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Retention efforts within the classroom (pedagogy and curriculum) 

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Retention efforts within the classroom (pedagogy and curriculum) 

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What should the college consider in order to emphasize retention efforts within the classroom.

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Course Success Rate Data

Scroll down or click the link for each topic to view relevant data. All data displayed is from De Anza's Office of Institutional Research and Planning.

Course Success Rates
Success rates (A, B, C, P grades) have been steadily increasing across all modalities and spiked in 2020-21 during the COVID-19 pandemic. When looking at course success rates by modality, prior to 2020-21, the gap between online and face to face success has been narrowing to nearly similar rates. When looking at overall course success rates, over the past nine years, success rates are lowest for African American/Black, Pacific Islander, Native American, Latinx students, Foster Youth and LGBTQ+ students. While overall course success rates have improved, with an 80% success rate, 20% of our students are not completing the course in which they enroll, and this is most pronounced for our disproportionatly impacted student groups.
As displayed above, course success rates between face-to-face and online courses in 2019-20 were nearly the same with improvements in success in online courses over the past 5 years.

Course non-success (D, F, NP, I, FW grades) rates were on a downward trend prior to the COVID-19 pandemic for all modalities and were highest for online courses ranging from 14% to 10%.

Course withdraw rates (W, EW, MW grades) were also decreasing prior to the COVID-19 pandemic with online withdraw rates highest of all modalities ranging from 10% to 14%.

Success rates for female and male students has increased over the last 9 years, though female students consistently exhibit slightly higher success rates than male students by 4 percentage points on average. Students who identify as non-binary exhibit success rates lower than all other groups, on average 13 percentage points lower than female students.

Course success rates between students who identify as LGBTQ+ and those who do not average a 9-percentage point gap with LGBTQ+ students exhibiting lower success rates averaging 70% compared to 79% for non-LGBTQ+ students.

Students enrolled in DSPS and EOPS have success rates above 80% on average while CalWorks students have an average success rate of 70% and foster youth students exhibit the lowest success rate at 58% on average.

Course success rates by have increased from 76% to 80% over the past 9 years, and all ethnic groups have seen in increase in their success rate, however, there remains large gaps between the success of African American/Black, Native American, Latinx and Pacific Islander students and white and Asian students.

Note: Racial/ethnic groups were ordered by assigning students with two or more ethnicities selected with the following ranks: Laotian, Cambodian, Vietnamese, Native American, Pacific Islander, Filipinx, African American/Black, Korean, Asian Indian, Japanese, Chinese, Asian Other, Latinx, White, Decline to State. For example, if a student selected Pacific Islander and Laotian, they were included in the Laotian group.

The Asian student population was disaggregated into subgroups including Laotian, Cambodian, Vietnamese, Pacific Islander, Filipinx, Korean, Asian Indian, Japanese, Chinese and Asian Other. When looking at success rates across the groups, success rates remain lowest for African American/Black, Pacific Islander, Native American, and Latinx students, lower than those exhibited by Laotian, Cambodian, and Vietnamese students.
Course Success Rate Trends by Ethnicity Including Asian Subgroups
Note: First generation status is defined using the NCES definition as a student whose parent(s) has completed high school or less. Low income is defines as family income including all sources of income for student's whose family income is below $25,000.

As displayed above, there is a negative 7 % pt gap between first generation and non first generation students, on average over the past 5 years, with a negative 8 % pt gap for low income student's success rates compared to students who do not identify as low income.

When disagreggating first generation students by ethnicity, we see success patterns by ethnicity perpetuated when adding the additional factor of income. For example, African American/Black students have the highest difference in success rates between first generation and non first genaration students, with first generation African American/Black students exhibiting success rates 7% points lower than their non first generation counterparts. Native American students exhibit a 9 percentage point difference while all other racial/ethnic groups follow similar patterns with first generation students exhbitiing lower success rates than their non first generation counterparts, but average differences remain at or below 5% points for all other racial/ethnic groups.

Similar to success for first generation students, across all racial/ethnic groups, students who identify as low income exhibit lower success rates than their counterparts who are not low income. The greatest divide is again for African American/Black and Native American students with a 11% point and 12% point difference, respectively. White students who identify as low income exihbit a difference of 6% points on average, while all other racial/ethnic groups are at or below a 5% point difference.

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Scroll down or click the link for each topic to view relevant data. All data displayed is from De Anza's Office of Institutional Research and Planning. Success rates (A, B, C, P grades) have been steadily increasing across all modalities and spiked in 2020-21 during the COVID-19 pandemic.

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Retention efforts beyond the classroom (support services, basic needs) 

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Retention efforts beyond the classroom (support services, basic needs) 

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What should the college consider in order to strengthen retention efforts beyond the classroom?

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The rate at which students continue on their educational path from fall to winter is 75% and from fall through spring is 69%, on average. Persistence rates – or the rate at which a student continues into the following term – are lowes…

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Responding to job projections for certificate, degree and transfer students (click below to explore projections)

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Responding to job projections for certificate, degree and transfer students (click below to explore projections)

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What should the college consider in order to address job projections for certificate, degree and transfer students?

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State of the Valley
Upon review of data and survey results from Santa Clara and San Mateo counties, it is clear that residents are leaving the valley because of the high cost of living and housing costs, with Latinx, Black, women, renters, low-income, and respondents under age 35 being most concerned about financial insecurity. The youth population is decreasing, where residents under the age of 18 decreased 3.3% between 2018-19 while the age group between 18-14 decreased by 1%. Further, the rate at which students graduate high school is declining in the area, though more students are eligible for direct access to a UC or CSU campus.
Survey of Silicon Valley Poll, 2021

The following are key findings from the annual poll [1] conducted by Joint Venture Silicon Valley.

Residents are leaving the valley because of the high cost of living and housing costs.

56% of survey respondents reported they are likely to leave the region in "the next few years." This is up nine percentage points from last year.

The overall cost of living (84%) and high housing costs (77%) are the main reasons reported for wanting to move.

76% of survey respondents indicated the cost of housing as the most serious problem in the Bay Area, followed by the cost of living, homelessness and the increasing frequency of wildfires and drought.

72% of survey respondents think the Silicon Valley as a "good" or "excellent" place to pursue a career, but the rates are far lower for Black respondents at 60%.

Financial insecurity is a serious concern in the valley, with Latinx, Black, women, renters, low-income, and respondents under age 35 being most concerned.

40% of survey respondents report feeling financially insecure with higher percentages reported for Latinx, Black and women (44%) respondents.

Feelings of housing and food insecurity are greatest for renters (51%) with 20% of renters in the Valley reporting they suffered a pay cut due to reduced hours or demand and 15% of renters reported they were laid off or permanently lost a job.

24% of respondents reporting their income to be less than $50,000 a year had to take a cut in pay, 20% were furloughed or temporarily laid off and 23% said they were laid off permanently or lost a job. This group is also the most likely to be worried about rent, mortgage, groceries, or food.

46% of respondents under the age of 35 were worried about paying for food and housing.

Silicon Valley Index

The following draws from the Silicon Valley Index published by Joint Venture Silicon Valley for Santa Clara and San Mateo Counties.

Demographics

Economy

Poverty and Basic Needs

Poverty in the valley affects 6% of the population.

The rate is lower than the rest of the Bay Area, state and nation, but still results in 6% of the population living in poverty.

The poverty rate has decreased from 10% in 2012. While 6% of resident live below the poverty line, another 24% live above the poverty line but below the standard of living within the valley, for a combined 30% of the population not making enough money to meet household self-sufficiency standards.

Job Projections

Associate Degree, Certificate or Some College

The greatest growth in job openings in the valley with are in the health sciences.

Top 20 occupational projections by percent increase in projected openings between 2018 and 2028 requiring an associate degree, certificate or some college.

Occupational Title

Projected Employment Increase

Median Annual Wage

Bachelor's Degree

The greatest growth in job openings in the valley with a bachelor's degree are varied and include design, software, research, sciences and medical fields.

Top 20 occupational projections by percent increase in projected openings between 2018 and 2028 requiring a bachelor's degree.

Source: California Employment Development Department (EDD)

https://jointventure.org/images/stories/pdf/sv-poll-2021-report.pdf

https://jointventure.org/publications/silicon-valley-index

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Upon review of data and survey results from Santa Clara and San Mateo counties, it is clear that residents are leaving the valley because of the high cost of living and housing costs, with Latinx, Black, women, renters, low-income, and respondents under age 35 being most concerned about financial insecurity.

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Integration of CTE and transfer pathways.

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Integration of CTE and transfer pathways.

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What should the college consider in order to continue to integrate transfer and CTE pathways and align with high0demand careers?

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Growing CTE and transfer pathways for nontraditional populations.

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Growing CTE and transfer pathways for nontraditional populations.

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What should the college consider in order to target pockets of enrollment growth for nontraditional student populations?

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FREE College Classes at De Anza!

Want to learn a new subject, improve your skills, or get ahead in your job or career?

De Anza College now offers FREE noncredit courses and certificate programs.

No tuition or registration fees

No prerequisites or placement tests (except for English as a Second Language)

No limits on repeating a noncredit course

Explore These Noncredit Programs

(You can view the complete college catalog for all academic programs, including credit courses, degrees and certificates, at deanza.edu/catalog.)

Why Take Noncredit Classes?

Noncredit courses are a or simply great way to extend -your college education! You can get valuable job training, sharpen your skills before taking credit courses, expand your knowledge on a subject you're interested in. (These courses won't count toward earning a college degree or academic certificate.)
SEE ANSWERS TO FREQUENTLY ASKED QUESTIONS

It's Easy to Register

Apply Online
OPENCCC APPLICATION
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Choose Your Courses

Find Your Registration Date

Register for Classes

More Information

Eligibility: You must be age 18 or older to enroll in noncredit courses. U.S. immigration rules do not allow visitors with an F-1, B-1 or B-2 visa to enroll in noncredit courses.

Attendance: Noncredit students are enrolled in the same course section as credit students, and are expected to complete the same coursework and attend all classes.

Fees: Noncredit courses are tuition-free. However, students are responsible for purchasing their own materials and textbooks for the course. Noncredit students can also opt in to pay De Anza College basic fees for student programs or services - including the SmartPass, which provides unlimited rides on Santa Clara Valley Transportation Authority buses and light rail lines.

Why Offer Noncredit Courses?

The Board of Governors for California Community Colleges established a framework for offering noncredit classes and programs to increase educational access to students from diverse backgrounds.

Noncredit courses can be a starting point for many individuals - particularly immigrants, the economically disadvantaged or adults with lower skills - on a pathway to learningbasic skills, preparing to enter the workforce, transitioning to for-credit programs and transferring to a four-year university.

We Are Here To Help!

For questions about a particular course or program, please contact the department or division that offers the course.

For questions about registration, please contact the Admissions and Records Office by using their online help form.

Frequently Asked Questions

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Want to learn a new subject, improve your skills, or get ahead in your job or career? De Anza College now offers FREE noncredit courses and certificate programs. No tuition or registration fees No prerequisites or placement tests (except for English as a Second Language) No limits on repeating a noncredit course (You can view the complete college catalog for all academic programs, including credit courses, degrees and certificates, at deanza.edu/catalog.)