Table 1 Spring 2014 and Spring 2015 Census Day Enrollments. Spring Spring Percent Enrollment Difference Difference

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1 2015 RESEARCH NOTE Institutional Research and Planning DATE: March 9, 2015 RE: Enrollment Analysis for Spring 2015 Report to ICCB The census day report to the Illinois Community College Board (ICCB) for spring 2015 showed credit enrollments of 15,293 headcount and 135,997 credit hours. Table 1 compares spring 2014 to spring 2015 census day enrollments. The spring headcount decreased by 8.9 percent and the credit hours decreased by 5.5 percent from spring 2014 to spring The following report analyzes where enrollment increases and decreases occurred. Table 1 Spring 2014 and Spring 2015 Census Day Enrollments Spring Spring Percent Enrollment Difference Difference Headcount 16,787 15,293 (1,494) -8.9% Credit Hours 143, ,997 (7,891) -5.5% FTE 9, ,066.5 (526) -5.5% A. Summary - Spring to Spring Comparison Areas where enrollment increased in spring 2015: By headcount: By major program area: below college-level programs Across-term retention rate By time of attendance: weekend students By residency: foreign students Eleven new/newer programs (though some are extensions of existing programs) had enrollments of five students or more: Associate in Fine Arts-Music, AutoCAD Specialist Certificate, Baking and Pastry AAS, Computer Graphics Imagery AAS, Computer Support Associate Certificate, Homeland Security Certificate, Mammography Technology Certificate, Network Security Associate Certificate, PLC Technician Certificate, Sign Language Interpretation Certificate, and Sleep Technology AAS.

2 By credit hours: Remedial/developmental: ABE/GED, ESL, and IELP Alternative delivery methods: online, internet hybrid, and fast track classes Off-campus sites: Southwest Education Center Funding category: credit hours increased in one of six areas: ABE/GED/ESL Areas where enrollment decreased in spring 2015: By headcount: Overall headcount By major program area: transfer and occupational By status: full-time and part-time New students By time of attendance: day and evening students By residency: in-district, out-of-district, and out-of-state students By credit hours: Overall credit hours Remedial/developmental: remedial classes Alternative delivery methods: weekend classes Dual credit classes Vocational skills courses Criminal Justice Partnerships (Sheriff s Institute and IDOC) Off-campus sites: total for off-campus and the Blue Island Center Funding category: credit hours decreased in five of six areas: baccalaureate, business, technical, health, and remedial. The largest decreases in credit hours in spring 2015 were: o Total credit hours (-7,891 hours) o Baccalaureate funding category (-3,904) o Dual credit (-2,276) o Total for all off-campus sites (-1,750) o Business funding category (-1,739) o Sheriff s (-1,732) o Technical funding category (-1,364 hours) o Remedial courses (-1,078) and remedial funding category (-1,002) The remaining decreases were smaller (less than 500 hours). There were few credit hour increases in spring 2015; the largest were: o ABE/GED/ESL funding category (+597) o Online classes (+566) 2

3 o ABE/GED courses (+381) o Internet hybrid (+341 hours) o ESL courses (+216) There were some additional small increases (less than 200 hours). B. Summary - Five and Ten Year Trends: Record high headcounts were Headcounts by Program seen in spring 20,000 18,628 17,992 18, (18,772), 18,000 16,787 spring ,293 16,000 (18,628), and 14,000 12,975 12,086 12,459 spring ,876 12,000 10,418 (18,171). The 10,000 spring ,000 headcount 6,000 4,619 4,810 4,835 (15,293) is a 3,915 3,606 4,000 five-year and a 1,034 1, ,269 2,000 ten-year low. - The five-year change in total transfer occupational other total headcount is a decrease of 18 percent (-3,335 students). The ten-year change is a decrease of 4 percent in headcount and 2 percent in credit hours. Credit hours decreased by 15 percent (-24,142 hours) from spring 2014 to spring The spring 2015 credit hour enrollment (135,997) is also a five-year low. The highest spring credit hour total occurred in spring 2010 (161,126). The four highest credit hours totals overall occurred in fall 2009 (162,766), fall 2010 (162,691), spring 2010 (161,126), and fall 2011 (160,199). Credit Hour Enrollment Totals 170, , , , , , , , ,000 90,000 70,000 50,000 3

4 Looking at credit hours by ICCB funding category: o Enrollments by funding category show that baccalaureate (transfer) hours decreased this spring for the fifth time in the last five years. The five-year change is a decrease of 15 percent. o Credit hours have also decreased in the remaining five funding categories over the past five years. The largest percentage decreases were 23 percent for business and 21 percent for health. o In addition, remedial decreased by 18 percent, ABE/GED/ESL by 9 percent, and technical by 5 percent. o Over the last five years, business hours have ranged between about 5,700 and 8,200; technical between 15,800 and 17,200; health between 9,100 and 11,500; remedial between 13,500 and 16,400; and ABE/GED/ESL between 3,700 and 4,700. Credit Hours by Funding Category 120, , ,323 98,809 94,763 91,412 87,508 80,000 60,000 40,000 20,000 0 Funding Category: Transfer Business Technical Health Remedial ABE/GED/ESL The Criminal Justice Partnerships (Sheriff s Institute and IDOC) credit hours at census day typically vary greatly. Over the last five years, the highest number of sheriff s hours recorded at census day was 3,458 in spring The smallest number of hours in the last five years occurred in spring 2015 (1,272 hours), a swing of 2,186 credit hours. The record high for sheriff s courses at spring census day is 4,344 hours in

5 A higher percent of full-time students usually results in higher retention rates and thus higher enrollments. The full-time percent in spring 2015 (37.5%) is a five-year high (as is the retention rate). The five-year low was 33.4 percent in spring Looking at the raw numbers, however, the spring 2015 figure for full-time students (5,742) is the lowest in the last five years; the high was 6,734 in The percent of adult (25+) students, which has been declining steadily over the last 10 years and more, decreased again in spring In the early 1990s, almost half (48-49 percent) of students were adults. From 1995 through 2005, percent of students were adults. The percent of adult students dropped below 40 percent for the first time in spring 2006 and continued a steady decline to spring 2010 (30.9%). There were slight increases in 2011, 2012, and The fiveyear high for adult students is 32.2 percent in spring 2013, and the five-year and ten-year low is 29.1 percent in spring The smallest number of adult students in the last ten years occurred in spring 2015 (N=4,437); the highest was 6,406 in spring Retention rates, which had declined from 2010 to 2013, increased in spring 2014 and The five-year high is 66.8 percent (fall 2014 to spring 2015) and the five-year low is 62.1 percent (fall 2012 to spring 2013). Looking back 15+ years, the highest retention rates are around 65 percent while the lowest rates were under 60 percent (55-59%). The total for remedial/developmental hours is down 16 percent over the last five years. Remedial and ABE/GED course hours have steadily declined. ESL (which ranges from about 2,220 to 2,400 hours) and IELP (which ranges from about 1,900 to 2,000) are mostly flat over the last five years. Remedial/Developmental Credit Hours 25,000 20,000 21,108 20,599 20,159 18,211 17,806 15,000 14,442 14,276 13,815 12,521 11,443 10,000 5,000 - Remedial ABE/GED ESL IELP All Remedial Until the Southwest Education Center (SWEC) was opened, the major off-campus sites were Andrew, Argo, Blue Island, Eisenhower, and Evergreen Park. Enrollments at these sites (mostly dual credit) are still included in the totals. However, classes formerly scheduled at Andrew, Argo, Evergreen Park and Eisenhower (except dual credit classes) have been moved to the two major sites Blue Island and SWEC. Total enrollments at these two sites have increased by 20 percent over the past five years. The Southwest Education Center (SWEC) had the smallest five- 5

6 year increase (+3%) and the Blue Island Center had the largest (+39%). The total for all off-campus classes (the major off-campus sites plus all other classes taught at an off-campus location) showed a one year decline of 11 percent and a five-year decline of 22 percent. Off-Campus Credit Hours 20,000 18,000 16,000 14,000 19,088 18,735 18,560 16,569 14,819 12,000 10,000 8,000 6,000 4,000 2,000-3,247 3,620 2,448 3,460 3,414 2,774 3,056 3,037 2,685 2,847 Blue Island SWEC All off-campus sites Dual credit courses (college courses taught at the high schools) decreased from spring 2014 to spring 2015 (-2,276 hours, or -26%). The five-year change is a decrease of 36 percent (from 10,273 to 6,610 hours). The five-year high for alternative delivery methods courses occurred in 2015 (20,064 hours) and the low was 17,603 hours in spring The five-year change is an increase of 14 percent. Online classes increased this spring (+566 hours or +6%). The five-year change for online is an increase of 12 percent. Online hybrid continues to grow at a faster rate, with a one-year increase of 6 percent and a five-year increase of 97 percent. The five-year change for all alternative learning courses is a 14 percent increase. Five-year declines were seen for weekend (-20%), and fast track (-43%) classes. 6

7 Alternative Delivery Credit Hours 25,000 20,000 17,603 18,863 18,093 19,221 20,064 15,000 10,000 5,000 9,363 9,944 9,203 9,965 10,531 3,657 3,639 3,663 3,031 2,928 - Online hybrid Fast track classes All Alt Delivery Online classes Weekend Classes* C. Year to Year Detail Comparison - Enrollments by Credit Hours Remedial/Developmental Education For the spring 2014 semester, a total of 18,211 credit hours were generated for all remedial/developmental courses while 17,806 hours were generated for spring This was a decrease of 405 credit hours (-2%). Three of the four remedial/developmental areas increased: Intensive English Language Program (IELP) courses increased from 1,944 to 2,020 credit hours (+76 hours, or +4%). ABE/GED courses increased from 1,509 to 1,890 hours (+381 hours, or +25%). English as a Second Language (ESL) courses increased from 2,237 to 2,453 hours (+216, or +10%). One remedial/developmental area declined: Remedial Courses declined from 12,521 to 11,443 hours (-1,078 hours, or -9%). Vocational Skills Courses Vocational skills credit hours decreased from 328 to 199 hours (-129 hours, or -39%). Alternative Delivery (Flexible Scheduling) Courses A total of 19,221.0 credit hours were generated for all alternative delivery methods courses in spring 2014, increasing to 20,063.5 hours for spring 2015 ( hours, or +4%). (Note: 7

8 Independent study is included in the alternative delivery totals above but is not reported separately below because the numbers are negligible.) Increases were seen in: Internet hybrid courses (classes taught online but that also require regular class attendance) increased from 5,304 to 5,645 credit hours (+341 hours, or +6%). Online courses (courses taught primarily online) increased from 9,965 to 10,531 hours (+566, or +6%). Fast track courses (courses 6 weeks in length or shorter) increased (slightly) from 906 to 910 hours (+4 hours). Decreases were seen in: Weekend Classes decreased from 3,031 to 2,928 hours (-103 hours, or -3%). Off-Campus Courses The total for all off-campus courses (from the two major sites listed below plus other off-campus locations) decreased from spring 2014 to spring 2015 (from 16,569 to 14,819 hours, or -11%). Note: dual credit class hours are included in the off-campus totals. The total credit hours for the Blue Island and the Southwest Education Center increased from 6,145 to 6,261 (+116 hours). Blue Island Education Center decreased from 3,460 to 3,414 hours 2015 (-46 hours, or -1%). Southwest Education Center increased from 2,685 to 2,847 hours (+162 hours, or +6%). Dual Credit Classes (Classes taught to high school students at the high school) In spring 2014, dual credit classes generated 8,886 credit hours, decreasing to 6,610 hours at census day in spring 2015 (-2,276 hours, or -26%) Note: the off-campus totals above include dual credit classes. Criminal Justice Partnerships: Cook County Sheriff s Institute and Illinois Department of Corrections (IDOC) The Sheriff s Institute and IDOC credit hours decreased from 3,004 credit hours in spring 2014 to 1,272 hours in spring 2015 (-1,732 hours, or -58 percent). Funding Category Table 2 shows the credit hour generation by funding category for spring 2014 and spring The ABE/GED/ESL area was the only category that increased (+597 hours), the other five areas (baccalaureate, business, technical, health, and remedial) all declined. The largest numerical decreases occurred in the baccalaureate (-3,904) and business (-1,739) categories. Baccalaureate hours declined for the fifth spring in a row, following more than 10 years of increases. 8

9 Table 2 Spring 2014 and Spring 2015 Credit Hours By Funding Category Funding Spring Spring Credit Hour Percent Category Difference Difference Baccalaureate 91, ,508.0 (3,904) -4.3% Business Occ. & Voc. 7, ,730.0 (1,739) -23.3% Technical Occ. & Voc. 17, ,851.0 (1,364) -7.9% Health Occ. 9, ,102.0 (479) -5.0% Remedial 14, ,463.0 (1,002) -6.9% ABE/GED/ESL 3, , % Total 143, ,997.0 (7,891) -5.5% D. Year to Year Detail Comparison - Enrollments by Headcount Enrollments by Program In spring 2014, 11,876 students were enrolled in transfer programs (fine arts, liberal arts, business, science, teaching, and transfer course enrollees). In spring 2015, the number of students enrolled in transfer programs decreased to 10,418 (-1,458 students, or -12%). Occupational programs (career and certificate programs and occupational course enrollees) decreased by 309 students (from 3,915 to 3,606, or -8%) from spring 2014 to spring Other programs (below college credit programs including adult basic and secondary education, English as a second language, and vocational skills) increased by 27 percent (from 996 to 1,269, or +273 students). Enrollments by Time of Attendance By time of attendance, weekend students increased slightly from 251 to 264 (+13). Decreases were seen for day students (from 14,652 to 13,299, -1,353) and evening students (from 1,884 to 1,730, -154). (Note: a day student is defined as one who takes 50 percent or more of his/her classes during the day; an evening/weekend student is defined as one who takes more than 50 percent of his/her classes during the evening/weekend.) Residency Status The number of in-district students decreased from spring 2014 to spring 2015 (from 13,690 to 12,552, -1,138); out-of-district students from 2,827 to 2,464 (-363); and out-of-state students from 29 to 24 (-5). Foreign residents increased from 241 to 253 (+12). Retention Rate Last year s across-term retention rate (fall 2013 to spring 2014) was 63.8 percent. The fall 2014 to spring 2015 retention rate is 66.8 percent, an increase of 2.9 percentage points. 9

10 First-Time Students The definition of a first-time student was changed by the Illinois Community College Board from first-time at Moraine Valley to first-time-in-college. Students who enter the college with college credits (excluding credits earned in high school) are no longer considered first-time. There were 2,284 first-time students in spring 2014 and 1,656 in 2015 (-628). New Programs There were 35 new degree or certificate programs added since , though several are extensions of existing programs. Eleven of these new programs had enrollments of five students or more: Associate in Fine Arts-Music (n=18), AutoCAD Specialist Certificate (n=5), Baking and Pastry AAS (n=18), Computer Graphics Imagery AAS (n=11), Computer Support Associate Certificate (n=6), Homeland Security Certificate (n=6), Mammography Technology Certificate (n=11), Network Security Associate Certificate (n=10), PLC Technician Certificate (n=5), Sign Language Interpretation Certificate (n=40), and Sleep Technology AAS (n=17). Note: In recent years the college has added numerous stackable certificates (e.g. automotive, office systems, LAN programs) where a student has an option to receive multiple certificates and/or an associate degree but is only counted in one of the several options. This reduces headcounts in related certificate programs. BR 3/15 10