Reports and Briefs

Access highlighted research below, and preview selected reports-in-progress.


Career and Technical Education (CTE)

This set of charts and tables describes CTE at City College from AY 2016-17 through AY 2018-19. Data include credit and noncredit total FTES, awards, course success, hours of attendance, and department contribution to FTES -- disaggregated by CTE and non-CTE. Students are compared across CTE and non-CTE for credit and noncredit, disaggregated by age, ethnicity, and residency.

Additional CTE data includes the CTE Employment Outcomes Survey (CTEOS) results for 2019, as well as reports for CTE trends at CCSF.

Career and Technical Education (CTE) at CCSF - November 2019 (updated February 2020)

NEW! LMI FAQ: Resource to help CTE programs navigate self service labor market information (LMI) data. LMI FAQ.

CTEOS (Employment Outcomes Survey):  San Francisco Outcomes Report 2019 - Credit, San Francisco Outcomes Report 2019 - Noncredit, and Statewide Outcomes Report 2019

CTE Trends at CCSF (January 2020): CTE Trends - Annual Headcount, CTE Trends - Course Success, CTE Trends - Degrees and Certificates, CTE Trends - Productivity


Noncredit Numbers

This annually produced set of charts and tables describe student enrollments in noncredit courses at CCSF over a ten year period. Student demographics for students enrolled in noncredit and credit are compared, including ethnicity and age, along with other characteristics such as enrollment by department and center.

Noncredit Numbers (Summary data: Noncredit classes and students) - October 2019

Noncredit Numbers (Summary data: Noncredit classes and students) - August 2018

Noncredit Numbers (Summary data: Noncredit classes and students) - April 2017


Noncredit ESL to Subsequent Credit Enrollment

This brief examines noncredit course-taking behaviors and subsequent credit enrollments for first-time noncredit ESL students in three cohorts, disaggregated by age, ethnicity, sex, ESLN level, and location of coursework. Students who begin noncredit coursework at higher ESLN levels transition to credit at higher rates than do those beginning at lower ESLN levels, female students transition at a higher rate than male students, Asian students transition at a higher rate than Latino/a students, and younger students transition at higher rates than older students. This analysis helps inform our understanding of students who transition from noncredit ESL to credit coursework.

First-time noncredit ESL students and transitions to credit - April 2020


Equity Report Summary

This annual report contains disaggregated data used to review equity gaps, assess progress, and plan for improvement. Measures include course success; progress through the math, English and ESL sequence; completion data (i.e. transfer, degrees, certificates); matriculation services and more for credit, as well as for noncredit where applicable. Data are disaggregated by race/ethnicity, gender, and other demographic groups such as foster youth, veterans and students with disabilities.  

Student Equity and Achievement Data - September 2019   


Positive Attendance (PARS)  

This study incoroporates ten years of Positive Attendance Roster Sheet (PARS) data. Open enrollment allows for students to enter at any time in the semester. However, after the semester's halfway point relatively few new students entered into noncredit classes. Enrollment generally peaked at the end of the first month, then slowly declined, with a sharp drop off in the last week or two of the semester. Analysis for the entire college, by department, and by center showed little variation among departments or centers; however, programs with cohorts showed more consistent enrollment across the semester. Individual department or campus reports available upon request.

PARS Attendance Study (Fall 2008 to Spring 2018) - May 2019


Re-enrollment following Cancellations

To better understand the impact of credit class cancellations on overall student enrollment at City College of San Francisco (CCSF), we analyzed enrollment records for students who were dropped from a credit class due to the class’ cancellation in Fall 2016, Fall 2017, and Fall 2018 semesters. In addition, we analyzed demographic characteristics of students enrolled in canceled class sections for Fall 2018, and compared results to those from a similar study completed in Fall 2016.

Re-enrollment Patterns among Students Who Were Dropped Due to Credit Class Cancellations - October 2018



Selected Previews


English and Math Sequence Completion (Cohort Analysis)

In compliance with AB 705, CCSF began to place students into transfer-level English and math courses using high school data rather than placement tests in spring 2019. We measured throughput rates (i.e. successfully completing transfer-level coursework) across cohorts of students based on the first term they started the English/math sequence. Students starting the English/math sequence in Spring 2019 saw throughput rates after one term that were comparable to those of past cohorts after 1-2 years, with equity groups disproportionately benefiting from the change. Future research will be needed to understand subsequent pass/fail trends for transfer-level coursework under the new placement process.

<full report in progress>


Measuring Students' Goals and Progress Towards Them

Students are currently surveyed about their education goals (e.g. transfer, degree, certificate, career development) and intended majors. Given the limitations of this data (often missing or incorrect), we've started to identify other predictors of these desired outcomes, such as coursework, course load, age, and prior education. We also want to understand students' progress towards achieving their goals. However, without clearly knowing students' goals, we've started by looking at possible blockers (e.g. passing and failing patterns) to some common outcomes such as receiving a Liberal Arts degree, satisfying GE requirements, and taking fewer than 60 units. We plan to simplify this complex set of student outcomes into segments based on goals and progress towards them, which should help with identifying future research, interpreting it, and communicating it.

<full report in progress>