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1. something that actually exists; 2. something known to exist or to 3. a truth known by actual experi true: Scientists gather facts about 2009-2010 Report 4. something said to be true or su the witness are highly questionab 5. Law. Often, facts. an actual or a from its legal effect or consequenc

[Fact]Book -noun

a truth known by actual experience or observation


Rio Salado College 2009-2010 FACT BOOK

Institutional Research Department March 2011


Fact Book Table of Contents Rio Salado College Culture ........................................................ 1 Who We Are & What We Do .................................................... 2 Partnership Locations & Rio Salado Locations ....................... 4 Awards/Recognition & Accomplishments............................... 5 Administration & Faculty Summary ....................................... 7 Fact Book Information Key........................................................ 8 Where are Rio Salado Students ............................................... 9 Residency Status Summary ..................................................... 10 5-Year Trend: Fiscal Year—Residency Status ....................... 11 Student County of Residence Outside Maricopa ................. 12 Students Within Maricopa County ........................................ 13 Distance Student County of Residence.................................. 14 Distance Students by State ...................................................... 15 Enrollment Trends..................................................................... 16 Enrollment Trends Summary ................................................. 17 5-Year Trend: Fiscal Year—FTSE .......................................... 18 5-Year Trend: Fiscal Year—Headcount ................................ 19 Student Demographic Trends ................................................. 20 Demographic Trend Summary (Gender/Age) ..................... 21 Demographic Trend Summary (Ethnicity) ........................... 22 5-Year Trend: Fiscal Year—Gender ....................................... 23 5-Year Trend: Fiscal Year—Gender by Modality ................. 24 5-Year Trend: Fiscal Year—Age Groups ............................... 27 5-Year Trend: Fiscal Year—Age Groups by Modality ......... 28 5-Year Trend: Fiscal Year—Ethnicity .................................... 31 5-Year Trend: Fiscal Year—Ethnicity by Modality .............. 32 Student Status Trends ............................................................... 35 Student Status Trend Summary (Admission/H.S.) .............. 36 Student Status Trend Summary (Current Intent) ................ 37 5-Year Trend: Fiscal Year—Admission Status ..................... 38

5-Year Trend: Fiscal Year—High School Status ...................... 39 5-Year Trend: Fiscal Year—Current Intent....................... . ..... 40 ABE/GED Student Information ................................................. 41 ABE/GED Student Summary ..................................................... 42 5-Year Trend: Fiscal Year—ABE/GED Headcount................. 43 ABE Locations Related to Median Family Income Level ....... 44 Student Assessments & Testing .................................................. 45 College-Level Assessments Information & Summary............. 46 5-Year Trend: Fiscal Year—Student Assessments .................. 48 3-Year Trend: Spring Terms—ETS Proficiency Profile ......... 49 Student Learning Outcomes FY10............................................. 50 3-Year Trend: Program Pass Rates ............................................ 51 Student Retention & Successful Completion ......................... 52 Student Retention & Successful Completer Summary ............ 53 Retention: FY2010—By Discipline ........................................... 54 Successful Completers (10-Year Analysis) ............................... 55 5-Year Trend: Successful Completers by Discipline ............... 56 University Transfer ..................................................................... 57 University Transfer Summary ................................................... 58 Transfer Hours: Fall 2009—New Student Transfer ................. 59 Transfer Class Level: Fall 2009—New Student Transfer ........ 60 Top 10 Declared Majors.............................................................. 61


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COLLEGE INFORMATION

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FACT BOOK 2009-2010


Who We Are & What We Do

COLLEGE INFORMATION

2

FACT BOOK 2009-2010


COLLEGE INFORMATION

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FACT BOOK 2009-2010


Partnership Locations & Rio Salado Locations (FY2010)

COLLEGE INFORMATION

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FACT BOOK 2009-2010


Communiversity @ Surprise – Your Pathway to a Better Future Rio Salado continues to find and develop innovative ways to make higher education even more accessible to students. The newest opportunity can be found at the Communiversity @ Surprise where students can earn certificates, associate degrees, bachelor's degrees and master's degrees through a unique partnership between three community colleges and three universities. The Communiversity @ Surprise is hosted by Rio Salado College in collaboration with the City of Surprise.


Awards/Recognition & Accomplishments A leader in higher education, Rio Salado College has earned recognition around the world. The following are just a few examples of the college’s many awards and accomplishments for Fiscal Year 2009-2010. 2009 America’s Greenest College Campus Award - Climate Culture Top 10 Digital Community College - Coverage Magazine and the Center for Digital Education Five-Star Status and Distinguished Chapter Member Awards - Phi Theta Kappa, Alpha Theta Omicron Chapter 2010 Maricopa Diversity Advisory Council Award for the Ace Puente Program - Maricopa Diversity Advisory Council WCET WOW Award - Received this national honor for launching Peer-to-Peer Plagiarism Detection System Communiveristy @ Surprise - Expanded healthcare programs and partnered with WestMEC to provide Dental Assisting. Café @ Rio - Opened the Café @ Rio and established a community garden to provide blended learning formats and living classrooms for Sustainable Food Systems Program students.

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FACT BOOK 2009-2010


Awards/Recognition & Accomplishments (Continued) Lumina Foundation - Rio Salado is highlighted as a nontraditional model with great potential in Step 3, “Expanding and Strengthening LowerCost, Nontraditional Education Options Through Modified Regulations” of the “Four Steps to Finishing First in Higher Education.” This report pointed out the college’s cost effectiveness and innovation, and recognized that “there are a multitude of state regulations and policies [across the states] that function as barriers to entry for institutions that award high-quality, academic and career-focus degrees and credentials to underserved populations.” Source: http://www.luminafoundation.org/publications/Four_Steps_to_Finishing_First_in_Higher_Education.pdf (Published: November 2009)

- The McKinsey & Company Report “Winning by Degrees: the strategies of highly productive higher education institutions” was unveiled at the National Productivity Conference and featured Rio prominently as one of eight of these highly productive institutions for leveraging technology and our upside-down instructional model to become more cost effective—at 48% less instructional costs than similar IPEDS peer institutions. Source: http://www.mckinsey.com/clientservice/Social_Sector/our_practices/Education/Knowledge_Highlights/~/media/Reports/SSO/ Winning by degrees report fullreport v5.ashx

- The Lumina National Productivity Conference spotlighted state innovations such as Rio Salado College’s use of studentlearning data to more quickly and accurately predict which students will succeed. Best of the West Award - In November 2009, the Communiversity @ Surprise was named a Best of the West award winner for higher education. The Best of the West awards recognize outstanding contributions to the image, lifestyle and economic development of the West Valley. Rio Salado KJZZ Radio Station Grant  - Received a $1.35 million grant from the Corporation for Public Broadcasting for Rio’s KJZZ radio station to launch Fronteras: The Changing America Desk, a regional news service that will explore the cultures and demographics of the southwest. COLLEGE INFORMATION

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FACT BOOK 2009-2010


Administration & Faculty Summary MCCCD Governing Board Randolph Lumm, President Donald R. Campbell, Ph.D.

Dana G. Saar Doyle W. Burke

Debra Pearson

College Administration Chris Bustamante, Ed.D ........................President Vernon C. Smith, Ph.D. ..........................Vice President, Academic Affairs Kishia Brock, M.Ed. .................................Vice President, Student Affairs Edward Kelty, M.Ed ................................Vice President, Information Services Todd Simmons, M.Ed, C.P.A. ...............Vice President, Administrative Services Jo Jorgenson, Ph.D.................................Dean, Instruction and Community Development Rick Kemp, M.Ed. ....................................Dean, Instruction and Partnerships Sharon Koberna, Ph.D. ..........................Dean, Administrative and Employee Services James Paluzzi, Ph.D................................Dean, Public Service (KJZZ/KBAQ, Sun Sounds & MCTV) Dana Reid, M.Ed. .....................................Dean, Instructional Technology & Support Rachelle Clarke, M.Ed. ........................... Associate Dean, Student Affairs Michael Cottam, Ph.D. .......................... Associate Dean, Instructional Design Earnestine Harrison, M.Ed.................... Associate Dean, Instruction and Support Blair Liddicoat, M.Ed. ............................. Associate Dean, Instruction and Community Development Ruby Miller ................................................Associate Dean, Student Affairs Michael Pattarozzi, M.Ed.. ....................Associate Dean, Instruction and Community Development Nicole Albo, M.H.P.E.. ............................ Associate Dean, Instruction and Institutional Integrity Faculty Members John Jensen, M.A.— Faculty Senate President Melanie Abts, M.Ed. Janine Adkins, Ph.D. Angela Ambrosia, Ph.D. Kirk Bowden, Ph.D. Ron Burns, B.S., T.P.A.T.P

Patricia S. Case, Ph.D. Shannon Corona, M.A. Hazel M. Davis, M.L.S. Karen Docherty, M.A. Kathleen Dunley, Ph.D.

Emeritus Faculty Julie Bertch, Ph.D. Laura Helminski, M.S. Beatriz Cohen, M.C. Thomas Lombardo, Ph.D. Emeritus Administration Linda Thor, Ed.D. Karen Mills, Ed.D.

COLLEGE INFORMATION

Angela Felix, Ph.D. Jennifer Freed, Ph.D. Mary Hannaman, Ed.D. Janet Johnson, Ph.D. Mary Elizabeth Kaz, R.D.H., M.S.

John Lassen, M.A. Cynthia Maxson, M.A. Michelle Prins, M.A. Robert Semmler, M.Ed., M.S.

Willie Minor, Ed.D. Jean Tease, Ed.D.

Barry Wukasch, Ph.D.

Jim Vandyke, Ph.D.

Carol Scarafiotti, M.A.

7

Jennifer Shantz, M.Ed. Kerrie Specker, M.A. Wanda Tucker-Hicks, M.Div., M.A. Janelle Underhill, M.A.

Carl Matthusen, M.A.

FACT BOOK 2009-2010


Fact Book Information Key A Note on the Data The information contained herein is derived, unless otherwise stated, from the Institutional Research Information System (IRIS). Most information represented in this Fact Book is arranged by fiscal year. The fiscal year begins July 1st and ends June 30th of the subsequent year. The semesters included in Fiscal Year 2010 are Summer II 2009, Fall 2009, Spring 2010, and Summer I 2010. Definition of Terms Selected information in this Fact Book is broken down by instruction modalities. A modality is the method by which a student chooses to receive education from Rio Salado College. Therefore, many students may fall into more than one modality. The instruction modes in this Fact Book are: Dual Enrollment

Dual enrollment students take college-level Rio Salado courses at their respective high schools during regular class time at the schools.

Distance

Distance students take web-based (e.g. RioLearn), print-based, or mixed media courses.

In Person

In Person students take courses at Rio Salado College physical locations across the Valley.

Partnership

Partnership students take courses offered at their respective employer’s location. These courses are closed to the public and are only available to employees of the partnered organization.

Hybrid

Hybrid students take courses in a blended in-person/online format.

Independent Study

Students receive credit for work experience in an early care or education setting.

Abbreviation Terms FTSE FY ESP

Full-Time Student Equivalent (i.e. the basis for funding by the State) Fiscal Year Educational Service Partnerships (an abbreviation for Partnership locations)

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FACT BOOK 2009-2010


Café @ Rio Opens – Sustainable Food Practices The Café @ Rio is a sustainable teaching kitchen that serves students, faculty, staff and the local community. The philosophy of the Café @ Rio is simple: to serve sustainable food that nourishes the body and soul while not compromising future generations from doing the same. The Café @ Rio is also an integral part of the Sustainable Food Systems program. The café strives for zero waste generation through comprehensive recycling and composting. We feature seasonal menus, locally-produced food, and food that is produced using humane labor practices. Students in Rio Salado’s Sustainable Food Systems program also contribute to our fresh product selection. Vegetables grown as part of the Organic Gardening class are prepared and served in the café.


Where are Rio Salado Students?

LOCATION INFORMATION

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FACT BOOK 2009-2010


Residency Status Summary Residency Status Trends In State In FY2010, nearly three quarters (72.3%) of Rio credit students were residents of Maricopa County. Rio Salado also enrolled students from other Arizona counties. The percentage of out-of-county students dipped slightly by 0.2% from FY2009 to FY2010 after a good rise in FY2009 from FY2008 figures. In FY2010, more out-of-county students enrolled at Rio Salado from Pinal County (N = 1,043) than any of the other non-Maricopa counties in Arizona. Since FY2008, Pinal students taking courses at Rio Salado College increased 39.6% (FY2008 = 747 students). The state of Arizona requires a student to prove 365 days of permanent residence in Arizona before they can be granted residency status (i.e. in-state tuition). Therefore some Rio students were unable to claim residency status due to state requirements. The percentage of students with fewer than 365 days in Arizona increased from FY2006 to FY2008. In FY2006, only 7.4% of Rio students held this status; however, by FY2010, more than one-tenth (11.5%) of Rio students lived in Arizona less than the 365 days required to gain residency in the state. However, this percentage fell more than two percent from FY2008 to FY2010. Out of State Rio Salado College also provides education to students across the United States and abroad. In FY2010, 3,965 (7.5%) credit students enrolled at Rio Salado from other states; this was a nearly two percent increase from FY2009. Passed in 2007, Proposition 300 required that state of Arizona higher education institutions could not report students as in-state if they had yet to produce a valid Arizona driver’s license. Therefore, some students in the out-of-state non-resident category may have lived in Arizona but have not produced the required documentation. This new process for reporting residencies was established in the summer of 2007 and impacted the FY2008 residency status figures. Distance Students Within Arizona, more than two thirds (70.3%) of Distance students resided within Maricopa County. Pinal County had the second largest number of Distance students. California, Georgia, and Texas claimed the most Rio Salado students outside of Arizona. Rio Salado had Distance-Learning students in all fifty states for FY2010. LOCATION INFORMATION

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FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Residency Status Residency Status

2006

2007

2008

2009

2010

37,260

38,327

37,167

38,547

39,093

Out-of-County

3,100

3,314

2,796

3,431

3,484

Out-of-State

3,476

4,396

6,769

5,925

6,069

Out-of-State (Non Resident)

2,970

2,724

3,068

2,875

3,965

0

0

6

1

17

N/A

N/A

N/A

5

6

Total

46,806

48,761

49,806

50,784

52,634

% Maricopa County Resident

79.6%

78.6%

74.6%

75.9%

74.3%

% Out-of-County

6.6%

6.8%

5.6%

6.8%

6.6%

% Out-of-State

7.4%

9.0%

13.6%

11.7%

11.5%

% Out-of-State (Non Resident)

6.3%

5.6%

6.2%

5.7%

7.5%

Maricopa County Resident

Unknown* Western International Students*

5-Year Trend: FY - Residency Status

40,000

Students

35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 2006

2007

Maricopa County Resident

2008 Fiscal Year Out-of-County

2009 Out-of-State

2010

Out-of-State (Non Resident)

*Note: Western International Students and Students with Unknown residencies not depicted in the graph. LOCATION INFORMATION

11

FACT BOOK 2009-2010


Student County of Residence Outside Maricopa (FY2010)

LOCATION INFORMATION

12

FACT BOOK 2009-2010


Students within Maricopa County & Surrounding Areas (FY2010)

Note: Students with invalid zip codes are not represented. LOCATION INFORMATION

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FACT BOOK 2009-2010


Distance Student County of Residence (FY2010)

LOCATION INFORMATION

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FACT BOOK 2009-2010


Distance Students by State (FY2010) Arizona excluded

Notes: Only distance students with mailing addresses within one of the 49 states were included. Distance students with an Arizona address numbered 35,399 and were therefore excluded from the map as an outlier for the scale. Twelve distance learning students listed the District of Columbia (D.C.) as their home address. For map purposes only, these twelve students were added to Maryland’s count of distance students. Nearly all (97.4%) of distance students had a U.S. state or (D.C.) address. LOCATION INFORMATION 15 FACT BOOK 2009-2010


New Certificate and Degree Offerings In Fiscal Year 2009-2010, Rio Salado College established new certificate and degree offerings: Sustainable Food Systems Certificate and Associate Degree, Graphic Design Certificate, Dental Health, K-12 Online Teaching Certificate, K-12 eLearning Design Certificate, and a Community Dental Health Coordinator Certificate.


Enrollment Trends

STUDENT INFORMATION

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FACT BOOK 2009-2010


Enrollment Trends Summary (5-Year Analysis) Enrollment Trends Full-Time Student Equivalent (FTSE) In FY2010, Rio Salado claimed 13,225.6 FTSE, an increase of 2.85% from FY2009’s FTSE count of 12,859.3. Additionally, Rio Salado’s open-ended FTSE* (which is comprised of mostly Distance course sections) increased by 27.83% from FY2009 to FY2010. *FTSE Information compiled by Eric Wibbing (Rio Salado Student Enrollment Services) on 7/1/2010.

Student Unduplicated Headcount The unduplicated headcount is the total number of students enrolled in courses at Rio Salado College. Included in the total headcount are students taking courses for credit, non-credit ABE-GED students, and students taking non-credit courses (either vocational or avocational). In FY2010, Rio Salado’s total unduplicated headcount was 62,337, an increase of 2.15% over FY2006 figures. Students taking courses for credit make up the majority of Rio Salado’s headcount. More than four-fifths (84.43%) of Rio Salado students were enrolled in credit courses in FY2010. Rio Salado College’s credit student headcount has increased steadily over the past five years. In FY2006, Rio Salado had 46,806 credit students. In FY2010, Rio Salado had a headcount of 52,634 credit students. During this time period, Rio Salado experienced a 12 percent increase in credit enrollments. Please see the tables below for further details on FY2010. Rio Salado Credit Student Snapshot (FY2010) by Instruction Mode Total Credit Unduplicated Headcount* Distance Students** In Person Students (Not Dual) Dual Enrollment Students (In Person and Distance) Partnership Students (Distance & In Person) Hybrid Students Independent Study Students

52,634 40,760 1,398 6,794 4,813 265 48

Rio Salado Students (FY2010) Total Credit Unduplicated Headcount ABE/GED Students Non Credit Vocational Students Non Credit Avocational Students Total Unduplicated Headcount of All Rio Salado Students

52,634 7,609 963 1,131 62,337

*Total credit unduplicated headcount is not the sum of all instruction modes as some students took courses in more than one mode and would therefore be counted more than once. **Includes students who took online, print-based, or mixed media courses. Includes Distance Dual Students STUDENT INFORMATION

17

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Full-Time Student Equivalent (FTSE) FTSE

2006

2007

2008

2009

2010

13,332.0

13,703.3

13,283.8

12,859.3

13,225.6

5 Year Trend: FY - FTSE 16,000 15,000 14,000 13,000 12,000 11,000 10,000 9,000 8,000 2006

2007

2008

2009

2010

FTSE

Note: Fiscal Year FTSE numbers are reported by the college to the District Office after manual adjustments (audited). Information compiled by Eric Wibbing (updated 07/01/10)

STUDENT INFORMATION

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FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Headcount (Unduplicated) 2006

2007

2008

2009

2010

All Rio Salado Students

61,023

61,955

60,346

61,340

62,337

Credit Students

46,806

48,761

49,806

50,784

52,634

5 Year Trend: FY - Headcount (Unduplicated) 70,000 60,000 50,000 40,000 30,000 20,000 10,000 0 2006

2007

2008

All Rio Salado Students

2009

2010

Credit Students

Note: Fiscal Year Headcount numbers are reported by the college to the District Office.

STUDENT INFORMATION

19

FACT BOOK 2009-2010


Student Demographic Trends

STUDENT INFORMATION

20

FACT BOOK 2009-2010


Demographic Trend Summary Student Demographic Trends* Gender During FY2010, three-fifths (61.7%) of Rio Salado students were female while 36.1% were male. The gender category of “other” was added in FY2008 to accommodate students who identified with neither female or male. Less than one percent of students identified themselves as “other.” A few students (1.6%) did not report any gender. The ratio of female to male students has widened over the past five years at Rio Salado. Known female students outnumber known male students. The percentage of students who are female also tended to be higher in all six delivery modalities. In FY2010, more than half (58.5%) of Dual Enrollment students were female. Likewise, in the same fiscal year, 63.8% of Distance students and 59.1% of In-Person students were female. Age Group Nearly two-fifths (39.4%) of Rio Salado students were between the ages of 20 – 29 during FY2010. In the past five fiscal years, this age group has represented the largest portion of the Rio Salado College student body. Additionally, students aged 30 – 39 comprised the second largest age group at Rio Salado over the same time period. In FY2010, 30 to 39 year-olds made up 22.1% of the student population. Students between the ages of 14 and 19 made up the third largest student population. In FY2010, the 14 – 19 age group comprised 20.2% of Rio Salado students. Almost all students in this age group are taking courses through dual enrollment programs. The largest student age group differed among the six modalities. All reporting dual enrollment students gave an age of between 14 and 19 in FY2010. Students between the ages of 20 to 29 comprised the largest group (45.7%) of Distance-learning students while more than one-third (38.6%) of all In-Person students were in the 20 – 29 age group. Additionally, two-fifths (42.6%) of all Partnership students indicated an age between 20 and 29. Likewise, two-fifths (41.5%) of all Hybrid students were between the ages of 20 to 29. In FY2010, 17.4% of students attending In-Person courses were between 40 and 49 years of age. Likewise, students in this same age category comprised 15 percent of the partnership student body.

*Note: Demographic trend data includes only students who took courses for credit (Total Credit Unduplicated Headcount) STUDENT INFORMATION

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FACT BOOK 2009-2010


Demographic Trend Summary (continued) Student Demographic Trends Ethnicity Over the past five fiscal years, the predominate ethnicity of Rio Salado students was White. The percentage of students at Rio Salado College who reported Hispanic/Latino as their ethnicity steadily increased from FY2006 to FY2010. The Hispanic student population increased from 12.8% in FY2006 to 14.7% in FY2010. In FY2010, White, Non-Hispanic students comprised more than three-fifths (62.0%) of the Rio Salado student body. Less than one-tenth (9.5%) of students in FY2010 indicated an ethnicity of Black/African American. Asian students made up approximately four percent of the student population while American Indian/Alaskan Native students comprised 1.9% of the students at Rio Salado in FY2010. There was an increase in all ethnicity groups due to the substantial decrease in students identified as “Other/Not Specified,� which suggests Rio Salado College is more effectively collecting the ethnicity demographic from students. Additionally, for FY2010, the previous ethnicity category of Asian or Pacific Islander was split into two new groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). The Hispanic/Latino student population increased significantly in three of the five modalities. The percentage of Hispanic/ Latino students enrolled in In-Person (not including Dual or Partnership) courses nearly doubled from FY2006 to FY2010 (13.7% to 25.0%, respectively). Likewise, the percentage of Hispanic/Latino students who took courses at Partnership (ESP) locations increased 7.4% from FY2006 to FY2010.

Longitudinal Analysis: Hispanic/Latino Ethnicity Over Five Fiscal Years Hispanic Dual Hispanic Distance

40.0%

Hispanic In Person (not ESP or Dual) Hispanic (ESP)

20.0%

Hispanic (Hybrid)

0.0% 2006

STUDENT INFORMATION

2007

22

Independent Study 2008

2009

2010

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Gender Gender Male Female Unknown Other* Total % Male % Female % Unknown % Other

2006 16,931 26,779 3,096 46,806

2007 17,754 28,160 2,847 48,761

2008 17,749 29,859 1,951 247 49,559

2009 17,970 30,884 1,452 478 50,784

2010 19,012 32,463 818 341 52,634

36.2% 57.2% 6.6% N/A

36.4% 57.8% 5.8% N/A

35.8% 60.2% 3.9% N/A

35.4% 60.8% 2.9% 0.9%

36.1% 61.7% 1.6% 0.6%

5-Year Trend: FY - Gender 35,000 30,000

Students

25,000 20,000 15,000 10,000 5,000 2006

2007

Male

2008 Fiscal Year Female

Unknown

2009

2010

Other*

*Note: The Gender category of “Other” was added in fiscal year 2007-2008. STUDENT INFORMATION

23

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Gender by Modality

Modality

Gender

2006

2007

2008

2009

2010

Female

59.3%

58.3%

57.8%

57.5%

58.5%

Male

38.9%

39.4%

40.7%

40.3%

40.1%

0.0%

1.1%

0.7%

Other* Dual Enrollment

Unknown

1.8%

2.3%

1.5%

1.1%

0.7%

Female

62.0%

62.7%

64.2%

63.9%

63.8%

Male

32.3%

32.1%

31.0%

32.6%

34.0%

0.5%

0.9%

0.6%

4.4%

2.6%

1.6%

Other* Distance Unknown 5.6% * The Gender demographic category of "Other" was introduced in Fiscal Year 2008.

STUDENT INFORMATION

24

5.2%

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Gender by Modality

Modality

Gender

2006

2007

2008

2009

2010

Female

54.9%

56.5%

52.2%

54.0%

59.1%

Male

39.0%

35.4%

42.3%

40.4%

37.5%

0.2%

0.9%

1.1%

Other* In Person (not ESP or Dual)

Unknown

6.2%

8.1%

5.3%

4.7%

2.4%

Female

48.1%

48.6%

52.7%

53.7%

52.6%

Male

41.6%

43.3%

42.9%

40.2%

43.9%

0.7%

1.2%

0.6%

3.8%

4.9%

2.8%

Other* Partnership (ESP) Unknown 10.3% * The Gender demographic category of "Other" was introduced in Fiscal Year 2008.

STUDENT INFORMATION

25

8.1%

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Gender by Modality

Modality

Hybrid**

Gender

2006

2008

2009

2010

Female

44.7%

53.7%

50.2%

Male

53.5%

44.3%

46.8%

Other*

1.8%

0.3%

1.9%

Unknown

0.0%

1.7%

1.1%

Female

83.3%

Male

10.4% 6.3%

Other* Unknown Independent Studies*** * The Gender demographic category of "Other" was introduced in Fiscal Year 2008. ** The Hybrid modality was first introduced in Fiscal Year 2008. ***The Independent Studies modality was first introduced in Fiscal Year 2010.

STUDENT INFORMATION

2007

26

6.25%

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Age Groups Age Group 19 and Under 20 - 29 30 - 39 40 - 49 50 and Over Unknown Total % 19 and Under % 20 - 29 % 30 - 39 % 40 - 49 % 50 and Over % Unknown

2006 9,637 17,353 10,077 5,721 2,983 1,035 46,806

2007 10,097 18,252 10,489 5,905 3,148 870 48,761

2008 9,890 19,180 10,929 6,127 3,364 316 49,806

2009 10,110 19,411 11,507 6,175 3,406 175 50,784

2010 10,616 20,750 11,618 6,304 3,263 83 52,634

20.6% 37.1% 21.5% 12.2% 6.4% 2.2%

20.7% 37.4% 21.5% 12.1% 6.5% 1.8%

19.9% 38.5% 21.9% 12.3% 6.8% 0.6%

19.9% 38.2% 22.7% 12.2% 6.7% 0.3%

20.2% 39.4% 22.1% 12.0% 6.2% 0.2%

Students

5-Year Trend: FY - Age Groups

22,000 20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2006 19 and Under

STUDENT INFORMATION

2007 20 - 29

2008

Fiscal Year

30 - 39

27

40 - 49

2009 50 and Over

2010 Unknown

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Age Groups by Modality

Modality

Age Group

2006

2007

2008

2009

2010

98.6%

98.2%

99.1%

99.9%

99.9%

20 - 29

0.1%

0.1%

0.0%

0.0%

30 - 39

0.1%

0.0%

0.0%

0.0%

40 - 49

0.0%

0.0%

0.0%

0.0%

50 and Over

0.0%

0.0%

0.0%

0.0%

Unknown

1.2%

1.7%

0.8%

0.0%

0.1%

19 and Under

8.6%

8.6%

8.0%

8.5%

9.3%

20 - 29

44.3%

45.4%

45.9%

44.9%

45.7%

30 - 39

26.1%

25.6%

25.5%

26.0%

25.0%

40 - 49

13.9%

13.6%

13.4%

13.4%

13.4%

50 and Over

6.3%

6.3%

6.8%

6.9%

6.6%

Unknown

0.7%

0.7%

0.4%

0.3%

0.1%

19 and Under

Dual Enrollment

Distance

STUDENT INFORMATION

28

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Age Groups by Modality

Modality

In Person (not ESP or Dual)

Partnership (ESP)

STUDENT INFORMATION

Age Group

2006

2007

2008

2009

2010

19 and Under

6.8%

5.2%

6.7%

5.6%

5.3%

20 - 29

38.9%

33.4%

30.5%

35.3%

38.6%

30 - 39

24.3%

27.6%

26.3%

26.7%

27.6%

40 - 49

15.9%

16.6%

18.5%

17.2%

17.4%

50 and Over

13.0%

16.0%

17.4%

14.4%

10.4%

1.1%

1.2%

0.6%

0.7%

0.6%

19 and Under

10.5%

9.7%

9.0%

5.3%

2.6%

20 - 29

39.7%

40.5%

41.3%

41.3%

42.6%

30 - 39 40 - 49

22.4% 14.0%

23.3% 14.4%

24.6% 15.3%

26.9% 16.4%

29.3% 15.5%

50 and Over

8.0%

8.1%

8.5%

9.4%

9.7%

Unknown

5.4%

3.9%

1.2%

0.7%

0.4%

Unknown

29

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Age Groups by Modality

Modality

Hybrid*

Age Group

2006

2007

2008

2009

2010

19 and Under

21.1%

21.7%

8.7%

20 - 29

43.0%

50.7%

41.5%

30 - 39

21.1%

18.0%

28.3%

40 - 49

10.5%

8.7%

10.2%

50 and Over

3.5%

0.7%

10.9%

Unknown

0.9%

0.3%

0.4%

19 and Under 20 - 29

16.7%

30 - 39

29.2%

40 - 49

35.4%

50 and Over

18.8%

Unknown Independent Studies** * The Hybrid modality was first introduced in Fiscal Year 2008. **The Independent Studies modality was first introduced in Fiscal Year 2010. STUDENT INFORMATION

30

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Ethnicity Ethnicity* American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Hispanic / Latino Native Hawaiian / Other Pacific Islander Other / Not Specified White Total % American Indian / Alaskan Native % Asian % Asian or Pacific Islander % Black / African American % Hispanic / Latino % Native Hawaiian / Other Pacific Islander % Other / Not Specified % White

2006 845 1,565 3,226 6,005 6,393 28,772 46,806

2007 875 1,537 3,208 6,226 8,518 28,397 48,761

2008 958 1,802 3,822 7,100 5,236 30,888 49,806

2009 934 1,803 3,788 7,208 5,661 31,390 50,784

2010 978 2,004 5,008 7,737 33 4,232 32,642 52,634

1.8% 0.0% 3.3% 6.9% 12.8% 0.0% 13.7% 61.5%

1.8% 0.0% 3.2% 6.6% 12.8% 0.0% 17.5% 58.2%

1.9% 0.0% 3.6% 7.7% 14.3% 0.0% 10.5% 62.0%

1.8% 0.0% 3.6% 7.5% 14.2% 0.0% 11.1% 61.8%

1.9% 3.8% 0.0% 9.5% 14.7% 0.8% 8.0% 62.0%

*Note: For Fiscal Year 09-10, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). 5-Year Trend: FY - Ethnicity 35,000 30,000

Students

25,000 20,000 15,000 10,000 5,000 0 2006

STUDENT INFORMATION

2007

2008

Fiscal Year

2009

2010

American In d ian / Alaskan Native

Asian

Asian o r Pacific Islan d er

Black/ African American

Hisp an ic/ Latin o

Native Hawaiian / Oth er Pacific Islan d er

Oth er / No t Sp ecified

Wh ite

31

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Ethnicity by Modality

Modality

Dual Enrollment

Distance

Ethnicity* American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Native Hawaiian / Other Pacific Islander Hispanic / Latino Other / Not Specified White American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Native Hawaiian / Other Pacific Islander Hispanic / Latino Other / Not Specified White

2006 1.2%

2007 0.9%

2008 0.8%

2009 0.7%

6.0% 1.9%

5.9% 2.1%

6.1% 2.3%

6.1% 1.9%

10.3% 5.8% 74.8% 1.7%

10.7% 6.7% 73.7% 1.8%

10.4% 4.4% 76.0% 2.2%

11.3% 6.0% 74.0% 1.9%

2.8% 6.4%

2.8% 6.6%

3.8% 8.9%

3.3% 8.0%

9.7% 17.0% 62.4%

10.6% 17.2% 61.0%

13.6% 12.0% 71.5%

12.5% 12.8% 61.6%

2010 0.9% 6.4% 2.3% 12.0% 5.5% 73.0% 1.9% 3.5% 10.7% 0.1% 13.6% 8.6% 61.7%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander)

STUDENT INFORMATION

32

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Ethnicity by Modality

Modality

In Person (not ESP or Dual)

Partnership (ESP)

Ethnicity* American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Native Hawaiian / Other Pacific Islander Hispanic / Latino Other / Not Specified White American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Native Hawaiian / Other Pacific Islander Hispanic / Latino Other / Not Specified White

2006 1.5%

2007 1.6%

2008 1.9%

2009 1.3%

3.0% 8.1%

2.5% 8.6%

3.4% 8.1%

3.7% 9.0%

13.7% 16.2% 57.4% 2.4%

14.2% 17.9% 55.1% 2.3%

17.6% 9.6% 59.4% 2.8%

21.1% 11.3% 53.7% 3.4%

3.2% 10.1%

2.5% 8.8%

2.7% 9.9%

2.1% 10.3%

19.6% 10.2% 54.5%

17.8% 22.5% 46.1%

21.6% 12.9% 50.0%

24.4% 6.4% 53.3%

2010 1.3% 5.7% 9.7% 25.0% 9.2% 49.1% 3.6% 1.9% 10.0% 0.1% 27.0% 5.8% 51.6%

*For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander)

STUDENT INFORMATION

33

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Ethnicity by Modality

Modality

Ethnicity* 2006 2007 2008 2009 4.7% 0.7% American Indian / Alaskan Native Asian Asian or Pacific Islander 7.5% 7.7% Black / African American 6.5% 7.3% Native Hawaiian / Other Pacific Islander Hispanic / Latino 33.6% 34.0% Other / Not Specified 6.5% 11.3% White 47.7% 39.0% Hybrid** American Indian / Alaskan Native Asian Asian or Pacific Islander Black / African American Native Hawaiian / Other Pacific Islander Hispanic / Latino Other / Not Specified White Independent Studies*** *For Fiscal Year 2010, the ethnicity of Asian or Pacific Islander was split into two groups (i.e. Asian, Native Hawaiian/Other Pacific Islander). ** The Hybrid modality was first introduced in Fiscal Year 2008. ***The Independent Studies modality was first introduced in Fiscal Year 2010. STUDENT INFORMATION

34

2010 0.8% 3.4% 15.8% 12.1% 14.7% 53.2%

6.3% 20.8% 14.6% 58.3%

FACT BOOK 2009-2010


Students @ Rio Rio Salado College educated over 62,000 students in Fiscal Year 2010. In Fiscal Year 2010, fifty-four valley high schools participated in Rio Salado’s dual enrollment program. The college also served more than 7,100 individuals through multi-faceted teacher education and early childhood related programs, with a total of 279 new completers eligible for state teacher certification. Additionally, Rio provided training to 1,600 Incarcerated Re-Entry Work-Based Education students at ASPC-Lewis and Perryville. Rio Salado awarded 523 GED graduates through the Arizona Department of Education’s Division of Adult Education.


Student Status Trends

STUDENT INFORMATION

35

FACT BOOK 2009-2010


Student Status Trend Summary Student Status Trends* Admission Status The proportion of students attending Rio Salado College with a previous associate’s degree has increased steadily over the past five fiscal years. The percentage of associate degree holders increased one percent from FY2006 (3.9%) to FY2010 (4.9%). Students with a bachelor’s degree comprise ten percent of the student body while master’s degree or higher holders make up 4.4%. Over the past five fiscal years, the largest proportion of students indicated previously attending some college or university but not obtaining a degree. The trend has remained fairly steady with 38% to 44% of all Rio Students indicating previous college attendance each year. In FY2010, two-fifths (41.3%) of students entered Rio with some college or university experience, a one percent increase over FY2009. Likewise, the proportion of Rio Salado students who entered with no previous college/university increased almost three percent from FY2009 to FY2010. In FY2010, Rio Salado had the highest percentage (26.9%)of students with no college or university experience in the last five fiscal years. High School Status In the past five fiscal years, the majority of Rio students received a high school diploma before attending Rio Salado College. In FY2010, nearly three quarters (71.3%)of all students had a high school diploma. The percentage of students with a GED Certificate has trended upward over the past five fiscal years. In FY2006, only 8.9% of students who entered Rio Salado College had obtained a GED Certificate; however, more than one-tenth (11.2%) of students who entered Rio Salado College in FY2010 possessed a GED Certificate. Moreover, Rio Salado is capturing high school status demographics more efficiently. In FY2006, 12.1% of Rio’s student high school status was unknown compared to only 1.8% in FY2010. Due to the Peoplesoft Conversion to the New Student Information System, several categories under “High School Status” were eliminated. For a full list of these defunct categories, please see the chart on page 32. *Note: Student status trend data includes only students who took courses for credit (Total Credit Unduplicated Headcount).

STUDENT INFORMATION

36

FACT BOOK 2009-2010


Student Status Trend Summary (Continued) Student Status Trends Current Intent Status Over the past five fiscal years, the most reported current intent of Rio Salado College students at the time of their applications was transferring to a university. In FY2006, nearly one quarter (23.5%) of Rio students intended to complete their education at a university after attending Rio Salado. In FY2010, a third (34.6%) of students had this intent. Some of this increase can be attributed to the decrease in the percentage of students where current intention was not captured. Additionally, fewer students than ever are intending to transfer to another community college within Maricopa County. In FY2006 and FY2007, six percent of Rio students indicated an intent to transfer to another community college while only 3.8% of students in FY2010 had an intent to do so. Rather than transfer to a university, many Rio students intended to take courses to advance their careers. Increasingly, more students are taking courses to prepare for a career change or learn new skills for a better job. In FY2010, more students than ever in recent history intended to either learn new skills for a better job (8.4%) or prepare for a career change (8.4%). From FY2006 to FY2010, the percentage of students interested in learning new skills for a better job jumped nearly five percent. Conversely, from FY2009 to FY2010, the percentage of students intending to improve new skills at their present job decreased slightly (-1.1%). However, from FY2007 to FY2009, there was a dramatic ten percent increase in students who were intending to improve new skills at their present jobs. The proportion of students intending to prepare for employment dropped significantly from FY2006 (17.2%) to FY2010 (9.5%). Students taking courses for personal interest or self improvement also increased over the past five fiscal years with a substantial rise from FY2008 (9.3%) to FY2009 (14.4%). These figures may be an indication of the current Arizona economy and unemployment rate.

STUDENT INFORMATION

37

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Admission Status Admission Status No College or University Some College or University - No Degree Associate Degree Bachelor Degree Master Degree or Higher Unknown Total % No College or University % Some College or University - No Degree % Associate Degree % Bachelor Degree % Master Degree or Higher % Unknown

2006 10,806 20,474 1,814 4,298 1,873 7,541 46,806

2007 11,505 20,585 1,859 4,397 1,825 8,590 48,761

2008 13,227 19,163 2,047 4,844 2,142 8,383 49,806

2009 12,213 20,409 2,370 5,727 2,466 7,599 50,784

2010 14,156 21,725 2,575 5,662 2,293 6,223 52,634

23.1% 43.7% 3.9% 9.2% 4.0% 16.1%

23.6% 42.2% 3.8% 9.0% 3.7% 17.6%

26.6% 38.5% 4.1% 9.7% 4.3% 16.8%

24.0% 40.2% 4.7% 11.3% 4.9% 15.0%

26.9% 41.3% 4.9% 10.8% 4.4% 11.8%

5-Year Trend: FY - Admission Status 25,000 Students

20,000 15,000 10,000 5,000 2006

2007

2008 Fiscal Year

No College or University Associate Degree Master Degree or Higher

STUDENT INFORMATION

2009

2010

Some College or University - No Degree Bachelor Degree Unknown

38

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — High School Status High School Status*

2006

2007

2008

2009

2010

Currently Enrolled in High School GED Certified High School Diploma Home Taught No Diploma or GED** Special Training Program Not Indicated/Unknown Concurrent and Dual Enrollment-HS Concurrently Enrolled in High School Exceptional Junior High Intellectually Gifted Special High School, No Permission

6,703 4,168 28,880 29 1 7 5,665 9 874 0 1 4

7,407 4,402 28,168 33 1 7 7,502 5 803 2 1 5

6,608 5,048 35,153 57 1 2 2,350

7,400 5,583 35,395 119 1 3 1,722

7,605 5,891 37,503 157 554 1 0

Total

46,341

48,336

49,219

High School Status* % Currently Enrolled in High School % GED Certified % High School Diploma % Home Taught % No Diploma or GED** % Special Training Program % Not Indicated/Unknown % Concurrent and Dual Enrollment-HS % Concurrently Enrolled in High School % Exceptional Junior High % Intellectually Gifted % Special High School, No Permission

50,223

51,711

Total

2006

2007

2008

2009

2010

14.3% 8.9% 61.7% 0.1% 1.0% 0.0% 12.1%

15.2% 9.0% 57.8% 0.1% 0.9% 0.0% 15.4%

13.3% 10.1% 70.6% 0.1% 1.2% 0.0% 4.7%

14.6% 11.0% 69.7% 0.2% 1.1% 0.0% 3.4%

14.4% 11.2% 71.3% 0.3% 1.1% 0.0% 1.8%

0.0% 1.9% 0.0% 0.0% 0.0%

0.0% 1.6% 0.0% 0.0% 0.0%

100.0% 100.0% 100.0% 100.0% 100.0%

*Note: High School Status categories were changed in FY2008; therefore, several older categories are no longer used (see shaded portion of chart). **Note: For Fiscal Years 2006 - 2008, "No Diploma or GED" was divided into "Age 18 or Over" and "Under Age 18." To comply with new reporting, they are combined into one category.

Students

5-Year Trend: FY - High School Status 40,000 35,000 30,000 25,000 20,000 15,000 10,000 5,000 0 2006

2007

Currently Enrolled in High School Home Taught

STUDENT INFORMATION

2008 Fiscal Year GED Certified No Diploma or GED**

39

2009

2010

High School Diploma Special Training Program

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Current Intent Current Intent For My Personal Interest or Self Improvement Improve My Career Skills Learn New Career Skills Prepare for a Career Change Prepare for Employment Transfer to a University/College Transfer within MCCCD N/A (from 2005-2008 category was "Unknown") Total

2006 4,690 5,363 1,732 2,554 8,033 10,991 2,827 10,616 46,806

2007 4,486 4,779 1,627 2,618 7,802 11,707 2,907 12,835 48,761

2008 4,651 7,214 2,072 2,473 7,585 17,745 2,406 5,660 49,806

2009 7,307 10,056 3,651 3,793 5,166 17,196 1,994 1,621 50,784

2010 7,658 9,846 4,397 4,416 4,993 18,226 2,024 1,074 52,634

% For My Personal Interest or Self Improvement % Improve New Skills at My Present Job % Learn New Skills for a Better Job % Prepare for a Career Change % Prepare for Employment % Transfer to a University % Transfer within MCCCD % Unknown

10.0% 11.5% 3.7% 5.5% 17.2% 23.5% 6.0% 22.7%

9.2% 9.8% 3.3% 5.4% 16.0% 24.0% 6.0% 26.3%

9.3% 14.5% 4.2% 5.0% 15.2% 35.6% 4.8% 11.4%

14.4% 19.8% 7.2% 7.5% 10.2% 33.9% 3.9% 3.2%

14.5% 18.7% 8.4% 8.4% 9.5% 34.6% 3.8% 2.0%

STUDENT INFORMATION

40

FACT BOOK 2009-2010


ABE/GED Student Information

STUDENT INFORMATION

41

FACT BOOK 2009-2010


ABE/GED Student Summary ABE/GED Student Trends Although the headcount numbers show that Rio Salado College’s Adult Basic Education (ABE) Program has served fewer students during the last few years, it should be noted that during this period, the Arizona Department of Education changed the focus for ABE Programs from quantity to quality. In other words, they asked programs to serve fewer students but increase the average number of attendance hours for each student. It was believed this change would result in more students achieving their goals. To support this change in program focus, the Arizona Department of Education also changed the basis for funding. Programs were no longer funded based on their headcount; they were funded on how well they helped their students achieve advancements as demonstrated by standardized tests. While Rio Salado College’s ABE student headcount has decreased, the ABE Program has made progress with student outcomes. For example, in FY 10, the average student studied 84.6 hours, versus an average of 77.1 in FY 09. FY 10 represents the first year in the last three in which the ABE Program was not negatively impacted by an Arizona Department of Education funding cut, Proposition 300 legislation, or the loss of a large contract with the Department of Education. Within this environment, the ABE Program achieved improved student results on federal core goals as seen in the table below. ABE Program Federal Core Goals by Fiscal Year   

Federal Core Goal FY09 FY10 Educational Gain 51% 57% Obtained Employment 39% 52% Retained Employment 70% 80% Obtained GED Diploma 70% 71% Entered Postsecondary Education or Training 62% 64% The Rio Salado ABE program continues to fulfill a great need in Arizona. According to the 2000 U.S. Census, 825,000 adults in Maricopa County are neither enrolled in school nor have a high school diploma. That number carries even more weight when you take into consideration the fact that the greatest predictor of a child’s success in school is the education level of the parent. Additionally, per the U.S Department of Labor in 2008, having a high school diploma resulted in a median annual earnings increase of $8580 compared to those without a diploma. It is clear that the ABE program offers adults the opportunity of a better future for themselves and their families. Information Provided By: Blair Liddicoat, Associate Dean, Instruction and Community Development STUDENT INFORMATION

42

FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — ABE/GED Headcount Headcount ABE/GED

2006

2007

2008

2009

2010

12,173

10,746

8,644

7,647

7,609

Note: Official ABE/GED headcount as reported by Rio Salado College to Maricopa Community College District Office of Institutional Effectiveness

ABE/GED 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 2006

STUDENT INFORMATION

2007

2008 Fiscal Year ABE/GED

43

2009

2010

FACT BOOK 2009-2010


ABE Locations within Maricopa County (FY2010) in Relation to Median Household Income Level

Note: Median Family Household Levels taken from 2000 United States Census. 2010 Census tract data not yet available. LOCATION INFORMATION

44

FACT BOOK 2009-2010


Student Assessments & Testing

STUDENT INFORMATION

45

FACT BOOK 2009-2010


College-Level Assessments Information & Summary Summary of Rio Salado’s Assessment Efforts Learning Assessments: Critical Thinking, Writing, Reading, Information Literacy (RRSA) The Institutional Research Department at Rio Salado coordinates college-wide student learning assessments throughout the year. The purpose of each assessment is to determine college-level learning outcomes in reading, writing, critical thinking and information literacy. In the Spring 2010, the Information Literacy assessment tool was changed to the Research Readiness Self-Assessment (RRSA) which was developed by Central Michigan University. RRSA is an online assessment tool that was designed to measure “electronic information competencies, both general and discipline specific, based on the Information Literacy Competency Standards for Higher Education developed by the Association of College and Research Libraries.” The RRSA was administered online during the Spring 2010 semester to dual and distance students. Students were able to complete the assessment at home. The RRSA examines six skill sets: Browsing the Internet, Evaluating Information, Obtaining Information, Perceived Research Skills, Research and Library Experience, and Understanding of Plagiarism. This assessment was given to only Dual Enrollment students in Fall 2010. The RRSA will be administered again in Spring 2011 to all students. Both the Reading and Writing Assessments were administered in Spring 2009 and are scheduled for Spring 2011. The Reading Assessment consists of four skill sets: Skill Selection, Identification Skills, Analysis Skills, and Independent Reading Skills. The Writing Assessment consists of five skill sets: Following Directions, Sufficient Content, Organization, Sentence Structure and Mechanical Errors, and finally Vocabulary Choices. The Critical Thinking Assessment was administered in Fall 2009. Assessment results are detailed on the following page. Dual enrollment students comprised less than one percent of respondents to the Critical Thinking online assessment; therefore, assessment results were not broken down by modality. The Critical Thinking assessment will be given again to students in Spring 2011. College level learning outcomes and program level outcomes are part of program review and provide the foundation for assessment and increased student learning. This ongoing work is a collaborative, ongoing effort that includes faculty, representatives from Student Services and other co-curricular services, Instructional Design and administration. STUDENT INFORMATION

46

FACT BOOK 2009-2010


College-Level Assessments Information & Summary College-Level Assessments Information & Summary Student Learning Outcomes Report 2010—Critical Thinking Overall, students had a total score of 2.45 on this assessment. Total scores ranged from 0.00 to 3.89. More than two-fifths of the students (41.12%, N = 132) scored at or above college level on the Critical Thinking assessment. The Critical Thinking assessment is a normed test that that allows for comparisons with national group of students. Overall, Rio Salado College students scored higher than two-fifths of the comparison group of students. As a whole, Rio students were in the 43rd percentile, answering an average of 21 of the 35 questions correctly. Rio students scored in the 56th percentile on the Inductive Reasoning section. Students who had earned 45 or more credit hours at Rio Salado College performed well on the Inductive Reasoning section, scoring in the 69th percentile. Summary of Findings In general, students demonstrated college-level skills on the core Critical Thinking competency assessment. In general, scores were lower on the Critical Thinking assessment than in the previous two assessment years. However, it is important to note that the Critical Thinking assessment was administered online as opposed to the traditional paper based delivery method. This is a change from previous years and a meaningful benchmark has yet to be established. See table below for a longitudinal breakdown of the core competencies within the Critical Thinking assessment. Critical Thinking Assessment (Fall 2009) "The Test of Everyday Reasoning" - Longitudinal Comparison

Analysis Inference Evaluation Deductive Reasoning Inductive Reasoning Total Score STUDENT INFORMATION

2004 (N = 442) Mean StDev 2.83 0.86 2.68 0.8 2.48 0.85 2.53 0.81 2.8 0.76 2.65 0.73

2007 (N = 537) Mean StDev 2.77 0.86 2.6 0.81 2.46 0.83 2.47 0.83 2.76 0.75 2.6 0.73 47

2009 (N = 321) Mean StDev 2.59 1.06 2.52 0.89 2.25 1.04 2.3 0.96 2.63 0.91 2.45 0.89 FACT BOOK 2009-2010


5-Year Trend: Fiscal Year — Student Assessments* FY2003 StDev 0.70 0.23 0.31 0.42

N 441 463 443 279

Mean 2.65 3.37 3.12 3.17

FY2004 StDev 0.73 0.23 0.27 0.43

ASSESSMENTS (Distance Only) Critical Thinking**** Information Literacy** Reading Competency*** Writing Competency***

FY2003 Mean StDev 2.85 0.69 3.38 0.22 3.10 0.30 3.33 0.42

N 340 463 333 190

ASSESSMENTS (Dual Only) Critical Thinking**** Information Literacy** Reading Competency*** Writing Competency***

FY2003 Mean StDev 2.55 0.67 3.32 0.23 3.14 0.33 3.14 0.39

N 101 463 110 89

ASSESSMENTS (All Students) Mean Critical Thinking 2.78 Information Literacy** 3.37 Reading Competency*** 3.11 Writing Competency*** 3.27

N 442 581 492 449

Mean 2.60 3.32 3.11 3.10

FY2007 StDev 0.73 0.27 0.28 0.52

N 537 420 372 377

FY2004 Mean StDev 2.79 0.64 3.40 0.24 3.12 0.26 3.19 0.46

N 193 246 181 253

FY2007 Mean StDev 2.73 0.68 3.37 0.28 3.08 0.31 3.18 0.50

N 357 229 170 210

FY2004 Mean StDev 2.55 0.78 3.35 0.22 3.12 0.28 3.13 0.39

N 249 335 311 196

FY2007 Mean StDev 2.34 0.74 3.26 0.24 3.14 0.24 3.01 0.52

N 180 191 202 167

FY2009 Mean StDev 3.40 3.04 3.19

0.22 0.25 0.58

FY2009 Mean StDev 3.43 3.05 3.33

0.21 0.24 0.54

FY2009 Mean StDev 3.35 3.03 3.04

0.23 0.26 0.59

N

FY2010 Mean StDev 2.45 0.89

581 414 346

N

FY2010 Mean StDev

321 212 181

N 260 202 165

N 321 219

N 149

FY2010 Mean StDev

N 70

*Note: Assessments were given in Spring 2003, 2004, 2007 and 2009. No assessments were given in 2005, 2006 and 2008. **Note: A new Information Literacy assessment (RRSA) was piloted in Spring 2010. Information from this pilot assessment was not converted into a standard four-point scale. The level of available points varied by skill set and the percentage score was calculated by dividing the average score by the amount of points possible for that skill set. Overall, the students had an average score of 40.38 out of a possible 56 points, a 72.11% average. Students had the highest percent (83.72%) on the Understanding of Plagiarism skill set, as they earned an average of 11.72 out of 14 points. The students had a lower percentage score (71.25%) on the Obtaining Information skill; and they seemed to struggle with Evaluating Information, as the students earned a 60.70% on that skill set. Overall, more than half of students (57.53%, N = 126) scored at or above college level, the standard RRSA college level is set at 70%. Over three-fifths of the distance students (62.42%, N = 93) scored at or above college level while nearly one-third of the dual students (47.14%, N = 33) scored at or above college level. ***Note: No Reading or Writing assessments were administered in FY2010. ****Note: Dual enrollment students comprised of less than one percent of the repondents to the Critical Thinking online assessment; therefore, assessment results were not broken down by modality for FY2010. STUDENT INFORMATION

48

FACT BOOK 2009-2010


3-Year Trend: Spring Terms — ETS Proficiency Profile Methodology The Educational Testing Service (ETS) Company created the Proficiency Profile (formerly the Measurement of Academic Proficiency and Progress). The Proficiency Profile assessment was completed by 200 students during Spring 2010. The assessment was delivered in an online format. The ETS Proficiency Profile assesses student learning in the following areas: humanities, social sciences, natural sciences, college level reading, college level writing, critical thinking, and mathematics. Longitudinal Analysis Students had a higher total score in 2010 (454.16, N = 200) than they did in 2008 (450.03, N = 210). Students have consistently performed at a high level over the past three assessment cycles. From Spring 2008 to Spring 2010, student subscore averages have increased in all seven skill and context-based categories. Rio Salado College Measurement of Academic Proficiency and Progress Longitudinal Comparison Spring 2006 (N = 209) Average StDev Skills Subscores: Critical Thinking Reading Writing Mathematics Context-Based Subscores: Humanities Social Sciences Natural Sciences Total Scores STUDENT INFORMATION

Spring 2008 (N = 210) Average StDev

Spring 2010 (N = 200) Average StDev

114.74 121.38 117.00 117.47

7.06 6.89 4.92 6.40

113.50 119.49 116.03 114.62

6.54 6.98 5.37 7.08

114.94 121.28 116.77 114.73

6.65 6.33 4.35 6.39

117.62 116.33 118.65 455.79

6.84 6.96 5.81 19.60

116.96 115.63 116.73 450.03

6.65 6.41 6.43 21.49

118.62 116.63 118.43 454.16

6.62 6.46 5.81 19.48

49

FACT BOOK 2009-2010


Student Learning Outcomes FY10 Summary of Student Learning Outcomes (PDCA Cycles) College-Level Writing Skills of Rio students are currently being assessed in 22 different courses across five programs, including the General Education program, at the college. Components being evaluated include content, language, organization, and sentence structure and mechanics skills. Rio Salado is also currently assessing the College-Level Critical Thinking Skills of its students in 23 courses across five college programs, including the General Education program. Student skill sets currently under study include analysis, evaluation, inference, inductive reasoning, and deductive reasoning. Best Practices for FY10

Cycle Progress for FY09-10 by College Learning Outcome

Cycle Progress Update Programs that have improvement cycles PDCA cycles completed PDCA cycles ended PDCA cycles in progress Courses involved Students impacted during PDCA cycle* Students immediately impacted by "Act" step

Critical Thinking 5 4 2 17 23 1377 815

Writing 5 6 5 13 24 1769 4416

*Note: Number of students involved in "CHECK" phase

STUDENT INFORMATION

50

Critical Thinking • Clarified assignment instructions on several lessons and gave more defined feedback regarding analysis • Added links to critical thinking process websites to select courses Writing • Revised Online Writing Lab (OWL) • Embedded PowerPoint or Camtasia presentations on various writing competencies in select courses FACT BOOK 2009-2010


Rio Salado College 3-Year Trend — Select Program Pass Rates Transparency Efforts: Program Pass Rates Published to College Choices for Adults Website Engaging in Transparency by Design has allowed Rio Salado College to improve its programs and offerings in a systematic manner as part of the College’s larger assessment efforts. In cases where clear evidences of student learning outcomes are present, programs are submitted to the College Choices for Adults; Transparency by Design website for external review and validation by WCET. Once validated, program information is released to the website for public and student viewing. Select Program Pass Rates - FY08 - FY10 Program Accounting

Chemical Dependency eLearning General Business Military Leadership Organizational Leadership Organizational Management Public Administration Quality Customer Service Retail Management

Award Type Certificate Degree (AAS) Level I Certificate Level II Certificate Degree (AAS) Certificate Certificate Degree (AAS) Certificate Degree (AAS) Certificate Degree (AAS) Certificate Degree (AAS) Certificate Degree (AAS) Certificate

2008 N/A N/A 93.33% 100.00% 95.65% N/A N/A N/A N/A N/A 93.18% 100.00% 100.00% 100.00% 100.00% N/A N/A

2009 N/A N/A 94.74% 96.23% 97.96% N/A N/A N/A 66.67% 80.00% 91.21% 86.44% 94.44% 88.89% 87.50% N/A N/A

2010 88.24% 94.44% 88.89% 96.88% 97.92% 100.00% 75.00% 83.33% 91.67% 92.86% 87.92% 89.66% 80.28% 75.00% 93.33% 100.00% 100.00%

As Transparency by Design is the only national accountability initiative that publishes student learning outcomes at the program level, membership has enhanced the work of the Learning Assessment Committee, by providing a vehicle for public display of the data gathered during the process of planning, data collection, improvements, and implementation across individual courses and programs. Additional Program Information: http://www.collegechoicesforadults.org/

Note: “N/A” indicates that no student earned a degree or certificate in the program during the fiscal year. STUDENT INFORMATION

51

FACT BOOK 2009-2010


Student Retention & Successful Completion

STUDENT INFORMATION

52

FACT BOOK 2009-2010


Student Retention & Successful Completer Summary Student Retention by Discipline Area Student retention for all discipline areas remained high at Rio Salado College for FY2010. The Dental Hygiene Program once again experienced the highest retention rate (99.14%) of all programs for FY2010. Eleven disciplines had retention rates of over ninety percent. These disciplines, other than Dental Hygiene, were as follows: Library Science (98.11%), Languages (96.24%), Dental Assisting (95.11%), Education (92.77%), Computers (92.50%), Public Safety Programs (92.38%), Allied Health (92.17%), Humanities/History (91.33%), Corporate & Government Programs (91.15%) and Mathematics (90.66%) . All discipline areas maintained over an 73.00% retention rate for the year. Disciplines with the largest increases in retention from FY06 to FY10 were Humanities (+13%), Mathematics (+12%), Psychology/Philosophy/Religion (+8%), Public Safety Programs (+8%), Chemical Dependency (+7%), and Computers (+7%). Student Successful Completers by College and Discipline Area Over the past ten fiscal years, approximately three-quarters of students were successful completers. Dental Hygiene had the highest successful completion rate of any discipline over the past five fiscal years. The successful completion rate was 98.43% in FY2010. Public Safety Programs also had a high successful completion rate (89.61%) in FY2010. Education’s successful completion rate has increased three percent in the last five fiscal years. In FY2010, the successful completion percent was 85.67% for Education courses. The discipline of Allied Health had the highest increase in successful completers (+12%) of any discipline at Rio Salado College. While the E-Learning Discipline is fairly new, the increase from FY2009 to FY2010 was substantial (+5.5%).

STUDENT INFORMATION

53

FACT BOOK 2009-2010


Retention: FY2010 — By Discipline 2006

2007

2008

2009

2010

Allied Health

87.34%

87.20%

84.33%

87.48%

92.17%

Biology

78.96%

84.55%

81.70%

81.02%

81.28%

Business/Management

78.98%

79.39%

75.86%

73.61%

78.91%

Allied Health

Chemical Dependency

80.83%

84.20%

83.23%

86.86%

88.64%

Biology

Computers

84.76%

84.65%

82.51%

91.60%

92.50%

Business/Manage…

Corporate & Govt Prgs

90.55%

87.73%

90.30%

91.96%

91.15%

Chemical …

Counseling & Personal Dev

87.88%

86.35%

80.72%

78.50%

73.78%

Dental Assisting

94.08%

89.80%

87.06%

90.96%

95.11%

Dental Hygiene

98.34%

98.69% 100.00%

96.61%

99.14%

92.45%

88.89%

E-Learning Design

100%

90%

80%

70%

60%

50%

40%

30%

20%

Computers Corporate & Govt… Counseling &… Dental Assisting Dental Hygiene

Early Childhood Education

79.10%

85.66%

74.44%

82.38%

82.67%

Education

88.80%

89.91%

90.29%

92.44%

92.77%

English/ESL/Creative Writing/Reading

84.04%

84.45%

82.68%

84.17%

85.56%

Humanities/History

77.62%

84.12%

86.33%

89.13%

91.33%

Languages

91.42%

94.54%

94.12%

95.69%

96.24%

Library Science

96.49%

88.00%

90.91%

92.00%

98.11%

Mathematics

78.66%

81.85%

83.99%

87.53%

90.66%

Physical Science

78.28%

77.25%

82.61%

83.05%

84.20%

Psychology/ Philosophy/Religion

79.92%

83.91%

82.17%

86.41%

88.51%

Psychology/Philo…

Public Safety Programs

84.27%

84.89%

84.62%

85.85%

92.38%

Public Safety…

Social Sciences

81.54%

82.83%

82.88%

85.44%

86.05%

STUDENT INFORMATION

10%

Retention by Discipline - FY2010 0%

Discipline Area

E-Learning Design Early Childhood… Education

54

English/ESL/Crea… Humanities/History Languages Library Science Mathematics Physical Science

Social Sciences

FACT BOOK 2009-2010


Successful Completers (10-Year Analysis)

Rio Salado Ten Year Successful Completer Rates by Fiscal Year

Fiscal Year

Enrollment

Successful Completers

Successful Completer Percent

2001

107,179

86,961

81.1%

2002

107,505

87,152

81.1%

2003

113,877

91,204

80.1%

2004

127,975

102,238

79.9%

2005

139,828

109,979

78.7%

2006

149,763

117,017

78.1%

2007

156,816

120,633

76.9%

2008

154,285

116,394

75.4%

2009

143,694

108,339

75.4%

2010

152,967

110,974

72.5%

Only credit classes are included in the above analysis. Cancelled classes are not included. Students who dropped were not included. Not successful category includes students who Withdrew or received a grade of D, F, I “Incomplete” or Z “Failing”. All modalities were included.

STUDENT INFORMATION

55

FACT BOOK 2009-2010


5-Year Trend: Successful Completers by Discipline Successful Completer Rates by Discipline and Fiscal Year   

Discipline Allied Health Biology Business/Management Chemical Dependency Computers Corporate and Gov Programs Counseling/Personal Dev Dental Assisting Dental Hygiene E-Learning Design Early Childhood Education Education English/ESL/Creative Writing/Reading Humanities/History Languages Library Science Mathematics Physical Science Psychology/Philosophy/Religion Public Safety Programs Social Sciences

2006 66.41% 50.65% 79.27% 77.55% 75.78% 90.26% 77.21% 84.69% 97.92% N/A 72.26% 82.05% 76.20% 63.74% 83.16% 80.70% 65.26% 65.57% 64.88% 83.05% 67.20%

2007 66.37% 48.28% 73.90% 80.02% 74.58% 86.25% 74.68% 73.06% 98.69% N/A 72.53% 83.65% 74.61% 62.80% 82.68% 68.00% 65.62% 63.27% 66.32% 83.61% 66.79%

2008 62.37% 47.18% 69.01% 72.83% 71.74% 88.75% 55.73% 75.37% 98.53% N/A 63.69% 84.95% 74.25% 61.72% 82.76% 69.70% 64.40% 59.44% 64.81% 83.07% 67.81%

2009 74.10% 48.12% 69.30% 76.33% 76.51% 90.09% 84.09% 71.58% 95.84% 75.47% 63.16% 85.79% 75.76% 62.92% 84.03% 78.67% 65.38% 61.06% 68.83% 84.06% 72.04%

2010 78.34% 46.55% 62.82% 74.12% 72.96% 88.07% 66.77% 78.57% 98.43% 81.02% 54.98% 85.67% 74.61% 62.55% 82.81% 70.75% 65.02% 60.01% 66.79% 89.61% 71.28%

A successful completer received a grade of A, B, C, or P "Passing." Students who dropped a course were not included. Not successful category includes students who Withdrew or received a grade of D, F, I “Incomplete” or Z “failing”. STUDENT INFORMATION

56

FACT BOOK 2009-2010


University Transfer

STUDENT INFORMATION

57

FACT BOOK 2009-2010


University Transfer Summary University Transfer Summary In Fall 2009, 2,865 Rio students transferred to a public Arizona university. Of the three state universities, the largest portion (65.19%) of Rio Salado College students transferred to Arizona State University (ASU). Information for Fall 2010 new university transfers is not yet available. University transfer data is derived from information provided in the statewide ASSIST databases. Transfer Hours More than half (51.0%) of all new transfer students transferred 1-11 credit hours to one of the three Arizona universities in Fall 2009. More than one-quarter (31.0%) of all students transferred 12-23 credit hours. Recently, the Maricopa Community College District (MCCCD) has aligned the definition of a transfer student with what the universities use. Therefore, the District only reports students transferring 12 credit hours and coded as a New Transfer (NTR) in the ASSIST database. All other students are considered enrolled at the university with MCCCD credits. Footnotes on each of the following pages detail this difference in reporting criteria. Transfer Class Level In Fall 2009, half (50.0%) of Rio students who newly transferred to one of the three state universities did so at the Freshman level. Slightly less than one quarter (24.0%) transferred at the Sophomore level and some (23.0%) arrived at one of the universities at the Junior class level. The University of Arizona had almost all (93.0%) of its new student transfers admitted at either the Freshman or Sophomore class levels. A quarter of students (26.0%) who transferred to Arizona State University did so at the Junior class level. Top 10 Majors Rio students attending Arizona universities in Fall 2009 declared several diverse majors. The top declared major for Rio students was Business, Management, Marketing, and Related Support Services. Four hundred and two students declared this major in Fall 2009. Many (N = 279) chose Biological and Biomedical Sciences as their major and several (N = 238) declared their major as Education. Additionally, Health Professions and Related Clinical Services interested 223 Rio students in Fall 2009. Engineering was the fifth highest declared major for former Rio Salado students. Visual and Performing Arts replaced Multi/Interdisciplinary Studies as a top 10 major.

STUDENT INFORMATION

58

FACT BOOK 2009-2010


Transfer Hours: Fall 2009 — AZ University New Student Transfer Transfer Hours Over 1-11 hrs 12-23 hrs 24-31 hrs 32-47 hrs 48-63 hrs 64+ hrs Over & Above* Total

ASU NAU UA All AZ Universities Percent Students Percent Students Percent Students Percent 985 53.00% 244 52.00% 232 44.00% 1,461 51.00% 562 30.00% 152 33.00% 182 34.00% 896 31.00% 121 6.00% 36 8.00% 57 11.00% 214 7.00% 105 6.00% 24 5.00% 47 9.00% 176 6.00% 30 2.00% 4 1.00% 13 2.00% 47 2.00% 5 0.00% 5 1.00% 2 0.00% 12 0.00% 61 3.00% 61 2.00% 1,869 100.00% 465 100.00% 533 100.00% 2,867 100.00%

Students

*The Over & Above category indicates students who transferred the maximum allowed hours to the university from other institutions, so transfer credit from Rio Salado College was not accepted. Fall 2009 - AZ University New Student Transfer Hours 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% ASU 1-11 hrs

12-23 hrs

NAU AZ University 24-31 hrs

32-47 hrs

UA 48-63 hrs

64+ hrs

Over & Above

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. That is why the limit was set to NTR. Only students transferring at least 12 credit hours and coded as NTR are reported as a 'new transfer'. All other students are just enrolled at the university with MCCCD credits. Using this criteria, Rio Salado had 445 total transfers to Arizona universities. STUDENT INFORMATION

59

FACT BOOK 2009-2010


Transfer Class Level: Fall 2009 — AZ University New Student Transfer Transfer Class Level

ASU Students Percent

NAU Students Percent

UA Students Percent

All Students Percent

Freshman

766

44.00%

239

60.00%

288

61.20%

1,293

50.80%

Sophomore

477

27.40%

72

20.10%

163

31.90%

712

27.50%

Junior

444

25.50%

58

16.00%

28

5.20%

530

18.80%

Senior

53

3.00%

16

3.80%

13

1.80%

82

2.80%

Total

1,740 100.00%

385 100.00%

492 100.00%

2,617 100.00%

Fall 2009 - AZ University New Student Transfer Class Level 2000 1800 1600 1400 1200 1000 800 600 400 200 0 ASU Freshman

NAU University Sophomore

UA Junior

Senior

In recent years, Maricopa has aligned the definition of a transfer student with what the universities use. That is why the limit was set to NTR. Only students transferring at least 12 credit hours and coded as NTR are reported as a 'new transfer'. All other students are just enrolled at the university with MCCCD credits. Using this criteria, Rio Salado had 445 total transfers to Arizona universities. STUDENT INFORMATION

60

FACT BOOK 2009-2010


Top 10 Declared Majors: Fall 2009 — AZ University New Student Transfer Declared Major Business, Management, Marketing, and Related Support Service Biological and Biomedical Sciences Education Health Professions and Related Clinical Sciences Engineering Psychology Parks, Recreation, Leisure and Fitness Studies Social Sciences Visual and Performing Arts Communication, Journalism, and Related Programs

ASU 288 189 146 106 150 132 61 109 96 93

NAU 46 32 78 67 12 15 12 20 22 15

UA 68 58 14 50 30 29 70 12 9 15

ALL 402 279 238 223 192 176 143 141 127 123

Note: Top 10 Majors excludes those students who have declared no major. UA had 73 such students for Fall 2009, ASU had 118 students, and NAU had none. Top 10 Declared Majors - New Student University Transfer 500 400 300 200 100 0 Business…

Biological…

Education ASU

Health…

Engineering

Psychology

Declared Major NAU

Parks…

Social Sciences

Vis. & Perf…

Commun…

UA

Using District’s new reporting guidelines, the top ten majors for the 445 reported students are in order as follows: (1) Business, Management, Marketing, and Related Support Service, (2) Education, (3) Health Professions and Related Clinical Sciences, (4) Liberal Arts and Sciences, General Studies and Humanities, (5) Social Sciences, (6) Biological and Biomedical Sciences, (7) Psychology, (8) Multi/Interdisciplinary Studies, (9) Visual and Performing Arts, and (10) Communication, Journalism, and Related Programs. STUDENT INFORMATION

61

FACT BOOK 2009-2010


Rio Salado Fact Book