# Introduction 02 - Long Description

#### Figure 6

Connect 4 Percentage of Students Applied that Enrolled chart tracks students the applied
through the Connect 4 program and enrolled in classes during the Fall 2014 and 2015
semesters. The chart demonstrates a higher likelihood that a student will enroll in
a class if they applied through the Connect 4 program. For the Fall 2014 term the
percentage of students who applied through Connect 4 and subsequently enrolled in
courses was 92%, while the percentage of students who used other means to apply and
then subsequently enrolled was only 30%. For Fall 2015 the percentage of students
who used Connect 4 to apply and then subsequently enrolled was 85%, while the percentage
of students who did not apply through Connect 4 and then subsequently enrolled was
28%.

#### Figure 7

The Annual Growth/Decline in Headcount Enrollment chart shows the number of unduplicated
students enrolled at Mt. SAC every academic year from 2011 to 2015. The table shows
growth in Mt. SAC's student count with the largest increase of about 5.5% occurring
between the 2013-2014 and 2014-2015 academic years. The number of unduplicated students
enrolled during the 2011-2012 year was 52954. In 2012-2013 the number increased to
53829, an increase over 2011-2012 of 1.65%. Student enrollment grew .98% for 2013-2014
to 54357 and for 2014-2015 enrollment grew to 57319 or 5.45% over the prior year.

#### Figure 8

The Credit Student Success Rates by Gender chart tracks the success rates by gender
in Mt. SAC from fall 2011 to fall 2015. There is a slight negative trend on all three
gender groups but the trend is more pronounced with the unknown gender group. Student
success rates by gender for each of the 5 years represented on the graph are as follows:
Fall 2011 female success rate is 69.56%, male success rate is 67.79% and unknown gender
success rate is 73.93%; Fall 2012 female success rate is 69.85%, male success rate
is 68.64% and unknown gender success rate is 73.65%; Fall 2013 female success rate
is 69.11%, male success rate is 67.31% and unknown gender success rate is 69.12%;
Fall 2014 female success rate is 68.68%, male success rate is 66.11% and unknown gender
success rate is 67.91%; Fall 2015 female success rate is 68.66%, male success rate
is 66.41% and unknown gender success rate is 65.03%.

#### Figure 9

The Unemployment and Course Success Rate chart tracks the unemployment rates in the
LA county and the course success rates of Mt. SAC students. The pattern formed by
the two graphs is similar and may suggest a correlation. The median rate for course
success for the 24 years represented in the graph is 66.6% with a high of 69.3% in
both Fall 2010 and Fall 2012 and a low of 63.9% in Fall of 2005. The median rate for
unemployment during the 24 years is 7.9% with an unemployment high of 12.6% in Fall
of 2010 and a low of 4.7% in Fall of 2006.

#### Figure 10

The Noncredit Persistence chart tracks the persistence rate of noncredit students
from the 2009-2010 to 2014-2015 academic years and the compares the data to the goal
of 53.7%. Only two academic years have met this goal: the 2009-2010 year with 54.3%
and the 2014-2015 year with 56.36%. The chart shows that two years, Fall 2009-Spring
2010 at 54.3% and Fall 2014-Spring 2015 at 56.36% exceed the short term goal of 53.73%.
Three years, Fall 2010-Spring 2011 at 50.0%, Fall 2011-Spring 2012 at 52.6% and Fall
2012-Spring 2013 at 51.1% did not reach the goal. There is no data available for Fall
2013-Spring 2014.

#### Table 24

The table shows the percentage of students that progress to the next course in a sequence
of courses from basic skills level to transfer level. The progression is tracked in
three course sequences: English, mathematics, and English as a second language or
ESL. In the mathematics course progression 63% of the students who passed LERN 48:
Basic Skills Math Review move on to LERN 49: Math Skills Review; 55% of the students
who passed LERN 49: Math Skills Review move on to MATH 50: Pre-Algebra; 62% of the
students who passed MATH 50: Pre-Algebra move on to MATH 51 A/B: Elementary Algebra;
and 61% of the students who passed MATH 51 A/B: Elementary Algebra move on to MATH
71 A/B/X, 70 S, 61: Intermediate Algebra. In the English course progression 59% of
the students who passed LERN 81: Improving Writing move on to ENGL 67: Writing Fundamentals;
66% of the students who passed ENGL 67: Writing Fundamentals move on to ENGL 68: Preparation
for College Writing; and 70% of the students who passed ENGL 68: Preparation for College
Writing move on to ENGL 1A: Freshman Composition. In the American Language or ESL
course progression 72% of the students who passed AMLA 41W: American Language Basic
Writing move on to AMLA 42W: American Language Intermediate Writing; 79% of the students
who passed AMLA 42W: American Language Intermediate Writing move on to AMLA 43W: American
Language Advanced Writing or ENGL 67: Writing Fundamentals; 75% of the students who
passed AMLA 43W: American Language Advanced Writing or ENGL 67: Writing Fundamentals
(as part of the American Languages course progression) move on to ENGL 68: Preparation
for College Writing; and 73% of the students who passed ENGL 68: Preparation for College
Writing (as part of the American Languages course progression) move on to ENGL 1A:
Freshman Composition.

#### Figure 11

Mt. SAC Transfer and Completion Rates chart tracks student transfer and program completion
rates. Transfer rates have been consistently lower than completion rates from the
fall 2000 term to the fall 2012 term. The fall 2012 term saw the lowest transfer rate
with only 4.7% of students transferring. The transfer rates for each year Fall 2000
through Fall 2012 represented on the graph are: Fall 2000 21.4%, Fall 2001 20.2%,
Fall 2002 28.7%, Fall 2003 16.9%, Fall 2004 22.6%, Fall 2005 16.8%, Fall 2006 16.6%,
Fall 2007 15.4%, Fall 2008 11.7%, Fall 2009 10.0%, Fall 2010 8.8%, Fall 2011 10.3%,
and Fall 2012 4.7%. The completion rates for each of the years are: Fall 2000 38.0%,
Fall 2001 38.6%, Fall 2002 38.6%, Fall 2003 41.2%, Fall 2004 28.4%, Fall 2005 26.6%,
Fall 2006 27.8%, Fall 2007 26.2%, Fall 2008 24.8%, Fall 2009 31.4%, Fall 2010 28.9%,
Fall 2011 31.0%, and Fall 2012 31.7%.

#### Figure 12

The Noncredit Certificates chart tallies the number of students vs. the number of
noncredit certificates conferred in an academic year. A student may receive more than
one certificate upon completion of program and thus causes the difference in reported
numbers. The 2012-2013 academic year's results surpassed the goal in number of certificates
conferred. The noncredit headcount for the 2010-2011 year was 954 students and 965
certificates were conferred. In 2011-2012, 1268 students received 1336 certificates.
For 2012-2013, 1301 students earned 1384 certificates. In 2013-2014, 1259 students
received 1290 certificates. In 2014-2015 1296 students earned 1357 certificates. There
is no data available for the 2009-2010 year.

#### Figure 13

The California Community Colleges' Chancellor's Office (CCCCO) Approved Credit Certificates
chart tallies the number of students versus the number of approved credit certificates
conferred in an academic year. A student may receive more than one certificate upon
completion of program and thus causes the difference in reported numbers. The 2012-2013
academic year's results surpassed the goal in number of certificates conferred. The
number of students enrolled in CCCCO Approved Credit Certificate programs for 2009-2010
was 308 and 374 certificates were conferred. In 2010-2011 there were 311 students
enrolled and 398 certificates awarded. For 2011-2012, 541 students enrolled and 740
certificates were earned. In 2012-2013, there were 635 students enrolled and 865 certificates
awarded. For 2013-2014 there were 546 students enrolled with 730 certificates conferred.
In 2014-2015, enrollment was at 441 with 664 certificates awarded.

#### Figure 14

The All Credit Certificates chart tallies the number of students versus the number
of credit certificates conferred in an academic year. A student may receive more than
one certificate upon completion of program and thus causes the difference in reported
numbers. The 2012-2013 and 2013-2014 academic years' results surpassed the short term
goal in number of certificates conferred. The number of students enrolled in All Credit
Certificate programs for 2009-2010 was 479 and 650 certificates were conferred. In
2010-2011 there were 458 students enrolled and 653 certificates awarded. For 2011-2012,
885 students enrolled and 1273 certificates were earned. In 2012-2013, there were
906 students enrolled and 1378 certificates awarded. For 2013-2014 there were 977
students enrolled with 1373 certificates conferred. In 2014-2015, enrollment was at
851 with 1304 certificates awarded.

#### Figure 15

The Degrees chart tallies the number of students versus the number of degrees conferred
in an academic year. A student may receive more than one degree upon completion of
program and thus causes the difference in reported numbers. The 2014-2015 academic
year's results surpassed the short term goal in both headcount and degree count. The
number of students enrolled in degree programs for 2009-2010 was 1525 and 1992 degrees
were conferred. In 2010-2011 there were 1558 students enrolled and 1936 degrees awarded.
For 2011-2012, 1497 students enrolled and 1839 degrees were earned. In 2012-2013,
there were 1701 students enrolled and 2028 degrees awarded. For 2013-2014 there were
1728 students enrolled with 1983 degrees conferred. In 2014-2015, enrollment was at
1855 students with 2090 degrees awarded.

#### Figure 16

Mt. SAC Transfers to CSU and UC Combined chart shows the number of transfer students
who transferred to a UC or CSU institution. The numbers have been tracked by academic
year from 2004 to 2015. The 2009-2010 academic year saw the lowest number of combined
transfers while the 2014-2015 academic year saw the highest. Mt. SAC transfers to
CSUs and Ucs combined was stable for the years 2004-2005 through 2008-2009, averaging
1560 students and ranging from 1506 to 1589. Academic year 2009-2010 decreased to
1082. In 2010-2011 the number of transfers increased to 1745, then decreased slightly
in 2011-2012 to 1606, and decreased again to 1344 in 2012-2013. Transfers increased
in 2013-2014 tp 1756 and again in 2014-2015 to 1810.