Reports and Briefs
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
NEW! LMI FAQ: Resource to help CTE programs navigate self service labor market information (LMI) data. LMI FAQ.
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.
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.
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.
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.
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.
Other Reports and Briefs
Course Success Comparison between Face-to-Face and
Online Sections - October 2019
CCSF Credit Completion Dashboard (2014-15 to
2018-19) - October 2019 (updated December 2019)
- Unit Accumulation, Degree and Certificate Completion among Transfer Students (2016-17 and 2017-18) - March 2019
- Working Adult Degree Program: Credit Course Enrollment and Success (Fall 2017 & Fall 2018) - February 2019
- HARTS Course Success and Demographics (Spring 2018) - July 2018
- Student Use of NetTutor (Fall 2016-Spring 2018) - July 2018
- Transfer Goals and Outcomes by Student Ethnicity - November 2017
- English 91 Tutoring - May 2017
- Equity Tutoring/Mentoring Outcome Evaluation - May 2017
Assessing the Accelerated Math Path: MATH 45 - May
- SFSU Transfer Students - Fall 2015
See archives for more...
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.
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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.
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