .................................................................. 47

The MJC Difference: Notable Accomplishments of MJC Education for First-Generation

Students ................................................................................................................................. 48

Support from friends and family ........................................................................................... 48

Trends in 10-Year MJC Data Analysis Between 2006 and 2015 Surveys ............................ 49

CCSSE Survey at Modesto Junior College 2006-2015: Trends in Overall Benchmark Scores 49

Overall Changes between the 2013 and 2015 CCSSE Surveys ................................................ 51

Reference Data Sources from 2015 and Previous CCSSE Surveys at MJC ......................... 52


Index of Tables

Table 1: Trends in Enrolled Students by Semester, 2011-12 to 2016-17 ..................................... 10

Table 2: Trends in Annual Unduplicated Student Headcount, 2009-10 to 2015-16 .................... 10

Table 3: Trends in Distance Education Enrollment Fall 2009 to Fall 2016 ................................. 11

Table 4: Trends in Enrollment Status Fall 2009 to Fall 2016 ....................................................... 12

Table 5: Proportion of Full-time Students Fall 2009 to Fall 2016 ................................................ 13

Table 6: Race/Ethnic Diversity of Students 2009-10 to 2015-16 ................................................. 14

Table 7: Trends in Annual Unduplicated Student Headcount by Gender, 2009-10 to 2015-16 ... 15

Table 8: Age Distribution of Students 2009-10 to 2015-16 ......................................................... 15

Table 9: Students Receiving Financial Aid 2011-12 to 2015-16 .................................................. 16

Table 10: Disabled Students at MJC 2009-10 to 2015-16 ............................................................ 17

Table 11: 5-Year Measures of Student Success Overall and by Race/Ethnicity Gaps fall 11 to fall

16................................................................................................................................................... 18

Table 12: Success Trends by Major Ethnicity Fall 2011 to Fall 2016.......................................... 19

Table 13: Success Trends by Gender Fall 2011 to Fall 2016 ....................................................... 19

Table 14: Success Trends by Age Grouping Fall 2011-Fall 2015 Average and Fall 2016

Measures ....................................................................................................................................... 20

Table 15: Success Rates Trends Online and Face-to-Face Format Fall 2011 to Fall 2016 .......... 20

Table 16: Success Trends Across MJC Divisions, Fall 2014 to Fall 2016 .................................. 21

Table 17: CTE Retention and Success .......................................................................................... 22

Table 18: STEM Retention and Success ....................................................................................... 22

Table 19: Liberal Arts Retention and Success .............................................................................. 22

Table 20: Course Retention Trends All Courses by Total Students, African-American and

Hispanics ....................................................................................................................................... 23

Table 21: English Assessment Status of Students Entering MJC Spring 2017 ............................ 24

Table 22: Mathematics Assessment Status of Students Entering MJC Spring 2017 .................... 24

Table 23: MJC 2017 Scorecard: English Basic Skills Improvement, 06-07 through 10-11 Cohorts

....................................................................................................................................................... 25

Table 24: MJC 2017 Scorecard: Math Basic Skills Improvement, 06-07 through 10-11 Cohorts26

Table 25: MJC 2017 Scorecard: Persistence Trends, 06-07 through 10-11 Cohorts .................... 27

Table 26: Persistence Rates of New Student Cohorts ................................................................... 27

Table 27: Persistence Rate to 1st spring (Two Semesters) ........................................................... 28

Table 28: Persistence Rate to 2nd Fall (Three Semesters) ........................................................... 28

Table 29: MJC 2017 Scorecard: 30 Credit Attainment Trends, 06-07 through 10-11 Cohorts.... 29

Table 30: Trends in Earned Degrees at MJC 2009-10 to 2015-16 ............................................... 30

Table 31: Trends in Earned Certificates at MJC 2009-10 to 2015-16 .......................................... 31

Table 32: MJC 2017 Scorecard: 6-Year Completion Rate Trends, 06-07 --- 10-11 Cohorts ....... 32

Table 33: MJC Annual Transfers to 4-Year Institutions (UC, CSU, In-State Private, Out of

State) 33

Table 34: MJC Students Transferring to CSU System by Campus, 2005 to 2015 ....................... 34

https://yosemiteccd-my.sharepoint.com/personal/palmerj_yosemite_edu/Documents/Projects/Factbook/MJC%202017%20FactBook%20Update%20JP%20Edits%20062617.docx#_Toc486242237




Table 35: MJC Students Transferring to UC System by Campus, 2005 to 2015 ......................... 34

Table 36: MJC Annual Transfers to University of California System Campuses by Ethnicity,

2010-11 to 2014-15 ....................................................................................................................... 36

Table 37: IEPI Estimates and Scorecard Results .......................................................................... 38

Table 38: Algebra Course Progression Rates within 2 Years ....................................................... 39

Table 39: Math Basic Skills to College Math Completion Rates within 2 Years***................... 39

Table 40: CCSSE 2015 Survey at MJC: Equity Gaps in Overall Benchmark Indicators............. 46

Table 41: Active and Collaborative Learning ............................................................................... 50

Table 42: Student Effort................................................................................................................ 50

Table 43: Academic Challenge ..................................................................................................... 50

Table 44: Student-Faculty Interaction .......................................................................................... 51

Table 45: Support for Learners ..................................................................................................... 51


HIGHLIGHTS

Enrollment Trends

STUDENT HEADCOUNT, CREDIT-COURSE ENROLLMENT, FULL-TIME PROPORTIONS

Annual unduplicated student headcount in the year 2015-16 reached 24,149, nearly a

6% increase compared with 2012-13 (22,809 students).

Approximately 97% of annual enrolled students at MJC take credit-bearing courses,

while nearly 3% enroll exclusively in non-credit courses.

The percentage of full-time enrolled students (12 credits or more per term) reached a

peak in 2010 (37% of total students), and declined to 33% in fall 2015 and fall 2016.

ENROLLMENT STATUS AND PRIMARY TIME OF ATTENDANCE (PP. 9-10)

About one in five enrolled students (19-20%) are first-time students (new students) at

MJC. Continuing students (those enrolled in previous semesters) typically represent

about 60% or more, while 12% are students who return to MJC after an absence of

one or more years. The remaining students (8%) are first-time transfer or special

admit status.

More than 75% of MJC students are enrolled predominantly in day classes while 15%

are predominantly in evening courses and the remainder are in both day and evening

classes.

DISTANCE EDUCATION ENROLLMENT

Total enrollment in Distance Education courses was 7631 in fall 2009, 7357 in fall

2012, rose to 10,549 in fall 2014 and reached 11,590 in fall 2016.

The proportion of total FTEs enrolled in Distance Education format has grown from

15% in 2009-10 to 23% in 2015-16.

Demographic Data

STUDENT DIVERSITY

At least 65% of the MJC student population in 2015-16 was from historically

underrepresented racial/ethnic groups.

During the period of 2011-12, approximately 37% of MJC students identified as

Hispanic. By the year 2015-16, that figure had risen to more than 49%.

Females represented nearly 58% of students at MJC in 2015-16, and males 41-42%.


At least 65% of all MJC students are first-generation college students, while 76% of

African-American students and 88% of Hispanic students are first-generation.

The average age of students at MJC declined from 29 years in 2009-10 to 25 years in

2015-16.

Approximately 91% of MJC students in 2016-17 are U.S. citizens, 5% are permanent

residents; the remaining 4% are temporary residents, refugees, or undetermined

status.

Financial Aid Status (pp. 14-15)

Over the past several years MJC has experienced a pronounced increase in the

percentage of students identified as economically disadvantaged, increasing from

below 50% in 2009-10 to above 65% in 2015-16.

The number of MJC students who received some type of financial aid award

(including BOG fee waiver) reached almost 17,000 in the year 2015-16. Total MJC

students receiving Cal Grants reached nearly 8,300 in 2015-16.

Student Achievement

STUDENT SUCCESS AND RETENTION (PP. 17-22)

MJC has made strides in improving its overall course success rates in recent years.

Between fall 2011 and fall 2016, MJC success rates increased from 63.9% to 68.1%.

MJC has also made substantial progress in reducing observed achievement gaps in

success rates among student groups identified as having disproportionate impact.

Between fall 2011 and fall 2016, Hispanic students showed an improvement in

overall course success rates from 60.8% to 65.6%. African-American students during

the same period showed an overall improvement from 49.5% to 55.4%.

During the years 2009 through 2016, overall MJC course retention rates have

remained relatively steady, averaging 84.0%.

Basic Skills (PAGES 23-26)

The annual Student Success Scorecard for MJC in 2017 demonstrated significant

improvement in several areas of Basic Skills performance. Basic Skills English

Completion Rate: 4% improvement in 2010-11 cohort compared with the 2009-10

cohort. Basic Skills Mathematics Completion Rate (defined as percentage of credit

students tracked for 6 years from Basic Skills Mathematics through college-level

Math): 3% improvement in 2010-11 cohort compared with the 2009-10 cohort.


PERSISTENCE (PP. 27-29)

Persistence rates (i.e. percentage of entering students who continue to be enrolled

during subsequent semesters at MJC) for new student cohorts at MJC have

moderately declined between the fall 2014 cohort and fall 2015 cohort in the

following areas: One-semester persistence from fall to spring: fall 2014 rate 83.6%;

fall 2015 rate 80.8%. One-year persistence rate (fall to fall): fall 2014 rate 63.9%; fall

2015 rate 60.9%.

DEGREE AND CERTIFICATE COMPLETION (PP. 31-32)

The number of annual earned Associate’s degrees at MJC increased by 32.3%

between 2009-10 (1,175) and 2015-16 (1,555).

The number of certificates earned at MJC increased from 276 in 2009-10 to 681 in

2015-16.

The percentage of entering new student cohorts that graduate with a certificate or

degree is approximately 12% over a six-year period, 11% over five years, and just

under 10% over 4 years.

TRANSFER TRENDS (PP. 33-38)

MJC has experienced an overall 38% increase in transfers to four-year institutions

over the past seven years. In 2009-10, 1,025 students transferred to four-year

institutions, while in 2015-16 that number increased to 1,414.

In 2009-10, 530 MJC students transferred to CSU institutions, 51.7% of all MJC

transfers in that year. By 2015-16, 862 MJ graduates had transferred to CSU

institutions, an increase of 332 students (62.6%). That year, CSU transfers

represented 61.0% of all MJC transfers to 4-year institutions.


CCSSE COMMUNITY COLLEGE SURVEY OF

STUDENT ENGAGEMENT (CCSSE)

History of CCSSE at MJC 2006-2017 (p. 41)

MJC has conducted the CCSSE student survey six times (2006, 2009, 2011, 2013, 2015, and

now in 2017) in order to assess engagement and satisfaction of its students. With ten years of

historical CCSSE student data, MJC has been able to conduct significant long-term trend

comparisons on key indicators (benchmarks) of institutional effectiveness, including Active and

Collaborative Learning; Student Effort; Academic Challenge; Student-Faculty Interaction; and

Support for Learners.

The most recent version of the CCSSE was conducted at MJC during the months of March and

April 2017. In total, nearly 47 courses were surveyed, resulting in nearly 1,200 completed survey

responses (equivalent to the response count for the 2015 CCSSE survey at MJC). Summary

response data for MJC-specific questions from the 2017 survey has already been compiled, and

overall results from the standard CCSSE survey will be available by August 2017.

Key Findings from 2015 CCSSE (pp. 42-51)

For the 2015 CCSSE, the overall response rate from MJC students was among the highest rates

for all of the participating institutions with large enrollments (15,000 annually and above).

Participating students indicated the following:

97% of respondents indicated that their immediate family supports their attending MJC

93% indicated they would recommend MJC to a friend or family member

93% indicated that their MJC education is preparing them to think critically and

analytically

92% indicated that their MJC education is preparing them to write clearly and effectively

91% indicated that their education is preparing them to work effectively with others

88% indicated they were satisfied with academic advising and planning resources at MJC

Overall ratings for MJC improved between 2013 and 2015 in three of the five benchmarks

(Active and Collaborative Learning, Student-Faculty Interaction, and Support for Learners),

remained the same in one benchmark (Academic Challenge), and declined in one benchmark

(Student Effort).


Long-Term Trends in CCSSE Benchmark Scores 2006-15

(pp. 49-51)

Analysis of the 10-year trends in CCSSE data at MJC (2006-15) indicates that MJC’s traditional

benchmark strength is the area of “Academic Challenge”, which includes questions on overall

program and course rigor, complexity of learning assignments, and strengthening of critical

thinking skills.

The benchmark at MJC that consistently scored below the national norm for the period 2006-15

is “Student-Faculty Interaction”. This benchmark reflects responses to questions pertaining to

student-faculty communication, discussion of course materials outside of class, and receiving

timely feedback from instructors.

The benchmark “Support for Learners” is of strategic importance at MJC as the College focuses

strategically on student course success rates. Support for Learners includes questions pertaining

to the College’s emphasis on support to aid student success. The peak score at MJC for this

benchmark was just below national average in the year 2015, up 1.3% from the 2013 MJC score.


I. STUDENT ENROLLMENT TRENDS

Headcount and Enrollment

MJC’s unduplicated student headcount between fall 2011 and fall 2016 ranged from 18,079 students in

fall 2011 to 17,707 students in fall 2016. Spring headcounts ranged from 17,755 in spring 2012 to 17,556

in spring 2017. Summer headcounts showed significant growth between summer 2012 (5,855 students)

and summer 2017 (reaching a peak of 9,969 students).

Table 1: Trends in Enrolled Students by Semester, 2011-12 to 2016-17

Source: YCCD Datatel Crystal Reports “Student Success and Retention”, 2017

Annual unduplicated student headcount reached its highest point since 2011-12 during the 2014-15

year, when 24,304 students were enrolled. This is an increase of 6.6% over the total headcount during

the 2012-13 year (22,809). Headcount in 2015-16 was 24,149.

Table 2: Trends in Annual Unduplicated Student Headcount, 2009-10 to 2015-16

Source: CCCCO DataMart Report, Annual/Term Headcount http://datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx

1807917463 17707 17755 17773 17556

5855

90789969

5000

7000

9000

11000

13000

15000

17000

19000

Enro

lled

Stu

den

ts

2675225078 23693 22809 23789 24304 24149

10845 10644 10149 9773 10139 10155 10001

15081 13876 13307 12927 13588 13962 13907

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Total Count Males Females

http://datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx


Total unduplicated student headcount in degree-applicable credit courses was 17,420 in

fall 2014, 17,603 in fall 2015, and 17,520 in fall 2016.

Total enrollment in Distance Education courses was 7,631 in fall 2009, 7,357 in fall 2012,

rose to 10,549 in fall 2014 and reached 11,590 in fall 2016.

Table 3: Trends in Distance Education Enrollment Fall 2009 to Fall 2016


97% of MJC’s total annual unduplicated student population enrolls in one or more credit courses

annually; 2.3% to 3.1% annually is enrolled exclusively in non-credit courses.

Total course enrollments declined from 116,285 to 109,135 (6.1%) between 2009 and 2013, largely due

to restricted enrollments during the economic downturn. Course enrollments increased to 114,960

(5.3%) in 2013-14 (5.3% increase) with an additional small increase to 145,960 (0.9%) in 2015-16.

Since 2012-13, MJC’s total annual FTEs have gradually increased, reaching 14,650 in 2015-16.

Preliminary 2016-17 FTEs data is estimated at 14,300 and will be updated in summer 2017. (see

historical data at http://www.mjc.edu/general/research/mjc10yearenrollmentftes.pdf)

The proportion of total FTEs enrolled in Distance Education format has grown from 15% in 2009-10 to

23% in 2015-16.

The percentage of total enrolled students who were first-time enrolled reached 20.1% in fall 2009. That

percentage declined to 18.3% in fall 2011. It has averaged at nearly 19.0% for each subsequent fall

semester through fall 2016.

Since 2009, changes in other student enrollment patterns include: First-time transfer students (4.7% in

2009-10; 3.4% in 2015-16); returning students (12.4% in 2009-10; 13.0% in 2015-16); continuing

students (57.3% in 2009-10; 70.8% in 2015-16); and special admit (i.e. high school) students (1.4% in

2009-10; 0.5% in 2015-16).

7631

9648

82797357

8739

10549 11,04911,590

0

2000

4000

6000

8000

10000

12000

14000

FALL 2009 FALL 2010 FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016

Tota

l En

rollm

ent

http://www.mjc.edu/general/research/mjc10yearenrollmentftes.pdf


Table 4: Trends in Enrollment Status fall 2009 to fall 2016

Source: CCCCO DataMart, Enrollment Status Summary, http://datamart.cccco.edu/Students/Enrollment_Status.aspx

In a study of new fall 2016 students at MJC, approximately 97% were high school graduates at the time

of enrolling. Of those students who were high school (or equivalent) graduates, 82% had completed

their high school education within 2 years of entering MJC; 91% had completed their high school

education within 5 years of entering MJC.

Courses, Sections, Credits/Unit Load

Approximately 75% of MJC students are enrolled predominantly, or completely in day classes, while

nearly 15% were enrolled predominantly in evening classes and 8% were enrolled both day and evening.

The number of credit course sections at MJC has gradually increased since fall 2012. In that year, 1,344

course sections were offered and by fall 2015 that count has increased to 1,566 (an overall increase of

222 sections, or 17%).

Non-credit course sections grew from 18 in fall 2011 (total enrollment of 610) to 28 in fall 2016 (total

enrollment 2,260). Overall non-credit course enrollment was at its highest in fall 2015, when enrollment

reached 2,455 in 22 course sections. This is an enrollment increase of nearly 9%.

The number of Basic Skills course sections ranged from 95 in fall 2011 (total enrollment count: 2,858) to

a peak of 97 sections in fall 2014 (enrolling 4,324). In fall 2016, the count was 89 course sections with

total enrollment of 4,155.

The percentage of full-time students at MJC has declined somewhat since 2010. After peaking in fall

2010 semester when 37% of the student population was enrolled full-time, the percentage of full-time

declined to 33% in fall 2012, rose to 36% in fall 2013, then declined again to 33% in fall 2015 and

remained at that rate in fall 2016.

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016Perc

ent

of

Stu

den

ts

First Time Student First Time Transfer Student

Returning Student Continuing Student

Unreported Special Admit

http://datamart.cccco.edu/Students/Enrollment_Status.aspx


Table 5: Proportion of Full-time Students fall 2009 to fall 2016

Source: CCCCO DataMart, Unit Load Status, http://datamart.cccco.edu/Students/Unit_Load_Status.aspx

A significant proportion of MJC students remain enrolled after completing at least 60 course units. In fall

2016, 27% of total enrolled students had already completed at least 45 units; 17% had already

completed 60 units; 5% had already completed 90 units, and almost 1% had already completed 120

units.

34.1%

36.7%

35.0%

33.4%

35.8% 35.6%

33.3% 33.0%

FALL 2009 FALL 2010 FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015 FALL 2016

Per

cen

t o

f St

ud

ents

Percent Full-time Enrolled

http://datamart.cccco.edu/Students/Unit_Load_Status.aspx


II. STUDENT DEMOGRAPHIC DATA

Race/Ethnicity, Gender, and Age of Students

In 2015-16 approximately 65% of the MJC student population was from historically underrepresented

racial/ethnic groups, closely reflecting the population in the service area.

The proportion of annual unduplicated enrolled students who are Hispanic increased from 37.2% in

2011-12 to 47.6% in 2015-16, an overall increase of 28%. By fall 2016, the Hispanic student headcount

had reached just under 50%, at 49.8%.

Table 6: Race/Ethnic Diversity of Students 2009-10 to 2015-16

Source: CCCCO DataMart Report, Student Term/Annual Count, http://datamart.cccco.edu/Students/Student_Term_Annual_Count.aspx

During the years 2011-12 through 2015-16, the largest enrolled population at MJC (after Hispanic

students) was White students, at an average of 38% of total students in 2016, followed by Asians at

5.4% and African-Americans at 3.7%.

Female students represented 56.2% of the general student population in 2011-12. By 2015-16, the

percentage female students represented in the general student population reached 57.6%. Meanwhile,

the male percentage in the general student body reached 41.4% in 2015-16, while 1% of students chose

to not declare their gender.

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Per

cen

t o

f St

ud

ents

African-American Native American Asian Filipino Hispanic Multi-Ethn Unknown White



Table 7: Trends in Annual Unduplicated Student Headcount by Gender, 2009-10 to 2015-16


Over the past seven years, MJC has observed a decline in mean student age. While the mean age in

2009-10 was 28.5 years, the mean age in 2015-16 had declined to 25.3 years. In 2015-16, 64.2% of

students were 24 years of age or younger, while 21.8% were 30 years or older.

Table 8: Age Distribution of Students 2009-10 to 2015-16


2675225078

2369322809

23789 24304 24149

10845 10644 10149 9773 10139 10155 10001

1508113876 13307 12927 13588 13962 13907

0

5000

10000

15000

20000

25000

30000

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Total Count Males Females

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Per

cen

t o

f En

rolle

d S

tud

ents

19 or less 20 to 24 25 to 29 30 to 34 35 to 39 40 to 49 50 +




Background, Educational Objectives

MJC has experienced a pronounced increase in the percentage of students identified as economically

disadvantaged, increasing from 48.1% in 2009-10 to 65.2% in 2015-16.

Approximately 91% of MJC students in 2016-17 are U.S. citizens, 5% are permanent residents; the

remaining 4% are temporary residents, refugees, or undetermined status.

Almost 55% of students in 2016-17 had a primary educational goal of obtaining an AA degree and

transferring, while an additional nine percent intended to transfer without earning an AA degree and

11.0% intended to earn an AA degree only. 2.5% of students declared intent to earn a CTE degree or

certificate; the remaining 23% selected some other educational goal.

In 2015-16, 94.5% of MJC students had educational backgrounds of high school graduate/no college

degree; 2.5% held Bachelor’s degrees, less than 0.1% held Associate’s degrees, and just under 3% were

not high school graduates.

At least 65% of total students at MJC are first-generation college students, meaning that neither parent

has experience attending college. 88% of Hispanic and 76% of African-Americans are first-generation.

Financial Aid

The numbers of MJC students who receive some type of financial aid award have increased from 15,322

in 2011-12 to 16,880 in 2015-16. Approximately 85% of students qualify for a BOG Fee Waiver each year.

Table 9: Students Receiving Financial Aid 2011-12 to 2015-16

Source: CCCCO DataMart Report, Financial Aid Summary, http://datamart.cccco.edu/Services/FinAid_Summary.aspx

Total financial aid award amounts annually have increased from $37,801,582 in 2011-12 to a peak of

$44,969,710 in 2014-15 (increase of 19% over 2011-12), dropping slightly to $43,569,249 in 2015-16.

The total number of students annually receiving Cal Grants was 8,458 in 2011-12 (representing a total of

$28,359,268) and 8,267 in 2015 (representing a total of $29,977,565).

0

5000

10000

15000

20000

All Awards BOG Fee Waiver Grants Scholarships Work-Study

Nu

mb

er o

f St

ud

ents

2011-12 2012-13 2013-14 2014-15 2015-16

http://datamart.cccco.edu/Services/FinAid_Summary.aspx


The total number of students receiving scholarships in 2011-12 was 350 (representing $354,884) and

reached a peak of 500 students in 2012-13 (representing $396,328). In 2015-16, 404 students received

scholarships for a combined amount of $464,924.

In 2011-12, a total of 128 students received Federal Work Study (total of $418,832). By 2015-16 that

count had grown to 221 (an increase of 72.7%) amounting to a total of $743,698 (an increase of 77.6%).

Status: Disability, EOP&S, Veterans, Foster Youth, Out-of-

State/International

The percentage of students with disabilities enrolled at MJC has held relatively steady at 5.4% in 2009-

10 and 5.5% in 2015-16.

The total count of students served by MJC Disabled Students Programs & Services (DSPS) ranged from

1277 students in 2009-10 to a peak of 1,343 students in 2010-11, and declined slightly to 1,239 students

in 2015-16. The largest proportions were classified as having a learning disability (15% in 2009-10 up to

32% in 2015-16) and psychological disability (up from 17% of 2009-10 students to 24% in 2015-16).

Table 10: Disabled Students at MJC 2009-10 to 2015-16

Source: CCCCO DataMart Data Report, DSPS Status Report, http://datamart.cccco.edu/Services/DSPS_Status.aspx

The annual number of students participating in the Extended Opportunity Programs & Services (EOPS) at

MJC has ranged from 1,223 in 2009-10 (5% of total students) to 1,240 in 2015-16 (5% of total students).

In fall 2016, 510 veterans were identified as actively enrolled at MJC.

The number of identified Foster Youth students enrolled at MJC was 43 students in the year 2015-16.

Out-of-state/international student enrollment has remained relatively static, representing

approximately 2-3% of the total student population annually.

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Per

cen

t o

f D

isab

led

Stu

den

ts

Psychological Disability Learning Disability Other Disability Mobility Impaired

http://datamart.cccco.edu/Services/DSPS_Status.aspx


III. STUDENT ACHIEVEMENT DATA

Success and Retention Trends

MJC has made strides in improving its overall course success rates in recent years. Between fall 2011

and fall 2016, MJC success rates increased from 63.9% to 68.1%.

MJC has also made progress in reducing achievement gaps in success rates among students of diverse

ethnic backgrounds (i.e. disproportionately-impacted groups). Between fall 2011 and fall 2016, Hispanic

students showed an improvement in overall course success rates from 60.8% to 65.6%. African-

American students during the same period showed an overall improvement from 49.5% to 55.4%. Asian

students showed an even higher overall improvement, from 65.4% in fall 2011 to 73.2% in fall 2016.

During the period fall 2011 to fall 2016, the success rate gap (i.e. difference between highest success

rate students (typically Asians and/or Whites) and lowest success rate students (typically African-

Americans)) averaged 19%. In fall 2016, that gap was 17.8%.

Table 11: 5-Year Measures of Student Success Overall and by Race/Ethnicity Gaps fall 11 to fall 16

All Afric-Amer

AfAm GAP Asian

Asian GAP Hispanic

Hispan GAP White

White GAP

High-Low GAP

Fall 2011 63.9 49.5 -14.4 65.4 1.5 60.8 -3.1 67.3 3.4 17.8

Spr 2012 63.7 46.4 -17.3 67.2 3.5 60.7 -3.0 67.1 3.4 20.8

Fall 2012 65.9 49.0 -16.9 69.5 4.6 63.4 -2.5 68.9 3.0 20.5

Spr 2013 66.8 51.2 -15.6 69.3 2.5 64.8 -2.0 69.4 2.6 18.2

Fall 2013 66.9 49.5 -17.4 69.5 2.6 64.2 -2.7 70.1 3.2 20.6

Spr 2014 67.3 49.9 -17.4 70.7 3.4 64.7 -2.6 70.6 3.3 20.8

Fall 2014 67.1 51.9 -15.2 69.6 2.5 64.7 -2.4 70.3 3.2 18.4

Spr 2015 67.6 53.3 -14.3 72.0 4.4 65.2 -1.6 70.7 3.1 18.7

Fall 2015 66.6 52.4 -14.2 72.7 6.1 63.9 -2.7 69.8 3.2 20.3

Spr2016 67.7 52.3 -15.4 71.2 3.5 65.5 -2.2 70.9 3.2 18.9

Fall 2016 68.1 55.4 -12.7 73.2 5.1 65.6 -2.5 71.5 3.4 17.8

Change 5.2% 5.9% -1.7% 7.8% 3.6% 4.8% -0.6% 4.2% 0.0% 0.0%



Table 12: Success Trends by Major Ethnicity fall 2011 to fall 2016

Source: CCCCO DataMart Report, Credit Course Retention/Success Rate Trends http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx

Over the period fall 2011 to fall 2016, success rates among male students have increased from 61.5% to

66.0%, while rates among female students have increased from 65.7% to 69.0%.

Table 13: Success Trends by Gender fall 2011 to fall 2016

Source: CCCCO DataMart Report, Credit Course Retention/Success Rate, http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx

When student success rates were measured in terms of age groupings, data were analyzed based on fall

2016 success rates compared with 5-year average data for fall 2011-fall 2015. In fall 2016, students aged

below 18 had the highest success rate at 74.8%. For students 18-24 in fall 2016, success rate was just

66.7%, while for ages 25-34 and 35-44, success rates were 70.3% and 73.0% respectively. Among

students aged 45-54 and 55-64, the rates for fall 2016 were 72.6% and 64.6% respectively, while for

students aged 65 and over, the rate was 72.4%.

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

F 11 Sp 12 F 12 Sp 13 F 13 Sp 14 F 14 Sp 15 F 15 Sp 16 F 16

Succ

ess

Rat

e

All Students Afr-Amer Asian Hispanic White

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%


Succ

ess

Rat

e

All Students Male Female

http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx

http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx


For every age grouping, the success rates for fall 2016 students were higher than the 5-year

averages for the period fall 2011-fall 2015.

Table 14: Success Trends by Age Grouping fall 2011-fall 2015 Average and fall 2016 Measures

Source: MJC Datatel Crystal Reports, “Student Success and Retention,” 2017

The overall success rate in online courses at MJC has tended to be lower than for face-to-face courses.

However, the gap in success rates between face-to-face and online courses has diminished considerably.

In fall 2011, the online course success rate 54.5% compared with 65.5% for face-to-face courses. By fall

2016, the success rate for all online courses had grown to 64.6%, and the rate for face-to-face courses

reached 69.2%.

Table 15: Success Rates Trends Online and Face-to-Face Format fall 2011 to fall 2016

Source: YCCD Datatel Crystal Report, “Student Success and Retention,” 2017

Success rate trends were also measured by MJC academic division for the period fall 2014 to fall 2016.

74.8%

66.7%

70.3%

73.0% 72.6%

64.6%

72.4%

70.4%

64.8%

68.2%

70.4% 69.8%

63.3%

66.8%

56.0%

58.0%

60.0%

62.0%

64.0%

66.0%

68.0%

70.0%

72.0%

74.0%

76.0%

<18 18-24 25-34 35-44 45-54 55-64 65>

Succ

ess

Rat

e

Age Grouping

Fall 2016 Fall 2011-Fall 2015 Avg.

54.5 53.258.2 59.3 58.7 59.4 59.9 60.1 60.7 61.6 64.665.5 65.2 67.1 68.1 68.3 68.8 68.4 68.9 67.7 68.7 69.2

0

10

20

30

40

50

60

70

80

Fall 2011 Spring2012





Fall 2016

Succ

ess

Rat

e

Online Courses Face-to-Face


Table 16: Success Trends Across MJC Divisions, fall 2014 to fall 2016

Source: YCCD Datatel Crystal Reports, “Student Success and Retention,” 2017

ALL MAGEN MAHCO MALHE MBSS MBUSI MCOUN MFACO MLLA MPEHE MSME MTECH

Fall 14 67.09% 74.62% 67.79% 84.78% 62.64% 63.44% 82.43% 68.19% 64.44% 75.33% 63.61% 69.04%

Sp 15 67.25% 74.40% 68.53% 86.98% 62.16% 65.40% 79.65% 71.74% 64.89% 73.54% 62.80% 74.22%

Fall 15 66.51% 72.25% 64.87% 86.93% 62.87% 63.72% 80.11% 67.15% 65.17% 71.61% 65.39% 71.34%

Sp 16 67.58% 72.94% 69.79% 89.37% 63.93% 67.14% 79.75% 69.08% 63.00% 73.09% 65.07% 70.62%

Fall 16 68.13% 71.21% 70.64% 85.38% 65.40% 62.87% 76.21% 70.31% 68.54% 73.86% 62.39% 66.83%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%S

ucc

ess

Rate

Fall 14 Sp 15 Fall 15 Sp 16 Fall 16


CTE programs include accounting,

administration of justice, agriculture

sciences, nursing, auto body,

automotive, bookkeeping, chemical

dependency counseling, child

development, CNC operator/

programmer, computer applications,

computer science, electronics, EMT,

fire science, welding, human services,

logistics/supply chain, machine tool

technology, manufacturing, medical

assisting, respiratory care,

recreational land management,

supervisory management

STEM programs include agriculture

science, biological science, chemistry,

computer science, computer

electronics, computer graphics, earth

science, geology, mathematics,

natural science, and physics. Some

STEM programs are also counted as

CTE programs.

Programs labeled as Liberal Arts are

all non-STEM, non-CTE programs.

They include arts, humanities,

behavioral sciences, social sciences,

history, literature and language arts,

health and physical education, and

counseling

MJC Data Sources: YCCD/Crystal Reports/Custom

Reports 2016

74.7% 73.9%78.1% 76.9%

78.9%81.3% 80.8%

56.9% 57.5%60.2% 61.0% 62.6%

64.7% 64.5%

Retention Rate Success Rate

76.5% 75.7%79.3% 77.8% 79.8% 81.6% 80.4%

65.2% 64.3% 63.9% 64.9% 66.6% 68.1% 67.1%


77.5% 79.6% 80.2% 80.2% 82.3% 82.1%75.6%

58.9% 61.5% 61.1% 61.3%65.4% 65.5%

60.7%


Table 17: CTE Retention and Success

Table 18: STEM Retention and Success

Table 19: Liberal Arts Retention and Success


Trends in student success rates were calculated for several years for students enrolled in CTE

(vocational), STEM (math and science), and liberal arts (arts, humanities, social sciences, health and

physical education).

For the period 2008-09 to 2014-15, success rates in CTE courses rose from 62.5% to 67.1%. The highest

success rate was attained in 2013-14, at 68.1%.

STEM courses showed significant improvement in success rates between 2008-09 and 2014-15, rising

from 56.9% in 2008-09 to 64.5% in 2014-15.

Liberal arts course success showed significant improvement between 2008-09 (58.9%) and 2013-14

(65.5%), moderating to 60.7% in 2014-15.

During the years 2009 through 2016, MJC course retention rates have remained relatively steady,

averaging 84.0%. When examined for differences based on race/ethnicity, overall retention rates tended

to show near matching figures for Hispanic students. However, for African-American students, the

average difference was approximately 7-8 percentage points lower for each semester.

Table 20: Course Retention Trends All Courses by Total Students, African-American and Hispanics

Source: YCCD Datatel Crystal Report, “Student Success and Retention,” 2017

70.0%

72.0%

74.0%

76.0%

78.0%

80.0%

82.0%

84.0%

86.0%

88.0%

90.0%


Re

ten

tio

n R

ate

All Students Afric-Amer Hispanic


Basic Skills Trends

In the 2016-17 year, approximately 30.8% of enrolled students had been assessed into transferable,

college-level English (ENGL-101 or higher), while nearly 50% were assessed into Basic Skills English

courses. The remaining 20% of students had not yet been assessed for English placement.

Table 21: English Assessment Status of Students Entering MJC Spring 2017

Engl Placement Asian Afric-Am Filipino Hispanic Nat Am Pac Isl

Two or More White Unknown Total

No Assessment 27.3% 22.7% 26.7% 18.1% 20.2% 27.2% 11.8% 22.1% 24.4% 20.4%

ENGL-000 27.8% 31.4% 11.4% 18.1% 20.2% 27.0% 11.8% 12.9% 24.4% 20.2%

out of ENGL-49 24.5% 28.3% 27.6% 32.7% 38.3% 30.8% 26.8% 26.1% 29.8% 28.4%

out of ENGL-50 18.9% 16.9% 32.4% 23.9% 23.4% 17.3% 45.7% 36.8% 19.5% 29.4%

out of ENGL-101 1.6% 0.7% 1.9% 0.1% 1.1% 0.1% 2.4% 2.0% 2.0% 1.4%

Grand Total Count 800 538 210 8470 94 185 127 6306 205 16,935

Source: MJC Achieving the Dream Data Summit 2017: http://mjc.edu/general/research/atddataupdate2017march.pdf

The highest proportions of students assessed for English course placement in 2016-17 who placed at

below college-level status were African-Americans (nearly 60% of total African-American students),

Hispanics (50% of total Hispanic students) and Native Americans (58% of total Native American

students).

In the 2016-17 year, only 4% of all enrolled students had been assessed into transferable, college-level

Mathematics (MATH-121 or higher), while nearly 77% were assessed into pre-college level Math

courses. The remaining 19% of students had not yet been assessed for Mathematics placement.

Table 22: Mathematics Assessment Status of Students Entering MJC Spring 2017

Math Placement Asian Afric-Am Filipino Hispanic Nat Am Pac Isl Two or More White Unknown Total

No Assessment 33.6% 20.4% 25.7% 15.6% 23.4% 23.2% 10.2% 20.4% 12.2% 18.0%

RETAKE 1.4% 0.1% 0% 1.1% 0% 1.6% 2.4% 0.8% 13.4% 0.1%

MATH-000 17.3% 38.7% 10.5% 26.9% 23.4% 20.2% 23.6% 19.1% 21.5% 23.6%

out of MATH-10 6.8% 7.4% 9.0% 9.5% 9.6% 7.6% 8.7% 8.1% 13.2% 8.8%

out of MATH-20 23.1% 20.8% 24.3% 28.5% 31.9 % 30.3% 31.5% 28.6% 24.9% 36.3%

out of MATH-70 20.9% 8.0% 22.4% 14.6% 7.4% 15.1% 18.1% 16.2% 13.6% 15.3%

out of MATH-71 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

out of MATH-72 1.5% 0.9% 0.5% 0.9% 1.0% 1.6% 2.4% 0.2% 0% 0.1%

out of MATH-89 0.1% 0.0% 0.5% 0.2% 0.0% 0.0% 0.0% 0.2% 0.0% 0.1%

out of MATH-90 6.2% 1.9% 6.2% 2.3% 3.2% 2.2% 2.4% 3.3% 3.4% 3.3%

out of MATH-121/122 1.9% 0.4% 1.0% 0.3% 0.0% 0.1% 0.1% 0.7% 0% 0.3%

Grand Total Count 800 538 210 8470 94 185 127 6306 205 16,935

(Source: MJC Achieving the Dream Data Summit 2017: http://mjc.edu/general/research/atddataupdate2017march.pdf)

The highest proportions of students assessed for Mathematics course placement in 2016-17 who placed

at below college-level status were African-Americans (nearly 78% of African-American students),

Hispanics (80% of Hispanic students) and Native Americans (73% of total Native American students).

http://mjc.edu/general/research/atddataupdate2017march.pdf



In a study of first-time students entering MJC in fall 2016 who had graduated from area high schools in

2015 or 2016 (approximately 3,000 students), the largest proportion were assessed as needing to begin

their Math studies at either the Math 10 or Math 20 level (36%), followed by Math 70 (31%). Among

these same students, the proportion assessed at English 49 was 28% and English 50 was 33%. (see

http://www.mjc.edu/general/research/mjcplacementdatamathandenglishfall2016.pdf).

The annual Student Success Scorecard for MJC in 2017 demonstrated significant improvement in several

areas of Basic Skills. Basic Skills English Completion Rate (defined as percentage of credit students

tracked for 6 years from Basic Skills English to completion of college-level English course): 4%

improvement in 2010-11 cohort compared with the 2009-10 cohort. Basic Skills Mathematics

Completion Rate (defined as percentage of credit students tracked for 6 years from Basic Skills

Mathematics through college-level Math): 3% improvement in 2010-11 cohort compared with the 2009-

10 cohort. ESL Completion Rate (defined as percentage of students enrolled in ESL courses who

ultimately complete the highest level course in the ESL sequence within 6 years): 7% improvement for

2010-11 cohort compared with 2009-10 cohort.

The English Basic Skills Improvement Rate at MJC (defined in the Student Success Scorecard) has

increased significantly during the past five cohort years, from 39.4% for the 2008-09 cohort to 46.7% for

the 2010-11 cohort, an overall improvement of 7.3 percentage points. For Hispanic students, the

improvement rate has increased from 35.4% for the 2006-07 cohort to 46.6% for the 2010-11 cohort,

representing an improvement of 11.2%. For African-Americans, the improvement has been from 28.4%

for the 2006-07 cohort to 33.0% for the 2010-11 cohort, an overall improvement of 4.6%.

Table 23: MJC 2017 Scorecard: English Basic Skills Improvement, 06-07 through 10-11 Cohorts

Remedial English 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Cohort Rate Cohort Rate Cohort Rate Cohort Rate Size Rate

All 2,168 39.4% 2,315 42.6% 2,254 39.8% 2,107 43.6% 2,028 46.7%

Female 1,264 41.1% 1,377 44.2% 1,274 44.0% 1,188 47.7% 1,124 48.0%

Male 900 37.1% 926 40.6% 923 34.2% 872 38.1% 863 44.6%

< 20 years old 1,358 44.3% 1,475 47.5% 1,400 45.1% 1,284 48.6% 1,234 51.3%

20 to 24 years old 443 35.7% 421 37.5% 435 32.0% 469 36.7% 428 41.4%

25 to 39 years old 259 30.5% 304 32.9% 321 30.8% 271 36.5% 271 43.2%

40+ years old 108 15.7% 115 25.2% 98 28.6% 83 28.9% 95 22.1%

African American 81 28.4% 113 34.5% 88 30.7% 108 25.9% 88 33.0%

Am Ind/Alaska Nat 28 28.6% 19 42.1% 29 31.0% 25 32.0% 10 40.0%

Asian 157 47.1% 158 48.1% 142 46.5% 133 58.6% 136 55.9%

Filipino 31 48.4% 36 47.2% 29 58.6% 32 46.9% 20 60.0%

Hispanic 718 35.4% 765 41.6% 830 35.3% 744 39.9% 885 46.6%

Pacific Islander 34 44.1% 40 30.0% 39 43.6% 32 53.1% 21 71.4%

White 728 43.8% 726 43.9% 716 47.1% 751 46.3% 679 45.9%

(Source: MJC 2017 Student Success Scorecard at http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592 )

http://www.mjc.edu/general/research/mjcplacementdatamathandenglishfall2016.pdf

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592


In a 5-year study of course success rate patterns in Basic Skills English (English 49—two levels below

college transfer and English 50—one level below college transfer) for fall 2011 through spring 2016, the

average success rate for English 49 was just 49%, while for English 50 it was 64.0%. The average success

rate gap by ethnicity for English 49 was 19.6%, with Asians at highest rate (52.6%) and African-

Americans at lowest rate (33.0%). (See

http://www.mjc.edu/general/research/mjc5yrenglishstudybrieffall2011to16.pdf and

http://www.mjc.edu/general/research/mjc5-yearenglishstudy2011-16.pdf)

The Mathematics Basic Skills Improvement Rate at MJC (defined in the Student Success Scorecard) has

increased during the past five cohort years, from 30.8% for the 2006-07 cohort to 44.4% for the 2010-11

cohort, an overall improvement of 13.6 percentage points. For Hispanic students, the improvement rate

has increased from 30.7% for the 2006-07 cohort to 45.4% for the 2010-11 cohort, representing an

improvement of 14.8%. For African-Americans, the Improvement Rate increased from 21.6% for the

2006-07 cohort to 33.3% for the 2010-11 cohort, an overall increase of 11.7%.

Table 24: MJC 2017 Scorecard: Math Basic Skills Improvement, 06-07 through 10-11 Cohorts

Remedial Math 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011

Cohort Rate Cohort Rate Cohort Rate Cohort Rate Cohort Rate

All 1,804 30.8% 1,609 38.3% 1,841 40.3% 1,622 40.3% 1,850 44.4%

Female 1,168 31.3% 1,035 39.6% 1,106 42.4% 989 41.5% 1,098 45.7%

Male 630 29.8% 571 35.9% 709 37.8% 598 39.0% 722 42.4%

< 20 years old 899 36.2% 807 41.0% 853 45.3% 652 46.6% 746 51.9%

20 to 24 years old 480 28.8% 393 39.4% 510 40.0% 523 40.7% 572 44.4%

25 to 39 years old 300 25.0% 292 33.2% 348 37.6% 305 35.1% 362 38.1%

40+ years old 125 14.4% 117 28.2% 130 16.2% 142 21.1% 170 25.3%


Am Ind/Alaska Nat 23 13.0% 16 31.3% 22 27.3% 18 22.2% 18 44.4%

Asian 96 42.7% 78 48.7% 99 50.5% 79 44.3% 106 49.1%

Filipino 27 29.6% 15 53.3% 32 53.1% 17 47.1% 24 62.5%

Hispanic 540 30.7% 472 31.4% 562 38.3% 529 40.5% 648 45.4%


White 691 30.4% 603 42.0% 703 40.5% 613 43.1% 748 44.9%

Source: MJC 2017 Student Success Scorecard at http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592

In a 5-year study of course success rate patterns in Basic Skills Mathematics for fall 2011 through spring

2016, Math 70 had the lowest overall 5-year average success rate at just 55.2%, followed by Math 10 at

62.2%. Equity gaps (difference between highest-success rate major ethnic group and lowest success rate

group) measured 25.6% for Math 70 followed by 17.7% for Math 70. (see

http://www.mjc.edu/general/research/mjcbasicskillsmathreport2011-16.pdf and

http://mjc.edu/general/research/mjc5yrmathstudy2011to16.pdf).

http://www.mjc.edu/general/research/mjc5yrenglishstudybrieffall2011to16.pdf

http://www.mjc.edu/general/research/mjc5-yearenglishstudy2011-16.pdf


http://www.mjc.edu/general/research/mjcbasicskillsmathreport2011-16.pdf

http://mjc.edu/general/research/mjc5yrmathstudy2011to16.pdf


Persistence Trends

The annual Student Success Scorecard for MJC in 2017 shows that overall persistence rate over 6 years

(defined as percentage of degree, certificate and/or transfer-seeking students starting first-time in 2010-

11, tracked for 6 years through 2015-16 who enrolled in the first three consecutive terms) was

essentially unchanged when compared against the 2009-10 entering cohort. However, when compared

against overall statewide trends for all California community colleges in 2017, MJC persistence rate for

2010-11 cohort was 7% above the state average.

Table 25: MJC 2017 Scorecard: Persistence Trends, 06-07 through 10-11 Cohorts Persistence Overall 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011


All 2,543 77.9% 2,947 76.4% 3,001 79.4% 2,694 82.8% 2,567 82.9%

Female 1,407 77.8% 1,638 75.6% 1,667 79.3% 1,450 83.9% 1,321 82.6%

Male 1,126 77.9% 1,275 77.4% 1,226 79.5% 1,157 82.3% 1,182 82.8%

< 20 years old 2,087 79.5% 2,371 77.1% 2,404 80.4% 2,207 83.2% 2,069 83.7%

20 to 24 years old 194 66.5% 228 71.5% 239 70.3% 207 76.8% 225 76.4%

25 to 39 years old 178 74.2% 232 75.4% 222 76.6% 177 83.6% 160 76.9%

40+ years old 84 72.6% 116 75.0% 136 82.4% 103 85.4% 113 88.5%


Amer Ind 25 76.0% 32 71.9% 32 75.0% 25 80.0% 10 100.0%

Asian 183 79.2% 207 78.7% 155 82.6% 168 85.7% 155 85.8%

Filipino 40 72.5% 45 66.7% 42 76.2% 51 84.3% 32 87.5%

Hispanic 748 76.7% 879 73.6% 955 79.0% 924 83.8% 1,020 83.3%


White 1,085 78.0% 1,269 78.5% 1,262 80.0% 1,099 81.9% 1,046 81.5%

(Source: MJC 2017 Student Success Scorecard at http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592)

From fall 2011 through fall 2014, persistence rates among MJC new students (defined as new student

enrollment progression in three consecutive primary semesters) averaged 64.0% (high point was 65.2%

in fall 2011). In fall 2015, this rate declined to just under 61.0%. When persistence for these same new

students was measured on a fall-to-spring consecutive measurement (i.e. two consecutive semesters

completed), the average persistence rate was 83.1%, while the fall-to-spring rate for fall 2015 new

student cohort was just under 81.0%.

Table 26: Persistence Rates of New Student Cohorts Starting Term

# New Enrolled

# Persist 1st Spring

# Persist 2nd Fall

% Persist Spring

% Persist Fall

Fall 2011 3,029 2,534 1,975 83.7% 65.2%

Fall 2012 3,013 2,490 1,907 82.6% 63.3%

Fall 2013 3,280 2,703 2,085 82.4% 63.6%

Fall 2014 3,220 2,692 2,059 83.6% 63.9%

Fall 2015 3,446 2,786 2,098 80.8% 60.9% The following data and tables use the YCCD Datatel Crystal Report on Student Demographic Detail to identify first-time students enrolled in

each term. This excludes non-credit enrollments.



Fall to spring persistence for first-time students decreased from 83.7% to 80.8% over the past five years.

Fall to fall persistence for the same students decreased from 65.2% to 60.9% in the same period.

Table 27: Persistence Rate to 1st spring (Two Semesters) Ethnic Group F11 to Sp12 F12 to Sp13 F13 to Sp14 F14 to Sp15 F15 to Sp16

Asian 87.5% 87.1% 87.5% 82.2% 86.6%

African-American 77.6% 62.6% 70.2% 65.6% 67.7%

Filipino 84.0% 87.0% 83.3% 95.8% 87.8%

Hispanic 83.9% 82.7% 82.7% 84.9% 82.4%

Native American 70.0% 87.5% 83.3% 71.4% 52.4%

Pacific Islander 75.0% 95.7% 80.0% 73.0% 79.2%

Multi-Racial 84.2% 84.2% 82.0% 50.0% --

White 83.3% 82.1% 83.1% 84.3% 79.5%

Table 28: Persistence Rate to 2nd fall (Three Semesters) Ethnic Group F11 to F12 F12 to F13 F13 to F14 F14 to F15 F15 to F16

Asian 87.1% 69.0% 68.0% 73.7% 69.3%

African-American 62.6% 35.8% 38.4% 42.4% 41.4%

Filipino 87.0% 69.6% 66.7% 95.8% 71.4%

Hispanic 83.9% 67.2% 65.1% 66.8% 64.1%

Native American 87.5% 56.3% 66.7% 21.4% 23.8%

Pacific Islander 95.7% 65.2% 60.0% 54.1% 45.8%

Multi-Racial 84.2% 66.7% --- 30.0% ---

White 82.1% 60.2% 63.6% 62.2% 57.7% Source: MJC Achieving the Dream Data Summit 2017: http://mjc.edu/general/research/atddataupdate2017march.pdf

Examining MJC new student persistence rates (fall to fall) by race/ethnicity, it is observed that gaps

among the major race/ethnic groups (Hispanic, Asian, African-American and White) have ranged from a

high of 33.2% in fall 2012 to a low of 24.5% in fall 2011 and 28.3% in fall 2015. When fall-to-spring rates

were measured for these same groups, the gaps ranged from 10.0% in fall 2011 (lowest gap) to 24.5% in

fall 2012 (highest gap), and reached 19.8% in fall 2015.

African-American new students typically had the lowest persistence rates for most fall-to-fall measures

(three consecutive semesters completed). On average, 44% persisted to the second fall semester, with

the highest rate among fall 2011 students (62.6%) and lowest rate in fall 2012 (35.8%). Measured across

two consecutive terms of enrollment, an average of 68% of African-American students persisted (high

point year: fall 2011 at 77.6% persistence; low point year: fall 2012 at 62.6%).

Hispanic students tend to have very high rates of persistence in terms of both fall-to-fall (three

consecutive semesters) and fall-to-spring (two consecutive semesters) measures. On average, 69% of

new Hispanic students persist to the next fall semester (high point: fall 2011 at 83.9%; low point: fall

2015 at 64.1%). Measured across two consecutive terms of enrollment, an average of 83% of Hispanic

students persist (high point: fall 2014 at 84.9%; low point: fall 2015 at 82.4%).

Native American students, though relatively low in overall number, had significantly lower fall-to-fall

persistence rates in the fall 2014 (21.4%) and fall 2015 (23.8%) cohorts when compared with previous

years (fall 2012: 56.3% and fall 2013: 66.7%).



In a 5-year research study of “gatekeeper” courses at MJC covering the period fall 2011 through spring

2016, seven MJC courses were identified as fitting the definition of “high overall enrollment and high

rates of students not passing”. They are ENGL 49; HIST 101; HUMAN 101; MATH 70; MATH 90; MUSIC

101, and PSYCH 110 (see details at http://www.mjc.edu/general/research/mjcgatekeepercourses2011-

2016.pdf).

30-Credit Attainment Trends

The annual Student Success Scorecard for MJC in 2017 shows that overall 30-credit completion rates

over 6 years (defined as percentage of degree, certificate and/or transfer-seeking students starting first-

time in 2010-11, tracked for 6 years through 2015-16 who completed at least 30 units) was essentially

unchanged when compared against the 2009-10 entering cohort. When compared against overall

statewide trends for all California community colleges in 2017, the MJC 30 unit completion rate for

2010-11 cohort was approximately 1% above the state average.

Table 29: MJC 2017 Scorecard: 30 Credit Attainment Trends, 06-07 through 10-11 Cohorts

30 Units Overall 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011


All 2,543 68.0% 2,947 69.3% 3,001 69.0% 2,694 70.3% 2,567 70.0%

Female 1,407 67.9% 1,638 68.8% 1,667 70.0% 1,450 72.9% 1,321 72.6%

Male 1,126 68.2% 1,275 69.8% 1,226 67.0% 1,157 67.3% 1,182 67.1%

< 20 years old 2,087 70.7% 2,371 70.7% 2,404 70.4% 2,207 71.3% 2,069 71.8%

20 to 24 years old 194 52.6% 228 61.0% 239 59.4% 207 63.3% 225 60.4%

25 to 39 years old 178 64.0% 232 65.5% 222 65.3% 177 67.2% 160 61.9%

40+ years old 84 46.4% 116 63.8% 136 66.2% 103 68.9% 113 67.3%


Amer Ind 25 60.0% 32 71.9% 32 53.1% 25 56.0% 10 80.0%

Asian 183 67.2% 207 77.3% 155 77.4% 168 75.6% 155 74.8%

Filipino 40 67.5% 45 75.6% 42 81.0% 51 68.6% 32 75.0%

Hispanic 748 65.8% 879 64.5% 955 64.8% 924 70.7% 1,020 68.1%


White 1,085 70.9% 1,269 72.1% 1,262 72.0% 1,099 70.6% 1,046 71.4%


Since the cohort year of 2008-09, the 30-unit attainment rate for all students increased from 69.0% to

70% for all students combined as of the 2010-11 cohort year. African-American students showed a 2.5%

improvement in the same time period, and Hispanic students showed 3.3% improvement.

For students classified in the Scorecard as “prepared for college” (defined as “student’s lowest course

attempted in Math and/or English was college-level”), the 30-credit completion rate at MJC declined by

3% for the 2010-11 cohort (completion rate = 69.8%) when compared with the previous year 2009-10

cohort (completion rate = 72.7%).

http://www.mjc.edu/general/research/mjcgatekeepercourses2011-2016.pdf

http://www.mjc.edu/general/research/mjcgatekeepercourses2011-2016.pdf



When MJC 30-credit completion rates in the 2017 Scorecard are contrasted with overall trends

statewide (i.e. all community colleges combined), MJC rate for the 2010-11 cohort is 1% higher than the

statewide figure. When the rate for students classified in the Scorecard as “unprepared for college”

(defined as “students whose lowest course attempted in Math and/or English was remedial level”) the

MJC rate for the 2010-11 cohort is 3.4% higher. When the rate MJC for students classified as “prepared

for college” is compared with the rate statewide for the 2010-11 cohort, MJC students showed a

completion rate (69.8%) more than 5% below the state figure (75.1%).

Degree/Certificate Completion

The number of annual earned Associate’s degrees at MJC increased by 32.3% between 2009-10 (1,175)

and 2015-16 (1,555).

Table 30: Trends in Earned Degrees at MJC 2009-10 to 2015-16

Source: CCCCO DataMart Report, Program Awards Summary Report, http://datamart.cccco.edu/Outcomes/Program_Awards.aspx

The number of annual certificates earned at MJC increased by 147% between 2009-10 (276) and 2015-

16 (681).

11751282 1232 1200

1287

14571555

0

200

400

600

800

1000

1200

1400

1600

1800

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

De

gre

es

Total Degrees AA AS AA-T AS-T

http://datamart.cccco.edu/Outcomes/Program_Awards.aspx


Table 31: Trends in Earned Certificates at MJC 2009-10 to 2015-16

Source: CCCCO DataMart Report, Program Awards Summary Report, http://datamart.cccco.edu/Outcomes/Program_Awards.aspx

Percentage of entering new student cohorts that graduate with a certificate or degree is approximately

12% over a six-year period, 11% over five years, and just under 10% over 4 years.

The annual Student Success Scorecard for MJC in 2017 shows that overall completion rates over 6 years

(defined as percentage of all degree, certificate and/or transfer-seeking students starting first-time in

2010-11, tracked for 6 years through 2015-16 who completed a degree, certificate or transfer-related

outcome) was approximately 1% lower for the 2010-11 cohort of entering students (n = 2,567 students

tracked) when compared against the 2009-10 entering cohort (n = 2,694 tracked). The largest

proportion of entering students in each cohort are classified as “unprepared for college”, defined in the

Scorecard as “Student’s lowest course attempted in Math and/or English was at the remedial level”. At

MJC, 80% of entering students (approximately 2,000 to 2,200 students) typically appear in the

“unprepared for college” grouping. The remaining 20% of MJC students in each cohort (approximately

550 to 600 students) are classified as “prepared for college”, defined as “Student’s lowest course

attempted in Math and/or English was college level.”

275319

396

580

480

584

681

0

100

200

300

400

500

600

700

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Ce

rtif

icat

es

Total Certificates 6 to <18 units 12 to <18 units 18 to <30 units 30 to <60 units

http://datamart.cccco.edu/Outcomes/Program_Awards.aspx


Table 32: MJC 2017 Scorecard: 6-Year Completion Rate Trends, 06-07 through 10-11 Cohorts

Completion Overall 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011


All 2,543 43.9% 2,947 42.6% 3,001 42.3% 2,694 43.7% 2,567 43.0%

Female 1,407 44.0% 1,638 42.6% 1,667 43.4% 1,450 45.3% 1,321 43.9%

Male 1,126 43.7% 1,275 42.9% 1,226 40.0% 1,157 41.8% 1,182 41.7%

< 20 years old 2,087 47.5% 2,371 46.1% 2,404 45.5% 2,207 46.9% 2,069 46.7%

20 to 24 years old 194 25.8% 228 28.5% 239 36.0% 207 33.3% 225 29.3%

25 to 39 years old 178 29.2% 232 29.7% 222 27.9% 177 26.6% 160 28.8%

40+ years old 84 27.4% 116 25.9% 136 19.9% 103 26.2% 113 23.0%


Amer Ind/Alaska Nat 25 44.0% 32 56.3% 32 18.8% 25 36.0% 10 40.0%

Asian 183 43.2% 207 49.8% 155 47.7% 168 45.8% 155 47.7%

Filipino 40 40.0% 45 51.1% 42 40.5% 51 51.0% 32 62.5%

Hispanic 748 37.8% 879 37.0% 955 41.2% 924 41.8% 1,020 40.7%


White 1,085 48.0% 1,269 46.6% 1,262 43.4% 1,099 46.0% 1,046 44.9%


When completion rates for the MJC cohorts of “prepared for college” and “unprepared for college” are

compared relative to calculating the overall completion rate during the six years studied, completion

rates for the unprepared cohorts (2006-07 through 2010-11 in the Scorecard) have remained static at

the 39% to 40% rate. When the rates for the “prepared for college” students are evaluated over this

same period, the 2006-07 cohort and 2009-10 cohort had the highest six-year completion rates of 62%

and 61% respectively. By contrast, the 2010-11 “prepared for college” cohort showed a 5% decline in

completion rate, at only 56%.

Female students in the “prepared for college” cohort at MJC showed nearly 11% decline in the six year

completion rate for the 2010-11 cohort compared with the 2009-10 cohort. White students showed

nearly a 9% decline and Hispanic students showed nearly a 6% decline, while African-American students

showed a 10% improvement when the completion rate for the 2010-11 cohort was contrasted with the

2009-10 cohort.

When compared against overall statewide trends for all California community colleges reported in the

Scorecard in 2017, the MJC overall completion rate for 2010-11 cohort was approximately 5% above the

state average.

When comparison between MJC students and statewide students is conducted, the population showing

greatest vulnerability are those defined as “completion prepared”. In the 2010-11 cohort, only 55.5% of

MJC students in this grouping were able to complete within six years, while 70.6% of of statewide

“prepared” students attained completion—a gap of 15%. The gap between MJC students and statewide

students in this cohort measure has actually increased compared with the 2009-10 cohort, when the gap

was just 8.6%.



Transfer Trends

MJC has experienced an overall 38% increase in transfers to four-year institutions over the past seven

years. In 2009-10, 1,025 students transferred to four-year institutions, while in 2015-16 that number

increased to 1,414.

Table 33: MJC Annual Transfers to 4-Year Institutions (UC, CSU, In-State Private and Out of State)

(Source: CCCCO DataMart; UC, CSU System Data http://mjc.edu/general/research/mjctransfersoverall0910to15-16.pdf)

In 2009-10, 530 MJC students transferred to CSU institutions, an overall 51.7% of all MJC transfers in

that year. By 2015-16, 862 MJC graduates had transferred to CSU institutions, an increase of 332

students (62.6%). That year, CSU transfers represented 61.0% of all MJC transfers to 4-year institutions.

Over the 10-year period 2005-06 to 2015-16, 8,177 MJC students transferred to CSU institutions state-

wide. By far, the largest proportion of students each year transfer to Stanislaus State, which represents

61.5% of CSU transfers during this 10 year period. Sacramento State University has second-highest

transfer of CSU-bound students from MJC, representing 8%, followed by Fresno State University at 6.4%

of total MJC transfers in the 10-year period.

1025

12901219

1065

1336 13171414

0

200

400

600

800

1000

1200

1400

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

De

gre

es

Total Transfers CSU System UC System In-State Priv Out-of-State

http://mjc.edu/general/research/mjctransfersoverall0910to15-16.pdf


Table 34: MJC Students Transferring to CSU System by Campus, 2005 to 2015

Transfer Counts

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

2014-

2015

2015-

2016

Grand

Total

Total CSU 726 859 806 718 530 781 743 535 817 800 862 8,177

Stanislaus 466 532 517 444 318 522 440 289 488 478 535 5,029

Sacramento 57 47 50 47 47 74 61 64 83 60 63 653

Fresno 27 52 40 33 37 50 59 35 71 70 46 520

San Jose 24 30 31 37 10 22 23 15 37 45 29 274

Chico 33 34 25 32 17 19 30 27 19 25 32 293

San Francisco

29 25 30 23 17 17 33 17 24 20 36 271

East Bay 4 10 12 21 16 13 21 30 29 25 36 217

Source: California State University Analytic Studies http://asd.calstate.edu/ccc/SummaryYear.asp

Transfers from MJC to the University of California have averaged 70 to 75 during the years 2005 to 2015.

A total of 763 MJC students have transferred to UC within that time period. The campuses with largest

proportions of transfers from MJC are UC Davis (280 total transfers from MJC, representing 36.7% of

total UC transfers from MJC), Berkeley (99 transfers in 10 years, representing 13.0% of total UC transfers

from MJC), Santa Cruz (97 total transfers, representing 12.7% of MJC transfers), and Merced (99 total

transfers in 10 years, representing 11.3% of transfers).

Table 35: MJC Students Transferring to UC System by Campus, 2005 to 2015 Year of

Transfer All Berkeley Davis Irvine UCLA Merced Riverside San

Diego Santa

Barbara Santa Cruz

2015 75 9 37 3 4 1 3 7 3 8

2014 75 7 30 1 3 8 4 6 6 10

2013 73 10 32 0 2 4 4 8 3 10

2012 70 9 23 2 6 12 1 1 7 9

2011 60 9 26 6 5 5 0 1 3 5

2010 70 6 24 2 4 9 1 10 1 13

2009 69 8 19 3 5 10 0 4 10 10

2008 44 8 13 0 0 6 4 2 4 7

2007 77 11 28 1 3 15 1 7 7 4

2006 70 12 23 3 9 1 2 3 9 8

2005 80 10 25 2 3 15 1 5 6 13

Source: University of California http://www.universityofcalifornia.edu/infocenter/california-community-college-enrollments-uc

In a 5-year admissions study of MJC students who applied for admission to the UC system, the following

trends were measured by the University of California Information Center on the next page:

Total MJC Students Applying to UC System 2010-15: 783 Students Applied

Admissions Acceptance Yield Rate of MJC Applicants 2010-15: 63% (493 Students Admitted)

http://asd.calstate.edu/ccc/SummaryYear.asp

http://www.universityofcalifornia.edu/infocenter/california-community-college-enrollments-uc


Enrollment Rate of Total MJC Students Admitted to UC System 2010-15: 74% (364)

Enrollment Yield Rate Based on Total MJC Applicants to UC System 2010-15: 46.5%

Proportion of MJC Applicants to UC who Are Hispanic: 34.4% of Total Applicants

Proportion of MJC Enrolling Students into UC System 2010-15 who are Hispanic: 34.3%


Table 36: MJC Annual Transfers to University of California System Campuses by Ethnicity, 2010-11 to 2014-15

2014-15 Academic Year Transfers

All African American Native American Hispanic Asian White

Ethnicity Unknown

Applicants 146 6 0 52 15 63 5

Admits 95 0 0 32 12 40 5

Enrollees 77 0 0 24 10 34 4



Ethnicity Unknown

Applicants 182 7 0 81 23 59 8

Admits 106 4 0 49 18 28 5

Enrollees 78 0 0 38 15 17 5



Ethnicity Unknown

Applicants 158 9 6 54 16 60 13

Admits 105 3 6 33 9 44 10

Enrollees 75 0 4 21 9 32 0



Ethnicity Unknown

Applicants 150 8 5 39 15 64 0

Admits 87 5 0 27 10 37 0

Enrollees 62 3 0 20 8 26 0



Ethnicity Unknown

Applicants 147 0 0 43 17 62 19

Admits 100 0 0 30 13 46 8

Enrollees 72 0 0 22 9 33 5

5-year Yield 2010 to 2015 (Based on Total Applicants = 783 Students) Applicants to admits 63.0% 40.0% 54.5% 63.6% 72.1% 63.3% n/a Applicants to enrolls 46.5% 10.0% 0.0% 46.5% 59.3% 46.1% n/a Admits to enrolls 73.8% 25.0% 0.0% 73.1% 82.3% 72.3% n/a (Source: University of California Information Center http://www.universityofcalifornia.edu/infocenter)

http://www.universityofcalifornia.edu/infocenter


Among MJC students who transferred to the CSU system in 2014-15 (total of 800), 39.6% are white,

33.5% Hispanic, 8.6% Asian, and 1.4% African-American. The top 10 majors chosen by MJC transfers to

the CSU system (based on 800 total transfers to all campuses combined) are

Business Administration 13.9% of transfers

Psychology 10.5%

Liberal Studies 6%

Kinesiology/Physical Education 4.9%

Biology 4%

Sociology 3.9%

Criminal Justice 2.9%

Pre-Nursing 2.9%

Computer Science 2.5%

Communications 2.4%

(See http://mjc.edu/general/research/mjctransferscsu2014-15details.pdf)

For 4-year Out-of State Institutions, the number of MJC transfers has grown from 151 in 2009-10 to 326

in 2015-16 (representing 23% of all MJC transfers that year), while for In-State Private Institutions the

number of transfers has actually declined between 2009-10 (269 students) and 2015-16 (151 students).

Approximately one-third of MJC students who meet transfer velocity rate cohort definition transfer to a

four-year institution within six years. Over the past six years, transfer velocity rates have remained

relatively consistent, ranging from 30.9% to 33.8%.

Examining the most recent transfer velocity rate data available (2009-10 cohort tracked through 2014-

15 academic year) by race/ethnicity revealed that Filipino students (37.5%) and White students (35.4%)

had the highest transfer velocity rates, while Hispanic students (29.3%) and Native American students

(12.5%) had the lowest rates.

http://mjc.edu/general/research/mjctransferscsu2014-15details.pdf


Progress on IEPI Goals Update for 2015-16

The MJC Institutional Effectiveness Partnership Initiative (IEPI) report for 2016-17

(http://www.mjc.edu/general/research/iepigoalsmjc2016-17.pdf) identifies a series of goals toward

improvements in

(1) Successful Course Completion

(2) Overall Completion Rate (based on the Scorecard definition of completion rates)

(3) Remedial Completion to College Course in Math, English, and ESL (based on the Scorecard

definition of remedial course completion rates)

(4) Career-Technical Education Rate (based on Scorecard definition)

(5) Completion of Degrees

(6) Completion of Certificates

Through participating in the IEPI project, MJC has identified key performance measures of aspiration for

its long-term performance in student achievement.

Through the production of the 2017 Scorecard results for MJC it has become possible to determine

whether the College has indeed reached or exceeded its 2015-16 estimates in each of the above IEPI

measures. Preliminary review of 2017 Scorecard results indicates the following status of MJC

accomplishments in meeting 2015-16 goals:

Table 37: IEPI Estimates and Scorecard Results Goal Measure 15-16 IEPI

Estimate 15-16 Actual (Scorecard)

Difference

Successful Course Completion 68.0% 67.2% - 0.8%

College Prepared Completion Rate 57.7% 55.5% - 2.2%

Unprepared for College Completion Rate 39.5% 39.6% + 0.1%

Overall College Completion Rate 42.3% 43.0% + 0.7%

Remedial English Completion Rate 43.3% 46.7% + 3.4%

Remedial Mathematics Completion Rate 45.0% 44.4% - 0.6%

Remedial ESL Completion Rate 20.0% 22.7% + 2.7%

Career Technical Education Rate 55.6% 56.9% + 1.3%

Completion of Degrees 1,411 1,555 +144

Completion of Certificates 518 681 +163

Progress on Basic Skills Initiative Goals in Mathematics 2015-16

The MJC Basic Skills Initiative (BSI) Plan

(http://mjc.edu/general/research/mjcbasicskillsinitiative201516.pdf) has defined several long-term

goals for the period of 2015-16 and beyond (see Sections 7 and 8 of the MJC BSI plan). Two important

measures for planning and evaluating the effectiveness of our Basic Skills Math courses come from Goal

#3 and Goal #4 of the BSI Plan:

http://www.mjc.edu/general/research/iepigoalsmjc2016-17.pdf

http://mjc.edu/general/research/mjcbasicskillsinitiative201516.pdf


Long-term Goal #3: The successful 2-year progression rate from beginning algebra to intermediate

algebra will increase by 3% by 2016-17 over the year 2011-13 rate.

For preliminary analysis using data available from fall 2016, cohorts of students entering each fall

semester from fall 2010 through fall 2014 were tracked using the Basic Skills Progress Tracker

(http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx) from entry at Math 70 for two

years to measure persistence from Math 70 to enrollment in either Math 89 or Math 90. The fall 2011

entering cohort was used as a baseline year for tracking overall improvement in this indicator.

Table 38 below displays results of this analysis, showing that as of the fall 2013 entering cohort, the 3%

improvement goal had been reached, though it declined somewhat to 2.54% improvement for the fall

2014 cohort. Data for the fall 2015 entering cohort will be available for calculation during summer 2017.

Table 38: Algebra Course Progression Rates within 2 Years Cohort Year #Completing

MATH 70 # Entering MATH 89 or 90

2-Year Progression Rate

Improvement Over fall 2011*

Fall 2010* 377 291 77.18% n/a

Fall 2011* 360 275 76.39% n/a

Fall 2012 273 211 77.29% 1.18%

Fall 2013 305 240 78.69% 3.01%

Fall 2014 263 206 78.33% 2.54% * Fall 2011 cohort data tracked to spring 2013 represents baseline data year for this goal.

Long-term Goal #4: The percentage of students who assess into Basic Skills level Math who ultimately

complete college-level Math within 2 years will increase by 3% in 2015-16 and 2016-17, and 4% in 2018-19.

For this immediate analysis, cohorts of all Basic Skills Math students entering each fall semester from fall

2010 through fall 2014 were tracked using the Basic Skills Progress Tracker from entry semester through

two years of study. Statistics on total Basic Skills entering cohort students were computed, along with

statistics on cohort members who persisted to passing college-level Math courses.

Table 39: Math Basic Skills to College Math Completion Rates within 2 Years*** Cohort Year #Entering

Basic Sk.

Math

# Completing

College Math

2-Year

Progression Rate

Improvement

Over fall 2011*

Fall 2010* 1,119 185 16.53% n/a

Fall 2011* 1,144 186 16.26% n/a

Fall 2012 982 163 16.60% 2.10%

Fall 2013 1,179 218 18.49% 13.70%

Fall 2014 989 194 19.62% 20.70%

* Fall 2011 cohort data tracked to spring 2013 represents baseline data year for this goal; Fall 2010

data is provided for reference only.

Results of this analysis show that as of the Fall 2013 entering cohort, the 3% improvement goal had

been substantially exceeded (at 13.7% improvement over the fall 2011 baseline year), and it continued

to improve for the fall 2014 cohort (reaching 20.70% improvement from the fall 2011 baseline). Data for

the fall 2015 entering cohort will be available for calculation during summer 2017.

http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx

http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx


IV. COMMUNITY COLLEGE SURVEY OF STUDENT

ENGAGEMENT (CCSSE) TRENDS

CCSSE at MJC Overview

According to research by Astin, Pascarella and Terenzini, Tinto and other scholars of college and

university strategies for enhancing student success (see http://www.ccsse.org/aboutsurvey/biblio/),

student engagement and student satisfaction are key indicators of student success. The more engaged a

student is with his or her own education and satisfied with the experience, the more educationally

successful he or she is likely to be. With this theoretical framework as foundation, the Community

College Survey of Student Engagement (CCSSE, http://www.ccsse.org) was created over a decade ago by

the Community College Leadership Program at the University of Texas, Austin. It was developed in

order to assist colleges across the U.S. with assessing the quality of their students' educational

experiences and improving the institutional commitment to student satisfaction, student success and

increased retention. Each year, students from several hundred community colleges across the U.S.

participate in the survey.

MJC has conducted the CCSSE six times (2006, 2009, 2011, 2013, 2015, and now in 2017) in order to

measure engagement and satisfaction of its students. With the treasure-trove of available historical

CCSSE student data, MJC has been fully able to conduct significant long-term trend comparisons on key

indicators of institutional effectiveness. The CCSSE contains questions that frame five benchmark areas

(indicators) that have been identified as important in measuring student engagement and satisfaction:

Active and Collaborative Learning; Student Effort; Academic Challenge; Student-Faculty Interaction; and

Support for Learners.

The most recent version of the CCSSE was conducted at MJC during the months of March and April

2017. In total, 47 courses representing a statistical cross-section of all MJC courses were surveyed,

resulting in nearly 1,200 completed survey responses (equivalent to our response count for the 2015

CCSSE survey at MJC). The CCSSE is a standardized survey instrument that is used across the U.S. with all

participating colleges, but there is also an opportunity for each college to create “custom questions”

pertinent to their own unique campus issues. For 2017, the MJC custom questions results are located at

this address: http://mjc.edu/general/research/ccssecustomquestionresultsmjc2017.pdf.

A full report of 2017 survey results will be available in August 2017 at the website:

http://mjc.edu/general/research/ccsse2017results.php. This report will include summary of key long-

term benchmark trends (2006-2017) of critical importance for assessing institutional effectiveness.

http://www.ccsse.org/aboutsurvey/biblio/

http://www.ccsse.org/

http://mjc.edu/general/research/ccssecustomquestionresultsmjc2017.pdf

http://mjc.edu/general/research/ccsse2017results.php


Results from 2015 CCSSE Survey

In 2015, the CCSSE was conducted at MJC with a sample of approximately 1,200 students. The overall

response rate from MJC students was among the highest rates for all of the participating institutions

with large enrollments (15,000 annually and above). Data from the 2015 survey was carefully analyzed

by the MJC Office of Research and Planning in order to identify and measure our progress in several key

indicators of effectiveness. (See http://www.mjc.edu/general/research/ccsse.php for overview of 2015

results). Participating students indicated the following: (From

http://mjc.edu/general/research/ccssemjc2015notableresponses.pdf)

NOTABLE GENERAL FINDINGS

97% of respondents indicated that their immediate family supports their attending MJC

93% indicated they would recommend MJC to a friend or family member

93% indicated that their MJC education is preparing them to think critically and

analytically

92% indicated that their MJC education is preparing them to write clearly and effectively

91% indicated that their education is preparing them to work effectively with others

88% indicated they were satisfied with academic advising and planning resources at MJC

86% indicated their educational experience is preparing them to develop clear career

goals

85% indicated that their primary or secondary goal in attending MJC is to transfer to a 4-

year college or university

83% indicated they believe that MJC is preparing them to understand people of diverse

racial and ethnic backgrounds

81% evaluated their entire educational experience at MJC as “excellent” or “good”

78% indicated that their friends are “quite” or “extremely” supportive of their attending

MJC

76% consider their relationships with other students at MJC to be relatively “friendly

and supportive” and creating a “sense of belonging”

http://www.mjc.edu/general/research/ccsse.php


EDUCATIONAL EFFECTIVENESS FINDINGS

93% of MJC respondents indicated their education is preparing them to think critically

and analytically

92% indicated their education is enabling them to write clearly and effectively

91% indicated their education is preparing them to work effectively with others

85% indicated their education is preparing them to understand themselves better

83% indicated their educational experience is effectively preparing them to understand

people of diverse racial and ethnic backgrounds

83% indicated their education is contributing to acquiring job or work-related skills

83% indicated they rate their instructors as “available, helpful, and sympathetic”

80% indicated they had “serious conversations with students of a different race or

ethnicity”

PERCEPTIONS OF SUPPORT FOR STUDENTS AT MJC COMPARED WITH OTHER CCSSE

COLLEGES

In 2015, MJC students rated equivalently with students at all other participating CCSSE

colleges nationwide on “providing the support you need to help you succeed at this

college”

MJC students rated somewhat lower than their peers nationwide in 2015 in the support

area: “helping you cope with your non-academic responsibilities (work, family, etc.)”

MJC students rated the College equivalently with students at other participating CCSSE

colleges on the topic of “providing the support you need to thrive socially”

Only 23% of MJC respondents feel that the College provides sufficient support for coping

with non-academic responsibilities (work, family, etc.) compared with 30% nationwide

FINDINGS PERTAINING TO EDUCATIONAL PLANNING, ACCESS TO SUPPORT SERVICES

How well informed are students about progress toward their educational goals? 43%

“very”, 47% “somewhat”, and 11% “confused about my goals”


Educational Plan Status: 54% completed a plan and are following it; 7% have completed

a plan but are not following it; 39% have not yet completed a plan or are confused

about planning

Access to Support Services at MJC: 36% “information is easily available”; 36%

“information is somewhat available”; 27% “don’t know what services are available”

USAGE AND SATISFACTION WITH ADVISING (COUNSELING)/PLANNING, CAREER

COUNSELING

Frequency of using academic advising/counseling and educational planning services:

59% indicated “often” or “sometimes”

Satisfaction with academic advising/counseling and educational planning services: 88%

“very” or “somewhat” satisfied

Importance of academic advising/counseling and educational planning services: 74%

“very important”; 20% “somewhat important”

Frequency of using career counseling services: 38% indicated “sometimes” or “often”

Satisfaction with career counseling services: 55% “very” or “somewhat” satisfied

Importance of career counseling services: 65% “very important”; 24% “somewhat

important”

EQUITY GAPS AND FINDINGS

For the five benchmark areas measured in the CCSSE, measurable improvements at MJC

occurred between 2013 and 2015 for Asian, Hispanic, and White students.

In each of the five benchmark areas, African-American student scores declined

compared with the same benchmarks in 2013. The two benchmarks with greatest rate of

decline for African-American students were Support for Learners and Student Effort.

In most benchmarks, African-American males scored lower than African-American

females.

PRIMARY SOURCES USED TO PAY FOR COLLEGE

43% own income or savings


37% grants and scholarships

30% parent or spouse/significant other’s income or savings

11% public assistance

6% student loans

Profile of Students Participating in 2015 CCSSE at MJC

DEMOGRAPHICS

Ethnicity of respondents: African-American: 3%; Asian/Pacific Islander: 8%; Hispanic:

39%; Native American: 2%; White: 42%; Other: 6%

Gender of respondents: 51% female; 49% male

61% were enrolled on a full-time basis; 39% part-time

53% have fathers whose educational attainment is high school or less

50% have mothers whose educational attainment is high school or less

25% of respondents commute to and from MJC at least 6 hours per week

65% spend 6 hours or more per week preparing for class

62% work for pay at least 11 hours per week, while 33% indicated they do not work for

pay

53% provide care for dependents living with them (parents, children, spouse)

30% have children living with them

29% indicated that English is not their primary language

16% are married

EDUCATIONAL ACTIVITIES AND STUDENT NEEDS

81% of respondents began their college education at MJC and 19% began their education

elsewhere

18% of respondents plan to take or are taking/have taken an ESL course


14% were taking one or more courses concurrently at other institutions besides MJC

80% consider peer or other tutoring services at MJC as “very” or “somewhat important”

56% plan to take or are taking/have taken a college orientation course or program

51% of respondents plan to take or are taking/have taken remedial mathematics courses

46% plan to take or are taking/have taken a study skills course

41% plan to take or are taking/have taken remedial writing courses

83% indicated that financial aid advising is “very” or “somewhat” important

21% indicated they participate in college-sponsored activities (organizations, campus

publications, student government, intercollegiate or intramural sports)

PRIOR EDUCATIONAL EXPERIENCE

80% indicated their highest previous educational attainment is high school or GED

10% hold a vocational or technical certificate

5% hold an Associate’s degree

3% hold a Bachelor’s degree or higher

FACTORS WHICH COULD CAUSE STUDENTS TO WITHDRAW FROM MJC

44% indicated working full-time would “likely” or “very likely” cause them to withdraw

57% indicated caring for dependents would likely cause withdrawal

48% indicated lack of finances would likely cause withdrawal

In 2015, benchmark scores for two areas exceeded the scores averaged among all participating colleges

nationwide: Active and Collaborative Learning (MJC Score: 50.8 compared with nationwide 50) and

Academic Challenge (MJC Score: 52.1 compared with nationwide 50). MJC scores were slightly below

the nationwide scores for Academic Challenge and Support for Learners, and were moderately below

the nationwide score for Student-Faculty Interaction.

Results from the 2015 CCSSE have given us crucial indicators of the equity gaps in each of the five

benchmarks and especially among individual questions that underpin these benchmarks. For most


benchmarks, African-American students scored slightly better than the campus-wide score for all

students (typically at about 0.2 percentage point difference). However, for the benchmark Student-

Faculty Interaction, African-American students scored more than 4% below the campus average.

Hispanic students scored within 1% of the overall campus average for each benchmark with the

exception of Support for Learners, where they scored 3% above the campus average. Asian students

scored 8% higher than total students in Student Effort, nearly 5% higher in Academic Challenge, and 3%

higher in Support for Learners.

Table 40: CCSSE 2015 Survey at MJC: Equity Gaps in Overall Benchmark Indicators

BENCHMARKS All

Students Afr-

Amer Gap Asians Gap Hisp Gap Whites Gap

1: Active and Collaborative Learning 50.6 50.8 0.2 50.2 -0.4 49.8 -0.8 52.3 1.7

2: Student Effort 49.0 49.1 0.1 57.4 8.4 49.3 0.3 47.4 -1.6

3: Academic Challenge 52.1 53.0 0.9 56.7 4.6 52.6 0.5 51.3 -0.8

4: Student-Faculty Interaction 47.2 43.1 -4.1 48.0 0.8 46.8 -0.4 48.5 1.3

5: Support for Learners 49.5 49.6 0.1 52.2 3.0 52.5 3.0 47.1 -2.4

Benchmark 1: Active and Collaborative Learning All

Students Afric-Amer Gap Asians Gap Hispanics Gap Whites Gap

OVERALL BENCHMARK SCORE 50.6 50.8 0.2 50.2 -0.4 49.8 -0.8 52.3 1.7

Benchmark Questions/Indicators

Worked with Other Students on Projects During Class 57.8 56.8 -1.0 53.7 -4.1 59.7 -1.9 57.2 -0.6

Asked Questions in Class or Contributed to Class Discussions 56.5 58.8 2.3 53.8 -2.7 51.1 -5.4 63.4 6.9

Made a Class Presentation 31.2 37.6 6.4 32.9 1.7 32.0 0.8 30.7 0.5

Worked on Assignments with Classmates Outside Class 23.9 25.6 1.7 20.7 -3.2 25.6 1.7 22.7 -1.2

Discussed Ideas From Readings Outside Class 16.7 17.7 1.0 16.8 0.1 17.0 0.3 16.8 0.1

Tutored or Taught Other Students (Paid or Voluntary) 9.5 6.3 -3.2 16.9 7.4 8.8 -0.7 9.2 -0.3

Participated in a Community-Based Project as Part of Course 7.7 9.9 2.2 7.2 0.5 7.5 -0.2 8.1 0.4

Benchmark 2: Student Effort

OVERALL BENCHMARK SCORE 49.0 49.1 0.1 57.4 8.4 49.3 0.3 52.3 3.3


Frequency of Using Computer Labs on Campus 60.9 74.4 13.5 74.0 13.1 65.3 4.4 54.2 -6.7

Worked on a Paper that Integrated Ideas from Many Sources 54.2 60.9 6.7 67.4 13.2 63.7 9.5 63.8 9.6

Prepared Two or More Drafts of a Paper Before Turning it In 50.3 28.2 -

22.1 60.8 10.5 51.9 1.6 49.0 -1.3

Frequency of Using Skill Labs in Writing, Math, etc.) 35.1 39.1 4.0 47.3 12.2 38.0 2.9 31.5 3.6

Frequency of Using Peer or Other Tutoring Services 32.1 35.4 3.3 40.5 8.4 34.9 2.8 28.0 -4.1

Hours Per Week Spent Preparing for Class: 11 or More 29.5 27.4 -2.1 39.1 9.6 27.4 -2.1 31.1 1.6

Number of Books Read for Enjoyment or Enrichment 20.5 23.9 3.4 22.2 1.7 16.7 -3.8 23.0 2.5

Benchmark 3: Academic Challenge

OVERALL BENCHMARK SCORE 52.1 53.0 0.9 56.7 4.6 52.6 0.5 51.3 0.8


Extent that MJC Encourages Significant Time Studying 81.6 72.4 -9.2 81.8 0.2 81.1 -0.5 82.0 0.4

Using Information to Perform a New Skill 77.8 63.0 -

14.8 75.7 -2.1 67.4 -

10.4 67.8 -

10.0

Analyzed the Basic Elements of an Idea, Experience, or Theory 71.6 72.4 0.8 77.0 5.4 70.1 -1.5 70.8 -0.8


Exams During Year Have Challenged Me to do Best Work 66.6 55.2 -

11.4 59.2 -7.4 69.8 3.2 67.1 0.5

Synthesized and Organized Ideas and Information in New Ways 66.4 70.8 4.4 68.9 2.5 68.2 1.8 64.5 -1.9

Applied Theories or Concepts to Practical Problems 62.3 71.8 9.5 69.9 7.6 60.3 -2.0 62.5 0.2

Made Judgments About the Value of Information or Methods 59.6 70.3 10.7 54.6 -5.0 58.5 -1.1 60.9 1.3

No. of Written Papers or Reports Produced During Year: 5+ 59.1 76.1 17.0 58.4 -0.7 57.7 1.4 58.3 17.8

No. of Assigned Textbooks or Course Books During Year: 5+ 55.9 65.1 9.2 59.0 3.1 57.8 1.9 53.6 -2.3

Worked More than Planned to Meet an Instructor Expectations 55.2 49.0 -6.2 63.5 8.3 57.5 1.7 53.1 -2.1

Benchmark 4: Student-Faculty Interaction All

Students Afric-Amer Gap Asians Gap Hispanics Gap Whites Gap

OVERALL BENCHMARK SCORE 47.2 43.1 -4.1 48.0 0.8 46.8 -0.4 48.5 1.3


Used email to Communicate With an Instructor 59.4 56.7 -2.7 61.4 2.0 58.6 -0.8 59.9 0.5

Received Prompt Feedback (Written/Oral) from Instructors 56.3 62.5 6.2 53.2 -3.1 54.4 -1.9 55.8 -0.8

Discussed Grades or Assignments with an Instructor 49.0 39.6 -9.4 45.6 -3.4 48.8 -0.2 50.2 1.2

Talked About Career Plans with an Instructor or Advisor 31.3 29.7 -1.4 32.6 1.3 28.6 -2.7 33.7 2.4

Discussed Ideas with Instructors Outside Class 16.7 17.7 1.0 16.8 0.1 17.0 0.3 16.8 0.1

Worked with Instructors on Activities Other than Coursework 10.7 2.1 -8.6 13.3 2.6 10.5 -0.2 10.7 0.0

Benchmark 5: Support for Learners

OVERALL BENCHMARK SCORE 49.5 49.6 0.1 52.2 2.7 52.5 3.0 47.1 -2.4


Providing the Support You Need to Help Succeed at MJC 73.9 64.5 -9.6 69.9 -4.0 74.8 0.9 74.0 0.1

How Often Using Academic Advising/Planning Services at MJC 59.0 70.3 11.3 60.7 1.7 59.8 0.8 57.2 -1.8

Encouraging Contact Among Students of Different Ethnicities 56.1 42.6 -

13.5 60.6 4.5 58.1 2.0 55.0 -1.1

Providing Financial Support Needed to Afford Your Education 48.1 68.2 20.1 41.3 4.8 55.3 7.2 43.4 -4.7

How Often Using Career Counseling Services at MJC 38.1 39.0 0.9 36.9 -1.2 43.0 4.9 33.8 -4.2

Providing the Support Needed to Thrive Socially 33.4 23.4 -

10.0 37.5 4.1 38.0 5.4 29.4 -4.0 Helping You Cope with Non-Academic Responsibilities (work, etc.) 23.2 24.9 1.7 32.8 9.6 25.2 2.0 20.3 -2.9

First-generation students responding to the 2015 CCSSE had notably higher rates of satisfaction with

several aspects of their MJC educational experience when compared with non-first-generation students.

These included (1) MJC’s emphasis on providing financial support needed to afford education; (2) MJC’s

emphasis on using computers in academic work; (3) The quality of relationships on campus with other

students; and (4) Overall levels of satisfaction with the entire MJC educational experience.

CCSSE 2015 Survey at MJC: First-Generation Student

Responses

RESPONSES BY FIRST-GENERATION STUDENTS AT MJC

The survey includes questions which determine whether a student can be considered a “first-generation

student”. Survey results were analyzed in order to identify topics and issues of greatest importance to


first-generation respondents. In total, first-generation students accounted for 42% of total student

respondents to the survey.

THE MJC DIFFERENCE: NOTABLE ACCOMPLISHMENTS OF MJC EDUCATION FOR FIRST-

GENERATION STUDENTS

First-generation survey respondents showed higher levels of satisfaction with several aspects of their

MJC educational experience when compared with non-first-generation respondents. Among the items

with greatest satisfaction for first-generation respondents are the following:

MJC’s emphasis on providing financial support needed to afford education

MJC’s emphasis on using computers in academic work

The quality of relationships on campus with other students

Overall levels of satisfaction with the entire educational experience at MJC

Items for which MJC education was seen by first-generation student respondents as making a significant

difference compared with non-first-generation respondents:

Support for acquiring a broad general education

Support for acquiring job or work-related knowledge and skills

Support for helping students learn to write clearly and effectively

Support for helping students to speak clearly and effectively

Support for helping students to think critically and analytically

Promoting the use of computers

Enabling working effectively with others

Encouraging self-understanding

Encouraging understanding of people from other racial and ethnic backgrounds

Encouraging development of a personal code of ethics

Encouraging students to contribute to the welfare of their communities

Enabling development of clear career goals

Enabling access to information about career opportunities

Services especially important to first-generation students

Academic advising, planning, and counseling

Career counseling

Skill labs in writing or math

Financial aid advising

SUPPORT FROM FRIENDS AND FAMILY

Support from friends of first-generation students at MJC is higher than for non-first-

generation


TRENDS IN 10-YEAR MJC DATA ANALYSIS BETWEEN 2006 AND 2015 SURVEYS

Analysis of the 10-year trends in CCSSE data at MJC indicates that MJC’s traditional strength is the area

of “Academic Challenge”, which includes questions on overall program and course rigor, complexity of

learning assignments intended to facilitate critical thinking skills. At MJC, the peak score for this

benchmark was reached in 2009 and has consistently remained at or above 52 (with a national

benchmark score of 50).

The benchmark that consistently scores at a below 50 mark (2006-15) is “Student-Faculty Interaction”.

This benchmark reflects responses to questions pertaining to student-faculty communication, discussion

of course materials outside of class, and receiving timely feedback from instructors. The peak score for

this benchmark was reached in 2011 at 49.4, then declined to 45 in 2013 and rose to 47.2 in 2015.

Results from the 2017 CCSSE will give us a crucial indicator of the effectiveness of our efforts at

strengthening student-faculty interaction overall.

The benchmark “Support for Learners” is of strategic importance at MJC as we focus on our overall

student course success averages. Support for Learners includes questions pertaining to the College’s

emphasis on support to aid student success, and encouragement of contact among students among

diverse economic and social backgrounds. The peak score for this benchmark was reached in 2006, and

was just below 50 in the year 2015.

CCSSE Survey at Modesto Junior College 2006-2015: Trends in

Overall Benchmark Scores

The conceptual framework of the CCSSE involves five benchmark areas that have been identified as

indicators of student engagement in, and satisfaction with, the student college experience at MJC. Each

benchmark is comprised of a set of questions from the survey.

Analysis of the five survey trends at MJC (surveys administered during the years 2006, 2009, 2011, 2013,

2015) is organized around the following benchmark areas: (1) Active and Collaborative Learning; (2)

Student Effort; (3) Academic Challenge; (4) Student-Faculty Interaction; and (5) Support for Learners.

Below are graphs which chart these benchmarks.

To interpret these scores, it is important to know that every benchmark score has been standardized

across all surveys, resulting in an overall mean score of 50 for each benchmark. In order to evaluate MJC

benchmark scores and trends over the period 2006-15, it is necessary to compare the MJC score for a

given benchmark in a given year. Whenever the MJC score is below 50, it means that benchmark fell

below the nation norm score for that particular benchmark. This enables a careful analysis of trends in

improvement or decline by benchmark over time, and suggests areas where analysis of our 2017 CCSSE

survey results needs to give closest attention.


Table 41: Active and Collaborative Learning Active and Collaborative Learning

includes questions pertaining to the

overall level of student active

engagement in their own learning

process. The peak score for this

benchmark was in 2009 (just under

53), declined to 48 in 2013, and

returned to just under 51 in 2015.

Table 42: Student Effort Student Effort includes questions

pertaining to student work on papers,

time spent preparing for class, and

intellectual activities such as reading

books on one’s own. The peak score

for this benchmark was in 2011 (above

52) but has been declining in more

recent years, reaching 49 in 2015.

Table 43: Academic Challenge Academic Challenge includes questions

pertaining to overall course and program

rigor and the complexity of learning

assignments intended to facilitate critical

thinking skills. The peak score for this

benchmark was reached in 2009 (above

53) and leveled at 52 in subsequent years.

50.2

52.8

50.1

48.2

50.6

2006 2009 2011 2013 2015

48.7

50

52.2

49.749

2006 2009 2011 2013 2015

51.8

53.2

52 52.1 52.1

2006 2009 2011 2013 2015


Table 44: Student-Faculty Interaction Student-Faculty Interaction includes

questions pertaining to communicating

with instructors directly, discussing course

materials with instructors outside of class,

and receiving timely feedback from

instructors on course performance. The

peak score for this benchmark was

reached in 2011 (above 49), declined to 47

in 2015.

Table 45: Support for Learners Support for Learners includes questions

pertaining to perceptions of the College’s

emphasis on support to aid student

success, encouragement of contact

among students of diverse economic and

social backgrounds. The peak score for

this benchmark was reached in 2006 (51)

and was just below 50 in 2015.

Overall Changes between the 2013 and 2015 CCSSE Surveys

Overall ratings for MJC improved between 2013 and 2015 in three of the five benchmarks (Active and

Collaborative Learning, Student-Faculty Interaction, and Support for Learners), remained the same in

one benchmark (Academic Challenge), and declined slightly in one benchmark (Student Effort). (see

http://mjc.edu/general/research/ccssemjc2013vs2015benchmarks.pdf)

When trends in 2013 to 2015 benchmarks are assessed on basis of race/ethnicity, African-American

students showed declines in all five benchmarks. The benchmarks showing greatest decline among

African-Americans were Support for Learners (17.5% decline) and Student Effort (13.7% decline), while

Student-Faculty Interaction declined by 7.8%. Among Hispanic respondents, every benchmark showed

modest improvement in 2015, with Active and Collaborative Learning (3.7% improvement) and Support

for Learners (3.5% improvement) posting the largest gains. Asian students showed nearly 3%

improvement in Student Effort, while showing 1.6% declines in Academic Challenge and Student-Faculty

Interaction.

48.6

47.3

49.4

45

47.2

2006 2009 2011 2013 2015

51

49.7

50.5

48.2

49.5

2006 2009 2011 2013 2015

http://mjc.edu/general/research/ccssemjc2013vs2015benchmarks.pdf


REFERENCE DATA SOURCES FROM 2015 AND PREVIOUS CCSSE SURVEYS AT MJC

(Root Page: http://mjc.edu/general/research/ccssereferences.php)

CCSSE Executive Summary for MJC 2015

http://mjc.edu/general/research/ccssemjc2015execsummary.pdf

Overall Survey Responses by Question All Students 2015

http://mjc.edu/general/research/ccssemjc2015allstudentmeans.pdf

Overall Survey Responses by Question, Ethnicity Compared 2015

http://mjc.edu/general/research/ccssemjc2015ethnicitymeans.pdf

Overall Survey Responses by Question, African-American Males and Females Compared 2015

http://www.mjc.edu/general/research/cccsemjc2015ethnicityblackgender.pdf

Overall Survey Responses by Question, Hispanic Males and Females Compared 2015

http://www.mjc.edu/general/research/cccmjc2015ethnicityhispanicgender.pdf

Overall Survey Responses by Question, Gender Compared 2015

http://www.mjc.edu/general/research/ccssemjcgendermeans.pdf

MJC Custom College Questions 2015

http://mjc.edu/general/research/cccsemjccustom.pdf

MJC Survey Responses Compared with Other Participating California Colleges, by Question, 2015

http://mjc.edu/general/research/ccssemjccollegemeans.pdf

MJC Survey Responses Compared with Other Achieving the Dream Colleges 2015

http://mjc.edu/general/research/ccsse2015mjccomparedwithotheratdcolleges--means.pdf

Promising Practices at MJC and Other Institutions Compared 2015

http://mjc.edu/general/research/cccsemjcpromisingpract.pdf

College Benchmarks at MJC and Other Colleges Compared

http://mjc.edu/general/research/ccssemjcbenchmarks.pdf

College Benchmarks at MJC Compared by Race and Ethnicity

http://mjc.edu/general/research/ccssemjc2015benchmarksethnicity.pdf

http://mjc.edu/general/research/ccssereferences.php

http://mjc.edu/general/research/ccssemjc2015execsummary.pdf

http://mjc.edu/general/research/ccssemjc2015allstudentmeans.pdf

http://mjc.edu/general/research/ccssemjc2015ethnicitymeans.pdf

http://www.mjc.edu/general/research/cccsemjc2015ethnicityblackgender.pdf

http://www.mjc.edu/general/research/cccmjc2015ethnicityhispanicgender.pdf

http://www.mjc.edu/general/research/ccssemjcgendermeans.pdf

http://mjc.edu/general/research/cccsemjccustom.pdf

http://mjc.edu/general/research/ccssemjccollegemeans.pdf

http://mjc.edu/general/research/ccsse2015mjccomparedwithotheratdcolleges--means.pdf

http://mjc.edu/general/research/cccsemjcpromisingpract.pdf

http://mjc.edu/general/research/ccssemjcbenchmarks.pdf

http://mjc.edu/general/research/ccssemjc2015benchmarksethnicity.pdf


INDEX

60 Course Units, 14 African-American, 4, 7, 20, 25, 26, 27, 31, 33,

35, 40, 47, 48, 50, 56, 57 Assessed, 26, 27, 56 Associate, 8, 17, 33, 49 Basic Skills, 1, 4, 5, 7, 13, 26, 27, 28, 29, 41, 42

English, 7, 26, 27, 28 Mathematics, 7, 27, 29

Ccsse, 1, 2, 5, 9, 10, 44, 45, 46, 47, 48, 50, 51, 52, 53, 54, 55, 57

Certificates, 8, 33 Continuing Students, 6 Course Placement, 26, 27 CTE, 24 Disabilities, 18 Distance Education, 1, 4, 6, 12 Dsps, 18 Eops, 18 Esl, 27, 41, 49 Financial Aid, 7, 17, 49 First-Generation, 7, 17, 51, 52, 53 First-Generation, 51, 52 First-Time Students, 6, 27, 30

Foster Youth, 1, 18, 19 Ftes, 6, 12 Full-Time Enrolled Students, 6 Gender

Female, 15, 28, 29, 30, 32, 35 Male, 15, 21, 48

Hispanic, 6, 7, 15, 17, 20, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 38, 39, 40, 47, 48, 50, 56, 57

Liberal Arts, 24 Non-Credit Course, 13 Persistence, 1, 2, 4, 8, 29, 30, 31 Primary Educational Goal, 17 Retention Rates, 7, 25 Scholarships, 18, 48 Stem, 4, 24, 25 Student Age, 16 Student Headcount

Unduplicated, 6, 11, 12 Success Rate, 20, 21, 22, 25, 28, 29 Success Rates, 7, 10, 20, 21, 22, 25 Transfer Velocity, 40 Transfers, 8, 36, 37, 40