Nulldfr 2018 Report

Total Page:16

File Type:pdf, Size:1020Kb

Nulldfr 2018 Report Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,000 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? The figures in this report provide a selection of indicators for your institution to compare with a group of similar institutions. The figures draw from the data collected during the 2017-18 IPEDS collection cycle and are the most recent data available. The inside cover of this report lists the pre-selected comparison group of institutions and the criteria used for their selection. The Methodological Notes at the end of the report describe additional information about these indicators and the pre-selected comparison group. Where Can I Do More with IPEDS Data? Each institution can access previously released Data Feedback Reports from 2005 and customize this 2018 report by using a different comparison group and IPEDS variables of its choosing. To download archived reports or customize the current Data Feedback Report, please visit our website at http://nces.ed.gov/ipeds/Home/UseTheData. Central Arizona College Coolidge, AZ Central Arizona College COMPARISON GROUP Comparison group data are included to provide a context for interpreting your institution’s statistics. If your institution did not define a custom comparison group for this report by July 13, 2018 NCES selected a comparison group for you. (In this case, the characteristics used to define the comparison group appears below.) The Customize Data Feedback Report functionality on the IPEDS Data Center at this provided link (http://nces.ed.gov/ipeds/datacenter/) can be used to reproduce the figures in this report using different peer groups. The custom comparison group chosen by Central Arizona College includes the following 24 institutions: Arapahoe Community College (Littleton, CO) Arizona Western College (Yuma, AZ) Butler Community College (El Dorado, KS) Clackamas Community College (Oregon City, OR) Clover Park Technical College (Lakewood, WA) Cochise County Community College District (Sierra Vista, AZ) Coconino Community College (Flagstaff, AZ) College of Southern Idaho (Twin Falls, ID) College of the Desert (Palm Desert, CA) Community College of Aurora (Aurora, CO) Eastern Arizona College (Thatcher, AZ) Green River College (Auburn, WA) Highline College (Des Moines, WA) Las Positas College (Livermore, CA) Lee College (Baytown, TX) Mohave Community College (Kingman, AZ) New Mexico State University-Dona Ana (Las Cruces, NM) Northland Pioneer College (Holbrook, AZ) Pierce College-Fort Steilacoom (Lakewood, WA) Red Rocks Community College (Lakewood, CO) San Juan College (Farmington, NM) Trinity Valley Community College (Athens, TX) Western Nevada College (Carson City, NV) Yavapai College (Prescott, AZ) The figures in this report have been organized and ordered into the following topic areas: 1) Admissions (only for non-open-admissions schools) [No charts applicable] 2) Student Enrollment Fig. 1 and 2 Pg. 3 3) Awards Fig. 3 Pg. 3 4) Charges and Net Price Fig. 4 and 5 Pg. 4 5) Student Financial Aid Fig. 6, 7, 8 and 9 Pg. 4 and 5 6) Military Benefits* [No charts applicable] 7) Retention and Graduation Rates Fig. 10, 11, 12, 13, 14, 15, 16, 17 and 18 Pg. 5, 6, 7 and 8 8) Finance Fig. 19 and 20 Pg. 9 9) Staff Fig. 21 and 22 Pg. 9 10) Libraries Fig. 23 and 24 Pg. 10 *These figures only appear in customized Data Feedback Reports (DFR), which are available through Use the Data portal on the IPEDS website. IPEDS DATA FEEDBACK REPORT 2 Central Arizona College Figure 1. Percent of all students enrolled, by race/ethnicity, and percent of students who are women: Fall 2017 Image description. YBar scale chart titled with Percent. 10 groups with 2 items per group. ItemGroup 1, 1,Your American institution Indian 5, hover or Alaska text onNative. image. GroupItem 2, 2, Comparison Asian. Group Median (N=24) 1, hover text on image. Item 2,1, ComparisonYour institution Group 2, hover Median text (N=24) on image. 2, hover text on image. ItemGroup 1, 3,Your Black institution or African 7, hoverAmerican. text on image. GroupItem 2, 4, Comparison Hispanic/Latino. Group Median (N=24) 3, hover text on image. Item 2,1, ComparisonYour institution Group 33, hoverMedian text (N=24) on image. 20, hover text on image. ItemGroup 1, 5,Your Native institution Hawaiian 0.01, or hover other textPacific on image.Islander. GroupItem 2, 6, Comparison White. Group Median (N=24) 0.01, hover text on image. Item 2,1, ComparisonYour institution Group 40, hoverMedian text (N=24) on image. 45, hover text on image. ItemGroup 1, 7,Your Two institution or more races.4, hover text on image. GroupItem 2, 8, Comparison Race/ethnicity Group unknown. Median (N=24) 3, hover text on image. Item 2,1, ComparisonYour institution Group 9, hover Median text (N=24) on image. 5, hover text on image. ItemGroup 1, 9,Your Nonresident institution alien. 0.01, hover text on image. GroupItem 2, 10, Comparison Women. Group Median (N=24) 1, hover text on image. Item 2,1, ComparisonYour100 institution Group 62, hoverMedian text (N=24) on image. 58, hover text on image. Race/ethnicityShape or gender line,Shape Label: InstitutionLegend,Shape Label: Your institution ComparisonGroupLegend,End of image description. Label: Comparison Group Median (N=24) 90 80 70 62 58 60 50 45 40 Percent 40 33 30 20 20 7 9 10 5 3 4 3 5 1 2 2 0 0 0 1 0 American Indian or Asian Black or Hispanic/Latino Native Hawaiian White Two or more races Race/ethnicity Nonresident alien Women Alaska Native African American or other unknown Pacific Islander Race/ethnicity or gender Your institution Comparison Group Median (N=24) NOTE: For more information about disaggregation of data by race and ethnicity, see the Methodological Notes. Median values for the comparison group will not add to 100%. See "Use of Median Values for Comparison Group" for how median values are determined. N is the number of institutions in the comparison group. SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS): Spring 2018, Fall Enrollment component. Figure 2. Unduplicated 12-month headcount (2016-17), total FTE Figure 3. Number of subbaccalaureate degrees and certificates enrollment (2016-17), and full- and part-time fall awarded, by level: 2016-17 enrollment (Fall 2017) Image description. Image description. Enrollment measure Level of award XHorizontal scale titled Bar Number chart with of students.4 groups with 2 items per group. XHorizontal scale titled Bar Number chart with of awards.4 groups with 2 items per group. ItemGroup 1, 1,Your Unduplicated institution 9741.headcount - total. ItemGroup 1, 1,Your Associate's. institution 566. GroupItem 2, 2, Comparison Total FTE enrollment.Group Median (N=24) 10678. GroupItem 2, 2, Comparison Certificates Group of at least Median 2 but (N=24) less than 810. 4 years. Item 2,1, ComparisonYour institution Group 3720. Median (N=24) 4753. Item 2,1, ComparisonYour institution Group 0.01. Median (N=24) 0.01. ItemGroup 1, 3,Your Full-time institution fall enrollment. 1813. ItemGroup 1, 3,Your Certificates institution of 561. at least 1 but less than 2 years. GroupItem 2, 4, Comparison Part-time fall Group enrollment. Median (N=24) 2063. GroupItem 2, 4, Comparison Certificates Group of less Median than 1 (N=24)year. 144. Item 2,1, ComparisonYour institution Group 3592. MedianEnrollment (N=24) 4389. measure Item 2,1, ComparisonYour institution Group 14. Median (N=24)Level 377. of award Shape Shape line,Shape Label: line,Shape Label: InstitutionLegend,Shape Label: Your institution InstitutionLegend,Shape Label: Your institution ComparisonGroupLegend,End of image description. Label: Comparison Group Median (N=24) ComparisonGroupLegend,End of image description. Label: Comparison Group Median (N=24) Unduplicated 9,741 566 Associate's headcount - total 10,678 810 Total FTE 3,720 Certificates of at least 2 0 enrollment 4,753 but less than 4 years 0 Full-time 1,813 Certificates of at least 1 561 fall enrollment 2,063 but less than 2 years 144 Part-time 3,592 Certificates of less 14 fall enrollment 4,389 than 1 year 377 0 2,000 4,000 6,000 8,000 10,000 12,000 0 200 400 600 800 1,000 Number of students Number of awards Your institution Comparison Group Median (N=24) Your institution Comparison Group Median (N=24) NOTE: For details on calculating full-time equivalent (FTE) enrollment, see Calculating NOTE: N is the number of institutions in the comparison group. FTE in the Methodological Notes. N is the number of institutions in the comparison group. SOURCE: U.S. Department of Education, National Center for Education Statistics, SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS): Fall 2017, Completions Integrated Postsecondary Education Data System (IPEDS): Fall 2017, 12-month component.
Recommended publications
  • Celebrating 24 Years of Academic Achievement, Leadership And
    Celebrating 24 Years of Academic Achievement, Leadership and Service to the Community JANUARY 19, 1996 FEBRUARY 20, 1997 Masters of Ceremony: Rick DeBruhl and Deiah Riley FIRST TEAM Guest Speakers: John J. Klein, Rod A. Risely, Andrew Fahrenkrug - Arizona Western College Helen Smith, and Betty Elliott Janet Burges - Central Arizona College Medorann Harris - Central Arizona College FIRST TEAM Debra Cervantes - GateWay Community College Elizabeth Grandin - Arizona Western College Jeanne Anderson - Glendale Community College Adam Lewis - Arizona Western College Eric Cox - Mohave Community College Katrina Nelson - Central Arizona College Derek Terry - Mohave Community College Linda Sullivan - Central Arizona College Carmen Redburn - Paradise Valley Community College Stacy Oehrlein - Chandler-Gilbert Community College Tanya Bursey - Pima Community College Patricia Tellez - Cochise College Diana Morey - Pima Community College Andrea Keller - Coconino Community College Jane Roach - Pima Community College Daniel Lewis, II - Eastern Arizona College Patricia Thomas - Pima Community College Cheryl Eagy - Glendale Community College Nancy Christ - Yavapai College Jacob Moore - Mesa Community College Chad Becker - Paradise Valley College SECOND TEAM Linda Caldwell - Paradise Valley College David Wintheiser - Arizona Western Community College Suzanne McGowan - Phoenix College Juanita Hyde - Central Arizona College Charles Hensley - Pima Community College Deana Mercado - Central Arizona College Tonya Rowell - Scottsdale Community College John Landers
    [Show full text]
  • Proceedings: the Community College Conference (5Th, February 8-9, 1973)
    DOCUMENT RESUME ED 081 428 JC 730 212 AUTHOR Bogart, Quentin J., Ed. TITLE Proceedings: The Community College Conference (5th, February 8-9, 1973) . INSTITUTION Arizona State Univ., Tempe. Bureau of Educational Research and Services. REPORT NO ES-Bull-47 PUB DATE May 73 NOTE 58p. AVAILABLE FROMBureau of Educational Research and Services, Arizona State University, Tempe, Arizona ($1.00) EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *College Planning; *Community Colleges; *Conference Reports; Federal Legislation; *Program Planning; *State Programs ABSTRACT The focus of the Fifth Community College Conference was on community college planning. The papers in these proceedings are: "Community College Planning and the Omnibus Higher Education Bill" by Dr. Joe B. Rushing, and "Community College Planning: The Changing Scene" by Dr. Leland L. Medsker. In addition, discussion summaries of six summary sessions are provided. Appendixes present Discussion Group Materials, a list of participants, and the roster of the planning and advisory committees. (DB) 5 DE PAPTVE 411:1F ME Ai.1.1 DuCATON IL WELFARE 410,014Al. 451TuTE OF E DU[ AT,ON PROCEEDINGS 1 , ll 1 THE FIFTH COMMUNITY COLLEGE CONFERENCE FEBRUARY 8-9, 1973 COLLEGE OF EDUCATION ARIZONA STATE UNIVERSITY EDITED BY DR. QUENTIN J. BOGART EDUCATIONAL SERVICES BULLETIN NO. 47 FILMED FROM BEST AVAILABLE COPY 0'3 CN1 1-4 CO (:) C:1 ARIZONA STATE UNIVERSITY Lii May, 1973 Tempe, Arizona CENTER FOR THE STUDY OF HIGHER EDUCATION Dr. Minard W. Stout, Director Dr. Quentin J. Bogart, Conf.:_rence Director College of Education Dr. Del Weber, Dean A Publication of Bureau of Educational Research and Services Dr.
    [Show full text]
  • Nulldfr 2016 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? As suggested by the IPEDS Technical Review Panel, the figures in this report provide selected indicators for your institution and a comparison group of institutions. The figures are based on data collected during the 2015-16 IPEDS collection cycle and are the most recent data available. This report provides a list of pre-selected comparison group institutions and the criteria used for their selection. Additional information about these indicators and the pre- selected comparison group are provided in the Methodological Notes at the end of the report.
    [Show full text]
  • Nulldfr 2015 Report
    Image description. Cover Image End of image description. NATIONAL CENTER FOR EDUCATION STATISTICS What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from about 7,500 institutions that provide postsecondary education across the United States. IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (http://collegenavigator.ed.gov), an online tool to aid in the college search process. For more information about IPEDS, see http://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? As suggested by the IPEDS Technical Review Panel, the figures in this report provide selected indicators for your institution and a comparison group of institutions. The figures are based on data collected during the 2014-15 IPEDS collection cycle and are the most recent data available. This report provides a list of pre-selected comparison group institutions and the criteria used for their selection. Additional information about these indicators and the pre- selected comparison group are provided in the Methodological Notes at the end of the report.
    [Show full text]
  • Arizona Western College Student Code of Conduct
    Arizona Western College Student Code of Conduct: Policies and Procedures 2021–2022 Equal Opportunity Statement Arizona Western College does not discriminate in admission or access to, or treatment or employment in, its services, programs, or activities on the basis of race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age (40 or older), disability or genetic information or handicapping condition in compliance with the laws of the United States and the state of Arizona. Any questions regarding the applicability of state and federal anti-discrimination laws to Arizona Western College and its services, programs or activities, and any grievances or claims of violation of such laws, should be directed to its compliance officer: Ms. Karen Johnson Chief Human Resources Officer P.O. Box 929 Yuma, AZ 85366-0929 (928) 344-7505 [email protected] Students with Disabilities Resources and Service Information Arizona Western College seeks to provide reasonable accommodations for students with documented disabilities in order to facilitate access to College classes and activities. Students seeking such an accommodation should make an official request at AccessABILITY Resource Services located in the College Community Center (3C) on campus or at azwestern.edu/accessability. Any questions regarding the applicability of state and federal anti-discrimination laws to Arizona Western College and its services, programs or activities, and any grievances or claims of violation of such laws, should be directed to its compliance officer: Ms. Karen Johnson Chief Human Resources Officer P.O. Box 929 Yuma, AZ 85366-0929 (928) 344-7505 [email protected] Table of Contents 1.
    [Show full text]
  • Nclex® Results for All First-Time Candidates Educated in Arizona 2011 - 2017 Registered Nurse
    NCLEX® RESULTS FOR ALL FIRST-TIME CANDIDATES EDUCATED IN ARIZONA 2011 - 2017 REGISTERED NURSE YEAR NATIONAL PASS RATE % AZ PASS RATE % 2011 87.90% 91.32% 2012 90.34% 94.02% 2013 83.04% 88.25% 2014 81.79% 89.99% 2015 84.51% 87.03% 2016 84.56% 86.03% 2017 87.12% 88.07% 2011 2012 2013 2014 2015 2016 2017 SCHOOL **Accred. Type Pass % Pass % Pass % Pass % Pass % Pass % Pass % Arizona College Board 75 80 Arizona State University Board/CCNE 90.09 94.5 88.55 87.67 85.91 86.99 92.83 Arizona Western College Board/ACEN 86.3 86.11 86.96 86.44 85.71 84.21 85.71 Brookline College f/k/a IIA College - BS Board/ACEN/ CCNE NA 100 93.18 88.1 94.19 86.99 83.2 Brown Mackie College – Phoenix (CLOSED) Board NA NA 94.74 75 70 100 60 Carrington College (FKA Apollo College) Board/ACEN 91.8 89.33 56.82 84.44 93.44 85.51 78.95 Central Arizona College Board/ACEN 86 92.88 83.64 82.98 97.83 83.02 83.33 Chamberlain College Board/CCNE 88.61 93.28 85.95 88.98 88.64 88.3 87.14 Cochise College Board/ACEN 75.41 98.08 82.35 91.49 89.06 86.25 86.15 Coconino CC Board 88.61 94.87 76.74 73.53 80 84.21 88.24 Eastern Arizona College Board 87.72 84.71 82.81 78.46 86.96 90.91 95.24 Grand Canyon University Board/CCNE 95.79 97.02 89.94 91.47 78.92 72.89 75.2 MaricopaNursing Chandler-Gilbert CC Board/ACEN 97.87 97.44 93.88 89.06 89.19 92.42 92.75 MaricopaNursing Estrella Mountain CC Board/ACEN 94.83 94.59 80.61 77.5 73.33 82.46 90 MaricopaNursing GateWay CC Board/ACEN 96.05 99.41 95.38 94.02 92.71 93.58 91.74 MaricopaNursing Glendale CC Board/ACEN 92.5 88.19 84.18 88.41 91.41 90.64
    [Show full text]
  • Yavapai College Community Benefits Statements. INSTITUTION Yavapai Coll., Prescott, AZ
    DOCUMENT RESUME ED 482 500 JC 030 664 AUTHOR Salmon, Robert O.; Wing, Barbara; Fairchilds, Angie; Quinley, John TITLE Yavapai College Community Benefits Statements. INSTITUTION Yavapai Coll., Prescott, AZ. PUB DATE 2003-05-00 NOTE 257p.; Prepared by the Office of Instruction. PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC11 Plus Postage. DESCRIPTORS Community Colleges; Educational Research; Graduate Surveys; School Statistics; *School Surveys; Schools; Student Attitudes; *Student Characteristics; Student Surveys; *Two Year Colleges IDENTIFIERS *Yavapai College AZ ABSTRACT The Yavapai College Districts Board and members of Yavapai College administration and staff developed this report. It contains 12 statements that compromise the core outcomes of the Yavapai College Mission. The extent to which each college addresses these outcomes is then reflected in a series of indicators that are tied to the individual Community Benefits Statements (CBS). Some of the major CBS are student satisfaction, graduate satisfaction with preparation for transfer and preparation for career development, access to benefits of partnership, and the capacity to access information, expertise, technology assistance, and resources needed to be competitive in a global economy. Some of the major findings of the study are as follows:(1) over three fourths of Yavapai College students were satisfied or very satisfied with how well they were prepared for transfer;(2) the number of occupational degrees awarded has decreased; and (3) students expressed high satisfaction with college services. The study concludes that more detailed studies centered on any of the indicators and CBS would be beneficial to aid in better understanding the college's achievement, the achievement of individual programs, and creating specific subsequent action plans.
    [Show full text]
  • Eastern Gateway Community College 2010-2011 Catalog
    Eastern Gateway Community College 2010-2011 Catalog EastErn GatEway Community College CataloG ’10-’11 1 Table of ConTenTs EastErn GatEway Community College Jefferson County Campus, 4000 SUNSET BOULEVARD STEUBENVILLE, OHIO 43952 (740) 264-5591 OR 1-800-68-COLLEGE tablE of ContEnts The College Industrial Computing Applications Specialist ...........................80 General Information .................................................................................3 Welding Technology .......................................................................80 Academic Degrees & Programs ..............................................................6 Accounting .......................................................................................82 Student Handbook Administrative Assistant .........................................................84, 90 Admissions.................................................................................................9 Business Management ....................................................................86 Registration ..............................................................................................15 Internet and Interactive Digital Media .........................................88 Financial Aid ............................................................................................18 Business Management Certificate .................................................91 Tuition & Fees ..........................................................................................26 Computer
    [Show full text]
  • BOARD of GOVERNORS Central Arizona College Minutes of the Regular Meeting Tuesday, March 21, 2017 Signal Peak Campus – M101 8470 N
    PINAL COUNTY COMMUNITY COLLEGE DISTRICT BOARD OF GOVERNORS Central Arizona College Minutes of the Regular Meeting Tuesday, March 21, 2017 Signal Peak Campus – M101 8470 N. Overfield Rd. Coolidge, AZ Members Present: Dr. Debra Banks, Gladys Christensen, Rick Gibson, Dan Miller Absent: Jack Yarrington I. CALL TO ORDER Board President Christensen called the meeting to order at 2:00 p.m. II. PLEDGE OF ALLEGIANCE Mr. Gibson led the Board in the Pledge of Allegiance. III. APROVAL OF MINUTES Upon motion of Mr. Miller and seconded by Mr. Gibson, the Minutes of the Regular Meeting of February 28, 2017 were approved as written. IV. CALL TO THE PUBLIC Diane Beecroft, Professor of Chemistry reported that 3 students have been accepted into pharmacy school directly from Central Arizona College. It is difficult to be accepted now into pharmacy school and even harder to be accepted directly from a 2-year college. Professor Beecroft thanked the Governing Board for their service and expressed her gratitude for all that they do for Central Arizona College. Lucy Sainz, President of the CAC DREAMers Club. On behalf of the DREAMers Club, Ms. Sainz expressed her gratitude to the Governing Board for their support. V. AADGB REPRESENTATIVE REPORT Mr. Dan Miler gave the following report: 1. Proceedings a. Convened March 9, 2017 at Mesa Community College b. Jane Strain, Chair (Cochise College), opened with introductions c. Elected Phyllis Smith (Mohave District) as Treasurer i. Maria Chavoya, Vice Chair (Western College) will remain as Secretary d. The previous AAGDM Meeting was May 6, 2016 ________________________ Board of Governors March 21, 2017 Page 1 of 9 2.
    [Show full text]
  • State of Arizona Emergency Medical Services 2012 NREMT Pass/Fail Rates
    State of Arizona Emergency Medical Services 2012 NREMT Pass/Fail Rates FIRST RESPONDER (ARIZONA INDIVIDUAL TRAINING SCHOOLS) Cumulative Cumulative Did Not Attempted The First Attempt Failed All 6 Eligible For Program Name Program Code Pass Within 3 Pass Within 6 Complete Exam Pass Attempts Restest Attempts Attempts Within 2 Yrs 50% 50% 50% 0% 50% 0% Coconino Community College AZ-00005 2 ( 1 / 2 ) ( 1 / 2 ) ( 1 / 2 ) ( 0 / 2 ) (1 / 2) (0 / 2) 100% 100% 100% 0% 0% 0% Eastern Arizona College AZ-00035 2 (2 / 2) (2 / 2) (2 / 2) (0 / 2) (0 / 2) (0 / 2) 33% 33% 33% 0% 67% 0% Whetsone Fire District AZ-00025 3 (1 / 3) (1 / 3) (1 / 3) (0 / 3) (2 / 3) (0 / 3) EMT-BASIC (NATIONWIDE PASS/FAIL RESULTS) Cumulative Cumulative Did Not Attempted The First Attempt Failed All 6 Eligible For Program Name Program Code Pass Within 3 Pass Within 6 Complete Exam Pass Attempts Restest Attempts Attempts Within 2 Yrs 72% 81% 81% 0% 19% 0% NATIONWIDE N/A 58336 (42269/58336) (47192/58336) (47292/58336) (3/58336) (11014/58336) (0/58336) EMT-BASIC (ARIZONA STATEWIDE PASS/FAIL RESULTS) Cumulative Cumulative Did Not Attempted The First Attempt Failed All 6 Eligible For Program Name Program Code Pass Within 3 Pass Within 6 Complete Exam Pass Attempts Restest Attempts Attempts Within 2 Yrs 75% 81% 81% 0% 18% 0% STATEWIDE N/A 1695 (1277/1695) (1378/1695) (1381/1695) (1/1695) (313/1695) (0/1695) EMT-BASIC (INDIVIDUAL ARIZONA TRAINING SCHOOLS) Cumulative Cumulative Did Not Attempted The First Attempt Failed All 6 Eligible For Program Name Program Code Pass Within 3 Pass Within
    [Show full text]
  • Arizona Junior Colleges Provide Viable Route to Professional Baseball for Players
    8/8/2017 JUCO baseball programs thrive in Arizona EDUCATION (https://cronkitenews.azpbs.org/category/education/) Arizona junior colleges provide viable route to professional baseball for players The four pillars to success of the Vaquero baseball program. (Photo by Eddie Poe/Cronkite News) By Eddie Poe | (https://cronkitenews.azpbs.org?s=Eddie Poe) Cronkite News (//) Friday, June 30, 2017 PHOENIX — When assessing the Major League Baseball talent pool that originates in Arizona, two colleges tend to come to mind: Arizona State University and the University of Arizona. The rival schools have sent nearly 800 players to the professional level throughout the history of their storied programs. From a lesser perspective, some of the country’s most talented baseball players have discovered their own path to the major league level. The junior college route. Across the United States, junior colleges are providing major league hopefuls with a less traditional, yet highly regarded path to the big leagues. Home to a hotbed of athletic talent and optimal weather year-round, JUCO baseball programs in Arizona have created their own measure of prominence. “If it weren’t for Coach Dangler and Yavapai, there’s no chance I’d have made it to the big leagues,” six-time All-Star pitcher Curt Schilling said Friday in a text message about former Roughriders coach Dave Dangler. Central Arizona College coach Anthony Gilich calls Arizona “an all-around mecca for baseball.” Gilich knows. He leads a program with a proud tradition of success. Between players who have committed to Central Arizona and those who played for the team this past season, the Vaqueros had six players selected in this year’s MLB dra.
    [Show full text]
  • Welcome Back Students!
    Vista Grande High School | Spartan P.R.I.D.E – March 2021 Welcome Back Students! Welcome Back Spartans! A Day Students will begin Monday, and B Day Students will begin Tuesday for students learning in modified-in-person mode. New lesson plans are being prepared and rooms are being readied as we anticipate the return of your students to Vista on the A Day/B Day Schedule, which is posted on the school website. Please let them know that we will have free breakfast and lunch for the remainder of the school year, and we encourage our students to eat. Doors to classrooms will open at 7:45 and class begins at 8:00 and will continue until 3:00. Remind your student to wear his/her ID and face mask. Social Distancing protocols will still apply. See you next week Spartans! March Bell Schedule Calendar/Announcements 1st Period: 8:00 – 8:55 March 1: Official start of Spring Sports 2nd Period: 9:00 – 9:55 March 12th: Quarter 3 grading periods ends 3rd Period: 10:00 – 10:55 March 15 – 19: Spring Break! 4th Period (includes Spartan Time and Lunch) : 11:00 – 1:00 Seniors: Be sure to purchase your Cap and Gown from Rembrandt ASAP! 5th Period: 1:05 – 2:00 6th Period: 2:05 – 3:00 VGHS Seniors We want to know what your plans are for the future! Here is a list of what some of your friends and peers are doing! To let us know your plans please complete the survey in the “Class of 2021” BlackBoard page.
    [Show full text]