Front Cover Placeholder

Fullerton College INSTITUTIONAL EFFECTIVENESS REPORT 2019-20 inside front cover

FULLERTON COLLEGE

2019‐2020

INSTITUTIONAL EFFECTIVENESS REPORT

2019-2020

TABLE OF CONTENTS

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Executive Summary

2019‐ College’s ‐ ‐ Anaheim Pledge, Fullerton Education Partnership North Orange Promise ‐ ‐

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Introduction

e Fullerton College Institutional Effectiveness Report ll ees ollege eoe o e eee o s se gols oees so o o ge Co Co College s seg eos Clo Co Colleges Chancellor’s Office oes l ee oes g ssesse o e es leee oss e ollege elo o ollege eoe gs ee e os

The College’s Institution‐e s e eeee le e es e College ses o ssess s eoe o lg sssos sol oee eos e ss e eee e sol eg Coee o os s goeg lg eso‐g oes o oe e results of the review and to spur conversations on both the College’s standards and goals.

Ce oe eses lleo College se l eogs go ess es e ess o eolle ses eloees lleo College e ee ssse Ce o oses o sol eeeess eses ese eses le se eolles ose sess es egee eo oleo se ooes eees og ses g ess e lso sle ssse oe o glg e e gs e College s sg o ess

Ce ee ees e lg eos ges goee ses ele o sol lg esoe lloo le e e oes o ee e lg ge eeee e College oes glg o ges es ele o e eso‐g ses oesses e College ll e o glgs e egg e olo eo o eloe ooes lleo o ge Co egg e sog oes oe sgs o e eog eoo eol oes e e College

2

Fullerton College’s Integrated Planning Cycle

The ullerton College Integrated lanning odel describes the coponents of the college planning process as well as the sstes used to lin coponents to one another in a ccle including the developent of goals obectives resource allocation plan ipleentation and evaluation. The ullerton College Integrated lanning odel deonstrates a coitent to institutional effectiveness and continuous ualit iproveent.

s part of ullerton College’s ccle of continuous ualit iproveent the college annuall reviews and assesses ipleented strategies and its strategic planning process as a prelude to a new ccle of strategic planning. trategies and progras are reviewed and decisions are ade to aintain odif or iprove various progras activities and initiatives.

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sose ss e e leel o eoe se ell sos o ee eol l sol eeeess eeos s ele e “floor” or “baseline” levels of satisfactory performance of studen leg eee elo e so oes o o ll s e ee oee o ge gols s gols e sol e eel ge o oes o eo CCC eglos e ll ge eo sos esls sose ss o se eee ssess eoe o se ooe es gs e ss se s ssesse o se gols o oee e e ss e o eg e e eglo ees olleges o se ss o soleel ogleel se sess es og s ee s ose leg o egee o ee o eee

le e soe s ee eosl ooe o e sol eeess eo e e s e o published annually by the College’s sol eg Coee C— sg oee eos o e l ee the President’s Aso Col e eos e sseel se e s o s ees o e C e os goee oees o ese e e og s gs eoeos e soe s eorts can be found on the Office of Institutional Effectiveness’s webpage at: sellollesosess

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he student demographic information presented in this section is not meant to be an ehaustive construction of the student profile he characteristics discussed are intended to provide a broad overview of the general characteristics of ullerton College students ender age race and ethnic distribution oard of overnors fee waiver eligibility and parent educational attainment are presented as well as the top ten cities represented by our students and their top ten choices for maors

A sensitivity to and understanding of the broad spectrum of student needs within each individual support service area is essential as the college strives for continuous improvement in student outcomes A wal across campus or through the hallways provides a vivid demonstration that now more than ever each student represents herhistheir own uniue mi of socio‐economic ethnic and cultural bacground life eperience and self‐identity with a correspondingly uniue combination of needs learning styles potential and challenges It is only through becoming acuainted with the whole student that we can determine how best to support herhistheir achievement and promote herhistheir success

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uring the academic year there were students enrolled at ullerton College representing a percent decline from the prior year total of see able Over the past five years the total students enrolled unduplicated headcount has steadily declined from a high of in academic year to a low of in the most recent academic year hen compared to the enrollment from five years ago the number of students enrolled at the College in had declined by

Table 1. tudent eadcount by Academic ear e e e ge

ource: OCCC ata art

Over the last five years declines in student enrollment have occurred across all three academic terms: summer fall and spring he largest decline in both the number and percentage of students has taen place during the spring terms. The Spring ’ term saw an enrollment of

stents ecine of stents . s compre to fie ers go see igre . hie the cmps cosre n shift to remote instrction ring the Spring semester certin ffecte the tot enroment conts oer of the schee corses h psse the corse censs te efore the cosre s nnonce. s rest most of the corse rosters ere re finie the time the cmps moe to remote instrction. Simir the f terms he eperience note ecine in the nmer of stents enroe. n ‘19 there ere stents enroe t erton oege hich s feer stents than in Fall ’1. The ecine in f stent hecont oer the pst fie ers is .. st the nmer of stents ho he enroe for smmer session hs eperience simir ecines een s feer stents oer enro in this prticr session. rom high of stents in Summer ’1 to o of in Summer ’ the oege hs eperience ecine of . in stent hecont stents ring this timefrme.

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Terms Spring Terms Smmer Terms

Figure 1. Stent econt Term Sorce t rt

hie the tot stent hecont hs ecrese oer time Te highights tht the proportion of stents ho ientif s feme hs remine consistent. The stent poption t erton oege contines to he higher istrition of feme stents thn me stents ith . of stents ientifing s feme in ’—the sme proportion s ‘1. n comprison to stteie trens feme stents so represent morit of iforni ommnit oege stents comprising . of stents in ’ ccoring to

the alirnia mmunit llee hancellor’s Office ata art1

Table 2 rrtin Stuent ener ee ee 1 1 1 e 1 1 1 1 1 ee Sure ata art

hile the rrtin male an emale tuent ha remaine nitent er time there hae een ntale hane in the rrtin tuent h ienti ith ariu raialethni ru at Fullertn llee er the lat ie ear the rrtin tuent h ienti a iani hih i the laret raial an ethni rereentatin amn the F tuent ha inreae rm 1% in Fall ’1 t in Fall ’19 ee Fiure hee erentae euate t a tuent in hih arimatel 1 tuent in eah the at ie all term hae ientiie a iani ee ale he rrtin tuent h ienti a iani i ell ae the threhl r intitutin t e niere a iani Serin ntitutin

Stuent h ienti a hite niani ntinue t rereent the net laret rrtin the tuent ulatin heer the rrtin tuent h ienti a hite n iani ha teail eline rm 1% in Fall ’1 t 1% in Fall ’19 he rrtin tuent h ienti a ian ha remaine tea herin eteen 11 an 1 the tuent ulatin er the lat ie ear althuh the rrtin ie ut el 11 in Fall ‘19 he rrtin tuent h ienti a la rian merian ha remaine arun the Fullertn llee tu ith a ttal 9 tuent rereentin 9 of the student body in Fall ’19. Further examinatin the Fall ’19 ata h that tuent h ientiie ith ierent raial anr ethni aterie mrie an aitinal een erent tuent ulatin inluin tuent h ientiie a merian nian laa atie atie aaiian aii laner Filiin r ultiaial r ulti thni n aitinal of the student body in Fall ’19 i nt ienti ith ne the tin lite in ale

1 California Community College Chancellor’s Office Data Mart: httatamarteueaulta hile the term atin i ten ue in amu rum an iuin the term iani i ue in numeru state and federal reports, including the Community College Chancellor’s Office Simplified Metrics httalaluraunharStuentSueetria an i reerene in thi ntet

% .% .% .9% .% .1%

%

%

%

1.% .% 19.% 1.% % 1.%

11.% 1.% 1% .% 11.%.% 11.% 11.1% .% .% .% .% .% .% .9% .9% % Fall 1 Fall 1 Fall 1 Fall 1 Fall 19

frican merican lac sian sian merican ispanic hite Different dentity nnon

Figure 2. roportion of Students by acethnicity Source: OCCCD Data Mart

able proides greater detail as to the racial and ethnic composition of the student body. he table documents the consistent proportion of students ho identify as merican ndian or lasa atie, Filipino, atie aaiianacific slander, as ell as those ho identify ith o or More racial identities. lthough the table does not reflect the rich diersity found ithin each of the racial ethnic categories, it does highlight one element of the College’s rich diersity of students.

9

Table 3. er roortio of tets ce thicit e

e e e e orce CCC t rt

igre le sho tht of the stets erolle t llerto College re etee the ges of hile stets etee the ges of corise of the stet o in Fall ‘1 there hs ee ecrese i the roortio of erolle stets ho re etee the ges of ecliig fro % in Fall ’1 oeer oer the lst for ers the roortio of stets er ers ol icrese fro % in Fall ’1 to in Fall ’1 t the se tie the roortio of stets etee the ges of or oler hs reie cosistet cross lst fie fll ters

ll ll ll ll ll

er or oler Figure 3. roortio of tets ge ro orce CCC t rt

aa al ili an in lai na a ll a aal n n all iin a ai a n n a n i a iniian lin in n an la i a n n n a a aall ina 1% an n a a lil ina 11% in a ia lin in n an na a n iniian an n n a an linin 1% n the Fall ’15 and Fall ’19 semesters

Table 4. an in n ge ee ee ee ee ee e 1 % % % % % 111 % 111 % 11 % 1 % 1 % % 1% 1% 1 1% 1 1% e 1 1% 1 % 1 1% 11 1% 11 % aa a

al ii nai Flln a aa ii an lania ninl an a i ii Flln ll n ini a n a an % n i i a i nai Flln all n ii a ain lail nin in Fall ’1 in i a % % n a i a in n n ii li in al

Table 5. 1 ii in i e % e 1 % e 1% e % e 1% e 1% e 1% e 1% 1 % 11 % 1 1% 1 % e 11 % e 1 % e 1 % e 11 % e 1 % e 11 % e 1111 % e 1 % e 1 % e 1 % e 1 % e % e % e % e % e 1% % % % % 1% % % % e 1% e % e % ge 1% e e e 1 % 11 % 1 % 11 % aa a

al in Fall ’1 in n a Flln ll inia a i anaian a n an ll lin aial na in a i all n n a n % an % n

11 rerted that nether ther arentsardans attended llee n addtn armatel tthrds % in Fall ’19 stdents rerted that nne ther arentsardans had earned a llee deree Fllertn llee has resnded t the lare rrtn rsteneratn llee stdents rdn earl mmtment and dal enrllment rrams n eeder hh shls t reate llee‐n eerenes and t nrease rearedness n nmn rsttme stdents

Table 6. hest arental datnal ttanment g 1 1 1 91 19 5 1 g 915 911 1 55 5 Total No College 11,328 45.4% 11,194 45.6% 10,498 45.3% 10,345 44.8% e ege egee 59 1 59 191 11 1 e egee 195 15 5 1 19 Bachelor’s egee 9 15 15 55 15 55 15 e egee 195 19 9 15 1 ee 1 1 55 1 re ata art

n the 19 ear Fllertn llee stdents ere dented as han een elle r the alrna mmnt llees ard ernrs ee aer reentl renamed t the alrna rmse rant hh ermts enrllment ees t e aed see Fre nder tle the alrna de elatns the stdent r student’s family mst hae a ttal nme n the rr ear that s eal t r less than 15 the eartment ealth and man eres ert delnes ased n aml se n 19 the 15 nme threshld as 15 r an nddal ersn and 5 r a aml r hle the llee had seen a slht delne n the nmer and rrtn elle stdents ere nreasn aan there ntnes t e a snant latn stdents n nanal need that the llee seres ne the as the llee ntnes t address these needs s thrh tareted rrams sh as and the hrs amm and n s‐aler emral Fd an

httsasehhs19ertdelnes

1

1%

%

% % % % % % %

%

%

%

%

%

1%

% 1‐1 1‐1 1‐1 1‐1 1‐

Figure 4. Eligible for a College Promise/Board of Governor’s (BOG) Eligibility Source: California Community College Chancellor’s Office Simplified Metrics Dashboard

s at f te ne imlified etis initiatie fm te alifnia mmunity llee Chancellor’s Office, the CCCCO also includes information regarding students’ use of Pell Grants as ell as te etent t i students ae nsideed enmially disadantaed usin te eins definitin sin tis stateide esue data fm Fulletn llee eeal tat aimately % f students enlled ea yea ae eeied a ell ant ile enlled in mmunity llee see Fiue imilaly nealy tee ut f fu students at te llee ae een identified as enmially disadantaed n lin at data fm te nealy mmunity llee students in te ane unty miein aimately 1% f students ae een identified as enmially disadantaed n lin at te 1‐ aademi yea tee as a ntale inease in te tin f student ad eeied a ell ant efletin te seeal llee effts t ensue students mlete tei finanial aid aliatins and aess all f te state and fedeal aid ams f i tey ae eliile

1

Pell Grant tudent Perins Economically isadvantaged

igure Proortion of Pell Grant and Perins Economically isadvantaged tudents Source: California Community College Chancellor’s Office Simplified Metrics Dashboard

Additionally, the CCCCO’s Simplified Metrics dashboards include information about the etent to hich students are identified as art of various oulations, such as eterans, GB, oster outh, and isabled he igure belo summaries the roortion of students (ecluding students ho are high school students dually enrolled at the College) ho have identified ith the secific secial oulations (see igure ) hile the roortion of students ho identify as GB aears to be increasing, this trend reflects the recently imlemented methodology by hich the tate collects this information during students’ application to the College. In addition, only students ho are years of age or older are ased uestions about their seual orientation and gender identities n this ay, the ercentage reorted is not a reflection of all students’ reported identities but represents the proportion of students who have been asked these uestions and ho have identified in these ays on the CCCly ortal out of all the students enrolled at the College for a articular year

hile the terms GB and GB has been utilied in camus forums and discussions, the imlified etrics data uses the term GB (htts//calasslusorg/aunchBoard/tudentuccessetricsas) and is so referenced in this contet hile the term (isability uort ervices) is used in camus discussions, the imlified etrics data uses the term isabled and is so referenced in this content

. . . . . . . . . . . . . . . . . . . . . . . .

Disabled oster outh eterans

igure roportion of Students Identified by Special opulations Source: California Community College Chancellor’s Office Simplified Metrics Dashboard

e caec ecaos a oals

able shows nearly threefourths . of all ullerton College students aspire to earn an associate degree andor transfer to a four‐year college or university. his is a testament to the completion and transfer culture of ullerton College. Students attend ullerton College because they aspire to complete degrees andor transfer to ‐year institutions and know there are services and staff available on campus to help them achieve their goals. About three percent of student identify the single goal of earning a vocational certificate or degree as their ultimate goal. Another . of students indicate they are eploring career opportunities andor seeking a career advancement, while an additional . of students are enrolled to advance their educational development and experiences. In Fall ’1, . of students reported that they were undecided on their academic goal. In addition, between and of students report that they are students at fouryear institutions taking courses at the College.

able Student cademic oal all all all all o oal o oal o oal o oal Degree, Certificate, and/or Transfer ssocae eree a raser . . . . ssocae eree l . . . . raser o ers l 1. 1. 1. 1. ocaoal ercaeeree . . . . Educational Development caoal eeloe . . . . h chool oleo . . . . ore o re .1 .1 .1 .1 Career Development areer aceehae . . . .1 areer lorao 1. 1. 1. 1. Different Goals / Unknown e a orear so . . .1 . ss . .1 .1 .1 ece . .1 . . Source: OCCCD Data Mart

able indicates the most popular maors among students at Fullerton College a list that has remained uite consistent oer the last four years. In Fall ’19, nearly 40% of enrolled students selected a maor in one of ten programs. usiness dministration remains as the program area ith the greatest interest among enrolled students. In addition to the students ho select usiness dministration there ere students in Fall ’1 ho identified usiness Management as their maor. aen together a substantial proportion of students at Fullerton College are interested in one of these to programs ithin the usiness diision.

In addition to the continued popularity of re‐ursing usiness dministration and usiness Management the other most popular maors among FC students include sychology ngineering dministration of ustice iology Computer Science and rt. hile the Child Deelopment and ducation Studies as preiously listed in the top 10 majors in Fall ’18, the program did not remain in the top ten for the Fall ’19 semester. Instead the inesiology program, previously in the top in in Fall ’17, reappeared in the top 10 list.

1

able op 10 tudent ajors for Fall erms all all all all aor aor aor aor Bsess ,094 8.4% Bsess 1,974 8.0% Bsess 1,89 8.0% Bsess 1,70 7.% srao srao srao srao rers 1,4 4.9% rers 1,7 .0% rers 1,141 4.9% rers 1,09 4.7% Bolo 1,18 4.7% Bolo 1,18 4.8% Bolo 1,0 4.% scholo 890 .9% Bsess 1,1 4.7% eer 1,07 4.4% eer 917 4.0% eer 84 .9% aaee eer 1,107 4.4% Bsess 1,0 4.% Bsess 8 .% Bsess 784 .4% aaee aaee aaee srao 871 .% scholo 80 .% oer 79 .4% srao 78 .% o sce cece o sce scholo 87 .4% oer 79 .% scholo 77 .% Bolo 77 .% cece oer 791 .% srao 7 .0% hl eelo 9 .0% oer 7 .% cece o sce c es cece r 78 .9% esolo 7 .9% r 9 .0% r 4 .0% esolo 71 .9% r 7 .7% srao 87 .0% esolo 9 .% o sce oure ata art

loee eorahcs

In Fall ‘19, Fullerton ollege employed over 1,00 individuals ho served in the folloing employment ategories temporary aademi faulty 89, tenured or tenure tra faulty , lassified staff 01, and eduational administrators 19. hese figures, hih are reported through the California Community College Chancellor’s Office, do not include hourly or student employees. ale 9 shos that temporary aademi employees aounted for nearly half 47.% of employees, folloed y tenured and tenure tra faulty .8%, lassified 4.%, and eduational administrators 1.%.

able mployees y ategory in Fall 019 loee aeor o caec eorar 89 47.% ereere rac .8% lasse or 01 4.% caoal sraor 19 1.% oal 1,41 100.0% Source: California Community College Chancellor’s Office Data art

he total numer and proportion of employees has flutuated over the years see Figure 7. he proportion of employees ho are identified as temporary aademi employees as 47.% in

17

Fall ’1, a decline of ercentage oints comared to .2% in Fall ’1 s a result, the roortion of tenuretenure trac faculty and classified hae also increased oer that timeframe, reaching for tenuretenure trac faculty and % for classified in Fall ’1 oeer, there as a notale dro in the roortion and total numer of tenuretenure trac faculty eteen the Fall ’17 and Fall ’18 semesters as a result of the Sulemental arly etirement lan S offered to eligile emloyees in 1, though there as an increase in the number and proportion of tenure/tenure track faculty between Fall ’18 and Fall ‘19

1 1

1 1 1 1 1 1 Fall 1 Fall 1 Fall 1 Fall 1 Fall 1

dministrator Faculty enurerac Faculty emorary Classified

igure roortion of mloyees y Category Source: California Community College Chancellor’s Office Data Mart

he 1,1 employees in Fall ’1 as the slightly higher than in Fall ’18, though elo the number of employees from Fall ’15 see ale 1 oeer, in looing at the total numer of ermanent emloyees, hich includes those ho hold ositions as administrators, classified, and tenuretenure trac faculty, the numer of emloyees had increased from 557 in Fall ’14 to a high of 672 in Fall ’17 before declining to , a decline of , y Fall ’18. In Fall ’19, there was an increase in the permanent employees to 652, an increase of 3.5% over Fall ’18.

1

able umber and roportion of mployees by Category all all all all all o o o o o caec 7 53.2% 582 46.8% 586 46.6% 592 48.5% 589 47.5% eorar ereere 37 23.4% 348 28.% 352 28.% 316 25.9% 332 26.8% rac lasse 291 22.1% 292 23.5% 298 23.7% 294 24.1% 31 24.3% or caoal 17 1.3% 22 1.8% 22 1.8% 2 1.6% 19 1.5% sraor oal 1,315 1,244 1,258 1,222 1,241 Source: California Community College Chancellor’s Office Data Mart

maority of employees at Fullerton College 52.5% identify as female although there were differences by employee category. hile temporary academic employees and classified staff were more likely to identify as female, less than half of tenure/tenure track faculty 49.4% and educational administrators 31.6% identified as female see able 11.

able % Female by ob Category, Fall 219 caec eorar 54.% lasse 54.2% caoal sraor 31.6% ereere rac 49.4% otal 52.5% Source: California Community College Chancellor’s Office DataMart

In addition to the greater proportion of employees who identify as female, Figure 8 shows the number of employees by employee category and gender. he graph highlights the gender distribution within categories as well as the number of individuals who serve in each role.

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caemic emorary Classifie ucational ministrator enureenure rac

emale Male

igure umer of mloyees y Category y ener Source: California Community Colleges Chancellor’s Office DataMart

he racial ethnic reaon of faculty an staff highlights the iersity of the faculty an staff oeer unlie the stuent oy there are feer faculty an staff ho ientify as isanic comare to the of stuents ho similarly ientify n aition slightly less than half of all faculty an staff ientify as hite onisanic o continue aancing iersity ithin the faculty an staff ithin the District the nstitutional Commitment to Diersity ie ear eort through as ulishe in oemer he reort resente to the oar of rustees escrie the changes oer time an ientifie areas of oortunity to further romote iersity among the faculty an staff at ullerton College

able mloyees’ acethnicity y mloyee Category all rca erca Blac erca a lasa ae sa sa erca sac lhc acc slaer o he osac otal mloyees Source: California Community College Chancellor’s Office Data Mart

hen eamining the racialethnic emograhics of the faculty an staff there are ifferences eteen grous or eamle of acaemic temorary emloyees an aministrators ientify as isanic comare to of classifie emloyees an of tenure tenure trac faculty Similarly among classifie emloyees ientify as hite comare to of aministrators of arttime faculty an of tenure tenure trac faculty cross the emloyee categories there aears to e greater similarities in terms of the roortion of iniiuals ho ientify as frican merican lac sian acific slaner as ell as those ho ientify ith multile races ethnicities

frican sian isanic hite Different nnon merican lac entity

caemic emorary ministrator Classifie enure enure rac

igure mloyees y Category y acethnicity Source: California Community Colleges Chancellor’s Office Data Mart

haer easres o soal eceess

he measures of institutional effectieness roie in this chater align ith or are irectly from the stuent outcome metrics in the current state‐ie accountaility frameor the tuent uccess imlifie Metrics Many of the ey inicators aress the main areas of stuent success measure y the tuent uccess Metrics incluing ersistence course comletion an success an rogram comletion hroughout the metrics this reort sees to highlight measures of ineuity to inform the College community aout the rogress mae an the challenges that remain in aancing euitale eeriences an outcomes for stuents

ith the influ of tate fiscal suort an groth funing enrollments at ullerton College rose rastically eteen an an hae since eerience a steay ecrease in enrollments see igure s iscusse in Chater there has een a notale ecline in the numer of stuents enrolling at ullerton College oer the last fie years Comaring the course enrollments or total seat count from caemic ear to the enrollments from caemic year reeals a ecline in course enrollments oer the last fie years slightly higher than the ecline in the unulicate heacount

eacount nrollments eat Count

igure tuent eacount an eat Count y caemic ear ource OCCCD Data Mart

During this same timeframe the unemloyment rate in Orange County has roe from in une to in une though y une the rate ha increase to oer

‐ ‐ ‐ ‐ ‐ ‐

‐ from the California Community College Chancellor’s Office, the number of first‐ — — in Fall ’1 in Fall ’1

igure ‐ California Community College Chancellor’s Office

‐ ‐ ‐ ‐

1 acaemic years Oer those fie years, the College has eerience a ecline in enrollments n, in the belo collegeleel nglish an ath courses

1,

1,

,

,

,

, 11 11 11 11 1

igure elo Collegeeel nglish an ath nrollments by caemic ear ource OCCC ata art

elate to the number of stuents enrolle an the iniiual course enrollments is the measure of esient Fullime uialent tuents F Community colleges are fune through the state rimarily base on F generation en though the state has aote a ne funing formula that incororates erformance measures into the equation, a college’s FTES total remain a key component of the state’s funding allocation s a result, it is imortant to note the ecrease of the annual resient F from 1, in 11 to 1, in 11 euates to a ecline of more than 1, F or lthough there has been a ecline oer time, there as a slight increase of in resient F beteen 11 an 1 his increase reflects the increase in total enrollments as islaye in Figure hile the notable ecline has not had a direct effect on the College’s budget given the hold harmless provisions that ensure stability in the College’s allocation from the tate, the College has continue to lan an reare for future resource allocations that ill reflect the eclining number of stuents an the corresoning F figures

tuent Centere Funing Formula httsccccoeuboutsChancellorsOfficeiisionsCollege FinanceanFacilitieslanningtuentCentereFuningFormula

, , , , , , , , , , Spring , FTES Fall , Summer , , , , , , Total , , , , , , , cademic ear

igure FTES eneration by cademic ear Source CCC ata art

n Fall ’1, more than onethird of Fullerton College students ere enrolled in or more units The unit threshold is important because it is the point at hich students are considered “fulltime,” hich holds importance for financial aid purposes as ell as the potential for a shorter time to degree, certificate, andor transfer outcome hile there ere more students ho might have earned fulltime status by concurrently enrolling in courses at Cypress College or at other institutions in the area, the percentages in Figure belo include only the units from Fullerton College. In Fall ’1, an additional of students attempted beteen to units hile approimately onefourth of students enrolled in feer than units at the College hen eamining the trend over the last four fall terms, the proportion of students ho have enrolled fulltime had remained fairly constant, until a noticeable uptick in Fall ‘19 s a greater proportion of students enrolled fulltime, the proportion of students enrolling in feer than si units remained consistent beteen and , hile the proportion of students enrolling in to units eperienced a relative decline

9. . . . . . . . .1 .1 .9 .

ercent

1

1

Fall 1 Fall 1 Fall 1 Fall 19

ess than nits to 11. nits 1 or more nits

igure roortion of tudents y nits nrolled ource CCC ataart

he eekly student contact hours er full‐time euialent faculty CFF ratio is a measure of efficiency that reresents the numer of eekly student contact hours one fulltime euialent faculty unit generates. he chart shos the ast to academic years the CFF ratio has remained fairly consistent articularly since the 11 academic year although there as a slight decline in this metric for the Fall ’19 and Spring ’20 academic years comared to years rior.

9 1 1

1

11 11 11 119 19

ummer Fall ring igure eekly tudent Contact ours y cademic ear and emester ource CCC ata art

n additin t the meare enrllment the llege cntinall reie the etent t hich tdent cmplete their cre and cceed earning a paing grade ne the irt meare i cre cmpletin preil reerred t a cre retentin re cmpletin rates have remained fairly stable across the terms. In the Fall ’19 emeter the cre cmpletin rate a %, up from the Fall ’1 emeter’s rate of 0 thgh dn lightl rm Fall ’18’s cre cmpletin rate

0 2

9 90

Fall 201 Fall 201 Fall 201 Fall 2019

re mpletin re Scce

igure re mpletin and Scce ate r Fall erm Srce ata art

hile the cre cmpletin rate hae een lightl higher in the pring term a cmpared t the all the retentin rate r the pring emeter al lightl increaed er the pat r ear climing rm 22 in Spring ’16 to 83.5% in Spring ’19. In Spring ’20, with the transition t remte learning de t the ‐19 pandemic there a a nticeale decreae in the prprtin tdent h cmpleted the cre hile prir pring emeter ated a cmpletion rate in the low 80% range, the decline in course completion between Spring ’19 and Spring ’20 was 8. percentage pint epite the decline in cre cmpletin the cre cce rate declined 1 percentage pint n thi a hile a mch greater prprtin students withdrew from their courses in Spring ’20 compared to the prior spring, the rate at hich tdent ccel paed the cre did nt change nearl a mch

2

82.8% 82.2% 83.5% 5.1% 68.1% 68.% 69.9% 66.8%

Spring 201 Spring 2018 Spring 2019 Spring 2020

ourse ompletion ourse Success

igure ourse ompletion and Success ates for Spring erms Source ata art

lthough there have been increases in the overall course completion and course success measures, Fullerton ollege continues to assess how such rates compare across students with different identities. For eample, in examining these Fall ‘19 measure by gender, there is a difference of two and a half percentage points in course success between students who identify as female and those who identify as male.

able ourse ompletion and Success by ender, Fall 2019. eer eeo ccess eale 83.9% 0.2% ale 83.6% 6.% o o eore 8.2% 68.0% oal 83.% 69.0% Source ata art

amining course completion and course success measures by race ethnicity reveals that, while improvements have been made in some regards, notable differences continue to persist between and among students. For example, the course success rate in Spring ’20 was higher for students across almost every raceethnic group than it was four or five years ago. owever, for students who identify as frican merican lac, the course success rate increased nearly seven percentage points in the last few years, from 47.1% in Spring ’17 to 53.9% in Spring ’20. The Spring ’20 success rate, while an improvement over the last few years, did fall below the success rate among African American / Black students from Spring ’15 (54.8%). For ispanic students, the course success rate increased over four percentage points, climbing from 62.9% in Spring ’15 to 67.2% in Spring ’19, before dipping to 6.8% in Spring ‘20. hile students who identify as ative awaiian acific Islander eperienced a course success rate below 60%,

28 students who identified as Asian / Asian American succeeded at a rate of 76.6%, Filipino students at a rate of 71.6% and hite students at a rate of 71.5% during the Spring ‘20 semester.

To address these ineuitale outcomes and to accelerate efforts to close these gaps, the ollege is expanding programs with proven records of accomplishment of improving course success, including those that address the specific needs of the growing and diversifying student population. These euity gaps and corresponding activities are detailed in the Fullerton ollege Student uity lan and will e reviewed and assessed y the Student uity and Achievement ommittee (SA).

able ourse ompletion and Success y ace/thnicity, Fall 2019 and Spring 2020 all r eeo ccess oleo ccess rca erca Blac 76.7% 52.4% 69.5% 5.9% erca a 81.% 65.5% 74.% 64.7% sa sa erca 87.7% 77.8% 82.1% 76.6% lo 86.1% 74.6% 78.% 71.6% sac 8.1% 66.7% 7.8% 64.8% lhc 85.0% 72.2% 75.0% 68.4% ae aaa 81.4% 61.7% 72.1% 59.1% acc slaer he 85.2% 74.2% 77.% 71.5% o 80.0% 6.% 71.% 60.0% oal 8.7 % 69.0% 75.1% 66.8% Source ata art

ne of the key metrics from the Student Success Simplified etrics and the Student entered Funding Formula (SFF) is the rate at which students enroll in, and complete, transferlevel nglish and ath within their first year. iven the changes to the course seuences, placement processes, and emedded support courses at Fullerton ollege, the ollege expects more rapid changes to the rate at which firsttime students complete transferlevel ath and nglish within the first year. Between the 201415 and 201718 academic years, changes were already eing realied, as the proportion of degree or transferseeking students completing transfer level nglish increased from 29.% to 7.7% and for transferlevel ath, the increase was from 16.% to 20.7%. Between 201718 and 201920, there were even more notale increases, as the proportion of firsttime students who completed transferlevel nglish in the first year increased from 7.7% to 48.7% and the proportion for transferlevel math increased from 20.7% to 25.7%.

29

0

0

0 0 0 2 2 0 2 20 22 2 20 20 0 0 0 2 0 20 20 20 20 20 2020

igure California Community College Chancellor’s Office

2020 00 0

2

2

20

00

0 20 0 0 0 00

igure 20 Source: California Community College Chancellor’s Office Simplified Metrics Dashboard

0 as ell as merican ndian or lasa atie ho completed both transferleel Math and nglish in their first year hich is hy the Simplified Metrics do not sho any information for these groups his metric completion of both transferleel Math and nglish ithin the District in the first year has been identified in the College’s Student Equity Plan as one in which seeral student groups are identified as being disproportionally impacted

n addition to the transferleel completion among degreetransfer seeing students another metric traced by the State’s Simplified Student Metric initiatie is the rate at hich shortterm career education students earn or more Career echnical ducation C units ithin an academic year he proportion of shortterm career education students ho hae earned units in one academic year has increased about to percentage points from in to in the last reported year of nother important point is that the number of students identified as shortterm career education students increased dramatically beteen the and the academic years

arning C nits of Shorterm Career ducation Students

igure Shorterm Career and echnical ducation C Students and roportion arning C nits by cademic ear Source: California Community College Chancellor’s Office Simplified Metrics Dashboard

n addition to the noted improements in courseleel outcomes the College has also eperienced a significant groth in the number of students ho are earning degrees and certificates igure belo reports the total number of associate degrees aarded by academic year n the academic year a total of degrees ere aarded groing

to in an increase of approimately Contriuting to the growth in the numer of degrees awarded at the College has een the increase in the associate degrees for transfer oth the ssociate of rts for ransfer and the ssociate of Science for ransfer S degrees he transfer degrees and S represent an increasingly desirale option for students as ehiited in the rise of the numer of these degrees awarded which has increased from in the academic year to a new high of in academic year lthough there has een a notale increase in the numer of transfer degrees awarded they hae consistently accounted for ust oer onethird of all degrees awarded

ssociate degrees for transfer proide students guaranteed admission to one of the California State niersity campuses within a similar maor hile students completing transfer degrees may not actually transfer to a California State niersity campus the degree gies students added fleiility and choices when compared to the traditional associate degrees

S S egrees warded egrees otal

cademic ear

igure umer of ssociate egrees warded y ype of egree Source: OCCC ata art

lthough the numer of degrees and the numer of students earning degrees has consistently increased oer the last numer of years the numer of stateapproed certificates has aried with a recent dramatic uptic gien the changing offerings n fact the numer of certificates awarded declined from in to in howeer there was an increase in the certificates awarded in to lthough there was a reound in the numer of stateapproed certificates awarded the growth can e attriuted to those certificates that require etween and units n fact the numer of certificates requiring to units that

were awarded in totaled a decline of certificates compared to the preious year or the first time in ullerton College offered stateapproed certificates for the California State niersity eneral Education Certificate of chieement as well as the ntersegmental eneral Education ransfer Curriculum Certificate of chieement hile the College did preiously proide certifications for these accomplishments the College egan offering stateapproed certificates in the most recent year ullerton Colleges continues to eplore different ways to increase enrollment and numer of certificates awarded such as increasing outreach to local high schools and personaliing emails and outreach efforts to current students aout upcoming course offerings in their field of study

to nits to nits otal Certificates warded Certificates cademic ear

igure State pproed egrees and Certificates warded y nit equirement Source: OCCC ata art

he following tale rings together oth the degree and certificate awards reealing that there has een a increase in the total numer of degrees and certificates awarded since the academic year Oer the same time the total unduplicated numer of students who hae earned an award a degree andor state approed certificate has increased from students in the academic year to a high of students an increase of in the most recent academic year The College’s commencement celebrations the past few spring terms hae included a recordsetting numer of participants each year as the numer of awards and the numer of students earning those awards continues to increase

able egrees an Certcates b ar Te b caemc ear ereeercae ssocae o rs eree ssocae rs or raser eree ssocae o cece eree ssocae cece or raser eree Associate Degree Total ercae rer o s ercae rer o s Certificate Total erall oal orce CCC ataart

n aton to the aars earne at llerton College stents hae contne to transton nto orear colleges an nerstes n hgh nmbers s reosl scsse a sbstantal orton o stents at the College see to transer to orear nstttons blng on the College’s rich history of strong transer rograms n llerton College ha the most transers to the Calorna tate nerst sstem ot o all o the Calorna Commnt Colleges n aton the nmber o stents transerrng to the nerst o Calorna sstem has contne to ncrease the last three ears reachng stents n the hghest total n the last s ears—a ncrease oer the acaemc ear hle there are aros eternal nlences sch as CC amssons olces that mact ho man C stents transer the recent sccesses n transtonng stents to orear nstttons s to be recogne an celebrate

C C ntate rate t o tate Total

igure Transer estnatons b nsttton Te orce California Community College Chancellor’s Office Data art nerst o Calorna C ce o the resent noCenter Calorna tate nerst C ata Center t the tme o ths reort rate College transer ata as not aalable

soal eceess ar

s eience y the imroing course an rogram comletion ata ullerton College continues to aance stuent learning an achieement hile striing to reuce euity gas lthough the unulicate heacount continue to ecline through the acaemic year the College has continue to increase the numer an roortion of stuents ho successfully comlete their courses rograms an transfer oecties n aition the numer of shortterm career eucation stuents has remaine fairly consistent an the roortion ho are comleting nine or more C units in a gien year has continue to increase

Data from the curricular transformations are starting to emerge ith a ramatic ecline in the numer of elo collegeleel enrollments an a notale increase in the roortion of firsttime stuents ho are comleting their transferleel nglish an math courses ithin the first year Oerall the College has eerience a increase in stuents earning an associate egree or certificate in the last four years ith the College celerating its largesteer grauating class in n aition the numer of stuents ho transferre to the niersity of California system reache ne heights in ith stuents continuing their stuies at a C

itionally camus lanning efforts from the reious year—hich are outline in Chater —reeal commitments to transform eucational oortunities an eeriences for more stuents to accomlish their acaemic an ersonal goals in a timely fashion ith the as orce recommening the camus roie to years of free tuition for firsttime stuents it is clear from the increase in ne stuents that this rogram ill sere as a ey oortunity for many stuents to egin their ostseconary ourney ith a ne frameor for measuring stuent success ision for uccess an nely release resources from the California Community College Chancellor’s Office imlifie etrics Dashoar an the California Community College ieline Dashoar the College ill continue to reie the areas of notale achieement an laces of oortunity for imroement

haer soal la ors

ullerton College engage in seeral lanning efforts an aance a numer of changes uring the acaemic year hile the folloing section oes not cature each an eery lanning effort at the College it oes roie a summary of ne an significant efforts relating to college goernance resources an rocesses n aition this section ocuments ey reorts that the College comlete uring the reious acaemic year

oees a as orces hrough the camus goernance oies there ere changes to the committee structure at the College n aition three tas forces that ere conene to aance lanning an ring recommenations forar to the college community for three secific toics

he ccreao eer oee C a ual reorting sucommittee of the aculty enate an the President’s isory Council as officially forme an staffe in the acaemic year t is resonsile for all asects of the accreitation rocess an it is intene to guide the college’s accreditation activities, including preparing the reports, monitoring olicies an regulations an eucating the camus aout releant olicies an stanars astly the C is resonsile for ensuring that the selfealuation rocess rearation of reorts an other actiities relate to accreitation ra on camusie engagement conucte in a transarent manner

o committees unerent changes in reorting structure changing from sucommittees of the President’s Advisory Council (PAC) to dual reporting committees of both the Faculty Senate an C—the a eeloe oee an the roa oee n aition the taff eeloment Committee also formally change its name to the roessoal ear oee, with the coordinator’s title changing to the Professional Learning Coordinator to align ith the ne committee name

While the ASC was established and others were repositioned within the College’s governance structure one committee as recommene to isan uring the acaemic year n ecemer the e oee recommene to the aculty enate that the committee e susene ien the oerla ith the tuent uity an chieement Committee that as estalishe in the acaemic year the aculty enate accete the recommenation to susen the tuent uity Committee

inally the camus imlemente three as orces in the 20 year. Per the College’s Integrated Planning Manual, “ tas force or or grou aresses secial college ie issues

or tass and meets until the issue is resolved or the tas is completed” (2017, p. 2). he three tas forces included, an A as Force, a SAC ransition as Force, and an Institutional Student Learning utcome (ISL) edesign as Force.

he B as orce was intended to eplore, research, and recommend possible uses of A funding to enhance the Fullerton College student eperience, increase student success, and foster institutional improvement. he recommendations from the A as Force focused on epanding the orth range Promise Program from a oneyear program to a twoyear program, to cover the tuition and health fees for students’ first two years, and to explore and pilot a free breafast program for students. In addition, the as Force recommended increasing support for the Financial Aid ffice to meet the increasing reuirements and needs of the orth range Promise Program. hrough additional conversations with the campus community, consensus was not reached to use the A funds to support the Financial Aid ffice however, there was agreement for eamining how the College can enhance the Financial Aid operation to meet the increasing demands that are anticipated from the orth range Promise Program.

he ees as orce was approved at the February , 2020 meeting of the faculty senate. he goal of the task force was to reexamine the College’s Institutional Student Learning utcomes and to recommend changes or adustments to the outcomes themselves andor the ways they are measured. While the task force’s work extended beyond the 201920 year, its formation and initial efforts are part of the larger effort to reeamine and improve the clarity and relevance of the College’s Institutional Student Learning Outcomes.

In a similar way, the as orce o raso o e a cheee oee SAC (Student uity and Achievement Committee) did not complete its wor during the 20 20 academic year. ather, this tas force was discussed within various governance groups before being officially constituted by Faculty Senate and the President’s Advisory Council near the end of the academic year. he purpose of the tas force was to develop recommendations regarding how to shift from a funding and allocation model based in asic Sills, Student uity, and SSSP to a consolidated SAC funding and allocation model. Since SAC is a dualreporting committee that reports to both PAC and Faculty Senate, the tas force was to share recommendations with SAC, who would then bring them forward, with any additional comments or recommendations, to Faculty Senate and PAC.

httpswww.cccco.eduAboutsewsandMediaPresseleasesACACollegePromisePassage

e esorces uring the 201920 academic year, the College received llo ollars ro he her cao erec ele as ar o he oroars ele a cooc ecr c. As part of the legislation, 0 of the amount, or . million, was to be allocated directly to students for emergency financial aid grants. uring the spring 2020 semester, the College distributed 1,1,000 in funds to 2,71 students. While the distributions to students continued beyond the Spring ’20 semester, there were nearly ,000 students who had received this particular emergency grant during the 201920 academic year. he addition to the 9.70 million allocation, the College received another 1,2 given its eligibility as a inority Serving Institution (SI—specifically, ullerton College was allocated the additional 1,2 as an eligible Asian American and ative American acific Islander Serving Institution (AAAISI and as an eligible ispanicserving Institution (SI.

e rocesses uring the 201920 academic year, o chaes o he rora ee cle were instituted at the College. he first, adopted at the ovember 21, 2019 meeting of the aculty Senate, was to accept the rogram Review’s proposal to extend the program review cycle from three years to four years. his change meant that the next comprehensive review of institutional programs would take place during the 202122 academic year instead of the 202021 academic year as previously scheduled. he 202021 academic year would serve as an additional planning year for the rogram eview Committee and the campus before returning to the year of instructional program reviews.

he second change regarding the rogram eview included a revision the annual update to rogram eview. oing forward, the revised annual update would include departmentlevel data regarding the Institutional Student Learning Outcomes and the InstitutionSet Standards. In this way, each year a department would review relevant aspects of the SetStandards and ISLOs as part of the Annual rogram eview pdate (A form. hus, while the comprehensive program review cycle was extended from three to four years, additional elements were added to the As in order to provide departments with a consistent, structured opportunity to review key data to inform continuous improvement efforts.

Another change to campus processes involved a document that was drafted, and later adopted, by the aculty Senate and the resident’s Advisory Council. The arcaor oerace ecso a oce to be included in the College’s Integrated Planning Manual, outlines that when the college is considering a change that potentially affects any of the 101 areas, the resident engages the Faculty Senate, President’s Advisory Council, and other appropriate constituent groups in the decisionmaking process.

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This section of the report is designed to provide a comprehensive loo at the external environment impacting Fullerton College. It summaries the demographic, economic and educational changes at the state and national levels, in general, and in range County and the cities served by Fullerton College, more specifically, that are shaping the future for the College.

hen combined with the comprehensive internal overview information that describes the College’s faculty, staff and students, this section provides important information about the changing forces affecting Fullerton College as it moves forward. y monitoring these changes, Fullerton College will be in a better position to plan a direction that will best serve its students.

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Since 20, the population of range County has increased by 0., with a modest decline in the County of less than 0. being measured over the last year. In looing more specifically at the population growth from the six maor cities that are part of the Fullerton College service area, the population has increased by 0. since 20. ver the last year, from 20 to 2020, the population from the six feeder cities slightly increased by 0.2 however, the population decreased when compared to the previous year in the cities of Fullerton 0. and Placentia 0., while the cities of Anaheim, rea, a abra, and orba inda increased slightly. This is important to note as the population growth andor declines may have an impact on Fullerton College’s future enrollment.

able Population of range County and eighboring Cities hae rae ,,2 ,, ,, ,, ,0,2 0. o Main Feeder Cities ahe , ,02 ,0 , ,2 0.2 Brea ,0 , , , ,2 . llero , , , , , 0. a ara 2,00 2, 2, , , 0. lacea 2,22 2,2 2,02 ,0 , 0. ora a ,2 , ,0 , ,0 0. Feeder Totals Sources State of California, epartment of Finance, Population stimates for Cities, Counties and the State, with 200 enchmar. Sacramento, California, May 2020 . S. ureau of the Census

le te oulton grot s een more moest n te mmete re surrounng te College s omre to te oerll grot of rnge Count n reent ers te future roetons suggest tt te oulton numers ll ontnue to nrese. e ount s eete to gro . te er t een greter grot roetons entfe for te tes of ullerton n lent, two crucial cities for the College’s enrollment. Even though tere s erese n oulton from to for te tes of ullerton n lent te longterm roetons so tt te oulton ll ontnue to nrese gong forr.

able oulton Cnges n ullerton College Communt troug roece hae o ahe . Brea . llero . a ara . lacea . ora a . oal . rae o

oure Clforn tte nerst ullerton Center for emogr eser

s reousl susse ullerton College s sn erng nsttuton t mort of stuents entfng s sn .% in Fall ’1. n loong t te roorton of t n ount resents n ter resete rletn enttes romtel onetr . of rnge Count resents entf s sn ltoug te erentge s notel ger for te tes of nem . n r ..

ere re smlr fferenes eteen te roorton of nuls from rnge Count n te surrounng ommuntes o entf s sn f slner . for rnge Count s omre to te College .. mlrl tere re fferenes eteen te roortons of rnge Count resents o entf s te . s omre to te roorton of stuents t ullerton College .. e fferenes eteen negorng tes s een note n le n t te uomng Census tere ll e een more etle t tt ll reflet te urrent oulton numers n emogrs.

able . Fullerton College Communit oulation ercentage Ethnicit Census 1 rca saacc sac erca he o o or erca slaer alasa ore ae aces llero .% 1.% .% .% 1.% .% .% ollee rae .1% .1% .% 1.% .% .% o

ahe .% 1.% .% .% .% .% Brea 1.% .% 1.% .% 1.% .% llero .% .% .1% .% .% .1% a ara 1.% 1.% .% .% .% .% lacea .% 1.% .% .% .% .% ora a 1.% .% 1.% .1% .% .% ource .. Census ureau, 1 oulation Estimates, ul 1, 1

n looing at longterm oulation roection iniviuals who ientif as isanic, sianacific, an ultiace are roecte to increase oulation over the net several ecaes, while the roortion of iniviuals ientifing frican merican, merican nianlasan ative, an hite is eecte to ecline. , in range Count, as well as the entire state of California, iniviuals who ientif as isanic are roecte comrise nearl half of the overall oulation.

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n aition to the overall oulation among resients of range Count an the cities surrouning Fullerton College, the numer of ulic school stuents in the area is another e inicator the College tracs. s shown in ale , there has een an overall ecrease in ulic school enrollment etween 11 an 1 from three of the four feeer high school istricts, with the onl ecetion eing the lacentiaora ina istrict, which was essentiall flat. n fact, the ecline in ulic school enrollment for the four feeer, high school istricts was 1.1% over the last ear. hen comaring the 1 enrollment figures for the four feeer istricts to the 11 enrollments, there was a 1.1% ecline in ulic, high school enrollments. This is important to note that these schools are within the College’s boundaries an ultimatel rovie a maorit of Fullerton College stuent o, an the are eeriencing eclining enrollments over time. Fullerton College has recognie the ecline in enrollment an has increase its mareting an outreach to the feeer high schools.

1

able ublic chool nrollment in the tate o Caliornia range Count and the ullerton College eeder igh chool istricts to chool hae src o alora rae o h chool rolles ahe Brea la llero lacea ora a 4 Feeder Districts ource tate o Caliornia epartment o ducation ata uest httpdcdecagodatauest

hile the recent declines are o particular concern the uture proections suggest that there will be een greater declines in public school enrollment in the tate o Caliornia and in range Count roections or public school enrollment oer the net ew ears suggest dramatic declines within range Count perhaps nearing a decline oer the ten ear period ending in

able ublic chool nrollment roections or range Count and Caliornia to hae rae o alora ource tate o Caliornia epartment o inance California ublic ‐ raded nrollment and igh School raduate roections by County Series acramento Caliornia anuar

hile the number o students enrolled in public schools in the surrounding areas has been on the decline, it’s also important to recognize the changing demographics of the students who are currentl enrolled in the neighboring districts’ public high schools. Recent data show that a very signiicant maorit o high school students at naheim igh chool atella a abra onora and ullerton identi as ispanic dditionall a substantial proportion o students rom Tro igh chool unn ills rea linda and alencia identi as sian aciic slander These data are

important indicators of who the potential, future students of ullerton ollege are, as well as the racialethnic high school environments students have eperienced before enrolling in ollege.

ublic chool nrollment in ullerton ollege op eeder igh chools, y Racethnicity year h chool rca sa sac erca he o o or erca acc a eore ore slaer lasa aces ae ahe . . . . . . . Breala . . . . . . . llero . . . . . . . aella . . . . . . . a ara . . . . . . . oara . . . . . . . oora . . . . . . . lls . . . . . . . ro . . . . . . . aleca . . . . . . . ource tate of alifornia, epartment of ducation, ata uest httpd.cde.ca.govdatauest

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able shows that the civilian labor force and the number of employed individuals was continuing to increase across range ounty, until the precipitous drop in employed persons between une and une . rom une to une , the increase in the number of employed persons was ., whereas the number of unemployed individuals dropped by one third ., from a reported , unemployed persons in une to a low of , in une . s a result, the unemployment rate for range ounty dipped to in une , before increasing dramatically between une and une .

ivilian abor orce, mployment, and nemployment for range ounty easres e e e e e hae o la aor orce ,, ,, ,, ,, ,, . loe ,, ,, ,, ,, ,, . eloe , , , , , eloe . . . . . erce ource alifornia mployment evelopment epartment

n looing at the labor force and employment figures for the surrounding cities, a similar picture emerges in which the unemployment rates were dramatically higher in than in the year prior, though the unemployment percentages appeared to have declined between une and ecember .

ivilian abor orce, mployment, and nemployment for ullerton ollege rea, ecember easres ahe Brea llero a ara lacea ora a la aor orce , , , , , , loe , , , , , , eloe , , , , , , eloe . . . . . . erce ource alifornia mployment evelopment epartment

n terms of the types of employment and opportunities students may find in range ounty, a review of range County’s employment by industry shows a substantial proportion falling within professional and business services trade, transportation and utilities and goods producing. n terms of yearly declines from to as a result of the pandemic, able demonstrates that the hardest hit industries, which lost over a uarter of their obs, were the leisure and hospitality as well as the accommodation and food services industries.

. mployment and rowth by ndustry in range ounty, sr oeer earl hae roessoal Bsess erces , . rae rasorao les , . oos roc , . esre osal , . caoal ealh erces , . ealh are ocal sssace , . ccooao oo erces , . oere , . oal ,, . ource alifornia mployment evelopment epartment

he alifornia mployment evelopment epartment and msi, a labor maret analytics company, provide information about the fastest growing occupations in range ounty. hese entities produce information that can help the ollege consider the changing employment trends in the ounty and to consider how educational opportunities at the ollege will prepare students for employment.

stest oin ne County uptions euiin n ssoite eee o ost eony otionl inin ccao erce hae hleooss ccaoal hera sssas aec esoace a echolos ecal sssas erec ecal echcas a araecs hscal heras sssas oue Clioni mployment eelopment eptment

e olloin tbles esibe te entyleel ouptions by te euisite etiite o eee i e epete to obs itin ne County in te omin ye

op mploye nusty n ot oetions o o ne County by nty eel o Cee enil Cetiite ccao roecos hae ea os or orl ars ea a racorraler rc rers rs sssas ecal sssas arressers arslss a oseoloss ooe erce echcas a echacs cese raccal a cese ocaoal rses eal sssas assae herass acrss a ecrss ea r oo a ererao echacs oue onomi oelin

op mploye nusty n ot oetions o o ne County by Entry Level for Associate’s Degrees ccao roecos or hae ea orl os ars reschool eachers ce ecal cao araleals a eal sssas e eeloers a al erace esers lecrcal lecroc eer echoloss a echcas eal ess oer eor or ecals rchecral a l raers esraor heras aoloc echoloss a echcas a esorces sssas ce aroll a eee oue onomi oelin

op mploye nusty n ot oetions o o ne County by nty eel o elor’s Degrees ccao roecos or hae ea orl os ars eeral a eraos aaers esere rses roec aaee ecals a Bsess erao ecals ll hers oare eeloers a oare al ssrace alss a esers ccoas a ors ersoal erce aaers ll her erae a ecreao aaers aaee als acal aaer are esearch als a are ecals leear chool eachers ce ecal cao oue onomi oelin

res ac llero ollee

orace o oor olcal cooc caoal a ocal res

ational state an local level riorities in ot te olicy an fiscal arenas greatly inflence irection setting for ort range onty onity ollege District an llerton ollege everal ey isses are liely to iact local olicy ese incle isses relate to accontaility accreitation get general enrollent grot as it relates to facilities lanning local olation grot an feeer scool enrollents an istance learning

Accountability

Accontaility reains a to riority articlarly at te an legislatre it te ileentation of te stateie accontaility etrics it annal revie y local oars of trstees e contine to see accontaility efforts renee an revitalie An ile te accreitation stanars fro te Accreiting oission for onity an nior olleges of te estern Association of cools an olleges ave focse on te ientification an easreent of stent learning otcoes te stanars contine to incle evience on easres of instittional effectiveness

Accreditation

sses of accreitation relate to erforance contine to reire coreensive onitoring of stent otcoes ata relate to secial initiatives eveloe to irove stent erforance e A A accreitation stanars reire colleges to evalate stent otcoes eyon te instittional effectiveness easis of te revios stanars e ne stanars lace strong easis on easring tre learning otcoes an isaggregating tose otcoes y solations to analye isarate otcoes n aition te stanars ave re‐ easie te nee for integration of te college lanning activities it an easis on te integration of rogra revie lanning an geting A as rovie several lications for evalation of colleges’ eveloent of rogra revie lanning an ientification an assessent of stent learning otcoes it ig eectations for colleges to attain te ‘continuous ality improvement’ stage in tose areas llerton ollege colete te self‐sty for te re‐affiration of accreitation e accreitation visiting tea visite in ctoer an after aressing isses ientifie y te eer revie tea the College’s accreditation was reaffirmed for the remainder of the cycle e ollege no ill loo forar to te iter eort ic is e in ctoer

Budget

hortfalls in the California udget in the recent past had severe conseuences for ullerton College s the state economy and revenues have reounded so too has ullerton College ecent increases in allocations and growth funding coupled with state tudent uity and tudent uccess and upport rogram funds have enefited the college ven under these favorale conditions ullerton College carefully plans for other potential udget challenges such as match reuirements for the tudent uccess and upport rogram the new tate rowth egulation and the new funding allocation model lanning of enrollment growth must e carefully monitored and given forethought so the college can proceed with a strong vision and epand in areas eneficial to the college and community

Enrollment Growth and Facilities Planning

roections indicate that ullerton College will face a growing student population over the net decade even though there has een a notale decline in the in recent academic years ccommodating the enrollment growth annually over the net decade will provide a maor facilities planning challenge for the college n addition moderniation of infrastructure construction of new facilities planned maintenance technology growth and adeuate paring will reuire significant planning and resources with approval of the easure ond he campus has een woring closely with an architect to address the needs of infrastructure and the construction of new facilities paring structure etc

Distance Learning

istance education has ecome an important component of educational offerings at ullerton College ith increased online learning opportunities for students issues of faculty training and development intellectual property rights adeuacy of technical infrastructure and evaluation of learning have ecome maor pieces of the accountaility concerns for this mode of student learning reparation of students for and evaluation of learning in distance education programs is ecoming an important priority for all institutions of higher education

Importance of These Trends

hese five trends are liely to have an important influence on setting the policy agenda for the district for the upcoming year and eyond ll have important implications for udget planning program planning research evaluation and communication across the college and with the large community of which it is an integral part

e

eor o roras a erces o ace ale coes a ereces

ullerton College has focused on eliminating documented racial and ethnic euity gaps since and was one of the first to incorporate college efforts towards euity in college goals ullerton has regularly hosted the Closing the atino pportunity ap ummit as well as the ales chieving uccess Conference to inspire foster collaoration and create action within the College community lanning processes at the college reuire the campus community reflect on the achievementopportunity gap and what actions can e taen to address disparate outcomes he following is a summary of programs and services ullerton College provides to address the achievement gap

alora ollee rose rora – he orth range romise provides first‐time college students first time enrolling in credit courses after high school free tuition and health fee waived for the first academic year fall to spring personalied one‐on‐one support through program counselors coaches and peer mentors specialied career and transfer seminars and engagement and leadership opportunities n all the College welcomed its first group of approimately students who were part of the romise rogram which was identified as the naheim ledge rogram in ‐ y all the program had grown to include over students that the romise rogram supported in their first year

hrs a a o Bos‐aler eoral oo Ba ‐ n the spring of a small group of dedicated ullerton College faculty and staff along with assistance from the college oundation emared on a voluntary proect to open a food an on campus ith donations from the campus community a small grant from the ullerton College oundation and some innovative fundraising the food an has epanded to serve more students each semester he ood an proved to e an vital resource during the C‐ pandemic as the College egan offering a drive‐thru food distriution for students in pril y une had already served nearly drive‐thrus or approimately each wee

al rolle a h chool arershs – athways and courses that familiarie students with ullerton College degrees certificates and transfer options and reuirements for each tudents are also informed of the various services availale to them when they enroll at the College

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inside back cover

NORTH ORANGE COUNTY COMMUNITY COLLEGE DISTRICT

BOARD OF TRUSTEES Ryan Bent Stephen T. Blount Jeffrey P. Brown Barbara Dunsheath, Ed.D. Ed Lopez Molly McClanahan (retired January 2020) Jacqueline Rodarte Evangelina Rosales Ester Plavdjian, Student Trustee, Cypress College Chloe Reyes, Student Trustee, Fullerton College Cheryl A. Marshall, Ed.D., Chancellor Greg Schulz, Ed.D., President, Fullerton College back cover